Mediated Research Articles

Many Faces of Mediation

Many Faces of Mediation

Perception of TIC conflicts among secondary school students in a private school. School mediation as a response

For some time now, there has been an increase in research on conflict in school contexts, which in turn broadens the field of conflict prevention in schools, suggesting proactive strategies for action. Therefore, the aim of this paper is to analyse how compulsory secondary education (ESO) students perceive one of the most latent conflicts of today, the violence produced with information and communication technologies (ICT). The research methodology used is quantitative with a non-experimental design based on a validated Likert questionnaire on the perception of school violence. The analyses carried out involved descriptive and inferential statistics. The population consisted of 220 ESO students from a private school in Malaga (Spain). The results indicate the existence of a significant level of ICT violence among students in the classroom and, to a lesser extent, student violence towards teachers, in both cases from the students' perspective. It is concluded that ICT violence among students and towards teachers can be addressed with the implementation of school peer mediation, a tool that is proposed as an appropriate formula for positive conflict management.

Learning-by-mediating. Reflexive mediation in action

This paper aims at sharing some reflections and results concerning some experiences carried out within a European interdisciplinary Erasmus+ project. The main themes are community and peer mediation, considered from the perspective of educational innovation and experimentation. Two on-line videorecorded meetings of the project are analysed to show that the process of the project and this article-writing was consistent with mediation, that emerges as a topic within a discipline, but also as a cross- disciplinary methodology. The collective construction of meaning becomes a way to acquire knowledge, skills and attitudes while the participants are involved within interactive and constructive educational dynamics.

Empowerment-based support program for vulnerable populations living with diabetes, obesity or high blood pressure: a scoping review

BackgroundThe management of chronic diseases such as diabetes, obesity and high blood pressure is a major global health challenge, particularly among the most disadvantaged populations. Beyond the biomedical management of these diseases, comprehensive support that takes into account the peoples’ economic and social situation is fundamental. The objective of this scoping review is to create an inventory and an analysis of the different types of support for these chronic diseases among disadvantaged, immigrant or minority populations to contribute to a better definition and characterization of what should be global support for these vulnerable populations suffering from these diseases.MethodsA search of PubMed, PsycINFO, Sages Journals and Web of Science was conducted (between March and May 2021) for articles published between January 2000 and May 2021. Articles were selected after screening titles, abstracts and full texts according to our 5 inclusion criteria.ResultsWe included 16 articles. The diabetes, obesity and high blood pressure support programs described in these articles operate to improve physical and mental health and access to care. The approaches of these interventions are focused on the training and participation of people and the implementation of support actions adapted to the person. The majority of these interventions have a real attachment to the community.ConclusionsThis review of the literature shows that support for people with chronic diseases such as diabetes, obesity or high blood pressure is based on three pillars: empowerment, peer mediation and holistic and tailor-made support for the individual. The empowerment approach, which considers the capacities and resources of individuals and whose goal is to strengthen their ability to act on their health, appears to be entirely suited to the support of these chronic diseases. This review underlines the importance of moving away from a biomedical approach to a holistic approach truly focused on the person, their capacities and their needs.

Status of Peace Club Activities in Public Secondary Schools within Kisumu County, Kenya

The occurrence of student unrest has been on the rise in Kenya and beyond. This has prompted the introduction of Peace Clubs in Kenyan schools. However, despite these efforts, many schools still experience student unrest. This study, therefore, sought to examine the status of Peace Club activities in schools. The study used a theoretical framework informed by contingency theory and integrative negotiations, and peer mediation theory. The study applied a descriptive survey research design with a sample size of 584 respondents. The researcher used focus group discussions, interviews, and questionnaires to collect primary data, while reviewed publications and reports from the County Director of Education office were used to obtain secondary data. The study applied to content and face validity checks to ascertain the relevance of the research data collection instruments, while reliability was ascertained using the split-half method. The data were then cleaned and coded using descriptive statistics, and the results were presented using frequency distribution tables, percentages, pie charts, and bar graphs. The study found that Peace Club activities didn't exist in most of the schools; most students didn't know about Peace Club activities. In schools where they existed, most of them were not active. It was concluded that the nonexistence and/or inactivity of Peace Clubs activities contributed to the student unrest experienced in schools. The study recommended a modification of the existing policy on the creation of Peace Clubs in schools and the conduction of regular supervision to ensure full implementation of Peace Clubs in schools.

