School Reconciliation Service "Road to Peace". topic material. School Reconciliation Service Program Reconciliation Meeting

Municipal budgetary educational institution

Tyumentsevskaya basic comprehensive school

Tyumentsevsky district of the Altai Territory

Head teacher

T.F. Kaluzhin

Order No. 20 dated 08/30/2013

Escort program

School Reconciliation Service

The program was made up of:

Baklykova E.V.

Tyumentsevo 2014

Explanatory note.

At school, children spend most of their time interacting with huge amount people and often face situations when you need to make a decision on your own (without the participation of parents: advice or initiative), without postponing. It turns out that our children learn to live in school. Many parents and educators cite independence as one of the qualities they believe our children need. But at the same time, adults forget that the condition for the formation of that very independence is to provide the child with the opportunity to solve difficult issues on his own, to find ways out of conflict situations. It seems to the people around the teenager that if an independently made decision is implemented, the student will “break wood” and therefore, out of good intentions, we hasten to suggest a way out of the situation, or even actively participate in resolving it. At the same time, each adult pursues his own goal: the teacher - maintaining discipline and high rates of behavior of children at school, parents - to avoid calls to school, to be able to tell relatives, friends, colleagues, etc. about the success of the child.

And what does the teenager want in this situation? Satisfy your needs: to be heard, understood, to prove that his word is worth something. There is a completely legal way to give him such an opportunity, when the regulation of the conflict situation is carried out with the participation of a third party. This activity is called mediation.
Mediation - special kind activity, which consists in optimizing, with the participation of a third party, the process of finding by the conflicting parties a solution to the problem, which allows to end the conflict. Mediation is one of the most ancient and universal methods of conflict resolution.

To resolve various kinds of conflicts (not only school ones), it is possible to use the method of mediation. The family reconciliation program is about overcoming injustice in intra-family relations, since it is in the dysfunctional family that the causes of deviant behavior of a teenager are often laid. In this case, the task is to overcome the destructive interactions of its members in general for the family. A family crisis may require deeper forms, such as family therapy, but a reconciliation program will provide an opportunity for family members to take a step towards realizing the need for their own efforts and changes. Another example of using this method is a school conference (conflict resolution between classes, student and class, class and teacher).

Based on the above information, it can be concluded that in modern society there is a need to create a School Reconciliation Service, in which this method of conflict resolution is widely used.

This program reveals the structure of the work of this service in MBOU Tyumentsevskaya OOSh.

The purpose of this program is the socialization of students through the technologies of constructive communication (the formation of a legal culture).

Priority tasks:

ensuring a collaborative relationship between teachers and students;

Target group: students, employees, parents of students of the Tyumentsevskaya secondary school.

Course content :

1 theme - School reconciliation services.

The training is an analysis and discussion of the features of the work of the reconciliation service at school. The psychological, pedagogical and socio-legal aspects of the work of this service are considered. - 1 hour.

2 topic: "Conflicts and their settlement"

People's reactions to conflict. Defense mechanisms and self-justification. Values ​​and interests of the parties to the conflict. Methods of responding to conflicts and delinquency of adolescents by specialists and institutions, their impact on the participants in the conflict. Strengthening (exacerbation), displacement and constructive resolution of the conflict. How to translate the conflict into a constructive channel. Mutual understanding-2 hours

Topic 3: Mediation as a way to resolve conflicts.

Restorative mediation: principles and goals. position of the mediator. How to transfer responsibility for finding a solution to the parties to the conflict. Stages of dealing with conflict in the process of restorative mediation - 1 hour

4 topic: "Meeting with the participants in the conflict to transfer responsibility to them"

How to properly offer mediation. Introductory words of the mediator. Workshop "Preliminary meeting and transfer of responsibility" with the parties to the conflict. Work in mini-groups, demonstration and general discussion of each mini-group - 1 hour.

5 topic: Workshop on mastering emotions.

Temperament. Mastering techniques for managing your emotional background, definition external signs emotional state of a person. Working with strong emotions (resentment, anger, fear, etc.). Shame: Stigmatizing or Reintegrating - 2 hours

Topic 6: Workshop "Communication skills of the mediator".

Active listening, paraphrasing, summarizing, reflecting, deconstructing,The training examines in detail the process of communication, the difficulties arising from conflict communication that a mediator may encounter, “normal” communication and restorative communication as an activity to restore understanding, mastering the technique active listening.

The training develops communication skills necessary for the successful implementation of rehabilitation programs. - 2 hours.

7 theme: "Conciliatory meeting of the parties to the conflict."

Features of the conciliation meeting. Workshop "Conciliation meeting". Work in mini-groups, demonstration and general discussion of the result. - 1 hour

TOTAL - 10 hours

Required documentation:

Regulations on the School Reconciliation Service (Appendix No. 1).

Charter of the School Reconciliation Service (Appendix No. 2)

Case register (Appendix No. 3)

Registration card (Appendix No. 4).

Conciliation agreement (Appendix No. 5)

This program is designed for 1 academic year. Accordingly, the following work plan for the School Reconciliation Service was drawn up.

Work plan

School Reconciliation Service

for 2014-2015 academic year G.

2014

Submitting Information to the School Website About the School Reconciliation Service

October 2014

Performance at classroom hours with a story about the work of the school reconciliation service

October - November 2014

Registration information stand, release of booklets on ShSP

October - November 2014

Carrying out awareness-raising work among parents

December 2014

Meeting of members of the reconciliation service

2nd week of each month

Collection of applications for consideration

During a year

visit District Court

February 2015

Conducting reconciliation programs at the request of inspectors of the Department of Internal Affairs of the ODN with the provision of reports on the restoration work carried out by the latter

On request

Summing up the work of the service

May 2015

Thematic planning training course for mediators.

2. Conflicts between parents and children.

3. Conflicts between teachers and students

4. Conflicts between a student and a group of students in the same class.

5. Conflicts between two students of the same class.

6. Conflicts between parents and the class teacher.

7. Task "Like in a fairy tale"

8. Task "Staging"

9. Fixing.

Mediation as a way to resolve the conflict

Empathy. Theoretical basis. The task "Change the ending".

Task "Change Roles"

Meeting with parties to the conflict to transfer responsibility to them

Workshop "Preliminary meeting and transfer of responsibility"

Mediator's communication skills

1. Theoretical aspects.

2. Task "Be careful"

3. Task "Long-short"

4. Task "Listen and repeat"

5. Task "Free translation"

6. Task "Cunning cipher"

7. Task "Why"

8. Task "Guess"

9. Task "Summary".

10. Fixing.

Emotion management

1. Theoretical aspects.

2. Task "Funny Faces"

3. Task "Transformation"

4. The task "Sad smiles"

5. Task "What do we feel and why?"

6. Task "Compliment"

7. Task "Declaration of love"

8. Task "Bad-good"

9. Fixing.

Conciliation meeting of the parties to the conflict

1. Theoretical aspects.

2. The task "Louder!"

3. Task "One of two"

4. Task for processing the paraphrasing technique.

5. Fixing.

TOTAL

Bibliography
1. Zedgenidze V. Ya. Prevention and resolution of conflicts among preschoolers: a manual for practitioners of preschool educational institutions. - M.: Iris - press, 2006. - 112 p.
2. Konovalov A. Four steps towards restorative work with school space // Restorative juvenile justice. Digest of articles. M.: MOO Center "SPR", 2005, p. 113

3. Konovalov A.Yu. School Reconciliation Service and Restorative Relationship Culture: A Practical Guide. /under the general editorship of Karnozova L.M. - M.: MOO Center "Judicial and legal reform", 2012. - 256 p.
4. Lukmanov E. V. Psychology of school conflict// Handbook of the deputy director of the school. - №5 - 2008. - p. 61 - 67.
5. Ovchinnikova T. S., Pavlovich G. A. Reconciliation service in an educational institution. - Tyumen: Publishing house of the entrepreneur Zayakin V.V., 2008. - 54 p.
6. Ovchinnikova T. S. Technology of restorative justice in social -pedagogical activity. - Tyumen: Tyumen Publishing House, 2006. - 29 p.
7. Workbook of the leader of restorative justice programs, SPR Center -31p.
8. Modern conflictology in the context of a culture of peace. Moscow, 2001. - 415 p.

9. School service of restorative mediation (reconciliation). System for training mediators. Grades 5-9: practical exercises, training sessions / ed. - comp. O. A. Uvarova. - Volgograd: Teacher, 2014.
10. School reconciliation service: from idea to action // Pedagogical Review - November 2010 No. 10 (107) p. 8-9
11. Schneider L. B. Deviant behavior of children and adolescents. - M.: Academic Project, 2005 - 336 p.

Applications.

Application No. 1.

Position

about the School Reconciliation Service

1. General provisions.

   1. The Reconciliation Service is a social service at the school based on the volunteer efforts of students.

      The Reconciliation Service operates on the basis of the current legislation, the Charter of the school and these Regulations.

Goals and objectives of reconciliation.

1. The purpose of the reconciliation service is to promote crime prevention and social rehabilitation of participants in conflict and criminal situations based on the principles of restorative justice.

   The tasks of the reconciliation service are:

   1. Conducting reconciliation programs for participants in school conflicts and situations of a criminal nature.

      Teaching schoolchildren methods of conflict resolution.

3. Principles of activity of service of reconciliation.

3.1. The activity of the reconciliation service is based on the following principles:

3.1.1. The principle of voluntariness, which offers both the voluntary participation of schoolchildren in organizing the work of the service, and the mandatory consent of the parties involved in the conflict to participate in the reconciliation program.

3.1.2. The principle of confidentiality, which implies the obligation of the reconciliation service not to disclose the information received during the course. The exception is information about possible damage to life, health and safety.

3.1.3. The principle of neutrality, which prohibits the reconciliation service from taking the side of one of the participants in the conflict. Neutrality implies that the reconciliation service does not clarify the question of the guilt or innocence of a particular party, but is an independent mediator helping the parties to find a solution on their own.

4. The procedure for the formation of a reconciliation service

4.1. The reconciliation service may include schoolchildren in grades 7-10 who have been trained in conducting reconciliation programs.

4.2. The head of the service may be a social pedagogue, psychologist or other teaching staff of the school who is entrusted with the responsibility of managing the reconciliation service by order of the school principal.

4.3. Issues of membership in the reconciliation service, requirements for schoolchildren who are part of the service, and other issues not regulated by this Regulation may be determined by the Charter adopted by the reconciliation service independently.

5. The order of work of the reconciliation service.

5.1. The reconciliation service may receive information about cases of a conflict or criminal nature from teachers, students, school administration, members of the reconciliation service. The Conciliation Service makes a decision on the possibility or impossibility of conciliation programs in each specific case independently. If necessary, school officials are informed about the decision.

5.2. The reconciliation program begins if the conflicting parties agree to participate in this program. If the actions of one or both parties can be qualified as an offense, the program also requires parental consent.

5.3 If a conciliation program is planned at the stage of inquiry or investigation, then the school administration is notified of its implementation and, if necessary, coordination with the relevant internal affairs bodies is made.

5.4. Negotiations with parents and officials are conducted by the head of the reconciliation service.

5.5. If the conflicting parties have not reached the age of 10, the reconciliation program is carried out with the consent of the class teacher.

