Thesis (M.A. in Intercultural Service, Leadership and Management) -- School for International Training, 2007 / Advisor -- John Ungerleider Includes bibliographical references (leaves 60-61).

There is a great deal of literature written on conflict mediation and Resident Assistant (RA) training. This literature not only helps to define what each area is, but it provides readers with the knowledge necessary to become skilled in mediation or to effectively design training programs to educate students employed to work in residence halls. However, there is little literature regarding how RAs are trained in conflict mediation. This study attempts to address this gap. The purpose of this study was to determine how RAs and professional staff at three public institutions perceive conflict mediation training provided to RAs. To answer the research questions posed in this study the researcher used a self-designed questionnaire. The design of this questionnaire specifically asked questions focusing on the conflict mediation training RAs receive, how often these skills are used, and how important these skills are as perceived by professional and student employees as well as by gender. One hundred seventy-nine responses representing a 31 percent response rate were used in this study. Twenty percent of the participants were professional residence life staff members. The other 80 percent were RAs. In addition, 34 percent of the participants were male and 67 percent of the participants were female. This study's findings illustrated five significant differences in perception among professionals and RAs as well as differences among male and female RAs. Professionals responsible for training RAs may wish to consider these differences as they design future training workshops. However, the study's findings also illustrated that there is an overwhelming, positive consensus in perception regarding RA training in conflict mediation. Not only are RAs trained in conflict mediation but they use and value these skills as well. In addition, these findings indicate that paraprofessional staffing models are successful. / Master of Arts

Cette thèse explore le rôle de multiculturels dans les multinationales. Les multiculturels sont connus pour leur compétence et leur potentiel culturels susceptibles de contribuer à l’efficacité d’une organisation. Peu d’études à ce jour ont examiné les multiculturels dans les multinationales et pratiquement aucune recherche n’a essayé de comprendre le rôle des multiculturels dans la facilitation d’un processus de travail d’équipe efficace. En vue d’étudier un phénomène qui n’a pas été suffisamment scruté, cette dissertation a mobilisé un travail de terrain ethnographique dans deux multinationales importantes sur une période de 10 mois. Elle étudie les rôles de multiculturels dans des équipes mondiales en se référant à trois contextes : (1) la compétence multiculturelle et son impact sur l’efficacité de l’équipe ; (2) comment les multiculturels influencent les processus de travail d’équipe ; (3) en quoi et comment des facteurs liés au contexte affectent l’aptitude des multiculturels à jouer des rôles. / This dissertation explores multiculturals in global corporations. To date, limited research helps us understand the role of multicultural individuals in facilitating the effective functioning of global teams. To investigate this under-examined phenomenon, this dissertation presents the first empirical study of the roles of multiculturals in organizations by facilitating 10-month ethnographic field work in two MNCs: a leading cosmetic MNC and an auditing and consulting MNC. This dissertation comprises three papers. The first paper develops the theoretical model of bicultural competence and its impact on multicultural team effectiveness. I define bicultural competence, determine its antecedents, and identify two roles that bi/multiculturals might play in promoting multicultural team effectiveness: boundary spanner and conflict mediator. The second paper examines multiculturals’ cultural brokerage role for team work processes in global new product development teams: how multiculturals influence teams’ knowledge processes and handle cross-cultural conflicts (not only collocated but also virtual between corporate headquarters and local subsidiaries). Multiculturals play a critical role that influence knowledge processes and cross-cultural conflict management within global teams where cultural and national heterogeneity seems more complicated than organizational researchers have recognized to date. The third paper investigates boundary conditions and how they impact multiculturals to enact their roles. I compare and contrast multiculturals in two MNCs in different industries. In particular, I identify boundary conditions that have impact on multiculturals in three levels of analysis: organizational; team; individual. Furthermore, I propose what factors challenge or enable multiculturals and accordingly, how multiculturals overcome challenges and use given opportunities in order to perform effectively or yield such challenges in organizations

Conflict resolution strategies in special education are necessary in view of increased disability and civil rights legislation impacting schools. With increase in federal laws and regulations comes an increase in parental expectations and unclear interpretations of "what is right" and "what is legal" regarding meeting the educational needs of students with disabilities. The purpose of the study was to identify factors that escalate and de-escalate parent-school conflict in special education and to understand the special education mediation process from the perspectives of parents, school officials and mediators in Massachusetts. Data were collected through telephone interviews with 44 participants. Interviews were audiotaped and transcribed verbatim. Parent participants had experienced special education mediation either during the school year 1995-1996 or 1996-1997. School officials and mediators had experienced multiple special education mediations. A grounded theory approach was used to analyze data. Eight categories of factors that escalate parent-school conflict in special education were identified: (a) Discrepant Views of a Child's Needs, (b) Knowledge, (c) Service Delivery, (d) Valuation, (e) Reciprocal Power, (f) Constraints, (g) Communication, and (h) Trust. Participants in each group revealed that the mediation process was of value even though one may not achieve the desired outcome. Strengths of the mediation process were identified in the areas of its ability to provide disclosure, empower participants, provide opportunity for communication, provide suitable outcomes, strengthen relationships and provide a pragmatic approach to problem-solving. Limitations of mediation were reported in it's ability to be misused by participants seeking opportunities for fact-finding and it's lack of ability to be enforced. Results indicated that training in conflict handling strategies is needed by parents and school officials. Results of the study supported using early intervention conflict identification and resolution strategies so that conciliatory attitudes and trust might be preserved in parent-school relationships. / Ed. D.

