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A3instructions.docx
Assignment1-Sum2024_MSL0687.docx
Assignment2-Sum2024_MSL0687.docx

A3instructions.docx

Purpose: The goal in this assignment is to write a literature review paper on your topic from assignment one. This assignment will also help you further refine the research problem used in assignment one. It is important to note that the purpose of this assignment is to review the current literature on a selected topic. You are expected to describe the major trends in a selected area, elaborate on several important solutions to past challenges, and identify the major challenges to be addressed in the future.

Directions:

1. Organize the literature that you reviewed in your annotated bibliography (i.e., a minimum of seven primary, peer-reviewed research articles that are no more than six years old) and any additional primary, peer-reviewed research articles related to your topic. Look at how the information in the articles elaborate on several important solutions to past challenges and identify the major challenges to be addressed in the future.

2. Write a synthesis of what you have found, supporting what you say with citations from the various articles. For each approach: discuss the problem(s) it addresses, methods used, theoretical foundation, the results of this approach, and any unresolved issues and study limitations. Compose an introduction to the synthesis that links your topic to the literature

3. Write strong clear paragraphs with transitions between ideas

4. Use a logical flow within paragraphs and between them

5. State the connections between the synthesized research and your topic

6. Cite and reference all sources. If you use the author’s exact words, use quotation marks, cite, and include the page number. If you are using the author’s ideas, cite the author(s) and date. No more than 20% of your paper can be material that is directly quoted from the literature. Failure to cite will result in a failing grade---plagiarism is not tolerated.

7. Every article you use must appear in the reference section. A paper cannot appear in the reference section if it is not explicitly cited in the main body of the paper.

GRADING RUBRIC for Assignment Three LITERATURE SYNTHESIS

Elements Met Expectations Partially Met Expectations Not Met

Synthesize seven or more primary research articles on the topic and potential interventions	More than seven primary articles were synthesized on the topic. (6 points)	Seven primary articles were synthesized on the topic. (1-5 points)	Fewer than seven primary articles were synthesized on the topic. 0
Includes introduction, logical flow with transitions between ideas, connections between research and both your topic and proposed intervention	More than seven primary articles were synthesized concisely and addressed all required elements. Less than 5% of the synthesis is quoted and there is a planned solution strategy. There is a clear logic for your choice of proposed intervention strategy. (10 points)	Seven primary articles were adequately synthesized and all required elements were addressed. Less than 10% of the synthesis is quoted and there is a planned solution strategy. (1-9 points)	Fewer than seven primary articles were used. Articles were not synthesized (paper is a sequence of summaries; heavy reliance on quotes), some/all articles are not related to the topic, and/or all required elements were not addressed. 0
Employs appropriate composition, word usage, spelling, grammar, and mechanics	No more than two errors per page (2 points)	No more than five errors per page (1 point)	More than five errors per page, resulting in writing that is difficult to read or incoherent. 0
Uses APA (7th ed.) format (e.g., margins, spacing, citations, references, etc.)	No more than two errors in the assignment (2 points)	No more than five errors in the assignment (1 point)	The paper does not comply with APA (7th ed.) format requirements. 0

Assignment1-Sum2024_MSL0687.docx

Assignment One: Trend Analysis (Part A)

Addressing the Growing Need for Mediation Programs in Educational Settings

Part A: Introduction

Nowadays, the student environment is changing rapidly, and this implies the need for the establishment of mediation programs in schools. In the face of the numerous changes that society is going through and the way students are dealing with present problems, such as interpersonal conflicts and mental health issues, mediation in creating a safe and supportive learning environment becomes necessary. This paper is trying to resolve the urgent need for thorough mediation programs in schools, which are mostly focused on the existing gaps and the possible risks of not having enough mediation resources.

New technologies and social media platforms have created a situation where students are exposed to different viewpoints and communication methods, which in turn can sometimes lead to misunderstandings and conflicts. Besides, the pandemic has made the stressors and mental health issues among the students to be worse, and the new issue of resolving the conflicts among the students have to be the first priority.

Rationale

The theory of this paper rests on the fact that the mediation is a key factor in the solution of the conflict, improvement of the communication skills, and in the development of the emotional intelligence among students. Many studies have proved that schools with strong mediation programs have lower incidences of disciplinary issues, good student relationships and better academic performance.

