Papers by Maija Gellin
Springer eBooks, 2018
In his article, I describe the basis, progress and models of mediation in Finnish schools. Mediat... more In his article, I describe the basis, progress and models of mediation in Finnish schools. Mediation has been offered as an alternative and restorative conflict management practice for intervention of misbehaviour and bullying since 2001. I present participation and learning approaches along with relevant literature as this constitutes the basis for the development and implementation of school mediation programmes. In the article, I also discuss how misbehaviour and bullying can be prevented by improving social skills and pupil participation in school with a restorative approach and mediation. In the last part of the article, I describe mediation practices in Finnish schools and present the latest statistics on school mediation training, the use of school mediation and surveys on user satisfaction. In conclusion, I discuss the impact of mediation and restorative practices. The article is connected to the discourse in the field of education about increasing pupil participation and strengthening children's rights by implementing child-friendly methods to conflict management in schools.
Protecting rights, restoring respect and strengthening relationships: a European model for RJ with young people and children
Sovittelu ja sen sovellukset. Sovittelun käyttö konfliktien ratkaisemisessa on lisääntynyt voimak... more Sovittelu ja sen sovellukset. Sovittelun käyttö konfliktien ratkaisemisessa on lisääntynyt voimakkaasti viimeisen kahdenkymmenen vuoden aikana Suomessa. Samalla sovittelu on levinnyt monille uusille aloille. Sovittelu ja sen sovellukset -kirja käsittelee monipuolisesti sovittelun erilaisia teoreettisia lähtökohtia ja käytännön sovelluksia. Kirjassa on käsitelty muun muassa rikossovittelua, tuomioistuinsovittelua, perhesovittelua, naapuruussovittelua, koulujen sovittelutoimintaa ja ympäristösovittelua.
Luvun 16 kirjoittaja FT, KM Maija Gellin avaa suomalaisen varhaiskasvatus- ja opetuskentän sovittelutoimintaa ja tuloksia päiväkodeissa, kouluissa ja oppilaitoksissa.
Introduction to: Gellin M. 2022. Strengthening rights and participation of children. A Finnish perspective on a restorative approach to education. Chapter 16. In Wolthuis A., Chapman T. (eds.) Restorative justice from a children's rights perspective. Eleven Publ. 2022, pp. 291-310.
ABSTRACT: In Finland, the health and social care and youth work activities are locally organized ... more ABSTRACT: In Finland, the health and social care and youth work activities are locally organized to enable easy access to care when needed. Early prevention work is highlighted to increase the safety and health of every individual, from infants to seniors.
In 2016 the national crime prevention Program Working Together for Safer and More Secure Communities was prepared by the Finnish National Council for Crime Prevention in the ministry of justice. The basic aim of the program is (1) to clarify the role of crime prevention in other municipal plans; (2) to improve crime prevention cooperation and networking with public authorities, businesses, organizations and citizens; (3) to increase crime prevention expertise at the local and national levels; (4) to promote the consultation of local residents and nongovernmental organizations in the planning of crime prevention measures and (5) to improve the opportunities of citizens to influence and participate in preventing crime and increase the sense of safety and security in their communities. The focus is on situational crime prevention. The advantage of situational prevention actions lies largely in the fact that the measures may provide realistic, often practical and cheap solutions. The basic experience is that criminal activity is often a complex situational event in which a young person may have behaved violently and also experienced violence at that moment or earlier.
In the Finnish field of education, the restorative approach and mediation are the most used concepts professionally associated with the practices of restorative justice. In Finland, a program called VERSO has been offering training in the use of the restorative approach and mediation in schools nationwide since 2001. The restorative approach is practiced in a school context through mediation and restorative circles, as well as conference processes. In schools, mediation can be guided by students trained as peer mediators to resolve tensions between students and also by adult or conference processes under the guidance of staff members trained as mediators when conflicts between students and school staff or adults and/or school staff and parents arise.
In this chapter the practices and research result of mediation and restorative approach in Finnish schools and education are opened.
