The Effects of Peer Mediation on Student Suspension of Middle School Students - Assignment Example

The Effects of Peer Mediation on Suspension of Middle School Chapter Introduction Middle school are at the age where they are struggling with their identity. This is a time when students are vulnerable and when conflict comes more rapidly. Often conflict is a result of adolescent’s need to understand the world around them (Finnan & Kombe, 2011). The challenge of forming an identity and moving through puberty can produce a time when friends are important and enemies can be many (Losen & Skiba, 2010). The school environment must be one of learning or students have difficulty going through their day (Rich & Schachter, 2011). The environment can be dependent on the relationship between student achievement and the conflict students must have within the scope of the day. When students begin to create incidences of bullying or acting out against teachers, the general rule is to suspend the perpetrators. Unfortunately, suspensions do not eliminate the problem and in many cases, students do not learn from their mistakes (Losen & Skiba, 2010). There have been several events that have made schools monitor violence and bullying. As an example, the Columbine High School shootings in 1999 where two boys killed 10 people and injured others because they had endured bullying (Cohen, 1999). Another issue that students and teachers deal with is the fact that many children do not have recess to let go of the excess energy during the day. In a study by Booth (2011) recess was one of the things that students listed as a need when they were interviewed. Without recess, they will expend their energy in other ways and often this can turn to bullying other children. Many schools have eliminated recess because it interferes with the time needed for academics. Those that have done this have seen that physical activity is much needed for comprehension and attention span in the classroom (Ryan, 2002). Schools seem not to recognize that when students are not able to expend energy, it must be expended in other ways; this may mean more acting out in class or behavior that is more adverse. These behaviors often end in out of school suspension. According to a study by the Southern Poverty Law Center (2010) minority students are more often suspended than non-minorities and the larger the minority population in urban schools the more suspension occurs. The Southern Poverty Law Center (2010) conducted a national study of 9,000 middle schools that found that 28.3% of black males were suspended four times more often than non-minority males. Hispanic males had a 16.3% higher risk of suspension than their white peers. In the same study, 18 urban districts were examined and 175 middle schools in the districts suspended more than one third of their black male students (Southern Poverty Law Center, 2010). When students are away from school, they do not have the opportunity for learning and they are prone to become involved with adverse situations in their community. As an example, many are prone to use their time to sell drugs, take drugs, or become involved with gangs (Southern Poverty Law Center, 2010). This behavior points to the need for some other intervention that does not include suspension. Nature of the Problem Raffaele, Mendez and Knoff (2003) found that the incidences of out-of-school suspensions increased between the years 1996 and 2003. Although their study examined high school, they found that many suspensions began in middle school. In organizing the data, the authors found that the suspensions were for minor infractions of the school rules or for not attending in-school suspensions. A study by Sisco (2004) also speaks to this topic and states that that the suspensions were for breaking small school rules but also for problem behaviors such as bringing weapons to school, drug possession, bullying or aggressive behavior towards teachers. Many studies show that suspension does not change these behaviors (Losen & Skiba, 2010; Sisco, 2004; Lane-Garon, Ybarra-Merlo, Zajac & Vierra, 2005). Losen and Skiba (2010) also studied a large body of research that supported the fact that middle school children are often suspended for minor infractions and that there is a lack of evidence to show that out of school suspensions are effective. The authors point out that out of school suspensions do not improve the school climate. School suspension has also been seen as a “moderate-to-strong predictor of school dropout” (Balfanz, 2003 as cited in Losen and Skiba, 2010, p. 10). The literature on school suspension shows that out of school suspension as an intervention for behavior problems is not effective. The research clearly shows that some other type of intervention must be found in order to keep children in school and it must provide them with an environment that is safe for learning. Description of the Community In the last three years, (2008-2911), School A