Adapting to mediation online: the Irish experience

This article contrasts the use of online mediation in Ireland from February 2019, prior to the Covid-19 pandemic in March 2020, and from then until March 2021. It considers the context for online mediation in Ireland, the challenges to the mediation process, the experience of online mediation from the perspectives of mediators and participants in mediation. Sharing these experiences informs future decisions as to how technology might best be integrated into mediation practice in the longer term. The experience of 13 mediators indicates that there are challenges due to familiarity with technology for mediators and participants, and challenges to power balancing and confidentiality. In Ireland, although platforms such as Zoom played a major role, use of the telephone in the mediation process also increased. An online mediation competence framework for mediators is proposed.

Online mediation in education as an opportunity on conflict resolution in the modern world

The article was devoted to on line mediation as an alternative way to resolve conflicts in education using professional equipment and high-tech links.The author draws attention to the advantages of using online mediation in education in the era of contemporary conflicts of children and adolescents. It also shows online mediation as a way of preventing demoralisation and juvenile delinquency.

Online mediation in the socialization of children with disabilities: environmental conditions in the Arctic and the North of the Krasnoyarsk Territory

The development of online mediation in the Arctic and the Far North of the Krasnoyarsk Territory is necessary because of the increased level of conflict potential in educational institutions and the need to find the most effective methods for resolving conflicts, taking into account the needs of persons with disabilities. This article analyzes the problem of the development of mediation as a tool for resolving conflicts with the participation of children with disabilities, as well as adapting the mediation procedure to a digital format. A content analysis of Russian and foreign practices, demonstrated the insufficient development of inclusive education and the mediation process in our country. Monitoring of school mediation services in the Arctic and northern territories of the Krasnoyarsk Territory confirmed the formalized nature of school mediation services, the lack of training programs for mediators on the basis of higher educational institutions of the Arctic and northern territories, insufficient knowledge of methods of working with ‘special children and an emphasis on preventive measures. An interview was conducted on the organizational system of school mediation services, the identification of conflict-generating factors, ways of resolving conflicts, the readiness of mediation specialists to transition to a digital environment, the adaptation of the mediation procedure to the specific characteristics of children with disabilities and the need to develop a mediation procedure in connection with the natural-climatic factors of these territories. The practical benefit of the study is in promoting the implementation of mediation and online mediation practices in the educational system to resolve conflicts with the participation of children with disabilities, develop a humane attitude towards various categories of the population and establish favorable conditions for learning. The practical use of the research increases due to the scarcity of scientific developments in the field of inclusive education, an alternative and innovative mediation process in the Arctic and Northern territories of the Krasnoyarsk Territory.

Problems and opportunities of online mediation with the participation of children with disabilities in the education system: the context of the Arctic and the Far North

