the meditation at school meeting program. the mediation within the school: origins and typologies....
TRANSCRIPT
THE MEDITATION AT SCHOOL
Meeting program.
•The mediation within the school: origins and typologies.
•Tutorials.
THE PROJECTS AT SCHOOL: A PREVENTIVE VALENCE.
• PRIMARY PREVENTION: prevent the onset – to the whole population
• SECODARY PREVENTION: prevent the event of more serious symptoms in subsequent age – to population subgroups.
• TERTIARY PREVENTION: therapy and rehabilitation – to a sick group ”
Hogard - OMS(1977)
Multy factorial paradigm and probability of development: is the interaction between environmental factors and the individual specific mode of response that can make account of the development adaptive or non adaptive sequel
(Menesini, 2000).
RESILIENCE
Engineering: capacity of a material to resist the break for dynamic solicitation .
Psychology: the child capacity to maintain a good adaptation despite adversity and to demonstrate ability to recovery following traumatic events.
(Menesini, 1999)
PROTECTION FACTORS : make the child less vulnerable to the sources of stress.
RISK FACTORS: increase the likehood of negative outcomes.(Rutter, 1990)
PROTECTION FACTORS
• INDIVIDUAL CHARACTERISTICS: cognitive abilities and socio-cognitive, emotional and characterials. Interaction quality individual-Environment: relation of attachment adult-child, child towards equal
The quality of the experience school is a significant factor in defining the Trails
evolutionary towards the adjustment or the job.
Quinton e Rutter, 1988
The prevention interventions involve the strengthening of possible protection factors related to the individual skills.
THE MEDIATION WITHIN THE SCHOOL
1970 Jimmy Carter encourages the creation of the first center of social mediation 1981
1981 San Francisco: first programs of school arbitration, structured according to the model of mediation between equal
1983 New York: School Mediators Alternative Resolution Team program in the secondary schools
1983 Bruxelles: Minister urges use in schools of mediators to facilitate dialogue between parents, students and teachers
1997 Orlando: the training to the techniques of conflict management is inserted in the teachers curriculum of studies (Filner &Koch)
From 1993 in France many programs of school mediation (Amely): mediation of students between students and mediation of people between people.
AFM (Academy Family Mediation)
CREnet (Conflict Resolution Education Network)
SPIDR(Society for Professionals in Dispute Resolution)
2001ACR (ASSOCIATION FOR CONFLICT
RESOLUTION)
SCOLASTIC MEDIATION TYPOLOGY
• Peer Mediation• Counter mediation • Training programs oriented to the techniques of
conflicts positive management.
Recomended standards for school-based peer mediation programs (II edition 2007 Association for conflict resolution)
www.mediate.com/acreducation
PEER MEDIATION
The role of mediator is played by Children/Kids,
after a specific training .
Unique opportunity to experiment communication
techniques, ability to problem solving ability,
relational skills in a "setting" of real life.
The peer mediation programs act on the climate at
school, reducing the violence episodes, improving
interpersonal and group relations.
Cannot be subjected of mediation between equal: situations that involve the use of drugs, illegal behavior, abuse, episodes of bullying.
DEONTOLOGY
Parties self-determination
• Impartiality• Conflicts of interest • Competence • Confidentiality• Process quality (time, listening, honesty)
STAFF
• Program Coordinator (Trainer Mediator)• Training Coordinator• Trainers (may also be students with 20-40 hours of training)• Students Mediators (primary school 12-18 hours; middle school 12-18 hours; high school 15-20 hours)
TRAINING
Active methodology used
Content
• the conflict: its representation, the
causes, reaction styles against the conflict• the mediator role• the mediator deontology• the mediation process
USED TECHNIQUES
• active listening
• feelings communication and state of mind
• ensure respect for rules
• balance the power
• break down major problems in sub families
• remain focused on the subject
• highlight the points of agreement
• remain focused on the future (what is going to happen
if....)
• distinguish the interests and needs from the positions
STAGES OF PEERS MEDIATION
OPENING STAGE. The Parties accept some basic rules: solve the problem, say the truth, listen without interrupting, have mutual respect, assume responsibility agreement taken, maintain the meeting confidential.
PROBLEM IDENTIFICATION. The Parties tell their version of the facts, using messages "i" and have the opportunity to ask questions to clarify any doubts. Each Boy "rephrase" what the other said. It is look together the interests and needs meant that can be written.
DESIGN POSSIBLE SOLUTIONS. The mediator encourages the parties to think about more solutions (brainstorming-creative phase).
SELECT A SOLUTION.The ideas expressed are being examined critically.
EXPERIENCE THE SOLUTION.In a defined period of time the Parties put in practice what they have decided..
AGREEMENT FORMALISATION. If the chosen solution is feasible it is formalized in an agreement, otherwise the process it is back to the stage of choice.
THE COUNTER (Masoni, 2002)
GAME TEST: interaction in which the actions of two or more partners tend to be repeated in time without the subject of interact is solved. RITUALE (Goffman).
CHANGE:
• It is possible only within the identity territory• we can achieve changes in the other only through self-changes
MEDIATION: the mediation allows changes suggesting auto-changes in those who complain about the problem.
STAGES
• THE MEDIATION REQUEST (the problem)
• THE AGREEMENT ON THE RULES (provide the game rules to reduce the change anxiety)
• THE PROBLEM EXPOSURE (index - related)
• THE CREATIVE SOLUTION (symptoms prescription)