Implementing a Peer Helper Program at the Middle School Level

Presented by:Kathryn Doyle, L.P.C.Foley Middle School CounselorAngie McLeanElberta Middle School Counselor

Sources:

Students Resolving Conflict by Richard Cohen

An Asset Builder’s Guide to Training Peer Helpers by Barbara Varenhorst, Ph.D.

Conflict Resolution in the Middle School by William J. Kreidler

Mediation: Getting to Win Win by Fran Schmidt

Conflict in Middle Schools

Middle School students are beginning to reexamine their relationships with their peers, their teachers, their parents, their world. Conflict is a natural and necessary part of this process.

Conflict is also a natural and necessary part of life, but that doesn’t make it easy to handle.

Middle schoolers want to know how to handle conflicts when the old way-getting help from an adult-is no longer acceptable.

Peers Turn to Peers They scoff at easy or canned answers. They are a

demanding audience. But they will eagerly explore new skills and concepts if they deem them credible.

When Middle schoolers have troubles, frustrations, concerns, worries, or life events that affect them, they often turn to peers rather than adults for help. Peer Helping programs in Middle schools teach students skills that strengthen what they have to offer peers.

Trainees learn how to effectively provide help whether through mediating conflicts, mentoring, tutoring, or other support for those in need.

Fighting as the First Resort

Although Middle School students have always been involved in conflicts, today they disagree with each other more often and over issues of less real consequence than in the past. Every Middle school counselor is familiar with the increasing incidents of “girl drama.”

Physical fights can start over a remark, a glance, or an accidental bump. Someone stepping on your tennis shoes is a threat to your reputation, which is a threat to your identity, which in the fiery logic of adolescence, is a threat to your very existence.

The Psychology of Adolescence

Other psychological characteristics of adolescence make conflict more intense and violence more likely. Adolescents have a feeling of immortality, invincibility, are often impulsive, and prefer not to delay gratification.

The psychology of adolescence clearly serves to intensify interpersonal conflict among students. The impact of student conflict on the educational process, including loss of academic time on task, lowered academic achievement and teacher morale, is undeniable.

What is Peer Mediation?

Peer Helper programs in Middle schools serve to address conflicts via mediation where a third party enters the process to help parties referred to as disputants negotiate.

Peer mediators try to help other students create win-

win resolutions by listening to their needs and assisting them in communicating with one another.

Although the mediators take charge of the process,

the student disputants control the substance of what is discussed as well as the outcome of the discussion.

The Benefits of Peer Mediation in Middle Schools

Peer Mediation resolves student conflicts. It works!

Teaches students essential life skills.

Motivates students to resolve conflicts collaboratively.

Empowers students to resolve their own conflicts in a supervised setting.

Increases self-esteem. When a mediation is successful, everyone feels better!

Gives students greater insight and helps them appreciate diversity.

Expects the best from students- a forum for students to rise to their highest potential. Mediation provides a balance of autonomy and supervision.

Creates more time for learning. Conflicts are resolved which means less distraction from academics.

It is preventive by helping prevent violent conflict.

Improves school climate by fostering feelings of belonging, ownership, and control over school life.

The First Step to Implementing a Peer Helper Program

Obtaining support of Administration and teachers is critical. Both are referral sources for the program. Teachers must allow the make-up of work for Peer Helpers who miss class due to mediations, so they need to be on your side.

Meet with your Principal and give him/her an overview of your proposed program (size and scope)and use faculty meetings or departmental meetings to introduce the program to your teachers.

This introduction could include discipline data from your school which helps substantiate the need, how your Peer Helpers will be chosen, what training they will receive, which conflicts are appropriate for a mediation referral, and the referral process in general.

Be Prepared To Be Patient Think long-term. Making any changes in schools

requires consistent effort over an extended period of time. It takes time for teachers and students to have an opportunity to utilize a program, time to develop trust between the program and the individuals it serves.

You need to have the patience and commitment to keep the program while peer mediation slowly gains acceptance. Use your Peer Helpers in other roles besides mediation so that they have positive exposure in your school while the mediation referral process grows.

For example, Peer Helpers may be used to tour and orient new students, read to elementary aged students, mentor younger students, or provide tutoring assistance.

