Abstract
AbstractThis article outlines the development of a paradigm for the mediation process as used by students and the potential use of the process to reduce and prevent violence through the development of alternative skills and nonadversarial options for resolving conflict. The peer‐student‐user model developed suggests a new definition for resolution, the ability to potentiate safe and authentic communication rather than an end product (agreement), and suggests a healing option and a transformation process that fosters authentic communication, understanding, acceptance, empowerment, and skill building. This paradigm or model focuses on the users—people in conflict—rather than the actions of mediators as experts and, therefore, empowers meaningful resolution and ongoing learning of self and other. Recent research, developmental theory, and the user's model are presented and used to suggest the importance of delivering these skills to children by the third grade for integrative lifelong use and (potentially) for the reduction of violence.
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