Besides, mediation provides students with vital life skills that are not only needed in school, but also in other situations thus, they can deal with the complex social dynamics and conflicts in many fields. Through the creation of a culture of respect, empathy and active listening, mediation programs make a contribution to the overall development of students, thus enabling them to become responsible and active members of society.

Nevertheless, even with the evident advantages, many schools do not have enough mediators, so the students, teachers and administrators are not able to deal with problems well. It may be due to the budget constraints, administrative barriers, and a lack of awareness about the value of mediation that the gap between the number of cases and the number of mediators is so wide that it forms a hindrance to the creation of a supportive and inclusive school environment.

Part B: The Problem

[Ideal Scenario] The administration of Maplewood High School views that the best way to create a positive and inclusive learning environment that is conducive to the academic success of the students is to introduce a multifaceted mediation program that will deal with the relationships among the students. This program would involve the participation of the administrators, professors, students, and parents, thus providing the support for the conflict resolution and the skill improvement.

In the [Current Scenario] in Maplewood High School, the mediation resources are limited and fragmented. The school depends mostly on ad-hoc ways of conflict resolution, such as the teacher's intervention or the short counselling sessions. Despite the good intentions, these methods usually do not solve the real problems, and therefore, the conflicts and the unresolved tensions within the school community are still there. In spite of the fact that the necessity of a formal mediation program has been acknowledged, the constraints of the budget and the administrative obstacles have been the main barriers to the development of this program.

[Possible Results] Maplewood High School is going to face some problems if it does not have a good meditation school. Firstly, confronted conflicts may turn into bigger ones, which will create chaos in the learning environment, and the student's academic performance will be damaged. Furthermore, the absence of systematic ways of dealing with conflicts may lead to the creation of a hostile and mistrustful environment between students, teachers, and parents, which will negatively affect the whole school experience (Benson & Manu, 2024). Besides, the problem of student alienation will be increased without the measures that are addressed by the conflict in the school; the marginalized students will feel unsupported and will not be interested in the school community, leading to their inequity and exclusion. Thus, Maplewood High School should concentrate on the creation and application of a wide-ranging mediation program in order to reduce these consequences and stay true to its goal of creating a secure and supportive educational atmosphere for all students. Through the training of teachers for mediation, setting up of peer mediation programs and cooperation with the parents and the community stakeholders, the school will be able to create a culture of conflict resolution and mutual respect that will be a pillar of the student's academic and social development (Mahvar et al., 2018).

References

Benson, G. H., & Manu, I. Y. (2024). An assessment of the conflict resolution mechanisms in use by Ghanaian public universities. SN Social Sciences, 4(2), 1-32. https://doi.org/10.1007/s43545-024-00850-8

Mahvar, T., Farahani, M. A., & Aryankhesal, A. (2018). Conflict management strategies in coping with students' disruptive behaviours in the classroom: Systematized review. Journal of advances in medical education & professionalism, 6(3), 102.

Assignment2-Sum2024_MSL0687.docx

Assignment Two: Annotated Bibliography

Annotated Bibliography on Mediation Programs in Educational Settings

AlAhmad, H., & Kukali, E. (2023). The mediatization of education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Annotation:

This book chapter examines the shifting dynamics of classroom mediation in Middle Eastern higher education institutions. In their work, AlAhmad and Kukali (2023) show that mediation is a powerful tool that can help to initiate and facilitate dialogue and conflict transformation. This source is useful since it offers an international approach to analyzing the efficacy of mediation in different educational environments and thus underlines the importance of such programs in schools.

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Annotation:

This research aims to examine the moderating effects of emotional intelligence on the relationship between leadership behaviours of school principals and diversity management competencies. The results of the research indicate that principals who possess high levels of emotional intelligence are more capable of handling diversity issues and supporting diversity management (Çayak & Eskici, 2021). This source is relevant to the paper’s discussion on training educators in mediation and conflict resolution skills, which contributes to the significance of emotional intelligence in educational leadership.

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Annotation:

This research seeks to identify the correlation between traits of emotional intelligence, resilience, academic anxiety, and school burnout among high school learners. According to the studies, emotional intelligence and resilience help to decrease academic anxiety and burnout (Fiorilli et al., 2020). This source can be used when explaining how mediation programs that focus on the development of emotional intelligence and resilience can reduce stress and improve the students' well-being and, consequently, their academic achievement.

