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

      research-article
      ,
      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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            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
            2ae68bf4-1b66-4f6e-908c-c62665d304ce
            Copyright @ 2014
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            SCHOOL MEDIATION,CIVIC EDUCATION,CONFLICT RESOLUTION

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