Addressing peer mediation : conflict resolution in schools

The purpose of this paper is to review existing literature and research on peer mediation ip schools. A critical review is necessary due to the increasing popularity of peer mediation programs despite limited empirical evidence to support their usage. Examining the strengths and weaknesses of previous research is an important part of establishing program effectiveness and overcoming barriers to successful implementation. A critique of the research and implications for future research are also provided

“These classes have been my happy place”: Feasibility study of a self-care program in Native Hawaiian custodial grandparents

Native Hawaiian custodial grandparents have a distinctive set of strengths and challenges that may lead them to benefit from a structured self-care program. The purpose of this paper is to describe a feasibility study with nine Native Hawaiian custodial grandparents who participated in a 6-week self-care intervention. Based on open-ended questions during the post-questionnaire and at the 6-month follow-up focus group, grandparent participants noted that their grandchildren needed education and clothing. Most grandparents did not endorse statements that their grandchildren had any mental or physical health conditions. Grandparents reflected that the intervention provided them with skills to help cope with raising grandchildren and helped them realize the importance of their health to providing care to their grandchildren. Based on the findings from this pilot study, the self-care approach may have benefits for Native Hawaiian custodial grandparents

Local signaling enhances output specificity of bacterial c-di-GMP signaling networks

For many years the surprising multiplicity, signal input diversity, and output specificity of c-di-GMP signaling proteins has intrigued researchers studying bacterial second messengers. How can several signaling pathways act in parallel to produce specific outputs despite relying on the same diffusible second messenger maintained at a certain global cellular concentration? Such high specificity and flexibility arise from combining modes of local and global c-di-GMP signaling in complex signaling networks. Local c-di-GMP signaling can be experimentally shown by three criteria being met: (i) highly specific knockout phenotypes for particular c-di-GMP-related enzymes, (ii) actual cellular c-di-GMP levels that remain unchanged by such mutations and/or below the Kd’s of the relevant c-di-GMP-binding effectors, and (iii) direct interactions between the signaling proteins involved. Here, we discuss the rationale behind these criteria and present well-studied examples of local c-di-GMP signaling in Escherichia coli and Pseudomonas. Relatively simple systems just colocalize a local source and/or a local sink for c-di-GMP, i.e. a diguanylate cyclase (DGC) and/or a specific phosphodiesterase (PDE), respectively, with a c-di-GMP-binding effector/target system. More complex systems also make use of regulatory protein interactions, e.g. when a “trigger PDE” responds to locally provided c-di-GMP, and thereby serves as a c-di-GMP-sensing effector that directly controls a target’s activity, or when a c-di-GMP-binding effector recruits and directly activates its own “private” DGC. Finally, we provide an outlook into how cells can combine local and global signaling modes of c-di-GMP and possibly integrate those into other signaling nucleotides networks.Peer Reviewe

Student perceptions of a peer mediation program in a middle school setting

The purpose of this study was to provide basic descriptive information regarding a peer mediation program at a rural middle school in Iowa. Students\u27 familiarity and perceptions of the peer mediation program were assessed. The findings indicated that students were aware of the Peacemaking program. However, students also suggested that the school could do a better job providing information about the program. The data also indicated that the majority of students believed that peacemaking was effective and reported that the peacemakers were neutral and confidential. Most students also indicated that they would ask for help from a peacemaker if they had a problem. Approximately one-third of students had been involved in peacemaking, and many students reported that they would like to become a peacemaker. Moreover, peacemakers indicated that they were effective in helping their peers resolve conflict, and as a group, the Peacemakers reported being involved with approximately 30 mediations. Although student peacemakers were more supportive about the program than non-peacemakers, the majority of peacemakers and non-peacemakers perceived the program positively. Some of the barriers that might affect whether students used peacemaking regarded concerns over the effectiveness of peacemaking, confidentiality, neutrality, and desire to solve conflict themselves. Overall, the students were supportive of the Peacemaker program and perceived it to be effective

Recognizing Microaggressions: A Framework for Helping Grandfamilies

Microaggressions are manifestations of prejudice targeted toward socially marginalized groups. They may take several forms: subtle discriminatory remarks, behavior, or environmental characteristics. In contrast to overt aggressions, microagressions are not easy to detect and often invisible to both perpetrator and recipient. Existing research demonstrates that experiencing microaggressions is harmful to members of stigmatized groups and provides a framework to combat these negative effects. Although most of the literature on microaggressions is focused on groups characterized by minority race and female gender, microagressions might also be experienced by members of grandfamilies, who often have socially marginalized status. Microagressions toward grandfamilies may take three main forms: microassaults (discrimination), microinsults (insensitivity), and microinvalidations (nullification of experience). Service providers working with grandfamilies can learn to identify microaggressions and suggest ways by which grandfamilies can minimize or eliminate their influence. This article reviews the theoretical framework of microaggressions and notes ways in which it is applicable to grandfamilies. It also includes how this concept may strengthen the work of professionals who assist grandfamilies

Unlocking the Potential of Older Adult Volunteers: The Intergenerational Leadership Institute Model as a Resource for Bolstering Extension

The Intergenerational Leadership Institute (ILI) is a yearlong certificate training program developed by Pennsylvania State University for older adults (55-plus) seeking new lifelong learning and civic engagement experiences and opportunities to contribute to innovation and change in their communities. Data from participant surveys and observations of ILI-related training and program planning sessions indicate growth in participants\u27 intergenerational programming and leadership skills in the context of translating intervention ideas into concrete plans and programs. This article describes the process and outcomes of ILI chapters in State College, Pennsylvania, and Montgomery County, Maryland, and tools and resources for assisting with program dissemination