The evaluation of the mediation process as a resource for greater quality and user autonomy

What does it consist of?

Evaluation constitutes an excellent opportunity for those who learn to put their knowledge into practice and feel the need to defend their ideas, their reasons, their knowledge. It should also be the moment in which, in addition to acquisitions, doubts, insecurities, ignorance also emerge and if there is really an intention to overcome them (Álvarez, 2001).

We must take into account, especially if we start from a perspective where we consider conflict as something that can be positive for the personal development of several (greater capacity to make decisions, on an emotional level...), that said development in a period of learning It is not the result of the mechanical acquisition of knowledge, skills or attitudes, but rather a process of personal introspection.

If we focus on the mediation process, the person immersed in it will frequently move from an approach where they consider the conflict that has been brought to our center as a threat to their well-being, towards a much more positive perspective where the conflict will be framed within a family/social/work system that makes you rethink your involvement and the part of responsibility you have within the existing situation of confrontation.

Therefore, in accordance with the key principles of the mediation process (voluntariness, equality, neutrality...) there is no other possibility than to help our users/clients to become increasingly more knowledgeable about the process in which they are immersed and, therefore, be more critical with their approaches, with their initial attitudes and also with our mediation practice. That is, to greater evaluative capacity on the part of the person immersed in mediation, greater possibility of providing solutions to conflicts and greater critical and constructive vision of the entire mediation process.

What should we consider?

Which will lead us, as mediators, to necessarily have to ask ourselves questions such as:

1. How have users/customers arrived at the agreed solutions?
2. At what point has there been a change in attitude on their part and what has caused it to occur?
3. Where are we in the process and where are we moving towards possible solutions and greater autonomy on the part of the people with whom we mediate?
4. How to follow up on cases and what to influence in order to know if everything agreed upon has been a catalyst for positive change in their lives?
5. Have I met the objectives I set for myself during the process?
6. How could I have improved my approach for greater effectiveness?

This self-evaluative perspectivewill undoubtedly enhance growth in our vision of the mediation carried out (although the evaluation must be carried out throughout the entire process). Which must necessarily be complemented by the assessment of other colleagues and that of the users themselves. An example of what has been mentioned can be found in the work carried out by Soria, Yepes and Lovelle (2013), entitled Questionnaire to assess user satisfaction in civil mediation programs (csm-c).

When it comes to evaluating the mediation programs that we have designed or adapted in the family, school, community, intercultural environment..., we have to take into account a series of elements and indicators that "ensure" its rigor and quality. As an example, regarding peer mediation programs, we will have to evaluate (GEUZ, 2010):

1. The achievement of the initially established program objectives.
2. Training of the mediation team.
3. The performance of the mediators in the mediation sessions.
4. The satisfaction of the users of the program.
5. The results of the mediation program (number of cases mediated, number of agreements reached, compliance with agreements, etc.).
6. The operation of follow-up meetings.
7. The knowledge and perception of the various groups in the educational community about the usefulness and operation of the mediation program.

All of this will undoubtedly enhance greater autonomy for the people with whom we mediate and the quality of the mediation we carry out, whatever the area in which we intervene.

We continually refer to the evaluation process in mediation and to resources such as those mentioned in our Specialization course and in the Master in Mediation at the International School of Mediation. He humanistic scientific rigor and training in quality mediation practice They are our hallmarks.

Bibliography:

Álvarez, JM (2001). Evaluate to know, examine to exclude. Morata.

GEUZ (2010). How to launch, step by step, a school peer mediation program. Eusko Jauralitza. Basque government.

http://www.eskolabakegune.euskadi.eus/c/document_library/get_file?uuid=a03764ed-f2bc-4947-9871-22db2c0e8e14&groupId=2211625

Soria, MA, Yepes, M., Lovelle, MI (2013). Questionnaire to assess user satisfaction in civil mediation programs (csm-c). Mediation Magazine, 12(2), 14-21.