5.6. A reconciliation program cannot be conducted on the facts of offenses related to drug use and extreme cruelty. Persons with mental illness cannot participate in the reconciliation program.

5.7. The Reconciliation Service independently determines the terms and stages of the program in each individual case.

5.8. If in the course of the conciliation program the conflicting parties come to an agreement, the results achieved are recorded in the conciliation agreement.

5.9. If necessary, the conciliation service sends a copy of the conciliation agreement to the school administration.

5.10. The Conciliation Service exercises control over the fulfillment of the obligations assumed by the parties in the conciliation agreement, but is not responsible for their fulfillment. If there are problems in fulfilling obligations, the conciliation service helps the parties to understand the causes of difficulties and ways to overcome them.

5.11. If necessary, the reconciliation service assists in providing participants in the reconciliation program with access to social rehabilitation services.

6. Organization of the activities of the reconciliation service.

6.1. The reconciliation service, in agreement with the school administration, is provided with a room for gathering and conducting reconciliation programs, as well as the opportunity to use other resources of the school - such as equipment, office equipment, stationery, media and others.

6.2. School officials assist the reconciliation service in disseminating information about the activities of the service among teachers and schoolchildren.

6.3. The Reconciliation Service has the right to use the services of a psychologist, social pedagogue and other school specialists.

6.4. The school administration assists the reconciliation service in organizing interaction with social services and other organizations.

6.5. If the conciliation program was carried out on the basis of a fact on which a criminal case was initiated, the school administration should request that the conciliation agreement be attached to the case file, as well as other documents as materials characterizing the identity of the accused, confirming voluntary compensation for property damage and other actions aimed at making amends for the harm caused to the victim.

7. Final provisions.

7.1. This provision shall enter into force upon approval.

7.2. Changes to this provision are made by the principal of the school at the suggestion of the reconciliation service or school self-government bodies.

Application No. 2

Charter

School Reconciliation Service

General provisions

1. School Reconciliation Service - voluntary self-managed public organization teenagers.

2. The Service is created and operates in accordance with the International Convention "On the Rights of Man and the Child", the Regulations on the School Reconciliation Service.

Goals and objectives

1. Purpose: socialization of students through the technologies of constructive communication (formation of a legal culture).

2. Priority tasks:

creating conditions for the implementation of reconciliation programs for participants in school conflicts;

self-expression of each member of the service through participation in the work of the Service;

ensuring collaborative relationships between teachers and students;

early prevention of offenses and crimes.

Motto, symbols, principles of activity of the Reconciliation Service

1. Motto " Peace to our home"

2. Service symbol -"Dove of peace"

3. Basic principles of activity:

principle of voluntariness

confidentiality principle

principle of neutrality

Conditions and procedure for admission to the School Reconciliation Service

Service members are students in grades 6-9

Regulations on adult members of the Service

1. Adults in school reconciliation are responsible for protecting the rights of the child.

2. Adults must organize the activities of the children to achieve the goal of the service.

3. Adults are the main assistants of children in the activities of the service.

4. Introducing children and adolescents to universal human norms, the formation of tolerance.

The School Reconciliation Service contributes to:

Support for socially significant initiatives of adolescents, the development and implementation of social projects, the development of volunteering (volunteering).

Functions and powers of the School Reconciliation Service:

Organizational.

Executive.

Outreach.

Methodical.

Within these functions, the school service has the following powers:

represent the school reconciliation service in front of the children's collectives of the school, the teaching staff, the parent community, in public and state structures;

plan and conduct conciliation meetings;

study, analyze and promote interesting work experience;

make decisions on issues of public life of the school reconciliation service.

Rights and obligations of members of the School Reconciliation Service:

1. A member of the School Reconciliation Service has the right to:

any student of grades 6-9 of the school, high school student or adult who is interested in the activities of the organization, who considers the activities of such a service useful, recognizes this Charter, and also takes part in the activities of the organization, can become a member of the reconciliation service;

participate in the planning and adjustment of the activities of the service and the implementation of the adopted plan;

preserve and develop the traditions of their team;

participate in the work of school authorities;

admission to the Reconciliation Service is carried out on a voluntary basis;

equal rights and obligations;

to protect their rights and interests.

2. Members of the School Reconciliation Service are required to:

fulfill all the requirements of the Charter and take an active part in the activities of the School Reconciliation Service;

not disclose information obtained during reconciliation programs, with the exception of information about the possible harm to life, health and safety;

be an independent mediator helping the parties to the conflict find a solution on their own.

Final provisions

1. This Charter shall enter into force upon approval

2. Changes to the Charter are made by the head of the Service at the suggestion of the members of the Service.

Application No. 3

Application No. 4

Registration card

In the places indicated by the squares, ticks are placed.

Application No. 5

CONCILIATION AGREEMENT

Participants in the recovery program (mediation, community circle, school conference, family conference) represented by:

held a personal meeting at which they discussed the situation, consisting in the fact that

________________________________________________________

and came to the following conclusions (arrangements):

________________________________________________________

_________________________________________________________

To check the fulfillment of the terms of the agreement and notify mediators of their successful completion will be

_________________________________________________________

__________________________________________________________

A meeting for an analytical conversation will take place (place, date, time)

__________________________________________________________

To prevent this from happening again in the future, we agreed to do the following.

___________________________________________________________

1. We understand that a copy of this agreement can be transferred to the administration and other persons interested in the solution. The mediator will not tell anyone what was discussed at the conciliation meeting.

2. If this agreement is not honored and we continue to have problems, we agree to return to mediation.

Surnames, names and signatures Date

Program #1
(This is the first reconciliation program conducted in Russia)
The source of information : Voronova Daria, as a witness to the conflict
Presenters: Voronova Daria, Shestakova Maria, Efanov Vladimir, Reunov Sergey
The plot of the situation : Conflict between teacher and student.
A student in a Russian language lesson while the teacher was explaining was doing his own thing. The teacher saw this and asked: “What, does anyone care about what I write on the blackboard?”, To which the student replied “Yes!”. In the course of the further conflict, the class also took his side. The teacher got angry and wrote a report to the director, in which, in fact, an ultimatum was expressed: either the boy leaves the school, or the teacher does not lead this class, which will be left without a Russian.
The course and result of the program:
Preliminary meetings were held in which the girls talked to the teacher and the boys to the teenager. The curator E.S. Durova also spoke with the teacher. The parties agreed to reconciliation saying that they want to settle the relationship.
At the reconciliation meeting, the teacher said that she was upset and offended, but admitted that she got excited. She expressed a desire to speak with the student. The student regretted what he had done. He apologized because he did not want to continue the conflict. The parties managed to express their feelings and reach mutual understanding about what had happened. The teacher was able to return to work in the classroom, she took the report from the director.

Program #2
The source of information: a statement from the mother of one of the participants in the conflict, which the class teacher sent to the reconciliation services.
Presenters: Voronova Dasha, Saidov Ayubjon, Konovalov Anton Yurievich
The plot of the situation: Many years of conflict and fights between three girls of 7 "A" class: Vera and Leroy on the one hand and Lisa on the other.
Vera and Lera expressed their dissatisfaction with aggressive behavior, and also because she takes their things. Also, according to them, Lisa periodically strives to get something first, They want to remove Lisa from the class to a parallel one, motivating this by the fact that “she will be better there” and “we are suffering, even if that class will suffer.”
Lisa is very emotional and falls behind in her studies because of her illness (as a result, she is 2 years older than her classmates). Her claims were that they take her things, offend her verbally and physically.
Thus, the conciliation meeting began in a situation where one of the parties did not actually express its desire to participate. In addition, Lisa needed the help of a psychologist. However, we decided to hold a meeting.
The course and result of the meeting :
Lisa said that she was very offended by such an attitude from the girls, that she really liked the class, that she wanted to stay in it. And that she apologizes to the girls for her harsh behavior. She is also glad, and that, finally, she was able to speak out. The change in the relationship between the girls was noticeable by the change in their postures. Both parties easily came to an agreement not to take each other's things without permission. However, the question of Lisa's control of her emotions remained insoluble.
All participants of the meeting in the form of a brainstorming session proposed different variants how they "drop" negative emotions. Of all the options, Lisa said that she would just turn around and walk away from the situation. When asked if she could really leave and if it would help her, Lisa said she would try. Since here the issue of self-control was already beyond the scope of Liza's responsibility (due to her psychophysical state), it was decided to stop the meeting and meet with Lisa's parents to clarify the situation (which was later done).
A week later, host Dasha Voronova contacted Vera and Lera. They said the situation had returned to normal. Liza met with the class teacher and warmly thanked her for the fact that for the first time in these years she was given the opportunity to speak. She said that everything was fine and that it was much easier for her in the classroom.

Program #3
A source: boys statement (Ruslan and Sasha)
Presenters: Khegay A., Zueva A.
Plot: For four years, the guys (Ruslan and Sasha) regularly called names of girls, which often ended in fights. The guys said that Natasha often interferes in the affairs of the guys and takes personally what does not apply to her. Girls, having no recognition in the class, react very painfully to what is said about them.
The boys are not interested in learning and they are frankly bored in the classroom. When they talk about girls, they make all sorts of vulgar and other unpleasant comparisons. It's not that they want to offend them (they say that about everyone), but simply that it is perceived harshly only provokes them. This is what causes the disassembly at change. Older brothers, friends, etc. are involved in the showdown.
The course and result of the meeting:
The preliminary meeting was aimed at recognizing one's own responsibility for what is happening. The fact that only they themselves, and not the administration (which I have repeatedly contacted) or my brother (fights help for a maximum of a week), will be able to understand what is happening and change it.
An interesting detail: I passed the program in the program. The next day, the "strelka" (fight) was to take place. We found out that the reason for this was misunderstood information from their mutual friend. After that, right during the program, the guys called this person and realized that the information was distorted. Strelka has been cancelled. After that, they agreed that, if possible, they would check each other's rumors.
The meeting was long, 4-5 hours, with several breaks. The most understanding participants were selected, and the conversation with them was based on their stories, and then followed by a request to tell the comrades what they understood.
The boys realized that girls are offended when everyone else is fine, they recognized that it was their behavior that caused this, and recognized it as unfair. The girls realized that the boys did not want to offend them, but said that they perceive such an unpleasant public discussion as an insult.
But they could not find a solution on their own (and the hosts were not going to suggest), so the meeting did not come to a clear result. Most likely, the reason is that they wanted someone else to answer for the injustice, and not themselves.

