Training lesson "I am a Mediator" for leading reconciliation school services.

Annotation:
Creating a school reconciliation is a civilized way to solve conflicts in a school environment. A training session suggests a familiarity of conflictology in an affordable form, with an analysis of the impact on the development of emotional events, with the laws of negotiations. The classroom provides practical resource material, useful in working with students to form a Wood and personal competencies in the conditions of introducing GEF.

Purpose: Education in the younger generation of need and readiness for constructive interaction with people.

At the entrance, each participant chooses a figure (defined color, shape and written number).
Participants are searched by groups at will.

1) Exercise "One Offer"
Stand all groups.
- All lift your head and look at the ceiling.
- Looking into the ceiling, remember that in the last days it was "most" for you. "
- Who remembered, select a keyword for this "the most".
- Who is ready (that is, picked up), he sits down.
On the group leaflet to each personally write his keyword. Leaders change in groups.
- Of all the words recorded by a neighboring team, make up one sentence (add words and change endings - you can)
- Send messenger with your proposal to the team that has compiled a list of words.
- Messengers read offers to teams - authors of lists. Who will hear their word - clap in your hands.

Participants are transplanted by groups of color figures.

2) Exercise "Snowball"
The first person calls his name and subject (favorite occupation, favorite dish, favorite music, adjective about yourself), the second - repeats everything that the first one and the same thing tells about himself, etc.

3) exercise "either"
This exercise will help you understand that you appreciate what you want and who are. Stand in the circle and on the team you will share into two groups, choosing what you are more suitable.
Find a partner to yourself and discuss what determined your decision.
Why look like that, and not for it.
Plus - minus
Trainer - team
Cutlet - chop
Ear - Eye.
Roth - Ear
Cat Leopold - Cat in Boots
Scissors - Scotch
Autumn winter
Your attention is provided with an excerpt from the cartoon "Bridge"
(0.0 – 1. 21)
So, we gathered today to learn how to resolve conflict situations.
The fairy tale begins:
"Lived near each other three states. Some possessed a large wide river, other forest, third plain. We lived albeit, good and calmly, until once a wanderer appeared, impoverished King. He was for this reason angry, yellow, envious. He decided to embroider two states among himself and reconcile to the throne. He also had a rumor that residents of Zarechya decided to attack the forests and seize the forest "
In the next exercise, we will try to get accurate information.

4) Exercise "Mediator"
Come up with 8 words related to the school service of reconciliation, each of which uses one letter from the word "mediator". For example,

Explain the meaning of the word "mediator" (leading conciliation program, neutral intermediary)
Participants are transplanted by groups in the form of figures.
The fairy tale continues:
"Forest residents did not work out what was the matter, they believed everything and attacked the first. The people of Zarechia did not understand the situation, sent their messengers to find out what was the matter. Messengers met them very aggressively, with rude statements. Spore broke out
The purpose of the following exercises is to show how it is important to be able to assess your condition and your feelings.

5) Exercise "Gallery of Emotions"
The host invites you to visit the gallery of emotions (on the board weighing posters - photos "Emotions and feelings")
Here are pictures. Try to see the emotions that are expressed in these photos. The names of emotions are written in cards. You will need to take a card and find a photo corresponding to this emotion. The number of cards with which you will work, you define yourself. " (Cards - insult, sadness, surprise, decisiveness, horror, enthusiasm, admiration, grief, anxiety, fear, interest, joy, excitement.) Thus, there are 2-4 emotions under each photo. After discussion and verification is made.
Why are children depicted on all photos?
Attention! Now I suggest to participate in Blitz polling:
1. Classical description, this feeling corresponds to a little elongated lips, raised and elongated eyebrows, raised and elongated upper eyelids, tense lower eyelids. The author reminded the Russian folk saying. Name this feeling. (Fear)
2. On one of the paintings Vasnetsov depicts two birds with human persons. In the title of the paintings, in addition to the names of birds - Sirin and Alkonost - the two basic opposite emotions are mentioned. Name them. (Sadness and joy)
3. This emotion occurs with unexpected situations. If the situation turned out to be safe, it goes into interest, if pleasant - in joy, if dangerous - in fear. Name emotions. (Surprise)
4. All three photos are expressed by the same emotion name it. (Disgust)
5.Thennia, excerpt from dialogue.
Consultant. What did you feel when I learned that you are cheating.
Client. Well, you probably yourself can guess.
Consultant. I can only guess about how I would feel in your place. But it would be nice if you would call your feelings myself.
Client. Yes, I just almost beat him! I felt ... surplus. (Anger, indignation)
Check the answers. As a gift - a smile-sticker.

