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Introduction
Schools will need to download (link to download page) print and assemble a workbook for each mediator in training (MIT) participant as well as presenters and visitors. Theme folders with inside pockets, front and back, and with three hole paper fasteners in the spine work best. Local office supply stores most likely carry these folders. All of the booklet pages (01 - 23) are 3-hole punched, left side, collated and fastened into the folder prior to the session with a few handouts inserted into the back inside pocket. Items 24 & 25 are printed back to back, please, and placed in the back pocket. The front pocket is used for item #23 and any items distributed as needed during the actual workshop session. A color front graphic image (view) file is provided for application to the outside front of each folder. It is also recommended that this image, in larger form, be posted about your campus as part of your peer mediation program visibility/reminder campaign.
Clicking on the <##mit.pdf> to the right of each title below will begin the SAME download process for the SAME pdf file as those available at the download page. Some are larger than others and will take some time depending upon your connection speed. With the exception of the cover graphic, files are black and white. The pdf files are camera-ready quality for replication at your school site. It is suggested that you print at least five to ten extra sets for kids (MITs) who lose them, for assembly errors and for your site use later. The training curriculum consists of team building, communication, theory and segmented mediation role play exercises and the order of assembly of the workbook (22 pages bound + feeling words + the back to back loose mediation journal) reflects this. Our goal is to have the student workbook be user friendly as a teacher's manual once one adds the pdf teacher pages or one's own notes. Posters, a few home made props, table placards, a bag of M&Ms and the video complete your supplie for the years to come. This free site will be updated as we figure out better teaching strategies.
KEY TO THE INFORMATION BELOW
Verdana text is the generic title of the page. The <##mit.pdf> link, when clicked, downloads the camera-ready file to our computer. Some files are quite large and will take some time to appear on screen. These are the very same files listed in the yellow chart above! One only needs to download the file once to have it on one's computer.
The number in parenthesis (### KB) is there to give us a hint of how long it takes to download the page depending on our connection speed.
The bracketed [00XXX] information is the order of assembly number followed by an internal reference CODE in large caps. At times students, or MITs (MIT = mediators-in-training) are directed to another page and the internal reference code is used. The (view) links are smaller low res. quick loading "view" only files. They don't print really well, but are handy for peeking at pages as one reads below. Having two (2) browser windows open at the same time facilitates viewing companion files simultaneously. Finally, more comprehensive presenter "lesson plan" notes are available
by clicking on, "More . . ."
at end of the brief comments below. Those links take us to the complete presenter notes section of the site, page by page. Some of the ideas
are repeated and some expanded. Some "More . . ." related pages cover two, or more, student workbook pages, as needed.
This workshop can be presented successfully by on-site staff. However, wee present the workshop locally for $500 for the day's appearance in Santa Clarita California 91350. Schools prepare workbooks as above and ASB funds usually treat participant's to lunch. Site-selected school personnel are invited to attend with the idea of presenting future workshops. This site will remain as a resource for ideas as long as we can support it.
The EXECUTIVE SUMMARY versions of the Student Workbook page descriptions and directions--with view links & links to to More...
These EXECUTIVE SUMMARIES are repeated at the top of each of these More . . . pages (follow links) for the visitor's convenience.
"The Opening Hook" This is not a page in the workbook view materials page and is the "science" portion of today's workshop. A comparison of lighting a bundle of TNT vs a candle is featured as we ask, "Is this fire bad?" The answer, of course is, "It depends . . .". More . . .
First page <01mit.pdf> (240 KB) [01 PMT ] view. An introductory page with date and location of training with line for student's name and workbook care. Tap Steven's Poem, What Makes a Mediator? ( the "literature" portion of today's workshop) and presenter and colophon information are included. The poem is read aloud by students in a manner which serves the goal of fostering training class interaction. More . . .
Conflict Management Continuum <02mit.pdf> (292 KB) [02 CMC] view. Getting at the roots of conflict with some key phrases and a graphic representations of the ways we manage conflict as well as picking up on the shared interest vs. separate interest choice that disputants must make. Good questioning and listening skills get us past the "windmill" of defense used by disputants to hide the conflict solution from themselves. Relationship as the home of conflict is featured and failed expectations are discussed. More . . .
