Suchergebnisse

This study was conducted during the second year of a school‐based conflict resolution program. Social‐cognitive perspective taking, strategy choice, personal history with violence, and school climate were measured before and after peer mediator training and practice. A significant increase in cognitive perspective taking was revealed, indicating that both trained and untrained students became more likely to consider the perspective of others. An empathy effect, however, was not detected. Students' preference for independent conflict strategy choices increased. Patterns associated with ethnicity were also revealed, with African American students showing the greatest increase in cognitive perspective taking, and Hispanic students the greatest increase in preference for independent conflict resolution strategies. Finally, all students, regardless of their personal history with violence, appeared to benefit from this program, as compared with controls where no change was observed.

AbstractAt Chavez Community School in Phoenix, disposilional empathy and cognitive perspective taking of elementary school students were examined. The study compared social‐cognition of peer mediators with nonmediators over the course of an academic year. Pre‐to‐post increases in cognitive and affective perspective taking, as measured by the Interpersonal Reactivity Index, indicate that social cognition may be enhanced by mediation training and practice. Effects for disputants were also observed.

AbstractMediator Mentors, a collaborative research and service project, was begun by California State University‐Fresno faculty and the staff of an
elementary school (K–8) in the Central San Joaquin Valley. The purpose of the research was to assess conflict resolution program effects
on students (N = 300) and school climate. Cross‐age mentoring is an important component of this collaborative project.
University students preparing for roles in helping professions served as mentors to elementary students. Impacts on student cognitive and affective
perspective taking were assessed and student perceptions of school safety were explored.