6) Exercise "Reflection of Sensities"
It is necessary to determine the feeling that is hidden behind the statement and ask him. For example,
Do you feel offended?
Did you feel offended?
Do you disappoint?

Maybe I did something wrong? Insecurity, anxiety, doubt
I tried to explain to her that I was not to blame for anything, but she looked like, as let's yell, well, I could not stand it. Irritation, resentment, indignation, anger
Now I can at least sit in the lessons. Let not speak, but they do not call. Soothing, confidence
How she could do that with me, I was her girlfriend. Regret, insult, humiliation, betrayal
He called my sister, and what should I be silent? Anger, indignation
I did nothing, I just wanted to crap after his words. Anger, anger, irritation
I do not understand what I did not do that why he did it. Doubt in their actions, uncertainty, powerlessness
I do not want to talk to you about anything, leave me alone. Insult, irritation, anger
And if he starts calling back again. Anxiety, anxiety, fear
I do everything wrong! Fear, irritation, chagrin
This is all nonsense! Insult, anger, indignation
I will no longer go to school! Anxiety, offense, fear, protest

Participants are transplanted by groups on the written number.
The fairy tale continues:
"Without silent in the situation, the messengers returned home. On the council, several proposals were expressed. Some offered to go away from this shore, throw everything htched, swim on the other side and re-heal calmly. Others offered to fight to a victorious end. Third were offered to sit down at the negotiating table and discuss the current situation. The fourth rely on others, quietly silent, leaving the discussion, and did not attempt to resolve the conflict "

7) Exercise "Ways of Conduct in Conflict"
What ways of behavior in conflict do you see members of the Council? (Offensive, discussion, retreat, conflict care)
What method is applied in restoration technologies, what attracts in it? ("Discussion", because the emotional state in this case is the most positive).
The fairy tale continues:
"Having stood up because of the table, a distinguished eater and suggested discussing the situation on the neutral side of two warring states, in the presence of a third country. Finding out the causes of the conflict, the third party asked a simple question "Why was it necessary? Someone remembered the wandering king and his evil statements "

8) Exercise "Reflection of Needs"
Imagine your reconciliation program. Your interlocutor utters the following phrase. What do you say to him?
Start the phrase according to:
"It is important to you ..."
I do not like when screaming on me. He has no right. It is important for you that you are respected.
It is important for you to talk to you with a normal tone.
If I come back with him, then everyone will assume that he won, and I lost. It is important for you to win.
It is important for you not to lose your authority.
I do not think that our meeting will change something. It is important for you to consider different options for solving the situation.
It is important for you to solve this question yourself.
Why he makes worn what I don't like? I want to wear clothes what I want. It is important for you to make decisions yourself.
I want to answer him the same. Let him know how I was. It is important for you to restore justice.
It is important for you to stand up for yourself.
It is important for you to revenge.
I do not even know what to tell, I seem to have nothing bad and did not. It is important for you to think to tell.
It is important for you to avoid punishment.
And why should I apologize. He must. It is important for you to prove that he is to blame.

9) Exercise "Work with Media Material"
From the movie "Lily Forever" (0:26:10 - 0: 29:10)
Analyze the video from the point of view of the mediator.
1) What senses are the conflict participants?


2) What needs of conflict participants are experiencing?
Offender _________________________________________________
Victim ______________________________________________________
3) What options for solving the conflict are possible?
4) If the conflict is allowed, what are the benefits of the parties?
5) In which cases the mediator may seem difficult to preserve the neutral position?
Participants are searched by groups as initially
(optional).
The fairy tale continues:
"Sitting at the round table, came to talk about more urgent affairs. Three states came to the conclusion that you need to unite and live together. "

10) Exercise "Pereprasing"
Rephrase the rules for conversation of conflict sides at a conciliatory meeting.

Report your emotional state.

Contact the facts, and not to interpretation.

Find a specific solution in a specific situation.

Suggest options out of the situation.

In conclusion, your attention is given another passage.
From the cartoon "Bridge" (1.46 - ...)