Program No. 4
A source : Information about the situation came from the parents of one of the parties.
Leading People: Khegay Anna, Konovalov Anton Yurievich
The plot of the situation: Kolya was registered with the police for fighting. According to his father, Kolya was constantly bullied at school for three years by a classmate Andrei. IN last time Andrei torn Kolya's notebook, for which Kolya chased Andrei and hit the boy in the nose, injuring him. Moreover, this happened in the presence of a teacher who led the children back to the classroom. Andrei and his parents went to the emergency room, from where they informed the police and Kolya was registered.
After that, Kolya's father wanted to "hush up" the case, but a few days later the teacher took Kolya out in front of a meeting of all the students and said: "This is our main bully." After that, constant nitpicking began for Kolya, as a result of which he was forced to leave school. By the time of the appeal, Kolya was already studying at another school.
Progress and results of the program
Kolya at the preliminary meeting said that he felt wrong that he hit Andrey in the nose, because this is not the way to resolve conflicts, and that he would like to apologize. But at the same time, on the other hand, Andrey's behavior does not suit him, and he does not know what to do with these.
Andrei also agreed that it was better to part in peace.
The issue of compensation for damages was not raised by the parties (because the damage was not severe).
The conciliatory meeting was attended by Kolya, Andrei, Kolya's father and Andrei's grandmother. The boys and hosts were seated around the table, with the parents on the couch at the back.
The conversation began with Kolya's story about what happened and his feelings about bullying, a crumpled notebook, a torn jacket, etc. However, Andrei said to all this that he had nothing to do with it, that this was typical behavior in their class towards Kolya, and that Kolya himself was to blame for everything.
To the host's question, what kind of actions Kohl caused such a reaction, Andrey could not answer.
Since the emotions between the guys began to heat up again, the presenters took Andrey to another room for a confidential conversation. There, Andrei said that he did not feel guilty, since Kolya himself was to blame and "everyone does it." However (upon returning to the room) to a direct question: does he consider such actions fair, Andrey, after much thought, replied that he did not. He admitted that the consequences of his actions for Kolya were unpleasant and that Kolya was worried about this.
After that, the parties were asked how they want to resolve the relationship and correct the injustice. Kolya suggested going to McDonald's together. And Andrei was silent for a long time at first, and then he said that it was quite enough just to talk in private and find out the relationship. Since by that time strong emotions subsided, a dialogue began between the guys about a way out of the situation, and it became clear that the parties were able to constructively negotiate, the hosts suggested that they go to another room and resolve all the issues themselves.
The boys returned calm and said that they had agreed on everything.
In the meantime, tea was put on the table, and the parents were invited to the table (who said that the main thing for them was that the boys themselves reconciled). Kolya's father asked what in his son's behavior provokes fights, but Andrey could not single out anything that would distinguish Kolya from the rest. Thus, there was no answer to the question about not repeating such situations in this school (in connection with Kolya's transfer to another school).
At the table, the guys were already calmly talking to each other, but the main sign of reconciliation for us was the following fact: when Andrei's grandmother said that he was going to leave, he said that he would go only with Kolya and would wait for him. So the guys left together, which can serve as a sign of reconciliation.

LIST OF USED LITERATURE

1. Rustem Maksudov, Anton Konovalov. School Reconciliation Services. Ideas and technologies. M: MOO Center "Judicial and Legal Reform", 2009.

2. School reconciliation services. Methods, research, procedures. Collection of materials. Compiled and executive editor N.L. Khananashvili. M: New Eurasia Foundation, 2012. - 90p.

3. VESTNIK RESTORETORY JUSTICE, No. 9, 2012 (Reconciliation practices: past and present). M: MOO Center "Judicial and Legal Reform", 2012.

Today Reconciliation Services

On November 22, 2019, the guys from the school mediation service "Dialogue" held an event with students of 5 "A", 6 "A", 6 "B" classes, dedicated to the Day Mothers. How often do we say kind words to mom? Do we support her? Help her? Do we trust our secrets? And, after all, mother is the most reliable and devoted friend. She is the first to whom we hasten to entrust our secret. The first to support in difficult times. Mom loves us the way we are.

On 11/16/19, students of the 8th "A" class held an event dedicated to the International Day of Tolerance.

11/15/2019 tolerance lessons were held in elementary school

In the 3 "A" class, the guys were introduced to the term "tolerance". They said that all people should live in peace and harmony.

In the 4th "A" class, the guys made a flower from the most necessary words so that all people understand each other and be polite.

In 2 "A" class, they got acquainted with the word tolerance. Picked up proverbs that characterize this word.

Students of class 2 "B" also figured out what it means to be able to forgive, be friends, how to make peace if someone is in a quarrel.

12/14/2018 in 5 "A", 6 "A" classes there was a conversation about friendship, the power of universal love, understanding. The children drew the eyes of a kind person who loves the world and people, composed fairy tales about love and understanding. We hope that the guys will become kinder, more respectful, learn to forgive and understand each other.

11/16/2018 a social and information event dedicated to international day tolerance "What does it mean to be a friend"

If:

• you got into a fight or got into a fight
• something was stolen from you
• you were beaten and you know the offender,
• you are offended in class, etc.,

you can contact the school reconciliation service.

School Reconciliation Service "DIALOGUE"

Our motto:

"Do unto others asHow would you like to be treated"

Why do schools need mediation?

Adolescents and children of the "risk group" are often involved in conflicts, become perpetrators or victims. The restorative mediation that we use allows teenagers to get rid of resentment, hatred and other negative experiences, resolve the situation on their own (including compensate for the damage), and avoid a repetition of this in the future.

The school environment often does not contribute to the development by adolescents of communication skills, cultural forms of gaining authority and the formation of constructive abilities for interacting with other people, which are necessary for the future life. The kinds of conflict responses commonly practiced by teenagers and teachers often leave genuine conflicts unresolved.

The main goal of mediation is to turn the school into a safe, comfortable space for all participants in the educational process (students, teachers, parents, etc.).

School mediation is needed to resolve problems peacefully, reduce school violence and maintain good relations. In world practice, this is one of the ways to resolve disputes, in which a neutral party, called a mediator, contributes to the development of an out-of-court solution.

Why do parents need mediation?

Mediation allows resolving a conflict by identifying its cause and driving force, preventing conflicts, protecting children and adolescents from aggressive, sometimes rejecting environmental influences, and correcting the behavior of those who have already stumbled. In addition, mediation is a tool to help resolve conflicts between schoolchildren, between children and adults.

Why do children need mediation?

In the process of mediation, each participant, both a child and an adult, both an offender and a “victim”, can count on being listened to, heard, they will try to understand him, he will be able to express his position and vision of the situation, and can also offer their own alternatives for resolving the conflict. Such communication in a trusting, respectful environment creates the necessary sense of security, where a dispute resolution can be created, where the parties can come to an agreement, which, most likely, will be inclined to implement, since they were directly involved in its creation.

In general, we can say the following: in order for children to be able to get out of a difficult situation on their own, it is necessary that they be given the opportunity to participate on an equal footing in conflict resolution, listen to their opinion. Conflict in school, as well as in society, is inevitable; this is one of the conditions for the development of the world. But we must learn to solve it peacefully. Mediation, of course, is not a magic wand that would instantly settle all conflicts. However, through mediation, it is possible to at least to some extent reduce the level of juvenile delinquency. It is possible to resolve disputes and conflicts without bringing them to more serious consequences. That is, it is possible to help children in the early stages so that they do not become criminals or do not get into a difficult life situation.

​ School service reconciliation this:

1. Resolving conflicts by the school itself.
2. Changing traditions of responding to conflict situations.
3. Prevention of school maladjustment.
4. School self-government and volunteer movement of school teenagers.

If you decide to contact the service, then you have to come to Glukhova Alina Sergeevna

After that, each of the participants will meet with the leader of the reconciliation program to discuss their attitude to what happened and their desire to participate in the meeting.

In case of voluntary consent of the parties, the host of the program holds a conciliation meeting, at which the following issues are discussed:

• what are the consequences of the situation for both parties;
• how to resolve the situation;
• how to make sure this doesn't happen again.

If necessary, a plan is drawn up for compensation for damage and socio-psychological rehabilitation of the parties.

At the meeting are performed following rules

1. Since everyone has the right to express their opinion, interrupting talking person it is forbidden. The floor will be given to each participant.
2. At the meeting, you need to refrain from swearing and insults.
3. To avoid gossip after the meeting, all information about what is happening at the meeting is not disclosed.
4. You can stop the meeting at any time or request an individual conversation with the program leader.

Regulatory documents on mediation

4. School self-government and volunteer movement of school teenagers.

1. Distribution among students, parents and teachers of civilized forms of conflict resolution.

2. Assistance in resolving conflict situations based on the principles of restorative mediation.

3. Reducing the amount of administrative response to offenses.

1. Conducting reconciliation programs (restorative mediations, community circles, school and family conferences, etc.) for participants in conflict situations.

2. Teaching schoolchildren civilized methods of conflict resolution and responsibility.

3. Informing students, parents and teachers about the principles and values ​​of restorative mediation.

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Preview:

School Reconciliation Service "Road to Peace!"

Appointment of school reconciliation service.

Adolescents and children of the "risk group" are often involved in conflicts, become perpetrators or victims. The restorative mediation that we use allows teenagers to get rid of resentment, hatred and other negative experiences, resolve the situation on their own (including compensate for the damage), and avoid a repetition of this in the future.

The school environment often does not contribute to the development by adolescents of communication skills, cultural forms of gaining authority and the formation of constructive abilities for interacting with other people, which are necessary for the future life. The kinds of conflict responses commonly practiced by teenagers and teachers often leave genuine conflicts unresolved.

The School Reconciliation Service is:

1. Resolution of conflicts by the forces of the school itself.

2. Changing the traditions of responding to conflict situations.

3. Prevention of school maladaptation.

4. School self-government and volunteer movement of school teenagers.

The SSP considers the following conflicts:

Interpersonal conflicts

obscene insults

Threats

Causing minor property damage

Mutual grievances

Long absenteeism as a result of the conflict

Outcasts in the classroom

Conflicts with teachers, with parents.

Goals of the School Reconciliation Service:

1. Distribution among students, parents and teachers of civilized forms of conflict resolution.

2. Assistance in resolving conflict situations based on the principles of restorative mediation.

3. Reducing the amount of administrative response to offenses.

Tasks of the school reconciliation service:

1. Conducting reconciliation programs (restorative mediations, community circles, school and family conferences, etc.) for participants in conflict situations.

2. Teaching schoolchildren civilized methods of conflict resolution and responsibility.

3. Informing students, parents and teachers about the principles and values ​​of restorative mediation.

Mission of the SSP:

1. Created alternative way conflict resolution

2. Conflict turns into a constructive process

3. Active listening, leadership and other useful communication skills are acquired

4. Relationships between children and adults improve

5. A sense of responsibility for one's choices and decisions is developed, and a sense of personal significance is also enhanced.

School Reconciliation Service (SHSP) in MOU Kologrivskaya secondary general education school established in October 2015. Today it consists of 2 adults.

Supervisor (social teacher) - Lebedeva M.S.
- Coordinator (teacher -psychologist ) – Terentyeva E.V.
They were trained in recovery technologies within 72 hours.

The head of the ShSP developedprogram of training sessions for adolescents of the School Reconciliation Service within the framework of the volunteer movement project "Road to Peace".

To date, 7 rehabilitation programs have been successfully carried out.

Who will be able to enter the Road to Peace School Reconciliation Service?

Anyone can join the School Reconciliation Service: students (grades 7-11) who want to work in the School Reconciliation Service and have completed special training. All participants in the school reconciliation service, both adults and children (they are called mediators, that is, “mediators”) must undergo special training. This training will be organized after candidates wishing to become mediators are identified. After training, teenagers will work under the guidance of an adult curator. Adolescents will conduct meetings between conflicting parties on their own, but if an adult is involved in the conflict, then adolescents are assisted by a service curator or an external specialist.

What are the principles that the school reconciliation service is guided by in its activities.