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Annotation:

This systematic review and meta-analysis examine the efficacy of various school-based programs to address bullying issues. The authors noted that such programs have a positive impact on decreasing bullying perpetration and victimization (Gaffney et al., 2021). This source is particularly relevant as it offers detailed support for the use of mediation and other conflict resolution strategies in schools and their effect on reducing the prevalence of violence in schools.

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Annotation:

This paper aimed to identify the potential of principals’ emotional intelligence in influencing teachers and improving organizational citizenship in schools. The authors concluded that emotionally intelligent leadership positively influences teacher professional behaviour and school atmosphere (Hsieh et al., 2024). This source is relevant in discussing the ways that emotional intelligence training for school leaders can enhance mediation programs to create a positive school culture.

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Annotation:

In this article, the author aims to analyze the effectiveness of school mediation programs in improving peer relations and maintaining peace. The study, therefore, reveals how mediation programs enhance peer relations and reduce conflicts through qualitative and quantitative data analysis (Ibarrola-García, 2023). This source supports the argument for mediation programs because it emphasizes the positive effects of the programs in helping students acquire problem-solving skills that would ensure that schools remain safe places to live in the long run.

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Annotation:

This systematic literature review aims to identify and synthesize existing literature regarding restorative justice and restorative practices in schools. Lodi et al. (2021) concluded that these practices help manage conflicts and enhance the school climate. This source is instrumental in understanding the overall approach to conflict management in schools and how restorative justice and mediation can work hand in hand.

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

Annotation:

This research investigates the effects of cooperative learning on peer interactions and the academic motivation of students of colour. According to the authors, cooperative learning environments increase peer support and academic engagement (Van Ryzin et al., 2020). This source is relevant to the topic of the study as it presents the benefits of mediation and cooperative learning strategies in enhancing school climate and student interpersonal relations, especially in multiculturally diverse classrooms.

References

AlAhmad, H., & Kukali, E. (2023). The mediatization education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and vivictimizationAn updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

Assignment2-Sum2024_MSL0687.docx

Assignment Two: Annotated Bibliography

Annotated Bibliography on Mediation Programs in Educational Settings

AlAhmad, H., & Kukali, E. (2023). The mediatization of education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Annotation:

This book chapter examines the shifting dynamics of classroom mediation in Middle Eastern higher education institutions. In their work, AlAhmad and Kukali (2023) show that mediation is a powerful tool that can help to initiate and facilitate dialogue and conflict transformation. This source is useful since it offers an international approach to analyzing the efficacy of mediation in different educational environments and thus underlines the importance of such programs in schools.

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Annotation:

This research aims to examine the moderating effects of emotional intelligence on the relationship between leadership behaviours of school principals and diversity management competencies. The results of the research indicate that principals who possess high levels of emotional intelligence are more capable of handling diversity issues and supporting diversity management (Çayak & Eskici, 2021). This source is relevant to the paper’s discussion on training educators in mediation and conflict resolution skills, which contributes to the significance of emotional intelligence in educational leadership.

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Annotation:

This research seeks to identify the correlation between traits of emotional intelligence, resilience, academic anxiety, and school burnout among high school learners. According to the studies, emotional intelligence and resilience help to decrease academic anxiety and burnout (Fiorilli et al., 2020). This source can be used when explaining how mediation programs that focus on the development of emotional intelligence and resilience can reduce stress and improve the students' well-being and, consequently, their academic achievement.

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Annotation:

This systematic review and meta-analysis examine the efficacy of various school-based programs to address bullying issues. The authors noted that such programs have a positive impact on decreasing bullying perpetration and victimization (Gaffney et al., 2021). This source is particularly relevant as it offers detailed support for the use of mediation and other conflict resolution strategies in schools and their effect on reducing the prevalence of violence in schools.

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Annotation:

This paper aimed to identify the potential of principals’ emotional intelligence in influencing teachers and improving organizational citizenship in schools. The authors concluded that emotionally intelligent leadership positively influences teacher professional behaviour and school atmosphere (Hsieh et al., 2024). This source is relevant in discussing the ways that emotional intelligence training for school leaders can enhance mediation programs to create a positive school culture.