Selection Criteria for Peer Helpers

When selecting Peer Helpers, consider the following criteria:

How many? Take a look at your budget and consider costs for each student, specifically, training, t-shirts, program activities.

Diversity- Student mediators should represent a cross-section of the school community. This includes diversity along the lines of race, sex, cliques, socio-economic status, academic performance, even personality types.

Personal Qualities- Communication skills, the respect of their peers, self-

confidence, empathy, leadership potential, willingness to receive feedback, ability to speak in front of groups and so on..

Commitment to the Program- Evaluate their willingness to participate in training, meetings, any after school activities required as well as commitment to complete any missed class work.

Minimum requirement of “C” average and no discipline record. Some Programs do include high risk students as mediators. You will need to decide this.

The Selection Process The selection process can involve solicitation of nominees

by teachers. Some programs solicit nominees from students.

At Foley Middle School, teachers nominate students and then I narrow down the list by checking grades, discipline records, guidance notes, etc. I then interview the top candidates who have the most votes. For example, for the 2012 school year, I received 55 nominations of 8th graders. After reviewing records, the list became 35 students. I then interviewed the 17 students who had the most nominations (7 or more), and chose 8 students. I was assisted in the interview process by a fellow Counselor.

Consider using a teacher as a co-interviewer. It is helpful to have another viewpoint. Also, be up front with the students about the process which is competitive. Not all nominees will be chosen. Be sure to use objective criteria such as the number of teacher votes and the same interview questions.

For example, at Foley MS, after narrowing the list to the top candidates, I called a meeting of the students and informed them that they received the most nominations from their teachers. I then asked their permission to interview them, and told them that only 8 students would be chosen.

  

How to Solicit Peer Helper Nominations

Send an email to all teachers or place a form in their mailboxes.

Include information such as the following: “We are seeking nominations to assist us in selecting 8

students to be Peer Helpers. We want to assemble a diverse group of students who represent all 8th graders in racial and ethnic backgrounds. We are not seeking only high achievers, but students who relate well to their peers. Other qualities that nominees might posses are: Respect of their peers, Good Communication skills, Responsibility, Confidence, Commitment, Empathy, Sense of Fairness, and Concern for others.  

Once selected and given permission by their parents, the Peer Helpers will be trained in mediation skills. They will also serve as “buddies” to incoming new students, and be involved in other activities and projects . Please list the students who you would like to nominate as Peer Helpers.”

 Consider screening all nominees by grades, discipline records, guidance notes, teacher verbal reports etc.

       

Continued…How to Solicit Peer Helper Nominations

After the initial screening, email a list of eligible nominees (top candidates), and ask teachers to vote on the number of Peer Helpers for your program. For example, if you are going to have 8 Peer Helpers, have teachers vote for 4 girls and 4 boys, reminding them to keep diversity in mind.

Remember to use objective criteria when determining whom to interview . Assemble chosen nominees, and explain the interview process , emphasizing that due to budgetary constraints only (#) Peer Helpers will be chosen. Let the nominees know that after the interviews are completed, you will announce the chosen Peer Helpers over the morning announcements or whatever means you choose.

Use your school newsletter, website, and community

newspapers to announce your new Peer Helpers as a way to promote your program.

Interviewing Peer Helper Nominees

It is usually quite easy to recruit students to be mediators; the hard part is turning students away.

Remember that the interview process can be a great learning experience for all nominees.

Through interviews, you will learn about students from how they present themselves during the interview and from their answers to questions.

Consider asking the following questions of the nominees:1. What does mediation mean to you?2. Why do you think that you would make a good mediator?3. Do people come to you with problems? What kind of problems? What do you do?4. If two students are fighting over a rumor, what are some ways that you could help them resolve the situation?5. What does it mean to be a good listener?6. Do you know what confidentiality is? Do you think that you could keep things confidential? 7. Why do you want to be a Peer Helper?Your Observations:/Comments

On a practical note, keep all interviews short such as 10 minutes and use a co-interviewer .

Parent Permission for Program Participation

Send a letter home to the parents of the chosen Peer Helpers which congratulates their student, addresses how he/she was chosen, gives an overview of your Peer Helper Program including the commitment and activities involved, and requests permission for participation.

