Mediation is determined as a structured process in which a neutral and impartial third party (mediator) assists two or more people to negotiate resolution to their conflict. Schools implement peer mediation programs in order to fulfill the need for better conflict management among school students. Empirical evidence show s that students involved in conflict management programs gain many benefits from their participation, such as student behavior improvement, peer status increase, academic improvement, leadership skills enhance, higher self -esteem, and better resolution of problems at school and at home. It has been revealed that t eaching students to be peacemakers is a very valuable competenc e benefiting them throughout their lives (Johnson and Johnson, 2004). School violence is an issue of grave and ongoing concern in Lithuania. The country is characterized by the highest level of teenage bullying, and suicide in Europe (Eurostat, Unicef). Nevertheless, in present –day Lithuania relatively little is known about school conflicts. M ediation is not used and even known conflict resolution strategy in Lithuania‘s schools. Most of the attention which is paid to conflicts has so far been limited to episodic initiatives such as issuing recommendations, setting up projects and organizing conflict management workshops. Taking into account the lack of research on school based conflicts, this research sets as its object conflict education . The purpose of the research was to investigate the school staff‘s opinion about peer mediation. There was a main question related to mediation such as what is your opinion about the implementation of peer mediation program at the school. Other two questions were related to conflict resolution experience. The last question asked to remember and recall one concrete conflict . Content analysis technique was applied for the qualitative data. Answers were interpreted in a way tabulating them in terms of codes, sub -codes, examples. We conducted our research in one secondary school located in Vilnius, the capital of country. Deputy director, four teachers and so cial educator were interviewed. Participants experience range from 1 to 26 and they all were women. Qualitative data analysis enabled to understand the position of school staff on mediation. In relation with conflict experience the codes of frequency, var iety, framework w ere originated. In relation of peer mediation, the codes of impossibility and no needed were originated. It seems as well that school staff implements forcing strategy, resulting in adult -imposed solution . Based on the data of the survey it is revealed insufficient competency to manage conflicts. In order to achieve more effective interactions in educational setting, it would be appropriate to pay more attention to conflict management.
|Title of host publication||EDULEARN16|
|Subtitle of host publication||Conference proceedings : 8th International conference on Education and new learning technologies, Barcelona, Spain, 4-6 July, 2016|
|Publication status||Published - 2016|
- Case study
Čiuladienė, G., & Raudeliūnaitė, R. (2016). Peer mediation as tool to resolve school based conflitcs: the opinion of an school staff (case study). In EDULEARN16: Conference proceedings : 8th International conference on Education and new learning technologies, Barcelona, Spain, 4-6 July, 2016 (pp. 8915-8923). IATED Academy.