Allow conflicts civilized!
I wish you a big patience, hope, good luck and strong psychological health.
Thanks for attention!

Slide 1.

Conciliation meetings Department of the Psychological and Pedagogical Support of the Center "Constellation" of the Soviet March 2010.

Clade 2.

Slide 3.

The conflict is not always definitely a negative situation. This is the opposition of various positions, which is a completely natural process that is constantly arising in the life of everyone. It is important exactly how the conflict resolution and what is its consequences.

Slide 4.

Main ways to work with conflicts in modern school Administrative decision. Direction of the offender to a psychologist for re-education. Decision conflict with parents of adolescents. Teenage "arrows." A group of high school students in the framework of school self-government, which is delegated responsibility for solving conflicts

Slide 5.

All these ways do not allow the adolescent itself to resolve the situation and take responsibility for what happened. It is obvious that at the same time the probability of repeating the incurred remains very high.

Slide 6.

How to solve school conflict? The conciliation meeting is negotiations between the participants of the conflict. Such negotiations allow people to discuss the situation and find the best way out of the conflict. Negotiations leads specially prepared presenter. He is on anyone. The lead is watching the dialogue to go respectfully and without pressure. It helps meet participants better to understand each other and discuss questions: why did conflict occurred? What consequences did he bring? How can this situation be resolved? How to make such a situation no longer repeated?

Slide 7.

Conciliation meeting The resolution of the conflict by negotiations gives adolescent self-confidence, and this, in turn, allows you to build more open relationships with the second party. As a rule, the second side meets the same. And on the change of closetness and powerlessness comes openness and faith in yourself.

Slide 8.

The algorithm for conducting a conciliation meeting I. Collection of information: obtaining information about the conflict, the collection of additional information (who can still be attracted to the resolution of the situation).

Slide 9.

Algorithm for conducting a conciliation meeting II stage. Preliminary meeting (separately): "On events and facts" (please talk about the situation in terms of conflicting); - "On the state, feelings" (so that the person "has released a couple"); "On the consequences of what happened" (as his life has changed after the situation that happened); - "On the possible ways and ways of correction of the situation" (talk of responsibility); - proposal to meet (about participation in the program of reconciliation); The goal is to consent to participate in reconciliation

Clade 10.

The rules of behavior at the conciliation meeting: you can not insult each other, you can not interrupt, the confidentiality of the meeting, participation in a voluntary meeting (you can leave the meeting at any time), you can get out of the office with the lead, and discuss an exciting question (if it is unpleasant to talk at all) , the lead can bring the participant for any time.

Municipal budgetary educational institution

Tyumen Main Composition School

Tyumentian district of the Altai Territory

I argue:

Head teacher

T.F. Kalozina

Order number 20 of 08/30/2013

Support Program

School reconciliation service

The program was:

Baklyukova E.V.

Tyumentsevo 2014.

Explanatory note.

In school, children spend most of their time, communicate with a huge number of people and often face situations when it is necessary to make a decision on their own (without the participation of parents: advice or initiative), without postponing for later. It turns out that at school, our children learn to live. Many parents and teachers among the qualities, which, as they consider, are needed to our children, are called independence. But at the same time adults forget that the condition for the formation of the most independence is to provide the child to solve the difficult questions to solve, find exits from conflict situations. The people around the teenager seems to be that in the event of an embodiment of an independent decision of the decision, the student "blocks firewood" and therefore, from good intentions, we are in a hurry to tell him a way out of the situation, and even actively participate in its resolution. At the same time, each adult pursues its goal: the teacher is to maintain discipline and high indicators on the behavior of children in school, parents - to avoid calls to school, to be able to tell about the success of the child to relatives, friends, colleagues, etc.

But 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 it such an opportunity when regulating the conflict situation is carried out with the participation of the third party. This activity is customary to be called mediation.
Mediation - a special type of activity consisting in optimization with the participation of the third part of the process of finding the conflicting parties to solve the problem that allows you to stop the conflict. Mediation is one of the most ancient and universal conflict resolution.

