Mediation Through Play
in Northern Ireland
Introduction
The EMU (Education for Mutual Understanding) Promoting School Project is an action research project at the Centre for the Study of Conflict, The University of Ulster. It has pioneered the development of peer mediation in Northern Ireland primary schools. Its mission is "to act as a catalyst for change through education, assisting and fostering an environment where mutual understanding can occur more effectively and as part of the core of the school ethos". It is funded by the Positive Ethos Trust, which gets core funding from the Dept of Education for Northern Ireland as well as raising funds from charitable organisations.
Jerry Tyrrell
EMU Promoting School Project
Magee College
University of Ulster
Londonderry
BT48 7JL
Phone 01504 375225
Fax 01504 375550
Play and Mediation
Play releases the creativity of teachers and pupils alike "What did you like best about the day?" John, a ten year old boy, thought briefly, "Being away from school, missing maths and English, and not having to do any work."
It was the closing circle, ending a day workshop where a class had spent four hours together. They had taken part in large group activities, small groups, role-plays and discussions interspersed with games. They had been practising the skills of conflict resolution that they had been learning during the previous six weeks. They were tired but satisfied; it had after all been hard work - and play. The thing was that it hadn't felt like hard work. The teacher, lunchtime assistant and parent governor and other adults present had enjoyed the workshop too.
Prior to working with the children, our project would always work intensively with the adults involved. We would run a two day "Train the Trainer" course which would take the adult team from each school through the seven workshops in miniature. The final three of these workshops would be run by the school teams themselves, with the rest of the participants acting like a class of 10 or 11 year olds. Prior to each occasion we have to ask the adults to refrain from acting out the "primary class from hell"!
Invariably we find that the teachers and ancillary staff rise to the occasion, relax and enjoy trying out leading games and exercises, and the others find a more playful side to themselves through being "pupils". As well as role-playing it gives the adults an opportunity to affirm each other, just as the children will later on. Teachers often comment about how quickly the time flies, and how much they learn from this experience of play. It releases their creativity and opens the door to experiential teaching and learning. It also helps teachers reclaim the vision that brought them into the profession in the first place.
Teaching is becoming more and more stressful, at the mercy of changes in Government policy. We often find teachers arriving at an Inservice Training day in a state of anxiety, nervous and generally unaffirmed. A lot of teachers' status and role depends on a certain amount of hierarchy, and to suddenly take part in activities in a circle, on an equal level in both senses with the children, can be threatening. Our experience is that teachers who are able to 'let go' whilst retaining their dignity, also retain the respect of the children.
The first workshop of our peer mediation training course involves the story of the Ugly Duckling, which requires two adults to role-play. preferably in fancy dress. Needless to say, children love seeing their teacher in such a state.
Above all the degree to which teachers can 'play' and recognise that authority is an innate quality rather than an external add-on, is the degree to which their relationship with their class can be transformed. "My being involved in this programme has transformed the total way I teach" was an unsolicited comment from Arlene Abernathy, a teacher at Ballysally Primary School, Coleraine.
Ground rules drawn up and agreed by all, children and adults alike, ensure that it is a safe and comfortable environment; and because of this it is also conducive to learning.
The objective of the training is for a group of pupils to become mediators, and run a peer mediation service. Parents and teachers alike have told us that the workshops themselves have increased the childrens' self-esteem, confidence and ability.
The lesson is clear; in a playful environment where communication, co-operation and affirmation are the order of the day, much learning goes on. These skills, as well as resolving conflict, build relationships. Inasmuch as empathy can be taught, the peer mediation training process (with its emphasis on feeding back what has been said without judgement or additions), is a prime example of children being able to identify with each other's upsets.
This building of trust and empathy through play is all the more important in Northern Ireland, where children from the two main traditions may not normally have the opportunity to meet. If children are to become skilled in tackling the divisive issues in society as teenagers, our experience is that they need to have the building blocks of self-esteem, confidence and an ability to co-operate and communicate. What is often dismissed as "fun and games" has a purpose; conflict is a serious business, play however has a real role in conflict resolution.
Contributed by:
Jerry Tyrrell, Brendan Hartop, Seamus Farrell
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