Erasmus+ Cre@t1ve Conflict Resolution and School Mediation Peer-to-Peer

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Partner Schools

4th General Lykeion of Alimos Makrygianneio

VI Liceum Ogolnoksztalcace im. Krola

Zygmunta Augusta w Bialymstoku

Agrupamento de Escolas Dr. João Araújo Correia

Convitto Nazionale Domenico Cirillo

Scuole Annesse

Newark School

Istituto Istruzione Superiore P. Sraffa Crema

Introduction

Violent incidents at schools have adverse effects on the physical and psychological health of students while also preventing the perception of schools as safe locations and hindering the education process. Hence, it is a topic that concerns the society as a whole. Perceptions and opinions regarding the increase in violent incidents at schools both in our country and in the world result in an increased attention to this issue. Öğülmüş (Turk, 2018) compared the results of two studies on violence at schools thus putting forth an increase in school based violent incidents. (Turk, 2018)

In a study, Bulut (Turk, 2018) examined violence incidents from students to students in publications between the years of 2001 2006 and determined 302 incidents. It can also be observed in this study that violence occurs mostly inside the school and in the classroom, that violence takes place mostly during school dismissal and recess times and that the reasons for violence are discussion, swearing and hitting. Of the violence incidents, 53% ended up in hospitals. Aküzüm and Oral (Turk, 2018) carried out a study in which they determined according to the opinions of administrators and teachers that the most frequently observed violence incidents take place from student to student, that physical violence, verbal violence, peer bullying and abusing the opposite sex are among the more frequently observed themes of violence. (Turk, 2018)

The results of many studies indicate that violence incidents at schools should be evaluated in a multi dimensional manner and that the required interventions should be made. Interpersonal conflicts are natural and inevitable in any given school environment since there are many different people from different purpose, desire, value, relief and personal features. Studies indicate that student’s conflict with others in classroom, playground, school bus or during playing and trying to solve these conflicts using verbal and physical violence (Johnson W. D., 2001) (Johnson D. W., 2006) (Turk, 2018)

There are three main source of conflict. Limited sources, lack of satisfaction of basic psychological needs and different values. Limited sources are money, time and asset related and generally easy to solve. According to Glasser psychological needs (being part of something, freedom, power and entertainment) can be the source of conflict. Different values contain different beliefs, cultural differences, attitudes, opinions and prejudices. These conflicts are not easy to deal with and only solved with awareness, respect and tolerance (Turk, 2018)

School is crucially important for student to acquire core life skills. Students claim responsibility for their actions when they solve conflicts with their own skills (Smith, 2002). Conflict resolution skills also help students to gain empathy, effective communication, anger management and problem solving skills (Lane Garon, 2000). Conflict resolution skills provide opportunity to learn living together and embrace diversity (Droisy, 2003). When students do not have conflict resolution skills, teachers waste most of their time with student conflicts and school is perceived unsafe by students (Hart, 1997) (Turk, 2018)

According to Breunlin, Cimmarusti, Bryant Edwrads, and Hetherington (Breunlin, 2002), school administrators use one of the three approaches for preventing violence at schools. The first approach is security. Security approach keeps violence fixed. The second approach is punishment. This approach gives the message that violence will not be tolerated. Whereas the third approach is school based prevention programs. School based prevention programs provide alternative methods for decreasing violence. School based prevention programs aim to provide students with constructive skills that will enable them to solve interpersonal conflicts without resorting to violence. (Turk, 2018)

Therefore, school based prevention programs make up majority of the studies for preventing violence. These programs provide a safe and constructive learning environment, support the social and emotional developments

of the students and assist in creating an environment where conflicts can be resolved by constructive means in addition to decreasing and/or preventing violence (Jones, 2004). Conflict resolution education (CRE), peace education (PE) and peer mediation education (PM) are the primary school based prevention programs. (Turk, 2018)

Conflict resolution education “models and teaches, in culturally meaningful ways, a variety of processes, practices and skills that help address individual, interpersonal, and institutional conflicts, and create safe and welcoming communities” (Association for Conflict Resolution, 2002). Conflict resolution education programs provide students with a basic understanding of the nature of conflict, the dynamics of power and influence that operate in conflict, and the role of culture in how we see and respond to conflict (Jones, 2004). Conflict resolution education is important to: individuals, to build competence in life skills; schools, classrooms, and school communities, to support effective and safe learning environments; and society, to ensure a functioning and peaceful democracy (Association for Conflict Resolution, 2002) (Turk, 2018)

According to Johnson and Johnson (Johnson D. W., 2006), peace education is a type of education providing knowledge, skills, attitudes and values that enable the establishment of harmonious relations and the resolution of conflicts in a constructive manner. According to Sommers (Sommers, 2003), peace education helps develop communication skills of active listening and assertive speech, problem solving skills of brainstorming or consensus building, and orientation skills of cultural awareness and empathy. Through peace education, students can recognize self understanding and management in addition to external factors as domains of their influence on peace development. They learn that interpersonal and environmental circumstances are outcomes of interaction with internal and external processes. The pervasiveness of conflict topics in each school subject, as well as during interactions at school, provides a broad context for peace education (Carter, 2008) (Turk, 2018)

Mediation is the process of helping two or more people to resolve their conflicts in a constructive manner carried out by an unbiased third party. Mediation is one step ahead of negotiation process and is the sum of all strategies that make negotiations more effective and efficient (Johnson, 2001). When this process is carried out by a peer at school, it is called peer mediation. Peer mediation is a process that helps students to resolve their conflicts in a constructive and peaceful manner while supporting their social and emotional developments. These programs provide a unique opportunity for diverse students to use communication, human relations, and problem solving skills in real life settings. Effective programs can help to create a safe and welcoming school environment, improve interpersonal and inter group relations, and assist in reducing school conflicts and violence, especially when part of a comprehensive violence prevention plan ( (Association for Conflict Resolution, 2002). Peer mediation is the oldest and most common CRE intervention (Cohen, 2003) (Turk, 2018)

“Conflict is never easy, but it doesn’t have to be ugly. Mediate it!”

Peace Education

Peace

Peace could simply be described as the opposite of war and conflict. The Latin word pax traditionally meant the same as the absence of conflict (absentia belli). This is the approach that many states and governments take, where their goal is merely to avoid war. It is based on a belief that social relations are ultimately regulated by violence, and peace is achieved by deterrence rather than cooperation. Therefore what some might call a ‘peaceful society’ can actually still have systematic oppression and injustices. Those stronger in society can use the threat of violence to maintain power and oppression. In this way, such peace involves winners and losers just as there would be in war.

In our opinion, peace cannot merely be seen as the opposite of war. A society cannot truly be peaceful if it is built on threat and violence. The Norwegian peace researcher, John Galtung, says that ‘positive peace’ must resolve the underlying issues of conflict, such as the unequal distribution of resources, discrimination and power imbalances. Peace for us encompasses freedom, equality and justice, where no one has to fear abuse, war or bullying.

‘Positive peace’ advocates for peace using peaceful means because the methods used are just as important as the outcome. Involving all parties in mediating and negotiating a solution will make peace more sustainable. Thus we see peace not as a destination but a process. (Frances Marsh, 2015)

Creating a peaceful world

Creating peace means accomplishing freedoms, rights and equality, not just avoiding war. Famine, drought, disease, inequality, poverty, racism, institutional violence, exploitation and intolerance are all threats to peace.

Therefore a sustainable, positive peace relies on a real culture of human rights. Through education, children and young people can play an incredibly important role in creating a peaceful world. They should feel empowered to make positive changes to the world, working towards peace by knowing their human rights, understanding and practicing equality, justice, freedom and friendship across the world. Children and young people’s participation in achieving peace is so crucial because they are more likely to find innovative solutions, are more open to change, are courageous and more interested in achieving a positive future for themselves and future generations.

Peace is not about being soft, silent or gentle. There may be limits to our creation of peace but there will also always be possibilities. Peace requires active measures to be taken and courage to improve the situation. No matter what the environment, we can choose peace, choose to be activists and choose to act for social change. (Frances Marsh, 2015)

The aim of peace education

• To strengthen our theoretical and practical knowledge regarding human relationships, ourselves, communication, critical thinking, self control, responsibility, respect, solidarity

• To learn a new way of thinking and cultivate a culture of peaceful conflict resolution

• To learn to reject violence as a way of communication and problem solving

conflict

Stage1: Discomfort Stage or Latent Stage

Stage 2: The Incident(s) Stage

Opposing parties move from experiencing

events or incidents

minor tension

said in ways that acknowledge that

Stage 3:The Tension Stage

• peaceable classrooms

• peaceable schools (Vathakou, 2019)

Strategies for Peacable Classrooms/Schools

• Building a “community” culture

• Active involvement of children in co developing, revising, or expanding “ground rules”

• Training on conflict resolution skills and techniques

• Training on peer mediation

• Mentoring adolescents who seek support on how to prevent or manage conflict

• Applying “logical consequences” rather than adopting a reward vs punishment model.

• Adopting a problem solving approach

• Introducing activities that help develop or enhance creative problem solving skills (Vathakou, 2019)

Conflict Management in Five Steps

1. Listen and try to understand the situation/circumstances

 Collect all relevant information, then assess and thoroughly reflect on the circumstances that triggered a conflict.

 It is important to clearly define your position and what is at stake for you in the conflict.

 It is equally important to understand the position and what is at stake for the other party.

2. Communicate with the other party

 Arrange a meeting with the other party at a suitable time and place.

 Put yourself in the other party’s shoes.

 Make room for the other party to present and explain his or her views.

 Use the guiding principles and skills of active listening.

3. Brainstorm in search of a solution

 Seek common interests and mutual benefits from the settlement of disputes.

 Propose as many new ideas as possible.

 Seek and offer "win win" solutions.

4. Work through the ideas proposed

 If the solution fails to bring the expected results, then choose the best of the alternative solutions proposed.

5. Choose the best solution

 Re evaluate the ideas proposed.

 Define when you will decide which is the most suitable solution.

 Use the skills of both parties for the best possible results.

 Choose a "win win" solution. (Vathakou, 2019)

Conflict Analysis Tools

Conflict Analysis

 It is important to identify the factors that affect the root of a conflict and its potential for escalation when deciding upon your initial action.

 You cannot change or control how other people act in a conflict, and in many instances, you cannot change the situation itself; but what you can change is what you do or how you, yourself, behave in a conflict

The onion tool

 In a conflict situation there is always more than what the different parties display or demand and calls for an in depth analysis to identify the underlying issues.

 Positions what we say that we want which are open and public for all to see and hear.

 Interestswhat the conflicting parties want to achieve.

 Needswhat parties seek to satisfy.

 Sometimes the interests are the means to achieve an aim. At other times the interests coincide with needs. Whereas interests may be tangible and can be negotiated (e.g. a leading role in the classroom) basic needs are not negotiable (e.g. food, shelter, safety, identity).

When / why to use it





To prepare for mediation

To identify points of agreement

 To build on these points

The Conflict/Solutions Tree or Why Why Tree

o It is a tool which help us to acquire a better picture of the deepest causes of a conflict/problem and its consequences

o African proverb: A bat is not flying during the day unless there is a reason for that.

o The person(s) who face the conflict involving the right stakeholders can use it

The Tree in 3 stages

1st stage: Conflict/Problem analysis by systematically writing down its causes and consequences

2nd stage: Identification of solutions by converting every negative statement on it in positive statement

3rd stage: Selection of strategy

1st stage: Causes Consequences

 Use brainstorming to discuss and agree on the main or most serious problem to investigate.

 Start the analysis of this key problem or conflict and investigate its causes by asking the question “why is this happening?”

Problems or conditions which are perceived as causing the key problem or conflict are then put at the bottom of the tree diagram, further below, are identified the problems or conditions that cause these problems; thereby, causal chains are being formed.

Prioritize the causes and then identify the consequences.

Connect the causes with arrows.

Revise and adapt accordingly the mind map of the “Tree of Conflict” that was produced.

2nd stage: The Solutions Tree

 Τhe “Tree of Conflict” can be transformed into a “Tree of Solutions” by converting every negative statement on the Tree, into a positive one

Every cause effect relationship on the “Tree of Conflict” becomes a means end relationship on the “Tree of Solutions”, which is equivalent to a “Tree of Objectives to be achieved”. Work from below, the lowest part of

the Tree by rephrasing “problem statements” into “solution statements.”

Strategy selection

Bibliography

Association for Conflict Resolution. (2002). School based conflict resolution education program standards.

Breunlin, C. D. E. (2002). Conflict Resolution Training as an Alternative to Suspension for Violent Behavior. . The Journal of Educational Research, 95(6), 349 358.

Cohen, R. (2003). Students Helping Students: Peer Mediation. . In T. Jones, & R. Compton (Eds.), Kids Working.

Droisy, R. H. (2003). Interpersonal conflict resolution strategies in children: A father child co construction. Europen Journal of Psychology of Education, 18(2), 157 169.

Frances Marsh, I. P. (2015). Peace Education. Handbook for Educators. IFM SEI. European Youth Foundation of the Council of Europe. Retrieved 11 4, 2020

Hart, J. &. (1997). The Impact of A Peer Mediation Program On An Elementary School Environment. Peace&Change, 22(1), 76 92.

