Abstract:

The article describes the process of pedagogical design of the propaedeutic stage of training mediators at the Siberian Federal University. Pedagogical conditions of development of competences: communicative, conflict and others at annual Summer school with participation of professional mediators from Europe, the CIS countries and Russia are considered. The input of personal and professional competencies, highlighted by experts, was studied during the III International Summer school “Intercultural Mediation in Education” at SibFU. The research includes the final stage of the scientific project sponsored by the Russian Foundation for Basic Research (RFFR). No 18-013-00528 «The study of mediation practices in the field of education for harmonization of interethnic relations in a multicultural environment».

Introduction:
The aim of the III Summer School is to introduce the practice of restorative mediation, the ways to resolve conflicts in a multicultural educational environment, presentation of mediation practices in Europe, the CIS and different regions of Russia. Significant qualities of mediators are determined on the basis of European models of training (Foux-Levy et al.) based on the results of the practicing mediators expert session. The planned educational outcomes and forms of training to achieve these (role-playing games, workshops, interactive lectures, case studies, viewing and analysis of video, supervision, etc.) are determined.

Methods:
The methodological basis of the study is the training model developed by scientists Lieberman, Foux-Levy, Segala, (2005). The deficits and relevant professional and personal skills of mediators identified as a result of the expert session are evaluated by diagnostic methods at the prior and final stages. Fixation of the trainees’ learning outcomes within the Summer school is provided with a set of empirical methods (expert interviews, included observation, survey, modeling).
Assessing such qualities as stress-resistance and neutrality was made by the Neuropsychic Stability Test (LWMA n/a S. M. Kirov) and the Stress resistance Test (N.In. Kircheva, N. In. Ryabchikova). For diagnostics of communication competence the Test of Communicative skills (Michelson) and the Questionnaire for self-assessment of communicative competence of I. A. Martianova are applied. Conflict competence is measured by the K. Thomas conflict handling modes questionnaire. Emotional empathy of future mediators is evaluated by the test of Mehrabian and Epstein. The test of intercultural tolerance (Sobkin& Adamchuk) to assess the level of intercultural interaction competence was implemented.

Results:
The study results in empirical data being obtained during three years of the summer school, analysis of educational outcomes: cognitive, emotional and reflective. The model of mediation practices in education for the development of professional competencies of mediators is introduced and assessed by experts.

References:
[1] Lieberman, E., Foux-Levy, Y. & Segala, P. (2005). Beyond Basic Training: Model for Developing Mediator Competence. Conflict Resolution Quarterly, 23 (2), 237-257. Wiley Periodicals, Inc. and the Association for Conflict Resolution.
[2] Honeyman, C. (1999). On the Importance of Criteria for Mediator Performance.
[3] Smolyaninova, O.G. & Popova, J.V. (2019). Specific issues of training intercultural mediators for education in Europe and Russia. Journal of Siberian Federal University,

Keywords:

Mediation, conflict resolution, multicultural environment, summer school.