Let's Start Listening! <03mit.pdf> (220 KB) [03 LSL] view. Students in groups of four (4) prepare to share a bit about themselves with the other three group members. When their forms are complete, they take turns sharing what they've written with their group as the group takes notes on what is being said. When all four have shared, the group works together to feed back to each what each said. For example, student A listens as B, C & D cooperatively tell A what A said to them (feedback). The goal is to get it all said back correctly to each member in turn. This is a communication & listening exercise. Mediators must listen and take effective notes. To finish, each group member privately notes at bottom how s/he felt about the listening skills of the rest of the group as they reflected what s/he said. More . . .
Mediation Video Guide <04mit.pdf> (212 KB) [04 MVG] view. The Peer Mediation segment of the video , Alternatives to Violence: Conflict Resolution, Negotiation, and Mediation, Tape II (12.5 minutes view screen shot)) is shown to the MITs to give them an excellent model to follow in their work ahead. (Here's the source URL as of July 2007: <http://teacherstore.discovery.com//> Do a site search for Alternatives to Violence to find its listing. Phone: 1-877-900-8830.
[Product# 782623] We use the Grade 7-12 version.) At this point, we simply watch the video to see great mediators at work. Watch the video the first time w/o having MITs complete the questions and then return to watch it a second time at the end of training at which point the completion of this page becomes a good CFU. An additional benefit would be for mediators to view it as part of mediator review sessions during the coming year. This is the best video segment that we've seen on mediation as we teach it. More . . .
Let's Pretend <05mit.pdf> (316 KB) [05 LP] view. This page is content rich! The upper third deals with the concept of role play in our training. How to behave and letting them know that roles will change constantly today. We want them to be realistic without overdoing it. It's a rules for fair play summary and how to play. Table placards will reflect this role play "rules" information. Reference to the tape we just viewed is appropriate here as we examine the complexities ("baggage") of disputant's lives that they bring into a conflict. A brief introduction to the scenario that we will work with all day is followed by a brief summary of the six steps (our model and reflected on the reverse side of the table placards) of mediation.The bottom of the page is a graphical representation of our scenario which is described in detail on the next page (M1). What superficially appears to be two kids squabbling is a far more complex issue and this is the realization that should begin to dawn on our MITs as they prepare to learn through role play. Our teaching style is to get kids interacting as soon as possible - that's their nature (Kagen, et al) - and so we include role play with procedure and theory as we move through the mediation journal (MJF & MJB) step by step starting with M2. More . . .
Structured, Step by Step Mediation, Process Activity/Instruction <06mit.pdf> (684 KB) [6 M1] view. This is like a, "get ready, get set, go!" page. The Missing iPod Mediation is set up in detail and roles and names are established. Pat & Kelly (cleverly chosen unisex names) are to be our two disputant names. Co mediator and recorder are our mediator team titles employed to help to designate their mediator role. This gives us four (4) roles to be played and each MIT will have played both mediator roles and ONE disputant role by the end of the training. It is suggested that the text (beginning with, "NOTE") in the middle of this page be covered first. MITs need to be made comfortable here to help ensure the success of today's process. Next, read through the iPod issue at top of the page while using the diagram on the previous page (LP) to help explain things. A poster is used here in our discussion. Discuss it and CFU before moving to initial group role assignments. Oldest group member starts the assignment process - see text just above "Getting Ready." The first two MITs playing the role of mediators begin their mediator training with their four items to be followed. MITs ion the role of Pat & Kelly study their parts on the previous page as noted. Check for readiness and proceed to next page (M2). The fun begins. It may take a little while for MITs to get fully immersed in their work as role playing takes a while to get off the ground. The structure of the conflict is set up to have relationship and material issues, both of which, need to appear in the agenda of items to be discussed. More . . .