Johnson, D. W. (2006). Peace education for consensual peace: the essential role of conflict resolution. Journal of Peace Education, 3(2), 147 174.

Johnson, W. D. (2001). Teaching Students to be peacemakers: A Meta Analysis. Research. Seattle WA. 10 14 April.

Jones, S. T. (2004). Conflict Resolution Education: The Field, The Findings and The Future. . Conflict Resolution Quarterly, 22(1 2), 233 276.

Lane Garon, S. P. (2000). Practicing peace: the impact of a school based conflict resolution program on elementary students. . Peace & Change, 25(4), 467 482.

Smith, W. S. (2002). Conflict resolution and peer mediation in middle schools: extending the process and outcome knowledge base. . The Journal of Social Psychology, 142(5), 567 586.

Sommers, M. (2003). Peace Education: Opportunities and Challenges. Presentation at essential role of conflict resolution. Journal of Peace Education, 3(2), 147 174.

Turk, F. (2018). Evaluation of the effects of conflict resolution, peace education and peer mediation: A meta analysis study. . International Education Studies, 11(1), 25 43.

Vathakou, Ε. (2019). Creative Conflict Resolution at School.

Case Studies

Alimos/ 4th General Lykeion of Alimos Makrygianneio

PEER MEDIATION: CASE 1

INCIDENT:

During recess, a student (Cathy) accidentally stepped on a boy’s foot as she was crossing the schoolyard. The boy (Michael) started insulting her and making misogynistic remarks. He pushed her and left to join his friends. After about five minutes, a crowd of around twenty boys started pushing and swearing at her. They were all Michael’s friends. Cathy felt annoyed and intimidated by what had just happened and told one of her friends immediately. Her friend advised her to inform the homeroom teacher, who referred the case to the school mediation coordinator.

PRELIMINARY STAGE:

The coordinator met with the school mediation group and discussed whether the incident was appropriate for peer mediation. Once it was agreed, two mediators were chosen, and a meeting with the disputants was arranged to take place in the school mediation room.

STEP 1: Introduction and Ground Rules

To begin with, the two student mediators introduced themselves and stated the rules that all the parties would have to follow. They made clear that their role was not to judge or resolve the conflict, but by encouraging the two disputants to actively listen to each other, help them understand the other’s concerns and come to a mutual agreement about how to resolve their issues. They then asked both Cathy and Michael to state that they were willing both to take part in the process and respect the rules going forward.

STEP 2: Storytelling and identifying Issues

Next, the student mediators asked Cathy and Michael to tell their side of the story, ensuring each had the opportunity to speak without being interrupted. The mediators asked leading questions to clarify certain points and summarized each viewpoint, to establish that they had correctly understood the conflict and what the students themselves felt had led up to it. Both participants were actively encouraged to recognize and express the emotions they felt when the incident took place as well as during the retelling of the conflict. Cathy revealed how shocked and upset she became when what for her was a very minor incident (accidentally stepping on Michael’s foot) escalated into physical and verbal abuse, involving students (Michael’s friends) she had never even previously interacted with. Michael, in turn, expressed

disbelief that the incident was accidental, claiming that Cathy often laughed at him in class, which caused him to feel embarrassed and self conscious. He claimed that his friends, aware of this, were just trying to defend him. At this stage, the discussion got a bit heated, as both Michael and Cathy became rather upset and overwrought, so the mediators suggested taking a short break and offered the participants some refreshments and snacks which had been purposely provided. This allowed everyone to clear their heads and take a step back.

STEP 3: Options and Agreements

The next stage involved the mediators asking whether the participants, having expressed their own concerns and heard their opponent’s viewpoint, were willing to move forward and come to an agreement. It was made clear that a perfect solution wasn’t expected or required, and both sides were encouraged to propose solutions. While at first neither student seemed to believe that any resolution was possible, the mediators helped them identify points on which they agreed, however small (e.g., they both had the problem, they both felt upset, they both wanted to solve it etc.), encouraging them to focus on the possible outcomes of each option, so as to find the one which would be the most mutually satisfactory.

STEP 4: Closure

Finally, the mediators helped Cathy and Michael prepare and sign an agreement based on the points which they had mutually agreed would help them in their future interactions. They committed to being more mindful of behaviours that might cause the other distress, such as mocking someone’s class performance or name calling, and agreed that should another such incident take place, they would attempt to talk it through rather than allow it to escalate. The student mediators then wrote their final report and discussed it with the coordinator.

PEER MEDIATION: CASE 2

INCIDENT:

An argument took place during recess between two boys, Andreas and George, who were best friends. Andreas had confided a secret to George, who told a girl they both knew. She then revealed this to Andreas, warning him that George was not very trustworthy. Andreas immediately went to George and accused him of betraying his trust, and both boys began yelling at each other. A mutual friend tried to calm them down, and when he realized that the situation was escalating, recommended they try to resolve the issue through mediation, rather than give up on their friendship.

PRELIMINARY STAGE:

The coordinator met with the school mediation group and discussed whether the incident was appropriate for peer mediation. Once it was agreed, two mediators were chosen, and a meeting with the disputants was arranged to take place in the school mediation room.

Introduction and Ground Rules

To begin with, the two student mediators introduced themselves and stated the rules that all the parties would have to follow. They made clear that their role was not to judge or resolve the conflict, but by encouraging the two disputants to actively listen to each other, help them understand the other’s concerns and come to a mutually satisfactory resolution. They then asked both George and Andreas to state that they were willing both to take part in the process and respect the rules going forward. George was at first reluctant, expressing concern that he would be obliged to reveal personal information to virtual strangers, especially in view of what he saw as his best friend’s betrayal. However, the mediators reassured both participants that the process was completely confidential, and that they would be required to reveal only as much as they felt comfortable with. Both parties then agreed to go forward with the process.

STEP 2: Storytelling and identifying Issues

Next, the student mediators asked George and Andreas to tell their side of the story, ensuring each had the opportunity to speak without being interrupted. Both participants were actively encouraged to recognize and express the emotions they felt when the incident took place as well as during the retelling of the conflict. Andreas expressed the shock and anger he felt when he realized that George had revealed his secret to someone else. He stated that it had made him rethink their whole friendship, as he now viewed George as someone who could not be trusted. George, on the other hand, was upset and angry that his best friend was prepared to put aside their friendship without, he felt, giving him the opportunity to justify himself, or even apologize. In order to keep the discussion on an even keel, and to establish that they had correctly understood the roots of the conflict, the mediators asked leading questions, reframed and summarized each viewpoint. When emotions started running high, the mediators called for a short break, to allow the participants time to find some emotional stability and refresh themselves with water and snacks. The mediation then continued, with a focus on ensuring that the concerns and priorities of both boys had been correctly identified, heard and respected.

STEP 3: Options and Agreements

The next stage involved the mediators asking whether the participants, having expressed their own concerns and heard the other’s viewpoint, were willing to move forward and come to an agreement. The mediators helped them identify points on which they agreed, mainly that the level of hurt and resentment felt by both reflected the importance of the relationship. They then encouraged them to brainstorm possible outcomes of the mediation process which would satisfy both participants and allow them to move forward.

STEP 4: Closure

Finally, the mediators helped Andreas and George prepare and sign an agreement based on the points which they had mutually agreed would help them in their future interactions. They committed to being more mindful of behaviours that might cause the other distress, such as not respecting confidences and refusing to listen to each other, and agreed that should another such incident take place, they would attempt to talk it through rather than allow it to escalate.

The student mediators then wrote their final report and discussed it with the coordinator.

PEER MEDIATION: CASE 3

INCIDENT:

A group of four students was assigned a project for their history class. Their deadline was approaching, so the students decided to meet in the school library to compare notes and do some research. The group leader (Mary) realized that one of the students (Gregory) hadn’t done the preparation and wasn’t pulling his weight on the project. When she confronted him about it, he accused her of being bossy and controlling, both students started arguing loudly and made the rest of the group feel uncomfortable. In order for them to be able to work together and complete the group project, it was recommended that they try to resolve their differences through mediation.

PRELIMINARY STAGE:

The coordinator met with the school mediation group and discussed whether the incident was appropriate for peer mediation. Once it was agreed, two mediators were chosen, and a meeting with the disputants was arranged to take place in the school mediation room.

STEP 1: Introduction and Ground Rules

To begin with, the two student mediators introduced themselves and stated the rules that all the parties would have to follow. They made clear that their role was not to judge or resolve the conflict, but by encouraging the two disputants to actively listen to each other, help them understand the other’s concerns and come to a mutual agreement about how to resolve their issues. They then asked both Mary and Gregory to affirm that they were willing to take part in the process and would respect the rules going forward. At first, both students were rather reluctant to discuss the issue with the student mediators but agreed to take part once they had been reassured about the impartiality and confidentiality of the mediator’s role.

STEP 2: Storytelling and Identifying Issues

Next, the student mediators asked Mary and Gregory to tell their side of the story, ensuring each had the opportunity to speak without being interrupted. Using leading questions, reframing and summarizing statements, the mediators did their best to ensure that each participant was given an equal opportunity to express their grievances and concerns. Both disputants were actively encouraged to recognize and express the emotions they felt when the incident took place as well as during the mediation process itself. Mary admitted that she had perhaps overreacted during the altercation but revealed that the lack of progress on the project was causing her to feel real stress and anxiety, as she was counting on getting a good mark on the project to help with her overall average. Gregory found it difficult to express himself, but eventually revealed that personal issues at home made dealing with homework in general very

difficult. He admitted that school was a way for him to “escape” the problems at home, not a priority, and that he therefore resented feeling pressured and put on the spot by Mary.

STEP 3: Options and Agreements

The next stage involved the mediators asking whether the participants, having expressed their own concerns and heard the other’s viewpoint, were willing to move forward and come to an agreement. They were encouraged to brainstorm various options, encouraged by the mediators to identify which ones would result in both students feeling satisfied with the outcome. Mary and Gregory acknowledged that much of the conflict was due to the underlying stress both were feeling at the time, for which neither was to blame, and agreed to respect the others’ feelings rather than aggravate the situation.

STEP 4: Closure

Finally, the mediators helped Mary and Gregory prepare and sign an agreement based on the points which they had mutually agreed would help them in their future interactions. Both committed to being more mindful of the stresses and pressures the other might be under, expressing any problems or concerns honestly and immediately, rather than letting resentment escalate into conflict. They agreed to continue working on the school project together in such a way that Gregory would be able to do most of the required work at school, rather than at home. The student mediators then wrote their final report and discussed it with the coordinator.

Regua/ Agrupamento de Escolas Dr. João Araújo Correia (AEJAC )

AEJAC

a) e book edition

1. the school mediation theory

2. The Conflict Resolution Resource Guide.pdf

3. STEPS MEDIATION.pdf

2. the school preparation

Project’s implementation at school: https://docs.google.com/presentation/d/11ysDu w8IZlUzyHuhvBqzzvxG496HxVV/edit#slide=id.p1

3. the case studies

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2325984958

4. the local/school activities for school's mediation implementation

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2326012757 (Peer Mediation Training for students)

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2221261366 https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2221263755 (Education Strategy for School Citizenship)

https://youtu.be/aq_Hv9KhRFc (citizenship education) https://youtu.be/U9V4iyXOLCw (Solidarity Projects_School Library) https://youtu.be/JbJ_y7JtvBc (Human Rights_AmnestyInternation) https://youtu.be/nJRNbMGS2KE (United by tenderness Solidarity projects)

5. the international/partnership activities for the school's mediation implementation

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2217707994 (online international activities)

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2221244971 (live and online activities) https://youtu.be/z8NcJRrkw3A (welcome reception by AEJAC’s Principal) https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2221262764 https://youtu.be/PMRlYT2uVIM (Conflict over a cookie_Malta) https://youtu.be/ qbm5oJ0d44 (Conflict resolution in the classroom 1_Malta) https://youtu.be/94aMt Sqmdk (Conflict in the playground_Malta) https://youtu.be/lTbMbROT2EA (Conflict resolution in the classroom 2_Malta) https://youtu.be/ UVcTFr23vU (Testimonials_ Crema)

https://youtu.be/ 9y0ACLxU_w (The role of mediation_ Crema)

https://youtu.be/CPhida9oqCU (Testimonials _ Poland)

https://youtu.be/2n6h6H7ZhKo (students’ moments final video Greece)

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2233614848 (e_newsletter Greece)

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2233616459 (e_newsletter Malta)

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2233616584 (e_newsletter Portugal)

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2233616693 (e_newsletter Italy, Bari) https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2233616793 (e_newsletter Italy, Crema) https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2233616900 (e_newsletter Poland)

6. the results for the school community and for the further local society, the project’s impact & the sustainability https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx

Project’s Impact and Sustainability

The project has had a huge impact on the school community. Firstly, among the teachers who are responsible for the conflict mediation and benefited from the training sessions; secondly, among the students who were able to participate and go through the peer to peer school mediation training. As far as the teachers are concerned, this project provided them with a new theoretical framework and increased skills, especially in terms of understanding conflicts, communication and relationship with students.

