Peer Mediation

As acts of aggression and disruptive behavior occur more frequently in schools, the need for programs to [Page 377]help students resolve conflict increases. There are many types of conflict resolution programs. A common type is the peer mediation program. Peer mediation programs empower students to manage their own conflict through training in problem solving and negotiation.

Although conflict occurs regularly in schools, many children don't possess the skills necessary to manage conflict constructively. In fact, research suggests that untrained students primarily resolve conflict with destructive strategies such as verbal threats or force (Johnson & colleagues, 1992). The purpose of peer mediation is to help students manage conflict by understanding others' perspectives and working cooperatively. Peer mediators are neutral third parties who facilitate negotiation by listening to peers' problems, clarifying concerns, and assisting in the problemsolving process. In this way, peer mediation provides a structured opportunity for students to discuss their feelings and develop a solution that benefits both parties.

Peer mediation programs are classified as either cadre or total student body approaches (Johnson & Johnson, 1996). While only a small number of students serve as peer mediators with a cadre approach, the total student body approach focuses on training every student in conflict resolution and peer mediation. Peer mediators are selected through a self-, peer-, or teacher-nomination process. Selected peer mediators should be assertive, effective communicators and representative of the entire student population (Burrell & Vogl, 1990). Training should include discussions, role play, and other skill-building activities to allow students to practice what they learn. Ongoing support and training is also important for peer mediators to improve upon their skills.

There are many potential advantages of peer mediation. When schools implement peer mediation programs, they foster an environment that empowers students to control their own behavior (Johnson & Johnson, 1994). Furthermore, research suggests that peer mediation and conflict resolution training has positive effects on self-esteem, school climate, students' attitude toward conflict, and academic achievement (Johnson & Johnson, 1996). Moreover, peer mediation has led to a decrease in discipline referrals and suspensions (Johnson & Johnson, 1996). Nevertheless, there are several challenges that affect successful mediation. For example, some students have difficulty remaining neutral (Hale & Nix, 1997), expressing feelings, and reversing perspectives (Johnson & colleagues, 1992). Likewise, mediators have reported loss of friendships and a negative popularity status (Humphries, 1999). Empirical research on peer mediation is limited. Most studies involve self-reports or testimonials made by individuals who are dedicated to the success of peer mediation programs (Johnson & Johnson, 1996). Therefore, more research is necessary to determine the effectiveness of these widely implemented programs.