To solve a different kind of conflict (not only school), it is possible to use the method of mediation. The program of reconciliation in the family is to overcome injustice in intra-family relations, since it is precisely in the dysfunctionality of the family who are often laid for a teenager's deviant behavior. In this case, the task of overcoming the devastating in general for the family of interaction of its members is set. The family crisis may require deeper forms such, for example, as family therapy, but the reconciliation program will provide an opportunity to make a step to family members to aware of the need for their own efforts and changes. Another example of using this method is a school conference (resolution of conflicts between classes, student and class, class and teacher).

Relying on the above information, it is possible to conclude that in modern society there is a need to create a school reconciliation, in which this method of resolving conflict situations is widely used.

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

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

Priority tasks:

ensuring relations of cooperation between teachers and training;

Task Force: students, employees, parents of students of Tyumentse Oosh.

Course content :

1 Topic-School Reconciliation Services.

Training is a parsing and discussion of the features of the work of reconciliation service at school. Psychological and pedagogical and socio-legal aspects of the work of this service are considered. - 1 hour.

2 Topic: "Conflicts and their settlement"

Reactions of people to conflict. Protective mechanisms and self-assets. Values \u200b\u200band interests of the parties to the conflict. Methods of response to conflicts and offenses of adolescents by specialists and institutions, their influence on conflict participants. Strengthening (exacerbation), displacement and constructive conflict resolution. How to translate the conflict into a constructive channel. Mutual understanding-2 hours

3 Topic: Mediation as a way to resolve conflicts.

Replacement mediation: principles and goals. The position of the mediator. How to convey responsibility for finding a solution to the parties to the conflict. Stages of working with conflict in the process of restorative mediation - 1 hour

4 Topic: "Meeting with the participants of the conflict on the transfer of responsibility"

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

5 Topic: Having mastered emotions.

Temperament. Mastering techniques for managing their emotional background, the definition of external signs of the emotional state of a person. Work with strong emotions (insult, anger, fear, etc.). Shame: branding or reintegrating-2 hours

6 Topic: Workshop "Communicative Mediator Skills".

Active listening, rephrase, summarization, reflection, deconstruction,The training is considered in detail the process of communication arising from conflict communication of the complexity with which the mediator may face, "ordinary" communication and restorative communication as an activity on the restoration of understanding, mastering the technique of active hearing.

The training is being implemented by communicative skills necessary for the successful recovery program. - 2 hours.

7 Topic: "The conciliation meeting of the parties to the conflict".

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

Total - 10 hours

Required documentation:

Regulations on the school service of reconciliation (Appendix No. 1).

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

Case registration log (Appendix No. 3)

Registration card (Appendix No. 4).

Conciliation contract (Appendix No. 5)

This program is designed for 1 academic year. In accordance with this, the following work plan was drawn up by the school of reconciliation.

Work plan

School reconciliation service

for 2014 -2015 uch. G.

September October

2014

Providing information to the school of the school of reconciliation

October 2014

Speech on cooling hours with a story about the work of school reconciliation

October - November 2014

Registration of the information stand, the production of booklets in the SSP

October - November 2014

Conducting information and explanatory work among parents

December 2014

Meeting of members of reconciliation

2nd week of each month

Collection of applications for consideration

During a year

A visit to the district court

February 2015

Conducting programs for reconciliation at the requests of the Inspectors of the OTD ATS with the provision of the latest reports on the restoration work

On request

Summing up the work of the service

May 2015

Thematic planning of the learning course of mediators.

1. Theoretical aspects.

2. Conflicts between parents and children.

3. Conflicts between teachers and student

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

5. Conflicts between two students of the same class.

6. Conflicts between parents and a class teacher.

7. The task "as in a fairy tale"

8. Task "Staging"

9. Fastening.

Mediation as a way to resolve conflict

Empathy. Theoretical basis. The task "Change Final".

Task "Change roles"

Meeting with participants in the conflict on the transfer of responsibility

Workshop "Preliminary meeting and transfer of responsibility"

Communicative mediator skills

1. Theoretical aspects.

2. Task "Be attentive"

3. Task "Long-Short"

4. Task "Listen and Repeat"

5. Task "Free Translation"

6. TASK "Sly Cipher"

7. Task "Higher

8. Task "Guess-Ka"

9. Task "Summary".

10. Fastening.

Emotion management

1. Theoretical aspects.

2. Task "Funny Persons"

3. Task "Transformation"

4. Task "Greetmen-smiling"

5. The task "What do we feel and why?"

6. Task "Compliment"

7. Task "Recognition in Love"

8. Task "Bad-good"

9. Fastening.

Conciliation meeting of the parties to the conflict

1. Theoretical aspects.

2. Task "louder!"

3. The task "one of two"

4. Task for processing the technique of rephrase.

5. Fastening.

TOTAL

Bibliography
1. Zedgenydze V. Ya. Warning and resolution of conflicts from preschoolers: a manual for practical workers DOU. - M.: Iris - Press, 2006. - 112 p.
2. Konovalov A. Four steps to restorative work with School space // Recoverable juvenile justice. Digest of articles. M.: MOO Center "SPR", 2005, p. 113.

