The effects of conflict resolution and peer mediation training on problem solving skills and peer relations of 10th graders

In this study, the effect of Conflict Resolution and Peer Mediation Education on problem solving skills and peer relationships of tenth grade high school students was investigated. The aim of the study is to measure peer relationships with high school students in conflict resolution and peer mediation training. The research was carried out in the 2014-2015 academic year in two secondary education institutions affiliated to the Ministry of National Education in Yunusemre District of Manisa Province. In the study, a semi-experimental pattern with pre-test-final Test control group was used. The independent variable of the research is "conflict resolution and peer mediation training program" and dependent variables are problem solving skills and peer relationships of students. Conflict Resolution and peer mediation training program before and after the experiment and control groups, peer relations scale developed by Kaner (1998) and Heppner (1982) developed by problem resolution inventory were applied. Conflict resolution and peer mediation training program consists of four parts: understanding the nature of interpersonal conflict, communication skills, anger management skills, conflict resolution and interpersonal skills. The training program consisting of 14 activities was applied to the students in the experiment group for fourteen weeks, one hour a week. No training was given to the control group. The data on the study were obtained from the tenth grade students of two high schools affiliated to the Ministry of National Education in Manisa province (62 students) during the 2014-2015 academic year. Statistical analysis was performed using SPSS 15 for Windows. The T-test was used to test whether there was a significant difference between the problem solving skills of the experiment and the control group. As a result of the analyses, there was a significant difference in the problem solving skills of the experimental group students who received conflict resolution and peer mediation training compared to the control group. When we look at General peer relationships, there is no significant difference between the pre-test and final test scores of the students, but there is a significant difference between the control group. After the 14-hour training program, each student in the experiment group was a mediator for one week, one girl and one boy. In this way, a constructive and peaceful resolution of conflicts and conflicts in the classroom environment is aimed. In the event of a conflict or conflict in the classroom, students have tried to solve the problem by taking the support of the mediator students instead of communicating the problem to the administration or the teachers.