According to the Spanish Ministry of Education, more than 9% of students in schools and institutes have felt harassed or cyberbullied by their classmates at some point.
He 4,58% of students in Spain admit to having been bullied at some point 4.62% of children have cyberbullied a classmate and 4.62% have cyberbullied a person. A study by the ANAR Foundation highlights that the most common forms of bullying are: insults, nicknames and mockery. Most of the attacks (72% of children) occur in groups. It also highlights that 45.4% of children perceive that their teacher "does nothing" and more than 60% that their school "does nothing" to prevent and intervene in these situations of violence.
The role of the school mediator is essential to prevent, detect and intervene in cases of bullying among students.
The mediation is one of the keys for the bullying prevention, attacking the conflict in its initial phases where the students will be the agents and beneficiaries of the mediation.
It is especially relevant to work from mediation in the nonviolent resolution, searching peaceful solutions in an environment that encourages active listening, the creation of a identity to students within a group, as well as become aware of the damage caused to others and focusing on agreements.
In relation to the field of school coexistence, the mediator presents himself as a professional with extensive teaching skills and social skills, such as: persuasion, leadership and negotiation skills, which allow him to help in the resolution of problems that may arise between the different elements of the student environment.
Main characteristics that the school mediator profile must present
The profile of the school mediator It consists of a series of characteristics, which can be strengthened or developed through a specialized program on the subject:
- High pedagogical skills: educates and teaches the parties involved on how to appropriately resolve conflicts in the future.
- Closeness: is someone accessible, with a vocation for service, patient and simple.
- Creativity: will always be one step ahead, proposing multiple and innovative solutions.
- Credibility: is someone eloquent, whose presence and performance inspires respect and confidence.
- Efficiency: intervenes, seeks speed and construction of practical agreements.
- Modesty: helps others without expecting recognition for their work.
- Impartiality: has the ability to look at a situation objectively and propose conciliatory solutions.
- Emotional maturity: focused, even-tempered, and will always maintain composure.
- Optimism: always approaches conflicts from a positive perspective.
- Patience: knows how to persevere and gives as many opportunities as necessary.
- Technical skills to mediate.
Ultimately, the professional who mediates in school conflicts must work quickly, effectively and efficiently, using time skillfully and going through the different stages of mediation in a profitable way, that is, without unnecessarily delaying, since this can significantly aggravate the process.
To achieve this, it is essential to have an excellent knowledge of the most appropriate strategies and tools in each case and moment, demonstrating their efficiency and mastery and transmitting security and rigor.
Therefore, as we already indicated in another post on this blog about conflicts in educational environments, that, the The mediator must act as a guide and catalyst through multidirectional dialogue that enhances the reflective analysis of the parties. to be aware of the causes of conflict situations. At times, it prevents conflict escalation and helps parties overcome a conflict impasse. The mediator cannot be frivolous or inept in doing his task. It is very clear about a fundamental precept: power rests with the parties, therefore, it must perform its task consciously and constructively to lead the parties to agree on acceptable terms of agreement.
