Thesis (M.A.) -- Central Connecticut State University, 2007. / Thesis advisor: Marc Goldstein. "... in partial fulfillment of the requirements for the degree of Master of Arts in Psychology." Includes bibliographical references (leaves 81-89). Also available via the World Wide Web.

This study narratively explores the experiences of five public school counsellors and one high school teacher using Conversation Peace, a restorative action peer mediation program published jointly in 2001 by Fraser Region Community Justice Initiatives Association (CJI), Langley, British Columbia, Canada, and School District #35, Langley, British Columbia, Canada. This categorical-content analysis (Lieblich, Tuval-Mashiach, & Zilber, 1998) resulted in data describing 20 common themes, 12 with similar responses, and 8 with varying responses amongst participants. Two of the similar findings were the crucial importance of (a) confidentiality within the mediation process, and (b) the school counsellor’s role within the overall and day-to-day implementation of this peer mediation program. Two of the varying findings were (a) the time involvement of the school counsellor within the peer mediation program, and (b) the differences in the number of trained peer mediators and peer mediations within schools.

This study narratively explores the experiences of five public school counsellors and one high school teacher using Conversation Peace, a restorative action peer mediation program published jointly in 2001 by Fraser Region Community Justice Initiatives Association (CJI), Langley, British Columbia, Canada, and School District #35, Langley, British Columbia, Canada. This categorical-content analysis (Lieblich, Tuval-Mashiach, & Zilber, 1998) resulted in data describing 20 common themes, 12 with similar responses, and 8 with varying responses amongst participants. Two of the similar findings were the crucial importance of (a) confidentiality within the mediation process, and (b) the school counsellor’s role within the overall and day-to-day implementation of this peer mediation program. Two of the varying findings were (a) the time involvement of the school counsellor within the peer mediation program, and (b) the differences in the number of trained peer mediators and peer mediations within schools.

This study narratively explores the experiences of five public school counsellors and one high school teacher using Conversation Peace, a restorative action peer mediation program published jointly in 2001 by Fraser Region Community Justice Initiatives Association (CJI), Langley, British Columbia, Canada, and School District #35, Langley, British Columbia, Canada. This categorical-content analysis (Lieblich, Tuval-Mashiach, & Zilber, 1998) resulted in data describing 20 common themes, 12 with similar responses, and 8 with varying responses amongst participants. Two of the similar findings were the crucial importance of (a) confidentiality within the mediation process, and (b) the school counsellor’s role within the overall and day-to-day implementation of this peer mediation program. Two of the varying findings were (a) the time involvement of the school counsellor within the peer mediation program, and (b) the differences in the number of trained peer mediators and peer mediations within schools. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Numerous research studies have documented the benefits of a conflict mediation program as one component of a school-based violence prevention program. The major purpose of this study was to determine the possible effects of participation in a conflict mediation training program and serving as a peer mediator on the attitude a student has toward conflict and the interpersonal problem-solving strategies employed by a student. Secondly, this study sought to determine if students trained in conflict mediation skills assimilate the skills into their daily lives by examining attitudes and behaviors of students when faced with conflict outside the school environment. The population in this study were 40 students enrolled in three grade levels in a middle school located in a suburban southwestern Virginia county . These students were named as possible mediators by the school faculty during the 1995-96 school term. The independent variable in this study was training in conflict mediation skills. The dependent variables were attitude toward conflict as measured by the Thomas-Kilmann Conflict Mode Instrument and interpersonal problem-solving skills as measured by the Alternative Solutions Test. Parents and teachers of all participants documented observed behavior by completing the problem scales of the Child Behavior Checklist and the Teacher's Response Form. Qualitative data were collected through the use of a focus group. Measures of central tendency and standard deviations were calculated for the experimental and control groups for each dependent variable tested. Analysis of variance and t-tests were conducted to determine if significant effects were present following the treatment. All test results were analyzed at the p< .05 level. Based on the data analysis, it was concluded that students trained in conflict mediation chose to utilize collaboration and compromise when faced with situations of conflict whenever possible. The students receiving no training chose avoiding or accommodating most frequently. In addition, it was concluded that training affected the problem-solving skills of students by empowering them and encouraging the development of confidence in their abilities to solve problems. Students trained in conflict mediation generated a significantly greater number of solutions to problems presented than did the untrained students. / Ed. D.

Typescript. Includes vita and abstract. Includes bibliographical references (leaves 94-101). Also available online in Scholars' Bank.

I denna litteraturstudie har synen på konflikthantering och speciellt elevledd konflikthantering belysts ur ett sociokulturellt perspektiv. I forskningen som undersökts belyses flera metoder som baseras på peer mediation, något vars pedagogiska implikationer lyser med sin frånvaro i den svenska skoldebatten. Denna systematiska litteraturstudie belyser internationell forskning kring elevledd konflikhantering och diskuterar sedan detta i relation till det svenska skolsystemet. Efter närmare granskning av internationell forskning kring peer mediation framkommer både risker och positiva resultat. Speciellt i elevers förhållningssätt och långsiktiga strategier till konflikthantering ser vi något som potentiellt kan gynnas av peer mediation.

Dissertation (Ph.D.)--Auburn University, / Abstract. Vita. Includes bibliographic references (p.90-96).

This study is an investigation into the middle school counseling programs that facilitate the early adolescent need to belong to a group. Particular focus is on the effectiveness of teacher-advisory programs, peer mediation programs, and group counseling programs, and how all three programs work together as components of a comprehensive middle school guidance program. Factors associated with successful implementation of these programs and the role of the middle school counselor in the implementation these three programs were also examined. Five middle schools were studied, using qualitative interviews of principals, counselors, and teachers. A focus group of seven to ten students was conducted at each middle school. Results provide a look at several different ways to combine the three programs in a middle school, along with factors for successful implementation. / Ph. D.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.