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Annotation:

In this article, the author aims to analyze the effectiveness of school mediation programs in improving peer relations and maintaining peace. The study, therefore, reveals how mediation programs enhance peer relations and reduce conflicts through qualitative and quantitative data analysis (Ibarrola-García, 2023). This source supports the argument for mediation programs because it emphasizes the positive effects of the programs in helping students acquire problem-solving skills that would ensure that schools remain safe places to live in the long run.

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Annotation:

This systematic literature review aims to identify and synthesize existing literature regarding restorative justice and restorative practices in schools. Lodi et al. (2021) concluded that these practices help manage conflicts and enhance the school climate. This source is instrumental in understanding the overall approach to conflict management in schools and how restorative justice and mediation can work hand in hand.

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

Annotation:

This research investigates the effects of cooperative learning on peer interactions and the academic motivation of students of colour. According to the authors, cooperative learning environments increase peer support and academic engagement (Van Ryzin et al., 2020). This source is relevant to the topic of the study as it presents the benefits of mediation and cooperative learning strategies in enhancing school climate and student interpersonal relations, especially in multiculturally diverse classrooms.

References

AlAhmad, H., & Kukali, E. (2023). The mediatization education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and vivictimizationAn updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

A3instructions.docx

Directions:

3. Write strong clear paragraphs with transitions between ideas

4. Use a logical flow within paragraphs and between them

5. State the connections between the synthesized research and your topic

7. Every article you use must appear in the reference section. A paper cannot appear in the reference section if it is not explicitly cited in the main body of the paper.

GRADING RUBRIC for Assignment Three LITERATURE SYNTHESIS

Elements Met Expectations Partially Met Expectations Not Met

Synthesize seven or more primary research articles on the topic and potential interventions	More than seven primary articles were synthesized on the topic. (6 points)	Seven primary articles were synthesized on the topic. (1-5 points)	Fewer than seven primary articles were synthesized on the topic. 0
Includes introduction, logical flow with transitions between ideas, connections between research and both your topic and proposed intervention	More than seven primary articles were synthesized concisely and addressed all required elements. Less than 5% of the synthesis is quoted and there is a planned solution strategy. There is a clear logic for your choice of proposed intervention strategy. (10 points)	Seven primary articles were adequately synthesized and all required elements were addressed. Less than 10% of the synthesis is quoted and there is a planned solution strategy. (1-9 points)	Fewer than seven primary articles were used. Articles were not synthesized (paper is a sequence of summaries; heavy reliance on quotes), some/all articles are not related to the topic, and/or all required elements were not addressed. 0
Employs appropriate composition, word usage, spelling, grammar, and mechanics	No more than two errors per page (2 points)	No more than five errors per page (1 point)	More than five errors per page, resulting in writing that is difficult to read or incoherent. 0
Uses APA (7th ed.) format (e.g., margins, spacing, citations, references, etc.)	No more than two errors in the assignment (2 points)	No more than five errors in the assignment (1 point)	The paper does not comply with APA (7th ed.) format requirements. 0

Assignment1-Sum2024_MSL0687.docx

Assignment One: Trend Analysis (Part A)

Addressing the Growing Need for Mediation Programs in Educational Settings

Part A: Introduction

Nowadays, the student environment is changing rapidly, and this implies the need for the establishment of mediation programs in schools. In the face of the numerous changes that society is going through and the way students are dealing with present problems, such as interpersonal conflicts and mental health issues, mediation in creating a safe and supportive learning environment becomes necessary. This paper is trying to resolve the urgent need for thorough mediation programs in schools, which are mostly focused on the existing gaps and the possible risks of not having enough mediation resources.

New technologies and social media platforms have created a situation where students are exposed to different viewpoints and communication methods, which in turn can sometimes lead to misunderstandings and conflicts. Besides, the pandemic has made the stressors and mental health issues among the students to be worse, and the new issue of resolving the conflicts among the students have to be the first priority.

Rationale

The theory of this paper rests on the fact that the mediation is a key factor in the solution of the conflict, improvement of the communication skills, and in the development of the emotional intelligence among students. Many studies have proved that schools with strong mediation programs have lower incidences of disciplinary issues, good student relationships and better academic performance.

Besides, mediation provides students with vital life skills that are not only needed in school, but also in other situations thus, they can deal with the complex social dynamics and conflicts in many fields. Through the creation of a culture of respect, empathy and active listening, mediation programs make a contribution to the overall development of students, thus enabling them to become responsible and active members of society.