Structural design of anthraquinone bridges in direct electron transfer of fructose dehydrogenase

Multi-functional small molecules attached to an electrode surface can bind non-covalently to the redox enzyme fructose dehydrogenase (FDH) to ensure efficient electrochemical electron transfer (ET) and electrocatalysis of the enzyme in both mediated (MET) and direct (DET) ET modes. The present work investigates the potential of exploiting secondary, electrostatic and hydrophobic interactions between substituents on a small molecular bridge and the local FDH surfaces. Such interactions ensure alignment of the enzyme in an orientation favourable for both MET and DET. We have used a group of novel synthesized anthraquinones as the small molecule bridge, functionalised with electrostatically neutral, anionic, or cationic substituents. Particularly, we investigated the immobilisation of FDH on a nanoporous gold (NPG) electrode decorated with the novel synthesised anthraquinones using electrochemical methods. The best DET-capable fraction out of four anthraquinone derivatives tested is achieved for an anthraquinone functionalised with an anionic sulphonate group. Our study demonstrates, how the combination of chemical design and bioelectrochemistry can be brought to control alignment of enzymes in productive orientations on electrodes, a paradigm for thiol modified surfaces in biosensors and bioelectronics.

Aggression and bullying: a literature review examining their relationship and effective anti-bullying practice in schools

Power relationships exists among students in schools which are often characterized by violent and aggressive behaviors. The current study deals with the concept of bullying. In particular, through literature review methodology, it aspires to answer into the following two research questions; ‘what is the evidence for a relationship between aggression and bullying’ and ‘what can be done in order to deal effectively with bullying in schools. Regarding the first research question, there seems to be a close connection between aggression and bullying. Indeed, both proactive and reactive aggression can be found in bullying. Nevertheless, it is stated that while aggression is a normal feeling which should not be suppressed, bullying is socially unacceptable. It can causes hurt to the victim and therefore it must be contemned in the most explicitly way. As for the second research question, whole school policies which take into account the social nature of bullying should be adopted by educators. Moreover, peer mediation schemes are discussed and a balance argument is given for them.

The story of a model restorative school: creative response to conflict at MS 217 in Queens, NY

PurposeRestorative practice programs in the USA and Western elementary and secondary schools have been the focus of intensive, large scale field research that reports positive impacts on school climate, pro-social student behavior and aggressive behavior. This paper aims to contribute to a gap in the research by reporting a case study of transformation of an urban middle school in a multi-year implementation of restorative practices.Design/methodology/approachThis paper reports how Creative Response to Conflict (CRC) supported the transformation of Middle School 217, in Queens, NY, from a school with one of the highest suspension rates in New York City to a model restorative school. CRC’s model, which incorporates the themes of cooperation, communication, affirmation, conflict resolution, mediation, problem-solving, bias awareness, bullying prevention and intervention, social-emotional learning and restorative practices, helped shift the perspective and practice of the entire school community from punitive to restorative.FindingsImplementation of a full school advisory program using restorative circles for all meetings and classes and development of a 100% respect program committing all school community members to dignified and respectful treatment aided the transformation. Key to MS 217’s success was the collaboration of multiple non-profit organizations for provision of peer mediation training, after-school follow-up work, staff coaching and preventative cyberbullying training through the Social Media-tors! Program.Research limitations/implicationsChallenges to the restorative practices implementation are reviewed with attention to the implementation online during COVID-19.Originality/valueNext steps in the program post-COVID are articulated as a best practice model for other schools interested in adopting MS 217’s commitment, creativity and community-building to become a model restorative school.

