e-AMEDIAR Programe, a School Mediation Service at Padre Piquer Family             Support Center1.   INTRODUCTION2.   THEO...
1. Introduction• The school peer mediation program e-AMEDIAR, is an  educational tool based on a innovative proposal of  a...
• The school mediation program has been developed  at Padre Piquer Formation Center since 2003. It´s  developed from the S...
2. Theoretical Bases: 4 successful School     Programs in whic it`s based on      Student          Network      Helper mod...
2. Theoretical Bases: 4 successful School        Programs in whic it`s based on• "Model student helper" by Isabel Fernánde...
2. Theoretical Bases: 4 successful School         Programs in whic it`s based on• "Mediation Network Model" Carme Boqué.• ...
2. Theoretical Bases: 4 successful School         Programs in whic it`s based on• "Mediation Model of teacher-pupil" of Ju...
2. Theoretical Bases: 4 successful School          Programs in whic it`s based on• "Social Competency Program" of the  Dep...
2. Theoretical Bases• Implement prosocial and emotional education as a way of good  interpersonal relationship among membe...
Pro-social Intelligence• Prosocial intelligence is developed by this project to                             ​  combine mul...
Pro-social Actions• 1. Physical help. Nonverbal behavior that seeks  to assist others to accomplish a specific goal,  and ...
Pro-social Actions• 4. Help verbal explanation or verbal instruction  or share ideas or life experiences that are  useful ...
Prosocial Actions• 6. Confirmación y valorización positiva del otro:  Expresiones verbales para confirmar el valor de  otr...
Prosocial Actions• 8. Empatía: Conductas verbales que, partiendo de un vaciado  voluntario de contenidos propios, expresan...
3. Objectives-General: Implement prosocial and emotionaleducation as a way of improving good interpersonalrelationship amo...
3. Objectives-Train students and the educationalcommunity: how to analyze and manageconflicts, to deal with and respond to...
4. Methodology- games and dynamics- Individual, group and asambleary Work- Theoretical concepts transmission-Spread the cu...
4. Methodology- Real Co-mediation between members ofthe educational community- Activities by age groups- School Mediation ...
5. Theoretical content- Like the competence training programsocial of the Generalitat de Catalunya, whichproposes to impro...
5. Theoretical content- In e-AMEDIAR programme we bet for this line,we want students when they finish their trainingtour o...
5. Contenidos teóricos•   Al igual que el Programa de formación en competencia social1 de la Generalitat de    Catalunya, ...
5. Theoretical                                         contents• Training prosociality developing three factors:   • the c...
5. Theoretical•                                            Contents    Can analyze conflicts, elements of the conflict, th...
5. Theoretical content every Course1 º ESO (12-13 years old): Social Skills Workshop2 º ESO: Workshop 5 hoursessions weekl...
5. Methodology of formative training sessions 3 ºESO (3rd year of secondary, 14-15 years old) students                    ...
5. Theoretical content every CourseIn the second and subsequent years untilthey complete the educational process atschool ...
5. Other Activities• Fit a stand of mediation in the school festival,  offering activities for all• Actions for Day of Non...
7. Resources needed- It requires a Mediator / a Teacher- material resources needed are a computer   with Internet access, ...
Co-existence Observatory• Each week we Coexistence Observatorys school making them  journalists who help us to gauge the r...
8. Conclusions• A greater involvement of the management team a better  result• Activities for all grade levels helps to gl...
8. 10 years of Growth1. We went from starting in 2003 training 20 students   biweekly, with a support with a counselor in ...
8. Conclusions5. Weve gone from learning only mediators who came toreceive formation to the CAF to share what we learned o...
8. Conclusions9. We have gone from doing mediations at the CAF tomediate in every part of the school or even around it10. ...
8. Conclusions13. Weve been thinking about how to create a CoexistenceObservatory, with weekly motivational phrase, the po...
Thank you for                      your attention                        E-mail: caf@padrepiquer.net                   Blo...
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e-AMEDIAR school mediation program. Programa de Mediación Escolar e-AMEDIAR

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Description of e-AMEDIAR school mediation program, developed in the Family Support Center of Padre Piquer Formation Center of Madrid, since 2003.
