DOCUMENT RESUME CG 026 159 ED 380 745 O'Connor, Karen L.; And Others AUTHOR The Effects of Peer Mediation Training on Third Party TITLE Facilitated Conflict Resolution. PUB DATE 95 14p.; Paper presented at the 1994 Meeting of the NOTE Association for Counselor Education and Supervision. Reports Speeches/Conference Papers (150) PUB TYPE Descriptive 1141) EDRS PRICE MF01/PC01 Plus Postage. *Conflict Resolution; Empathy; Helping Relationship; DESCRIPTORS Higher Education; Interpersonal Communication; Nondirective Counseling; Peer Counseling; Problem Solving; Sharing Behavior *Peer Mediation; Third Party Evaluation; *Training IDENTIFIERS Effectiveness ABSTRACT Mediation training should produce highly successful mediators who are capable of carrying out smooth and effective mediation. This study. assessed subjects' perceptions of the effectiveness of mediation by comparing trained team mediators to untrained team mediators. Subjects (N=30) evaluated videotaped mediation vignettes showing both the trained and untrained team confronted with the same conflict by the same disputants. It was hypothesized that mediation effectiveness would be higher for trained mediators than for untrained third party participants. Results showed that trained mediators were rated as significantly more effective in establishing trust with the disputants, in directing neutral questions at disputants, and in establishing and enforcing rules during the mediation session. Counter to the hypothesis, untrained mediators were rated significantly higher on items assessing mediators' sensitivity to diversity, on mediators' helpfulness towards disputants, and on positive emotional change in disputants. These perceptions of the untrained mediators may have been due to the fact that trained mediators are taught to act as neutral third parties and are thus discouraged in helping directly. Untrained mediators may be more inclined to provide advice, direction, and answers for the disputants, thus creating the appearance of being more helpful. (RJM) ********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** 111 ts O GO The Effects of Peer Mediation Training on Third Party Facilitated Conflict Resolution Karen L. O'Connor Jennifer L. Helwrson Catherine A. Chambliss, Ph.D. Ursinus College 1995 Crw tr U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 40 C CHAM(5CTSS C' This document haS been reproduced as r received from the person or organization CVorrginalrng it Mono, changes have been made to inn reproduction quality Points of view or opinions slated m this docu TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official C) OE RI position nr policy INFORMATION CENTER IERIC Abstract Mediation training should produce highly successful mediators who are capable of carrying out smooth and effective mediations. This study assessed subjects' perceptions of the effectiveness of mediation involving trained team mediators versus that involving untrained team mediators. Subjects evaluated videotaped mediation vignettes illustrating both formats. It was hypothesized that mediation effectiveness would be higher for trained mediators than for untrained third party participants. from between groups Results t-tests showed that trained mediators were rated significantly effective more as in establishing trust with the disputants, directing neutral questions at disputants, and establishing and enforcing rules during the mediation session (p<0.05). Counter to the hypothesis, untrained mediators were rated significantly higher on items assessing mediators' sensitivity to diversity, mediators' helpfulness towards disputants, and positive emotional change in disputants (p<0.05). Introduction Conflict is inevitable. In the community, in institutions, and in the home, conflict is present and in need of resolution. For school age students, conflict is a constant problem. In high school conflicts typically focus around peer particular, issues, where peers are frequently the source and the target of Unsettling matters, such as boyfriend/girlfriend disagreement. and rumors often render "X-friends," back-stabbing, arguments, Many school on scholastic areas. unable students focus to administrators and counselors are rejecting the old disciplinary turn adopting style of dealing with students disputes, and are in a new model, peer mediation. typically two trained peer In a mediation session, there are functioning as neutral third party. .facilitators mediators of This is done communication and understanding between disputants. in a structured setting where a calm, problem-solving conflict setting allows for resolution style type This used. of is modulated emotional expression, while at the same time it avoids After both parties have disruptive and destructive outbursts. expressed their side of the dispute and suggested options for their own solution, a mutually beneficial agreement is written and signed by all present. Peer Mediation involves theoretical and practical training of the selected peer mediators and a few select staff and/or faculty members. During the mediation training process, the students first focus on understanding themselves in relation to their conflict resolution style (confrontation, problem-solving, or avoidance). 4 This followed by discussion and practice of initial step is excercises designed to foster confidentiality, neutrality, overall communication, active listening, diplomatic communication skills, and the mediation process. Neutrality and Confidentiality are two of the most important concepts underlying peer mediation. Neutrality forms the basis of a mediator's actions during a mediation, therefore, neutrality is emphasized in every aspect of a mediator's training. In the section on overall communication (verbal and body language), the students are sensetized to the need to present congruent verbal and Active listening skills are developed to nonverbal messages. communication enhance enhance concern accurate and of is also necessary for the mediator to use understanding. It diplomatic communication skills, such as paraphrasing and "lead- ins," which facilitate mutual understanding. Lastly, a mediator should possess a strong comprehension of eliminate biases which could diversity order lead to to in A focus on diversity and the acceptance of others is favoritism. a recent addition to this specific mediation program. In the past, the need to eliminate biases was discussed only informally. new mediation now encounter and formal trainees However, a thoroughly structured introduction to the topic of individual This change in format allows for more reflection differences. about harmful biases that students may be harboring. Training is brought to a close with a strong emphasis on role- Mediators practice their new skills in mock mediations to play. Finally, students come enhance the natural flow of these skills. together in front of a judge to receive an Oath of Confidentiality. The