Human and Children’s Rights in the Context of Education and School Mediation

  1. Spann, Martina
  2. Torrego Seijo, Juan Carlos 1
  3. Monge López, Carlos 2
  1. 1 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Human Review: International Humanities Review / Revista Internacional de Humanidades

ISSN: 2695-9623

Ano de publicación: 2021

Volume: 10

Número: 1

Páxinas: 143-154

Tipo: Artigo

DOI: 10.37467/GKAREVHUMAN.V10.3129 DIALNET GOOGLE SCHOLAR

Outras publicacións en: Human Review: International Humanities Review / Revista Internacional de Humanidades

Obxectivos de Desenvolvemento Sustentable

Resumo

There is common understanding among the member states of the UN on Human and Children’s Rights and that everyone has a right to life, liberty, and security of person. Children are entitled to special care. Social changes caused by migration or armed conflicts affect families and may have negative consequences on children’s welfare. Violent family structures are often transported into the schools. Evidence on school mediation and conflict resolution programs between peers seems to be a good method to teach children how to resolve conflicts peacefully. This paper also researches how such programs can contribute to a more conflict-free society.

Referencias bibliográficas

  • Akın, U. (2015). Do school experiences predict life satisfaction in Turkish college students? International Online Journal of Educational Sciences, 7, 87-96. DOI: https://doi.org/10.15345/iojes.2015.01.008
  • Baytemir, K. (2019). Experiences of school as a mediator between interpersonal competence and happiness in adolescents. Annals of Psychology, 35(2), 259-268. https://doi.org/10.6018/analesps.35.2.320311 DOI: https://doi.org/10.6018/analesps.35.2.320311
  • Chambers, R. (2014). Into the unknown. Explorations in development practice. Practical Action. DOI: https://doi.org/10.3362/9781780448220
  • Colombian Ministry of Health (2013). Análisis de situación de salud según regiones, CMH.
  • Davidson, T. (2003). Evaluating the effectiveness of a peer mediation program in an elementary school setting. Rowan University.
  • Dymnicki, A.B., Weissberg, R.P., & Henry, D.B. (2011). Understanding how programs work to prevent overt aggressive behaviors: A meta-analysis of mediators of elementary school-based programs. Journal of School Violence, 10(4), 315-337. http://www.doi.org/10.1080/15388220.2011.602599 DOI: https://doi.org/10.1080/15388220.2011.602599
  • Elahi, N., Nyborg, I., & Bahadar, N. (2015). Participatory development practices: A critical analysis of gender empowerment and development in pre- and post-crises Swat, Pakistan. Forum for Development Studies, 42(2), 333-356. http://www.doi.org/10.1080/08039410.2015.1025828 DOI: https://doi.org/10.1080/08039410.2015.1025828
  • Elmore, G.M., & Huebner, E.S. (2010). Adolescents’ satisfaction with school experiences: Relationships with demographics, attachment relationships, and school engagement behavior. Psychology in the Schools, 47(6), 525-537. http://www.doi.org/10.1002/pits.20488 DOI: https://doi.org/10.1002/pits.20488
  • Fisher, R., Ury, W., & Patton, B. (2012). Getting to yes. Negotiating an agreement without giving in (2nd. ed.). Penguin Books.
  • Flick, U. (2007). Designing qualitative research. Sage. DOI: https://doi.org/10.4135/9781849208826
  • Fundación Amor por Medellín y Antioquia (2014). Proyecto Hagamos las Paces. FAMA.
  • Gan, P. (2019). Can mystical peace contribute to global peace? Peace and Conflict Studies, 26(2), 1-26. DOI: https://doi.org/10.46743/1082-7307/2019.1498
  • García-Raga L., Chiva, I., Moral, A., & Ramos, G. (2016). Strengths and weaknesses of the school mediation from the perspective of students in secondary education. Journal of Research in Social Pedagogy, 28, 203-215. https://doi.org/10.7179/PSRI_2016.28.15 DOI: https://doi.org/10.7179/PSRI_2016.28.15
  • Good, T.L., & Mccaslin, M. (2008). What we learned about research on school reform: Considerations for practice and policy. Teachers College Record, 110(11), 2475-2495.
  • Ibarrola-García, S. y Iriarte Redín, C. (2014). Desarrollo de las competencias emocional. y sociomoral a través de la mediación escolar entre iguales en educación secundaria. Qurriculum, 27, 9-27.
  • Iriarte-Redín, C. y Ibarrola-García, S. (2018). Capacitación socioafectiva de alumnos y profesores a través de la mediación y la resolución de conflictos. Padres y Maestros, 373, 22-27. https://doi.org/10.14422/pym.i373.y2018.003 DOI: https://doi.org/10.14422/pym.i373.y2018.003
  • Johnson, D.W., & Johnson, R.T. (1996). Conflict resolution and peer mediation programs in elementary and secondary schools. A review of a research. Review of Educational Research, 66(4), 459-506. https://doi.org/10.3102/00346543066004459 DOI: https://doi.org/10.3102/00346543066004459
  • Lacuesta, D. y Traver, J.A. (2018). Yo, contigo. El Programa de mediación entre iguales desde la perspectiva de un ejemplo de vida. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 16(1), 53-71. http://dx.doi.org/10.15366/reice2018.16.1.004 DOI: https://doi.org/10.15366/reice2018.16.1.004