The principle of voluntarinessinvolving both the voluntary participation of schoolchildren in organizing the work of the service, and the mandatory consent of the parties involved in the conflict to participate in the reconciliation program.

Principle of confidentiality, which implies the obligation of the reconciliation service not to disclose information received during the programs. The exception is information about possible damage to life, health and safety. According to the rules of the meeting, nothing that happened at the meeting is taken outside, as a result of which the participants feel quite safe.

The principle of neutrality, which prohibits the reconciliation service from taking the side of one of the participants in the conflict. Neutrality implies that the reconciliation service does not clarify the question of the guilt or innocence of a particular party, but is an independent mediator helping the parties to find a solution on their own.

Often the parties in conflict cannot talk on their own, because they are overwhelmed by emotions and distrust of each other, they are set up aggressively. Therefore, at the meeting of the parties, a mediator is needed - a neutral mediator leading the meeting - who will neither blame nor defend anyone, will equally support both parties and control the safety of the situation and compliance with the rules of the meeting. At the same time, the responsibility for resolving the situation belongs to the parties themselves, and only they themselves make a decision about their situation. Of course, the parties may not be ready for such a dialogue right away. To prepare the parties for the conciliation meeting, preliminary meetings are held with each participant. At such a meeting, the facilitator gives the participant the opportunity to tell his version and discuss the reasons for what happened, helps to speak out, dull aggressive feelings, become able to listen and perceive the other person, clarifies his needs, considers various possible ways to resolve the conflict, including participation in a reconciliation meeting, and in case of consent to the meeting, agrees to comply with the rules. The purpose of the program of reconciliation of the conflicting parties is to create conditions for a constructive dialogue between the parties so that they understand each other, accept responsibility for what happened and independently develop a joint solution to eliminate the conflict, make amends for the damage done and establish further relationships so as to exclude a recurrence what happened. The host does not persuade the person to participate in the reconciliation meeting.

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WORK PLAN

SCHOOL RECONCILIATION SERVICE

MOU Kologrivskaya secondary school

for the 2015-2016 academic year.

Target: providing psychological and pedagogical, medical and social assistance, prevention of neglect and juvenile delinquency in the Kologrivskaya secondary school.

Tasks:

1. Creation of an information field about recovery technologies and implementation of programs at school.
2. Implementation of recovery programs in work with participants in school conflicts.

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Regulations on the School Service of Reconciliation in MOU Kologrivskaya secondary school.

1. General Provisions

1.1. The School Reconciliation Service is a social service that operates in the school on the basis of the voluntary efforts of students.

1.2. The School Reconciliation Service operates on the basis of the current legislation and these Regulations.

2. Goals and objectives of the School Reconciliation Service

2.1. The purpose of the School Reconciliation Service is to promote crime prevention and social rehabilitation of participants in conflict and criminal situations based on the principles of restorative justice.

2.2. The tasks of the reconciliation service are:

2.2.1. Conducting reconciliation programs for participants in school conflicts and situations of a criminal nature.

2.2.2. Teaching schoolchildren methods of conflict resolution.

3. Principles of operation of the School Reconciliation Service

3.1. The activity of the reconciliation service is based on the following principles:

3.1.1. The principle of voluntariness, which implies both the voluntary participation of schoolchildren in organizing the work of the service, and the mandatory consent of the parties involved in the conflict to participate in the reconciliation program.

3.1.2. The principle of confidentiality, which implies the obligation of the reconciliation service not to disclose information received during the programs. The exception is information about possible damage to life, health and safety.

3.1.3. The principle of neutrality, which prohibits the reconciliation service from taking the side of one of the participants in the conflict. Neutrality implies that the reconciliation service does not clarify the question of the guilt or innocence of a particular party, but is an independent mediator helping the parties to find a solution on their own.

4. Formation of the School Reconciliation Service

4.1. The School Reconciliation Service includes a teacher-psychologist, social educators, school teachers, schoolchildren in grades 7-11 who have been trained in conducting reconciliation programs.

4.2. The head of the service is a social pedagogue, a teacher-psychologist or other teaching staff of the school who is entrusted with the responsibility of managing the reconciliation service by order of the director of the school.

4.3. Issues of membership in the reconciliation service, requirements for schoolchildren who are part of the service, and other issues not regulated by this Regulation may be determined by the Charter adopted by the reconciliation service independently.

5. How the School Reconciliation Service Works

5.1. The reconciliation service receives information about cases of a conflict or criminal nature from teachers, students, school administration, members of the reconciliation service.

5.2. The Conciliation Service makes a decision on the possibility or impossibility of a conciliation program in each specific case independently. If necessary, school officials are informed about the decision.

5.3. The reconciliation program begins if the conflicting parties agree to participate in this program. If the actions of one or both parties can be qualified as an offense, the program also requires parental consent.

5.4. If a conciliation program is planned at the stage of inquiry or investigation, then the school administration is notified of its implementation and, if necessary, coordination is made with the relevant internal affairs bodies.

5.5. Negotiations with parents and officials are conducted by the head of the reconciliation service.

5.6. If the conflicting parties have not reached the age of 10 years, the reconciliation program is carried out with the consent of the class teacher.

5.7. A reconciliation program cannot be conducted on the facts of offenses related to drug use and extreme cruelty.

5.8. The Reconciliation Service independently determines the terms and stages of the program in each individual case.

5.9. If in the course of the conciliation program the conflicting parties come to an agreement, the results achieved are recorded in the conciliation agreement.

5.10. If necessary, the conciliation service sends a copy of the conciliation agreement to the school administration.

5.11. The Conciliation Service exercises control over the fulfillment of the obligations assumed by the parties in the conciliation agreement, but is not responsible for their fulfillment. If there are problems in fulfilling obligations, the conciliation service helps the parties to understand the causes of difficulties and ways to overcome them.

5.12. If necessary, the reconciliation service assists in providing participants in the reconciliation program with access to social rehabilitation services.

6. Organization of the activities of the School Reconciliation Service

6.1. The reconciliation service, in agreement with the school administration, is provided with a room for gathering and conducting reconciliation programs, as well as the opportunity to use other school resources - such as equipment, office equipment, media, and others.

6.2. School officials assist the reconciliation service in disseminating information about the activities of the service among teachers and schoolchildren.

6.3. The Reconciliation Service has the right to use the services of a social pedagogue and other school specialists.

6.4. The school administration assists the reconciliation service in organizing interaction with social services and other organizations.

6.5. If the conciliation program was carried out on the basis of a fact on which a criminal case was initiated, the school administration may apply for the inclusion of a conciliation agreement, as well as other documents in the case file, as materials characterizing the identity of the accused, confirming voluntary compensation for property damage and other actions aimed at making amends for the harm caused to the victim.

7. Final provisions

7.1. This provision shall enter into force upon approval.

7.2. Changes to this provision are made by the principal of the school at the suggestion of the reconciliation service or school self-government bodies.

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Charter

School Reconciliation Service

MOU Kologrivskaya secondary school.

General provisions

1. School Reconciliation Service - a voluntary self-governing public organization of teenagers.

2. The Service is created and operates in accordance with the International Convention "On the Rights of Man and the Child", the Regulations on the School Reconciliation Service.

Goals and objectives

1. Purpose: socialization of students through the technologies of constructive communication (formation of a legal culture).

2. Priority tasks:

creating conditions for the implementation of reconciliation programs for participants in school conflicts;

self-expression of each member of the service through participation in the work of the Service;

ensuring collaborative relationships between teachers and students;

early prevention of offenses and crimes.

Name, motto, symbols, principles of activity of the Reconciliation Service

1. The name of the ShSP: "Road to Peace!"

2. Motto: “Life is given to us for good deeds!”

3. Service symbol:

Children holding hands - a symbol of reconciliation, friendship;

The sun is a symbol of kindness, joy, good mood.

Children go on the road to the sun, to the "peace".

4. Basic principles of activity:

The principle of voluntariness.

The principle of confidentiality.

The principle of neutrality.

Conditions and procedure for admission to the School Reconciliation Service

Members of the service are students in grades 7 - 11

Regulations on adult members of the Service

1. Adults in school reconciliation are responsible for protecting the rights of the child.

2. Adults must organize the activities of the children to achieve the goal of the service.

3. Adults are the main assistants of children in the activities of the service.

4. Introducing children and adolescents to universal human norms, the formation of tolerance.

The School Reconciliation Service contributes to:

Support for socially significant initiatives of adolescents, the development and implementation of social projects, the development of volunteering (volunteering).

Functions and powers of the School Reconciliation Service:

Organizational.

Executive.

Outreach.

Methodical.

Within these functions, the school service has the following powers:

represent the school reconciliation service in front of the children's collectives of the school, the teaching staff, the parent community, in public and state structures;

plan and conduct conciliation meetings;

study, analyze and promote interesting work experience;

make decisions on issues of public life of the school reconciliation service.

Rights and obligations of members of the School Reconciliation Service:

1. A member of the School Reconciliation Service has the right to:

Any student of 7-11 grades of the school, high school student or adult who is interested in the activities of the organization, who considers the activities of such a service useful, recognizes this Charter, and also takes part in the activities of the organization, can become a member of the reconciliation service;

Participate in the planning and adjustment of the activities of the service and the implementation of the adopted plan;

Preserve and develop the traditions of your team;

Participate in the work of the printed organs of the school;

Admission to the Reconciliation Service is carried out on a voluntary basis;

All members have equal rights and obligations;

To protect their rights and interests.

2. A member of the School Reconciliation Service must:

Fulfill all the requirements of the Charter and take an active part in the activities of the School Reconciliation Service;

Do not disclose information obtained during reconciliation programs, with the exception of information about the possible harm to life, health and safety;

Be an independent mediator helping the parties to the conflict find their own solution.

Final provisions

1. This Charter shall enter into force upon approval

2. Changes to the Charter are made by the head of the Service at the suggestion of the members of the Service.

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Preview:

Order

the work of the school service of reconciliation MOU Kologrivskaya secondary school

with a case of conflict

Preview:

Report on the work of the reconciliation service

MOU KOLOGRIVSKAYA SOSH (2015-2016 academic year).

In October 2015, a reconciliation service was established at the educational institution.

aim The activity of the school reconciliation service is to promote the prevention of offenses and the social rehabilitation of participants in intra-school conflict situations.

The school reconciliation service works in two directions: conducting mediations, creating a club of young mediators.

Mediation - these are negotiations with the participation of a third, neutral party, which is only interested in the fact that the parties resolve their dispute in the most beneficial way for the conflicting parties. By participating in the reconciliation program, a teenager who has committed an offense realizes the reasons for his act and their consequences, apologizes and receives forgiveness, and makes amends for the harm caused. The victim - gets rid of negative experiences and the desire to take revenge, is convinced that justice exists. The results of the program, if necessary, are recorded in the conciliation agreement and can be presented at the teachers' council, the Commission on Juvenile Affairs (KDN) and the court for consideration when making a decision.

To organize the activities of the reconciliation service in the MOU Kologrivskaya secondary school, a regulation, charter, plan, and functional duties of members of the reconciliation service were developed. The name was given: “The road to peace!”, the motto was invented: “Life is given to us for good deeds!”, the symbol of the ShSP was invented. The head of the ShSP developedthe program of training sessions for teenagers of the School Reconciliation Service within the framework of the volunteer movement project "Road to Peace",on which classes will be held in the new academic year.