Regarding the students, the project made them aware and trained them on mediation issues, providing them with tools and skills at different levels, such as communication and active listening, through simulated practices and role plays or participation in real situation cases.

The project itself has called the whole school community’s attention, mainly the Citizenship Education teachers, to the importance and benefits of peer to peer school mediation, ensuring that some of the training contents were used and dealt with in the Citizenship and Development classes.

It has also enhanced teamwork, not only among teachers and students at school, but also among partners and stakeholders, namely the GAAF (Students and Family Support Office), the Erasmus+ team, the Town Hall and UTAD University. This means the project surpassed the school itself, being recognized by the local community, as well as by the scientific community (Poster presentation at the II Transnational and III International Congress at Minho University), adding value to our Agrupamento, or group of schools.

Project’s Added Value

This project has contributed to the operationalization of some areas of competence of the Students’ Profile by the End of Compulsory Education, which is a common matrix for all schools and educational offers in Portugal, promoting civic engagement and participation.

It has also favoured the decrease of disciplinary occurrences both in the classroom and during breaks, especially in situations of more severe indiscipline and/or school violence. This is of utmost importance for us as the number of occurrences plays a very significant role for the school’s fulfillment of the TEIP aims, which are officially arranged with the Central Administration.

The project’s sustainability, in the future, involves integrating its guidelines and aims into the work of the Innovation Team, combining it with the school’s Mentoring Program. By doing this we aim at extending peer to peer school mediation to a wider group of students, namely the mentors and mentees and/or providing this training over the next three school years to 5th, 7th and 10th graders, meaning every student at school will be a certified conflict mediator. Finally, we intend to integrate peer to peer school mediation into our existing mediation rooms.

https://padlet.com/sofiaoliveirareis/opf6ewlo5wt82dpx/wish/2326006551 (dissemination of the project) b) an advisory manual ⇒ to an e book edition ⇒ why should school mediation peer to peer be recommended to schools?

School based peer to peer mediation is one of the most popular and effective approaches to integrating the practice of conflict resolution into schools.

Peer mediation encourages students to apply conflict resolution skills when it matters most, this is when they are having an argument. This sets peer mediation apart from other conflict resolution models that lack a formal effort to encourage students to use their skills when they are actually involved in a conflict.

The mission of most schools includes helping students develop the knowledge, skills, and attitudes that will enable them to succeed as adults and be part of a better and peaceful world. One of the most important sets of skills is the ability to resolve conflicts effectively. Therefore, communication and listening skills are fundamental to the process.

Peer mediation helps parties to consider the other person's point of view. It is a cooperative effort, so the parties don't have to feel like adversaries.

Reaching an agreement and providing a win win solution that everyone can be happy with involves a lot of effort from both parties and is one of the process aims.

Peer mediation boosts students’ confidence, develops social relationships and leads to a better comfort level within the school.

https://www.youtube.com/watch?v=z8NcJRrkw3A,https://www.youtube.com/watch?v=U9V4iyXOLCw,https://ww w.youtube.com/watch?v=auPNT1HGPbw,https://www.youtube.com/watch?v=aq_Hv9KhRFc,https://www.youtub e.com/watch?v=nJRNbMGS2KE,https://www.youtube.com/watch?v=mur9BkXPFjA,https://www.youtube.com/wat ch?v=RFlAfm3pSfw&t=15s,

Bari/ Convitto Nazionale Domenico Cirillo Scuole

Annesse

C7 FINAL REPORT

Link to the presentation

https://docs.google.com/presentation/d/1gAQDEAKkS6s6shbTzfoTaVY7MJ_i6W4B/edit?usp=sharing&o uid=105335284274906784157&rtpof=true&sd=true

“Cre@tive Conflict Resolution and Peer to Peer School Mediation”

2019 2022

Cirillo School, Bari, Italy

Involved teachers: Mrs. Stefania Cammarota, Mr. Marcello Lanza, Mrs. Teresa Sciarra

Involved students: 20, age 16 18

Our town: Bari https://www.youtube.com/watch?v=N cG4PzpzNE&ab_channel=Comesiviaggia

Our school: Convitto Nazionale “D. Cirillo” https://youtu.be/Hl77Q83Iuls

How our story begins….

In September 2019, our English colleagues Anna Papapicco and her husband Tony Romei informed us that the Erasmus project “Cre@tive Conflict Resolution and Peer to School Mediation” had been accepted by our National Agency and we were partners in a wonderful experience, coordinated by our Greek friends of the 4th General Lykeion of Alimos, nearby Athens, together with other partners from Italy (Sraffa School, Crema), Portugal (Agrupamento de escolas, Dr, Joao Araújo Correia, Peso Da Regua), Poland (VILO School, Bialystock), Malta (Newark School). Our colleagues were delighted to start this new adventure, once again with old and new friends.

Unfortunately, our dear friend Anna was discovered to be seriously sick and could not work anymore, not even for the project. Tony had to look after her and told us to do what we could in order to promote the project and not to miss this extraordinary opportunity, also considering how much he himself and Anna had worked to involve the Cirillo school in this Erasmus.

At the beginning, we thought that we were only temporary contact people of the Cre@tive Conflict Resolution Erasmus project and we accepted to work for it because of the friendship and esteem we felt for Anna. We organized our trip to the 4th General Lykeion of Alimos (Athens), where our coordinator was, from November 18th till November 23rd 2019. Our adventure had already started……

First meeting (teachers): Alimos, 18th 23rd November 2019 https://youtu.be/Ih2UBN570Sw

On the first day, we were welcomed in a very well organized school: all the teachers and the principal and project coordinator, Mrs. Hara Panopoulou, together with Greek teachers and experts, introduced us to the project, which had been implemented in their school for more than 10 years.

We were told that:

Mediation is a way of managing conflict that uses an impartial person to help team members to resolve their disagreements. The intention is to ease workplace tensions before they escalate into something more damaging.

The aim of the proposed project is to enhance creative conflict resolution and peer to peer school mediation skills and techniques in the 6 target school communities through collaborative/cooperative action research methodology…

Overall objective: to contribute to the development of responsible and active students citizens who will build a peaceful and tolerant society where all people grow and thrive. Specific objective: The specific objective of the proposed project is to enhance analytical and creative conflict resolution skills and techniques in our partner school communities and beyond. Particular attention will be given to school mediation as the basic method of peaceful and creative conflict resolution

The first mobility in Athens gave us all useful information to start the project in our Cirillo school (Bari, Italy). The way the project has been organized in the last ten years in Greece was for us something new: talking about conflicts mediation among students and the attempts to solve them is too often taken for granted in our school. In a vertical organization, we look for guilt and innocence and think we can solve the problem with punishments or stuff like that. We learned in Athens that the conflict mediation should be horizontal and students who as volunteers feel the responsibility to help other “peers” in solving their problems have a great opportunity to become adult in a complete sense. Teachers and school directors should only coordinate and collaborate with the whole organization. The dissemination in the theater was really interesting https://drive.google.com/file/d/1RAwnlQaYTu98

and the role play the foreign teachers simulated about a supposed conflict at school was not only a nice entertainment and a way to get to know better other colleagues but also a perfect way to understand how a conflict should be managed, especially among young people. The role play supposed a new and expensive school book had disappeared in a class and a girl was suspected to be guilty by another classmate because she was poor and it was not the first time she had a conflict with this boy.

Project’s activities implementation in Bari

When we came back to Bari after the mobility to Athens, we asked for a meeting with our head teacher and some colleagues who help in the school organization. We introduced the mediation project and we could not deny we had to explain and underline it was something more than a mere psychological help desk. The head Teacher was particularly interested and she promised to help us in every way and to support our initiative. We identified teachers, students and some psychologists who would take part in the project. We soon organized some afternoon meetings with the involved students and some experts and we also tried to involve the families, after having explained the project’s aims. We created an Erasmus corner in the school about conflict mediation and a mediation room where conflicts were supposed to be solved during some meetings.

In Athens we were taught a lot with a very useful training organized in a perfect way, where theory and practice mixed up wonderfully. The possibility to compare our experiences with other European schools and the relationship with all the colleagues was very fruitful.

During our afternoon meetings on Tuesday with the involved students, we tried to play with them proposing conflict situations they were supposed to analyze and solve. We worked in groups and started simulating difficult conflicts they could have with school mates, friends or at home with brothers and sisters. What was really difficult for our students was to be objective in the proposed situation and not to support one or the other side but they managed, especially with the important help of our Marcello Lanza. We started preparing our mobility to Malta, from February 17th till 22nd.

Live mobility in Malta, February 2020 School mediation and inclusion equity skills https://youtu.be/QV9UeSkToMw

Dissemination activity published on the blog of Mediation website: https://brunazzimariella36.wixsite.com/conflict resolution https://drive.google.com/file/d/1A7PNtAAnwjrAhgxkKsdBbmToEm5lby1K/view?usp=sharing

In Malta, we could take part in the mobility with five students, Dorothea Tamma, Flavia Cutrone, Fabiana Tedesco, Domenico Mercurio and Leonardo Mastropasqua, accompanied by Mrs. Rosa Brandonisio and Mrs Stefania Cammarota. It was a great experience for them, who could play a nice role play prepared in our afternoons in Bari about a conflict two boys were supposed to have at school because of a girl. It was a good opportunity to talk about inclusion and equity skills. We discovered, also from the direct experience of our involved students, there is a lot of discrimination at school, like in the rest of our society, because of different social contexts, different languages, political ideals, sexual orientation…it was not easy to manage with all these issues. In the mediation meeting simulations, there were rules to be respected: the mediators should be impartial and what was discussed in the meeting should remain

confidential…we understood how our students had the opportunity to get more and more mature by this experience.

Moreover, in Malta, a melting pot of different cultures, our students had met students and hosting families coming from all over the world and this particular reality fostered a greater inclusion for them and the possibility to overwhelm their prejudices.

Of course we had the opportunity to visit the beautiful island of Malta and its surroundings, like the cute island of Gozo and its marvellous landscapes where some scenes of the famous film “Game of Thrones” were played.

During the last days of our maltese week, we heard that a dangerous virus called Covid 19 had started infecting people in northern Italy but we still couldn’t imagine how much was going to happen with this disease and the consequent pandemic would have negatively changed our lives…..

How to work with the project Cre@tive Conflict Resolution activities during the Covid 19 pandemic

In Italy, everything stopped at the beginning of March 2020 and we had to face a new reality called lock down. For what concerns the school, as soon as we came back from Malta, we could not work regularly anymore. We started a new experience called “distance learning”. At the very beginning, our students were excited about that because it seemed to them a sort of vacation: they could sleep longer, stay at home, pretend to have connection problems if they did not study and stuff like that but, what at the beginning was a sort of dream soon transformed itself into a nightmare. Kids were generally alone at home and they found it particularly hard to respect the new school rules. Our project and our Cre@tive Conflict Resolution activities were particularly damaged by the lock down and the lack of social interaction. If someone needs to mediate a conflict with someone else, they need to look themselves in the eyes, to be physically close to the involved people…..Everything was much more difficult now with human virtual relationships lived only behind a screen. However, we didn’t give up and we met the involved students every Friday afternoon and let them work on civic engagement, social integration, effective communication, empathy and active listening. We started exploiting the new technologies in the best possible way and the students were, as ever, more clever and prepared than us. We had a lot of material because every student worked on every subject and commented about photos, pictures or realized some stories with special online programs like Genially. Here some examples:

School Mediation and Conflict resolution in the perspective of Civic Engagement https://drive.google.com/open?id=1WzoRD_wZ

Reflections on the theme of Exclusion https://view.genial.ly/601fcaec2d8e210d2d259558/interactive content exclusion

Reflections on the theme of Empathy and Communication https://drive.google.com/file/d/1Em

Presentation: Empathy, Exclusion; Communication https://view.genial.ly/601845ea1dd3780d75859aa0/presentation empathy exclusion communication

Our students were really interested in the topics we introduced them and although they passed the whole morning online for the school distant learning, they went on being connected with us for the project every Friday afternoon, overwhelming the biggest problem: how someone could face issues connected with a conflict resolution and how it would be possible to mediate a conflict without meeting physically the involved people: we managed to win the battle, together with our students.