Nevertheless, even with the evident advantages, many schools do not have enough mediators, so the students, teachers and administrators are not able to deal with problems well. It may be due to the budget constraints, administrative barriers, and a lack of awareness about the value of mediation that the gap between the number of cases and the number of mediators is so wide that it forms a hindrance to the creation of a supportive and inclusive school environment.

Part B: The Problem

[Ideal Scenario] The administration of Maplewood High School views that the best way to create a positive and inclusive learning environment that is conducive to the academic success of the students is to introduce a multifaceted mediation program that will deal with the relationships among the students. This program would involve the participation of the administrators, professors, students, and parents, thus providing the support for the conflict resolution and the skill improvement.

In the [Current Scenario] in Maplewood High School, the mediation resources are limited and fragmented. The school depends mostly on ad-hoc ways of conflict resolution, such as the teacher's intervention or the short counselling sessions. Despite the good intentions, these methods usually do not solve the real problems, and therefore, the conflicts and the unresolved tensions within the school community are still there. In spite of the fact that the necessity of a formal mediation program has been acknowledged, the constraints of the budget and the administrative obstacles have been the main barriers to the development of this program.

[Possible Results] Maplewood High School is going to face some problems if it does not have a good meditation school. Firstly, confronted conflicts may turn into bigger ones, which will create chaos in the learning environment, and the student's academic performance will be damaged. Furthermore, the absence of systematic ways of dealing with conflicts may lead to the creation of a hostile and mistrustful environment between students, teachers, and parents, which will negatively affect the whole school experience (Benson & Manu, 2024). Besides, the problem of student alienation will be increased without the measures that are addressed by the conflict in the school; the marginalized students will feel unsupported and will not be interested in the school community, leading to their inequity and exclusion. Thus, Maplewood High School should concentrate on the creation and application of a wide-ranging mediation program in order to reduce these consequences and stay true to its goal of creating a secure and supportive educational atmosphere for all students. Through the training of teachers for mediation, setting up of peer mediation programs and cooperation with the parents and the community stakeholders, the school will be able to create a culture of conflict resolution and mutual respect that will be a pillar of the student's academic and social development (Mahvar et al., 2018).

References

Benson, G. H., & Manu, I. Y. (2024). An assessment of the conflict resolution mechanisms in use by Ghanaian public universities. SN Social Sciences, 4(2), 1-32. https://doi.org/10.1007/s43545-024-00850-8

Mahvar, T., Farahani, M. A., & Aryankhesal, A. (2018). Conflict management strategies in coping with students' disruptive behaviours in the classroom: Systematized review. Journal of advances in medical education & professionalism, 6(3), 102.

Assignment2-Sum2024_MSL0687.docx

Assignment Two: Annotated Bibliography

Annotated Bibliography on Mediation Programs in Educational Settings

AlAhmad, H., & Kukali, E. (2023). The mediatization of education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Annotation:

This book chapter examines the shifting dynamics of classroom mediation in Middle Eastern higher education institutions. In their work, AlAhmad and Kukali (2023) show that mediation is a powerful tool that can help to initiate and facilitate dialogue and conflict transformation. This source is useful since it offers an international approach to analyzing the efficacy of mediation in different educational environments and thus underlines the importance of such programs in schools.

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Annotation:

This research aims to examine the moderating effects of emotional intelligence on the relationship between leadership behaviours of school principals and diversity management competencies. The results of the research indicate that principals who possess high levels of emotional intelligence are more capable of handling diversity issues and supporting diversity management (Çayak & Eskici, 2021). This source is relevant to the paper’s discussion on training educators in mediation and conflict resolution skills, which contributes to the significance of emotional intelligence in educational leadership.

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Annotation:

This research seeks to identify the correlation between traits of emotional intelligence, resilience, academic anxiety, and school burnout among high school learners. According to the studies, emotional intelligence and resilience help to decrease academic anxiety and burnout (Fiorilli et al., 2020). This source can be used when explaining how mediation programs that focus on the development of emotional intelligence and resilience can reduce stress and improve the students' well-being and, consequently, their academic achievement.

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Annotation:

This systematic review and meta-analysis examine the efficacy of various school-based programs to address bullying issues. The authors noted that such programs have a positive impact on decreasing bullying perpetration and victimization (Gaffney et al., 2021). This source is particularly relevant as it offers detailed support for the use of mediation and other conflict resolution strategies in schools and their effect on reducing the prevalence of violence in schools.

