Human and Children’s Rights in the Context of Education and School Mediation

Authors

Keywords:

Children's rights, Conflict resolution, School Climate, School mediation, Social changes

Abstract

There is common understanding among the member states of the UN on Human and Children’s Rights and that everyone has a right to life, liberty, and security of person. Children are entitled to special care. Social changes caused by migration or armed conflicts affect families and may have negative consequences on children’s welfare. Violent family structures are often transported into the schools. Evidence on school mediation and conflict resolution programs between peers seems to be a good method to teach children how to resolve conflicts peacefully. This paper also researches how such programs can contribute to a more conflict-free society.

Author Biographies

  • Martina Spann, Universidad Camilo José Cela

    Martina Spann holds a MSc in Development Management (focus on countries with armed conflict) from The Open University, UK. PhD student in Education at Camilo José Cela University, Madrid, and coordinator of the German Schools Abroad in Portugal and Spain. Research in Mediation in Schools in Colombia in the context of apost-civil war country.

  • Juan Carlos Torrego Seijo, Universidad de Alcalá

    Juan Carlos Torrego holds a PhD in Education from the Universidad Nacional de Educación a Distancia (Extraordinary Award), Professor in the Department of Educational Sciences (area of Didactics and School Organisation) at the University of Alcalá and coordinator of the research group "Inclusion and Educational Improvement: Coexistence and Cooperative Learning".

  • Carlos Monge López, Universidad Complutense de Madrid

    Carlos Monge holds an International Doctorate in Education from the University of Alcalá (Extraordinary Award), Assistant Professor in the Department of Educational Studies (Didactics and School Organisation) at the Complutense University of Madrid and member of the research groups "Technological Development, Sociocultural Exclusion and Education" and "Inclusion and Educational Improvement: Coexistence and Cooperative Learning".

References

Akın, U. (2015). Do school experiences predict life satisfaction in Turkish college students? International Online Journal of Educational Sciences, 7, 87-96.

Baytemir, K. (2019). Experiences of school as a mediator between interpersonal competence and happiness in adolescents. Annals of Psychology, 35(2), 259-268. https://doi.org/10.6018/analesps.35.2.320311

Chambers, R. (2014). Into the unknown. Explorations in development practice. Practical Action.

Colombian Ministry of Health (2013). Análisis de situación de salud según regiones, CMH.

Davidson, T. (2003). Evaluating the effectiveness of a peer mediation program in an elementary school setting. Rowan University.

Dymnicki, A.B., Weissberg, R.P., & Henry, D.B. (2011). Understanding how programs work to prevent overt aggressive behaviors: A meta-analysis of mediators of elementary school-based programs. Journal of School Violence, 10(4), 315-337. http://www.doi.org/10.1080/15388220.2011.602599

Elahi, N., Nyborg, I., & Bahadar, N. (2015). Participatory development practices: A critical analysis of gender empowerment and development in pre- and post-crises Swat, Pakistan. Forum for Development Studies, 42(2), 333-356. http://www.doi.org/10.1080/08039410.2015.1025828

Elmore, G.M., & Huebner, E.S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525-537. http://www.doi.org/10.1002/pits.20488

Fisher, R., Ury, W., & Patton, B. (2012). Getting to yes. Negotiating an agreement without giving in (2nd. ed.). Penguin Books.

Flick, U. (2007). Designing qualitative research. Sage.

Fundación Amor por Medellín y Antioquia (2014). Proyecto Hagamos las Paces. FAMA.

Gan, P. (2019). Can mystical peace contribute to global peace? Peace and Conflict Studies, 26(2), 1-26.

García-Raga L., Chiva, I., Moral, A., & Ramos, G. (2016). Strengths and weaknesses of the school mediation from the perspective of students in secondary education. Journal of Research in Social Pedagogy, 28, 203-215. https://doi.org/10.7179/PSRI_2016.28.15

Good, T.L., & Mccaslin, M. (2008). What we learned about research on school reform: Considerations for practice and policy. Teachers College Record, 110(11), 2475-2495.

Ibarrola-García, S. y Iriarte Redín, C. (2014). Desarrollo de las competencias emocional. y sociomoral a través de la mediación escolar entre iguales en educación secundaria. Qurriculum, 27, 9-27.