A successful peer mediation program. For further information, e-mail: caf@padrepiquer.net or blog: cafpiquer.blogspot.com.es

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e-AMEDIAR school mediation program. Programa de Mediación Escolar e-AMEDIAR

  1. 1. e-AMEDIAR Programe, a School Mediation Service at Padre Piquer Family Support Center1. INTRODUCTION2. THEORETICAL BASES3. OBJECTIVES4. METHODOLOGY5. THEORETICAL CONTENTS6. TIMING, SESSIONS, PARTICIPANTS, PLACE7. MATERIAL & HUMAN RESOURCES8. CONCLUSIONS
  2. 2. 1. Introduction• The school peer mediation program e-AMEDIAR, is an educational tool based on a innovative proposal of activities developed from scientific and pedagogical aspects, and combine elements of four successful School Mediation Programs• The main objective is to implement a prosocial and emotional education as a way of further good interpersonal relationship among members of the educational community to improve the climate of coexistence• It is an educational project of 3 multiple intelligences, which develop three skills
  3. 3. • The school mediation program has been developed at Padre Piquer Formation Center since 2003. It´s developed from the School Mediation Service of the Family Support Centre (FSC) of this center.• The FSC was founded in 2000 as a partnership between Padre Piquer Formation Center and the Universitary Family Institute of Pontificia Comillas Madrid University• It has formed more than 100 school mediators, and 300 students in smart conflict resolution within the Citizenship Education area.
  4. 4. 2. Theoretical Bases: 4 successful School Programs in whic it`s based on Student Network Helper model School (I. Fernández) Mediation Model (C. Boqué) Social Teacher- Competence Student Program Mediation (generalitat Model (J.C. Catalunya) Torrego)
  5. 5. 2. Theoretical Bases: 4 successful School Programs in whic it`s based on• "Model student helper" by Isabel Fernández.• In this program, we extract the idea that older students already trained to mediate and help children• Bibliography: EL ALUMNO AYUDANTE. Ed. Catarata 2002.
  6. 6. 2. Theoretical Bases: 4 successful School Programs in whic it`s based on• "Mediation Network Model" Carme Boqué.• From this program we take the idea of creating a network of mediators in the center, working in various fields of education of each school network.• Bibliography: Boqué Torremorell, M.C. TIEMPO DE MEDIACIÓN. Ediciones Ceac, 2005.
  7. 7. 2. Theoretical Bases: 4 successful School Programs in whic it`s based on• "Mediation Model of teacher-pupil" of Juan Carlos Torrego. This author was one of the first people to introduce school mediation programs in Spain. The book cited in footnote on page number three was the first to clearly explain how to train students, parents, teachers and school mediation PAS. Give us the importance of creating a permanent School Mediation Service involving persons serving on the school and not to people outside the center, as a way to preserve, publicize and expand mediation culture in schools.• Bibliography: Torrego Seijo, J. C. MEDIACIÓN DE CONFLICTOS EN INSTITUCIONES EDUCATIVAS. Ed. Narcea, 2000.
  8. 8. 2. Theoretical Bases: 4 successful School Programs in whic it`s based on• "Social Competency Program" of the Department of Education of the Generalitat de Catalunya. This program collect the theoretical conception of global education as future of education, the centrifugal and centripetal vision of education in students.
  9. 9. 2. Theoretical Bases• Implement prosocial and emotional education as a way of good interpersonal relationship among members of the educational community• Through 3 multiple intelligences: Interpersonal, intrapersonal and emotional• Which are developed through three competencies: cognitive (interpersonal intelligence), emotional (emotional intelligence) and moral development (intrapersonal intelligence)• Cognitive: the 5 thinkings (Spivack and Shure): casual, consequential, empathetic, projective, alternative• Emotional: the 5 progressive subcompetences: Self-awareness, self- control, self-motivation, empathy, emotional interaction• Moral development: the development of the 6 stages of evolutionary growth in moral reasoning (Kholberg & Piaget): heteronomy, mutual selfishness, interpersonal expectations, responsibility and commitment, we all have rights, we are all equal
  10. 10. Pro-social Intelligence• Prosocial intelligence is developed by this project to ​ combine multiple values and essential attitudes to be taught to the mediators and helper student .• Prosocial actions are behaviors that, without seeking material rewards, favorice :• a) to other individuals or groups based on these criteria,• b) to positive social goals, and to increase the likelihood of generating a quality positive reciprocity in social relationships or consequential, improving identity, creativity and initiative of individuals or groups involved (Roche, R., 2004, " prosocial intelligence ", col. material. Autonomous University of
  11. 11. Pro-social Actions• 1. Physical help. Nonverbal behavior that seeks to assist others to accomplish a specific goal, and that has the approval of the rest.• 2. Physical Service: Conduct which eliminates the need to receptors of action to intervene physically in fulfilling a task or tasks, and concludes with approval or satisfaction.• 3. Giving and sharing: Deliver objects, food, or other possessions lost property or use.