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Annotation:

This paper aimed to identify the potential of principals’ emotional intelligence in influencing teachers and improving organizational citizenship in schools. The authors concluded that emotionally intelligent leadership positively influences teacher professional behaviour and school atmosphere (Hsieh et al., 2024). This source is relevant in discussing the ways that emotional intelligence training for school leaders can enhance mediation programs to create a positive school culture.

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Annotation:

In this article, the author aims to analyze the effectiveness of school mediation programs in improving peer relations and maintaining peace. The study, therefore, reveals how mediation programs enhance peer relations and reduce conflicts through qualitative and quantitative data analysis (Ibarrola-García, 2023). This source supports the argument for mediation programs because it emphasizes the positive effects of the programs in helping students acquire problem-solving skills that would ensure that schools remain safe places to live in the long run.

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Annotation:

This systematic literature review aims to identify and synthesize existing literature regarding restorative justice and restorative practices in schools. Lodi et al. (2021) concluded that these practices help manage conflicts and enhance the school climate. This source is instrumental in understanding the overall approach to conflict management in schools and how restorative justice and mediation can work hand in hand.

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

Annotation:

This research investigates the effects of cooperative learning on peer interactions and the academic motivation of students of colour. According to the authors, cooperative learning environments increase peer support and academic engagement (Van Ryzin et al., 2020). This source is relevant to the topic of the study as it presents the benefits of mediation and cooperative learning strategies in enhancing school climate and student interpersonal relations, especially in multiculturally diverse classrooms.

References

AlAhmad, H., & Kukali, E. (2023). The mediatization education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and vivictimizationAn updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

A3instructions.docx

Directions:

3. Write strong clear paragraphs with transitions between ideas

4. Use a logical flow within paragraphs and between them

5. State the connections between the synthesized research and your topic

7. Every article you use must appear in the reference section. A paper cannot appear in the reference section if it is not explicitly cited in the main body of the paper.

GRADING RUBRIC for Assignment Three LITERATURE SYNTHESIS

Elements Met Expectations Partially Met Expectations Not Met

Synthesize seven or more primary research articles on the topic and potential interventions	More than seven primary articles were synthesized on the topic. (6 points)	Seven primary articles were synthesized on the topic. (1-5 points)	Fewer than seven primary articles were synthesized on the topic. 0
Includes introduction, logical flow with transitions between ideas, connections between research and both your topic and proposed intervention	More than seven primary articles were synthesized concisely and addressed all required elements. Less than 5% of the synthesis is quoted and there is a planned solution strategy. There is a clear logic for your choice of proposed intervention strategy. (10 points)	Seven primary articles were adequately synthesized and all required elements were addressed. Less than 10% of the synthesis is quoted and there is a planned solution strategy. (1-9 points)	Fewer than seven primary articles were used. Articles were not synthesized (paper is a sequence of summaries; heavy reliance on quotes), some/all articles are not related to the topic, and/or all required elements were not addressed. 0
Employs appropriate composition, word usage, spelling, grammar, and mechanics	No more than two errors per page (2 points)	No more than five errors per page (1 point)	More than five errors per page, resulting in writing that is difficult to read or incoherent. 0
Uses APA (7th ed.) format (e.g., margins, spacing, citations, references, etc.)	No more than two errors in the assignment (2 points)	No more than five errors in the assignment (1 point)	The paper does not comply with APA (7th ed.) format requirements. 0

Assignment1-Sum2024_MSL0687.docx

Assignment One: Trend Analysis (Part A)

Addressing the Growing Need for Mediation Programs in Educational Settings

Part A: Introduction

Nowadays, the student environment is changing rapidly, and this implies the need for the establishment of mediation programs in schools. In the face of the numerous changes that society is going through and the way students are dealing with present problems, such as interpersonal conflicts and mental health issues, mediation in creating a safe and supportive learning environment becomes necessary. This paper is trying to resolve the urgent need for thorough mediation programs in schools, which are mostly focused on the existing gaps and the possible risks of not having enough mediation resources.

New technologies and social media platforms have created a situation where students are exposed to different viewpoints and communication methods, which in turn can sometimes lead to misunderstandings and conflicts. Besides, the pandemic has made the stressors and mental health issues among the students to be worse, and the new issue of resolving the conflicts among the students have to be the first priority.