Mediacje rówieśnicze i zastraszanie w szkole

<b>Aim.</b> The aim of this study is to identify and analyse the positives of peer mediation in addressing school bullying, and to highlight its strengths within the spectrum of prevention and intervention methods within this issue. <b>Methods.</b> Using the method of critical analysis, we processed scientific outputs (studies, monographs), and existing research findings with the intention to compare the so far identified and described aspects of peer mediation, and to put them in context of the needs and possibilities of the school environment in solving the problem of bullying. The text has the character of a review study. <b>Results.</b> The analysis showed that peer mediation has great potential in the prevention and intervention of bullying in the school environment: in a narrower sense, it can be beneficial in strengthening the resilience and defence of potential victims, as well as the empathy and compassion of potential aggressors; in a broader sense, it can be useful in shaping a healthy and friendly classroom and school climate. <b>Conclusion.</b> One of the relevant tasks of the school is to create a supportive environment for the development of the child’s personality and appropriate working conditions for all actors of the educational process (Kraus, 2008; Smith, Pepler & Rigby, 2004). Nevertheless, school is often an environment of tension, confl ict, and a source of psychological trauma for children, parents, and teachers ( Fox & Boulton, 2006; Hanish et al., 2004; Hymel & Swearer, 2015; Poněšický, 2005; Thornberg, 2011). In particular, we see the potential of peer mediation in the school setting in strengthening the resilience of victims and promoting positive changes in the behaviour and actions of peers. <b>Originality.</b> The results of the study are not innovative, but they bring a different point of view on solving the problem of bullying in school (highlighting the positives of a nondirective peer approach); the ambition of the study was to compare the existing pedagogical, psychological, and sociological backgrounds, to identify new relationships and contexts, and to enrich them with their own knowledge in the work with children in the prevention of bullying in school.

Conflicts and mediations in the parishes of the diocese of Santa Marta during the second half of the 19th century

Este texto explora el mundo parroquial de una de las jurisdicciones eclesiásticas del Caribe co- lombiano en la segunda mitad del siglo XIX. Se trata de estudiar la actuación de los curas de la diócesis de Santa Marta en la esfera local durante un período caracterizado por la búsqueda de la consolidación institucional de la Iglesia y por la necesidad de la corporación católica de responder a las reformas secularizadoras de los gobiernos liberales. Específicamente, interesa el examen de la participación del clero en las dinámicas sociales y políticas de las comunidades en donde ejercieron su labor ministerial. Se propone que los funcionarios religiosos desarrollaron formas particulares de intervención en el marco de los contextos de cada parroquia y de sus diversos modos de relacionamiento con los diferentes miembros de las congregaciones a su cargo. El abordaje de estos asuntos se hace a partir del análisis de la experiencia del presbítero Juan Bautista Baldetaro en su paso por varias localidades. El seguimiento a su desempeño revela el protagonismo de los curas en la escena social y la complejidad de las interacciones entre los clérigos, la feligresía, los agentes estatales y las autoridades eclesiásticas.

Don't Fight, Mediate

Peer mediation offers a way for students to settle disagreements without violence and without involving the traditional system of school discipline (Davis & Porter, 1985). Simply put, peer mediation offers another way for students to handle the inevitable conflicts of daily school life. Students trained as mediators help other students resolve disputes in a collaborative, win-win form of conflict resolution. In this way, students play a vital role in reducing violent behaviors and creating "safe schools." In this article, I present one high school mediation program that has been implemented and evaluated. First, a brief background about peer mediation is necessary.

An Overview of the Traveller Mediation Service Peer Mediation in Prisons Programme 2016 to 2019

An Overview of the Traveller Mediation Service Peer Mediation in Prisons Programme 2016 to 2019

Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review.

Background: In recent years, the use of restorative justice (RJ) and restorative practices (RP) in schools has grown rapidly. Understanding how theory and research address this topic is important for its practical implementation based on scientific knowledge. The aim of this article was to analyse the practices derived from RJ implemented in school and what kinds of results have been achieved. Starting from the analysis of the qualitative and quantitative research in the field, a systematic review was conducted on the last decade of studies using RJ and RP at every level of school education. Methods: For this review, methods including the PRISMA guidelines, the PRISMA flow diagram, and qualitative synthesis were carried out. Scientific articles for the literature review were selected according to the following criteria: (1) publication date between the years 2010–2021; (2) student population aged 6–18 years; (3) publications in the English language; (4) articles directly accessible or accessible by contacting the author(s); 34 articles met the inclusion criteria. Results: The most used RP in school are circles (n = 26), followed by restorative conferences (n = 17), peer mediation (n = 10), restorative conversations (n = 8), mediation (n = 7), community-building circles (n = 5). RP can improve the school climate, discipline, positive conflict management through actions that aim at preventing suspensions, exclusions, conflicts, and misbehaviours (e.g., bullying). RJ practices promote positive relationships between peers and between students and teachers, as well as to prosocial behaviours through the development of social and emotional skills. Conclusions: From the studies examined, a great interest in applying restorative justice and practices in schools clearly emerged. Discussions on the benefits and challenges of implementation were provided. However, there is still limited evidence in terms of direct correlation, which suggests further studies on the impact of RJ and RP in school settings.