The lockdown was unexpectedly long and the project obtained a further year to work on it because of the extraordinary situation with the pandemic. Every live mobility was unfortunately stopped and put off: in this pandemic time, we met our project partners on line with our students (February 11th, April 15th and June 4th 2021) and we organized some works in groups, where the students, divided in international groups, wrote conflict stories which could end with a resolution and a mediation. We used Zoom, Google and other online platforms to implement the collaborative activities. In every group, there were students from all the 6 involved countries and this helped a lot to improve one’s point of view and keep every mind open. It was important to keep in touch, dreaming about the next possible live mobility, which was supposed to be in Peso da Regua, Portugal, from October 11th to 15th 2021. Dissemination activity on the blog Cirillotimes: article written by the students https://cirillotimes.jimdofree.com/2021/04/20/un erasmus outside the box/

Online Meeting organized by Cirillo on April 15th 2021 https://drive.google.com/drive/folders/0ACCVB_1PeZTNUk9PVA

Online Meeting organized by the 4th General Lykeion of Alimos on June 4th 2021 https://drive.google.com/drive/folders/19ZRIV1742PWc_W3YUnkpizYG10Iblj1q?usp=sharing

Link to the online book: https://read.bookcreator.com/RxnwPJQy1bZhB6Na0N5dCv4mBhp2/Gtk90FUfQ920jxjCqYdf8Q

Live Mobilities after the long pandemic: Peso da Regua (October 2021) and Bari (December 2021)

In Peso da Regua, our students Alessia Fabrizio Salvatore, Renata Micheli, Adriana Capriuoli, Federica Lorusso, Loretta Berardi, Manuela Massafra, accompanied by Mrs. Rosa Brandonisio and Mr. Marcello Lanza, could finally physically meet the students from the other 5 countries and keep in practice what they had previously theoretically learned in our meetings. The topic of the mobility “School Mediation and Conflict Resolution in the perspective of civic engagement and European citizenship skills” was particularly fascinating. Throughout the live mobility, we had the opportunity to engage with other Schools’ experiences about distance learning and share our thoughts and impressions on how to keep on improving this project for the time ahead. Moreover, our students were very happy to join their peers from other countries and new friendships were made effortlessly. In Peso da Regua, all schools were involved in reflecting more profoundly on how mediation techniques and strategies are intertwined when it comes to building social awareness. Thanks to the helpful talks on this topic organized by the host Portuguese School, we appreciated the benefits this project would bring about in terms of social welfare by favouring all the necessary means for peaceful coexistence to take place in our societies. All students

shared their presentations regarding their school environments and the activities they had been performing in the project; students were then invited to work in groups to envisage fruitful ways to encourage the growth of civic engagement with schoolmates and friends. Finally, we were not only introduced to the beauty of the Douro region thanks to multiple excursions, but we also visited the joyful city of Porto, where we had the chance to appreciate the vast cultural heritage of the “Palacio da Bolsa” and its multifaceted environment.

Presentation for the mobility in Portugal https://docs.google.com/presentation/d/17m1P3ncr1hWPnJcsrbatKjmPdh_1pkytlCLGe3USFbM/edit?us p=sharing

Dissemination activity published on the blog of Mediation website: https://brunazzimariella36.wixsite.com/conflict resolution https://brunazzimariella36.wixsite.com/conflict resolution/post/mobility to portugal

The SCME project’s impact and sustainability in our local society (family, school, social and working environment)

In Bari, in December 2021, we organized the teachers’ meeting on the following topic: “School Mediation and Social Dialogue in the School”. The mobility was structured with some workshops and included selected experts and stakeholders. As the meeting involved only teachers, we also had the opportunity to discuss our work in progress, although such a long time had passed by due to the pandemic and the added value for our school we had reached through the project was hard to evaluate. We felt frozen, in a certain sense, and even the physical spaces we had dedicated to the project (a large mediation room where some round tables allowed people to work together, talk one another and move to one table to the other in a very easy and quick way) were temporarily occupied by school classes because, due to the Italian laws, it was necessary to use larger classrooms.

On the first day, December 13th, Mrs. Palma Matarrese (counselor and mediator expert) led a seminar entitled “How to Improve School Mediation. Skills and Tools”, during which we learned a great deal about the art of listening, with a special attention to active listening versus passive listening. We had the opportunity to try out some techniques by working in small groups and performing some role plays. Mrs Matarrese’s intention was to enable us to enlarge our awareness of the students’ needs and emotions when working through a mediation process. Indeed, the whole workshop among teachers was a great help to get to know each other better and to share our personal experience of active listening with friends, students, and colleagues. We also had each school present some problematic case studies regarding conflict management, and for each of them Mrs Matarrese was able to provide her expertise and advise on the best mediating procedure to follow.

On the second day, December 14th, we organized a round table with experts who shared their personal viewpoint regarding School Mediation and Social Dialogue by reflecting on the following question: “How can School Mediation Improve on Social Dialogue & Viceversa?”.

In a nutshell, we had:

1. Mrs. Palma Matarrese (counsellor, mediation expert)

“How School Mediation Improves Interpersonal Relations”

2. Mrs. Giulia Di Nanna (parent & psychologist)

“School Mediation from a Family Perspective”

3. Mr. Don Dass (missionary priest and educator)

“Mediation in the Multiethnic Social Dialogue”

4. Mr. Alex K. Marfo (cultural mediator)

“How Cultural Mediation can Inspire School Mediation?”

5. Mr. Cesare P. De Palma (president of Confindustria BARI)

“The Value of Mediation Skills in the Working Environment”

In each talk, the speakers focussed on how School Mediation may, and ineed does, influence positively on the spread of the Social Dialogue. Both Mrs. Matarrese and Mrs. Di Nanna noted that School Mediation supports the strengthening of interpersonal and communication skills among citizens. This value benefits the community a great deal as it brings about a better psychological growth process to the youth, and an essential improvement to the family background. It also adds more progress to the social interaction within the community, as it was pointed out by Don Dass and Mr. Marko while reflecting on the multicultural aspects of actual societies. Finally, School Mediation is vital for bettering the working environment, as stressed by Mr. De Palma, since it offers the required training in dealing with the variety of conflicts which may arise within the working context.

https://drive.google.com/drive/folders/1 fOTjX6ZJ7oPVlINJOEQ _Nwg8m91h0x?usp=sharing

Virtual Mobility in Crema (February 2022) and in Bialystok (April 2022), Poland

At the beginning of the new year 2022, we thought we could go ahead with the live mobilities, after the beautiful experience in Bari but the pandemic was still there and some partners had serious problems, so that the mobility in Crema was to be organized online for everybody. The topic in Crema was “School Mediation practice Cyberbullying”, a very important and strong problem for so many teenagers, who spend long hours with virtual friends met on social networks or on chats, where cyberbullying is a very common situation. Our students have been working for this mobility about bullying and cyberbullying, particularly under the gender inequality issue. We went on organizing online meetings every Friday afternoon and worked in groups with the supervision of teachers. The winning proposal was a story where some boys made fun and insulted a girl because she had lost some money she had previously collected for a school trip. The students imagined two situations: the first one with one mediator and the second

proposal with two mediators. The chosen one had only one mediator. Here are the links of part 1 and art 2 of the story:

Part 1: Watch my Powtoon: one mediator

Part 2: Watch my Powtoon: one mediator pt.2

The meeting online was very well organized with psychologists and workshops proposed to the students. Our group from Bari prepared some comics on cyberbullying using Pixton. Here is one of the examples:

https://classroom.google.com/c/MTg2MzI0NDIzNDcw/p/NDY3NjYwMjk5NDc1/details https://drive.google.com/file/d/1f7v8R

OyJjKamYTxd3LtSnvrGeOw_hSj/view?usp=drive_web&authuser=0

During the mobility in Crema, the whole Erasmus group was supposed to visit the city of Cremona, famous for the violins, birthplace of Antonio Stradivari, well known all over the world because he was an excellent luthier. This visit was meant to reflect upon the positive role of music for our health and for being a possible way to help in mediating a conflict. After a meeting on line on the role of music, the students wrote their opinions in this padlet prepared by Mrs. Mariella Brunazzi: https://padlet.com/mariella_brunaz/wu0d7c2zzcvkj8po

For the mobility to Poland, unfortunately the group from Cirillo Bari could not take part because of the difficult political situation in Europe, with the war between Russia and Ukraine. The families of the involved students and the school principal were very worried and we got no permission to leave.

We took part online to the Polish meeting, together with our partners and friends from Malta and Portugal. The topic was particularly felt by our students: “Active listening and more…” because listening to others is the first and most important step to communicate, to understand and feel empathy or to respect other opinions. During the meeting, the students could take part in some workshops and listen to a psychologist about the meaning of active listening and the possibility of mediating a conflict. In one workshop, the involved students from Bari should imagine how a conflictual story between a boy and a girl (Basia and Adrian) could find a solution at the end:

The story of Basia and Adrian

students

Active listening (mobility in Bialystok, Poland, April 2022)

the folder:

Added value of the “Cre@tive Conflict Resolution” project for our school

At the beginning of this school year 2021 2022, the first almost normal one after the long pandemic, under our suggestion, together with the help of some school psychologists, we proposed our principal to organize some optional refresher courses for all teachers named “Effective teachers”. We thought we had to start with a renovation from the head of our didactic organization and then, slowly, arrive at the students.

The courses, although optional and at the beginning considered a job duty, were incredibly required after only a few meetings and had soon to be organized in groups, following an alphabetical order of the teachers.

Mrs. Palma Matarrese, one of the counselor and mediation experts who took part in our Erasmus teachers’ meeting and the following round table in december 2021, was one of the referents. The organization society was named “Auramea: the human being at the center of everything” and the meetings were held in italian language.

This structured course started with a smile, a round table for all participants and the fundamental questions:

• How are you? What about this week?

• Did you solve some conflicts at home or at school?

• Please describe in a few words the week you had.

During these afternoon lessons we had every week for 2 3 hours, we learned to know each other better and to understand our students, even the difficult ones, in a deeper way. We could distinguish between a conflict and a confrontation; we should try to be empathetic, to accept and avoid judging the others, to know our students and the people around us better through the Maslow’s pyramid about our human needs:Maslow's hierarchy of needs is a theory of motivation which states that five categories of human

needs dictate an individual’s behavior. Those needs are physiological needs, safety needs, love and belonging needs, esteem needs, and self actualization needs.

Psychological needs: Maslow states that these basic physiological needs must be addressed before humans move on to the next level of fulfillment.

Safety needs: emotional stability and well being, health security, and financial security.

Love/belonging needs: they relate to human interaction and are the last of the so called lower needs. Among these needs are friendships and family bonds; membership in social groups contributes to meeting this need.

Esteem needs: The primary elements of esteem are self respect (the belief that you are valuable and deserving of dignity) and self esteem (confidence in your potential for personal growth and accomplishments). Maslow specifically notes that self esteem can be broken into two types: esteem which is based on respect and acknowledgment from others, and esteem which is based on your own self assessment. Self confidence and independence stem from this latter type of self esteem.

Self actualization needs: Self actualization needs include education, skill development the refining of talents in areas such as music, athletics, design, cooking, and gardening caring for others, and broader goals like learning a new language, traveling to new places, and winning awards.

If we succeed in becoming better teachers, if we solve our private problems, we will reflect our positive attitude on our students, who will be able to mature in a deeper way and manage to solve conflicts and difficulties with their peers.

After the attendance of this course (30 hours), many teachers asked to have some more “lessons” about these issues because every participant understood he/she could develop his/her classroom management skills by using interactive, engaging techniques and reflective methods in order to resolve conflicts and create a positive and safe learning environment: following this course, the teachers have learned how to structure and deliver their teaching in a more practical, impactful and effective way.

Thanks to this course the participants:

o Learn and practice reflective tools for establishing common rules and develop conflict management and resolution skills;

o Develop working methods and approaches for building positive and welcoming environment;

o Analyze and improve current practices to develop a student centered teaching approach;

o Get to know and experiment practical activities, ICT tools and cooperative techniques to use for interactive learning opportunities;

o Learn about the Flipped Classroom approach and concrete strategies to adopt it;

o Develop classroom management methods for personal, social and relational development (e.g. self confidence, team building, leadership…);

o Get an overview of the trending innovative teaching methods and their benefits for the student learning process and attitude;

o Exchange best practices and share experiences about classroom management with teachers and education staff coming throughout Europe;

o Network with individuals and organizations working in the education field in Europe through everyday cooperation and team building activities.

In the future, the Cirillo school will organize a course for “effective students” along the lines of our “effective teachers” course and could recognize it as educational credit or school work alternation course.

Final considerations

We would like to underline that the implementation of the “Cre@tive Conflict Resolution and Peer to School Mediation” in our school, has had a positive cultural fallout in our environment, started almost 3 years ago, has become more and more necessary after the long and difficult pandemic, which has slowly but inexorably transformed our teenagers in more fragile and delicate people: they feel alone, they suffer a lack of communication, they would like to be physically perfect in a world made of superficial appearance, where the virtuality of social networks is much more important than real life and real friends, where many families are not strong and mature enough to face new challenges. At school, we have a great request for psychological paths and many students start private psychological meetings if their families can afford them.