Rationale

The theory of this paper rests on the fact that the mediation is a key factor in the solution of the conflict, improvement of the communication skills, and in the development of the emotional intelligence among students. Many studies have proved that schools with strong mediation programs have lower incidences of disciplinary issues, good student relationships and better academic performance.

Besides, mediation provides students with vital life skills that are not only needed in school, but also in other situations thus, they can deal with the complex social dynamics and conflicts in many fields. Through the creation of a culture of respect, empathy and active listening, mediation programs make a contribution to the overall development of students, thus enabling them to become responsible and active members of society.

Nevertheless, even with the evident advantages, many schools do not have enough mediators, so the students, teachers and administrators are not able to deal with problems well. It may be due to the budget constraints, administrative barriers, and a lack of awareness about the value of mediation that the gap between the number of cases and the number of mediators is so wide that it forms a hindrance to the creation of a supportive and inclusive school environment.

Part B: The Problem

[Ideal Scenario] The administration of Maplewood High School views that the best way to create a positive and inclusive learning environment that is conducive to the academic success of the students is to introduce a multifaceted mediation program that will deal with the relationships among the students. This program would involve the participation of the administrators, professors, students, and parents, thus providing the support for the conflict resolution and the skill improvement.

In the [Current Scenario] in Maplewood High School, the mediation resources are limited and fragmented. The school depends mostly on ad-hoc ways of conflict resolution, such as the teacher's intervention or the short counselling sessions. Despite the good intentions, these methods usually do not solve the real problems, and therefore, the conflicts and the unresolved tensions within the school community are still there. In spite of the fact that the necessity of a formal mediation program has been acknowledged, the constraints of the budget and the administrative obstacles have been the main barriers to the development of this program.

[Possible Results] Maplewood High School is going to face some problems if it does not have a good meditation school. Firstly, confronted conflicts may turn into bigger ones, which will create chaos in the learning environment, and the student's academic performance will be damaged. Furthermore, the absence of systematic ways of dealing with conflicts may lead to the creation of a hostile and mistrustful environment between students, teachers, and parents, which will negatively affect the whole school experience (Benson & Manu, 2024). Besides, the problem of student alienation will be increased without the measures that are addressed by the conflict in the school; the marginalized students will feel unsupported and will not be interested in the school community, leading to their inequity and exclusion. Thus, Maplewood High School should concentrate on the creation and application of a wide-ranging mediation program in order to reduce these consequences and stay true to its goal of creating a secure and supportive educational atmosphere for all students. Through the training of teachers for mediation, setting up of peer mediation programs and cooperation with the parents and the community stakeholders, the school will be able to create a culture of conflict resolution and mutual respect that will be a pillar of the student's academic and social development (Mahvar et al., 2018).

References

Benson, G. H., & Manu, I. Y. (2024). An assessment of the conflict resolution mechanisms in use by Ghanaian public universities. SN Social Sciences, 4(2), 1-32. https://doi.org/10.1007/s43545-024-00850-8

Mahvar, T., Farahani, M. A., & Aryankhesal, A. (2018). Conflict management strategies in coping with students' disruptive behaviours in the classroom: Systematized review. Journal of advances in medical education & professionalism, 6(3), 102.

Assignment2-Sum2024_MSL0687.docx

Assignment Two: Annotated Bibliography

Annotated Bibliography on Mediation Programs in Educational Settings

AlAhmad, H., & Kukali, E. (2023). The mediatization of education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Annotation:

This book chapter examines the shifting dynamics of classroom mediation in Middle Eastern higher education institutions. In their work, AlAhmad and Kukali (2023) show that mediation is a powerful tool that can help to initiate and facilitate dialogue and conflict transformation. This source is useful since it offers an international approach to analyzing the efficacy of mediation in different educational environments and thus underlines the importance of such programs in schools.

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Annotation:

This research aims to examine the moderating effects of emotional intelligence on the relationship between leadership behaviours of school principals and diversity management competencies. The results of the research indicate that principals who possess high levels of emotional intelligence are more capable of handling diversity issues and supporting diversity management (Çayak & Eskici, 2021). This source is relevant to the paper’s discussion on training educators in mediation and conflict resolution skills, which contributes to the significance of emotional intelligence in educational leadership.