Welcome, Opening Statement & Mediation Rules Agreement <07mit.pdf> (5.1 MB) [07M2] view.Make note, to MITs, that the mediation journal from their folder pocket is going to be shown graphically in small segments such as figure 2, throughout the day. We do this so that we can carefully focus on the step of the mediation process under study at the time. The first 1/2 of the page gives practice in housekeeping tasks such as the welcome, gathering names, mediation rules discussion, agreement with rules, development of awareness of the little preliminary agreements and the handling of the constant, "who goes first" issue at each step in our process. This is a good place to discuss the rules of mediation. Roles are rotated two places/seats/positions midway through this part. MITs are left to figure out a who-goes-first (which disputant) method which is discussed in the large group. The remaining bottom 1/2 of the page is a gateway to mediation skills training and theory. A graphic shows us that this information acquisition is necessary for the completion of the story telling step which comes next. The list of four items on the left is to be studied via the list of the corresponding items/activities on the right. We usually begin by saying that to proceed any farther, we need to get some "training" in the areas in the left column. This can be hard (boring, tedious) for MITs and we try to do it early when they are fresh. But, do it, we must. We did give them a taste of the role play here, at least, and we shall return to the role play as soon as possible.More . . .
Some Useful Probes for Active Listening <08mit.pdf> (228 KB) [08 ALP] view. Contrast listening (e.g. to TV) vs active listening (interested dialogue) with MITs. One of the job description items for mediator is that we listen - like we did a few pages ago. Lists of two types of questions, clarifying and restating, are found on this page. Students may add some more under each list. Both types of questions are designed to promote communication in the mediation. We ask, "Have you ever been at a loss for words with someone? Well here are some really good icebreakers. You can even use them during high school dating!" We ask the MITs to remember that they have the list in their workbooks and to pick a few now with which they are comfortable for the next task. Mixing and matching questions is fine. Next we look at one or two situation possibilities to practice our questioning skills. For "I" statement fans, this is all we do in that area. Presenters point out that "I" type statements have less of an "attacking" feel to them than do "You" statements which may put others into a defensive mode. This is the style that they should use, and then leave it at that. A heavy emphasis on "Focus on Feelings" and "Lancing the Boil" is included. To save everybody's time, we focus on the disputants' feelings ASAP to that we can get past the "blinding" anger driving the conflict and be better able to have disputants choose another way to address their dispute. Facts flow more freely when feelings are set free. More . . .
Two Active Listening Opportunities <09mit.pdf> (220 KB) [09 ALO] view. This page sets up our work with the next (ALW). As we read the scenario in each case, we begin to think of some helpful active listening type questions that we might use to get things going. Remind the MITs that disputants who are most likely new to the mediation process may feel totally awkward and maybe afraid. We as mediators need to gently open them up to process with our inquiry and feeling questions. It's the process of starting to "look" at things as clearly as we can so that we may make some choices that can get us out of this dispute. As time permits, or needs via CFUs dictate, do one or two scenarios and discuss each at its conclusion of the work on the next page (ALW). More . . .(repeats ALP, above)
Active Listening Worksheet <10mit,pdf> (200 KB) [10 ALW) view. This is where the two pages prior (ALP & ALO) bear fruits of your labor, hopefully. Directions at the top should be read aloud for review and assurance. Then do one scenario and discuss MITs questions. MITs need to know that some, or all, will struggle a bit here. Give lots of positive verbal encouragement to "on target" questions. Gently and persistently correct mistakes. We use a target poster to show how close the MITs are getting to our goal with their questions. Move a
sticky" to the ring on the target that represents the degree of their accuracy.