A dangerous fragility is emerging and this fragility makes them weaker: conflicts among young people have become much more frequent and deeper, also as a consequence of the pandemic. In this context, the horizontal resolution of conflicts is of greatest importance. Some thoughts of the students during the pandemic https://docs.google.com/document/d/1xr1ITIlO3oYj2SG_UlBjaQFKG9DjOxvm/edit?usp=sharing&ouid=1 05335284274906784157&rtpof=true&sd=true

When the students came back to school, they prepared a presentation underlining all the problems they had because of the pandemic: https://youtu.be/FcHqTki0k60 this is the video published on YouTube with the title: Back to school

In these last days of June 2022, our students have realized some interviews about their experience with the Erasmus project “Cre@tive Conflict Resolution and Peer to School Mediation”. Here follows the video: https://youtu.be/j0JuwARGwdQ

Thank you so much for the

The Cirillo group from Bari, Italy

VIRTUAL TOURS

INTERACTIVE IMAGE

Implementation synopsis https://1drv.ms/p/s!AoKtP9sJjx5TgXBm2YjSoNC2bCZO?e=HYycvx

Activities inside the school https://1drv.ms/p/s!AoKtP9sJjx5TgXerz9l1gu kCLUH?e=wLQzQd

Activities outside the school https://1drv.ms/p/s!AoKtP9sJjx5TgXodGZn2cc2MxxFi?e=DkQCAv

Impact and sustainability https://1drv.ms/p/s!AoKtP9sJjx5TgXK9o_NEiDS7yOyC?e=ENOnDG

Videos:

Group 1

Group 2 https://youtu.be/a4erCWZzWwk

Group 3

THE ADDED VALUE OF PEER MEDIATION FOR SCHOOL MANAGEMENT

As pointed out with the presentation of our school, Sraffa welcomes students of quite different backgrounds and may be defined as a multiethnic / multicultural microcosm. More than other institutes it is a contest where very divergent needs clash and have to be confronted. In fact like any school is a forced and not chosen context, especially for students who find themselves living and dealing with people who have not chosen. And, in our case, very different from each other for culture, language and traditions. Just because of these factors, conflict is part of the many complex dynamics that our school cannot afford to overlook.

Joining the Cre@t 1ve Conflict Resolution and Peer to Peer School Mediation project allowed us to reflect on the frequent situations of conflict and to grasp not only the negative aspect but also the positive impact, if managed correctly, on the growth and training of pupils. Specifically, thanks to the activities carried out with the pilot group, it has been possible to make the students understand that: at school they learn not only content but above all skills including relational skills, such as the management of conflicts. It is in fact in this context that they experience their own capacity for action, giving themselves objectives and assuming responsibility for them, they can come into conflict with their comrades during this journey and must experiment with strategies necessary for their solution learning how to manage conflict allows them to build their own self efficacy, that is, the perception of being able to deal with and overcome the critical events that occur in life; closely linked to awareness and confidence in their relational and negotiating skills their awareness of how to use useful strategies to address conflict and the recognition of this competence by significant adults, such as teachers, have a decisive impact on the identity building process their school experience could be compared to a kind of structured and structuring mirror in which adolescents learn to see themselves, evaluating what they can do and what they cannot do and building a representation of their future feeling able to manage conflict constructively means feeling able to face a critical situation and give it a positive development. Teachers' recognition of this ability returns its value and helps to define their self efficacy

facing a conflict means experimenting and refining one’s negotiating and solution finding skills, according to the use of problem solving and reasonableness. Searching for common solutions in fact favors cognitive development because the search for solutions involves the use of a logical procedure, capable of taking into account the emotional aspects, which expose it to uncertain outcomes the intersubjective imbalance that is being determined because of the different perspectives assumed by the subjects will involve an intra individual conflict, which, in turn, will allow a new cognitive structuring and knowledge of their emotional dynamics what happens during the confrontational dynamic defines its outcome, but what happens is more important than the outcome itself, which can be a restructuring of the relationship or a break up.

However, the break up is not a problem if it has been decided together and agreement has been reached on this point. This must have made conflict a learning opportunity. Hence the importance of the role of PEER MEDIATORS in supporting the conflicting parties and helping them to evaluate all possible solutions to use conflict as a resource means to be able to put your point of view, to grasp the point of view of the other and to find possible solutions that satisfy both. In short, it means educating to tolerance, that is "the ability to assume infinite perspectives among which the only false is the one that claims to be the only true" (Ortega).

Thanks to this training path the peer mediators have contributed to spread the knowledge that a peaceful solution to conflicts can always be sought and possible. Moreover with their action they have started a process that has allowed to resolve cases of conflict more effectively thus contributing to a better management of a school, Sraffa, that is usually seen as a crucible of difficult situations because of its intrinsic characteristics.

CRE@T1VE CONFLICT RESOLUTION AND PEER TO PEER SCHOOL MEDIATION IMPLEMENTATION

During the first year of implementation after the initial online meetings with the partners and the training event for teachers organised by the coordinating school in Greece a group of about 30 students was involved in the project. They had lessons on the topic taught by two psychology teachers and were trained to be peer mediators for their personal qualities which included good communication skills, respect of their peers, self confidence, empathy, ability to listen actively, leadership potential, willingness to receive feedback, ability to speak in front of groups. As part of the activities they started simulating situations of conflict and possible resolutions through mediation and recorded some videos.

In February 2020 they met their partner peers in Malta. It was the first mobility which was followed by a very difficult period because soon after the pandemic struck Italy and our region, Lombardy, with our area in particular, was one of the most affected.

In the second year during the period of online learning their training continued with a further and more structured learning path about peer mediation and in collaboration the learners made a questionnaire to analyse what their peers thought about conflicts.

The students wanted to find out if their school mates gave conflicts a positive value and judged them as moments of growth and enrichment or if they just considered them as a clash between individuals arising out of different thoughts, attitudes, interests, or needs. Through a questionnaire they also investigated if their peers might contemplate peer mediation as an effective tool to resolve conflicts.

The survey gave them positive feedback on the students’ expectations about the effectiveness of mediation in conflict resolution and they were motivated to continue their activities. To get ready to mediate a real conflict they began to analyse cases and to devise possible peer mediation actions and in groups with their class mates, or with their project partners during international meetings, they created mediation stories and illustrated them with pictures or comics.

In the third year the international groups managed to meet in Portugal, virtually in Crema Italy and just a few of them in Poland. The students were highly stimulated to improve their mediation skills.

Training was mainly focused on cases of bullying and cyberbullying and on how to improve their mediation skills through active listening techniques.

The mediators made brochures to raise awareness of the dangerousness of bullying and cyberbullying among their peers and recorded videos where they role played mediation stories. They also had the opportunity to mediate cases of cyberbullying in a class in Year 10. It was not easy to deal with that class for the students but the school psychologist was there to support them.

The mediators had prepared two role play activities which should have been a sort of brainstorming before starting a discussion. But one of the students, victim of bullying, got particularly upset and there was amoment of confusion. Anyway the mediators managed to catch everyone’s attention with a speech that deeply affected the students and the result was positive.

The activities will continue next year and peer mediation will become part of the curriculum in more than one subject: Psychology, Methodologies in practice, Foreign Languages with reference to the Companion Volume of the European framework for Languages.

SCME PROJECT’S IMPACT AND SUSTAINABILITY

The awareness of the importance of resolving conflicts through civilized dialogue and confrontation acquired by the pilot group has determined the impact and sustainability of the project together with a structured learning path and training course planned by the team of psychology teachers at Sraffa, which will set an example for the other local schools but also for the school network of the health and social care course Sraffa belongs to.

In detail:

 The Peer Mediators are transferring what they have learned both in the school and therefore outside of their class group, and outside into the groups they join after school. There is a shift of the skills acquired in the classroom for peaceful conflict resolution within other environments. In the long term, this will contribute to the spread of tolerance and peace in society as a whole, which is extremely topical in the present circumstances.

 A project of peer to peer school mediation within the school will be devised and implemented starting from next year. It will have the following aims:



DISSEMINATION OF A CULTURE OF MEDIATION

within the school context (head teacher, teachers, families).The target audience for this action will be parents and teachers. The school will organize a conference during the teachers' board at the end of September in order to raise awareness of the project, raise awareness of the topic and bring out the interest in specific training and a meeting with parents to inform them about the project and raise awareness of the topic.

 TRAINING OF A GROUP OF TEACHERS (three psychology teachers). A training course on the theme of conflict as a resource and on school mediation will start in October

 TRAINING OF STUDENTS

Two classes will be involved in learning paths which point out the role of peer mediation in the resolution of conflicts and identification in the same groups of student mediators In collaboration with the team of teachers of the classes in Year 9 and 10 of the health and social care course the psychology teachers have devised two specific interdisciplinary didactic units about youth problems https://docs.google.com/document/d/1KCfEaJS_8g5147JnWtnJnLvwY RpnxmK/edit?usp=sharing&ouid=105362613812921001152&rtpof=true&sd=true and digital education

https://docs.google.com/document/d/1ab7A5ovSU0k8SawzeIle5YeD7ia8NnQ6/edit?usp=sharin g&ouid=105362613812921001152&rtpof=true&sd=true

where peer mediation and the peaceful resolution of conflicts are introduced. During these lessons at least two possible peer mediators will be identified.

 TRAINING OF STUDENT MEDIATORS

The next action will see the implementation of the training course aimed at the student mediators. Students will experiment through simulations in order to be able to better help those school mates who choose to enroll in the mediation space for the management of their conflicts.

The mediators will be offered a path to learn to deal with a conflict, a path that will see them always work in pairs, according to shifts established by the trainers and visible to the entire school.

 GUIDANCE AND MONITORING OF SCHOOL MEDIATION ACTIVITIES

At the end of the training the mediators will start their work in any case always in the presence of external supervision or by the trainers or by a teacher.

The mediation activity will take place during the school hours and this will allow the school to give a clear message to the pupils about the importance that they learn to manage their litigiousness, providing a tool that openly states the idea that conflict is part of the relationship and that there is a need to learn how to handle it in a positive way.

VIDEOS

Group

Vertical factor (activities inside schools)

The project started in September 2019 with online meetings where instructions were given on how to start planning the initial activities with the groups of students involved. The first step was the presentation of teachers and students in the TwinSpace of the eTwinning version of the project. Next a training event for teachers was organised by the coordinating school in Greece in November 2019. The event was focused on the role of mediation in schools, on how to plan a learning path and training about it and how to select student mediators. It was decided to involve a group of about 30 students in the project. Two psychology teachers were asked to train the students starting from highlighting the difference between conflict and contrast and analyzing the Good Conflict Poster to draw up the rules for a good conflict. Subsequently the students simulated situations of conflict and discussed how mediators could support their peers to resolve them in a way that was satisfactory for both parties involved. By observing how the learners were putting the notions acquired into practice the teachers were able to select six peer mediators whose personal qualities such as good communication skills, respect of their peers, self confidence, empathy, ability to listen actively matched the requirements. In February 2020 the pandemic struck Italy and our region, Lombardy, with our area in particular, was one of the most affected. Lessons were carried on online until May 2021.

As for the teachers, online contacts with the coordinator and partners were frequent and allowed to work on the project as required. Meanwhile the contact person created the website of the project, which was kept updated throughout the implementation of project together with the TwinSpace pages of the eTwinning project, and held a workshop about the use of both the website and eTwinning and the TwinSpace.

Links https://docs.google.com/presentation/d/1C0hIH8xxSWgIAcfr9Tmoxe7sIdUsg7aE/edit?usp=sharing&o uid=116943658633882889078&rtpof=true&sd=true https://docs.google.com/presentation/d/1nrx4 KYUqUmLEU8hlQGV_V3B78MTMwk /edit?usp=sharing&ouid=116943658633882889078&rtpof=true&sd=true

Therefore the students’ training continued with a further well structured educational path about peer mediation and its link with civic engagement, and in collaboration the learners made a questionnaire to analyse what their peers thought about conflicts, if they gave them any value and if they had ever pondered the idea of considering them as an essential part of their growth or just a sign of incompatibility between individuals. The results of the survey were analysed and this was an important step since the students were solicited to reflect on them and draw conclusions. The answers showed that the majority of the students who had taken the questionnaire thought that peer mediation could be useful and even required in the management and resolution of conflicts. Thus the trained group understood their work was valuable and was motivated to continue and improve their activities.

Anyway the teachers explained to them they needed practice before actually working with their peers because they might run the risk of facing difficulties during the mediation of a conflict and of not being

able to handle them. Conflicts may become explosive situations and generate unexpected reactions and proper preparation is required. Consequently to get ready to mediate a real conflict the students were asked to analyse cases of varied conflicts and to think about possible peer mediation actions taking into account all the variables that might be involved and in groups with their class mates, or with their project partners during international online meetings, they created mediation stories and illustrated them with pictures or comics. Particularly relevant was the work done during the international online meetings as they gave students the opportunity to share materials and

and look at conflict situations from different cultural perspectives.

After that stage training focused on lessons about the factors and actors in bullying and cyberbullying situations, on the possible mediation actions in cases of bullying and cyberbullying and on how to boost mediation skills through active listening techniques. The mediators made brochures to raise awareness of the detrimental effects of bullying and cyberbullying among peers and recorded videos where they role played mediation stories. A real case of cyberbullying in a class in Year 10 was actually mediated in February 2022. Monitored and supported by the school psychologist the mediators asked some of the pupils to role play two acts of bullying. But one of the students, who had been victim of bullying in the past, got particularly upset and his reaction disrupted the activities. It was not easy to restore order but the mediators managed to catch everyone’s attention with a speech that deeply affected the class. The experience was positive and the activities will continue next year.

Horizontal factor (activities outside schools in the mobilities live or online)

d) the project’s implementation through the LTTAs/mobilities live and online (2019 2022).

We can’t deny that the most memorable events of the project were the mobilities that Sraffa students and teachers had the opportunity to enjoy. They physically met their project partners in Greece (training for teachers) Malta, Portugal (training for teachers), Bari, Poland and Greece (training for teachers) and duringa virtual mobility organised by Sraffa. They were important steps in the implementation of the project during which not only they shared what they had done at school and compared their work and results with what their partners had produced, but also provided information about their country, their culture and education systems.