Find the book https://www.boomdenhaag.nl/en/webshop/restorative-justice-from-a-childrens-rights-perspective
Sovittelutoimintaa on kouluilla ja oppilaitoksilla hyödynnetty jo 20 vuoden ajan. Viimeisen 10 vu... more Sovittelutoimintaa on kouluilla ja oppilaitoksilla hyödynnetty jo 20 vuoden ajan. Viimeisen 10 vuoden aikana sovitteleva työote on levinnyt myös päiväkoteihin. Tavoitteena on toimintakulttuurin muuttaminen niin, että arjen konfliktit nähdään sosiaalisten taitojen oppimistilanteina, joiden yhteinen osallisuuden mahdollistava käsittely lisää koko yhteisön sosiaalista pääomaa.Tutkimustulosten mukaan rankaisulähtöiset käytännöt tuottava epäoikeudenmukaisuuden ja syrjäytymisen kokemuksia, jotka leimaavat lapsen tai nuoren identiteettiä. Rankaisujen sijaan restoratiivisen eli korjaavan oikeuden teoriaan pohjaavat käytännöt – kuten sovittelu – ovat ovat tuottaneet tutkitusti oppilaiden asiantuntemuksen arvostamista sekä yhteisen vastuunoton ja kaikkien yhteisön jäsenten osallisuuden vahvistumista.
Luettavissa: https://www.theseus.fi/bitstream/handle/10024/505526/URNISBN9789523443723.pdf?sequence=2&isAllowed=y
Gellin M. 2011. Lapsikin osaa sovitella” : minkälaista oppimista koulujen restoratiivinen toiminta tuottaa? Pro Gradu, Lapin yliopisto, 2011.
Tässä tutkimuksessa tarkastellaan restoratiivista ajattelua kouluyhteisön konfliktien ymmärtämise... more Tässä tutkimuksessa tarkastellaan restoratiivista ajattelua kouluyhteisön konfliktien ymmärtämisen uutena lähestymisnäkökulmana ja restoratiivista sovittelua uutena konfliktitilanteiden hallintamenetelmänä kouluissa. Tutkimuksen tavoitteena on koota oppilaiden vastausten pohjalta näkemys siitä miten restoratiivisuus sovittelussa toteutuu ja mitä se tuottaa. Tutkimuskohteena on vuoden 2008 päättyessä vertaissovittelutoiminnan koulutuksen saaneiden koulujen perusjoukko eli yhteensä 308 oppilaitosta, joista vastaajiksi valikoitui 30 oppilaitosta. Vastaajakoulut ovat ala- ja yläkouluja ja yhtenäiskouluja. Tutkimus toteutettiin survey-tutkimuksena ja aineisto kerättiin kyselylomakkeella, jossa oli sekä väittämäkysymyksiä että avoimia kysymyksiä. Aineisto koostui lopulta 166 vertaissovittelijana toimivan oppilaan vastauksista. Kokonaisuutena tämän tutkimuksen tulosten perusteella voidaan todeta, että restoratiivinen lähestyminen tuottaa mahdollisuuden yksilön ja yhteisön sosiaalisten tait...
Tutkimus tarkasteli restoratiivista lähestymistapaa ja sovittelua peruskoulukontekstissa. Suomess... more Tutkimus tarkasteli restoratiivista lähestymistapaa ja sovittelua peruskoulukontekstissa. Suomessa sovitteluun ja restoratiivisiin menetelmiin liittyvää koulutusta on tarjottu peruskouluille vuodesta 2001 alkaen. Tutkimus kiinnittyy yhtäällä kasvatus- ja opetuskentän henkilöstön lakisääteiseen tehtävään työrauhanturvaamisessa ja toisaalla kasvatus- ja opetustyön eettiseen lähtökohtaan lapsen ja nuoren kasvun ja identiteetin kehittymisen tukemisessa. Tutkimuksella haettiin näkemyksiä siitä, miten restoratiivinen lähestymistapa ilmenee, miten se määrittyy, mitä se tuottaa ja miten restoratiivisia menetelmiä ja sovittelua on peruskouluille implementoitu vuosien varrella koulun arjessa. Suomessa aihealueen tutkimus väitöstasolla tässä kontekstissa on uusi, mutta kansainvälisellä kentällä restoratiivisen oikeuden käytäntöjä ja restoratiivista lähestymistapaa kouluissa on tutkittu jo paljon. Tutkimuksen aineisto koostui vuosilta 2010-2012 kerätyistä 24 Suomen sovittelufoorumi ry:n VERSO-o...
Eskelinen T., Gellin M., Gretschel A. et al. 2012. Lapset ja nuoret kansalaistoimijoina. Teoksessa Gretschel A., Kiilakoski T. (toim.) Demokratiaoppitunti. Nuorisotutkimusseura, 2012, s. 213-246.