Pym, Anthony. 2012. On translator ethics. Principles for mediation between cultures

Pym, Anthony. 2012. On translator ethics. Principles for mediation between cultures

Mediacje rówieśnicze jako forma reakcji na konflikt w środowisku szkolnym

Conflict is inseparable from human everyday life. Inscribed in the functioning of an individual who enters various social interactions, its occurrence at some stage of life is inevitable. It is based on the divergent interests of the parties striving to achieve a specific goal. Many conflict situations, destructive in their effects and causing a sense of instability and frustration, appear in the school environment among young people. Peer mediation offers a constructive approach to peer conflict, resolving it through conversation, exchange of thoughts and views by parties representing different positions, in the presence of an impartial and neutral mediator, who is their adequately prepared and trained peer. Peer mediation offers a chance for active participation in the search for a mutually satisfactory solution, teaches responsibility for the decisions taken and creates a sense of agency, which is so important in adulthood.

Psychosocial peer mediation as sustainable method for conflict prevention and management among refugee communities in Germany

AbstractFollowing the arrival of over 1.2 million refugees and asylum seekers since the 2015 European refugee crisis, Germany has faced enormous humanitarian and societal challenges, with direct implications for participatory peace‐building efforts at the local community level. A multitude of postmigration stressors and high prevalence of mental health conditions among refugees contribute to the substantial burden of daily conflicts in refugee shelters and communities. Ongoing exposure to a conflict‐prone environment, psychological distress and stigmatization among community members can severely impair the quality of life and aggravate existing health‐related, socio‐economic and integrational challenges. Previous research has demonstrated the feasibility of individual alternative dispute resolution (ADR) and mental health literacy (MHL) interventions in refugee settings. As interpersonal conflict and psychological well‐being constitute mutually interdependent phenomena, integrated methodologies combining ADR with MHL may offer unique value to affected vulnerable populations. However, systemic implementation of such mechanisms in refugee shelters has remained largely unexplored. In recognition of this unmet need and as part of the nonprofit organization R3SOLUTE, we have developed a tailored educational curriculum directed at equipping refugees in shelters and their local neighbor citizens with peer mediation‐based ADR and MHL skills. In this multidisciplinary bottom‐up approach, termed psychosocial peer mediation (PPM), participants learn to effectively manage and prevent conflicts in their own communities. Based on our field experience with implementing PPM in numerous refugee shelters across Germany between 2018 and 2021, we here provide relevant practical insights and discuss best practices, with a focus on addressing existing challenges and opportunities in the field.

Restorative Justice and the School-to-Prison Pipeline: A Conceptual Framework to Address Racial and Ethnic Disproportionality

AbstractThis article develops a restorative justice framework that aims to address racial and ethnic disproportionality in the school-to-prison pipeline (STPP) in the United States. The framework uses literature on restorative justice and the STPP as its foundation and applies a restorative justice approach to three major strategies related to racial and ethnic disproportionality in the STPP: (1) school climate and school–student relationship, (2) a school’s cultural humility and connectedness, and (3) exclusionary discipline reduction. The first strategy proposes the development of respectful and credible relationships among teachers, staff, and students. The second suggests two techniques: (1) self-reflection to address implicit biases among teachers/administrators and (2) parental involvement. Both the first and the second strategies are considered prevention strategies. The third strategy uses techniques of intervention, including peer mediation, restorative circles, and community service, as alternative punishments. This framework theorizes that a focus on these three major strategies will challenge institutional racism in schools as a determinant of the disciplinary inequity that students of color experience. This framework further theorizes that addressing institutional racism through these specific interrelated strategies will result in three major outcomes that can decrease racial and ethnic disproportionality in the STPP.