has received negative publicity in the local newspaper for several incidences of school misconduct. Each incident has resulted in out of school suspension. Although the newspapers spotlighted School A, the incidents were not on school grounds and were between non-students and students at School A. Unfortunately, because of the newspaper coverage, the community and some of the students and teachers perceive that School A is the worst school in the district (School Reports, 2009-2011). Rumors of fighting, disrespect shown to teachers and other student behavior problems have created a fear from the community and a reluctance to work in the school. The demographics of School A show that the school is primarily African-American. The community is divided by single-family homes and businesses. There is one public library that is scheduled for renovation during the 2011-2012 school years. School A sits adjacent to a public park that appears to be a gathering place for the homeless, gang activity, and high school students. School A is a middle school serving grades six through eight. School A is a small school and records for the children show that many of these children are in foster care or living in temporary housing. Both of these situations impact the school climate and provide fertile ground for bullying and violent behavior (School documents, 2010-2011). There are 78 teachers employed at School A. Of these 78, 52% have met the full state requirements according to the Board of Education. The other 48% are in various stages of completing the certification process. Those who are working toward certification are engaged in college courses that include mandatory courses such as child abuse, English language learners, and child abuse (School A Teacher Survey, 2010). School A has 40% male teachers and 60% female teachers. Out of 78 teachers, 25 had teaching experience for more than 20 years. Teaching experience does not mean that teachers are able to handle their classrooms and are in need of classroom management skills. The opportunity for School A to intervene in student behavior problems is necessary in order to change the incidents of out of school suspension. Statement of the Problem During the 2009-2010 school years, School A suspended 213 boys and 119 girls. The suspensions were due to abusive behavior towards teachers or other students. Usually, the abusive behavior was due to bullying or fighting with their peers and verbal abuse toward teachers. Total enrollment for School A is 1,411 currently. When conflicts arise between students, the only way that they seem to settle these conflicts is through fighting. When adults attempt to intervene, students lash out at them. These actions also escalate the problem and then move the students toward suspension. Because of these challenges, there needs to be a different type of intervention to assist students in learning how to handle conflict. School A developed a peer mediation program during the 2009-2010 school years in response to their challenges. The challenge with the program is that it only moved students to suspension. Peers would talk to students who were in trouble and there was a contract for them to change their behavior. If they do not change their behavior in three separate incidents, they are suspended. The model that is in place currently is very adult oriented rather than student oriented. Purpose of the Project The purpose of the research is to examine the use of a peer related program fro conflict resolution in School A. The project will examine the program that is currently in place and expand it or change it to reflect information from the literature. The program at School A is based on an adult model currently but it does not help students stay in school. Instead, it is a system of punishment that does not improve behavior. This research project will develop the current School A program into a peer mediation program that has been shown to work in other middle schools. Chapter 2 Literature Review Research in this area suggests that there is success with peer mediation programs in middles schools when they are peer oriented. Two studies showed that peer mediation programs provided a way to create a win-win situation for students in middles schools (Lane & McWhirter, 1992; Cantrell, Parks-Savage, and Rehfuss, 2007). Lane & McWhirter (1992) also suggest that students are representing the larger society’s culture when they engage in “fighting, bullying, vandalizing, absenteeism, acting out, and demonstrating racial antagonism” (p. 15). In each research study reviewed for this research a peer mediation model where other students were trained to assist in mediation was the norm (Lane & McWhirter, 1992; Cantrell, Parks-Savage, and Rehfuss, 2007). All teachers were trained to accept the peer mediation model and act as adult mentors for the peer mediators who were also specifically trained to do conflict resolution. In a separate study by Daunic, Smith, Robinson, Miller