Abstract:

Mediation is to be determined as a structured process in which a neutral and impartial third party (mediator) assists two or more people to negotiate resolution to their conflict (Johnson et al., 1995). Schools implement peer mediation programs in order to fulfill the need for better conflict management among school students. Empirical evidence shows that students involved in conflict management programs gain many benefits from their participation, such as student behavior improvement, peer status increase, academic improvement, leadership skills enhance, higher self-esteem, and better resolution of problems at school and at home. Teaching students to be peacemakers is one of the most valuable competencies that can be given to students, benefiting them throughout their lives (Johnson and Johnson, 2004).
School violence is an issue of grave and ongoing concern in Lithuania. The country is characterized by the highest level of teenage bullying and violence, and suicide in Europe (Eurostat, Unicef). Students often try to resolve conflicts by using destructive strategies (Ciuladiene, 2002). Nevertheless, in present–day Lithuania relatively little is known about school conflicts. Mediation is not used and even known conflict resolution strategy in Lithuania‘s schools. Most of the attention which is paid to conflicts has so far been limited to episodic initiatives such as issuing recommendations, setting up projects and organizing conflict management workshops. Taking into account the lack of research on school based conflicts, this research sets as its object the school conflicts management. The purpose of the research was to investigate the school staff‘s attitude toward mediation.

There were 3 main questions related to mediation such as:
1) would you contact mediators in order to resolve school conflicts;
2) would you like to learn the skills of the mediator;
3) what is your opinion about the implementation of peer mediation program at the school.

Other 3 questions were related to conflict resolution experience. Two of them asked general information: what types of conflicts do you usually resolve; what are the main causes of school conflicts; the last question asked to remember and recall one concrete conflict they were involved at.

Content analysis technique was applied for the qualitative data. Answers were interpreted in a way tabulating them in terms of codes, sub-codes, examples. We conducted our research in one secondary school located in Vilnius, the capital of country. Deputy director, 4 teachers and social worker were interviewed. Participants experience range from 1 to 26 and they all were women.

Qualitative data analysis enabled to understand the position of school staff on mediation. In relation with the mediation of their conflicts the codes of conditions, reality were originated. In relation of peer mediation the codes of conditions, impossibility were originated. It is seen as well that school staff mostly prefer forcing strategy, resulting in adult-imposed solution. Based on the data of the survey it is revealed insufficient competency to manage conflicts. In order to achieve more effective interactions in educational setting, it would be appropriate to pay more attention to conflict management.

Keywords:

School, conflicts, conflict management, mediation.