Peer Mediation in Low-Income Urban Middle Schools - the George Washington University - Research Proposal Example

Peer Mediation in Low-Income Urban Middle Schools The George Washington The impact of peer mediation within the school environment has gained a lot of popularity within the public domain. The increase in instances of disruptive, aggressive and violent behavior within schools has triggered many researchers to investigate various remedies to the problem. While there is evidence that a peer-mediation process is a complex process, a wide range of research shows that this process contributes to reduction in instances of violence within the school environment. This research study seeks to investigate the effectiveness of the peer mediation process in reducing violence within low-income, urban middle school in the United States. Through a quantitative study and closed ended questionnaire, the research will establish the efficiency of this approach in preventing violence within low-income urban middle schools. Additionally, a after sharing a brief theoretical framework for teaching conflict resolution, I explain the project and what successful implementation of the study would look like; then I summarize how middle school students responded to the peer mediation program in the literature review. Keywords Peer mediation, conflict resolution, school violence, school safety, peer intervention, peer counseling Peer Mediation in Low-Income Urban Middle Schools Introduction Peer mediation is a topic that has received a lot of attention in contemporary education. Peer mediation refers to a structured process used to enable trained pairs of students to act as mediators to help resolve disputes among members of their peer group (Houlston & Smith, 2009). On the other hand, peer counselling refers to a student guidance approach that seeks to empower children to become a vehicle for conflict resolution. Students and teachers are taught conflict resolution skills so that they can help others resolve conflicts and improve school safety. School Safety refers to the security of the school environment and its inhabitants. While a broad range of researchers have investigated the role of mediation process within the US schools, there has been a shortage of literature that measures the effectiveness of the mediation process in resolving conflicts within diverse, urban middle schools. This research seeks to measure the effectiveness of the peer mediation process in reducing violence within diverse, urban middle schools in the United States. As a result, the research will provide recommendation for peer mediation and present strategies to improve conflict resolution within US schools. Problem Statement The idea of sending our children to school is a comfortable one until we look at national statstics and begin to realize that we are sending our loved ones into an environment filled with conflict. The increase in conflict within public educational institutions is an issue that has demanded immediate action if the safety of children within the learning environment is to be guaranteed (Chittooran & Hoenig, 2005). School violence School violence refers to student violence that is perpetrated in the school environment. The National Center for Education Statistics (2015) reported about 1, 364, 900 cases of violence in 2012, including cases of theft, verbal abuse and physical assault. Moreover, over 85% of schools in the United States report cases of violence each year (Wright, Livingston, Shepard & Duku, 2007). The increase in cases of inter-student conflict is an issue of importantance as the safety of children within their learning environment is critical not only to their well being, but also to their academic success. Since specific students are vulnerable to violence within the schools, it is clear that victimization has contributed to low performance of such students. The idea of which methods are crucial in preventing violence within the learning environment has become important (Lemus, 2012). While different schools adopt different styles to prevent conflict, there is need to identify which approach would be most effective in ensuring the safety of students. This research seeks to investigate the peer mediation process as an intervention and to measure its effectiveness. The research seeks to respond to a social problem by evaluating the effectiveness of the peer mediation process within diverse, urban middle schools at the schools level. The findings of the research will be crucial in showing whether or not peer mediation as an intervention reduces conflict and violence within low-income urban middle schools and should be promoted as such. Literature Review Does peer mediation really decrease the level of conflict in schools? According to the research, conflict in schools is a process that is changing and contextual. Adolescent aggressiveness is rooted in the environment of the adolescent (Juvonen, 2014). The physical security measures that are put in schools only make the school environment seem strict and intrusive. At least that is what the literature reveals concerning the perspective of the students on such measures (Frost, 2012). The use of severe punishment such as suspension of bullies does not make them better people or less violent. It only passes on a bully to another institution or state (Smith, Daunic & Miller, 2002). This literature review discusses the impact of peer mediation in addressing and reducing conflict in schools. It reveals that the use and time spent training peer mediators is of value to school counsellors, students, the school and the peer mediators as well. The conflict groups that surround them, their peers, and their friends reflect the cultural setting of the adolescents, both in school and at home. Psychological studies show that peer intervention is different from any other form of professional intervention, especially when the issue pertains to behavioral change (Lemus, 2012). Violence in school is not a reserve for urban schools. Rather, it is also witnessed in rural schools. However, cases of violence are prevalent in the urban areas as compared to the rural areas because most of the largest schools are found in the urban areas (Juvonen, 2014). A study carried out by Eder L. Lemus (2012) investigated