With financial support from the Justice Programme of the European Union This publication has been... more With financial support from the Justice Programme of the European Union This publication has been produced with the financial support of the Justice Programme of the European Union. The contents of this publication are the sole responsibility of the International Juvenile Justice Observatory and can in no way be taken to reflect the views of the European Union. The research was conducted by a team of experts in the field of restorative justice. Tim Chapman, Course Director of the Restorative Practices Masters at Ulster University, coordinated the overall project. Maija Sisko Gellin, Finnish Forum for Mediation, who has extensive experience of mediation with young people both in a schools and criminal justice system and Monique Anderson, an academic from Katholieke Universiteit Leuven.
Nordic Mediation Research, 2018
Abstract: In his article, I describe the basis, progress and models of mediation in
Finnish scho... more Abstract: In his article, I describe the basis, progress and models of mediation in
Finnish schools. Mediation has been offered as an alternative and restorative conflict
management practice for intervention of misbehaviour and bullying since 2001. I
present participation and learning approaches along with relevant literature as this
constitutes the basis for the development and implementation of school mediation
programmes. In the article, I also discuss how misbehaviour and bullying can be
prevented by improving social skills and pupil participation in school with a
restorative approach and mediation. In the last part of the article, I describe medi-
ation practices in Finnish schools and present the latest statistics on school mediation
training, the use of school mediation and surveys on user satisfaction. In conclusion,
I discuss the impact of mediation and restorative practices. The article is connected
to the discourse in the field of education about increasing pupil participation and
strengthening children’s rights by implementing child-friendly methods to conflict
management in schools.
Gellin M., Herranen J., Junttila-Vitikka P. et al. 2012. Lapset ja nuoret subjekteina koulutusjärjestelmässä. Teoksessa Gretscel A., Kiilakoski T. (toim.) Demokratiaoppitunti. Nuorisotutkimusseura, 2012, s. 95-147.
Hopkins B, Gellin M. 2016. Restorative Approaches in Educational Settings. In Minori guistizia. Rivista interdiscilinare di studi guiridici, psicologici, pedagogici e sociali sulla relazione fra minorenni e guistizia, nro. 1 / 2016. Milano: FrancoAngeli.
MINORIGIUSTIZIA, 2016
Gellin M. 2019. Restoratiivinen lähestymistapa ja sovittelu peruskoulukontekstissa. Väitöskirja., 2019
Gellin M. 2019. Restorative approach and mediation in context of basic education. Towards culture... more Gellin M. 2019. Restorative approach and mediation in context of basic education. Towards culture of restorative encounters Rovaniemi: University of Lapland. Acta electronica Universitatis Lapponiensis 266. ISBN 978-952-337-173-6 ISSN 1796-6310
The aim of this PhD-research was to explore the restorative approach and mediation in basic school context. In Finnish schools, restorative practices have been implemented since 2001. The aim of the research was to observe how restorative approach and mediation has been implemented, what significances they have brought to a school, how restorative approach in basis is understood and what challenges has occurred during several years practice in schools. The research was carried out with the Grounded Theory (GT)-process. The data was collected from school staff members (N=37), who had participated to trainings of Finnish Forum for Mediation (NGO) during years 2010-2012. The research gives a new dimension to the discourse of wellbeing and conflict management in school communities. According to the research results the concepts of restorative approach had remained in the dialog of informants. Respectful encounter, listening, and understanding of the meaning of the participation of the parties when resolving conflicts was adopted to profession and pedagogy of informants. The data points out that the restorative approach had changed the attitudes towards pupils so that they were seen as active actors of their own lives. Informants underlined that it is meaningful to support the expertise of pupils. Teacher-pupil relationship played an essential role both in learning and in strengthening of social skills. These concepts are taking part to the wider discourse on the field of education and are connected for example to the idea of positive pedagogy. According to the research results, restorative mediation was experienced as a working and cooperative method in conflict management. The view of humanity that restorative approach had given to informants changed the way the participants in conflict was seen. Instead of seeking bullies or bullied, the teacher as a facilitator, could work without labeling the parties and could support their capability to solve their conflict. Informants experienced that after changing the punitive role of an adult to a role of facilitator it was significantly easier to support the parties to keep the promises and change their behavior.