Iriarte-Redín, C. y Ibarrola-García, S. (2018). Capacitación socioafectiva de alumnos y profesores a través de la mediación y la resolución de conflictos. Padres y Maestros, 373, 22-27. https://doi.org/10.14422/pym.i373.y2018.003

Johnson, D.W., & Johnson, R.T. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools. A review of a research. Review of Educational Research, 66(4), 459-506. https://doi.org/10.3102/00346543066004459

Lacuesta, D. y Traver, J.A. (2018). Yo, contigo. El Programa de mediación entre iguales desde la perspectiva de un ejemplo de vida. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(1), 53-71. http://dx.doi.org/10.15366/reice2018.16.1.004

Lee, S.Y., Ginty, R.M., & Joshi, M. (2016). Social peace vs. security peace. Global Governance, 22(4), 491–512.

Maxwell, S., Reynolds, K.J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8, 1-21. http://www.doi.org/10.3389/fpsyg.2017.02069

Moral, A.M. (2011). Una aproximación a la evaluación de programas de mediación para la mejora de la convivencia en los centros escolares. Universidad de Valencia.

Morales-Manzur, J.C. y Morales-García, L. (2016). Colombia y la situación de los desplazados y refugiados: consideraciones teórico-jurídicas. Aldea Mundo, 42, 1-31.

Mucherah, W., Finch, H., White, T., & Thomas, K. (2017). The relationship of school climate, teacher defending and friends on students' perceptions of bullying in high school. Journal of Adolescence, 62, 128‐139. http://www.doi.org/10.1016/j.adolescence.2017.11.012

Polanin, J., Espelage, D., & Pigott, T. (2012). A meta-analysis of school-based bullying prevention programs. Effects on bystander intervention behavior. School Psychology Review, 41(1), 47-65.

Rinaldi, C.M. and Cheong, C. (2021). Peer Conflict Resolution. In S. Hupp and J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development https://doi.org/10.1002/9781119171492.wecad402

Rodkin, P.C., & Hodges, E.V. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384-400. doi: http://www.doi.org/10.1080/02796015.2003.12086207

Sánchez-Porro, D.G. y González Ortega, E. (2017). Los programas de mediación escolar como herramientas para la promoción de unas relaciones de pareja saludables en la adolescencia. Revista Española de Orientación y Psicopedagogía, 28(1), 72-85. https://doi.org/10.5944/reop.vol.28.num.1.2017.19359

Schellenberg, R., Parks-Savage, A., & Rehfuss, M. (2007). Reducing levels of elementary school violence with peer mediation. Professional School Counselling, 10(5), 475-481. https://doi.org/10.5330/PRSC.10.5.Q7866077L3V5Q044

Sellman, E. (2011). Peer mediation services for conflict resolution in schools: What transformations in activity characterize successful implementation. British Educational Research Journal, 37(1), 45-60. https://doi.org/10.1080/01411920903419992

Silva, I. y Torrego, J.C. (2017). Percepción del alumnado y profesorado sobre un programa de mediación entre iguales. Qualitative Research in Education, 6(2), 214-238. http://www.doi.org/10.17583/qre.2017.2713

Smith, S., Daunic, A., Miller, D., & Robinson, T. (2002). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base. Journal of Social Psychology, 142(5), 567-586. http://www.doi.org/10.1080/00224540209603919

Thapa, A. et al. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. http://www.doi.org/10.3102/0034654313483907

Torrego, J.C. (Coord.) (2018). La ayuda entre iguales para mejorar la convivencia escolar. Manual para la formación de alumnos ayudantes (2ª ed.). M Narcea Ediciones.

Torrego, J.C. y Galán, A. (2008). Investigación evaluativa sobre el programa de mediación de conflictos en centros escolares. Revista de Educación, 347, 369-394.

Turner, I., Reynolds, K.J., Lee, E., Subasic, E., & Bromhead, D. (2014). Well-being, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer victimization. School Psychology Quarterly, 29(3), 320‐335. http://www.doi.org/10.1037/spq0000074

Turnuklu, A., Kacmaz, T., Gurler, S., Sevkin, B., Turk, F., Kalender, A., & Zengin, F. (2010). The effects of conflict resolution and peer mediation training on primary school students' level of aggression. Education 3-13, 38(1), 13-22. doi: http://www.doi.org/10.1080/03004270902760668

Tzuriel, D., & Shamir, A. (2007). The effects of peer mediation with young children on children’s cognitive modifiability. British Journal of Educational Psychology, 77, 143-165. doi: http://www.doi.org/10.1348/000709905X84279

United Nations (2016). Promotion and protection of rights of children. Protecting children from bullying. UN.

Wang, M.T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633–662. doi: http://www.doi.org/10.3102/0002831209361209

Downloads

Published

2021-12-23

Issue

Vol. 10 No. 1 (2021)

Section

Critical reflection articles

License

All articles are published under an Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) license. Authors retain copyright over their work.