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Abstract. The article presents data on the social characteristics of first sexual intercourse (FSI) among secondary school students in Slovenia, collected as part of the research project "Sexuality of Secondary School Students in Slovenia". The results show that for most respondents their FSI was a planned event occurring within an intimate partnership. Protective measures are used to a considerable extent. There are statistically significant gender differences in the majority of the results. The data show responsible behaviour during the FSI, although a share of the respondents is exposed to sexually transmitted infections (STIs). The data may be used for policy decision-makers, especially in terms of sex education and addressing the STI issue.
Keywords: first sexual intercourse, age, secondary
school students, sexually transmitted infections, pregnancy

Konflikti so del našega vsakdana, so nujni in neizogibni. V literaturi najdemo različne definicije samega konflikta. Iršič (2010) konflikt pojmuje kot stanje nasprotujočih si teženj v nekem sistemu, tako v posamezniku, kot med osebami znotraj določene skupnosti oziroma prostora, ali med skupinami, ki so del večje skupnosti ali delujejo na področju, kjer se križajo interesi. Kljub negativnemu prizvoku pa ima konflikt tudi številne pozitivne učinke. Medtem, ko so posledice nerazrešenih konfliktov večinoma negativne. Poznamo več vrst konfliktov. Medosebni oziroma interpersonalni konflikti so sestavni del vsake šole in se pojavljajo med vsemi udeleženci v šoli. Ljudje se na konflikte različno odzivamo, prav tako jih na različne načine razrešujemo. V novejši literaturi najdemo tri postopke reševanja konfliktov. Cohen (2012) govori o pogajanju, mediaciji in arbitraži. V sami diplomski nalogi nas je podrobneje zanimala mediacija oziroma vrstniška mediacija, ki je v zborniku Kazen v šoli (2010) opisana kot proces, v katerem sta udeležena vsaj dva učenca/dijaka, med katerima je prišlo do nesoglasja, konflikta, spora. Oba morata biti pripravljena nastalo situacijo razrešiti na miren, strpen, produktiven način, ki lahko pripelje do konkretne, prostovoljne in dogovorno dosežene rešitve. Pri tem jima pomaga tretji, nevtralni vrstnik, ki z različnimi tehnikami, veščinami in znanji učencema/dijakoma v konfliktu pomaga pri razlagi različnih pogledov, izražanju želja in potreb, da bi poiskala najboljšo med možnimi rešitvami. Nevtralni osebi, ki sodeluje v procesu mediacije rečemo mediator. Čeprav vrstniška mediacija temelji na tem, da vrstniki sami razrešujejo medsebojne konflikte, sta še vedno potrebna podpora in nadzor odrasle osebe, v tem primeru koordinatorja. Zanimalo nas je, kako vrstniška mediacija deluje v praksi na izbranih osnovnih šolah ter kako učinkovita je kot strategija reševanja konfliktov med učenci. S pomočjo analize intervjujev smo predstavili pozitivne učinke vrstniške mediacije ter njeno uporabnost in učinkovitost na izbranih osnovnih šolah skozi oči vrstniških mediatorjev. ; Conflicts are a part of our daily routine, necessary and inevitable. Literature states different definitions of conflict. Iršič (2010) regards conflict as a state of contradictory views in a system, in an individual, as well as among people inside a certain community or space, or among groups, which are part of a larger society or work on different fields with cross interests. Despite the hint of negativity, conflict has several beneficial effects. However, the consequences of unsolved conflicts remain negative. Several forms of conflicts are known – mutual or interpersonal conflicts are a basic part of every school and emerge among all attendees. People react differently to conflicts, as well as their solutions. In recent literature three possibilities of conflict solution are mentioned. Cohen (2012) talks about negotiation, mediation and arbitrage. The main focus of our thesis is mediation or peer mediation, described in miscellany Punishment in school (2010) as a process in which at least two pupils, having a conflict, dispute or difference, participate. Both have agreed on solving the situation on a calm, tolerant and productive way, which can lead to a concrete, voluntary and consensus solution. A third, neutral peer, with different techniques, skills and knowledge, helps the pupils in dispute by interpreting different perspectives and expressing wishes or needs, in order to find the best possible solution. A neutral person, involved in the process of mediation is called a mediator. Although peer mediation is based on teenagers solving mutual conflicts on their own, a support of an adult is still needed – in this case a coordinator. Our interest was how peer mediation works in practice on chosen primary schools and how effective it is as a strategy of teenage conflict solving. With interview analysis the positive effects of peer mediation and its applicability and efficacy were presented on chosen primary schools through the perspective of a peer mediator.