If time permits, do a second scenario if all the MITs didn't "nail" the first scenario. Or save it for later review of active listening question creation. A special form of active listening questions - open questions - is discussed next. Be certain to link the work ahead with what we're just done. We are deepening our questioning skills. A continued focus on feelings, lancing the boil, and keeping the dispute with the disputants is involved here. Continued focus on feelings and listening . . .(repeats ALP)
Non verbal Communication FLASH CARD Activity by presenter. (view). The "hook" (see more . . .) to this exercise is especially effective after a break in our work. To break up focus on the workbook, one presenter does the body language demonstration" hook" and has selected MITs act out feeling-related emotions without words. Each volunteer is given a card with a feeling/emotion word and is asked to act out, without words, and without showing the word on his/her card, the feeling/emotion printed on the card. (3X5 cards are created beforehand). The rest of the MITs try to guess what s/he is representing. Cards are 3X5 note cards with one word per card from this list. This section ends with a discussion discussion of possible incongruities between words a person says and their underlying emotions. It's designed to make MITs aware of obvious and subtle non-verbal communications - body language in the popular vernacular. More . . .
Open Questions Worksheet <11mit.pdf> (212 KB) [11 OQW] view. Theory is deadly! After some explanatory information, we present an example of a closed and open question with a presenter role play. One presenter is a TV talk show host and the other is his/her guest. The "host" asks a closed end question to which the "guest" answers, "Yup" or "Nope." We go on to state that we need to have better questions if we want to learn more. The eight questions below our example are intentionally designed to create a success experience for MITs. So, when there is little or no space below an example, there is little or no need for correction! Presenter information: questions 2, 4, 6, 8 need lots of work! An important point that often comes up is that sometimes, a SERIES (in bold print on the page directions) OF QUESTIONS may be needed depending upon the answer to the initial question. In your follow-up discussion of this exercise, presenters may want to look at the characteristics of questions 1, 3, 5, 7 to examine open nature of their construction. However, even they could be answered in a closed fashion by a very defensive disputant necessitating the "series of questions" strategy. More . . .
Initial Statements from Disputants <12mit.pdf> (2.6 MB) [12 M3] view. Back to our missing iPod mediation, It's a good place to give some verbal strokes for their cooperation and participation so far. The graphic depicts the area of the mediation journal where mediators will now take notes as each disputant tells his/her story for the first time. The skills of active listening, open style questioning and beginning to sense non verbal communication (body language) are to be practiced. The first 3/4 of page M3 are devoted to this process. Reference is made back to "Let's Pretend" to remind MITs of the role play process and expectations of each role player - the two sided reminder placard is in place at the tables. A checklist is also provided for mediators on this page (M2). MITs pause before switching roles (part way through this section) as we will want to discuss what just happened and for CFU. It's OK to go slow here! Focus on feelings, lance the boil, and keeping the dispute in the hands ("on the backs") of the disputants is stressed. The picture of mediators wearing a Teflon reflector suit is helpful to remind them not to "get involved" at a personal level, but rather, to react in a neutral and clinical manner. Before switching roles within groups, we direct MITs attention to the manner in which we will accomplish the switch - the directions are printed just below the STOP & WAIT directive 3/4 of the way down the page. Mediators who were focused on that role, may need to review their new part as disputant - although they did see "themselves" (their new role) across the table from them "live" as they mediated. After roles are switched, the process of taking initial statement from disputants is repeated. When we're done with this part, each MIT will have been a mediator of some sort and will have played a disputant, again, of some sort. But now, alas, back to the drudgery of training in some theory (hidden agendas & common ground) next as the upper 1/5 of M4 (appears directly after the HA role play comments page) helps us to get started using the HA page. Hopefully that little bit of role play just completed has our MITs refreshed and motivated. More . . .
Hidden Agenda Role Play Parts to be used with M4 <13mit.pdf> (232 KB) [13 HA] view. This is an short "accessory" document to M4 which is next . On M4, following the "training" text under: ROLE-PLAY & DISCUSSION, two volunteer MITs will play the brief parts of Pat & Kelly as stated on this sheet. We often have adult attendees do tis part. Select the "volunteers" now and state that we will get back to them shortly..... Go to M4 here and discuss information just above the word, "TRAINING" near top of page. More . . . (cover this plus 14 M4)
Hidden Agendas & Shared Interests <14mit.pdf> (1.4 MB) [14 M4] view. We begin with an observation that we already have ten (10) "little" agreements between our disputants so far. We remark that we are setting the tone and the scene for larger agreements in the near future. Double check the journals for story information as depicted in M3. We should all have some total of "little agreements" before we proceed. It may be different, but that's OK for now, because each Pat and each Kelly put their own "spin" on things and each mediator hears with a different emphasis. Alert your two MIT volunteers as to when they read their parts (as depicted on HA) and then proceed to read the scenario of the Hidden Agenda role-play.