This paper examines dialogue between disputing students and the teacher/facilitator in conflict mediation meetings, and discusses what kind of teacher/facilitator’s actions help disputing students find a constructive solution, or even relational transformation. Key theories that inform my research are taken from Martin Buber and Carl Rogers. Buber argues that a human needs to set him/herself at a distance to see the other as an independent existence, and that humans enter relationship through self-becoming, and confirmation of the other’s existence. This is very difficult to achieve in a conflict situation, but Rogers’ core conditions of Person Centred Therapy: Unconditional positive regard; Empathy; Genuineness, fill this gap. The conflict mediator can help this process. Data for the study is taken from twenty video recordings in a secondary school in England, where diversified students, including those who were born abroad, learn together. I examine the outcomes of twenty video-recorded meetings, grouped into three categories: Relational Transformation; Resolution Only; Conflict not transformed. I describe how I have selected three meetings each (nine in total) for thematic coding and conversation analysis. Elicitive and empathetic facilitation appeared most frequently in Relational-Transformation cases, whereas judgmental and directive facilitation were observed most frequently in Conflict-not-transformed cases. As for student’s actions, openness and expansiveness appeared most frequently in Relational-Transformation cases, and attacking and defiance appeared most frequently in Conflict-not-transformed cases. Resolution-Only cases lie between these two categories. These findings suggest that conflict mediation favours elicitive and empathetic facilitation, and leads to the transformation of students’ relationships. When the facilitator/teacher shows judgment and directiveness, students respond with attacking and defiance, which impairs transformative process. It was also revealed that students were only able to acknowledge the other student’s feelings and experiences after their own feeling had been acknowledged.

O trabalho de pesquisa apresenta um estudo sobre mediação de conflitos a partir do diálogo nas IES particulares, na ordem da mensalidade e matrícula. Para tanto, precisamos inicialmente entender o conceito de conflito, bem como a sua natureza, tipos e métodos de resoluções de conflitos. A mediação como uma das ferramentas para dirimir ou evitar os conflitos, os princípios da mediação, bem como o ofício e os limites do mediador. Essa mediação passa pelo diálogo e pela escuta sensível dos litigantes. O estudo busca identificar práticas desenvolvidas de mediação e prevenção do conflito a partir de uma comunicação eficaz. Apontam-se os limites existentes nessa mediação de conflitos devido à natureza complexa e subjetiva do ser humano e às reais possibilidades que o mediador tem em prevenir ou resolver conflitos em IES privada. Algumas possibilidades são detectadas e podem melhorar o relacionamento entre aluno e IES. / This research paper presents a study on conflict mediation based on dialog in private Higher Learning Institutions [HLI], related to monthly payments and enrollments. For this it is necessary to first understand the concept of conflict, as well as its nature, types and methods of conflict resolutions; mediation as one of the tools to solve or avoid conflicts, the principles of mediation, as well as the role and the limits of the mediator. This mediation goes through dialog and through sensitive listening to the litigants. The study seeks to identify practices developed for mediation and for the prevention of conflict based on efficacious communication. Existing limits to this conflict mediation are pointed out due to the complex and subjective nature of the human being and to the real possibilities which the mediator has in preventing or resolving conflicts in a private Higher Learning Institution [HLI]. Some possibilities are perceived which can improve the relationship between the student and the HLI.

