A Peer Mediation Project
While I was a High School teacher, I witnessed a lot of bullying. Mainly seemingly minor incidents such as: name calling, hiding or stealing personal objects, excluding by ignoring, spreading cruel gossip, etc. More recently, cyber bullying also became popular, where the same actions were performed on social media.
Although teachers are often the first to identify these events, a great deal of bullying goes unnoticed by adults, including parents, because the bullies are devious, and they have many accomplices, or people who are prepared to turn a blind eye, and even take part in the torture by watching and enjoying.
I started a peer mediation project at my school, which I’d like to share with you today, because it helped with many cases, but first, I’d like to share a piece of flash fiction on this subject, which I believe illustrates the point dramatically.
Mary was Alone
Miss Smith wrote the five words on the blackboard: Mary was alone at home.
“Now let’s finish the story together,” she invited the students.
Mary trembled. It was happening again in broad daylight.
“Mary? Stop daydreaming. Could you give us the next line?” ordered the teacher.
How could she know the child was struggling with a recurring nightmare?
“Let’s give Mary some ideas to proceed with the story. Can I have a second line from someone else?”
Mathew put his hand up and spoke, “She saw him watching her from across the parking lot, opposite her bedroom window.”
“Sounds good. Does that help, Mary?”
She shook her head, thankful that her hair covered her tearful eyes.
“He took pictures of her as she undressed,” continued Mark.
“He shared them with his friends on Facebook,” volunteered Peter.
“Can you continue now, Mary?” asked Miss Smith.
“She’s a nervous wreck, because she can’t eat, sleep, or study.”
“Change that line for: ‘she enjoyed the attention she’d never had before’,” Luke smirked.
“How does the story end, Miss Smith?” Mary asked desperately.
“She tells her teacher, who helps her understand she’s a victim of bullying and needs help.”
“She better not, Miss. Teachers’ bedrooms have windows, too,” warned Shirley.
I wrote this in response to a photo prompt on today’s Flash! Friday Contest, check out the other entries here:
It is my opinion that children, including adolescents, cannot cope with bullies on their own. They need the help of understanding and experienced adults, especially teachers, and other students, too. I became interested in this topic after taking part in mediation training courses for teachers. Students at my school also took part in similar courses.
I realized we needed students in the school mediation project because students who are being bullied can be more easily identified by other students, and students can understand and relate to each other more easily and willingly than with an adult.
We established various stages:
- Building awareness, and making the mediators and project known to students. Mediators were allocated a room, a mail box, and information was given to the community.
- Reception of information /cases. This could be done by means of an anonymous or identified written communication by a third party, or a personal request by someone who was experiencing it directly.
Both parties have to agree to take part in mediation.
This is the best part and the biggest drawback. You can’t force someone to take part in mediation, and I hate to admit it, but I believe that the worst cases can’t be solved by mediation, because the bully refuses to cooperate.Fortunately, once they agree to take part, 50% of the work is done.
We offered all parties involved absolute privacy in all proceedings and a reduced (or even no) reprimand if they agreed to take part and reached an agreement.
Stages to mediation:
- Separate interviews. Peer mediators speak to each party separately about the events.
- Joint discussion. Mediators guide a session where both parties speak in turns about (i) what has happened, (ii) how they feel about the events, and (iii) what they ask of each other.
Active listening is encouraged by asking each party to rephrase what the other has said, immediately after each intervention, to make sure they are listening and understanding each other’s feelings and motivations.
Surprisingly, we sometimes discovered that the victim was doing something, unknowingly, that the bully interpreted as an offence, or that the bully had got the wrong end of the stick. Amazingly many of the cases were, or had started as misunderstandings.
Closure. Finally, an agreement, which could be total or partial, was reached by both parties.
- The worst scenario was that they agreed to ‘ignore’ or ‘keep away’ and not harm or provoke each other in any way.
- The best scenario was a mutual understanding and a return to normal relations between both parts.
Post Mediation Stage
- Students (mediators) follow-up informally to make sure the situation hasn’t worsened.
- Students who insisted on bullying after mediation suffered harder disciplinary measures. This rarely occurred.
The only drawback is that this works with ‘reasonable’ children who suffer or indulge in ‘routine’ or simpler cases of bullying, however, more serious cases which often go beyond the school walls need much more specialized and coordinated action with families, psychologists, social workers, and even law enforcement.
I’m convinced that the vast majority of incidents of bullying in schools, which I have witnessed, are not of the complex type, and therefore can be improved with peer mediation projects.
Have you had any experience of similar projects at your schools?