the reduction of gang violence, improvement of the security in schools and creating a learning culture in diverse, urban middle schools. The study sought to establish the best practices to reduce the cases of gang-related bullying in schools. The research applied a systematic sampling system whereby the National Crime Victimization Study team picked Black, White and Latino students. The study revealed that 47% black students and 43% of the Latino students reported that their schools had gangs (Filmer & Zimmer, 1996). The multivariate analyses that were conducted revealed that the students that reported gang activities in their schools had little time to participate in extracurricular activities and the teachers used psychologically abusive language. The suggestion was made for the school educators, counsellors and peer mediators to be considered as a major influencing factor in the strategy to change the culture of the schools (Lemus, 2012). A peer mediation program was implemented, a second survey distributed and the effects recorded at the end of the year. After the intervention 40% of black students and 38% of Latino students reported that their schools had gangs. This showed a decrease by 7% of black student reporters and 4% by Latino student reporters over a calendar year (Filmer & Zimmer, 1996). This decrease can be attributed to the implementation of the peer mediation program as no other changes had been made across the schools. The results showed the ability of the research to focus on diverse learning environments is a source of strength for this research Another study conducted by the National Association of School Psychologists (2013) focused on finding out the impact of security measures on students. The research involved random sampling and interviewing of students aged between twelve and eighteen years old. The trends of security measures that were studied were the use of metal detectors and cameras in schools. 70% of the respondents said that there was the use of security measures in their schools whereas 11% said there was the use of metal detectors. The students were surveyed and 87% reported that not much has been accomplished by the use of metal detectors and security cameras in the mitigation of violence and conflict in schools. As a result of the security measures and the continuing violence, most of the respondents agreed that they felt that the school environment was unsafe, and the others hated the school climate that was created by the stern measures that were taken against any form of student conflict. Furthermore, students reported that they did not like school and that their academic performance was affected by this type of learning environment ((National Association of School Psychologists, 2013). The recommendation was for the schools to implement a peer mediation program. The hope was that it would teach students to communicate better and deal with conflict in a healthy manner instead of resorting to aggression or violence. While this research may have suffered subjectivity due to use of an interview as an instrument for measurement, it is strong due to quantitative approach and use of adequate sample population in measuring the efficiency of safety systems within learning institutions. A research study conducted by Alice Frost investigated the impact of peer mediation in conflict resolution and the reduction of school suspensions (Frost, 2012). The focus group was middle schools’ students and according to the research, peer intervention was one of the most effective strategies of solving conflicts in schools and reducing the likelihood of recurrence of the event in future. According to the study the schools that had a counsellor to student ratio of more that 1:500 had more cases of violence-based suspensions (Frost, 2012). In addition to that, only 1% of the schools had peer mediation programs. The schools that had peer mediation programs presented better results in terms of fewer suspensions as compared to those that did not. For instance, for the schools that had a counsellor to student ratio of 1:501 and above, those with peer mediation programs presented fewer cases of violence-based suspensions. Frost’s research provides a strong ground through which peer intervention effectiveness can be evaluated. The ability of the research to focus on a large sample population and to measure efficiency makes it a reliable resource for this topic. Social Learning Theories According to social learning theoeries, learning takes place in a social environment and that the behaviour of each learner has an influence within such a setting. The theory recognizes that the behaviour of individuals within a social setting is influence by reinforcements that takes place in this environment (Akers & Jensen, 2009). The implication is that learning is a cognitive process that takes place through observation and influence within peers. The live model of social learning theory illustrates that the desired behaviour within a social setting can be influenced by modelling the right behaviour within the public. The influence of the cognitive and behavioural influence are factors that social educators can take advantage to strengthen positive behaviour. The application of social learning theories within the school environment is a matter that has take center-stage. As social learning theories suggest, it is possible for the guidance and counselling department can perceive the learning environment as a social setting. This way, they can find the right approaches to stimulate the right behaviour within the peer groups within the institution to ensure that such groups can strengthen positive behaviour (Akers & Jensen, 2009). The peer mediation process is dependent on social learning theories in that it requires uses peer counselling methods to improve the behaviour of students in the learning environment. Students who observe positive behaviour within the peer groups can learn this behaviour, which in turn leads to a positive culture where safety of students is improved. Does Peer Mediation Contribute to Conflict Prevention The British Journal of Educational Psychology (2009) conducted a longitudinal study to determine the effectiveness of peer counselling in addressing bullying in schools. It was conducted in an