3. Konovalov A.Yu. School service of reconciliation and restorative culture of relationships: practical guide. / under the general editor of Karnosova L.M. - M.: MOO Center "Judicial and Legal Reform", 2012. - 256 p.
4. Lukmanov E. V. Psychology of school conflict // Directory of Deputy Director of the School. - №5 - 2008. - with. 61 - 67.
5. Ovchinnikova T. C, Pavlovich G. A. Reconciliation service in an educational institution. - Tyumen: Ed - in the entrepreneur Zayayakina V., 2008. - 54 p.
6. Ovchinnikova T.S. Technology of rehabilitation justice in social-progenic activities. - Tyumen: Tyumen Publishing House, 2006. - 29 p.
7. Workbook of leading programs of restorative justice, Center "SPR" -31c.
8. Modern conflictology in the context of the culture of the world. Moscow, 2001. - 415 p.

9. School service of restorative mediation (reconciliation). Mediators training system. 5-9 classes: Practical classes, trainings / auth. - Sost. O. A. Uvarova. - Volgograd: Teacher, 2014.
10. School service of reconciliation: 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.

Appendix No. 1.

Position

about school reconciliation

1. General.

   1. Reconciliation service is a social service in the school based on the volunteer efforts of students.

      The reconciliation service is valid on the basis of the current legislation, the Charter of the School and this Regulation.

Objectives and tasks of reconciliation.

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

   The tasks of the reconciliation service are:

   1. Conducting conciliation programs for participants in school conflicts and crime situations.

      Training of schoolchildren methods for resolving conflicts.

3. Principles of reconciliation service.

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

3.1.1. The principle of voluntariness offering 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 conciliation program.

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

3.1.3. The principle of neutrality prohibiting the service of reconciliation to accept the side of one of the participants in the conflict. Neutrality suggests that the reconciliation service does not find out the question of guilty or innocence of one side or another, but is an independent mediator who helps the parties to find a solution to independently.

4. The procedure for forming a reconciliation service

4.1. The reconciliation service may include schoolchildren of 7-10 classes, which have been trained in conducting conciliation programs.

4.2. The head of the service may be a social teacher, a psychologist or other pedagogical worker of the school, on which the responsibilities of the management of reconciliation by order of the School Director are entrusted.

4.3. Questions of membership in reconciliation service, requirements for schoolchildren who are part of the service, and other issues not regulated by these Regulations can be determined by the Charter accepting the reconciliation service independently.

5. The procedure for the work of the reconciliation service.

5.1. Reconciliation service can receive information on cases of conflict or criminal nature from teachers, students, school administrations, reconciliation services. The reconciliation service decides on the possibility or impossibility of conciliation programs in each particular case on its own. If necessary, school officials are informed about the decision.

5.2. The conciliation program begins in the case of the consent of the conflicting parties to participate in this program. If the actions of one or both parties can be qualified as an offense for the program also requires the consent of the parents.

5.3 In the event that the conciliation program is planned at the stage of the inquiry or effect, the school administration is informed of its implementation and, if necessary, coordination with the relevant internal affairs bodies is carried out.

5.4. Negotiations with parents and officials hold a reconciliation manager.

5.5. In the event that the conflicting parties have not reached 10 years of age, the conciliation program is carried out with the consent of the class teacher.

5.6. The conciliation program cannot be carried out on the facts of offenses related to drug use and extreme manifestations of cruelty. In the reconciliation program, persons who have mental illness cannot participate.

5.7. The reconciliation service independently determines the timing and stages of the program in each individual case.

5.8. If, during the conciliation program, the conflicting parties came to the Agreement, the results achieved were recorded in the conciliation contract.

