Peer mediators' perceptions of the mediation process

Bu araştırmanın amacı, arkadaşlarının anlaşmazlıklarında arabuluculuk yapan lise öğrencilerinin süreç ile ilgili deneyimlerini, onların bakış açısından incelemektir. Araştırma, nitel araştırma tekniklerinden yarı yapılandırılmış görüşme tekniği kullanılarak gerçekleştirilmiştir. Araştırmada 45 arabulucu öğrenci ile çalışılmıştır. Toplanan nitel veriler içerik analizi yapılarak analiz edilmiştir. Analiz sonuçları hem nicel (frekans ve yüzde) hem de doğrudan öğrenci söylemlerine yer verilerek sunulmuştur. Araştırmanın sonucunda, akran arabuluculuk deneyiminin arabulucular tarafından benimsendiği; sürecin arabulucu öğrencilerin özsaygılarını ve özgüvenlerini geliştirdiği; anlaşmazlık çözüm, iletişim ve empati becerilerini geliştirdiği; öğrencilerin anlaşmazlıklarını ve kavgalarını azalttığı ve akran ilişkilerini geliştirdiği saptanmıştır. Arabulucu öğrenciler, gelişen bu becerilerini okul dışına da taşıdıklarını belirtmişlerdir. Buna karşın, sınırlı da olsa çatışan öğrencilerin arabuluculuğa direnç gösterdikleri ve arabuluculuğu küçümsedikleri, dolayısıyla bazen arabulucuların çaresizlik hissetmelerine neden oldukları saptanmıştır.

Akran arabulucuların arabuluculuk sürecine ilişkin algıları

The purpose of this research was to analyze high school peer mediator students' experiences related to mediation process through their perspectives. The study was conducted using semi-structured interview technique. A total of 45 mediator students were interviewed. Data were analyzed through content analysis. Results were presented both in the form of quantitative (frequency and percentage) analyses and actual student statements. Results of the study indicated that the mediation process was well embraced by the students and that the experience increased their self-esteem and self-confidence, developed their conflict resolution and empathetic skills, reduced student interpersonal conflicts and fights, and improved their relationships with their peers. Mediator students used the skills they developed outside the school context as well. It was also reported, however, that a number of disputing students disparaged and showed resistance to the process, thus making the mediator students feel helpless at times.

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