“Crush Stealer” is a full scripted role-play designed to be presented as a skit by students, introducing the peer mediation process in an engaging way. This resource was created by the Student Led Peer Mediation Program, a pilot and evaluation project by the Conflict Resolution Center of St. Louis supported by a grant from the St. Louis Mental Health Board. Student Led Peer Mediation is a process where trained students act as neutral mediators. Students in conflict work with a trained student mediator to uncover the root causes of their disputes and together decide on fair ways of resolving their conflict. Additional training resources are available at peermediation.net/resources
Archive
High School Mediation Manual – Spanish Language Edition
This mediation training manual, developed by the Washington Heights Inwood Coalition Mediation Program, is the product of ten years experience teaching mediation skills to secondary students in New York. The school program worked mostly with Latino students, newcomers to the country. So the trainings have been in Spanish. The material and activities of this program are designed to prepare high school students as mediators. The basic mediation skills taught and practiced are the same as in adult training. It updates and adapts the lessons and activities to the level of development and interests of students.
Young Community Mediators Peer to Peer Mediation Curriculum
Young Community Mediators is a regional EU-based group established with the purpose of equipping young people age 16-30 with the knowledge and skills to become peer mediators, empowering the youth of society to play a greater role in addressing conflict in the community around them thus helping to create a brighter future.
This 85-page PDF guide initially focuses on the trainer through a training delivery support-focused section. Following on from the tutor support guidelines is the Young Community Mediators Peer to Peer Mediation Curriculum which consists of five modules. The first Module is designed as an introduction module where participants are welcomed on to the programme and facilitated to engage as a group. They are introduced to the area of conflict, mediation and to the peer to peer mediation process. At the initial stage the trainer will conduct an audit of the participant’s level of understanding and knowledge of peer to peer mediation. Modules 2-5 are concentrated on the main themes and skills required to deliver a youth peer to peer mediation resolution process successfully. The modules are;
– Introduction & Welcome
– Understanding Conflict
– Peer Mediation & Listening Skills
– Overview and process involved in the Peer Mediation Event
– Decision Making & Teamwork
The modules are each designed as 4-hour peer mediation training sessions. Each module commences with a tutor module overview containing a module descriptor with the individual learning objectives/outcomes. Learning objectives/outcomes spell out exactly what should be achieved by the learning event.
Peer Mediation Session for Stan and Susan
This 7-page scripted role-play illustrates the peer mediation process. It is designed to be used in the classroom with middle school age youth. It is based on scenario wherein Stan tripped, saw Susan laughing with her friend Misty, and immediately jumped to the conclusion that Susan was making fun of him. He called her a bad name in revenge. In classroom use, this activity may be preceded by the same scenario being played out as a negotiation between Stan and Susan. See related document “A Negotiation between Stan and Susan” for more details on the conflict.
Does it work?: The case for conflict resolution education in our nation’s schools
In March, 2000, a gathering of educators, practitioners, and researchers took place in Washington DC in a research symposia sponsored by the United States Department of Education and convened by the Conflict Resolution Education Network. This group came to share their colective knowledge about CRE research, how the research is informing practice in the field of CRE, and what direction future research should take. This 155-page manuscript is a product of this gathering.
The chapter structure is as follows:
Chapter 1: Conflict Resolution Education in the U.S.
Chapter 2: Impact on Students: Conflict Resolution Education’s Proven Benefits for Students
Chapter 3: Impact on Educators: Conflict Resolution Education and the Evidence Regarding Educators
Chapter 4: Impact on Diverse Populations: How CRE Has Not Addressed the Needs of Diverse Populations
Chapter 5: Impact of CRE on School and Classroom Climate
Chapter 6: Conflict Resolution Education: Issues of Institutionalization
Chapter 7: Does It Work? Shared Insights and Future Directions
Peer Mediation Introduction w Videos from Learning and Teaching Scotland
Peer mediation involves pupils in schools helping their peers to resolve disagreements. It is a practical application of a restorative approach for pupils.
This online resource from Learning and Teaching Scotland provides an introduction to this restorative approach with guidance, resources and videos that describe putting peer mediation into action.