Open acces (in Finnish): http://urn.fi/URN:ISBN:978-952-337-173-6
European Research on Restorative Juvenile Justice, 2015
The European Model, which analyses good restorative practices, and key features of effectiveness,... more The European Model, which analyses good restorative practices, and key features of effectiveness, is based on the research conducted by a team of experts in the field of restorative justice. The experts also investigated the use of restorative measures through three case studies: Belgium, Finland and Northern Ireland. Tim Chapman, Course Director of the Restorative Practices Masters at the University of Ulster, coordinated the overall project. Maija Sisko Gellin, Finnish Forum for Mediation, who has extensive experience of mediation with young people both in schools and the criminal justice system, supported the practice model, in particular through knowledge of the juvenile restorative justice system in Finland. Monique Anderson, Katholieke Universiteit Leuven, also supported the practice model, calling on her experiences with the juvenile restorative justice system in Belgium.
Nordic Mediation Research, 2018
Gellin M. 2018. Mediation has been offered as an alternative and restorative conflict management ... more Gellin M. 2018. Mediation has been offered as an alternative and restorative conflict management practice for intervention of misbehaviour and bullying since 2001. I present participation and learning approaches along with relevant literature as this
constitutes the basis for the development and implementation of school mediation programmes. In the article, I also discuss how misbehaviour and bullying can be prevented by improving social skills and pupil participation in school with a restorative approach and mediation. In the last part of the article, I describe mediation practices in Finnish schools and present the latest statistics on school mediation training, the use of school mediation and surveys on user satisfaction. In conclusion,
I discuss the impact of mediation and restorative practices. The article is connected to the discourse in the field of education about increasing pupil participation and strengthening children’s rights by implementing child-friendly methods to conflict management in schools.
Book by Maija Gellin
Sovittelu koulussa, 2011
Sovittelu suomalaisissa kouluissa ja oppilaitoksissa Oppitunti on alkamassa, ja tulet opettajana ... more Sovittelu suomalaisissa kouluissa ja oppilaitoksissa Oppitunti on alkamassa, ja tulet opettajana luokkaan. Huomaat, että luokan nurkassa on käynnissä jonkinlainen kisa. Neljä oppilasta heittelee jotain. Ehdit huomata, että kyseessä on yhden oppilaan penaali, mutta samassa penaali palautuu omistajalleen. Muut naureskelevat, mutta penaalin omistajan ilme on vakava. Mitä tapahtui, mietit, mutta aloitat oppitunnin. Olet välituntivalvojana ja kuulet takaasi kiivasta sanailua. Kaksi oppilasta huutaa toisilleen ikävillä tavoilla nimitellen. Menet väliin ja rauhoitat tilanteen. Toinen oppilaista toteaa, että se oli vain "läppää". Mietit, mitä tapahtui, mutta sitten kellot soittavat tunnille. Yksi oppilas hidastelee tunnin jälkeen ja jää luokkaan. Kysyt, onko hänellä asiaa. Oppilas kertoo varovaisesti, että eräs luokkakaveri kiusaa häntä. Pysähdyt ja rohkaiset oppilasta kertomaan lisää. Ilmenee, että kyseessä on ulkonäköön liittyvä nimittely. Lohdutat oppilasta, kiität häntä asian kertomisesta ja lupaat puuttua heti tilanteeseen. Mietit, miten tällä kertaa edetä. Ruokalassa on jonoa ja jonossa levotonta liikehdintää. Ehdit havaita pientä tönimistä, kun äkkiä yhden jonossa olijan tarjotin putoaa lattialle ja siinä ollut vesilasi hajoaa. Kuuluu naurua ja kiroamista. Menet väliin, ja pari oppilasta osoittaa yhtä jonossa olijaa syyttäen tätä tönimisestä. Tämä taas osoittaa toisaalle, ja eipäs-juupas-väittely kiihtyy. Rauhoittelet tilannetta. Et haluaisi ryhtyä tuomariksi ja mietit, miten asia voitaisiin ratkaista. Oppitunnillasi kaksi oppilasta häiritsevät opetusta toistuvasti ja kielloista huolimatta-eikä vain opetusta vaan toisten työrauhaakin, sillä osa oppilaista pyytää ärsyyntyneinä usein näitä oppilaita lopettamaan pelleilynsä. Joskus tilanne karkaa jopa