The PHC (Peer Helper Coordinator), parents, and students need to sign “The Mediator’s Commitment.” “ I will: 1. Behave in a responsible manner. 2. Be fair, honest, and neutral. 3. Keep all disputants information confidential (except as required). 4. Fill out the Mediator report form accurately and thoroughly. 5. Return to class immediately after the mediation session. 6. Make up the work I miss in class. 7. Serve as a mediator until the end of the school year. Please see the hand-out for a copy of this form.

In a meeting with the new Peer Helpers in which you give them the parent letter, be sure to address conduct expectations. For example, it is expected that they be Peer Leaders. Let them know that you will be monitoring their grades and that no discipline referrals are acceptable.

On a practical note, send home a t-shirt order form for shirt size and make sure that all your Peer Helpers’ parents have signed a school media/picture release.

Training Peer Helpers

Peer Mediation training can be provided by the school Peer Helper Coordinator (you as the Counselor!) or by Ms. Julie Champion, the Baldwin County Peer Helper Coordinator at a mutually convenient time.

A full day of off campus training with lunch provided adds a special formality and fun to the training which students appreciate.

Partnering with other Middle schools for training by Ms. Champion helps pool funding resources. For example, Ms. Champion will conduct Peer Mediation training for students from Foley Middle, Elberta Middle, and Summerdale School in late August.

The training curriculum is Mediation: Getting to Win Win by Fran Schmidt. There are workbooks for students, and Ms. Champion uses roll plays, video, and team building activities in the training.

In November 2011, the second annual Ropes Course Day for Baldwin County Middle School Peer Helpers will be held at Beckwith Camp and Conference Center. Last year, five Middle schools attended, and all participants received t-shirts. The cost is about $60 per student.

Training is an ongoing process. For example, at least monthly, I meet with my Peer Helpers during home room and discuss program issues. During first quarter last year, a working luncheon was the format for a refresher course in mediation with a scripted mediation and roll plays utilized as teaching tools.

Every mediation provides a teachable moment when the Peer Helpers turn in their forms and verbally give an overview of what happened to the PHC.

Which Issues can be Mediated in Middle Schools?

When students get into conflict which issues will be deemed appropriate for mediation alone, and which will require traditional disciplinary measures?

A rule of thumb is “if a lick is passed” a discipline referral is in order.

Peer Helpers are trained that mediation can be requested for teasing, threats, name calling, rumors, gossip, friendship issues, property issues (except stealing), and disruptive arguing. They are trained to inform students that mediation is confidential except if it involves drugs, weapons, sexual harassment or abuse.

Teachers and Administration need to receive training information

regarding which conflicts are appropriate for mediation. Students may be referred more than one time for mediation and are

even told by the Peer Helpers that they may request to come back to mediation if a conflict occurs again with the same Disputant.

Requests or Referrals for Mediation

A request for mediation of a conflict may come from an Administrator, Counselor, Teacher, or the disputants themselves.

Below is training information regarding the referral process for mediation:

All requests for mediation will be e-mailed to the PHC who will determine the appropriateness and the need for mediation.

Conflicts that are very serious or dangerous will not be scheduled for mediation.

Peer Helpers have been trained to inform students that mediation is confidential except if it involves drugs, weapons, sexual harassment, or abuse. If this information is revealed, then the Peer Helper will stop the mediation and report it to the PHC.

Peer Helpers have also been instructed to stop the mediation process if the Disputants do not agree and adhere to the 5 ground rules:

1. Be willing to solve the conflict. 2. Tell the truth. 3. Listen without interrupting. 4. Show respect. No putdowns or name calling. 5. Carry out the agreement. Peer Helpers chosen to mediate and the time of mediation will be

determined by the PHC. Every effort will be made to keep the mediations at 30 minutes.

Mediations will occur in the (room) unless otherwise designated by the PHC.

Mediation ProceduresBelow is training information for those referring students as well as the Peer

Helpers: Requests for Peer Helper mediation need to be e-mailed to the PHC. The

student’s name as well as a brief description of the behaviors/incident is required. The Peer Helper Coordinator will notify via email the status of the request.

If the request is approved for peer mediation, the PHC will choose the Peer Helpers and escort them to her office.

