The International Observatory on Academic Achievement - Documentary search

File number :
PPEE-PC-08e

Bibliographic reference :
Beaumont, C., Royer, É., Bertrand, R., & Bowen, F. (2005). Les effets d’un programme adapté de médiation par les pairs auprès d’élèves en trouble de comportement. Revue canadienne des sciences du comportement, 37(3), 198-210.

Abstract :

Program Description
The peer mediation program called Vers le pacifique (towards peace) was adapted by the main researcher to better meet the needs of students who exhibit behavioural problems. This program was implemented in a school specializing in school adjustment (Quebec, Canada) and intended to decrease aggressive behaviour through the learning of conflict resolution skills and support from peer mediators.

Ten workshops on conflict resolution were first held in classes by teachers. Then, fifteen students selected by their peers received additional training to act as mediators with students who experience conflicts at school. The mediators were supervised on a regular basis throughout the year by the program supervisors.

Assessment
The experiment was conducted over a school year with 140 elementary students from two schools specializing in school adjustment. Half of the students made up the experimental group, whereas the other 70 students from the other school made up the control group.

Self-reporting data collection, questionnaires completed by teachers and collection of data pertaining to the environment such as the number and frequency of mediations, reasons, issues and so on were performed prior to and after implementation of the program to assess the effect on students in general, mediators and school climate. Pre-test and post-test quantitative analyses were conducted to assess the program effectiveness regarding certain variables linked to the socio-cognitive, socio-emotional and behavioural aspects of students. In addition, a qualitative analysis was used to process the data collected on implementation of the program and intervention.

Description of Results
Results of the comparison between the mediator students and their peers at the same experimental school have revealed significant improvement in self-controlled behaviour and expression of social skills with students who acted as mediators. Half of these mediators also improved their self-esteem and made significant gains in terms of aggressiveness.

Comparison between the control group and the mediator students has revealed that the latter obtained much higher results in self-controlled behaviour and expression of social skills than the control group students who exhibited deterioration with respect to these variables.

The qualitative analysis emphasized a decrease in violent behaviour (fights, shoving and pushing, and verbal abuse) in the experimental school, whereas the other types of violent behaviour (non people-oriented) remained the same. In addition, no notices of misconduct were issued to mediator students while they were on duty. Overall, it seems that the students who benefited most from this intervention were the mediator students. The study concludes that it is possible for students with behavioural problems to act as mediators and thus develop their peer support skills, while deriving personal benefits from this intervention.

Links :
This journal is also available in electronic format

Key Words :
Behavioural Disorders, Self-Control, Social Skills, Peer Support Systems, Conflict Resolution, Self-Esteem, Peer Mediation, Aggressive Behaviour, Primary School, Elementary School