This submission for PhD by Publication includes two studies I conducted during 8 years of dedicated field research examining the US role in mediating the Arab-Israeli conflict. These studies developed from my collection of in-depth oral testimonies and were buttressed by my recovery and examination of troves of original documents that had been previously denied any public, much less academic, scrutiny. The scope of this qualitative research and my political and historical analysis of it resulted in two published books that chronicle the unsuccessful American efforts to negotiate Arab-Israeli peace agreements during the presidencies of William Clinton, George W. Bush, and the first term of Barack Obama. In order of publication, they are The Truth About Camp David (New York: Nation Books, 2004) and The Palestine Papers: The End of the Road? (London: Hesperus Press, 2011). The original academic contribution of both works was the presentation of new empirical evidence to advance understanding of how heavily biased American mediation severely damaged this diplomatic undertaking. Despite being a solidly pro-Israel country, the United States had previously been able to achieve some notable mediation successes when it made efforts to adopt an “even-handed” approach. Yet in the period covered by both my books, I demonstrated how top American mediators—comprised of mostly pro-Israel partisans—dismissed any pretext of impartiality, and in most instances even escalated their mediation bias. This behavior has exacerbated the Arab-Israeli conflict and made the stated aim of a comprehensive peace a very distant prospect. The Truth About Camp David was intended as a first rough draft of history. The title references the famous summit convened by President Clinton in July 2000 that failed to forge peace between Israelis and Palestinians and the overarching US-led “peace process” around it which contributed to the outbreak of the Second Intifada. The book also details the effort to conclude an Israeli-Syrian peace agreement at Geneva just months before, which also failed. My research advanced the thesis that both the Geneva and Camp David summits were historic miscarriages of diplomacy by my presentation of granular insider accounts revealing the intensity of American mediation bias. I also exposed the general disorganization of its negotiating team, a dysfunction that was largely unknown to the public prior to my book’s release. My primary purpose in writing The Truth About Camp David was thus to enable its reinterpretation by making public new evidence about this watershed moment and the period surrounding it. Relying primarily on oral history, I interviewed US, Arab, Israeli and European officials who were first-hand participants to collect their personal narratives. I sought to identify discrepancies in their accounts, and attempted to reconcile them through further interviews, document interrogation, and my own analysis. A key challenge of The Truth About Camp David was thus to weave a thread through the various testimonies and present, as best as I could, a coherent historical narrative. Following that, my aim was to have it reviewed and discussed among credible scholars and the foreign policy community. The testimonies within The Truth About Camp David directly challenged the official narrative and prevailing media orthodoxy at the time of Palestinian blame and Syrian intransigence. As a result, it helped reframe both political debate and academic scholarship concerning this crucial period of American diplomatic intervention. In 2006, The Truth About Camp David was translated into Arabic, giving its contents even greater reach. My 2011 book “The Palestine Papers: The End of the Road?” continued my earlier line of inquiry and was largely based on documents given to me the year prior, referred to as “The Palestine Papers,” the largest leak of confidential negotiating records in the history of the Arab-Israeli conflict. Published in full by Al Jazeera Media Network, and in limited partnership with the UK’s Guardian newspaper, the content of the files generated headlines around the world from January 24-27, 2011. My additional research for The Palestine Papers was released in May 2011 as an anthology of select papers with my accompanying qualitative analysis and interpretation rather than a stylistic mediation critique. My aim in writing “The Palestine Papers: The End of the Road?” publication was to reach beyond Al Jazeera and Guardian audiences and equip interested scholars, practitioners, and skeptics with essential highlights from the papers as well as an analytical framework to put them into context. My research for The Palestine Papers sought to help reconcile the intervening gap of negotiating history from Truth About Camp David, following the trajectory of how Israelis and Palestinians alike had grown even more conditioned to expect if not rely upon biased American mediation that excessively tilts toward Israel. The Palestine Papers also catalogues for the first time the dynamics that enabled US negotiators to escalate its role from being the self-appointed judge of Palestinian negotiating behavior during the talks (in the Camp David 2000 era) to the unilateral “juror” of its final-status positions (evidenced by the presidencies of George W Bush and Barack Obama). A supplemental essay included in this submission analyzes an earlier diplomatic era to advance my thesis of how far US mediation bias has traveled since America assumed the principal negotiator role of the Arab-Israeli conflict in the early 1970’s. Indeed, based on the overarching narrative that evolve from both those publications and this essay, it is entirely predictable to see how America’s mediation posture has matured into the era of extreme pro-Israel bias that now characterizes the approach of the Trump Administration. I will interpret this collective diplomatic history using a range of multidisciplinary academic theories addressing biased mediation in international conflict resolution. Then, by drawing on the scholarship from my previous books, I will assess and critique the theoretical benefits of employing biased mediators in conflict resolution—as some prominent scholars have advocated for. By taking a fresh look at earlier Arab-Israeli negotiations led by Henry Kissinger under President’s Richard Nixon and Gerald Ford, I am able to make even greater contrast to that very limited era when biased American mediation in the Arab-Israeli conflict appeared to yield limited success. The process of applying the scholarship of others against the knowledge created from my own published works enable me to demonstrate in this essay that the present day American negotiating bias toward Israel largely exceeds what the normative scholarship on mediation bias envisaged.