and Landry (2000) teachers were a very important aspect of the mediation process. Nix and Hale (2007) found in their study that teachers and administrators had to be committed to the project and the program had to be consistent and continually monitored to continue in the process. The benefits of peer mediation programs were chronicled in research by several authors (Carter, 2008; Lusted, 2010; McElroy, 2001). Some of the benefits included the fact that middle school children were able to speak to their peers easier than to adults. In each of these studies, the purpose for peer mediation was to “guide the disputants to a solution” (McElroy, 2001, p. 279). The final aspects of research on this topic suggested that using a peer mediation model worked toward alleviating many behavior problems. However, the peer mediation model did not change anti-social behavior according to a study by Garrard and Lipsey (2007). Akos, Hamm, Mack and Dunaway (2007) studied the effects of group counseling and countered the study by Garrard and Lipsey (2007) by stating that adolescents needed to feel valued and accepted by their peers. When this happened, they were able to change their behavior, regardless of what behavior they exhibited. Through studying this research, the researcher found that children must be taught conflict resolution in order to define a conflict style that they can use throughout their life. In many cases, the current conflict style that children used came from their home environment and this could mean they had learned positive or negative conflict style (Stuart, Fondacaro, Miller, Brown & Brank, 2008). Research Questions 1. What are the benefits of using a conflict resolution model? 2. Can a conflict resolution model decrease suspensions at School A? 3. What is the best way to implement a conflict resolution model in School A? Chapter 3 Methodology School A will develop a peer mediation model during the 2011-2012 school years. The program will be model after the programs in the research review that were successful. The conflict resolution model will involve parents, teachers and students so that all three parts of the school community will have an understanding of what is being done and how it will be conducted. The parents and teachers will meet with the researcher in order to gain information on the new mediation process Currently, there are 32 students who participate in the old model of conflict resolution sessions. Of these 32 students, 16 will be selected as peer mediators based on their interest in the program and their ability to attend training sessions. The children will be trained in conflict resolution and they will be assigned an adult mentor who they can go to for any situations where they have questions. Instruments We will use the Thomas-Kilmann Conflict Model Instrument (TKI) because it is easy to use and it does not require any special training to use it. In addition, this instrument can be administered online or in a classroom for the same cost ($35 per person). This model identifies one of five conflict models that each person has as they are moving through conflict. The conflict models give the individual insight into their needs during a conflict (Thomas and Kilmann, 2010). The instrument has several aspects that can be used for children and students so it will provide basic information in a pre- and post-test for the study. The TKI is a self-report instrument with forced choice questions that have been used with middle school students in the past (Brewer, 1998; Volkema, 1995). Procedures Teachers will be given an explanation of the research during a special teacher’s meeting. They will gain an understanding of why the program is being expanded and how. The researcher will identify teachers who are willing to become involved with the program as adult mentors. Those teachers who are willing to be a part of the program will receive eight hours of training in conflict resolution procedures and they will take the TKI as a baseline report. This will help them understand how effective it can be with children. Students will be released from class where practical and will receive eight hours of training during the school day. They will participate in two four-hour training sessions and they will take the TKI so that they will have an understanding of conflict styles. They will also learn active listening skills, decision-making skills, and how to spot potential conflict before it escalates. Once training has taken place, students will be paired and available for conflict mediation as necessary. Peer mediators will work with disputants during the regular school day. Disputants will take the TKI when they first enter into conflict mediation and again when they have resolved their conflict. Disputants will sign a contract that states they will continue to work on their conflict resolution techniques and they will be asked to report to an adult mentor periodically. Peer mediators will