  12. 12. Pro-social Actions• 4. Help verbal explanation or verbal instruction or share ideas or life experiences that are useful and desirable to other people or groups in achieving a goal.• 5. Consuelo verbal verbal expressions to reduce sadness or distressed persons in distress and increase their profit.
  13. 13. Prosocial Actions• 6. Confirmación y valorización positiva del otro: Expresiones verbales para confirmar el valor de otras personas o aumentar la autoestima de las mismas, incluso ante terceros. (Interpretar positivamente conductas de otros, disculpar, interceder, mediante palabras de simpatía,alabanza o elogio).• 7. Escucha profunda: Conductas metaverbales y actitudes de atención que expresan acogida paciente pero activamente orientada a los contenidos expresados por el interlocutor en una conversación.
  14. 14. Prosocial Actions• 8. Empatía: Conductas verbales que, partiendo de un vaciado voluntario de contenidos propios, expresan comprensión cognitiva de los pensamientos del interlocutor o emoción de estar experimentando sentimientos similares a los de éste.• 9. Solidaridad: Conductas físicas o verbales que expresan aceptación voluntaria de compartir las consecuencias, especialmente penosas, de la condición, estatus, situación o fortuna desgraciadas de otras personas, grupos o países.• 10. Presencia positiva y unidad: Presencia personal que expresa actitudes de proximidad psicológica, atención, escucha profunda, empatía, disponibilidad para el servicio, la ayuda y la solidaridad para con otras personas y que contribuye al clima psicológico de bienestar, paz,concordia, reciprocidad y unidad en un grupo o reunión de dos o más personas.
  15. 15. 3. Objectives-General: Implement prosocial and emotionaleducation as a way of improving good interpersonalrelationship among members of the educationalcommunity, to improve the climate of coexistence atschool-Train mediator students: knowing how to help toresolve conflicts in formal and informal mediation, ​living the values of solidarity,respect and learn to live with othersin groups, how to interpretatethe complexity and interdependenceof relationships between membersof the educational community and between groups,
  16. 16. 3. Objectives-Train students and the educationalcommunity: how to analyze and manageconflicts, to deal with and respond to theconflicts that occur at school and aroundthemshelves.- Improving the climate of cooperation in theschool center, spread the culture of non-violence and non-violent resolution ofconflicts and culture of mediation
  17. 17. 4. Methodology- games and dynamics- Individual, group and asambleary Work- Theoretical concepts transmission-Spread the culture of peace and mediationthrough the PC, CAF Padre Piquer´s schoolmediation service advertising, creation ofmediation information through socialnetworks (Tuenti: cafpadrepiquer; twitter:cafpadrepiquer; blog:cafpiquer.blogspot.com),- Internet search-related resource conflictresolution, creating blog entries CAF:http://cafpiquer.blogspot.com;www.padrepiquer.es
  18. 18. 4. Methodology- Real Co-mediation between members ofthe educational community- Activities by age groups- School Mediation Service maintenance- Publicity and spread out of the SchoolMediation Service through individual andgroup activities- Awareness activities on mediation andconflict resolution.
  19. 19. 5. Theoretical content- Like the competence training programsocial of the Generalitat de Catalunya, whichproposes to improve coexistence in theCollege among students facilitating theexistence of good relationships that preventsocial and interpersonal problems,- we believe that the three factors necessaryfor good interpersonal relationship are:cognitive (cognitive skills),moral (moral growth)and emotional control (social skills).