A vida em sociedade, sobretudo a vida em família, é fonte de conflitos interpessoais, que surgem muitas vezes por dificuldades de comunicação entre as pessoas. Para resolver seus conflitos, e frente às suas dificuldades de comunicação, é bastante comum as pessoas delegarem a decisão sobre as suas vidas a uma terceira pessoa, que institucionalmente em nossa sociedade é o juiz de Direito, acarretando assim a judicialização dos conflitos. A mediação é um método que tem como principal objetivo restaurar e fortalecer a boa comunicação entre as partes em litígio e, para tanto, utiliza-se do princípio da autonomia da vontade dos mediados, para que esses, por meio do diálogo, busquem conjuntamente a resolução para seus conflitos, evitando delegá-los a uma terceira pessoa. O mediador é um terceiro imparcial que auxilia as pessoas a se comunicarem, sem decidir ou oferecer soluções para o conflito. Ao se restaurar uma boa comunicação, espera-se que o acordo passe a ser a consequência lógica do diálogo, o que é muito importante para a área jurídica, pois pode significar um processo a menos no Judiciário. É importante frisar que a mediação não se confunde com terapia, embora dela possam surgir efeitos terapêuticos. Os objetivos da presente pesquisa foram analisar quais conceitos da Psicologia em geral, e da Psicanálise em particular, podem ser úteis no trabalho de mediação, bem como aprofundar a discussão sobre diferenças e semelhanças entre terapia e mediação. Com o intuito de se alcançar os objetivos propostos, foram entrevistados três mediadores reconhecidos na área, por meio de entrevistas semidirigidas, e observadas três reuniões de mediação, duas com as mesmas partes em conflito. Os resultados foram analisados com base na hermenêutica psicanalítica. Como contribuições da Psicanálise, pode-se destacar a possibilidade do uso da contratransferência por parte do mediador, para ampliar a compreensão do conflito entre as partes; a importância da escuta; o princípio de que tão importante quanto o que se diz é o que motiva a dizer; a compulsão à repetição; o fato de o sintoma dos filhos poder estar ligado ao conflito dos pais. Um resultado não previsto, e que merece particular atenção, é a presença de certa psicologização dos conflitos na mediação, reduzindo-se as características do litígio ao âmbito psicológico, bem como o perigo de os mediadores agirem como normalizadores, ao focarem e dirigirem a conversa para o que julgam que precisa ser acordado e como deve ser a repartição das responsabilidades pelo casal em relação aos seus filhos. Entende-se que esse papel cabe ao juiz de Direito, que tem esse poder, e não aos mediadores / Life in society, especially family life, is a source of interpersonal conflicts that often arise due to difficulty in communication between people. To resolve conflicts, and facing difficulty in communication, it is quite common for people to delegate the decisions about their lives to a third person, which institutionally in our society is the court judge, thus leading to the judicialization of conflicts. Mediation is a method which aims to restore and strengthen good communication between the parties in dispute and, therefore, uses the principle of autonomy of will on the mediated so that they, through dialogue, can jointly seek the resolution to their conflicts, to avoid delegating them to a third party. The mediator is an impartial third party who helps people communicate without deciding or offering solutions to the conflict. By restoring good communication, it is expected that an agreement becomes the logical consequence of the dialogue, which is very important for the legal department, since it can mean one process less in the Judiciary. It is important to stress that mediation should not be confused with therapy, although therapeutic effects may arise from it. The objectives of this study were to analyze which concepts from Psychology in general, and Psychoanalysis in particular, might be useful in mediation work, as well to deepen the discussion about the differences and similarities between therapy and mediation. In order to achieve the proposed objectives, three mediators recognized in the field were interviewed in semi-structured interviews, and three mediation meetings were observed, two with the same parties in conflict. The results were analyzed based on psychoanalytic hermeneutics. As contributions from Psychoanalysis, it can be highlighted the possible use of countertransference on the part of the mediator to broaden the understanding of the conflict between the parties; the importance of listening; the principle that as important as what is said is what motivates the saying; the compulsion for repetition; the fact that the symptom of the children can be linked to the parental conflict. An unforeseen result, and which deserves particular attention, is the presence of some psychologizing of conflicts in mediation, reducing the characteristics of the dispute to the psychological level, as well as the risk of the mediators acting as normalizers, by focusing and directing the conversation to what they think to be a necessary agreement and to how responsibilities should be divided by the couple in relation to their children. It is understood that this role belongs to the court judge, who has that power, and not to the mediators