Peer Helpers will be given mediation folders which contain the Peer Helper Mediation Script and Notes Form and the Peer Helper Mediation Report Form.

Passes will be issued by the PHC for the Peer Helpers and the Disputants involved in the mediation. The Disputants will be escorted separately by the Peer Helpers to the designated area to complete the mediation process.

The PHC will be available either outside the (room ) or in her/his office to help Peer Helpers who need assistance with the process.

Peer Helpers will conduct the mediation and complete the two forms, obtaining the Disputants signatures.

Peer Helpers will escort Disputants back to the PHC to obtain passes for themselves and the Disputants, and return the completed forms. Peer Helpers will then escort the Disputants back to class and return to class themselves.

The PHC will retain copies of the completed mediation forms.

Practicalities……Where do you find the time?

Peer Helper Programs in Middle schools are based on a “club” model unlike high school programs which are offered as academic coursework.

Because of this, finding time for mediations and the supervision of the mediation process by the PHC is challenging.

It is crucial to have Administrative and teacher support since students may have to miss class.

When scheduling a mediation, attempt if at all possible to schedule it the same day as the referral. Middle school conflicts can easily move from minor to major in a hurry!

Consider your Peer Helpers’ academic schedules above all else. Try to pair two of your Peer Helpers who have an elective at the same time. The Disputants schedules are important, but look at it this way, more than likely if a mediation does not occur, the Disputants are going to end up losing academic time because they are in the Principal’s office or OCS.

Check with your Peer Helpers to ensure that they are not in the middle of a test. I have found that when I call into a room via the speaker system, the teacher will tell me if this is the case. I will then adjust the schedule to begin when the Peer Helper is available.

If you have home room or intervention time in your school schedule, this is an excellent time to schedule mediations. Perhaps using part of the lunch period or breaks may be a possibility.

It’s Worth It! Due to interference with academics, before or after school meetings

with your Peer Helpers may have to occur. Be sure that your Peer Helpers realize this is part of their commitment to the program, and that you inform parents in writing of the possibility too.

Helpful Hints: Keep a Peer Helper Binder that includes your Peer Helpers’ academic schedules and all completed mediations. Consider saving time by calling the Disputants and Peer Helpers using the room intercom. Protect confidentiality as much as possible by telling the students to report to the office. You can meet them there. Have passes prepared in advance and make the Peer Helpers responsible for picking up their mediation binders and returning them to a designated place. Have a Plan B room if your regularly scheduled room is not available.

It may be a challenge in the Middle school environment to

find the time to implement a Peer Helper Program, but it is well worth the effort! If you are a School Counselor, it can be refreshing and rejuvenating to work with students who are positive influences and make good decisions!

Peer Helper Mediation Script and Notes Form (See Hand-out)

Peer Helper Mediation Script and Notes Form   Peer Helpers: _____________________________ Date: _________________ _____________________________   Disputants: _____________________________; ______________________ Mediation Script Introduction and Ground Rules: Our names are _____________, and we are Peer Helpers. What are your names? We are not

judges, and we are not here to punish you or tell you what to do. We are here to help you listen to each other, and to work together to find a fair resolution to your conflict. We won’t take sides. Everything you say here is confidential, except if it involves drugs, weapons, sexual harassment, or abuse. If it does, we will have to stop the mediation and report it to Mrs. Doyle. There are 5 ground rules you must agree to follow. They are:

Be willing to solve the conflict. Tell the truth. Listen without interrupting. Show respect. No putdowns or name calling. Carry out your agreement.

Telling the Story: Who would like to begin? (Pick a number if necessary). How do you feel about what happened and why? After each disputant tells his/her story, a Peer Helper needs to summarize each story and identify the conflicts. Use paraphrasing to repeat the stories and ask, Is this correct?

Brainstorm for Solutions: What will each of you do to work this out? I’ll write down your ideas. Choosing the Best Solution: Which solutions do you both like? Summarize by saying, You have agreed to ____________. In the Future: What could each of you do differently to prevent something like this happening again? Closing: Congratulations on resolving your conflict. Remember that what we say in mediation is confidential and should not be

repeated. If any of your friends ask, please tell them simply that you worked it out in mediation. Thank you for participating in the mediation process.