After the volunteers read their short lines,
wait a few seconds for the impact of the voices to set in, and then refer MITs back to M4, just below, "Pat's part is read . . . and then Kelly's part is read . . ." Discuss the questions following, "Pat & Kelly . . . mediation." Generalization of the hidden agenda concept is now applied to the iPod situation via class discussion questions. With ""stickies", add the new hidden agenda information to each disputant's side of the poster stating that we have a little more information here. Once the other possible iPod mediation hidden agendas are identified, it's time for more theory. NOTE: What's next is the very core (common ground/shared interests) of any agreement, so we have to teach it very well. The concept of the Royal Road to Resolution is introduced. Some form of break is worthwhile here, even if it's only to stand and stretch. The bottom of the page is the introduction to CGT and then CGP, both in-depth looks at shared interests, or common ground. More . . .
Looking on Common Ground for Shared Interests <15mit.pdf> (244 KB) [15 CGT] view. This is a close-up look at shared interests and how the awareness of shared interests helps to create common ground leading to agreement. MITs are reminded how those little agreements that we have been counting play a role in leading us toward our final and comprehensive Agreement. Circles of separate interests separated by conflict are slowly brought together in venn diagram fashion by each little agreement (or "miracle moment") during the early steps of mediation. The negative shared experience of having one's parents nag or rag on both Pat and Kelly may be useful common ground (experience). We now apply this idea to one or two (depending upon time) situations in CGP. It's good to note that, the better our questions and listening as we dealt with disputant feelings, the more apparent will be our view of common ground. It's this area of shared interests that the veil of anger and conflict hides from the disputants. More . .
Practice Finding the Common Ground of Shared Interests <16mit.pdf> (240 KB) [16 CGP] view. As noted just above, disputants are usually "blind" to their shared interests during a conflict. They are in a defensive posture motivated by the scarcity principle in one form or another. We want our MITs who are uninvolved in this conflict to look from above this battlefield where the view is a bit clearer and to help disputants to find the shared interests that are "hidden" from the disputants as a result of their anger. Mediators' feeling-related questions, based on their perspective of things, help disputants to dispel anger appropriately and, thusly, begin to see their shared interests again. They can start to come to the realization that the shared interests are really of paramount interest to the disputants--more important than continuing the conflict. This is our goal here. So, in this exercise, the MITs try to find those shared interests in the Mike & Pete and/or Sandy & Karen disputes. Our hidden agenda demonstration shows that even a shared negative experience (both Pat and Kelly being criticized by their parents that morning of the bus incident) can be helpful in the process of healing and re-joining a relationship, or quelling a conflict. They then must state how they can use this information with the other skills they now have (acquired earlier today in training) to move a mediation along. A brief class discussion ensues per the bottom questions under "Class Discussion." Linking miracle moments to M&Ms (if budget permits) is cool here! More . . .
Setting Our Agenda - Focusing, Neutralizing & Balancing <17mit.pdf> (1.4 MB) [17M5] view. We have all of the un constellated stuff of a mediation start process floating around the table now and it's time to focus our efforts and decide where to go from here. It's agenda setting time once we have heard the stories from each disputant. Language used in anger such as insults and threats are neutralized (toned down) to "words" said if we have to include them in the agenda. We really prefer not to re-open wounds once the "puss" is all out and like to stick with concise details in this method of neutralizing language. An equal "investment" in the agenda for the disputants is vital for balance, again. Balance, balance, balance throughout a mediation is essential to ensure its integrity. The graphic on M5 (figure 5) indicates that agenda setting is a three phase FOCUSING process. Possibilities for items are listed under each disputant's column to be used in a "scratch pad" fashion. These are discussed between mediators and with the disputants and a balanced "little" agreement about what's driving this conflict (i.e. finalist items) is developed through questions and discussion. FOR TODAY'S TRAINING ONLY - we establish only two agenda finalist items because of time constraints --1). Something reflecting a material concern regarding the iPod and its $100 worth of songs - partial hint: Kelly has an income source in our story. 2). Something related to their past history of a friendship relationship - partial hint angry feelings are present in both. These items are written into the "trapezoid portion of figure 6 showing that we are "funneling" our focus toward, but not quite yet, the "Central Box." We will complete the Central Box after a quad level discussion, as noted near the bottom of the page.
