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The Effects of Primary Division, Student‐mediated Conflict Resolution Programs on Playground Aggression
Author(s) -
Cunningham Charles E.,
Cunningham Lesley J.,
Martorelli Vince,
Tran Ann,
Young Julie,
Zacharias Rose
Publication year - 1998
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/1469-7610.00365
Subject(s) - aggression , mediation , psychology , conflict resolution , developmental psychology , multiple baseline design , baseline (sea) , poison control , social psychology , medicine , psychiatry , oceanography , environmental health , geology , political science , law , intervention (counseling)
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.