The School Reconciliation Service includes:

1. Supervisor - social teacher Lebedeva M.S., who took refresher courses on the topic "Mediation as a way to resolve conflicts"

2. Teacher-psychologist Terentyeva E.V.

During the existence of the school reconciliation service, 7 conflict cases were considered.

The stand “School Reconciliation Service” was designed at the school, which contains all the necessary information for teachers and students on the work of the reconciliation service.

A booklet on the service of reconciliation has also been developed. It is in every class.

From the beginning of the new academic year, a Trust Mail will be created.

In March, a survey was conducted among students in grades 7-9, the results of which determined the composition of the SSP participants. In the new academic year, we will meet weekly, learn how to conduct reconciliation programs, then students themselves will be able to conduct mediation, training sessions will be held, volunteer work will be done - creating and conducting presentations, publishing wall newspapers, holding actions, creating and distributing booklets, memos, creating their own projects .

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Program

Training sessions for teenagers

School Reconciliation Service

As part of the project of the volunteer movement "Road to the World".

MOU Kologrivskaya secondary school.

Social pedagogue: Lebedeva M.S.

Kologriv

2016

1. Introduction:

• Purpose of the program;
• Program objectives;
• Expected results;
• The principle of selecting students for the School Reconciliation Service;
• Stages of work

2) Description of classes

• Lesson 1: Introductory.
• Lesson 2: The concept of mediation. From the history of mediation.
• Session 3: Principles of mediation.
• Session 4: Stages of restorative mediation
• Session 5: Stages of restorative mediation (continued)
• Lesson 6:
• Session 7: Role-playing the situation (continued).
• Session 8: Qualities of a mediator.
• Session 9: Non-verbal aspects of behavior.
• Session 10: Non-verbal aspects of behavior (continued).
• Session 11: Decision making.
• Lesson 12: paperwork.
• Lesson 13: Final lesson. Generalization. Initiation into peacemakers.

3)Conclusion

4) Literature

Introduction.

Purpose of the program - training of mediators among students of the Kologrivskaya secondary school to resolve conflict situations.

School Reconciliation Service(SHSP) is a team of schoolchildren and adults who, having undergone special training, performs community work at the school to peacefully resolve school conflicts in such a way as to establish mutual understanding, reconciliation and redress between the conflicting parties. The core of this work is the negotiation procedure between the parties to the conflict, called the "reconciliation program" (mediation), where the SSP volunteer or curator acts as a neutral intermediary (mediator).

The reconciliation service is run by teenagers themselves as facilitators with the support of an adult facilitator. This is important because:

• Adolescents know better the situation at school;
• Peers are more trusted and will tell what they will never trust an adult;
• Activities as a leader change teenagers, because they really need to show tolerance, see different points of view, help negotiate;
• This is an element of true self-government, when part of the authority of adults (to resolve the conflict) is transferred to children.

Program objectives:

• Analysis of typical ways of responding to conflicts;
• Mastering the position of a mediator;
• Mastering communication skills;
• Practical training in working with conflicts in role playing Oh

Expected results -changes in the position of the participants:

• Participants of the trainings will get acquainted with mediation technology;
• Participants of the trainings will master the basic skills of a mediator;
• Participants of the trainings will be able to conduct mediation in the Kologrivskaya secondary school, thereby gaining the experience of a mediator;
• A team of volunteers will be formed to disseminate information about the SSP, about healthy lifestyles, about the rights and obligations of students.

The principle of selecting students for school reconciliation service:

The curator conducts a survey, asks students two questions:

1. Which of the students in your class do you turn to if you had a fight with someone, you are in a bad mood, something happened to you? Write this person's last name.
2. At our school, a group of students is created to help students resolve conflicts; who would like to participate in this? If you want, write your first and last name.

As a result, two lists are formed, at the intersection of which interested teenagers are visible, and those who are addressed by classmates. These are the candidates for the group of mediators. These students bring parental permission to participate in the School Reconciliation Service.

Stages of work:

Classes according to the program are held 1 or 2 times a week for one hour. With the mode of operation 1 time per week, the duration of the program is 13 weeks, 2 times - 7 weeks.

The lesson will consist of three stages, and will be held in the formdiscussions, mini-lectures, training exercises, games - activators.

• familiarization of students with programs, approaches, techniques of mediation;
• creation of learning situations and independent work of participants in the form of role-playing games;
• team building games.

The training lesson assumes, in an accessible form for students, an acquaintance with the basics of conflictology, with an analysis of the influence of emotional states on the development of events, with the laws of negotiation.

Lesson 1: Introductory.

Target : getting to know children, including them in work, determining further directions of movement.

Tasks: to inform the group members what we will do at our trainings, to create a calm, friendly atmosphere in the group, to form first impressions of each other.

1. Acquaintance. Exercise "Introduction".

Acquaintance takes place according to the type of "snowball": the first participant introduces himself, calls his inherent quality with the first letter of his name; the second participant repeats what the first said and introduces himself according to the same scheme. The last participant will have the hardest time: he needs to remember and name the names, qualities of all previous participants. The facilitators may assist the participants in this activity.

2. To work in a group, it is necessary to develop rules as follows.

Discuss with the participants what the rules are, why they need to be accepted. Suggest to the group the rules of work in the following order:

Come on time

be positive,

speak respectfully

respectfully listen

Confidentiality

The group can propose its own rules. Discuss and agree with the group on each rule.

3. Exercise: "My name: why was I called that?"

This exercise provides an opportunity to get to know each other better and builds trust. Each participant is invited to give his name, tell why he was called that, whether he likes his name, what is his name at home, at school, how he would like to be called in the classroom.

4. Introduce studentswith a motto, the name of the ShSP, with symbols, charter, functional duties, a booklet, on the agreement of parents to work in the ShSP.

5. "Snake".

Choose one leader. The rest of the children join hands and get confused. The leader must unravel them without tearing their hands.

6.Conclusions.
This activity contributes to the formation of first impressions of each other. Mutual understanding and a common mood for further cooperation are established.

Lesson 2:

The concept of mediation. History of mediation.

Target

Tasks: to form among the members of the group an attitude towards mutual understanding, to give the concept of mediation, to tell about the history of mediation.

1. Exercise: "Greeting".

Warm up exercise. Adjusts to active communication.

Instructions: say hello with your knee, shoulder, nose.

2. Exercise "Rhythm".

Following the leader, the participants in turn repeat in a circle, clapping their hands once, the rhythm set by the leader. The facilitator makes three claps so that the participants understand what rhythm they should keep.

3. Who are mediators?

Mediator - a person who has undergone special training and is able to help negotiate between the victim and the accused (defendant, convicted) on compensation for harm and reconciliation (KR Code of 30

June 1999 N 62 "Code of Criminal Procedure").

4. History of mediation.

The use of mediators to resolve disputes has been noted since ancient times, historians have noted similar cases in tradePhoenicians And Babylon . IN Ancient Greece there was a practice of using intermediaries (proxenetas), Roman law , starting from the codeJustinian (530-533 AD), recognized mediation. The Romans used various terms to denote the concept of "intermediary" - internuncius, medium, intercessor, philantropus, interpolator, conciliator, interlocutor, interpres, and, finally, mediator.

In some traditional cultures the figure of the intermediary was treated with special respect and revered along withpriests or leaders tribe.

Mediation in its modern sense began to develop in the second half of the 20th century, primarily in the countries of Anglo-Saxon law -USA , Australia, Great Britain, after which it began to spread in Europe. The first attempts to use mediation, as a rule, concerned the resolution of disputes in the field offamily relations . Subsequently, mediation has gained recognition in resolving a wide range of conflicts and disputes, ranging from conflicts in local communities to complex multilateral conflicts in the commercial and public spheres.

5. Exercise: "" Communication in pairs from different positions."

The participants are divided into pairs, they must tell about their biography in different positions: they sit with their backs to each other, one sits, the other stands, then vice versa, then both sit. For cotton, they change positions.

Lesson 3:

Mediation principles.

Target : set up for active communication of participants, provide adolescents with the necessary information.

Tasks: to form among the members of the group an attitude towards mutual understanding, to give the concept of mediation, to talk about the principles of mediation (impartiality, confidentiality, voluntariness).

1. Exercise: "Throwing fingers."

Stretch your hand forward, clenched into a fist. On my clap, throw out a few fingers from the fist. The game will end when everyone has the same number of fingers. You can't talk.

Reflection: What helped, what prevented you from completing this task?

2. Principles of mediation.

Impartiality.

The mediator must conduct the mediation impartially and fairly.

The idea of ​​mediator impartiality is central to the mediation process. The mediator should only mediate cases in which he can remain impartial and fair. At any time, if the mediator is unable to conduct the process in an impartial manner, he must terminate the mediation.

The quality of the mediation process is enhanced when the parties have confidence in the impartiality of the mediator.

Confidentiality.

The mediator must not disclose the progress and results of the mediation. Should only report to the manager.

Voluntariness.

Mediation is purely voluntary. No one can force the parties to use mediation, or at least try to do so. Mediation is a voluntary process, it is based on the desire

parties to reach an honest and fair agreement.

Volunteering means:

No party can be forced to participate in mediation.

To withdraw from the process at any stage or to continue mediation is a personal matter for each participant.

Consent to the outcome of the mediation process is also purely voluntary.

3. Exercise "Telegram".

A volunteer is chosen and stands in the center of the circle and closes his eyes. Participants join hands and form a circle. The host says: “we are sending a telegram ...” and at this moment shows with his eyes who will send the telegram. After that, the sender presses imperceptibly the right or left hand of the person standing next to him, he passes the pressure to the next one and so on along the chain. When the pressing reaches the participant to whom the telegram was sent, he must say: “I received the telegram.” The task of the volunteer is to see where the hand is pressed and thus intercept the program. During the exercise, you can not talk.

Lesson 4:

Stages of restorative mediation.

Target: Informing about the stages of conflict resolution.

Tasks: set the participants for active communication, give information about the stages of the mediator's work ( preparatory stage, individual meetings).

1. Exercise "Carousel".

The facilitators invite the participants to form two circles - inner and outer. Those standing in the inner circle turn their backs into a circle, close their eyes and stretch their open palms forward. The task of the outer circle, at the signal of the leader, is to interact with outstretched hands from a given role.

Role options:

• friends who have not seen each other for a long time;
• mother who loves her child;
• a fan who met his idol;
• loved ones who are about to part.

2. Exercise: "Eye contact".

Instruction: you need to use your gaze to establish contact with any participant (for example, wink) on the count of five, you must change places with him.

3. The order of work of the leader in the program of restorative mediation.

STAGE 1. Preparatory

Tasks of the leader (mediator):

After receiving information about the case, determine whether it meets the criteria for work using recovery programs;

Contact the parties by phone and arrange an individual meeting.

STEP 2. Individual meetings

1 phase. Creation of a basis for dialogue with the party.

Task: introduce yourself and the program.