huuteluksi. Mietit, miten asiaan saataisiin muutos. Tuttuja tilanteita koulun arjesta, vai kuinka? Opettajan tehtävä on tiedon jakaminen sekä innostaminen opiskeluun ja tiedon etsintään, mutta arjessa on paljon muutakin. Kouluyhteisö on tiivis elämän yhteisö, jossa monenlaiset henkilöt, persoonat, toiveet ja tarpeet kohtaavat päivittäin. On selvää, että ristiriitoja ja pahaa mieltä syntyy. Entä jos ristiriidat ymmärrettäisiinkin oppimistilanteiksi? Entä jos näissäkin tilanteissa olisi mahdollista ohjata osapuolet itse pohtimaan tapahtunutta, kuulemaan toistensa näkemyksiä, tunteita ja tarpeita sekä päättämään yhdessä, miten tulevaisuudessa ristiriita vältetään? Sovittelu antaa tähän mahdollisuuden. Sovittelu tuo kouluyhteisölle
Gellin M. 2019. Restoratiivinen lähestymistapa ja sovittelu peruskoulukontekstissa Kohti eheyttävän kohtaamisen toimintakulttuuria. Väitöskirja. Acta electronica Universitatis Lapponienesis 266. Rovaniemi: Lapin yliopisto, 2019
Miten kohdata kouluyhteisön jäsenet-oppilaat ja opettajat-eheyttävästi arjen kiireessä? Miten edi... more Miten kohdata kouluyhteisön jäsenet-oppilaat ja opettajat-eheyttävästi arjen kiireessä? Miten edistää kunnioittavaa vuorovaikutusta myös mielipahaa ja kiusaamisen kokemista aiheuttavissa tilanteissa? Voiko oppilas olla asiantuntija oman konfliktinsa ratkaisussa? Miten rakentuu restoratiivinen oppi-misyhteisö? Millainen on restoratiivisen sovittelun prosessi? Tämä väitöskirja avaa näkemyksen restoratiivisen ja sovitte-levan toimintakulttuurin elementeistä sekä sovittelusta arjen konfliktinhallinnan työvälineenä. Kirja esittelee 37 opetus-kentän henkilökunnan jäsenen tuottaman aineiston pohjalle Grounded Theory-metodologian mukaisesti rakennettuja teo-reettisia malleja restoratiivisen toimintakulttuurin tuottami-sesta. Väitöstutkimus kiinnittyy osaltaan kasvatuskentän nykydis-kurssiin positiivisesta vuorovaikutuksesta ja luottamuksesta kouluyhteisön hyvinvoinnin edistäjinä. Tutkimus nostaa kes-kiöön oppilaiden osallisuuden ja aktiivisen toimijuuden merki-tyksen. Tutkimus osoittaa, että restoratiivisen lähestymistavan tuoma ajattelutavan muutos ja osallisuuden ymmärtäminen sekä sovitteluprosessin omaksuminen, olivat ohjanneet myös konfliktitilanteissa näkemään oppilaat asiantuntijoina ja rat-kaisijoina ilman etukäteen tehtyä erottelua esimerkiksi kiu-saajan tai kiusatun rooleihin. Vastakkainasettelun sijaan res-toratiivisen kohtaamisen taito vapauttaa tukemaan yhteisön jäsenten sosiaalisten taitojen oppimista, yhteistä vastuunot-toa ja tarvittaessa myös toimintatapojen muutosta. Tutkimus suosittaa perustellusti restoratiivisen ja sovittelevan toiminta-kulttuurin vahvistamista kouluyhteisöissä.
Acta electronica Universitatis Lapponiensis 266.
Luettavissa: http://urn.fi/URN:ISBN:978-952-337-173-6
Conference Presentations by Maija Gellin
Uploads
Papers by Maija Gellin
Luvun 16 kirjoittaja FT, KM Maija Gellin avaa suomalaisen varhaiskasvatus- ja opetuskentän sovittelutoimintaa ja tuloksia päiväkodeissa, kouluissa ja oppilaitoksissa.
In 2016 the national crime prevention Program Working Together for Safer and More Secure Communities was prepared by the Finnish National Council for Crime Prevention in the ministry of justice. The basic aim of the program is (1) to clarify the role of crime prevention in other municipal plans; (2) to improve crime prevention cooperation and networking with public authorities, businesses, organizations and citizens; (3) to increase crime prevention expertise at the local and national levels; (4) to promote the consultation of local residents and nongovernmental organizations in the planning of crime prevention measures and (5) to improve the opportunities of citizens to influence and participate in preventing crime and increase the sense of safety and security in their communities. The focus is on situational crime prevention. The advantage of situational prevention actions lies largely in the fact that the measures may provide realistic, often practical and cheap solutions. The basic experience is that criminal activity is often a complex situational event in which a young person may have behaved violently and also experienced violence at that moment or earlier.
