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The Effects of Primary Division, Student-mediated Conflict Resolution Programs on Playground Aggression

Published online by Cambridge University Press:  01 July 1998

Charles E. Cunningham ,
Lesley J. Cunningham ,
Vince Martorelli ,
Ann Tran ,
Julie Young  and
Rose Zacharias
Charles E. Cunningham
Affiliation:
Hamilton Health Sciences Corporation and McMaster University, Hamilton, Canada
Lesley J. Cunningham
Affiliation:
Board of Education for the City of Hamilton, Canada
Vince Martorelli
Affiliation:
Board of Education for the City of Hamilton, Canada
Ann Tran
Affiliation:
McMaster University, Hamilton, Canada
Julie Young
Affiliation:
McMaster University, Hamilton, Canada
Rose Zacharias
Affiliation:
McMaster University, Hamilton, Canada
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Abstract

This study examined the effects of a student-mediated conflict resolution program on primary school (junior kindergarten to grade 5) playground aggression. Mediation teams of grade 5 students (approximately age 10) participated in 15 hours of training according to the model developed by Cunningham, Cunningham, and Martorelli (1997). Following baseline observations, mediation was introduced onto the playgrounds of three schools according to a multiple baseline design. Mediators successfully resolved approximately 90% of the playground conflicts in which they intervened. Direct observations suggest that the student mediation program reduced physically aggressive playground behavior by 51% to 65%. These effects were sustained at 1-year follow-up observations. Teacher and mediator satisfaction questionnaires provided strong support for impact, feasibility, and acceptability of this program.

Keywords

Aggressionschool childrenschoolmediation
Type
Research Article
Information
The Journal of Child Psychology and Psychiatry and Allied Disciplines , Volume 39 , Issue 5 , July 1998 , pp. 653 - 662
Copyright
© 1998 Association for Child Psychology and Psychiatry

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