Mediation Notes What was the problem?       What solutions were brainstormed?         Was the conflict resolved? ___Yes ___No; What was the resolution agreement?

Peer Helper Mediation Report Form- (See Hand-out)

PEER HELPER MEDIATION REPORT FORM   Date: _________________________   Peer Helpers: ________________________________________

________________________________________   Disputants: ________________________________________ Student A ________________________________________ Student B   Type of Conflict: Location of Conflict: _____Teasing _____Classroom _____Threats _____Hallway _____Name calling _____Cafeteria _____Rumors _____Snack Area _____Friendship _____Bathroom _____Property _____Gym _____Disruptive arguing Other: __________________ Other: ____________________    Was the conflict resolved? _____Yes _____No    The Resolution Agreement:   Student A agrees to:     Student B agrees to:    Student A Signature:____________________________________________   Student B Signature:____________________________________________ Referred By: ____Administrator ____Teacher Other: __________________ ____Counselor ____Self

Promoting Your Middle School Peer Helper Program

Use your school newsletter or website to feature your Peer Helper Program.

Submit pictures/articles to community newspapers. Have your Peer Helpers wear their t-shirts when

visiting elementary school s or at school functions. Sponsor school activities like a Student Leader

Barbeque or Teacher Planning Period snack. Participate whenever possible in the Jennifer Claire

Moore Foundation events. Use posters/flyers in your school to create program

awareness and to educate about program access.

Evaluating Your Middle School Peer Helper Program- Students

NAPPP certification requires that programs have an evaluation process.

Below is an example of Post-Mediation evaluation questions for students:

1. Have you ever been to mediation before? __Yes __No 2. Do you think that the Peer Helpers: Knew what they

were doing? __Yes __No. Listened to you? __Yes __No Understood your feelings? __Yes __No Acted fairly? __Yes No__ Helped you? __Yes __No

3. Did the mediation session change your feelings toward the other student? __Yes, for the better. __No, not at all __Yes, for the worse. Please explain.

4. Are you satisfied with your agreement? __Yes __No 5. What do you think of mediation in general?

Post-Mediation Evaluation-Teachers

Below is an example of post-mediation questions for teachers:Name of students referred to Peer Helpers for mediation: _________ ______________1. Please rate the results of the mediation.__very effective __effective __somewhat effective __ineffective2. Are the students who you referred for mediation resolving conflicts peacefully after mediation? __Yes __No If no, please explain your current concern.3. Will you continue to refer students to mediation? __Yes __No4. Comments/Suggestions:

Peer Helper Ideas/Suggestions for Middle School PHC’s

What about?

Having your Peer Helpers mentor your disabled students like Elberta Middle School does, or start a FEC Club (Friends of Exceptional Children) at your school.

As has been mentioned, having your Peer Helpers act as mentors to elementary aged students, which may also include reading to students.

Having Peer Helpers walk to nearby schools to mediate conflicts between younger students.

Having students train younger students in mediation and conflict resolution skills.

Peer Helpers creating dramatic productions/skits about mediation and presenting them at their own school, and/or elementary schools.

Creating a mediation homeroom for mediators to meet as a group daily.

More Peer Helper Ideas/Suggestions for Middle School PHC’s

Peer Helpers conducting a funding drive to purchase materials for a welcome bag for all new/transferred students, or to purchase cards/balloons for hospitalized students or gift certificates for students who experience family crisis such as house fires.

Peer Helpers hosting a new student luncheon where they are in charge of the program including warm up activities ,and an annual barbeque that recognizes all student leaders at your school.

Using your Peer Helpers the first day of school, dressed in their identifiable t-shirts, to help 7th graders with lockers.

As has been mentioned, hosting a teacher planning period snack where Peer Helpers rotate through each period to discuss the program.

Having your Peer Helpers tour new students and be involved in the annual program/touring of 6th graders from your feeder pattern.

Partnering with your high school female Peer Helpers to start an after school Girl’s Wellness Club.

Offering several of your Peer Helpers the position of Student Office Aides as an elective so that they are available everyday during homeroom/first period to tour and introduce new students to your school.

WHAT ELSE CAN YOU THINK OF? LET’S GET CREATIVE!

Questions/Comments/Discussion