IREX Conflict Prevention and Peer Mediation Toolkit
The Conflict Prevention and Peer Mediation Toolkit provides the training notes, handouts, sample agendas, and resource templates needed to initiate a peer mediation program for youth. IREX and partner organization Foundation for Tolerance International (FTI) created the Conflict Prevention and Peer Mediation Toolkit to support the creation of peer mediation programs at schools in Kyrgyzstan as part of the Youth Leadership for Peace Project funded by the United States Institute of Peace (USIP). After receiving training on conflict prevention, peer mediation, and use of the Toolkit, teachers and youth from the Batken and Chui regions of Kyrgyzstan initiated peer mediation programs at 16 schools. From January – June 2013, peer mediators held more than 60 mediations, with 90% of mediations resulting in a signed mediation agreement.
Peaceful Conflict Resolution Guide for Primary and Secondary Schools (Croatia)
This training guide for schools consists of three primary modules:
1. damiri/ice – Conflict and Communication
2. spajalice – Peer Mediation
3. kazimiri/ice – Peer Education
The guide is the result of the work on the project Peaceful Problem Solving in Schools and Trauma Alleviation, Youth for Youth – Peer Mediation, initiated and supported by UNICEF Office for Croatia in co-operation with Croatian Ministry of Education and Sports. The Project was carried out by NGO “Mali korak” – Centre for Culture of Peace and Non-violence Zagreb.
In the school year of 1999/2000 it was implemented in 52 primary schools, most of which were schools of special social care in previous war affected areas. The purpose of this program model was to change attitudes, behaviors and experiences related to conflict and violence: improve coping with problem and conflict situations, develop awareness of prejudice, of one’s own rights as well as the rights of others both in those who participate in the program (students) and those who deliver it (teachers).
Talk It Out – Bronx Intl High School Peer Mediator Music Video
Bronx International High School Students from the Morris Campus Student Leadership Council came together to write and create this gritty urban style video to promote peer mediation at the Morris High School Campus. They titled the song, “Talk It Out.”
Kapaa High Peer Mediation Program Makes Peace in Hawaii
The Kapaa High School Peer Mediation program is featured on Shining Stars, the educational television and internet video program produced by the Kauai District Department of Education and Public Schools on the beautiful island of Kauai, Hawaii.
Resolving Conflict with a Peer Mediation Program
This 62-page peer mediation handbook for grades 4-8 provides the materials and resources for designing, building, implementing and sustaining a peer mediation program. It was developed as a collaborative project of the Peace Studies Program, University of Maine, and Maine Law & Civics Education, University of Southern Maine, with support from the Division of Family Health, Maine CDC, Department of Health and Human Services.
Take a Look at a Cool School – Peer Mediation
This video provides an introduction to becoming a peer mediator in the Cool Schools peer mediation system in New Zealand. Two peer mediators from Stanhope Road School guide us through the steps of becoming a mediator and what is involved. Included are tips on active listening from a peer mediation training and an example of a peer mediation in action. It was produced and directed by Rachael Bigelow, a 3rd year student at AUT studying a Bachelor of Communication, majoring in television.
Mediator Mentors Peer Mediation Training Video
A peer mediator training video used by Mediator Mentors in Fresno. It illustrates a sample playground mediation with coaching feedback and a few mnemonics to help remember key ideas.
The S.T.A.R. Conflict Resolution strategy – Webinar Archive
The S.T.A.R. strategy (Stop, Think, Act, Reflect), is a developmentally appropriate problem-solving strategy that:
1) helps students learn and practice critical social-emotional and conflict resolution skills
2) helps teachers and students resolve real problems
3) holds students accountable for their behavior
Participants in this international webinar hosted by the Inter-American Teacher Education Network learned how to teach S.T.A.R. to students, ages 5-14, and how to implement S.T.A.R. in the classroom and school-wide.
The presenter is Christa M. Tinari, MA, a Safe Schools Specialist and a champion of whole-child education. A former Student Assistance Counselor, she has been training children and adults in the skills of peacemaking, for over 15 years. Ms. Tinari is founder of PeacePraxis Educational Services.
Mediation@MIT Basic Mediation Training Slides and Scenarios
This document accompanies the Mediation@MIT Basic Mediation Training Trainers’ Manual (Higher Education). It contains all the slides utilized by instructors in the Basic Mediation Training. The lectures are NOT continuous slide presentations but consist primarily of discussion and exercises. The slides are used at intervals to reinforce key points, and to alternate between aural and visual instruction techniques. Part Two also contains the instructions to parties in all role plays or simulations. The General Instructions are the same for both parties, the material they both know and know that the other knows. The Private Instructions contain material known only to that party, which may or may not be revealed during the course of the mediation, including information about motivation and personal style of the character.