Presentation option:

Good afternoon! My name is (introduce yourself). I came about the situation (…). He gave us information about it (name a person or organization). I am the host of restorative mediation programs (mediator) (you name the organization or service), I do not represent any of the parties, that is, I am not a lawyer and not an adviser. Our organization (service) helps the parties to the conflict organize a dialogue with each other and find a way out of the conflict outside the administration and the director. Participation in our programs is voluntary, so at the end of the conversation you will decide whether you will participate in it. Our conversation is confidential, meaning I will not disclose any information other than your decision to participate or not participate in our programs.

2 phase. Discussion of the situation

Help the person (with questions, reformulation, clarification, etc.) tell about what happened (before the situation, now, after, about other participants, about their states and feelings, about their attitude to what happened and its consequences);

Listen carefully and catch what worries a person;

Help to survive strong feelings;

3 phase. Discussion of consequences

Discuss the consequences of the situation (or may still lead) that the person does not like about it.

4 phase. Finding exit options

Objective: to support the party's acceptance of responsibility for a restorative way out of the situation.

Issues discussed:

What exits are possible from the current situation, and what consequences these exits can lead to;

Have you tried to resolve the situation yourself, to meet with the other side;

Tell about the meeting with the other party (if there was one) or about the possibility of such a meeting;

Discuss meeting with the other party as a possible way out of the situation. Emphasize that the main parties at the meeting are the parties, and the mediator ensures constructiveness and safety;

Offer to formulate a list of issues that the party wants to discuss at the meeting

(set the agenda)

If the party does not agree to the meeting, find out the reasons, offer not to resolve the issue definitively and leave a memo and your coordinates

5 phase. Preparing for the meeting.

Objective: to clarify the forthcoming procedure and encourage the party to accept its role at the meeting.

tell about the format of the conciliation meeting (issues discussed, rules, role of the parties, mediator, legal representatives, the possibility of participation of other persons). When discussing the rules of the meeting, ask if the participants are ready to abide by them; offer to make additions;

If the other party has not yet had an individual meeting, explain her right to refuse to participate in the program;

Explain your role as a mediator in a joint meeting (responsibility for security, coordinating actions, supporting the dialogue). Emphasize the responsibility of the parties for making the decision;

Discuss the list of participants of the future meeting, the preferred time and place of the meeting;

Thank you for the conversation, leave a contact phone number and a memo about the program.

Appendix to lesson number 3

Meeting rules:

1. Do not interrupt - everyone has the opportunity to be heard to the end.

2. Do not insult, so that everyone feels safe.

3. Confidentiality - do not tell others about what happened at the meeting (only the result or the signed contract).

4. Each participant may, if necessary, offer to take a break, reschedule the continuation of the meeting to another day.

5. The mediator may speak with one of the participants in private, as well as the participant with the mediator.

Lesson number 5.

Stages of restorative mediation (continued).

Target: Continue informing about the stages of conflict resolution.

Tasks: set the participants for active communication, give information about the stages of the mediator's work (conciliation meeting), teach role-playing a conflict situation, set an example.

1.Exercise : "General Drawings".

The exercise is carried out in a circle. Participants begin to draw something on their pieces of paper, at the command of the presenter they pass unfinished drawings to the neighbor on the right. Drawing continues until the drawing is returned to its owner.

2. Stages of restorative mediation.

STEP 3. Meeting of the parties

Good afternoon!

Perhaps it was not easy for many to come here, so I thank all the participants of the meeting for their determination to participate in our conversation today.

We have gathered today about the situation that happened to you.

I would like to start by introducing the participants of today's meeting. This is (…), his parents (…), a social worker (…). I am the leader. My name is (…). My helper (…).

I remind you that you are the main participants of our meeting. My task is not to clarify the guilt and not to defend any side, but to help you organize a dialogue and resolve the situation that has arisen. I will remain neutral to the parties.

Our meeting is voluntary. This means that you came here of your own free will and have the right to leave it if you deem it necessary.

In order for us to be able to communicate normally and resolve the situation, I propose to introduce the following rules (I will remind them):

I will ask you not to interrupt the speaker, giving everyone the opportunity to speak to the end;

I will ask you not to insult each other so that everyone feels safe;

Participation in the meeting is voluntary, you have the right to leave it if for some reason you consider your further stay impossible;

The meeting will continue for as long as you see fit. Also, at your request, the meeting can be rescheduled or continued at another time;

During the meeting, each participant (including me) can ask for a separate conversation in private;

I will ask everyone to keep the conversation confidential (do not tell others about what was on the program);

Do you agree with the proposed rules or would you like to make your own suggestions and any additions?

Do you have any questions or can we get started?

I will ask you to turn off your mobile phones during the meeting.

So, I ask you to tell me what you think about this situation.

2 phase.

1. invite the parties to tell their version of what happened and its consequences;

2. invite the parties to express their attitude to what they heard;

3. maintain a dialogue between the parties about the situation and its consequences

3 phase. Discussing and fixing options for resolving the situation

Task: to initiate the search for solutions and analysis of proposals.

Question for discussion: how to resolve the situation?

4 phase. Conclusion of an agreement

Task: to record the achieved results and agreements.

Possible actions of the mediator:

Record decisions and a clear plan for their implementation;

Discuss what to do if the plan is not implemented;

Record a verbal agreement or a written contract.

5 phase. Meeting reflection

Discuss whether the participants are satisfied with the meeting, is there anything left unfinished?

Ask what was important for them to learn as a result of the meeting?

3. An example of restorative mediation for adolescents.

A case from the practice of the school reconciliation service.
(This is the first reconciliation program conducted in Russia).
A student in a Russian language lesson while the teacher was explaining was doing his own thing. The teacher saw this and asked: “What, does anyone care about what I write on the blackboard?”, To which the student replied “Yes!”. In the course of the further conflict, the class also took his side. The teacher got angry and wrote a report to the director, in which, in fact, an ultimatum was expressed: either the boy leaves the school, or the teacher does not lead this class, which will be left without a Russian.
The course and result of the program:
Preliminary meetings were held in which the girls talked to the teacher and the boys to the teenager. The curator also spoke with the teacher. The parties agreed to reconciliation saying that they want to settle the relationship.
At the reconciliation meeting, the teacher said that she was upset and offended, but admitted that she got excited. She expressed a desire to speak with the student. The student regretted what he had done. He apologized because he did not want to continue the conflict. The parties managed to express their feelings and reach mutual understanding about what had happened. The teacher was able to return to work in the classroom, she took the report from the director.

4. Role playing the situation.

Best friends Tanya and Vika made a scandal at the rehearsal school play when assigning roles. Each claimed the main role and did not want to give in. As a result, the class was divided into groups and rehearsals became impossible. A group of students contacted the reconciliation service for help.

Application for the lesson.

Handout

Reconciliation program

Stages and tasks of the program of reconciliation.

Lesson number 6.

Role playing the situation.

Target: creation of conditions for developing practical skills for resolving a conflict situation.

Tasks:

1. Exercise: "MUMU".

Instructions: Stand in a circle. Now I will tell everyone the name of the animal, (it is necessary to remember it) cat, dog, cow, bird. Now close your eyes and, making the sounds of the proposed animals, unite in groups.

2. An example of restorative mediation.

The source of information:a statement from the mother of one of the participants in the conflict, which the class teacher sent to the reconciliation services.
The plot of the situation:Many years of conflict and fights between three girls of 7 "A" class: Vera and Leroy on the one hand and Lisa on the other.
Vera and Lera expressed their dissatisfaction with aggressive behavior, and also because she takes their things. Also, according to them, Lisa periodically strives to get something first, They want to remove Lisa from the class to a parallel one, motivating this by the fact that “she will be better there” and “we are suffering, even if that class will suffer.”
Lisa is very emotional and falls behind in her studies because of her illness (as a result, she is 2 years older than her classmates). Her claims were that they take her things, offend her verbally and physically.
Thus, the conciliation meeting began in a situation where one of the parties did not actually express its desire to participate. In addition, Lisa needed the help of a psychologist. However, we decided to hold a meeting.
The course and result of the meeting:
Lisa said that she was very offended by such an attitude from the girls, that she really liked the class, that she wanted to stay in it. And that she apologizes to the girls for her harsh behavior. She is also glad, and that, finally, she was able to speak out. The change in the relationship between the girls was noticeable by the change in their postures. Both parties easily came to an agreement not to take each other's things without permission. However, the question of Lisa's control of her emotions remained insoluble.
All participants of the meeting in the form of a brainstorming session offered different options for how they “dump” negative emotions. Of all the options, Lisa said that she would just turn around and walk away from the situation. When asked if she could really leave and if it would help her, Lisa said she would try. Since here the issue of self-control was already beyond the scope of Liza's responsibility (due to her psychophysical state), it was decided to stop the meeting and meet with Lisa's parents to clarify the situation (which was later done).
A week later, host Dasha Voronova contacted Vera and Lera. They said the situation had returned to normal. Liza met with the class teacher and warmly thanked her for the fact that for the first time in these years she was given the opportunity to speak. She said that everything is fine and it is much easier for her in the classroom.

Having received a deuce in an English lesson, the student noisily and defiantly sat down on a chair and began to speak rudely to the teacher.

The teacher kicked the student out of the lesson, put a deuce for behavior and called the parents to the director.

5th grade student Ilya S. forgets sportswear. Every time he either forgets it, or it is washed, or it is torn.

The first time this situation happened, the teacher gave a warning. The second time, I made an entry in my diary. For the third time, I gave an unsatisfactory mark, citing this as not fulfilling homework. The situation escalated, when meeting with the parents, it turned out that the child takes a uniform for every lesson, but for some reason does not admit it.

Ilya began to “run away” from physical education classes, bring certificates of illness on the days when physical education was scheduled.

Lesson number 7.

Role-playing the situation. (continued)

Target: set up for active communication of participants,creation of conditions for developing practical skills for resolving a conflict situation.

Tasks: set up active communication of participants, continue learning how to resolve conflict situations in practice.

1. Exercise: Line up on ... "

An active exercise that allows you to work out the skills of non-verbal communication. Participants are invited to line up by: height, palm size, shoe size, hair length, hair color from light to dark, eye color from light to dark.

2.An example of restorative mediation.

A source: statement of the boys (Ruslan and Sasha).
Plot: For four years, the guys (Ruslan and Sasha) regularly called names of girls, which often ended in fights. The guys said that Natasha often interferes in the affairs of the guys and takes personally what does not apply to her. Girls, having no recognition in the class, react very painfully to what is said about them.
The boys are not interested in learning and they are frankly bored in the classroom. When they talk about girls, they make all sorts of vulgar and other unpleasant comparisons. It's not that they want to offend them (they say that about everyone), but simply that it is perceived harshly only provokes them. This is what causes the disassembly at change. Older brothers, friends, etc. are involved in the showdown.
The course and result of the meeting:
The preliminary meeting was aimed at recognizing one's own responsibility for what is happening. The fact that only they themselves, and not the administration (which I have repeatedly contacted) or my brother (fights help for a maximum of a week), will be able to understand what is happening and change it.
An interesting detail: I passed the program in the program. The next day, the "strelka" (fight) was to take place. We found out that the reason for this was misunderstood information from their mutual friend. After that, right during the program, the guys called this person and realized that the information was distorted. Strelka has been cancelled. After that, they agreed that, if possible, they would check each other's rumors.
The meeting was long, 4-5 hours, with several breaks. The most understanding participants were selected, and the conversation with them was based on their stories, and then followed by a request to tell the comrades what they understood.
The boys realized that girls are offended when everyone else is fine, they recognized that it was their behavior that caused this, and recognized it as unfair. The girls realized that the boys did not want to offend them, but said that they perceive such an unpleasant public discussion as an insult.
But they could not find a solution on their own (and the hosts were not going to suggest), so the meeting did not come to a clear result. Most likely, the reason is that they wanted someone else to answer for the injustice, and not themselves.

