The impact of peer mediation training on the management of school and home conflicts.

Autor/inn/en	Johnson, David W.; Johnson, Roger; Dudley, Bruce; Ward, Marty; Magnuson, Douglas
Titel	The impact of peer mediation training on the management of school and home conflicts.
Quelle	In: American educational research journal, 32 (1995) 4, S. 829-844Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312032004829
Schlagwörter	Beziehung; Konflikt; Konfliktforschung; Konflikttraining; Familie; Familie; Konflikt; Schüler; Schule; Training; Konfliktforschung; USA; Mediator; Beziehung; Schule; Schüler; Training; Mediator; USA
Abstract	A peer mediation program in a midwestern, suburban scool was examined to determine the types of conflicts that occured, the strategies students used to resolve their conflicts, and the types of resolutions in both school and bome settings. The impact of the peer mediation program on the strategies used to manage conflicts and the resolutions of conflicts was also examined. Six classes (one combination second/ third grade, ine third grade, two fourth grades, and two fifth grades) containing 144 students received 9 hours of training in how to negative agreements to their conflicts and how to mediate the conflicts of their conflicts and how to mediate the conflicts of their classmates. A random sample of 83 students was selected from the untrained students in the third, fourth, and fifth grades as a control group. A peer mediation program was implemented. The role of mediator was rotated equally among all class members. Data were gathered over a 9-week period before, during, and after the peer mediation training. Seven hundred eighty- three conflicts were reported (209 at school, 574 at home). A significant difference between the types of conflict occurring in the school and in the home was found. The training had significant impact on the strategies students used and the resulting resolutions. (DIPF/Abstract übernommen.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1997_(CD)