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      Socio-emotional empowering through mediation to resolve conflicts in a civic way

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      London Review of Education

      IOE Press

      CIVIC EDUCATION, CONFLICT RESOLUTION, SCHOOL MEDIATION

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          Abstract

          Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher–student relationships. Practical strategies are required to carry out these procedures. Foremost among these strategies is mediation as a conflict resolution procedure in school. This also promotes a wide range of emotional, socio-cognitive, and socio-moral skills, and can be influential in the development of effective civic behaviour to improve the community. In this study we present and analyse the results of a study conducted in 13 schools in Navarre, Spain, with 50 teacher mediators, 33 peer mediators, and 23 student participants aged between 13 and 18 ( x =15.27 and s=1.543), all of whom are involved in mediating processes, in order to perform mediation in a systematic way with the objective of bringing about socio-moral improvement.

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          Author and article information

          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 November 2014
          : 12
          : 3
          : 261-273
          Article
          1474-8460(20141101)12:3L.261;1- s2.phd /ioep/clre/2014/00000012/00000003/art00002
          10.18546/LRE.12.3.02
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          London Review of Education
          Volume 12, Issue 3

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