3.Role-playing the situation.

The drawing lesson was practically disrupted: Andrei, who never shone with exemplary behavior, sang a song, did not react to the teacher's remarks, walked around the class. The rest of the students were also excited - some laughed at Andrey's clowning and the teacher's helplessness, and some tried to imitate him. To top it off, Andrey attacked his deskmate with his fists for turning over his can of water for drawing. The teacher felt absolutely helpless, but in such a situation, something had to be done. She quickly approached the fighters, took a glass of water from the nearest desk and splashed it in Andrey's face. He was dumbfounded, water flowed over him, there was complete silence in the classroom. “Go out and clean yourself up,” said the teacher. Andrei flew out of the classroom, slamming the door loudly.

The lesson was completed, but after it ended, the teacher felt terrible because of her non-pedagogical behavior, because of the understanding that Andrei's parents could now complain about her to the director.

- Yaroslav from the 7th grade was rude to the physics teacher, accusing him of being unfair to himself and underestimating grades. The teacher kicked Yaroslav out of the lesson. Yaroslav did not come to the next physics lesson, but turned to the reconciliation service, stating that he would not go to physics lessons until the teacher's attitude towards him changed.

Groups act out the situations for each other. The task of each group is to present a step-by-step solution to the conflict. (One group solves the situation with the other, the third observes).

Lesson number 8.

The qualities of a mediator.

Target: Set up for active participation in the work, brief information about the qualities of a successful mediator, successful in his activities, creating conditions for practicing practical skills for resolving a conflict situation.

Tasks: set the participants for active communication, continue learning how to resolve conflict situations in practice, talk about what qualities a mediator should have - the leader of the recovery program.

1. Exercise: "Balloon".

The exercise is aimed at developing the ability to defend one's point of view.

Instructions: imagine you are a group of people traveling on a hot-air balloon, the ball is losing height and you will have to decide who we will throw out every 3 minutes. Now each of you needs to come up with a certain role for yourself: age, profession, marital status.

2. Code of ethics of the mediator (what qualities should a mediator have):

• be serious and firm, but at the same time "warm" and "positive";
• express trust and care;
• be responsible, that is, be neutral,
• show respect,
• do not involve and do not get involved in conflict,
• don't be guided by emotions
• do not give advice, do not impose your ideas to find a solution,
• don't act haughty
• take your responsibility seriously.

Among the personal qualities of a successful mediator, three blocks can be distinguished:

• The ability to feel others.
• The ability to convince others.
• The ability to manage the situation.

3. An example from the practice of school reconciliation services:

A source : Information about the situation came from the parents of one of the parties.
The plot of the situation:Kolya was registered with the police for fighting. According to his father, Kolya was constantly bullied at school for three years by a classmate Andrei. The last time Andrei torn Kolya's notebook, for which Kolya chased Andrei and hit the boy in the nose, damaging him. Moreover, this happened in the presence of a teacher who led the children back to the classroom. Andrei and his parents went to the emergency room, from where they informed the police and Kolya was registered.
After that, Kolya's father wanted to "hush up" the case, but a few days later the teacher took Kolya out in front of a meeting of all the students and said: "This is our main bully." After that, constant nitpicking began for Kolya, as a result of which he was forced to leave school. By the time of the appeal, Kolya was already studying at another school.
Progress and results of the program
Kolya at the preliminary meeting said that he felt wrong that he hit Andrey in the nose, because this is not the way to resolve conflicts, and that he would like to apologize. But at the same time, on the other hand, Andrey's behavior does not suit him, and he does not know what to do with these.
Andrei also agreed that it was better to part in peace.
The issue of compensation for damages was not raised by the parties (because the damage was not severe).
The conciliatory meeting was attended by Kolya, Andrei, Kolya's father and Andrei's grandmother. The boys and hosts were seated around the table, with the parents on the couch at the back.
The conversation began with Kolya's story about what happened and his feelings about bullying, a crumpled notebook, a torn jacket, etc. However, Andrei said to all this that he had nothing to do with it, that this was typical behavior in their class towards Kolya, and that Kolya himself was to blame for everything.
To the host's question, what kind of actions Kohl caused such a reaction, Andrey could not answer.
Since the emotions between the guys began to heat up again, the presenters took Andrey to another room for a confidential conversation. There, Andrei said that he did not feel guilty, since Kolya himself was to blame and "everyone does it." However (upon returning to the room) to a direct question: does he consider such actions fair, Andrey, after much thought, replied that he did not. He admitted that the consequences of his actions for Kolya were unpleasant and that Kolya was worried about this.
After that, the parties were asked how they want to resolve the relationship and correct the injustice. Kolya suggested going to McDonald's together. And Andrei was silent for a long time at first, and then he said that it was quite enough just to talk in private and find out the relationship. Since by that time strong emotions subsided, a dialogue began between the guys about a way out of the situation, and it became clear that the parties were able to constructively negotiate, the hosts suggested that they go to another room and resolve all the issues themselves.
The boys returned calm and said that they had agreed on everything.
In the meantime, tea was put on the table, and the parents were invited to the table (who said that the main thing for them was that the boys themselves reconciled). Kolya's father asked what in his son's behavior provokes fights, but Andrey could not single out anything that would distinguish Kolya from the rest. Thus, there was no answer to the question about not repeating such situations in this school (in connection with Kolya's transfer to another school).
At the table, the guys were already calmly talking to each other, but the main sign of reconciliation for us was the following fact: when Andrei's grandmother said that he was going to leave, he said that he would go only with Kolya and would wait for him. So the guys left together, which can serve as a sign of reconciliation.

4. Role play out of the situation.

The conflict occurred between a young teacher of Russian language and literature, who is just starting to work at school, and a 6th grade student Igor K., a difficult, quick-tempered boy from a dysfunctional family who does not enjoy authority in the class.

There was a literature lesson, the teacher announced the grades given to the children for the work done in the last lesson. It seemed to Igor K. that the teacher gave him a low mark. He called the teacher rudely and left the classroom.

The teacher told me to tell Igor that he would no longer come to her lesson.

Girls of the 5th grade came to school with heavily made up. When they entered the classroom, one of their classmates said to his classmates very loudly, “Look how funny our classmates are!” All the boys laughed very loudly, and the girls began to cry and ran out of the classroom.

The lesson was disrupted, the children loudly discussed this event, laughed at the girls. The teacher called the parents of the student to the school, who “ruined” the lesson.

Lesson number 9.

Non-verbal aspects of behavior.

Target: creation of conditions for developing practical skills for resolving a conflict situation.

Tasks: talk about the look as a non-verbal aspect of behavior, create conditions for introspection of the training participants and the development of the personal qualities of the mediator.

1. Exercise: "Crocodile".

This exercise allows you to work out the skills of non-verbal communication and acting skills. The facilitator proposes concepts that are depicted by the participant without words. Members of the other team may ask questions, and the demonstrator may nod his head to answer yes or no. Examples: soap bubble, iron, lazy cat, talking parrot, globe, frost,

2. Brief information about non-verbal aspects of behavior.

The first impression upon contact with a person is formed within the first 3-5 seconds. At this time, the unconscious component of the personality is actively working. The next 5-10 minutes this impression is fixed - the perceived image is completed to a logical and acceptable conclusion.

There are some numbers:

The first impression of a person is 38% dependent on the sound (tone and timbre) of the voice, 55% on visual sensations (on sign language) and only 7% on the verbal component (words and their meaning).

Spatial-psychological distance.

It is necessary to create a comfortable distance for a person. Distance means not only the location of the body and objects in space, but also the internal boundaries of a person - his ability to bring the interlocutor closer or further away in the process of communication. So, we say "You" or "You".

For any person there is a certain physical distance at which it is convenient for him to communicate. The psychological space can be divided into the following components:

Intimate area

Friend Zone

Business Communication Zone

Social Communication Zone

zone of indifference.

Today we will talk about look. As is known from the physiology of human higher nervous activity, the eyes are the part of the brain that remained outside during development. Through vision, we absorb about 80% of the information. The eyes of the interlocutor are of great importance.

• Looking down - usually perceived as uncertainty, uncertain knowledge of information

• Looking over listeners or interlocutors - perceived as arrogance or disinterest

• does not take his eyes off the records - it gives the impression of shaky knowledge and disrespect for the audience

• Looking away - disinterest

• Running glance - gives the impression of insincerity

• Eye contact with the same participant strains the “victim”, others may be offended.

3.Role-playing the situation.

Fight between two students. 1 "B" class. The conflict took place in the locker room at recess. Sasha got angry and started hitting Lyosha in the head and stomach with his knee. At home, the boy had a headache, and his mother immediately called class teacher.

Lesson number 10.

Non-verbal aspects of behavior (continued).

Target: set up for active work, provide adolescents with the necessary information,creation of conditions for developing practical skills for resolving a conflict situation.

Tasks: talk about the voice as one of the non-verbal aspects of behavior, create conditions for introspection of the training participants and the development of the personal qualities of the mediator

Today we will talk about- voice. No wonder there are many legends about how mermaids and sirens lured travelers with their voices. Proper use of the power of voice is one of the tools for effectively influencing people. There are always moments in communication where it is necessary to reduce the pace of speech, pause, as well as change the timbre and strength of the voice.

Chopped speech is speech with minor intonation differences, but in which the words (almost all) are separated from each other by pronounced pauses. Such speech can exert strong psychological pressure on the interlocutor (if that is what you need) and highlight the most significant (if such speech is fragmented).

2. Exercise "Irreplaceable five".

Group members are divided into pairs, one of them plays the role of a class teacher, the other - the role of deputy. Director for WHR. For each pair, the facilitator gives a list of five students. The task of each participant is to convince the other that these five students are necessary for him to participate in any event. Activities carried out by the class teacher and deputy. directors coincide in time.

When reviewing the exercise, the facilitators pay attention to the resources and tools that the participants use during the exercise.

3. Exercise: "Gallery of emotions"
The host invites you to visit the gallery of emotions (posters-photos “Emotions and feelings” are hung on the board)
Here are the photographs. Try to see the emotions that are expressed in these photographs. The names of the emotions are written on the cards. You will need to take a card and find a photo that matches this emotion. The number of cards you will work with is up to you. (Cards - resentment, sadness, surprise, determination, horror, enthusiasm, admiration, grief, anxiety, fear, interest, joy, excitement.) Thus, the names of 2-4 emotions appear under each photo. This is followed by discussion and review.

4.Role-playing the situation.

At a physical education lesson, a 6th grade student offended a classmate. The girl complained to the class teacher. It turned out that the conflict between the students has been going on since the first grade. But before that, the girls had only entered into a verbal skirmish.

Lesson number 11.

Making decisions.

Target: explore the decision-making process of the group, team building.

Tasks: to teach effective behavior in the process of seeking agreement in groups, to obtain information about the communication processes in the group and about the relations of dominance and leadership existing in it, to promote the unity of group members.

