| The present dissertation explored how peer mediation training influences the students who receive it. Due to problematic behaviors seen in schools, school-wide approaches to discipline are critical (Daunic, et al., 2000). Peer mediation is one way in which some school districts have chosen to assist their students with conflict resolution. Peer mediation involves a communication process whereby trained individuals work as a team to encourage a resolution between people experiencing a dispute (Lane, 1992; Schrumpf, et al., 1997). Prior research has suggested that schools, and the peer mediators in particular, have benefitted from peer mediation training. In the present study four hypotheses were made: These included: 1) Self-esteem scores, as measured by the Behavior Assessment System for Children Second Edition (BASC-2), will significantly increase from pretest to post test more in the treatment group than in the control group; 2) Life satisfaction scores, as measured by the Multidimensional Students' Life Satisfaction Scale (MSLSS), will significantly increase from pretest to post test more in the treatment group than in the control group; 3) Life satisfaction scores in the areas of friends, school, and self in the treatment group, as measured by the MSLSS, will significantly increase more from pretest to post test in the treatment group than in the control group and life satisfaction scores in the areas of family and living environment in the treatment group, as measured by the MSLSS, from pretest to post test will remain the same in the treatment group and in the control group; 4) Scores on a self-efficacy measure of peer mediation will significantly increase more from pretest to post test in the treatment group than in the control group.;Results of this study indicated that there was no significant effect of the treatment on self-esteem, life satisfaction or self-efficacy concerning self-esteem. However, there was a significant interaction for time and training for life satisfaction with family. Possible explanations for the results are discussed including maturation factors, generalization of this school-based intervention to the comparison group, as well as methodological limitations of the study. Implications for school psychology and further research are discussed. |