  20. 20. 5. Theoretical content- In e-AMEDIAR programme we bet for this line,we want students when they finish their trainingtour of the school, be aware of their inner andtheir outer world, to know their SPHD: yourfeeling (emotional intelligence, emotionsenhanced and not limited), their thinking (teachthem to think, to have sufficient cognitive skills,discover their limiting beliefs and transform theminto enhancers), and their conduct, you see, thatmust be shaped by the values moral acquired bymoral reasoning that makes the child feel that willshape their thinking and to acquire a final formcompleted with say, a limiting or enhancingcommunication.
  21. 21. 5. Contenidos teóricos• Al igual que el Programa de formación en competencia social1 de la Generalitat de Catalunya, que propone que para mejorar la convivencia en el Colegio entre los propios alumnos se ha de favorecer la existencia de unas buenas relaciones interpersonales que prevengan problemas sociales e interpersonales, creemos que los tres factores indispensables para una buena relación interpersonal son: el cognitivo (las habilidades cognitivas), el moral (el crecimiento moral) y el control emocional (las habilidades sociales).• En el programa e-AMEDIAR trabajamos en esas líneas, queremos que los alumnos cuando terminen su periplo formativo por el centro escolar, sean conscientes de su mundo interno y de su mundo externo, de su SPHD: de su sentir (control emocional, emociones potenciadoras y no limitantes), de su pensar (enseñarles a pensar, a tener las suficientes habilidades cognitivas, descubrir sus creencias limitantes y transformarlas en potenciadoras), y de su conducta final, exterior, la que se ve, que deberá estar conformada por los valores morales que hayan adquirido, por los razonamientos morales que haga el niño y que moldearán su sentir y su pensar para adquirir una forma final completada con un Decir, una comunicación limitante o potenciadora.• 1 Basado en el Programa de Competencia Social del Departamento de Enseñanza de la Generalitat de Cataluña.
  22. 22. 5. Theoretical contents• Training prosociality developing three factors: • the cognitive: cognitive, 7 Gardners multiple intelligences • The moral: The 6 stages of evolutionary growth in moral reasoning • emotional control: emotional intelligence, sentience, executive, social skills• Prevention of social and interpersonal problems• Conflict Theory• Human Communication Theory• Concepts of NLP, Coaching, mindfulness• Mediation and the Mediator
  23. 23. 5. Theoretical• Contents Can analyze conflicts, elements of the conflict, the 5 ways to react to the conflict and Thomas Khilman• Conscious and effective communication. The 3 types of interpersonal relationship• Cognitive Skills: 7 Gardners multiple intelligences• Interpersonal intelligence, the 5 Spivack thoughts i Shure: causal thinking, alternative thinking, Consequential Thinking, Thinking Perspective, Thinking of means and ends• Zubiri sentient Intelligence, Daniel Golemans emotional intelligence, intelligence executive J. A. Marina,• Social skills training Goldstein• The 6 stages of evolutionary growth in moral reasoning:• 1. heteronomy 2. mutual selfishness; 3. interpersonal expectations 4. responsibility and commitment; 5. all have rights; 6. all are equal• Concepts of NLP, Coaching, mindfulness• The 4 stages of conflict resolution, the 3 stages of mediation,
  24. 24. 5. Theoretical content every Course1 º ESO (12-13 years old): Social Skills Workshop2 º ESO: Workshop 5 hoursessions weekly Course IntelligentResolution Conflict RIC all students of 2nd ESO3 º ESO: 8 training sessions as school mediators, for onehour,weekly, to groups of 10students, Coexistence Observatory school and world4th year: Mediation and Recreation intelligent studentassistants1º Bachillerato: Mediations, Coexistence Observatory (blog,magazine infopiquer, social networks), Student Assistant2º Bachillerato: Mediations, Coexistence Observatory (blog,magazine infopiquer, social networks)
  25. 25. 5. Methodology of formative training sessions 3 ºESO (3rd year of secondary, 14-15 years old) students • 1) Coexistence Observatory of the school and the world • 2 º) Dynamic on Theme to work • 3rd) What do I take today as a conclusion
  26. 26. 5. Theoretical content every CourseIn the second and subsequent years untilthey complete the educational process atschool there are two activities:1) a monthly meeting atrecess educational staged for mediation,motivation organizing activities or conduct mediation role playingsand2) Co-mediation by mediators of actualcases that arise during the schoolyear. Teamwork way mirror behind the groupof mediators.