have ongoing training and meet with adult mentors throughout the year. The training will happen during regular school hours as needed. Limitations The basic limitation on this study is that only 16 students will be used as peer mediators initially. The TKI is a self-report instrument, which may mean that some students may provide a more accurate idea of their behavior towards conflict resolution than others. Budgetary constraints may be a factor in some cases but there may be grants available or community support to assist with the materials and the purchase of the TKI. References Akos, P., Hamm, J., Mack, S., & Dunaway, M. (2007). Utilizing the developmental influence of peers in middle school groups. Journal for Specialists in Group Work, 32(1), 51. Retrieved from EBSCOhost. Booth, M. (2011). This they believe: Young Adolescents reveal their needs in school. Middle School Journal, 42(3), 16-23. Brewer, B.P. (1998). The effects of conflict mediation training on attitudes toward conflict and interpersonal problem-solving strategies of middle school students. Dissertation. Retrieved from http://scholar.lib.vt.edu/theses/available/etd-32398- 221541/unrestricted/etd.pdf Cantrell, R., Parks-Savage, A., & Rehfuss, M. (2007). Reducing levels of elementary school violence with peer mediation. Professional School Counseling, 10(5), 475-481. Retrieved from EBSCOhost. Carter, S. (2008). Peer counseling programs. Peer counseling programs -- Research Starters Education, 1-7. Retrieved from EBSCOhost. Cullen, D. (1999, September 23). Inside the Columbine high investigation. Salon.com. Retrieved from http://history1900s.about.com/gi/o.htm?zi=1/XJ&zTi=1&sdn =history1900s&cdn=education&tm=192&f=20&su=p284.13.342.ip_&tt=2&bt=0&bts=1 &st=11&zu=http%3A//www.salon.com/news/feature/1999/09/23/columbine/ Daunic, A. P., Smith, S. W., Robinson, T. R., Landry, K. L., & Miller, M. D. (2000). School- wide conflict resolution and peer mediation programs: Experiences in three middle schools. Intervention in Schools & Clinic 36,(2), 94-10l. Finnan, C., & Kombe, D. (2011). Accelerating struggling students learning through identity redevelopment. Middle School Journal, 42(4), 4-12. Garrard, W. M., & Lipsey, M. W. (2007). Conflict resolution education and antisocial behavior in U.S. schools: A meta-analysis. Conflict Resolution Quarterly, 25(1), 9-38. doi:10.1002/crq.188 Retrieved from EBSCOhost. Lane-Garon, P. S., Ybarra-Merlo, M., Zajac, J., & Vierra, T. (2005). Mediators and mentors: Partners in conflict resolution and peace education. Journal of Peace Education, 2(2), 183-193. Retrieved from EBSCOhost. Lane, P., and McWhirter, J. (1992) “A peer mediation model: conflict resolution for elementary and middle school children.” Journal of Elementary School Guidance and Counseling, 27 (1), 15–23. Lane-Garon, P. “Developmental Considerations: Encouraging Losen, D.J. and Skiba, R.J. (2010). Suspended education: Urban middle schools in crisis. Retrieved from http://www. civilrightsproject.ucla.edu/.../Suspended-Education_FINAL- 2.pdf Lusted, M. (2010). Peers Helping Peers. Faces (07491387), 27(3), 30. Retrieved from EBSCOhost. McElroy, C. (2000). Middle school programs that work. Phi Delta Kappan, 82(4), 277. Retrieved from EBSCOhost. Nix, C. L., & Hale, C. (2007). Conflict within the structure of peer mediation: An examination of controlled confrontations in an at-risk school. Conflict Resolution Quarterly, 24(3), 327- 348. Retrieved from EBSCOhost. Raffaele Mendez, L. M., & Knoff, H. M. (2003). Who gets suspended from school and why: A demographic analysis of schools and disciplinary infractions in a large school district. Education & Treatment of Children, 26(1), 30-51. Retrieved from EBSCOhost. Rich, Y. & Schachter, E. (2011). High school identity climate and student identity development. Contemporary Educational Psychology. 1-11, doi:10.1016/j.cedpsych.2011.06.002 | Ryan, D. (2002). The retreat of recess. World & I, 17(11), 284. Sisco, D. L. (2004). Time-Out and In-School suspension in the school setting: A user’s guide for school administrators. Retrieved from http://www.mslbd.org/Admin_Conference/ Sisco%2010-5-06.pdf Stuart, J., Fondarco, M., Miller, S.A., Brown, V. and Brank, E.M. (2008). Procedural justice in family conflict resolution and deviant peer group involvement among adolescents: The mediating influence of peer conflict. Journal of Youth and Adolescence, 37, 674–684. doi: 10.1007/s10964-007-9194-2. Southern Poverty Law Center. (2010). New study finds big racial gap in suspensions of middle school students. Retrieved from http://www.splcenter.org/get-informed/news/new-study- finds-big-racial-gap-in-suspensions-of-middle-school-students Thomas, K.W. and Kilmann, R. H. (2010). Conflict and conflict management. Ralph Kilmann Website. Retrieved from http://www.kilmann.com/conflict.html Volkema, R. J. (1995). Conflict styles as indicators of behavioral patterns in interpersonal conflicts. Journal Of Social Psychology, 135(1), 5. Read More