Beyond Conflict Resolution: Socio-Emotional Learning in Student Mediators

Autor/inn/en	Pérez-Albarracín, Ana; Fernández-Baena, Javier
Titel	Beyond Conflict Resolution: Socio-Emotional Learning in Student Mediators
Quelle	In: Electronic Journal of Research in Educational Psychology, 17 (2019) 48, S.335-358 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Conflict Resolution; Social Development; Emotional Development; Peer Mediation; Transformative Learning; Charter Schools; Foreign Countries; Student Attitudes; Empathy; Help Seeking; Moral Development; Self Concept; Secondary School Students; Adolescents; Cognitive Development; Spain + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung; Soziale Entwicklung; Gefühlsbildung; Peer Group; Mediation; Pädagogische Transformation; Charter school; Charter-Schule; Ausland; Schülerverhalten; Empathie; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Moralische Entwicklung; Selbstkonzept; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kognitive Entwicklung; Spanien
Abstract	Introduction: In recent years many schools have introduced peer mediation as a method to improve coexistence. However, little has been done in the way of empirical evaluation of school mediation services. The aim of this research, therefore, was to understand the benefits of mediation from an educational and transformational perspective, by analyzing how it has promoted socio-emotional learning in student mediators. Method: The perception of social-emotional learning acquired through mediation was analyzed in a sample of 157 student mediators, including both active and former mediators from 10 public and private/charter schools in Malaga. We also analyzed how certain variables of the mediation process and the social validity of that process relate to the perception of socio-emotional learning. In addition, the perspective of the former mediators was analyzed in order to learn whether their learning outcomes are maintained and transferred to other areas of life. Results: Students perceived that their experience as mediators has fostered the acquisition of socio-emotional learning, emphasizing empathy, neutrality, alternative thinking and the importance of knowing how to ask for help. In addition, the number of mediations in which they had participated, and the perception of utility and social validity were positively related to the development of socio-emotional learning. It should be noted that no significant differences were found between the learning outcomes reported by the active mediators and by the former mediators, although the latter were better able to identify the specific benefits gained from the school mediation experience. Discussion and conclusions: Peer mediation, besides being a method for managing conflicts and for improved coexistence at school, promotes socio-emotional learning in peer mediators; this learning is maintained over time and extends beyond the school context. Study findings support the educational and transformational potential of school mediation. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01