In the Finnish field of education, the restorative approach and mediation are the most used concepts professionally associated with the practices of restorative justice. In Finland, a program called VERSO has been offering training in the use of the restorative approach and mediation in schools nationwide since 2001. The restorative approach is practiced in a school context through mediation and restorative circles, as well as conference processes. In schools, mediation can be guided by students trained as peer mediators to resolve tensions between students and also by adult or conference processes under the guidance of staff members trained as mediators when conflicts between students and school staff or adults and/or school staff and parents arise.
In this chapter the practices and research result of mediation and restorative approach in Finnish schools and education are opened.
Find the book https://www.boomdenhaag.nl/en/webshop/restorative-justice-from-a-childrens-rights-perspective
Luettavissa: https://www.theseus.fi/bitstream/handle/10024/505526/URNISBN9789523443723.pdf?sequence=2&isAllowed=y
Finnish schools. Mediation has been offered as an alternative and restorative conflict
management practice for intervention of misbehaviour and bullying since 2001. I
present participation and learning approaches along with relevant literature as this
constitutes the basis for the development and implementation of school mediation
programmes. In the article, I also discuss how misbehaviour and bullying can be
prevented by improving social skills and pupil participation in school with a
restorative approach and mediation. In the last part of the article, I describe medi-
ation practices in Finnish schools and present the latest statistics on school mediation
training, the use of school mediation and surveys on user satisfaction. In conclusion,
I discuss the impact of mediation and restorative practices. The article is connected
to the discourse in the field of education about increasing pupil participation and
strengthening children’s rights by implementing child-friendly methods to conflict
management in schools.
The aim of this PhD-research was to explore the restorative approach and mediation in basic school context. In Finnish schools, restorative practices have been implemented since 2001. The aim of the research was to observe how restorative approach and mediation has been implemented, what significances they have brought to a school, how restorative approach in basis is understood and what challenges has occurred during several years practice in schools. The research was carried out with the Grounded Theory (GT)-process. The data was collected from school staff members (N=37), who had participated to trainings of Finnish Forum for Mediation (NGO) during years 2010-2012. The research gives a new dimension to the discourse of wellbeing and conflict management in school communities. According to the research results the concepts of restorative approach had remained in the dialog of informants. Respectful encounter, listening, and understanding of the meaning of the participation of the parties when resolving conflicts was adopted to profession and pedagogy of informants. The data points out that the restorative approach had changed the attitudes towards pupils so that they were seen as active actors of their own lives. Informants underlined that it is meaningful to support the expertise of pupils. Teacher-pupil relationship played an essential role both in learning and in strengthening of social skills. These concepts are taking part to the wider discourse on the field of education and are connected for example to the idea of positive pedagogy. According to the research results, restorative mediation was experienced as a working and cooperative method in conflict management. The view of humanity that restorative approach had given to informants changed the way the participants in conflict was seen. Instead of seeking bullies or bullied, the teacher as a facilitator, could work without labeling the parties and could support their capability to solve their conflict. Informants experienced that after changing the punitive role of an adult to a role of facilitator it was significantly easier to support the parties to keep the promises and change their behavior.
Open acces (in Finnish): http://urn.fi/URN:ISBN:978-952-337-173-6
constitutes the basis for the development and implementation of school mediation programmes. In the article, I also discuss how misbehaviour and bullying can be prevented by improving social skills and pupil participation in school with a restorative approach and mediation. In the last part of the article, I describe mediation practices in Finnish schools and present the latest statistics on school mediation training, the use of school mediation and surveys on user satisfaction. In conclusion,
I discuss the impact of mediation and restorative practices. The article is connected to the discourse in the field of education about increasing pupil participation and strengthening children’s rights by implementing child-friendly methods to conflict management in schools.
Book by Maija Gellin
Acta electronica Universitatis Lapponiensis 266.
Luettavissa: http://urn.fi/URN:ISBN:978-952-337-173-6
Conference Presentations by Maija Gellin
Luvun 16 kirjoittaja FT, KM Maija Gellin avaa suomalaisen varhaiskasvatus- ja opetuskentän sovittelutoimintaa ja tuloksia päiväkodeissa, kouluissa ja oppilaitoksissa.