all-girls secondary school whereby the cases of peer victimization decreased upon the introduction of a peer counselling intervention. The study revealed the effectiveness of peer counselling strategies varied among the various age groups. For instance, it was more visible among the younger students than the older ones. However, the management of the peer counselling program requires extensive training because if implemented without the proper training for peer counsellors, the system will fail which will lead to increases in the chances of violence among the students (Crawford & Bodine, 2001). The School of Mediation Associates has evidence of the positive impact of peer mediation in resolving conflicts in schools. It is not effective on its own without support from the institution and the senior counsellors. Peer mediators reported they are more comfortable solving problems amongst their peers than involving adults because of the similarity in opinions. Some conflicts are sensitive and it is easier to confide to a person that understands because their experiences are similar to theirs (Crawford & Bodine, 2001). Peer mediation in middle schools and secondary schools is more visible than it is in other levels of education (Mateu-Gelabert & Lune, 2003). Peer education is found to have a positive impact on the interpersonal and intrapersonal relationships among the students. It is advised to include peer mediation in the violence mitigation plans. However, for positive impact, the peer mediators should be trained on the roles that they are assigned to avoid the cases of imposing personal opinions on others. The standards of peer mediation require the mediator to be genuinely interested in solving the conflict. Houlston notes that the mediation should be impartial, confidential, competent and without the conflicts of interest (Houlston & Smith, 2009). In a survey students reported that they had become better communicators because of what they learned as peer mediators in school. Peer mediation encourages the students to be involved in solving their own conflicts actively (NCPC, 2015). The impact of peer mediation is more visible whereby the mediators are chosen by the student or out of volunteering, rather than choosing the best performing students. That is because they represent the entire school population and social groups. The social groups that students form while in school have their own ways of communicating and interpreting issues. As a result, it is better to have peer mediators that represent the entire population so that they can reach all the students (NCPC, 2015). According to Research to Prevention (2010), the students know the problems that go on between students; they understand the causes and the reactions of the students that are in a conflict. In addition to that, it is easier for the students that have a conflict to trust a fellow student when the issue is delicate and personal. In such cases, peer mediators do a better job at addressing conflicts in schools because the mediators and the conflicting parties are at the same stage of life and development. They are impacted the same way by their environment. Most of the characteristics of adolescents and children are an expression of their experiences Factors such as racism and physical abuse in and out of school leaves the child susceptible to becoming a perpetrator. The environment shapes the behaviour of students, and the likelihood of causing or getting involved in violent activities as a result of conflict (Research to Prevention, 2010). Conclusion Most conflicts among students end up in violence if they are ignored or dealt with improperly. The strategies of addressing such conflicts should be approached carefully across the different age groups of students. It is easier for an adult to solve a conflict between two nine-year-olds by redirecting them. However, the case gets more sensitive as the students mature and issues more complex. As a result, the idea of peer mediation as a means to resolve conflicts within schools has popularized. The results are positive but dependent on the training and support of the peer mediators by the schools. The use of intense physical security measures in the schools only interrupts the school activities and creates tension within the school environment. Such reasons affect the academic achievement of the students as well as their wellbeing. Overall the research points to peer mediation as a successful means in reducing conflict in schools. Purpose of Research This research aims at measuring the effectiveness of peer mediation at addressing the level of violence in diverse, urban middle schools in the United States. Through a quantitative study, the research seeks to act upon data on school violence within urban, middle schools to evaluate the effectiveness of the peer mediation process and the extent to which such an approach can be used in other learning environments to reduce conflict. The results of the research will be used to provide strategies through which learning institutions across the US can improve student safety within educational institutions. The overall goal of the research is to show whether or not peer mediation as an intervention can create a strong foundation for improving safety within the learning institution, which in turn will increase the overall performance of learners. Research Questions The research seeks to answer the question: How effective is peer mediation at reducing the level of violence within diverse urban middle schools in the United States? Secondly, the research will respond to the question of: How can the peer mediation process be improved to ensure that it provides a solution to the increasing level of violence within diverse urban, middle schools in the United States? Research Design For the purpose of this research, a quantitative approach will be used to measure the effectiveness of peer mediation process within the learning institutions. According to the accountability quadrant of the ASCA National Model, a comparison of school counselling programs should be accomplished through comparison of program data within learning institutions that use different approaches (ASCA, 2015). Moreover, a quantitative approach is stronger since it reduces aspects of subjectivity that occur