  • Lee, S.Y., Ginty, R.M., & Joshi, M. (2016). Social peace vs. security peace. Global Governance, 22(4), 491–512. DOI: https://doi.org/10.1163/19426720-02204004
  • Maxwell, S., Reynolds, K.J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8, 1-21. http://www.doi.org/10.3389/fpsyg.2017.02069 DOI: https://doi.org/10.3389/fpsyg.2017.02069
  • Moral, A.M. (2011). Una aproximación a la evaluación de programas de mediación para la mejora de la convivencia en los centros escolares. Universidad de Valencia.
  • Morales-Manzur, J.C. y Morales-García, L. (2016). Colombia y la situación de los desplazados y refugiados: consideraciones teórico-jurídicas. Aldea Mundo, 42, 1-31.
  • Mucherah, W., Finch, H., White, T., & Thomas, K. (2017). The relationship of school climate, teacher defending and friends on students' perceptions of bullying in high school. Journal of Adolescence, 62, 128‐139. http://www.doi.org/10.1016/j.adolescence.2017.11.012 DOI: https://doi.org/10.1016/j.adolescence.2017.11.012
  • Polanin, J., Espelage, D., & Pigott, T. (2012). A meta-analysis of school-based bullying prevention programs. Effects on bystander intervention behavior. School Psychology Review, 41(1), 47-65. DOI: https://doi.org/10.1080/02796015.2012.12087375
  • Rinaldi, C.M. and Cheong, C. (2021). Peer Conflict Resolution. In S. Hupp and J. Jewell (Eds.), The Encyclopedia of Child and Adolescent Development https://doi.org/10.1002/9781119171492.wecad402 DOI: https://doi.org/10.1002/9781119171492.wecad402
  • Rodkin, P.C., & Hodges, E.V. (2003). Bullies and victims in the peer ecology: Four questions for psychologists and school professionals. School Psychology Review, 32, 384-400. doi: http://www.doi.org/10.1080/02796015.2003.12086207 DOI: https://doi.org/10.1080/02796015.2003.12086207
  • Sánchez-Porro, D.G. y González Ortega, E. (2017). Los programas de mediación escolar como herramientas para la promoción de unas relaciones de pareja saludables en la adolescencia. Revista Española de Orientación y Psicopedagogía, 28(1), 72-85. https://doi.org/10.5944/reop.vol.28.num.1.2017.19359 DOI: https://doi.org/10.5944/reop.vol.28.num.1.2017.19359
  • Schellenberg, R., Parks-Savage, A., & Rehfuss, M. (2007). Reducing levels of elementary school violence with peer mediation. Professional School Counselling, 10(5), 475-481. https://doi.org/10.5330/PRSC.10.5.Q7866077L3V5Q044 DOI: https://doi.org/10.5330/prsc.10.5.q7866077l3v5q044
  • Sellman, E. (2011). Peer mediation services for conflict resolution in schools: What transformations in activity characterize successful implementation. British Educational Research Journal, 37(1), 45-60. https://doi.org/10.1080/01411920903419992 DOI: https://doi.org/10.1080/01411920903419992
  • Silva, I. y Torrego, J.C. (2017). Percepción del alumnado y profesorado sobre un programa de mediación entre iguales. Qualitative Research in Education, 6(2), 214-238. http://www.doi.org/10.17583/qre.2017.2713 DOI: https://doi.org/10.17583/qre.2017.2713
  • Smith, S., Daunic, A., Miller, D., & Robinson, T. (2002). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base. Journal of Social Psychology, 142(5), 567-586. http://www.doi.org/10.1080/00224540209603919 DOI: https://doi.org/10.1080/00224540209603919
  • Thapa, A. et al. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. http://www.doi.org/10.3102/0034654313483907 DOI: https://doi.org/10.3102/0034654313483907
  • Torrego, J.C. (Coord.) (2018). La ayuda entre iguales para mejorar la convivencia escolar. Manual para la formación de alumnos ayudantes (2ª ed.). M Narcea Ediciones.
  • Torrego, J.C. y Galán, A. (2008). Investigación evaluativa sobre el programa de mediación de conflictos en centros escolares. Revista de Educación, 347, 369-394.
  • Turner, I., Reynolds, K.J., Lee, E., Subasic, E., & Bromhead, D. (2014). Well-being, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer victimization. School Psychology Quarterly, 29(3), 320‐335. http://www.doi.org/10.1037/spq0000074 DOI: https://doi.org/10.1037/spq0000074
  • Turnuklu, A., Kacmaz, T., Gurler, S., Sevkin, B., Turk, F., Kalender, A., & Zengin, F. (2010). The effects of conflict resolution and peer mediation training on primary school students' level of aggression. Education 3-13, 38(1), 13-22. doi: http://www.doi.org/10.1080/03004270902760668 DOI: https://doi.org/10.1080/03004270902760668
  • Tzuriel, D., & Shamir, A. (2007). The effects of peer mediation with young children on children’s cognitive modifiability. British Journal of Educational Psychology, 77, 143-165. doi: http://www.doi.org/10.1348/000709905X84279 DOI: https://doi.org/10.1348/000709905X84279
  • United Nations (2016). Promotion and protection of rights of children. Protecting children from bullying. UN.
  • Wang, M.T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633–662. doi: http://www.doi.org/10.3102/0002831209361209 DOI: https://doi.org/10.3102/0002831209361209