Made available in DSpace on 2016-04-27T14:30:33Z (GMT). No. of bitstreams: 1 Magda Marly Fernandes.pdf: 10093698 bytes, checksum: 8313082eaf943023ebb5cfd85c1edf00 (MD5) Previous issue date: 2010-10-26 / This research studies the mediation of conflicts related to the political practice of the teaching actions, understood as the concrete pedagogical actions with socio-cultural impact and environmental change against the violences. The problems are the conflicts generally neglected and not pedagogically worked, perpetuating exclusionary mechanisms and an immobilist, alienating education. The objective is to understand the reasons and arguments that leaded the teachers to create pedagogical actions as means of conflicts solution. The individuals of this research are teachers that worked in the ninety decade, in Cidade Tiradentes São Paulo City East Zone. The geographic delimitation was chosen due to the fact that Cidade Tiradentes has the lower violence index in the region, despite the scarce resources of the development public politics, what opposes the social violence logic and instigates our eyes on the teachers performance. The time delimitation was a result of the information sources, the individuals profile, and the district historic reconstitution. The theme alignment was defined by the researcher reflection during the search for the education, violence, conflicts mediation and peace culture understanding, which configure the research chapters. The used method was a qualitative approach case study, with the researcher as a participant observer. For the interviews, a semi-structured questionnaire was applied from an itinerary organized around three dimensions: the work production, the political production, and the symbolic production of the investigated individuals. The results point to the understanding of the conflicts mediation, not only as a method with important techniques to be applied in a given context, but as the political action constitutive, therefore the ethics, in education / Esta pesquisa trata da mediação de conflitos relacionada à prática política da ação docente, entendida como ações pedagógicas concretas de impacto sócio-cultural e modificação ambiental contra as violências. O problema são os conflitos geralmente negligenciados e não trabalhados pedagogicamente, perpetuando mecanismos excludentes e uma educação imobilista, alienante. O objetivo é compreender as razões ou argumentos que levam professores a criar ações pedagógicas como forma de resolução de conflitos. Os sujeitos da pesquisa são professores que atuaram na década de noventa, na Cidade Tiradentes - Zona leste da Cidade de São Paulo. A delimitação geográfica foi escolhida devido ao fato da Cidade Tiradentes ter o menor índice de violência da região, apesar dos parcos recursos de políticas públicas de beneficiamento, o que contraria a lógica da violência social e instiga nosso olhar sobre a atuação dos professores. A delimitação temporal foi resultado das fontes de informação, perfil dos sujeitos e reconstituição histórica do bairro. O alinhamento do tema foi definido pela reflexão do pesquisador durante a busca da compreensão sobre educação, violência, mediação de conflitos e cultura de paz, que configuram os capítulos da investigação. O método utilizado foi a abordagem qualitativa - estudo de caso, tendo o pesquisador como um observador participante. Para as entrevistas, foram aplicadas perguntas semi-estruturadas a partir de um roteiro organizado em torno de três dimensões: a produção do trabalho, a produção política e a produção simbólica dos pesquisados. Os resultados apontam para o entendimento da mediação de conflitos, não só como método com técnicas importantes a serem aplicadas num determinado contexto, mas como constitutiva da ação política, portanto ética, na educação

GUEDES, Julio Cledson de Oliveira. Mediação de conflitos e o julgamento moral de ações: qual o tipo de parcerias em escolas? 2013. 