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Annotation:

This research seeks to identify the correlation between traits of emotional intelligence, resilience, academic anxiety, and school burnout among high school learners. According to the studies, emotional intelligence and resilience help to decrease academic anxiety and burnout (Fiorilli et al., 2020). This source can be used when explaining how mediation programs that focus on the development of emotional intelligence and resilience can reduce stress and improve the students' well-being and, consequently, their academic achievement.

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and victimization: An updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Annotation:

This systematic review and meta-analysis examine the efficacy of various school-based programs to address bullying issues. The authors noted that such programs have a positive impact on decreasing bullying perpetration and victimization (Gaffney et al., 2021). This source is particularly relevant as it offers detailed support for the use of mediation and other conflict resolution strategies in schools and their effect on reducing the prevalence of violence in schools.

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Annotation:

This paper aimed to identify the potential of principals’ emotional intelligence in influencing teachers and improving organizational citizenship in schools. The authors concluded that emotionally intelligent leadership positively influences teacher professional behaviour and school atmosphere (Hsieh et al., 2024). This source is relevant in discussing the ways that emotional intelligence training for school leaders can enhance mediation programs to create a positive school culture.

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Annotation:

In this article, the author aims to analyze the effectiveness of school mediation programs in improving peer relations and maintaining peace. The study, therefore, reveals how mediation programs enhance peer relations and reduce conflicts through qualitative and quantitative data analysis (Ibarrola-García, 2023). This source supports the argument for mediation programs because it emphasizes the positive effects of the programs in helping students acquire problem-solving skills that would ensure that schools remain safe places to live in the long run.

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Annotation:

This systematic literature review aims to identify and synthesize existing literature regarding restorative justice and restorative practices in schools. Lodi et al. (2021) concluded that these practices help manage conflicts and enhance the school climate. This source is instrumental in understanding the overall approach to conflict management in schools and how restorative justice and mediation can work hand in hand.

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

Annotation:

This research investigates the effects of cooperative learning on peer interactions and the academic motivation of students of colour. According to the authors, cooperative learning environments increase peer support and academic engagement (Van Ryzin et al., 2020). This source is relevant to the topic of the study as it presents the benefits of mediation and cooperative learning strategies in enhancing school climate and student interpersonal relations, especially in multiculturally diverse classrooms.

References

AlAhmad, H., & Kukali, E. (2023). The mediatization education: Classroom mediation as an agent of change in Middle Eastern higher education systems. In H. Abouabdelkader & B. Tomalin (Eds.), Diversity education in the MENA region. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-42693-3_11

Çayak, S., & Eskici, M. (2021). The mediating role of emotional intelligence in the relationship between school principals' sustainable leadership behaviours and diversity management skills. Frontiers in Psychology, 12, 774388. https://doi.org/10.3389/fpsyg.2021.774388

Fiorilli, C., Farina, E., Buonomo, I., Costa, S., Romano, L., Larcan, R., & Petrides, K. V. (2020). Trait emotional intelligence and school burnout: The mediating role of resilience and academic anxiety in high school. International Journal of Environmental Research and Public Health, 17(9), 3058. https://doi.org/10.3390/ijerph17093058

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). Effectiveness of school-based programs to reduce bullying perpetration and vivictimizationAn updated systematic review and meta-analysis. Campbell Systematic Reviews, 17(2), e1143. https://doi.org/10.1002/cl2.1143

Hsieh, C.-C., Li, H.-C., Liang, J.-K., & Chiu, Y.-C. (2024). Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behaviour in Taiwan's elementary schools. Acta Psychologica, 243, 104142. https://doi.org/10.1016/j.actpsy.2024.104142

Ibarrola-García, S. (2023). Peer relationships: school mediation benefits for sustainable peace. Pastoral Care in Education, 1–28. https://doi.org/10.1080/02643944.2023.2244500

Lodi, E., Perrella, L., Lepri, G. L., Scarpa, M. L., & Patrizi, P. (2021). Use of restorative justice and restorative practices at school: A systematic literature review. International Journal of Environmental Research and Public Health, 19(1), 96. https://doi.org/10.3390/ijerph19010096

Van Ryzin, M. J., Roseth, C. J., & McClure, H. (2020). The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of colour. Journal of Educational Research, 113(4), 283–291. https://doi.org/10.1080/00220671.2020.1806016

other Questions(10)