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Peer mediation and bullying at school
1
Department of Education and Andragogy, Faculty of Arts, Comenius University in Bratislava, Gondova 2, 81102 Bratislava, Slovakia
Submission date: 2021-12-09
Final revision date: 2021-12-21
Acceptance date: 2021-12-21
Publication date: 2022-03-31
Corresponding author
Silvia Dončevová
Department of Education and Andragogy, Faculty of Arts, Comenius University in Bratislava, Gondova 2, 81102 Bratislava, Slovakia.
Department of Education and Andragogy, Faculty of Arts, Comenius University in Bratislava, Gondova 2, 81102 Bratislava, Slovakia.
Wychowanie w Rodzinie 2022;26(1):135-152
KEYWORDS
school violencepowervictims and perpetrators of bullyingpeer mediationpreventioninterventionresilience
ABSTRACT
Aim. The aim of this study is to identify and analyse the positives of peer mediation in
addressing school bullying, and to highlight its strengths within the spectrum of prevention
and intervention methods within this issue.
Methods. Using the method of critical analysis, we processed scientific outputs (studies,
monographs), and existing research findings with the intention to compare the so
far identified and described aspects of peer mediation, and to put them in context of the
needs and possibilities of the school environment in solving the problem of bullying.
The text has the character of a review study.
Results. The analysis showed that peer mediation has great potential in the prevention
and intervention of bullying in the school environment: in a narrower sense, it can be
beneficial in strengthening the resilience and defence of potential victims, as well as the
empathy and compassion of potential aggressors; in a broader sense, it can be useful in
shaping a healthy and friendly classroom and school climate.
Conclusion. One of the relevant tasks of the school is to create a supportive environment
for the development of the child’s personality and appropriate working conditions for all
actors of the educational process (Kraus, 2008; Smith, Pepler & Rigby, 2004). Nevertheless,
school is often an environment of tension, confl ict, and a source of psychological
trauma for children, parents, and teachers ( Fox & Boulton, 2006; Hanish et al., 2004;
Hymel & Swearer, 2015; Poněšický, 2005; Thornberg, 2011). In particular, we see the potential of peer mediation in the school setting in strengthening the resilience of victims
and promoting positive changes in the behaviour and actions of peers.
Originality. The results of the study are not innovative, but they bring a different point
of view on solving the problem of bullying in school (highlighting the positives of a nondirective
peer approach); the ambition of the study was to compare the existing pedagogical,
psychological, and sociological backgrounds, to identify new relationships and
contexts, and to enrich them with their own knowledge in the work with children in the
prevention of bullying in school.
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