  27. 27. 5. Other Activities• Fit a stand of mediation in the school festival, offering activities for all• Actions for Day of Nonviolence• Delegation and Training• Degree Training Cycle Social Integration• Activities for groups: Recreation intelligent stand School Mediation Service in celebration of the feast of the school, assembly and development Coexistence Observatory, simulations school mediation cases, Delegates and training in communication skills Subdelegates conscious and and effective conflict resolution
  28. 28. 7. Resources needed- It requires a Mediator / a Teacher- material resources needed are a computer with Internet access, a small notebook per student, pens, photocopies of materials, computer speakers, pens and cards, flipchart and flipchart pad and colored pens, printer, Board of School Mediation Service, etc
  29. 29. Co-existence Observatory• Each week we Coexistence Observatorys school making them journalists who help us to gauge the reality that surrounds us, the Centre and the world we live insert.• Each week we choose several responsible for collecting all information related to the positive news and conflict and conflict resolution to occur, each responsible for weekly news summary takes a positive and World Center, a summary of conflicts and ways to solve a DAME to give me a detected conflict and provides a motivating phrase for the week.• To spread the culture of peace and mediation boarded the blog each week (www.cafpiquer.blogspot.com) and Tuenti (Caf Father Piquer) highlight and print the weekly motivational phrase, the good news and the DAME and hung in the information panel CAF.
  30. 30. 8. Conclusions• A greater involvement of the management team a better result• Activities for all grade levels helps to globalize the Mediation Service• Synergy: join forces with educational departments, Pastoral Counseling, human formation, etc ...• Adaptable to any age School level, not only Secondary Compulsory Education• Experiential and practical learning much more effective and easier than the theoretical and pragmatic training• Time is the principle obstacle: be creative and flexible, take profit of it (school events, spare time, recreation, lunch time, etc.)
  31. 31. 8. 10 years of Growth1. We went from starting in 2003 training 20 students biweekly, with a support with a counselor in a classroom, groups of 10 people per week in the CAF2. We have gone from the room using only CAF to use both rooms at the same time3. We have moved to form only 10 pupils each round, to train 100 students at 2nd ESO4. We went from asking people to use the CAF to take the CAF to the classroom
  32. 32. 8. Conclusions5. Weve gone from learning only mediators who came toreceive formation to the CAF to share what we learned onthe public board we created6. Have passed from waiting people to come to us to go toclassrooms presenting them to use our mediation service7. We have moved from introducing the CAF in the Motherof Light at School Day to getting into class with a group ofmediators presenting the mediation service8. Weve gone from doing diplomas to recient formedmediators to create mediators cards for use in or out ofschool
  33. 33. 8. Conclusions9. We have gone from doing mediations at the CAF tomediate in every part of the school or even around it10. Weve been giving away a pen and notepad to eachmediator to meeting more than 100 mediators to eat at theend of course of 201211. Weve gone from waiting for persons to arrive to schoolmediadtion service to practice dramas with formedmediators to keep updated and prepared to urgencys12. We have moved to formal mediation in the CAF toconduct informal mediation in the yard and around theschool
  34. 34. 8. Conclusions13. Weve been thinking about how to create a CoexistenceObservatory, with weekly motivational phrase, the positivenews weekly and DAME one dame, a weekly observedconflicts14. we have gone from the internal mediators formation tojournalist mediators and student assistants15. We went from mediating to create the e-AMEDIARprogramme16. We passed the School, well weve had and wevepassed this challenge
  35. 35. Thank you for your attention E-mail: caf@padrepiquer.net Blog: http://cafpiquer.blogspot.com/ Tuenti: Caf Padre Piquer twitter: cafpadrepiquer E-mail: santiagomiranzo@cymaconsultores.esINSTITUTO UNIVERSITARIO DE LA FAMILIA CAJA UNIVERSIDAD PONTIFICIA COMILLAS MADRID OBRA SOCIAL

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