Conflict Mediation Program
Conflict is a part of everyday life in all schools, even in schools with positive school climates. People will have disagreements and not everyone will get along at all times. Students need to learn how to handle these conflicts in a healthy and constructive manner in order to be successful in school and in life. Researchers have established a clear, positive relationship between students' development of strong social skills and their success in school (Welsh, Widaman, & O'Neil, 2001). Specifically, students who are better able to self-regulate (i.e. the ability to monitor and manage emotions, thoughts, and behaviors) get along better with their teachers and peers, avoid conflicts, and they have better academic outcomes (Committee for Children, 2015).
According to the ASCA National Standards for Students (2004), as well as the 2013 Bullying Prevention and Intervention Law, school counselors have both an ethical and legal responsibility to ensure that all students have the skills they need to manage conflicts safely and appropriately. School counselors can enhance students' conflict resolution skills through core curriculum lessons with role play activities that allow students to practice these skills with the direction of the school counselor in a safe classroom environment (Poyton, Carlson, Hopper, & Carey, 2006). Many school counselors have also found peer mediation programs to be effective tools in helping students develop conflict resolution skills, communication skills, and improve confidence (Schellenberg, Parks-Savage, & Rehfuss, 2007). Implementing School-Wide Positive Behavioral Interventions and Supports (SW-PBIS), rather than traditional negative disciplinary actions such as suspensions and expulsions can also be very effective in resolving conflicts, easing students' transitions from middle school to high school, reducing dropout rates, and creating an overall more positive school climate (Flannery, Fenning, Kato, & McIntosh, 2014; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008).
You can learn more about these classroom lessons and school-wide programs for developing students' conflict mediation skills at the following links:
According to the ASCA National Standards for Students (2004), as well as the 2013 Bullying Prevention and Intervention Law, school counselors have both an ethical and legal responsibility to ensure that all students have the skills they need to manage conflicts safely and appropriately. School counselors can enhance students' conflict resolution skills through core curriculum lessons with role play activities that allow students to practice these skills with the direction of the school counselor in a safe classroom environment (Poyton, Carlson, Hopper, & Carey, 2006). Many school counselors have also found peer mediation programs to be effective tools in helping students develop conflict resolution skills, communication skills, and improve confidence (Schellenberg, Parks-Savage, & Rehfuss, 2007). Implementing School-Wide Positive Behavioral Interventions and Supports (SW-PBIS), rather than traditional negative disciplinary actions such as suspensions and expulsions can also be very effective in resolving conflicts, easing students' transitions from middle school to high school, reducing dropout rates, and creating an overall more positive school climate (Flannery, Fenning, Kato, & McIntosh, 2014; McIntosh, Flannery, Sugai, Braun, & Cochrane, 2008).
You can learn more about these classroom lessons and school-wide programs for developing students' conflict mediation skills at the following links:
- Second Step
- Peer Mediators
- SW-PBIS
- You can also click on the picture in the top right to read about how one school counselor uses "The Zax" by Dr. Suess to teach elementary students about conflict resolution!
References:
American School Counselor Association. (2004). ASCA National Standards for Students. Alexandria, VA: Author.
Committee for Children. (2015). Ready, Set, Go to School! Seattle, WA: Author.
Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of School-Wide Positive Behavioral Interventions and Supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111-124.
McIntosh, K., Flannery, K. B., Sugai, G., Braun, D. H., & Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243-255.
Poynton, T. A., Carlson, M. W., Hopper, J. A., & Carey, J. C. (2006). Evaluation of an innovative approach to improving middle school students' academic achievement. Professional School Counseling, 9(3), 190-196.
Schellenberg, R., Parks-Savage, A., & Rehfuss, M. (2007). Reducing levels of elementary school violence with peer mediation. Professional School Counseling, 10(5), 475-481.
Welsh, M., Parke, R. D., Widaman, K., & O'Neil, R. (2001). Linkages between children's social and academic competence: A longitudinal analysis. Journal of School Psychology, 39(6), 463-482.
American School Counselor Association. (2004). ASCA National Standards for Students. Alexandria, VA: Author.
Committee for Children. (2015). Ready, Set, Go to School! Seattle, WA: Author.
Flannery, K. B., Fenning, P., Kato, M. M., & McIntosh, K. (2014). Effects of School-Wide Positive Behavioral Interventions and Supports and fidelity of implementation on problem behavior in high schools. School Psychology Quarterly, 29(2), 111-124.
McIntosh, K., Flannery, K. B., Sugai, G., Braun, D. H., & Cochrane, K. L. (2008). Relationships between academics and problem behavior in the transition from middle school to high school. Journal of Positive Behavior Interventions, 10(4), 243-255.
Poynton, T. A., Carlson, M. W., Hopper, J. A., & Carey, J. C. (2006). Evaluation of an innovative approach to improving middle school students' academic achievement. Professional School Counseling, 9(3), 190-196.
Schellenberg, R., Parks-Savage, A., & Rehfuss, M. (2007). Reducing levels of elementary school violence with peer mediation. Professional School Counseling, 10(5), 475-481.
Welsh, M., Parke, R. D., Widaman, K., & O'Neil, R. (2001). Linkages between children's social and academic competence: A longitudinal analysis. Journal of School Psychology, 39(6), 463-482.