importance of keeping what one hears during a mediation in confidence is discussed and the new mediators are sworn in. While much has been written about mediation, little empirical data has been collected. While anecdotal data assessing the program abounds (Burrell & Vogl, 1990, p. 245), there is a need for objective validation of the methods being utilized. Previous research concerning peer mediation has been on a mixture of items concerning various conflict resolution styles (Putnam & Charmaine, 1982; McFarland & Culp, 1992), the benefits of mediation programs and learned mediation skills (Benson & Benson, 1993; Coffman, 1988; Burrell & Vogl, 1990), the characteristics of mediators disputants and mediation's and 1990), (Araki, effectiveness in solving disputants conflicts (Araki, 1990). Benson and Benson (1993) provided a scholarly review of their middle school and high school appropriate mediation program in comparison to nationally known programs. These authors used feedback from the mediators, as well as, the authors in program The program was seen as highly effective and was assessment. suggested for adoption. Similarly, research done by Araki (1990) resulted in a positive evaluation of a school district's peer mediation program through a case study approach. Burrel and Vogl (1990) did a comparable review of another peer mediation program and assessed mediation training through program with interviews directors, counselors, school and Results of their inquiry showed that the program administrators. was positively received by the school. Burrell and Vogl (1990) refer to the fact that there has been little empirical research done in the area of mediation assessment. Researchers McFarland and Culp (1992) wished to look at the effectiveness of an interpersonal skills training program on the of high school resolution styles aged self-reported conflict Data gathered through the Putnam- vocational school students. Wilson Organizational Conflict Communication Instrument (form Bx) provided for most needed empirical data within the area of school However, McFarland and Culp's age conflict resolution assessment. research is not directly relevant to this present study because it is assessing students' conflict resolution styles used in handling Therefore, third party mediation is their own personal conflicts. not an issue here. This study is an attempt to empirically test the value of mediation training on third party facilitated conflict resolution. It is expected that the ratings of mediation effectiveness will be significantly higher for a mediation session conducted by trained mediators than for that conducted by untrained mediators. 7 Methods Subjects: The sample for this study consisted of undergraduate (N =30) small private college located students at a southeastern in Pennsylvania. Measure: Subjects completed the Mediation Vignettes Questionnaire (O'Connor, Helverson, & Chambliss). This is a 21-item scale measuring the effectiveness of peer mediators in dealing with disputants and conflict. Aspects of mediation are rated on a Likert format scale ranging from extremely false to extremely true (6). Higher (1) scores indicate greater perceived effectiveness of peer mediators in handling disputants and conflict. Procedure: Participants viewed one of two 30-minute videotaped mediation vignettes showing two distinct mediator styles (trained team and confronted with the same conflict by the same untrained team) disputants (trained confederates served as disputants). Subjects were randomly assigned to the two vignette groups and remained blind to the group they were assigned. Prior to the viewing of the vignettes, were subjects given Mediation Vignettes the Questionnaire to review, which also contained a brief, objective description of peer mediation. After subjects viewed the vignette, they rated the mediation segment by completing the questionnaire. Li Results Between groups t-tests revealed significant differences in ratings of the trained and untrained mediators on several items. On three of the items, differences were in the expected direction, indicating better performance among the trained mediators. Trained mediators were perceived to establish trust with the disputants more effectively than untrained mediators (x=4.27, s.d.=0.70, n=15 versus x=3.67, Trained p<0.03). n=15; t=2.30, s.d.=0.72, facilitators were also perceived to direct questions towards disputants in a more neutral fashion s.d.=0.88, n=15 (x=5.07, versus x=4.33, s.d.=0.82, n=15; t=-2.36, p<0.03). Lastly, trained mediators were seen as more effective in establishing and enforcing rules during the session (x=5.33, s.d.=0.82, n=15 versus x=3.33, s.d.=1.05, n=15; t=-5.84, p<0.00). Group differences on three other items ran counter to the The disputants mediated by untrained facilitators hypothesis. showed more positive emotional change during the session (x=4.80, s.d.=0.68, n=15 versus x=3.73, s.d.=1.16, n=15; t=3.07, p<0.01). Untrained mediators were perceived to be more sensitive to the different appearances, backgrounds, and commur:ication styles of the disputants (x=4.67, s.d.=0.82, n=15 versus x=3.4", s.d.=1.19, n=15; Mediation performed by untrained mediators was t=3.23, p<0.00). also perceived to be more helpful for the disputants (x=4.60, s.d.=1.06, n=15 versus x=3.73, s.d.=1.03, n=15; t=2.27, p<0.03). 3 Discussion As hypothesized, trained mediators were perceived to be better at structuring an effective mediation session. Results showed that the trained mediation team was superior to that of the untrained team with respect to the communication of rules, presentation of neutral questions, and conveyance of a sense of trust. Unlike those untrained in the mediation process, trained mediators appeared skilled in communicating and enforcing rules to Training facilitate a more productive, continuous mediation. seemed to enhance the mediators' ability to create a setting that controls expression yet the conducive feelings, of to is inappropriate behavior. Mediation training specifically focuses on neutrality as a therefore and problem effective resolution, prerequisite to appearing neutral is a key issue in mediators' communication. Trained mediators are given practice in posing neutral questions They are that convey a consistent verbal and nonverbal message. taught to be sensitive to cues disputants attend to in assessing possible bias in the mediation, and to avoid giving verbal or This may account for why, nonverbal evidence of taking sides. compared to the untrained pair, the trained mediators were seen as better at asking neutral questions not favoring either disputant. Confidentiality, clearly defined rules, and neutrality are inherent in the explicit structure of peer mediation. Together, these concepts form a basis for the establishment of trust between the mediators and the disputants. Without training, it is possible that the mediators do not sense a need for the establishment of 10