低收入农村小学中同伴调解的有效性研究

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"这篇学术论文探讨了在低社会经济地位（SES）的农村小学中实施同伴调解的效果。研究由Stephen K. Bell、Jennifer K. Coleman、Adam Anderson和James P. Whelan等人进行，并由Cherie Wilder在Fayette County Schools协助。研究的主要目标是训练6至8年级的学生作为调解员，帮助解决同龄人之间的冲突。" 正文: 这篇论文深入研究了在低SES农村小学环境中，采用同伴调解策略解决学生冲突的有效性。研究人员从Conflict Resolution Unlimited的1995年手册中获取了冲突解决和调解技巧的培训内容，然后对30名6至8年级的学生进行了培训，使他们能够担任调解者的角色。这些学生在完成培训后，通过书面测试显示出对调解技能知识的显著增长，并在6周的跟进中保持了这种增长。在培训后的6周内，34次调解中有32次成功解决了冲突，表明调解方法在实际应用中的成功率较高。这一结果对于改善学校环境具有积极意义，因为研究表明，学校范围内的停学处分在干预年度有所下降，与之前的3年基线数据相比，这是一个明显的改善。这可能意味着同伴调解有助于降低校园内的冲突升级到需要正式纪律处分的程度。此外，调解员自身的办公室转介率低于随机选择的匹配对照组，这表明经过调解技巧训练的学生更善于自我管理和解决问题。更重要的是，这些调解员在当前学年的转介率低于上一年度，而对照组在这方面的变化不明显。这可能证明了同伴调解培训对调解员自身行为的长期积极影响。总体而言，该研究提供了一个有力的证据，证明在低SES农村小学实施同伴调解计划可以有效减少冲突，提高学生解决冲突的能力，并可能有助于减少学校的纪律问题。这样的策略不仅可以提升学生的社交技能，还有助于创建一个更加和谐、支持性的学习环境。同时，它也为教育工作者提供了关于如何在类似环境中预防和解决冲突的有益见解。

pensions during the intervention year were compared to only one preintervention year. Comparison

with several years preceding the intervention (i.e., to determine if the decrease might be better ex-

plained by a trend toward fewer suspensions over the past few years) would offer more support peer

mediation’s role in the decreased suspension.

Despite methodological limitations, the existing literature tentatively supports the efﬁcacy of

peer mediation and warrants more investigation. The present study extends the peer mediation liter-

ature on a number of dimensions. First, while much of the past peer mediation research has been con-

ducted in middle-class urban and suburban schools, the present study was conducted in a rural school

attended predominantly by children from low-socioeconomic status (SES) families. Srebalus,

Schwartz, Vaughan, and Tunick (1996) reported that youth violence seems to be on the rise in rural

areas, which highlights the need for conﬂict resolution strategies with this population. Given that rur-

al school counselors are often overtaxed and typically have neither the time nor the training to pro-

vide all services needed (Srebalus et al., 1996), it is especially important to identify interventions

that may alleviate the burden of dealing with poorly managed conﬂict in these settings.

Further, this study investigates a cadre approach peer mediation program. Although a few stud-

ies (e.g., Thompson, 1996) have investigated this approach, most published studies (see Johnson &

Johnson, 1996) implement a school body approach. An important question is whether students se-

lected as mediators in a cadre approach program realize more beneﬁts than do other students in the

school. The present study addresses this question by comparing students selected as mediators to a

control group.

The ﬁnal and perhaps most important distinction between the present study and much of the

previous peer mediation literature can be deﬁned in terms of efﬁcacy versus effectiveness as intro-

duced by Seligman (1995). Efﬁcacy studies include controlled trials, often in a “lab” setting, where

the opportunity to detect an effect is optimized (Chambless & Hollon, 1998). To date, the more

methodologically rigorous peer mediation studies (e.g., Dudley et al., 1996; Johnson et al., 1994;

Johnson et al., 1995) could be classiﬁed as efﬁcacy studies. Only students volunteered by their teach-

ers participated in the intervention, which allowed for random assignment to treatment conditions.

Such a study measures whether peer mediation has an effect with optimal circumstances (e.g., teach-

ers are motivated to facilitate, refer students, etc.). However, Seligman (1995) reports on a growing

recognition that such controlled trials might not capture the essence of actual practice. Once it is es-

tablished that an intervention is efﬁcacious, research on how to make it effective in practice is need-

ed. Given tentative support that peer mediation may be efﬁcacious (Johnson & Johnson, 1996),

would this intervention be as effective in a school where participation is not on a volunteer basis?

In the current study, school administration solicited peer mediation as a service to be imple-

mented in the entire school, and teachers did not have the option to exclude their students from se-

lection to serve as mediators. However, they did have the option to refer student disputants either to

peer mediation or to the principal. Given these circumstances, the present study might be viewed as

a unique opportunity to investigate the effectiveness of peer mediation in a setting where outcome

depended in part on teachers’ willingness to refer students to a program for which they had not vol-

unteered. Therefore, the present ﬁndings may better generalize to school-wide implementations than

would ﬁndings from studies based on self-selected participation. Seligman (1995) argued that em-

pirically validated effectiveness can be achieved only by accumulating and surveying numerous stud-

ies of live interventions.

Despite the applied nature of this study, certain measures were taken to improve methodology.

For instance, the authors used three years of baseline data for trend analysis. Also, this project ad-

dressed Carruthers et al.’s (1996) recommendations for planning an evaluation of a peer mediation

program. Importantly, the authors adhered to Carruthers’ recommendation to consider both process

and outcome. The procedure section details the process of adapting the intervention to better suit the

Peer Mediation 507

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