Debate on Demanding images: Democracy, mediation, and the image-event in Indonesia, by Karen Strassler, David Kloos, Nuraini Juliastuti, and Annemarie Samuels

Debate on Demanding images: Democracy, mediation, and the image-event in Indonesia, by Karen Strassler, David Kloos, Nuraini Juliastuti, and Annemarie Samuels

Book Review: Demanding Images: Democracy, Mediation, and the Image-Event in Indonesia

Book Review: <i>Demanding Images: Democracy, Mediation, and the Image-Event in Indonesia</i>

Understanding Early Stage Myelodysplastic Syndrome Pathobiology

Understanding myelodysplastic-syndrome (MDS) pathobiology is critical to derive and evaluate new therapeutic interventions. Transforming growth factor-beta (TGFβ) signaling is abnormally active in early-stage MDS patient hematopoietic stem and progenitors, and the level of TGFβ-signal-induced transcriptional changes may have prognostic value. However, the mechanism of TGFβ signaling resulting in ineffective hematopoiesis in MDS is not known. TGFβ signaling is tightly controlled by antagonists (e.g. SMAD7) which block promiscuous activity. Upon TGFβ receptor signaling, these antagonists are transiently eliminated to amplify the signal; however, they are re-induced by downstream signaling and subsequently terminate the TGFβ signal (a negative feedback loop). The Verma lab demonstrated that human MDS marrow cells have elevated levels of microRNA-21 (miR-21) that target SMAD7. Their work identifies miR-21 as one factor in MDS that interferes with the TGFβ negative feedback loop to generate a chronic TGFβ signal. We used transient transcription assays to reveal that miR-21 targets the SKI corepressor, a TGFβ-signaling antagonist that binds to R-SMADS to block downstream SMAD-target gene activation. Immunofluorescence staining of primary bone-marrow samples from early-stage MDS patients (with elevated miR-21 and chronic TGFβ) shows significant reduction of not only SMAD7 but also SKI protein. TGFβ signaling induces ubiquitin mediated degradation of SKI, so low SKI expression in MDS is the sum of miR-21 and chronic TGFβ effects. To determine the functional impact of low SKI we examined Ski-/- mice. We show that SKI loss of function is itself sufficient to impair hematopoietic stem cell (HSC) fitness. While flow cytometric evaluation of Ski-/- hematopoiesis indicates little phenotypic change in HSC fractions, and Ski-/- HSC engraft lethally irradiated recipients, competitive HSC transplantation reveals profound Ski-/- HSC fitness defects. Ski-like (Sno/Skil) encodes a SKI-related compressor that is not a miR-21 target. Ski-/- defects are not phenocopied in Skil-/- HSC; underscoring the specificity of the HSC defects to the hypothesized miR-21-SKI axis. In agreement with this, retroviral or lentiviral vector forced expression of miR-21 in HSC is counter-selected within 60 days after transplantation. The Growth factor independent-1 (GFI1) transcriptional repressor is required for HSC fitness and is an independent prognostic indicator in AML/MDS. We previously demonstrated GFI1 transcriptional repression of miR21 . Subsequently, SKI protein levels are significantly decreased in Gfi1-/- bone marrow cells (which express elevated miR-21). SKI expression is rescued in Gfi1-/-miR-21-/- knockout mice but Gfi1-/- HSC fitness is not restored. Thus, it is unlikely that loss of SKI downstream of Gfi1 loss of function explains Gfi1-/- HSC fitness defects. Instead, we show that the SKI corepressor binds the GFI1 transcriptional repressor. Native GFI1 and SKI proteins are in the same complex by immunoprecipitation, and synthetic-protein pull-down assays validated direct interaction and mapped the interacting domains. ChIP Seq reveals that Ski is coincident with Gfi1 on a subset of common peaks. We conclude that: 1) in normal cells GFI1 repression of miR-21 protects expression of SKI, an HSC-relevant GFI1 corepressor, and 2) chronic TGFβ signaling in early stage MDS directly affects HSC fitness by targeting SKI. Disclosures No relevant conflicts of interest to declare.