142f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Psicologia, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-11-26T13:23:09Z No. of bitstreams: 1 2013-DIS-JCOGUEDES.pdf: 848598 bytes, checksum: 30a510f37fa2934ca9e1817fbb3b057c (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-11-26T14:22:32Z (GMT) No. of bitstreams: 1 2013-DIS-JCOGUEDES.pdf: 848598 bytes, checksum: 30a510f37fa2934ca9e1817fbb3b057c (MD5) / Made available in DSpace on 2013-11-26T14:22:32Z (GMT). No. of bitstreams: 1 2013-DIS-JCOGUEDES.pdf: 848598 bytes, checksum: 30a510f37fa2934ca9e1817fbb3b057c (MD5) Previous issue date: 2013 / Conflict is a natural phenomenon within society. The seeking for peaceful solutions to such conflicts is the natural basis of the legal system of any society that seeks to cultivate certain social values. As society cultivates values that favor the coexistence of collective conflicts that arise are to be seen as a threat to those values of social life. So there is natural interest that these conflicts are resolved in a more orderly as possible to maintain the social and moral values that promote this coexistence. The phenomenon of violence within the school has been growing in recent years, worrying school managers from large urban centers seeking outlets and ways to deal with this social phenomenon. Thus comes the mediation of conflicts school is a technique brought the judiciary into the schools with the intention of bringing new air school and with the promise of mitigating the phenomenon of violence within the school and will bring that good relationships inside school. Conflict Mediation has as principle agreements and dialogues between teachers and students and among students who quarrel within the school environment. In the formation of this team of mediators within the school are chosen students who are considered by the managers of the school as students who cause disturbances to the environment of the classroom. These students are brought to team of mediators to promote conflict resolution within the school. One of the strategies to achieve breakthrough contain the growing phenomenon of school violence. This study was interested in understanding how the technique of conflict mediation school affects the development of moral judgment of the students involved in the mediation of conflicts within the school and Kohlbergian/Piagetian perspective. Methodology was used in the Piagetian clinical method using interviews with dilemmas. Two groups of students were used in the study: a group of students and mediators in another group of students did not mediate the same school that served as a research field. Making a comparison of the responses given by each group of students so we can analyze from the perspective of Piaget and Kohlberg. The survey data show a strong heteronomy still present in the two groups of students surveyed. And thus providing a reflection on the techniques of mediation of school conflicts and their role in building a Piagetian autonomy and a Kohlberg´s "fair community". / O conflito é um fenômeno natural dentro da sociedade. A busca para soluções pacíficas para esses conflitos naturais está na base do sistema judiciário de toda sociedade que busca cultivar determinados valores sociais. A medida que a sociedade cultiva os valores que favorecem a boa convivência do coletivo, os conflitos que surgem passam a serem vistos como uma ameaça a esses valores de convivência social. Por isso há interesse que esses conflitos naturais sejam resolvidos de forma mais ordeira possível para manter os valores sociais e morais que promovem essa boa convivência. O fenômeno da violência dentro da escola vem crescendo nos últimos anos, preocupando os gestores escolares dos grandes centros urbanos que procuram saídas e formas de lidar com esse fenômeno social. Assim surge a mediação dos conflitos escolares é uma técnica trazida do sistema judiciário para dentro das escolas com a intenção de trazer novos ares a escola e com a promessa de amenizar o fenômeno da violência dentro da escola e que venha a trazer essa boa convivência para dentro da escola. A mediação de conflitos tem como princípio os acordos e os diálogos entre os professores e alunos e entre alunos que se desentendem dentro do ambiente escolar. Na formação dessa equipe de mediadores dentro da escola são escolhidos alunos que são considerados pelos gestores da escola como alunos que causam transtornos ao ambiente de sala de aula. Esses alunos são trazidos para equipe de mediadores para promoverem a resolução de conflitos dentro da escola. Uma das estratégias para conseguir conter o crescente avanço do fenômeno da violência na escola. O presente trabalho se interessou em perceber como a técnica de mediação de conflitos escolares repercute no desenvolvimento do julgamento moral dos alunos envolvidos na mediação de conflitos escolares dentro da perspectiva piagetiana e kohlbergiana. Na metodologia foi utilizado o método clínico piagetiano utilizando entrevistas com dilemas. Dois grupos de alunos foram utilizados na pesquisa: um grupo de alunos mediadores e em outro grupo de alunos não mediadores da mesma escola que serviu de campo de pesquisa. Fazendo um comparativo das respostas dadas por cada grupo de alunos para podermos analisar dentro da perspectiva de Piaget e de Kohlberg. Os dados da pesquisa mostram uma forte heteronomia ainda presente nos alunos dos dois grupos pesquisados. E assim propiciando uma reflexão sobre as técnicas de mediações de conflitos escolares e seu papel na construção de uma autonomia piagetiana e de uma “comunidade justa” de Kohlberg.