in qualitative models. The data will be collected from 15 diverse, middle schools within the United States. A diverse school refers to a learning environment where there are children from different races, cultures, and socio-economic backgrounds. In the selection of sample population, a quadrant sampling procedures will be used for the purpose of uniform coverage (Cresswell, 2013). The research area will be divided into 5 uniform quadrants, from which three middle schools will be chosen. The urban schools will comprise all schools located close to major cities in the United States. Research shows that cases of violence are more common within the urban school than rural learning institutions. The conditions for selection are that the school must have a diverse population with at least 60 % of non-white population and at least 50 % of students qualify for free reduced lunch. There must be a ratio of at least one school counsellor to every 500 students. For each school, two heads from the counselling department will be selected as the respondents for the purpose of this study. Care will be taken to include at least 5 schools that use peer mediation as the primary conflict prevention procedure within the learning institution. Any school that does not meet the conditions will be dropped from the sample population. To measure the efficiency of peer mediation process, information on the number of cases of violence within the sample learning institutions will be used. Cases of violence will be categorized as either a catergory one or category two. For category two cases, further subdivision in terms of fights, physical assaults, victimization and abuse will be documented. This data will be analysed using the SPSS program to compute the average rates of violence, percentage of students involved in each school and mean instances of violence for all schools. Besides, schools with peer mediation strategies will be compared with those that use alternative approaches. This will facilitate in the measurement of effectiveness of peer mediation process in reducing violence in middle schools. The main data collection tools will be a close-ended questionnaire that will be sent to the head of counselling department within each school. A close-ended questionnaire is important in collecting factual figures that are not subject to personal opinions, which often results to subjectivity (Cresswell, 2013). A pilot study will be conducted to validate the questionnaire and to ensure that it will collect essential information. Next, the questionnaire will be handed to the research support team within the school to help in the final polishing. The questionnaires will be sent via e-mail to reduce the cost of printing and distributing them to each school in the study. Ethical Considerations Since learning institutions treat information on school violence as private, a number of ethical issues may arise. The issue of information privacy is crucial since violence statistics within a learning institution may create a negative public image. Therefore, the schools will be assured that information provided will be used for no other purpose other than research. Ethical consideration within research helps to appeal to the respondent’s cooperation, which in turn has a positive influence on the research outcomes (Cresswell, 2013). Victims of violence will remain anonymous to avoid any ethical issue that may arise if the names of victims are exposed. Lastly, the research team will seek permission from the institutional board to ensure that the research is validated. Complying with institutional laws will avoid conflict with the school. Limitations of the Study Since this study depends on private information from learning institutions, it is possible that some learning institutions will provide exaggerated statistics in an effort to give their institutions a positive image. This may undermine reliability and hence the results of the research (Cresswell, 2013). Secondly, it is likely that some learning institutions use more than one approach in conflict prevention within the learning environment. In such situations, it will be difficult to measure the effectiveness of peer mediation process in preventing conflict. Lastly, we anticipate lack of cooperation as organizations consider issue of students’ safety sensitive, and this may limit the scope of the study. References Akers, R. L., & Jensen, G. F. (2009). Social learning theory and the explanation of crime: A guide for the new century. New Brunswick: Transaction Pub. ASCA National Model, (2015). Accountability. Retrieved from :< http://www.ascanational model.org/accountability> Chittooran, M. M., & Hoenig, G. A. (2005). Mediating a better solution. Principal Leadership (Middle School Ed.), 5(7), 11-15. Cresswell, J. W. (2013). Research design. Qualitative, quantitative, and mixed methods approaches, 2. Daunic, A. P., Smith, S. W., Robinson, T. R., Miller, M. D., & Landry, K. L. (2000). School-wide Conflict Resolution and Peer Mediation Programs Experiences in Three Middle Schools. Intervention in School and Clinic, 36(2), 94-100. Frost, A. M. (2012). Bully prevention, peer mediation and conflict resolution: impact of prevention programs on reducing school suspensions (Doctoral dissertation, Kansas State University). Houlston, C., & Smith, P. K. (2009). The impact of a peer-counseling scheme to address bullying in an all‐girl London secondary school: A short‐term longitudinal study. British journal of educational psychology, 79(1), 69-86. Juvonen, J., Le, V. N., Kaganoff, T., Augustine, C. H., & Constant, L. (2004). Focus on the wonder years: Challenges facing the American middle school. Rand Corporation. Lemus, E. L. (2012). Reducing Gang Violence, Improving School Security and Creating a Culture of Learning in Schools. Wayne State University: Mateu‐Gelabert, P., & Lune, H. (2003). School violence: The bidirectional conflict flow between neighborhood and school. City & Community, 2(4), 353-369. National Center For Education Statistics, (2015). School Crime. Retrieved from :< http://nces. ed.gov/fastfacts/display.asp?id=49 > Smith, S. W., Daunic, A. P., Miller, M. D., & Robinson, T. R. (2002). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base. The Journal of social psychology, 142(5), 567-586. Read More