5.9. If necessary, the service of reconciliation transmits a copy of the prisoner of the school administration.

5.10. The reconciliation service monitors the fulfillment of obligations taken by the parties in the conciliation agreement, but is not responsible for their implementation. If there are problems in fulfilling obligations, the reconciliation service helps the parties to realize the causes of the difficulties and ways to overcome them.

5.11. If necessary, the reconciliation service contributes to the provision of participants a conciliation program for access to social rehabilitation services.

6. Organization of reconciliation service.

6.1. Reconciliation service in coordination with the school administration is provided with premises for fees and conducting conciliation programs, as well as the ability to use other school resources - such as equipment, office equipment, office supplies, media and others.

6.2. School officials provide reconciliation service assistance in disseminating information on the activities of the service among teachers and schoolchildren.

6.3. Reconciliation service has the right to use the services of a psychologist, a social teacher and other school specialists.

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

6.5. In the event that the conciliation program was carried out on the fact that a criminal case was initiated, the school administration to apply for an admission to the materials of the conciliation contract, as well as other documents as materials characterizing the identity of the accused confirming the voluntary reimbursement of property damage and other actions aimed at Great harm caused by the victim.

7. Final provisions.

7.1. This Regulation comes into force upon approval.

7.2. Changes to the present position are made by the Director of the School on the proposal of the reconciliation service or school authorities.

Appendix No. 2.

Tired

School reconciliation service

General provisions

1. School service of reconciliation is a voluntary self-governing public organization of adolescents.

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

Goals and objectives

1. Purpose: Socialization of students through constructive communication technologies (formation of 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 service;

ensuring relations of cooperation between teachers and students;

early prevention of offenses and crimes.

Motto, symbols, principles of reconciliation service

1. The motto " Peace to our house "

2. Service symbol -"Dove of peace"

3. Basic principles of activity:

principle of voluntariness

privacy Policy

principle of neutrality

Conditions and order of reception in the school service of reconciliation

Members of the Service are students graders 6-9

Regulations on adult service members

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

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

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

4. The relationship of children and adolescents to universal norms, the formation of tolerance.

School reconciliation service contributes:

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

Functions and powers of school reconciliation:

Organizational.

Representative.

Propaganda.

Methodical.

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

submit the school service of reconciliation to the children's teams of the school, the pedagogical team, parental publicity, in public and state structures;

plan and conduct conciliation meetings;

study, analyze and promote interesting work experience;

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

The rights and obligations of members of the school reconciliation:

1. A member of the school of reconciliation has the right:

a member of the reconciliation service can be any student of 6-9 schools, high school students or an 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 organization's activities;

participate in planning and adjusting the activities of the service and fulfill the adopted plan;

maintain and develop the traditions of their collective;

participate in the work of the schools;

reception in the reconciliation service is carried out on a voluntary basis;

equal rights and obligations;

to protect your rights and interests.

2. Members of the school reconciliation are required:

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

do not disclose information obtained in the course of reconciliation programs, with the exception of information on possible damage to life, health and safety;

to be an independent mediator, helping the parties to the conflict to find a solution.

Final provisions

1. This charter comes into force upon approval

2. Changes to the Charter are made by the head of the service to offer members of the service.

Appendix No. 3.

Appendix No. 4.

Registration card

In places marked with squares, "checkmarks" are set.

Appendix No. 5.

Conciliation contract

Participants of the rehabilitation program (mediation, community circle, school conference, family conference) Person:

conducted a personal meeting on which the situation was discussed in the fact that

________________________________________________________

and came to the following conclusions (agreements):

________________________________________________________

_________________________________________________________

Check the fulfillment of the terms of the contract and notify the mediators on their successful completion will be

_________________________________________________________

__________________________________________________________

Meeting for analytical conversation will take place (place, date, time)

__________________________________________________________

So that in the future this is not happening, we agreed to do the following.

___________________________________________________________

1. We understand that a copy of this contract can be transferred to the administration and other interested in solving persons. The mediator not discussed at the conciliatory meeting will not report.

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

Families, names and signatures Date

11/22/2019 The guys from the School Service of Mediation "Dialogue" held with students 5 "a", 6 "a", 6 "b" classes an event dedicated to the Day of Mother. How often do we say the mother of warm words? Support it? Help her? Do you trust your secrets? And, after all, Mom is the most reliable and devoted friend. She is the first to whom we are in a hurry to entrust your secret. The first one will support in a difficult moment. Mom loves us as we are.

