VRSTNIŠKA MEDIACIJA NA OSNOVNIH ŠOLAH V MARIBORU IN OKOLICI: ZNAČILNOSTI VRSTNIŠKIH MEDIATORJEV IN DOSEDANJE IZKUŠNJE Z MEDIACIJO

Klobasa, Martina

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Title:	VRSTNIŠKA MEDIACIJA NA OSNOVNIH ŠOLAH V MARIBORU IN OKOLICI: ZNAČILNOSTI VRSTNIŠKIH MEDIATORJEV IN DOSEDANJE IZKUŠNJE Z MEDIACIJO
Authors:	ID Klobasa, Martina (Author) ID Košir, Katja (Mentor) More about this mentor...
Files:	MAG_Klobasa_Martina_2014.pdf (1,36 MB) MD5: 261E11C112FAE50EBCABF46D233A66E7
Language:	Slovenian
Work type:	Master's thesis/paper
Typology:	2.09 - Master's Thesis
Organization:	FF - Faculty of Arts
Abstract:	Vrstniki in vrstniške skupine so pomemben dejavnik socialnega in emocionalnega razvoja otrok in mladostnikov. Poleg tega se šole soočajo z medvrstniškim nasiljem. Iz omenjenih razlogov so šole v svoje preventivne vzgojne dejavnosti vključile vrstniško mediacijo. Vendar pa je področje vrstniške mediacije relativno novo v slovenskem prostoru in se počasi uvaja v šole. Namen raziskave je bil preveriti, kako poteka program vrstniške mediacije na mariborskih osnovnih šolah in šolah v okolici Maribora ter na kakšen način poteka postopek izbire vrstniških mediatorjev. Zanimalo me je tudi, kakšni so motivi učencev, da se odločijo postati vrstniški mediatorji, in ali se vrstniški mediatorji v empatičnosti in samospoštovanju razlikujejo od ostalih učencev. Raziskovalnih vprašanj sem se lotila s triangulacijo različnih kvalitativnih in kvantitativnih metod: analiza dokumentov (vzgojni načrti), opazovanje z udeležbo, intervju s koordinatorji vrstniške mediacije, Rosenbergova lestvica samospoštovanja in Indeks empatičnosti za otroke in mladostnike. V raziskavi je sodelovalo 264 učencev rednih osnovnih šol, starih od 10 do 15 let. Od tega 62 vrstniških mediatorjev. Ugotovila sem, da 9 šol v Mariboru in okolici izvaja vrstniško mediacijo. Pomembno vlogo pri poteku vrstniške mediacije na šoli ima koordinator vrstniške mediacije, ki skupaj s timom pripravlja program vrstniške mediacije, promocijo, pripravlja usposabljanja, supervizije in izbira vrstniške mediatorje. Šole imajo namreč določene kriterije, po katerih izbirajo vrstniške mediatorje. Pomembno je, da ima bodoči mediator komunikacijske in socialne sposobnosti, da je empatičen in odgovoren. Izkazalo se je, da je stopnja empatičnosti višja pri vrstniških mediatorjih v primerjavi z ostalimi učenci. Ni pa se pokazala razlika med vrstniškimi mediatorji in ostalimi učenci pri merjenju splošnega samospoštovanja. Rezultati kažejo tudi, da se za mediatorje odločajo učno uspešnejši učenci. Raziskava daje tudi vpogled v težave, s katerimi se sooča program vrstniške mediacije na šoli, predvsem z nezaupanjem kolektiva in učencev.
Keywords:	vrstniška mediacija, vrstniki, koordinator vrstniške mediacije, empatija, samospoštovanje
Place of publishing:	Maribor
Publisher:	[M. Klobasa]
Year of publishing:	2014
PID:	20.500.12556/DKUM-43763
UDC:	37.015.3(043.2)
COBISS.SI-ID:	20427784
NUK URN:	URN:SI:UM:DK:TCQZPHVM
Publication date in DKUM:	28.03.2014
Views:	3254
Downloads:	377
Metadata:
Categories:	FF
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Secondary language

Language:	English
Title:	PEER MEDIATION IN PRIMARY SCHOOLS IN MARIBOR AND VICINITY: THE CHARACTERISTICS OF PEER MEDIATORS AND EXPERIENCE WITH MEDIATION SO FAR
Abstract:	Peers and peer groups are an important factor of the social and emotional development of children and youth. Also, schools are dealing with peer violence. Schools have included peer mediation in their preventive educational activities because of the above mentioned reasons. However, the field of peer mediation is relatively new in the Slovenian area and is but slowly being introduced in schools. The intention of this research was to check how the peer mediation programme is proceeding in primary schools in Maribor and vicinity and also, to check how the choosing of peer mediators occurs. The research also focuses on the pupils’ motives for deciding to become a peer mediator and whether peer mediators differ from other pupils in empathy and self-esteem. The research tackles the research questions with a triangulation of different methods, such as: analysis of documents (education plan), observation with participation and interviews with peer mediation coordinators, the Rosenberg Self-Esteem Scale and the Index of Empathy for Children and Adolescents. 264 pupils from regular primary schools aged 10 to 15, 62 of which were peer mediators, have participated. It has been discovered that 9 schools in Maribor and vicinity perform peer mediation. An important role in the course of peer mediation on a school has the peer mediation coordinator, who, together with a team, prepares the peer mediation programme, takes care of the promotion, plans trainings and supervisions, and chooses the peer mediators. Schools namely have explicit criteria, by which they pick peer mediators. It is important for the future mediator to have communicative and social skills and to be emphatic and responsible. It turns out that the level of empathy is higher among peer mediators in comparison to other pupils. However, when measuring the general self-esteem, there was no difference between peer mediators and other pupils. The results also show that pupils, who are academically more successful, decide to become peer mediators. The research gives insight into the problems with which peer mediation faces, especially the mistrust of the school staff and pupils.
Keywords:	peer mediation, peers, peer mediation coordinator, empathy, self-esteem.

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