In Greece the teachers were trained on Mediation and the best practices for successful negotiation. This was a great start of the project since it gave teachers the right tools to act effectively in their school contest.

In Malta the students explained the Education System in Italy and with reference to the main theme of the project how they had been trained at school to become Peer Mediators.

Links

https://docs.google.com/presentation/d/e/2PACX 1vS ykrU47c60cUx7vm6VYwhuzSe07CH0IHXsRwpSZJIL9WKWP wwrijeFnowiQYZmMugLecBX gfz0e/pub?start=false&loop=false&delayms=3000#slide=id.gcb9a0b074_1_0

https://docs.google.com/presentation/d/e/2PACX 1vSAMeQ8IOC_mL0mG4Xo737LucUsgjBBHI Cg9Pm7rtFw_PDhdaWgiK

CW5bN5GNlQR4vXkTv6VJSOcd/pub?start=false&loop=false&delayms=3000#slide=id.gc6f889893_0_0

The presentation of all delegations from the partner countries were followed by workshops where the students worked together in international groups. In Portugal the topic was Mediation and Civic Engagement

https://view.genial.ly/6149e44b9121be0d4929dae5/presentation psychology presentation

The pupils were particularly excited to meet because due to the pandemic the short term exchanges had been postponed. The meeting in Crema was online because of Covid restrictions in the partner countries. Here the focus was the Mediation of cases of Bullying and Cyberbullying https://view.genial.ly/620e849211ec9b0012b06aee/presentation mobility to crema

and How the Process of Mediation could be made easier if supported with proper soothing Music and Landscape or Environment. Collaborating with their partners in online international groups the students managed to produced interesting products on these themes.

Links EBOOK CASE STUDIES + COMIC

https://flipbookpdf.net/web/site/592692b516abeaad94e80b7eceb772bc2b57418a202202.pdf.html

PADLET

https://padlet.com/mariella_brunaz/wu0d7c2zzcvkj8po

VIRTUAL TOURS IN COMFORT LANDSCAPES

INTERACTIVE IMAGE

https://view.genial.ly/62175de4eb12e2001993ad64/interactive image interactive image

The last exchange for the students was in Poland. Unfortunately just three delegations could meet: the ones from Greece, Italy Crema and Poland whereas the groups from Portugal, Malta and Italy Bari attended it online since due to the war in Ukraine they had not obtained permission to move. The theme was Active listening and the students showed what they had prepared https://pitch.com/public/31ef2b7b e9d7 4550 9c40 2823acd0cfd6 about it before starting working in groups and delving deeper into the topic.

The closing meeting for the teachers was in Greece. Here the partners worked together to create an ebook with guidelines for the introduction of mediation in schools and disseminated the results of their efforts also during an event organised by the coordinating school.

Training Event/ Alimos/

2nd on School Mediation by Mrs. Giannatou, Mrs. Saridou, and Mrs. Andriakopoulou;

then workshops on school mediation.

19th November 2019

Mrs Hara Panopoulou International project coordinator and School

Principal

Kick off meeting

Introduction of Dr Eugenia Vathakou the project manager

Agenda points:

1. Aims of the Project/Objectives according to the Application Form

Mobility Tool

Formalities on mobilities

Dates for the next two mobilities

Tasks and responsibilities

20th November 2019

1.Seminar 09:30 12:30: School Mediation. M. Andriakopoulou, Law Studies, Advisory, Certified Mediator, talked on mediation, explained the whole mediation process and presented resolving methods. E. Saridou, LLM Business and Labour Law, International Trade & Commercial Law, Certified Mediator supported M. Andriakopoulou and discussed the types of conflicts and the responsibilities of student mediators. An. Giannatou, Greek Literature Teacher, Principal. discussed a certain bullying case to set a scene of a conflict described the role of a coordinator and the need of training students mediators stated how to select students for mediators what to do to have a successful mediation expectation of a group (written on poster as a suggestion) benefits of being a student mediator benefits for the Mediation Programme Coordinators

2.Workshops 14:30 18:00: Practice Interactive Activities. E. Saridou, LLM Business and Labour Law, International Trade & Commercial Law, Certified Mediator. M. Andriakopoulou, Law Studies, Advisory, Certified Mediator. Participants divided into two groups: Greek Erasmus+ team and participants of partner schools Activity 1 10 steps of mediation to be put in correct order Activity 2 simulated role play on a certain conflict being resolved by means of two mediators

A dissemination event took place at the “Karolos Koun” municipality Theatre. The event was attended by members of the school community, teachers, students, parents, local authorities, national authorities and stakeholders. The event’s concept was focused on a School Mediation project applied some years before at the 2nd Gymnasium of Aspropyrgos and on a documentary of Greek TV analyzing the same topic. The event was joined in by Mr. G. Moschos, the ex advocate for children’s rights. The event was framed by a music concert and songs written by the Greek students Erasmus’ team and by a dancing performance.

As for cultural events, the group visited the Athens Historical Centre, Akropolis place, and the Akropolis Museum. They also went on a day trip to Arachova, Delphi and Galaxidi.

Teachers evaluated the meeting and were fully supported by online materials for implementing the project at their schools.

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Short Term Exchange of Students/ Malta/ February

The meeting was attended by 10 partner teachers, 25 partner students, 5 Maltese teachers and 5 Maltese students.

The visit started with the welcoming speech of the school Principal, Mrs Rosanne Garroni. What followed was a tour around the school premises, a few ice breaking activities and a teachers’ presentation about Malta, the country and life.

The 2nd day was devoted to workshops regarding the topic of the meeting “School Mediation and inclusion equity skills” by experts on mediation for both teachers and students.

On the 4th day, students introduced their schools and presented their own experiences solving conflicts and working on peer to peer mediation. Videos, role plays and PPT presentations were shared to all. Then students worked in international groups.

Another important event was the contest for the project’s best logo. Students voted and the winning logo was made by a Portuguese student who was attending the mobility.

As for cultural events, the group visited Silema, Valleta as well as the isle of Gozo.

Teachers evaluated the meeting and disseminated it via Twinspace.

Day 2

On the second day of activity the morning was dedicated to deepening the main topic of the project: the mediation of conflicts. The students, supported by the teachers, participated in workshops and reflected on possible reactions in real conflict contexts and discussed potential solutions. Once the group work was over, an interesting reflection on the different aspects that converge in the idea of the mediation of conflicts was carried on.

Day 3

On the third day a trip was organised to Gozo, the second largest of the Maltese islands (after the island of Malta) in the Mediterranean Sea, also known as the “Island of the Three Hills” for its numerous conical knolls, which resemble extinct volcanoes.

Gozo is not only hillier but also greener than the island of Malta. Its principal town, Victoria, also called Rabat, stands near the middle of the island on one of a cluster of steep hills in an intensively cultivated area.

Considered to be more fertile than Malta, Gozo depends heavily on agriculture, producing fruit, vegetables, grapes, and dairy products. Fishing is also important, and there is a cottage lace industry, but tourism is fast becoming the most important economic activity.

Gozo is held to be the island of Ogygia, in Greek legend, where the sea nymph Calypso entertained Odysseus

Day 4

On the fourth day in the morning the students from Greece and Italy Bari role played a conflict mediated by peers whereas the Polish team showed two videos they made about the topic.

This activity gave rise to a debate among the students of the entire audience.

Afterwards workshop activities were carried out. Divided by nation and guided by five questions provided by the Greek delegation, the students reflected on the mediation skills acquired during the mobility.

After that, the students were divided into six groups with a representative for each nationality, and they discussed what the next steps to enrich the project could be, especially in view of the meeting in Portugal. In the afternoon the groups and the teachers were split into two groups. Some of the teachers participated in the afternoon recreational activities organised for the students whereas a delegate for each nation participated in a discussion about the Maltese experience and the possible plans for the future.

Day 5

As planned the delegations visited Haġar Qim Temples.

The temple of Ħaġar Qim stands on a hilltop overlooking the sea and the islet of Filfa, not more than 2km south west of the village of Qrendi. At the bottom of the hill, only 500m away, one finds the remarkable temples of Mnajdra. Both sites are included in the UNESCO World Heritage List.

First excavated in 1839, the remains suggest a date between 3800 2200 BC.

The site consists of a central building and the remains of at least two more structures. The large forecourt and the monumental facade of the central structure follow the pattern typical of Maltese Prehistoric Temples. Along the external wall, one may find some of the largest megaliths used in the building of these structures, such as a 5.2m high stone and a huge megalith estimated to weigh close to 20 tonnes.

The building itself is made up of a series of C shaped rooms, known as apses. Walking through the main entrance, one finds a central paved space with an apse on each side.

One of the prehistoric chambers at Ħaġar Qim holds an elliptical hole which is hewn out in alignment with the Summer Solstice sunrise. At sunrise, on the first day of summer, the sun’s rays pass through this hole and illuminate a stone slab inside the chamber.

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Online

Regua/ February

Due to the pandemic in the 2020/2021 school year it was not possible to carry out mobilities. But the schools kept in touch and continued to work online.

Distance teaching and distance learning were the keys to the progress of the project despite the delays

On February 11, 2021, the first of the three planned virtual meetings took place (zoom platform).

was designed for students participating in the project, entitled Cre@t1ve Conflict Resolution and Peer To Peer School Mediation.

The meeting was attended by 5 students and two teachers from each partner school.

Online

On April 15, 2021, the second online meeting for young people

in the peer mediation project took place.

This time, students had the opportunity to integrate in the form of an escape room game (answering questions about individual partner countries in the field of culture, science, geography and cuisine).

Then the students were assigned to work in international groups, where they prepared conflict simulations and its mediation solutions.

Storytelling Activities

GROUP 1

PARTICIPANTS: Manuela Massafra (Cirillo), Gabriela Opońska, Camila Custódio , Farida Mansour, Maria Kobzev, Cake Huadpaknam, Filio STORYTELLING ACTIVITY

TITLE: Alpha in the kitchen CONTEXT:

The group is going to make a school project together. The topic is: women rights. There are two boys in the group who don’t agree with the rest of the group (girls).

There is a group of students making a pamphlet on women’s rights when, suddenly, James started to be rude.

James: I don’t even know why we’re doing this project. Women shouldn’t have the same rights as men.

Christina: Why do you say that? That’s so old fashioned!

Ariana: Yeah, I agree! You have to be more open minded about this situation.

James starts laughing. Tom’s observing this situation and thinks to himself that he should do something about it.

James: Go to the kitchen. Women deserve nothing.

Ariana: Yeah, I’ll go to the kitchen and wait for you to cook for me.

Christina : Oh Okay! So all the things that have been done in the past are useless! A lot of women go through troubles and they’ve been discriminated for what they do.

Tom (mediator): James, why are you fighting with the girls so much? James (only to Tom): Look at Ariana, she’s too strong and independent. Girls normally don’t behave like that.

Tom: James, I know you like her but can’t be so arrogant. It’s not how you get a girl.

James: She’s so bossy, dude.

Ariana to Tom : Why is he so disrespectful? Can’t he handle girls that are superior?

Tom: We are all equal guys. Why do we have to argue about this?

Christina: He is trying to be an alpha male. Am I wrong?

Tom: Guys, let’s finish this fight. Everyone has equal rights and lives their own life. Everyone has their own opinion and we should respect that. It would be better if you keep it to yourself. Let’s get to work :)

GROUP 2

PARTICIPANTS: Leonardo Mastropasqua (Cirillo), Lydia Papadaki

Ania Sawicka, Inês Magalhães, Ilaria Massaro, Ryan Stevens

STORYTELLING ACTIVITY

TITLE: School trip conflict story

CONTEXT: bus to a school trip, the hotel

LYDIA

BEGINNING

There is a girl, Lisa, who has a fight with Mark, Emma, Julia on the bus because they’ve excluded her from their room for the night on the school trip. She was supposed to join that room but they excluded her.

Now she is in a room, crying, and her friend Mia gets really worried about her and asks Lisa about everything she is going through.

ALICE

“Lisa, why are you crying? Come here”

“I don’t want to talk about it”

“Why are you so sad? What’s bothering you?”

Lisa explains she has been excluded from her best friends’ room, replaced by Mark. Mia convinces Lisa to face the question with Mark, Emma and Julia. They knock at the room door. Mark comes to open it.

INES

Mia: “hello, can we talk?”

Emma: “Go out! What do you want?”

Mia: “We have to solve this thing. We have to talk.”

Julia: “Ok. Emma let them come in.”

Mia: “Why did you make this at Lisa?

Mark says: “What thing?”

Mia: “They excluded Lisa to let you come in the room” Mark: ”What?”

Lisa: “I was supposed to be in this room. They replaced me with you. I have never felt so upset and betrayed”

Julia: “We didn’t want to exclude you. We love you, you can be here.”

Mia: “So why did you do that?” Emma: “We didn’t want to tell you this in this situation, but there is something.”

Lisa: “So what is?”

Julia: “It’s hard to say, but we chose Mark because Emma has a crush on Mark. She wanted you away.” Emma: “Shut up please!”

Mark: “What?”

