A Curriculum in Mediation
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Posters on Display
As students enter, it's good to have some scene-setting attractions about the room which give a hint of what's to come in our workshop. They, of course, should provide some value to our presentations once under way. Some of them are self-standing "science fair" type display boards that will be used to display key items and concepts of today's workshop. Others are hand held and displayed to make a point.
Plan of the Day, Catch a Spark . . . & Ubiquitous Graphic
Three items are mounted on a piece of cardboard from a whole house fan carton. Left, is the Plan of the Day--a step by step flow of each part of the curriculum. The six steps of mediation are accentuated. We find this handy when we urge kids to focus on the assignments at hand as we say, "We have this far to go and only this much is done." Breaks are "as needed" because times vary by groups participating. On the right, "Catch a Spark, Stop a Wildfire" is a slogan we've adopted from the Sierra Vista Peer Mediation program. The bottom graphic is used on their folders and around campus as a reminder of the mediation program's presence and availability as well as teaching the viewer of the poster a little about mediation. The graphic came from a freely distributed Aetna Ins. Co. mediation curriculum several years back. Poster folds in half for transport and storage.
The Story Board
The peer mediator training involves the structured step by step dissection of a dispute over a missing iPod. As we describe the scenario, which is also shown in graphic and text form in the MITs' workbook, we refer to this poster which remains in full view all day. At the point where we discuss hidden agendas, the "stickies" with "mom" and "dad" are added to our scenario. That this occurs after initial statements are recorded demonstrates that new information may be forthcoming as the mediation moves through the six step process--not just at the "story telling" phase. Also, and in the sequence of our particular curriculum, the stickies represent a common negative experience that disputants have had lately which provides a nice segue into the common ground/shared interest portion of instruction. Hidden agendas and shared interests are then nicely linked in the flow of our instruction.
(Side note: We were doing a court ordered mediation in our community where we were "nowhere" after two hours of process. When I said, "It appears that both of you had expectations about _______ that were not met" the frustrated disputants' eyes lit up and both verbally indicated, "Yes." A shared negative interest, feeling, common ground became a starting point to then begin to resolve the smoldering conflict.)
Two-sided Journal
&
Two-sided Attention Getting Sign
The upper item is approximately 24 X 18 inches and is a replica of the Mediation Journal which MITs use all day. Although small sections of the journal are depicted throughout the workbook via a series of numbered "figures" it is helpful to hold this up and point to exactly which section of the journal we are referring to as we work.
The bottom hand held sign is used to accentuate the need for good "acting" when we are not mediators in our ongoing role play. We liken lack of enthusiasm by role play "disputants" to pushing on a rope. Don't be a rope! Be a stick, for example. Hints for role playing "disputant" are also on the placards at each table. Disputants roles must be played effectively for mediators to get the experience they need.
On the reverse side of the "Acting School" are the words, in large print again, "Quiet Please." We want MITs to interact vigorously, BUT, we need to get their attention very often to move on to our next step, or to reverse roles or to give added instruction. Clue in the MITs as to behavior expectations when these sigms are held up.
The Decision Maker and Separate vs Shared Interests
From the 12 page pdf Text cover and from page 15 CGT of the Workbook, enlarged and printed on your wide format printer, the start and the end points of the day's work are displayed. When I've completed my "hook" I place the props in front and to the sides of this poster (science fair style). The term "Relationships" is addressed in our work with the Conflict Management Continuum, workbook page 2 CMC, and this display keeps that discussion "visible." Common ground and shared interests are considered to be the same concept. We prefer the shared interests terminology as we may better compare and contrast it with separate interests which drive the conflict. The decision maker must decide between shared and separate interests, then, but the fact that disputants have a decision maker which has the power to choose is hidden by the smoke and fire of angry feelings. So those feelings must be addressed--the subject of the next poster, below.
Focus on Feelings