More . . .
Agree on Agenda, Look at the Items and the Conflict <18mit.pdf> (3.2 MB) [18 M6] view. We have at least 11 "little" agreements so far. Probably many more, uncounted. Our first task is to transfer Central Box agenda items from the class discussion beginning this page to figure 6, in the Central Box. We are then instructed to switch roles as follows: MITs, when playing disputants, should keep their disputant identity each time they are disputants--this is not an acting class! They switch mediator roles within their mediator (diad) team, however. On this page (M6) only one issue (material or relational) is addressed. On the next page (M7) after roles are switched once again, the remaining issue is addressed using the instructions a-d noted on this page. In this process each MIT diad will get to "mediate" one of the issues. All MITs turn over their Mediation Journals and transfer the Central Box (class consensus) items into the "Agenda Items from the Other Side" box. This is symbolic as well as practical. We now leave behind the garbage of the front side to focus on our agenda with only the items in view as we begin our discussion of the issue chosen per steps a-d at the bottom of the page. After a thorough discussion of the chosen issue, and as directed in figure 8, page M7, the recorder mediator in the mediator team diad records, ON THE JOURNAL, a ROUGH solution idea - one which seems to benefit both Pat and Kelly in its structure. Only one solution for this one issue for today. On the next page, we switch roles again to give the other diad a chance to mediate the other issue. More . . .
Look at the "Other " Item and Begin to Work with Solution Ideas <19mit.pdf> (2.4 MB) [19 M7] view. REPEAT FROM THE LAST PAGE (M6). . ." On this page and after roles are switched once again, the remaining issue is addressed using the instructions a-d noted on page M6 (bottom). By this process each MIT diad will get to "mediate" one of the issues. Go slowly, if needed. Help each other out. Pause, discuss, as necessary. . . . After a thorough discussion of the (remaining) issue, and as directed in figure 8, on this page, the recorder mediator in the mediator team diad records in figure 8 of the workbook, his/her ROUGH solution idea for this, the remaining item.- Again, the rough solution idea should appear to benefit both Pat and Kelly in its structure. Again, each disputant's needs are addressed in an apparently equitable manner. Thus completes the second item's rough solution idea. Current recorder mediators for each diad then prepares to share their quad's two rough (concept) ideas with whole class. After the class discussion, a class consensus of the two (2) best ideas will be recorded by each MIT in his/her workbook in the area provided in workbook under "CLASS DISCUSSION and just above the jagged separator line. Again we start off together, as a class, on the next, and final, page, with two rough solution ideas on which MITs will work to convert into contract language sentences. The bottom of the page gives some starting hints which are discussed by presenters and directions to write their sentence into figure 10, next page. More . . .
Agreement Writing, Closure & Mediation Video <20mit.pdf> (2.4 MB) [20 M8] view. Diads within a quad share their sentences and discuss their clarity and adherence to the parameters of WHO, WHAT, WHERE, etc. Diads write the other diad's sentence on their own Journal so that they have both sentences from their quad on their Journals. This gives all quad members the same information from which to review and critique their Confidential Agreement language. The final class discussion (whole class) has youngest member of quad read their quad's agreement. In the discussion, presenters point out balance and the who, what, when characteristics of the agreement points, Item 13, in the Journal. Closure has each member of the quad, in their own words, out loud, practice the ending language of the mediation. Signatures of "disputants" are gathered on the Journal. Item 14 has hints as to what needs to be said at this point. During a real mediation, if agreement is not reached, disputants are thanked for their effort and invited to try again another time, BUT, are encouraged to not to anything to worsen the dispute in the meantime. This concludes our journey through the training part of the workbook.
