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The Journal of Child Psychology and Psychiatry and Allied Disciplines (1998), 39: 653-662 Cambridge University Press
Research Article

The Effects of Primary Division, Student-mediated Conflict Resolution Programs on Playground Aggression

Charles E. Cunningham a1 c1 , Lesley J. Cunningham a2 , Vince Martorelli a2 , Ann Tran a3 , Julie Young a3 and Rose Zacharias a3
a1 Hamilton Health Sciences Corporation and McMaster University, Hamilton, Canada
a2 Board of Education for the City of Hamilton, Canada
a3 McMaster University, Hamilton, Canada

Abstract

This study examined the effects of a student-mediated conflict resolution program on primary school (junior kindergarten to grade 5) playground aggression. Mediation teams of grade 5 students (approximately age 10) participated in 15 hours of training according to the model developed by Cunningham, Cunningham, and Martorelli (1997). Following baseline observations, mediation was introduced onto the playgrounds of three schools according to a multiple baseline design. Mediators successfully resolved approximately 90% of the playground conflicts in which they intervened. Direct observations suggest that the student mediation program reduced physically aggressive playground behavior by 51% to 65%. These effects were sustained at 1-year follow-up observations. Teacher and mediator satisfaction questionnaires provided strong support for impact, feasibility, and acceptability of this program.

(Accepted October 15 1997)

Key Words: Aggression; school children; school; mediation.

Correspondence:

c1 Requests for reprints to: Charles E. Cunningham, Chedoke Campus, Hamilton Health Sciences Corporation, Hamilton, Ontario, Canada L8N 3Z5. (E-mail: cunningh@fhs.csu.mcmaster.ca).


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