11/16/19 grade 8 "a" class studies conducted an event dedicated to the International Tolerance Day.

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

In 3 "a" class of children introduced the term "tolerance." They said that all people should live in peace and harmony.

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

In 2 "a" classroom familiarized with the word tolerance. Possessed proverbs that characterize this word.

Students 2 "b" class also disassembled what it means to be able to forgive, be friends, how to make it, if you are in a quarrel.

12/14/2018 G in 5 "A", 6 "a" classes were conversation about the friendship, the strength of universal love, understanding. The guys drew the eyes of a kind, loving world and human people, composed fairy tales of love and understanding. We hope that the guys will become kinder, respectful, to proceed to forgive and understand each other.

11/16/2018 A social and informational event was held on the international day of tolerance "What it means to be different"

If a:

• you were knighted or strengthened,
• you have stolen something,
• you broke and you know the offender,
• you are offended in class, etc.,

you can contact the school service of reconciliation.

School service reconciliation "Dialogue"

Our motto:

"Go with others sohow would you like to come with you "

Why do I need to mediate school?

Teens and children of "risk groups" are often involved in conflicts, become violators or victims. The recovery mediation used by us allows teenagers to get rid of the resentment, hatred and other negative experiences, to independently resolve the situation (including to compensate damage), to avoid repetition of the following in the future.

School environment often does not contribute to the development of adolescents of communication skills, cultural forms of conquering authority and the formation of constructive abilities of interaction with other people needed for the future life. Those methods of responding to conflicts, which are usually practiced by adolescents and teachers, often leave genuine conflicts unresolved.

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

School mediation is needed for peaceful problem solving, reducing the level of violence at school and preserve good relations. In world practice, this is one of the ways of resolving disputes in which the neutral side, called the mediator, contributes to the production of an extrajudicial solution.

What for mediation need parents?

Mediation allows you to resolve the conflict, revealing its cause and driving force, prevent conflicts, protect children and adolescents from aggressive, sometimes reducing environmental impacts, adjust the behavior of those who have already stumbled. In addition, mediation is a tool for helping to resolve conflicts between schoolchild children, between children and adults.

Why do you need mediation to children?

In the process of mediation, each participant, both a child and an adult, both offender and the "sacrifice," can count on what will be heard, heard, he will try to understand, he will be able to express his position and vision of the situation, and may also offer His alternative to the resolution of the conflict. Such communication in a trust, respectful environment, a necessary sense of security is being created, where the dispute resolution can be created, where the parties may come to an agreement, which is likely to be inclined to implement, because directly participated in its creation.

In general, we can say the following: So that the children know how to come out of the difficult situation, it is necessary for them to make an opportunity to participate in the resolution of conflicts, listened to their opinion. Conflict in school, as in society, is inevitable, it is one of the conditions for the development of the world. But you need to learn to solve it peacefully. Mediation, of course, is not a magic wand that would have walked all conflicts by a moment. However, due to mediation, you can at least reduce the level of adolescent crime to some extent. You can resolve disputes and conflicts, without bringing them to more serious consequences. That is, you can help children in the early stages so that they do not become criminals or did not fall into a difficult life situation.

​ School service reconciliation this is:

1. Resolution of conflicts by the school itself.
2. Changing the traditions of response to conflict situations.
3. Prevention of school deadaption.
4. School self-government and volunteer school movement school.

If you decide to contact the service,then you need to come to Deaf Alina Sergeevna

After that, with each of the participants, the leading program of reconciliation will meet to discuss his relationship to the incident and desire to participate in the meeting.

In the case of the voluntary consent of the parties, the leading program holds a conciliation meeting, which discusses the following issues:

• what are the consequences of the situation for both parties;
• how to solve the situation;
• how to make this not happening.

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

The following rules are performed at the meeting.

1. Since each person has the right to express his opinion, it is impossible to interrupt the speaking person. The word will be given to each participant.
2. At the meeting, you need to refrain from swearing and insults.
3. So that it was not woven after the meeting, all information about what is happening at the meeting is not disclosed.
4. You can stop a meeting at any time or ask for an individual conversation with the lead program.

Regulatory Mediation Documents