We now watch the video one more time for CFU purposes with page MVG before us. This video is paused a number of times to enable MITs to answer the questions. Note also, that there are some appendix type items in the pages to follow--just so that they know where to find those pages later, if needed.. More . . .
Mediation Vocabulary <21mit.pdf> (240 KB) [21 MV] view. Twenty-three commonly used words in the world of mediation training. They are here as a quick reference and we let the MITs know that the list is available to them if they forget the meaning of terms. It would be helpful to MITs to read the list early in, or before, the training so as to know that the list exists and is available to them.
More Mediation Role Play Ideas <22mit.pdf> (248 KB) [22 MRP] view. In the unlikely event that the MITs have the time and energy to expand their role play experience the day of training, these ideas are available. Most likely, if used at all, they might serve as practice during the school year as mediators review or sharpen their skills. Sixteen permutations are available as mediators combine one scenario with one relationship history for each permutation. As I tell my student teachers, always have something for the early finishers to work on while others are finishing.
UNBOUND ITEMS FOR STUDENT WORKBOOKS (Picture of Folder)
Front Pocket
A List of Some Feeling Words <23mit.pdf> (60 KB) 23[ALF] view. This partial list of some feeling words is to be referred to and used during the work with active listening, pages 8, 9, 10 (ALP, ALO, ALW, respectively). Thereafter students may refer to it on an as needed basis.
Back Pocket
It is wise to include two, or three, of these journals, below, printed back to back, in each folder back, inside pocket.
For presenters who have access to large format printer - use Page Set up =165% on Super A3 Stock to make your Mediation Journal demo poster
Mediation Journal (front) of two sided document <24mit.pdf> (68 KB) [in back folder pocket MJF] view. This is a mediation journal with "training wheels!" Almost everything one needs to know is printed in small type in and near the various fields used for data entry. The format follows the flow of the six step mediation model, but can be used universally. The idea is to minimize paper shuffling by MITs as they look for instructions and conduct their mediations at the same time. Some will prefer a less cluttered form during their work as mediators, and an alternative journal form can be developed along with step by step instructions on a series of cards or in a booklet form. It's a site decision. Use what works for your mediators during the year. One school uses both depending on the preference of the mediator(s). For school mediations, a lot of space for writing is generally not needed as students in dispute do not have the layers of intrigue found in some adult mediations. FYI: Item 11, Brainstorming, is continued on the back at the top.
Mediation Journal (back) of two sided document <25mit.pdf> (68 KB) [in back folder pocket MJB] view. The first item is a continuation of item 11, Brainstorming, from the front. The fields at the bottom are available for data collection by program coordinators. At one school, we were trying to determine if certain areas of campus were "hot" spots for disputes and this is one way of collecting data for that sort of analysis. The data may be helpful for district and government reporting requirements. The helpful hints continue on this side.
Basic Mediation Journal <26mit.pdf> (68 KB) [in back folder pocket BMJ] view single side document to be used by experienced mediators which contains fields to be completed by mediators as they work through a conflict to its resolution via agreement.
Full Color (or B&W if you wish) Graphic for the Front Cover! (Picture)
Folder front cover graphic <cover_graphic.pdf> (7 MB) - chart item 26 - [PIX] view. Large file - long download. This image (2 up - cut it in half using dotted line) is a four panel color depiction of the mediation process. It reflects the diversity found in many schools. Although our training paradigm is that of the six step model, the graphic shows all important process information in its four step model. The high resolution gives schools the flexibility of enlargement for small campus posters. Attach to the cover with spray adhesive such as 3M Brand. Note: Spray adhesive areas should be carefully ventilated to avoid breathing over spray. Old newspapers, turned every page to cover up over spray and avoid adhesion of new sheets onto old spray areas works well. Contact us for details. if needed.
This page: rev17AUG07
Student Workbook 
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