In 2016 the national crime prevention Program Working Together for Safer and More Secure Communities was prepared by the Finnish National Council for Crime Prevention in the ministry of justice. The basic aim of the program is (1) to clarify the role of crime prevention in other municipal plans; (2) to improve crime prevention cooperation and networking with public authorities, businesses, organizations and citizens; (3) to increase crime prevention expertise at the local and national levels; (4) to promote the consultation of local residents and nongovernmental organizations in the planning of crime prevention measures and (5) to improve the opportunities of citizens to influence and participate in preventing crime and increase the sense of safety and security in their communities. The focus is on situational crime prevention. The advantage of situational prevention actions lies largely in the fact that the measures may provide realistic, often practical and cheap solutions. The basic experience is that criminal activity is often a complex situational event in which a young person may have behaved violently and also experienced violence at that moment or earlier.
In the Finnish field of education, the restorative approach and mediation are the most used concepts professionally associated with the practices of restorative justice. In Finland, a program called VERSO has been offering training in the use of the restorative approach and mediation in schools nationwide since 2001. The restorative approach is practiced in a school context through mediation and restorative circles, as well as conference processes. In schools, mediation can be guided by students trained as peer mediators to resolve tensions between students and also by adult or conference processes under the guidance of staff members trained as mediators when conflicts between students and school staff or adults and/or school staff and parents arise.
In this chapter the practices and research result of mediation and restorative approach in Finnish schools and education are opened.
Find the book https://www.boomdenhaag.nl/en/webshop/restorative-justice-from-a-childrens-rights-perspective
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Finnish schools. Mediation has been offered as an alternative and restorative conflict
management practice for intervention of misbehaviour and bullying since 2001. I
present participation and learning approaches along with relevant literature as this
constitutes the basis for the development and implementation of school mediation
programmes. In the article, I also discuss how misbehaviour and bullying can be
prevented by improving social skills and pupil participation in school with a
restorative approach and mediation. In the last part of the article, I describe medi-
ation practices in Finnish schools and present the latest statistics on school mediation
training, the use of school mediation and surveys on user satisfaction. In conclusion,
I discuss the impact of mediation and restorative practices. The article is connected
to the discourse in the field of education about increasing pupil participation and
strengthening children’s rights by implementing child-friendly methods to conflict
management in schools.
The aim of this PhD-research was to explore the restorative approach and mediation in basic school context. In Finnish schools, restorative practices have been implemented since 2001. The aim of the research was to observe how restorative approach and mediation has been implemented, what significances they have brought to a school, how restorative approach in basis is understood and what challenges has occurred during several years practice in schools. The research was carried out with the Grounded Theory (GT)-process. The data was collected from school staff members (N=37), who had participated to trainings of Finnish Forum for Mediation (NGO) during years 2010-2012. The research gives a new dimension to the discourse of wellbeing and conflict management in school communities. According to the research results the concepts of restorative approach had remained in the dialog of informants. Respectful encounter, listening, and understanding of the meaning of the participation of the parties when resolving conflicts was adopted to profession and pedagogy of informants. The data points out that the restorative approach had changed the attitudes towards pupils so that they were seen as active actors of their own lives. Informants underlined that it is meaningful to support the expertise of pupils. Teacher-pupil relationship played an essential role both in learning and in strengthening of social skills. These concepts are taking part to the wider discourse on the field of education and are connected for example to the idea of positive pedagogy. According to the research results, restorative mediation was experienced as a working and cooperative method in conflict management. The view of humanity that restorative approach had given to informants changed the way the participants in conflict was seen. Instead of seeking bullies or bullied, the teacher as a facilitator, could work without labeling the parties and could support their capability to solve their conflict. Informants experienced that after changing the punitive role of an adult to a role of facilitator it was significantly easier to support the parties to keep the promises and change their behavior.
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constitutes the basis for the development and implementation of school mediation programmes. In the article, I also discuss how misbehaviour and bullying can be prevented by improving social skills and pupil participation in school with a restorative approach and mediation. In the last part of the article, I describe mediation practices in Finnish schools and present the latest statistics on school mediation training, the use of school mediation and surveys on user satisfaction. In conclusion,
I discuss the impact of mediation and restorative practices. The article is connected to the discourse in the field of education about increasing pupil participation and strengthening children’s rights by implementing child-friendly methods to conflict management in schools.
Acta electronica Universitatis Lapponiensis 266.
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