1. Exercise: "Desert Island".

Today we will learn how and why people make decisions using the example of the game. The older you get, the more difficult decisions you will have to make. Our game will give you the opportunity to learn how to make decisions.

You are drifting on a yacht in the South Pacific. As a result of the fire, most of the yacht and the cargo on it were destroyed. Now the yacht is slowly sinking. Your whereabouts are unknown because the navigation instruments are corrupted. The best estimate is that you are about a thousand miles southwest of the nearest shore.
Below is a list of 15 items that were not affected by the fire. In addition, you still have a rubber lifeboat with oars, large enough to accommodate you, the rest of the crew, and all the items listed below. Plus, you all have a pack of cigarettes, several boxes of matches, and five dollar bills in total in your pockets.
Your task is to rank all items from the list according to their importance for survival. The most important item gets number 1, the next one gets number 2, and so on until number 15, which is the least important.

Sextant
shaving mirror
Five liter barrel of water
mosquito net
One box of army rations
Pacific Ocean maps
Seat Cushion (Water Rescue Service Approved as a Watercraft)
diesel fuel bottle
transistor receiver
Shark Repellant
Twenty square feet of light-tight plastic
One quart of Puerto Rican rum
Fifteen feet of nylon rope
Two boxes of chocolate
Fishing accessories set

After everyone has completed their list, the group gets 45 minutes to complete the next task.
It is necessary to develop a common solution for the entire group, guided by a special method of reaching consensus. It involves reaching agreement among all members of the group on the position of each item on the list.
After the group has completed their work on the list, look in the activity appendix for the correct order. You can compare the results of each participant's work with the result that was obtained by the group as a whole.

The following is a discussion of the decision making process.
Conducted in the form of a group discussion.
1. What behaviors helped or hindered agreement?
2. What relationships of leadership and subordination emerged in the process of making a common decision?
3. Who participated in consensus building and who did not?
4. What was the atmosphere like in the group during the discussion?
5. Did you manage to use the opportunities of the group in an optimal way?
6. How can the overall decision-making process be improved?

conclusions
It is difficult to develop a consensus. Not every assessment of the importance of a subject from the list will correspond to the opinion of all participants.

Some guidelines for reaching an agreement:
do not put your opinion above all; approach each issue from the standpoint of logic;
do not give up your opinion on the sole ground that it is necessary to reach agreement and prevent conflict; support only those decisions with which you can agree at least partially;
avoid such methods of dealing with conflicts as voting, averaging, bargaining;
treat differences of opinion as a factor that facilitates decision-making, rather than hindering it.

Appendix.

Five stages of decision making.
1. Be clear about the decision you need to make.
2. Think of all possible alternatives (what you can do in this situation).
3. Gather the information you need to make decisions.
4. Think through the consequences of each alternative (think about what will happen when making each possible decision).
5. Choose the best alternative and take the necessary actions. Be sure that you will bring the decision to the end.

Answers and their rationale.
Experts believe that the main thing for the castaways in the middle of the ocean is what can draw attention to them, and what can support their existence until help arrives. Navigational instruments and lifeboats are of no particular importance. Even if a small life raft can swim to the nearest shore on its own, the necessary food supplies will not fit on it. Therefore, a shaving mirror and a can of combustible mixture are of paramount importance. Both can be used for signaling. Less important are supplies of water and food, such as a box of army rations.
Below, the ranking of items left on the yacht is given along with its rationale. Brief explanations, of course, do not exhaust all the ways of using each item, but note only the most important of them.
1. Shaving mirror.
An extremely important means of attracting the attention of the air rescue service.
2. Two gallon diesel fuel.
An important means of signaling: A flammable mixture will stick to the surface of the water, where it can be set on fire with matches and dollar bills.
3. A five-gallon barrel of water.
It is necessary to replenish the loss of fluid in the body.
4. One box of army rations.
Basic food supply.
5. Twenty square feet of opaque plastic.
Can be used to collect rainwater and to protect against bad weather.
6. Two boxes of chocolate.
Reserve power supply.
7. A set of fishing accessories.
Ranked below chocolate because "a tit in the hand is better than a pie in the sky". You still have to catch fish.
8. Fifteen feet of nylon rope.
With a rope, you can tie the necessary things so that they do not fall overboard.
9. Cushion for the seat (approved as a watercraft by the rescue service on the waters).
If someone gets overboard, it can be used as a life-saving aid.
10. Shark repellant.
It is clear why it might be needed.
11. One quart of Puerto Rican rum.
80% strength is enough to use rum as an antiseptic in case of injury. In all other respects it is useless. Ingestion of rum will cause thirst.
12. Transistor receiver.
It is useless because it is not equipped with a transmitter and is outside the reception area of ​​shortwave radio stations.
13. Maps of the Pacific Ocean.
Useless in the absence of other navigational equipment. And it doesn't really matter where you are. It is important where the lifeguards are.
14. Mosquito net.
There are no mosquitoes in the middle of the Pacific Ocean.
15. Sextant.
Useless without navigation tables and a chronometer.

The main reason for placing signaling devices above life-sustaining means (food, water) is that without signaling devices there is practically no chance of being seen and rescued. Moreover, practice shows that in most cases, rescue occurs within the first one and a half days after the disaster, and during this time you can survive without water and drink.

Lesson number 12.

Documentation training.

Target:correct execution of documentation during restorative mediation.

Tasks: to teach by examples how to fill out the documentation correctly.

Appendix.

Handout.

CASE REPORT FORM

IN THE PROGRAM OF RECONCILIATION

Required sections of the report are in italics.

Sequence number of the program. The name of the program.

Names and surnames of leaders. Date of the program.

Source of sending information about the participants of the situation to the program.

Information about the participants and the plot of the situation.

Features of conducting preliminary meetings.

Perception of the situation by the parties to the conflict.

Features of the conduct and results of conciliation meetings.

How did the parties work out a way out of the current situation? If it didn't work, why not?

How did the parties answer the question: “What can be done to prevent this from happening again?”

Specify additional positive results meetings (if any).

The course of an additional meeting or subsequent negotiations with the participants of the meeting (if any). (Required to be completed in the event of subsequent compensation for damages after the conciliation meeting).

Lesson number 13.

Final lesson: generalization, initiation into peacemakers.

Target:summarizing the results of group work.

Tasks:get feedback from group members, create a positive atmosphere of farewell.

1. Exercise: "Creating a Friendship Tree Collage."

Each participant traces his palm with a pencil and writes his name inside the “hand”. (The hand is a personal symbol of openness to others.) The teenager then passes his card to the neighbor on the left, who must write something inside. Cards are passed until everyone writes on the proposal to the others. Then we glue these palms on a tree, previously drawn on whatman paper.

2. Exercise: "Getting feedback."

Distribute sheets to the group members and ask them to answer the questions: what did you like most about the classes, what did you not like at all, what else would you like to know about, what, in your opinion, was superfluous, what you learned new.

3. Taking the oath of mediators.

THE OATH

JOINING CHILDREN'S RECONCILIATION SERVICE

Be committed to restorative justice and reconciliation. Contribute to the reduction of conflict among children at school and in society.

WE SWEAR!

Promote the importance of resolving conflicts peacefully through reconciliation programs.

WE SWEAR!

In the course of conciliation programs, follow the principles of voluntariness, confidentiality and neutrality, pay attention to the feelings and needs of the parties, primarily the feelings of the victim.

WE SWEAR!

WE SWEAR! WE SWEAR! WE SWEAR!

4. Presentation of certificates of the “Reconciliation Service”.

Conclusion.

After conducting all the training sessions, it is necessary to agree with the children to meet once a month for the council of the School Reconciliation Service to discuss the recovery programs that they have conducted, exchange experiences, opinions, and plan volunteer work.

Literature:

1. Natalya Putintseva "Training program for students on teaching the behavioral skills of recovery programs as part of the creation of a school reconciliation service."

2. "Mediation as a way to resolve conflicts in the educational process" Kuzichkina L.A.

3. "Organization of the activities of school reconciliation services in educational institutions Penza region "O.V. Konovalova, Penza, 2013.

4. "School reconciliation service - a way of positive self-realization of adolescents", Khalabuzar A.B., 2013

5 . "Collection of training materials on mediation." Bishkek 2010.

6. “School Reconciliation Services. Methods. Research. Procedures. Collection of materials.» Moscow 2012

7. "Training sessions "I am a mediator" for leading school reconciliation services." O.V. Furina.

8. “The program of training sessions for teenagers “Reconciliation Service” within the framework of the project of the volunteer movement “Reach for the Rainbow”.Eremenko R.G., Melnikova I.V., Gromova M.R. Rybinsk, 2010

9. "To Help School Reconciliation Services" Collection teaching materials. Comp. Makurina Yu.V., Grihutik N.N. Dobryanka, 2008

10. Konovalov A.Yu. School Reconciliation Services and a Restorative Relationship Culture: A Practical Guide. / under the general editorship. Karnozovoy L.M. - M.: MOO Center "Judicial and Legal Reform", 2012

Conflict is not always an unambiguously negative situation. This is a confrontation of different positions, which is a completely natural process that constantly arises in everyone's life. The important thing is exactly how the conflict is resolved and what are its consequences.

Basic ways to deal with conflicts in modern school Administrative decision. Referral of the offender to a psychologist for re-education. Conflict resolution by adolescent parents. Teen shooters. A group of high school students within the school government, which is delegated responsibility for conflict resolution

How to solve school conflict? Conciliation meeting is a negotiation between the parties to the conflict. Such negotiations allow people to discuss the situation and find the best way out of the conflict. Negotiations are conducted by a specially trained moderator. He is not on anyone's side. The facilitator ensures that the dialogue is respectful and without pressure. It helps the participants of the meeting to better understand each other and discuss the questions: Why did the conflict occur? What were the consequences of it? How can this situation be resolved? How to make sure that this situation does not happen again?

Conciliation meeting Negotiated conflict resolution gives the teenager self-confidence, and this, in turn, allows you to build a more open relationship with the other party. As a rule, the other party responds in kind. And in place of isolation and impotence come openness and self-confidence.

Algorithm for holding a conciliatory meeting Stage II. Preliminary meeting (separately): - “about events and facts” (please tell us about the situation from the point of view of the conflicting parties); - “about the state, feelings” (for a person to “let off steam”); - “about the consequences of what happened” (how his life changed after the situation); - " ABOUT possible ways and ways to correct the situation” (talking about responsibility); - a proposal for a meeting (on participation in the reconciliation program); The goal is to obtain consent to participate in reconciliation

Rules of conduct at a conciliation meeting: you can’t insult each other, you can’t interrupt, the confidentiality of the meeting, participation in the meeting is voluntary (you can leave the meeting at any time), you can temporarily leave the office with the leader and discuss exciting question(if it is unpleasant to speak in front of everyone), the host can take the participant out for some time.

Algorithm for holding a conciliation meeting Stage III. Conciliation meeting: the facilitator greets the participants of the meeting, thanks for coming, recalls the rules for holding the meeting, asks the participants to tell about their vision of the situation. Reflect feelings! Clarify! Reflection of feelings - talking about the consequences - collecting proposals (the best options are accepted) - concluding an agreement (what each side will do - the participants themselves write).