Рассматриваются проблематика и возможности внедрения инновационного способа разрешения конфликта при помощи медиатора с использованием средств ИКТ (онлайн-медиация) в общеобразовательных учреждениях в аспекте климатических особенностей территорий Арктики и Крайнего Севера, специфики удаленного местоположения и развития образовательной системы в целом. Проводится мониторинг общеобразовательных учреждений на предмет использования медиативной процедуры, разработки медиативных программ, применяемых методов. Посредством социологического исследования выявляется специфика организационной структуры школьных служб медиации, проблематика функционирования, виды и причины конфликтогенных ситуаций. Прослеживаются основные пробелы в образовательной системе арктических территорий, которые негативно влияют на масштабное и эффективное внедрение медиации. Высокий интерес России к арктическим территориям, прежде всего, связан с экономического возможностями. Арктика является стратегической платформой, приоритетным направлением в вопросах обороноспособности и главным источником углеводородных запасов. Особенность месторасположения позволяет усилить финансовую позицию страны. Вместе с этим особенность месторасположения сказывается на суровом климате, миграционном потоке и проблеме доступности образования. Особая роль уделяется возможностям онлайн-медиации при разрешении конфликтов с участием детей с ограниченными возможностями здоровья разных категорий. Делается вывод о необходимости усовершенствования образовательной системы арктических территорий в части подготовки специалистов в области медиации и в целом конкурентоспособных кадров, владеющих средствами ИКТ, а также с целью разнообразия форматов предоставления информации и повышения эффективности обучения. Объясняется необходимость развития альтернативной медиации и внедрения онлайн-медиации. The article considers the problems and possibilities of introducing an innovative method of conflict resolution with the help of a mediator using ICT (online mediation) in general education institutions in terms of the climatic features of the Arctic and the Far North, the specifics of remote location and the development of the educational system as a whole. General education institutions are monitored for the use of mediation procedures, the development of mediation programs, and the methods used. Through sociological research, the specifics of the organizational structure of school mediation services, the problems of functioning, the types and causes of conflict situations are revealed. The main gaps in the educational system of the Arctic territories are traced, which negatively affect the large-scale and effective implementation of mediation. Russia's high interest in the Arctic territories is primarily related to economic opportunities. The Arctic is a strategic platform, a priority in defense issues, and a major source of hydrocarbon reserves. The peculiarity of the location allows you to strengthen the financial position of the country. At the same time, the peculiarity of the location affects the harsh climate, the migration flow and the problem of access to education. A special role is given to the possibilities of online mediation in resolving conflicts involving children with disabilities of different categories. It is concluded that it is necessary to improve the educational system of the Arctic territories in terms of training specialists in the field of mediation and generally competitive personnel who possess ICT tools, as well as to diversify the formats for providing information and improving the effectiveness of training. It explains the need for the development of alternative mediation and the introduction of online mediation.

Mediation experience of educational institutions in the Arctic and the Far North of the Krasnoyarsk Territory

Необходимость внедрения онлайн-медиации на Крайнем Севере обусловлена особенностями жизнедеятельности северных территорий, которые накладывают отпечаток на психологическое развитие детей и, как следствие, на эффективность образовательного процесса. Дефицитарность развития альтернативной процедуры разрешения конфликтов в отдаленных районах края приводит к актуализации онлайн-медиации с точки зрения профилактики, предотвращения и разрешения конфликтных ситуаций и освоения специалистами информационно-коммуникативных технологий, подготовки конкурентоспособных специалистов, а также установления благоприятного эмоционально-личностного фона. Проблематика исследования связана со сравнительно недавним внедрением медиативных процедур на территории Крайнего Севера и в то же время с возможностями, которые предоставляет медиация для региона, особенности которого создают наиболее тяжелые психологические условия. Эмоционально-личностное развитие представителей малых народов известно не только позитивными, но и неблагоприятными социально-психологическими последствиями перемен.В научной статье посредством контент-анализа и сравнительного анализа рассматриваются психологические особенности обучающихся на территориях Крайнего Севера, развитие и формы медиативного процесса на территориях Красноярского края и Крайнего Севера, а также возможности онлайн-медиации для отдаленных территорий региона и установление положительного психологического климата. The need to introduce online mediation in the Far North is due to the peculiarities of the life of the northern territories, which affect the psychological development of children and, as a result, the effectiveness of the educational process. The lack of development of alternative conflict resolution procedures in remote areas of the region leads to the actualization of online mediation in terms of prevention, prevention and resolution of conflict situations and the development of information and communication technologies by specialists, the training of competitive specialists, as well as the establishment of a favorable emotional and personal background. The problems of the study are related to the relatively recent introduction of mediation procedures in the Far North and at the same time to the opportunities that mediation provides for the region, the features of which create the most difficult psychological conditions. The emotional and personal development of the representatives of small nations is known not only for the positive, but also for the unfavorable socio-psychological consequences of changes. The article examines the psychological characteristics of students in the Far North, the development and forms of the mediation process in the territories of the Krasnoyarsk Territory and the Far North, as well as the possibilities of online mediation for remote areas of the region and the establishment of a positive psychological climate.