Peer mediation
Duration
Between 10 and 12 1hour sessions
Age Group
11 - 12
13 - 14
15 - 16
13 - 14
15 - 16
Objectives
Promotion of EU citizenship, EU and democratic values and human rights
Enhancement of empathy outside school (friends, family, strangers
Development of empathic behavior at school
Enhancement of empathy outside school (friends, family, strangers
Development of empathic behavior at school
Needed material
- A place for training (small group of 15 students / 1 adult)
-A place for mediation (students/students)
-A binder to record the exchanges (mediators)
-A mediator’s booklet
-A place for mediation (students/students)
-A binder to record the exchanges (mediators)
-A mediator’s booklet
Emotional Intelligence Areas
Self-awareness
Self-regulation
Empathy
Internal motivation
Social skills
Self-regulation
Empathy
Internal motivation
Social skills
Description
The implementation of this action supposes a workshop training with volunteer students. This training can take place during lunchtime or during free time from the timetable. It lasts 10 to 12 hours, 1hour session per week and leads to the delivery of a diploma (the mediator's booklet) in the presence of the director.
The training concerns all classes (from sixth to final) and can begin in sixth so that students who wish can play their role of mediator each year.
It takes place with a teacher or a member of the educational team, in the form of workshops, adapted to the age of the participants.
At the end of the training, students can intervene in conflict management.
Strengths of experience:
1) At the student level: This training aims to:
- help the students to learn about themselfs and their feelings.
- make the student take the other's point of view into account and analyze the other's emotions: what the emotion translates to the level of need
- give the student the opportunity to analyze and understand a message received: between rumor and reality (defuse conflicts)
- teach the student to communicate and help others to communicate
- teach the student to seek a constructive solution to a conflict by overcoming disagreements
2) At the level of the establishment and of life outside the establishment: The aims are to:
- improve the social climate
- to establish positive relationships
- prevent bullying
Weaknesses:
At school :
- student supervision time can be time consuming if the teacher is alone.
- a referent team would facilitate the organization and coordination of such a project and ensure better monitoring.
Adaptation to use empathy:
The training is already designed to stimulate empathy and emotional intelligence. It is possible to increase its impact through role-playing games, videos, posters.
Awareness in the classroom can be done during free time through activities pro-moting team spirit, living together.
The training concerns all classes (from sixth to final) and can begin in sixth so that students who wish can play their role of mediator each year.
It takes place with a teacher or a member of the educational team, in the form of workshops, adapted to the age of the participants.
At the end of the training, students can intervene in conflict management.
Strengths of experience:
1) At the student level: This training aims to:
- help the students to learn about themselfs and their feelings.
- make the student take the other's point of view into account and analyze the other's emotions: what the emotion translates to the level of need
- give the student the opportunity to analyze and understand a message received: between rumor and reality (defuse conflicts)
- teach the student to communicate and help others to communicate
- teach the student to seek a constructive solution to a conflict by overcoming disagreements
2) At the level of the establishment and of life outside the establishment: The aims are to:
- improve the social climate
- to establish positive relationships
- prevent bullying
Weaknesses:
At school :
- student supervision time can be time consuming if the teacher is alone.
- a referent team would facilitate the organization and coordination of such a project and ensure better monitoring.
Adaptation to use empathy:
The training is already designed to stimulate empathy and emotional intelligence. It is possible to increase its impact through role-playing games, videos, posters.
Awareness in the classroom can be done during free time through activities pro-moting team spirit, living together.
Lesson Plan
Several sessions are planned with volunteer students to set up this training. (10 to 12 one hour sessions)
The students undertake to respect the rules of operation (principle of confidentiality, self-regulation, respect for others, their ideas, respect for schedules, principle of involvement, empathy and friendliness.
In session 1: the frame is placed; attention is paid to the difference between the facts and the interpretations or judgments (several games are possible: agent 007's game ,the story of the lady in the metro)
Session 2: representations of conflict: individual and collective reflections with games (5 + 5 = 5, the relational scarf).
Session 3: What is conflict? : tale of the Honey Drop; introduction of the concept of emotions
Session 4: What are emotions: video: "And everyone does not care"; the 4 main emotions (anger, sadness, fear and joy).
Work on the expression of emotions: students are invited to write a letter of gratitude
Session 5: knowing how to express your feelings and the associated need (staging)
Sessions 6 and 7: active listening
Sessions 8 and 9: empathy: reminders of the different types of reactions to conflict (improvisation games)
Sessions 10, 11 and 12: Simulations of mediations (objectives, active listening, verbal and non-verbal communication, the different stages)
The students undertake to respect the rules of operation (principle of confidentiality, self-regulation, respect for others, their ideas, respect for schedules, principle of involvement, empathy and friendliness.
In session 1: the frame is placed; attention is paid to the difference between the facts and the interpretations or judgments (several games are possible: agent 007's game ,the story of the lady in the metro)
Session 2: representations of conflict: individual and collective reflections with games (5 + 5 = 5, the relational scarf).
Session 3: What is conflict? : tale of the Honey Drop; introduction of the concept of emotions
Session 4: What are emotions: video: "And everyone does not care"; the 4 main emotions (anger, sadness, fear and joy).
Work on the expression of emotions: students are invited to write a letter of gratitude
Session 5: knowing how to express your feelings and the associated need (staging)
Sessions 6 and 7: active listening
Sessions 8 and 9: empathy: reminders of the different types of reactions to conflict (improvisation games)
Sessions 10, 11 and 12: Simulations of mediations (objectives, active listening, verbal and non-verbal communication, the different stages)
Assessment
The student volunteers attend several training (or awareness) workshops de-signed to give them the tools to fulfil their role as mediators. They receive a booklet in which all the stages of their training are recorded.
At the end of the training they sign a commitment in which they agree to respect certain rules:
1) Say no to violence: Respect others if I want to be respected in return.
2) Talk about yourself and not about the other, tell the truth.
3) Listen and seek to understand the other in his truth without interrupting him by being ready to say what has been understood.
4) Keep what the other tells a secret. Everything that is said remains within the framework of the mediation.
After the training, they can intervene in the event of a conflict and have mediation files which report the facts and serve as a link between the parties concerned (CPE(Principal educational advisor), teachers, education supervisors, student mediators).
At the end of the training they sign a commitment in which they agree to respect certain rules:
1) Say no to violence: Respect others if I want to be respected in return.
2) Talk about yourself and not about the other, tell the truth.
3) Listen and seek to understand the other in his truth without interrupting him by being ready to say what has been understood.
4) Keep what the other tells a secret. Everything that is said remains within the framework of the mediation.
After the training, they can intervene in the event of a conflict and have mediation files which report the facts and serve as a link between the parties concerned (CPE(Principal educational advisor), teachers, education supervisors, student mediators).
Links for further information
Download further documentation
TESTING AND ASSESSMENT