Mia: “Did you know it?”

Lisa: “No, I wouldn’t have a problem with this! You could have told me!” Emma: “We wanted to explain to you when there was not Mark. This is a disaster!”

Mia: “So there was a misunderstanding! Guys you just need to talk! Dialogue solves everything”

Mia and Lisa returning to their room Mia: “Damn it! I liked Mark too!”

PARTICIPANTS: Adriana Capriuoli (Cirillo), Weronica Stasiewicz, Mariem Barhoumi, Matilde Medeiros, Ariana Kountouri, Radoslav Tsanev, Jolanta Desperat

STORYTELLING ACTIVITY

TITLE: Someone isn’t working

CONTEXT: 4 people are developing a project for their history class and they do not have a lot of time to complete the assignment . So they decided to meet at the library but someone isn’t doing his job and so the project is progressing slowly and that starts the conflict between the leader and this boy

Ariana, Weronica , Andrew and Daniel are in the public library to complete their history project about the foundation of the European Union. They have to be quick because the delivery is in a few days. Ariana tells everybody what they need to do and what part of the assignment they have to complete .While all the members of the team are looking around in the library for information Daniel sits on the chair looking at his phone and doing nothing to help.Ariana is furious and she goes to Daniel to discuss the problem but it ends up on a screaming match .Weronica hears the shouting and goes to try to settle down things due to being in a public library.Weronica escorts the couple out after she tells them that they need to keep quiet .

W Would you mind telling me what happened and why were you yelling at the library, Ariana?

A Daniel isn’t doing any work and we have a deadline to meet which is in a few days!!

D. I am not doing any work not because I don’t want to do it but because I can’t

W. Why can’t you ?

D I am not feeling so well today and i do not have the energy to do the assignment

W Then why didn’t you said that before ?We could have helped you with your research we will pass you all the notes on what you need to find

D. Thank you so much you guys are the best

A. I am truly sorry i should have asked what was wrong before I start screaming

After the discussion is over and the problem is solved Ariana hugs Daniel.

GROUP 4

PARTICIPANTS: Loretta Berardi (Cirillo),Julia Trusiewicz (Poland)leonor rebelo(portugal), Nefelh Akareph(Greece), Latifa Bel Arsa (Crema)

STORYTELLING ACTIVITY

TITLE a matter of taste

CONTEXT: We have a situation where each one of us has lived, which is spending the night at our friends house like every summer.

In a living room we see three boys and two girls hanging out: The names of the girls are Maria and Alexandra and the boys are named Kostas, Leonardo and Pietro. Now it is time toget some music on! Maria goes straight to the aux cable to play Kety Perry’s last song but also Kostas was about to connect his Spotify to the Radio:

Kostas turns to Maria and says:”Hey move away, I want to connect my Spotify to the radio! We’re all tired of your stupid pop music!”. Maria, looking down, goes to sit in the corner of the living room, moving away from everyone else in the room: Alexandra notices her mortified face.Then Alexandra tries to read the room and notices that this is about more than just music. She remembers that Kostas was very interested in Maria but she didn’t exchange his feelings... here’s the reason for his behaviour! Alexandra decides to invite Kostas and Maria in another room, in order to have a neutral place to talk about the situation without other ears listening. Alexandra asks them to talk about the matter between them and share their thoughts because silence is never a good solution; Kostas starts telling that he felt embarrassed to be together with Maria, whom he was in love with but she didn’t seem to care about him. Maria tells that she was not interested in having a relationship with him, but he didn’t understand that she still wanted to be friends with him: she didn’t want to end their friendship! Alexandra also explains that being rude, judging her music taste because of a previous quarrel is not the right solution to solve a conflict, but also Maria should have told him before, without trying to avoid this conversation. Maria and Kostas apologize to each other: Kostas accepts to continue their friendship but now he wants to put on some Rap to spice up their night! “Before you create another conflict, create a shared playlist and take turns!!!”

GROUP 5

STORYTELLING ACTIVITY

TITLE: A Volleyball match CONTEXT: Exclusion

It was just a normal monday in school, everything was perfect and nobody thought it would change. The teacher organized a volleyball match and everybody was happy and thoughtthat it was a good idea. One group excluded a boy thinking he was useless and he can’t play. Then the boy heard what they said and felt sad, angry and useless, as a consequence he attacked the other players. The teacher saw what happened and tried to calm down the situation and find the best solution to solve the problem. The teacher stopped the game and try to move away the fighters and said that:

T:It is better to find a solution and talk about the problems that we have. And then ask the excluded boy to say his point of the situation. Peter: after their words I felt sad and useless and I tried to do my best and help my team to win the game.

Jhon: And how can we win the game with this useless boy in our team?

Philip (captain): We can't say that people are useless because everyone is special and gives the best in different things. the team: we can play with Peter and if john doesn’t want to play with Peter, he can sit on the bench and watch the game.

Jhon: Okay, now I understand how Peter feels and I decided we are all one team and play together and of course win!

T: If we all agree we can return to the match and enjoy the game.

GROUP 6

PARTICIPANTS: Flavia Cutrone (Cirillo) Weronika Wojtkowska, José Borges, Sonia Pedrazzini, Melina pagoulatou

TITLE: "Normal school morning"

STORYTELLING ACTIVITY:

The conflict took place at school in the classroom, the teacher decided to create groups for a school project.

Sofia is excluded from the peer group, because she is shy and quiet. There are two mediators: girl Emma and boy James. The group considers that Sofia is too shy and doesn't say more about the project, and doesn't give many good ideas. The mediators invite them into the mediation room to resolve the conflict.

Emma asked two parties to explain the conflict, and try to find out why Sofia is excluded from the project.

Emma: Sofia, what happened? Why are you excluded from the group?

Sofia: I'm too shy and I think that’s the reason why they excluded me. But I have many good ideas for this project and I want to share them. James: Why are you excluding Sofia from the group?

Jessica: We don't want Sofia in Our group, because she is shy, So she can't explain the lesson in front of the class.

The girls talked together about the problem and Sofia admitted that she is already working on her shyness and she wants to present the project herself in front of the class to finally deal with your shyness. They start the work all together.

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Online

Alimos/ June 2021

third online meeting for project youth took place on June 4, 2021.

the integration game, the students, were assigned to work in international groups (just as in the previous edition of the meeting), where they continued to work on simulated stories about conflict and peer mediation. Each group presented their story in the form of a report on the

Workshops : Storytelling keep on going, school mediation and EU citizenship”

Hosting School: 4GELA/GR

Time: 10:00 CEST

Activity’s link: https://minedu secondary2.webex.com/meet/kabouk

The online activity took place on Cisco Webex platform and lasted approximately 3 hours. The link above was shared among the students involved and the Erasmus partner teachers on demand.

GUIDELINES

10:00 (CEST time): All participants entered the main room.

· The Erasmus Coordinator greeted the participants.

· Mrs Boukorou explained how the workshops were carried out.

10:15 : The students entered the breakout rooms and work for 1,45 hour. Each student, whose number has been assigned by their own school, entered the corresponding room + one teacher from each partner school (for example, Room 1/breaking out session 1: all the number 1; Room 2/breaking session: all the number 2, etc.)

Once in the groups, after the students introduced themselves (name and school), the student from Greece nominated as Coordinator proposed a starting point for the storytelling activity and sketched the composition frame of the story.

was a student Writer/Secretary who kept notes of the essential parts of the story, and then this student was also the Presenter of a short report of the story when back into the main Room. The teachers supervised the timing and supported the students. The story included a conflict between parties, one or two mediators, mediation and resolution of the conflict.

12:00 h: All students and teachers came back into the Main Session. The Presenters of each group briefly reported the story created by their own group (10 minutes maximum per report).

h: Farewell and conclusion of the activities.

Activity’s Output

C3

Short Term Exchange of Students/ Regua/ Octobre 2021

The meeting was attended by 10 partner teachers, 31 partner students, 10 Portuguese teachers and 15 Portuguese students.

After the welcoming ceremony by the school Principal, Mr. Salvador Ferreira, a few ice breaking activities took place as well as a tour around school and a reception event in the Town Hall.

The students worked in international teams from day 1. The groups were assigned a task named “Kiss and Make Up”, which was divided in 3 different parts, corresponding to 3 different days. The aim of the activity was to brainstorm, recall peer to peer mediation steps, solve the conflicts accordingly and role play them in the end.

The 2nd day was devoted to workshops regarding the topic of the meeting by 4 teachers from AEJAC (Mrs. Ana Comenda, Mrs. Helena Ventura, Mrs. Martha Fernandes and Mrs. Sofia Reis) and 2 Phd teachers/experts from UTAD University (Mrs. Ana Paula Monteiro and Mrs. Inês Relva).

On the 4th day, students presented both the work done in their home schools concerning the topic of the meeting and the “Kiss and Make Up” role play. The certificates ceremony took place after the students’ presentations.

As for cultural events, the group visited the Douro Museum, Galafura, Casa de Mateus in Vila Real, Lamego Sanctuary, a wine estate in Douro Valley and Porto.

Teachers and students evaluated the meeting and disseminated it via Twinspace.

Day 1

On Monday 11th the Mobility in Peso da Régua started with the presentation of the schools with videos created by the pupils, then a student performed two songs created for the project that were appreciated a lot.

Then the head teacher of the school introduced the weekly activities and thanked all the partners.

Next some ice breaking games were suggested: Kahoot about Portugal and other countries involved in the Erasmus+ Project order the dialogue Grammar test Future tenses https://learningapps.org/view6434631 Numbers in ecology https://learningapps.org/view6596593 Augmented reality 3DQR

After the introductory activities the delegations visited the school and were then taken to the Town Hall were they were welcomed by the Mayor.

In the afternoon students and teachers from all partner schools went on a trip to Galafura, where the pupils worked in small groups and prepared the activities for the next days.

Day 2

On the second day Martha Ferdandes, one of the English teachers at AEJAC, introduced “Escola Secundária João Araújo Correia” activities in the field of conflict mediation, she gave an insight into Portuguese education and focused on “Civic engagement and conflict mediation:

from government education policies to school practice”. Then she illustrated the project “Dress a girl around the world”.

The morning activites also included two contributions by the University of Tras of Montes and Alto Douro in Vila Real:

“Sibling conflict resolution from home to school” Ines Moura De Sousa Carvalho Revla, University of Vila Real Portugal; “School Mediation: a culture of peaceful coexistence” Ana Paula Monteiro, University of Vila Real Portugal.

In the afternoon the delegations visited the Douro Museum, where they participated in an interesting group activity called “Babel”, a funny project focused on the importance of all languages and different cultures.

Day 3

On the third day a trip was organised to Vila Real. The Erasmus+ group went on a walking trip around the town, tasted a typical dessert in the famous Pastelaria Gomes, visited “ Palacio do Mateus” and “Quinta do Vilar” after climbing a difficult path.

Vila Real, the capital of the Tras o Montes province, is located above the confluence of the Rio Cabril and the Rio Corgo.

The most famous building to visit, located about four kilometers east of Vila Real, is the Palacio do Mateus used as a holiday home by the Portuguese royal family during the sixteenth and seventeenth centuries. The Palacio do Mateus, which is featured on bottles of well known Mateus rose wine, was built in 1745 to a design by the fashionable Italian architect, Nicola Nasoni.

With a striking Baroque facade, an ornate balustrated stairway, granite wings, rooftop statues and a garden that boasts an impressive thirty five meter cedar tunnel, the Mateus Palace is considered by many to be one of the best country houses in Europe and a near perfect example of Baroque architecture. In 1971 the Mateus Palace became a private foundation and now hosts various music concerts, art exhibitions and literary prizes.

Other buildings of interest in Vila Real include a fifteenth century Gothic cathedral, once part of a fifteenth century Dominican monastery, the Baroque Igreja de Sao Pedro, with its ceiling of carved and gilded wood and the Baroque Capela Nova, also attributed to Nicola Nasoni, which features an outrageous Baroque facade and eighteenth century Azulejos (hand painted tiles).

Vila Real flourished as a result of the wine and port trade, which used to be headquartered here before moving to Porto. Every year on the 28th and 29th June a huge market takes over the streets of Vila Real to celebrate the Festa e Sao Pedro.

Vila Real is well placed to explore the Parque Natural da Serra do Alvao, with its lush valleys and towering mountains.

Day 4

On the fourth day in the morning the students from all the partner schools showed with a digital presentation the work done the previous year to be ready to mediate conflicts and the link between conflict mediation and active citizenship.

After the presentations the students performed what they had planned on Monday in Galafura in small groups and simulated the mediation of conflicts whereas the teachers had a meeting to plan the next steps of the project.

In the afternoon the delegations visited Lamego.

Day 5

On the last day the Erasmus teams visited the city of Porto.

Porto, Portuguese Oporto, city and port, northern Portugal. The city lies along the Douro River, 2 miles (3 km) from the river’s mouth on the Atlantic Ocean and 175 miles (280 km) north of Lisbon. World famous for its port wine, Porto is Portugal’s second largest city and is the commercial and industrial centre for the zone north of the Mondego River. The historic centre of Porto was designated a UNESCO World Heritage site in 1996.

Porto is chiefly famous for the export of the wine named for it, a popular fortified wine usually served after meals.

As for culture, the city has a university (founded 1911), district archives, museums including the Soares do Reis National Museum (prehistoric and Roman artifacts, sculpture, paintings, and numismatics) and one for contemporary art in a striking Art Deco building, an opera house, a fine arts school, a symphony orchestra, and several scientific institutes. A concert hall, designed by the Dutch architect Rem Koolhaas, opened in 2005. Other contemporary public buildings include the county hall, university hospital, and football (soccer) stadium.

https://school mediation.eu/wp content/uploads/yliko/C3 Portugal/Presentations/Erasmus_Webinar_meeting%20R%C3%A9gu a_AEJAC.pdf

https://school mediation.eu/wp content/uploads/yliko/C3 Portugal/Presentations/Newark_Presentation.pdf

https://school mediation.eu/wp content/uploads/yliko/C3 Portugal/Presentations/Vilo_Presentation.pdf

https://school mediation.eu/wp content/uploads/yliko/C3 Portugal/Presentations/Kiss%20And%20Make%20Up%20Activity.pdf

woman and the teacher who was the former coordinator of the project in Cirillo school. Then, reports on previous mobilities were made.

Regarding teacher training sessions, the 1st one, entitled “How to improve school mediation? Strategies and Tools” was delivered by counsellour and mediator expert (Mrs. Palma Mataresse). Teachers from all partner schools then presented “Conflict Resolution in School a case study” and were given advice and guidance by the mediator expert.

On the 2nd day, a “Round Table” event took place regarding the topic “How can School Mediation Improve on Social Dialogue and vice versa?” The panel of lecturers included a counsellor and mediation expert (Mrs. Palma Matarrese), a parent and psychologist (mrs. Giulia Di Nanna), a missionary priest and educator (Don Dass), a cultural mediator ( Mr. Alex K. Marfo) and the president of Confindustria BARI (Mr. Cesare P. De Palma). What followed was a group debate over the question: “Can School Mediation Make Better Citizens?”

On the 4th day, an open discussion on further development of the project occurred. Then the group went on a tour around school and the meeting ended with the certificates ceremony.

As for cultural events, the group visited the Old Town, the City Hall, the Media Centre as well as Polignano a Mare, the Grotte di Castellana and Alberobello.

Teachers evaluated the meeting and disseminated it via Twinspace.

First day was delivered by counsellour and mediator expert Mrs. Palma Mataresse. Teachers from all partner schools then presented “Conflict Resolution in School a case study” and were given advice and guidance by the mediator expert.

Alimos Conflict Resolution in School A Case Study

Alimos School Mediation and Social Dialogue

AEJAC Conflict Situations

Bari Case Study A Good Idea

Crema Conflict Resolution in Schools A Case Study

Malta Conflict Management and Mediation

Vilo A Case Study

Day 2

On the 2nd day, a “Round Table” event took place regarding the topic “How can School Mediation Improve on Social Dialogue and vice versa?” The panel of lecturers included a counsellor and mediation expert (Mrs. Palma Matarrese), a parent and psychologist (mrs. Giulia Di Nanna), a missionary priest and educator (Don Dass), a cultural mediator ( Mr. Alex K. Marfo) and the president of Confindustria BARI (Mr. Cesare P. De Palma). What followed was a group debate over the question: “Can School Mediation Make Better Citizens?”

Palma Matarrese School Mediation

Di Nanna

don Dass

Group Activity Group1

Group Activity Group2

Group Activity Group3

Day 4

On the 4th day, an open discussion on further development of the project occurred. Then the group went on a tour around school and the meeting ended with the certificates ceremony.

Online Mobility

Crema/ February

Lombardy, as well as a video tour around school. Then each school made their presentations on Bullying, Cyberbullying and the role of Mediation.

On the 2nd day, psychologists Mrs. Laura Zampirolo and Mrs. Ramona Bombelli delivered presentations on bullying, cyberbullying and mediation. Then students were lodged in 7 breaking out sessions and work on a bullying case study they wrote an analysis and created a comic using Pixton app. The meeting went on with a presentation on the relation between natural landscapes and human wellness by Mr. Alessandro Carelli, a landscape architect.

The 3rd day started with the students finishing the comics of the bullying case study on Pixton app. Then the psychologist Ms Amelia Grioni was introduced and interviewed by the students about the benefits of Peer Mediation. What followed was the intervention of a music therapist, Ms Debora Tundo, who talked about the beneficial effects of music on the mind and how it can influence the process of mediation and the resolution of conflicts. Then a group of students presented the city of Cremona. All students were then invited to share messages about the soothing power of music and its role in a mediation process on a padlet.

On the last day everyone attended a group activity concerning comfortable landscape pictures. Then a booklet was created with the case study analysis and the storytelling turned to comics. SRAFFA’s students presented a video about Milan and its suburbs. The meeting’s evaluation form/doc followed, shared among participants, was filled in and reposted.

Violence in schools School Bullying The Role of the school mediation

Short

of

The meeting began with the performance of the dance group from Atom Dance Studio. Then the welcoming speech was given by the school King and Queen and the Principal Dariusz Naumowicz. The students prepared an attractive artistic part, which was complemented by the performance of the Greek school and the singing of the song “Imagine” by everyone gathered in the gym and online. The integration was completed by a “Belgian Dance” performed by all project participants. What followed was a presentation and workshop on peer mediation by Ms Joanna Bojarczyk.

The next day was spent on workshops on active listening organized by psychologist Magdalena Popławska and workshops on active listening by a school psychologist Mrs. Anna Czerniakiewicz.

Wednesday and Thursday were dedicated to field projects: the first in the nearby Supraśl, where the group visited the Orthodox Monastery of the Annunciation of the Most Holy Mother of God, the Museum of Icons and participated in workshops organized by the Museum of Printing and Papermaking. The group was interviewed by the local TVP3 television on the implementation of the above project. Then a common integration bon fire was organized; the second field project took place in Tykocin, where the group visited the Castle, the Synagogue, the European Stork Village Pentowo.

The last day of the project was spent on the workshop entitled “Creative problems solving”, organized by the sociotherapist Marzanna Grabarczyk, who inspired us to look at problems differently and how to solve them in an unconventional way. The meeting ended with a summary of the students’ work, thanking for organizing the meeting and the ceremony of handing out certificates. In the evening, a farewell dinner party was held.

]Presentations

Alimos Active Listening

Alimos Greece Find your Type in Disagreement Form

Convitto Cirillo Story

Convitto Cirillo Active Listening

Student’s Presentation on Active Listening

Portugal’s Participation p.1

Portugal’s Participation p.2

Expert WorkShop Script

Techniques for Active Listening Presentation

psychology

Stefania Cammarota, talking about the C5 mobility, Teresa Sciara school mediation training among teachers at the beginning there were not so many teachers and then teachers reflecting on the way the teachers approached the students, training courses for teachers, round table, talk to the people, empathy among colleagues, effective teachers, trying to discuss with the students, analyzing the Marlow, from what point to start this process, sharing ideas with the other teachers, the second round for these activities. If we are not effective teachers

can't have effective students. A dangerous fragility is emerging.

Regua,

Stefania

talking about the C5 mobility, Teresa Sciara school mediation training among teachers at the beginning there

not so many teachers and then teachers reflecting on the way the teachers approached the students, training courses for teachers, round table, talk to the people, empathy among colleagues, effective teachers, trying to discuss with the students, analyzing the Marlow, from what point to start this process, sharing ideas with the other teachers, the second round for these activities, which started yesterday (15.6). If we are not effective teachers we can't have effective students. A dangerous fragility is emerging.

Rebello,

Education/Ministry of Education and Mrs. Theodora Syrma Vice Alimos Mayor.

Greek Ministry of Education Official Permission: SCME Teachers Training Center/4GELA

10:00: Karolos Koun Local Alimos Theater.

Representatives:

1. Mr. Gialouris P., Management Director D’ Athens Department of Secondary Education/Hellenic Ministry of Education.

2. Mrs. Syrma Th., Vice Alimos Mayor / Alimos Municipality.

3. Mr. Falieros K., Vice Alimos Mayor / Alimos Municipality.

4. Mrs. Papakosta D., Erasmus+ KA2 Project Management Assistant / EU Commission / IKY / Hellenic National Agency.

5. His Majesty Mr. Lompart A., Ambassador of Poland.

6. His Majesty Mr. Cuischieri J., Ambassador of Malta.

7. Mr. Kamaris Ph., EU Parliament Athens Office.

Presentations:

Newark School/Malta

Project's

C8

Virtual Mobility/ Bialystok/ April 2022

The meeting was carried out in the Blended formula: two partner schools (Athens and Crema) were hosted physically while the other partner schools (Bari, Malta and Portugal) were connected virtually.

For further information see C6 C6 Short Term Exchange of Students/ Bialystok/ April 2022

SCME Project’s Achievements & Results

I. Project’s main achievements were:

1. Many teachers and students were trained in the mediation method & toolkit.

2. Mediation skills were developed and practiced by both students and teachers.

3. Mediation Culture was finally introduced and disseminated in school communities and beyond.

4. Teachers and Students developed & improved their ICT & foreign language skills.

5. The project’s innovative methodology, combining theory and practicing conflict resolution, brought closer teachers and students as members of a team who shared experiences and developed key life skills for their school and their community.

6. During the meetings and activities interactive methodologies were applied and creativity was boosted.

7. Not only the students who participated in the project worked and collaborated but also a certain part of the school community took part and got involved in it.

8. Finally, the project’s greatest achievement and certainly its most significant & humanitarian added value were that during the hard lockdown period it strongly supported teachers & students all around the partner schools mainly online, and then when back to normal through the live activities. Students & teachers were enthusiastic & were empowered by keeping in touch with their Erasmus mates. Maybe this sounds a bit romantic, far enough from EU numbers and statistics, but that was really the case we experienced: the project and its procedures (that never though stopped all along), helped all participants to overcome the season’s harshness and get the feeling of still being capable to communicate, to cooperate, to interact, & also get the feeling of belonging to a common destiny more than ever.

II. Project’s main results were:

1. 57 Teachers were trained, and 280 Students almost were trained in total on school mediation.

2. Mediation groups were established in schools and are meant to keep on operating permanently as long as conflict situations are on board in schools or whenever on demand.

3. An e book where all project materials & procedures were listed, including theory and good practices guide as well as project evaluation results.

4. A School Mediation Teachers Training Center was established at Alimos, Athens/Greece under the auspices of the local authorities, Greek Ministry of Education & Alimos Municipality, where teachers will have by

application the opportunity to follow further Mediation Training by experts and then disseminate the school mediation method into their own schools.

5. The project’s Materials were communicated by schools’ websites, social media, EU platforms, chatrooms, vlogs, photos, videos, press releases, e book case study, e newsletter, a good practices guide, different kinds of performances (e.g. role play, dancing performance, already composed project's song and performed).

6. Erasmus Corners at all Schools.

Project’s Implementation: Evaluation e book Reporting

• LTTA C1 : C1/EVALUATION REPORT

• LTTA C2 :

C2/EVALUATION FORM.doc

C2/EVALUATION FORM.docx

C2/EVALUATION FORM.docx

C2/EVALUATION FORM.docx

• LTTA C3 : C3/REGUA after/FOLLOW UP/31.10.2021

• LTTA C4 : https://docs.google.com/forms/d/1bPOFOLD36He2jK_aaXF Y3uCHydC

OPr9M3bwalFMmo/edit#responses

• LTTA C5 : https://docs.google.com/forms/d/17Juqq41naLUnGBdqzBPTyqpt2ivoxdo2ZxMQ06z5NXs/edit#responses

• LTTA C6 : https://docs.google.com/forms/d/1Q2FtW6eld3imRqvJ5DhFHGRLBrq3Q4o

KL4XZAzu7TY/edit#responses

• LTTA C7 : https://docs.google.com/forms/d/1kKUAIkcOr

vqzdoFa4GRQ1ZmfiHVTTHGmpZtwsAvGBU/edit#responses

• LTTA C8 : https://docs.google.com/forms/d/1Q2FtW6eld3imRqvJ5DhFHGRLBrq3Q4o

KL4XZAzu7TY/edit#responses

Websites

Erasmus+ KA229 2019 22 EL01 062543 Cre@t1ve Conflict Resolution and School Mediation Peer to Peer Official Greek Website

https://school mediation.eu/

Erasmus+ KA229 2019 22 EL01 062543 Cre@t1ve Conflict Resolution and School Mediation Peer to Peer Official Website

https://brunazzimariella36.wixsite.com/conflict resolution/partner organisations

Facebook Group

https://www.facebook.com/groups/1142095315996046

E Twinning

https://school education.ec.europa.eu/en/etwinning/projects/cret1ve conflict resolution and peer peer school mediation

YouTube Channel

https://www.youtube.com/channel/UCQjfBqKRZ6vnq7A4dEP5XVA

Partner Schools’ Websites

https://www.4lykeioalimou.gr/ https://vilo.bialystok.pl/

https://aejac.pt/ http://www.convittocirillo.edu.it/ https://newarkschoolmalta.com/ https://www.sraffacrema.edu.it/