Intervention Summary
Peers Making Peace
Peers Making Peace is a school-based peer-mediation program for students in elementary through high school. The program focuses on creating and maintaining a safe school environment by providing students with a mediation process through which they can resolve their differences in a peaceful manner without an escalation to violence. The process also is designed to increase students' self-efficacy and self-esteem and to reduce students' discipline referrals and absences. Peers Making Peace is anchored within an elementary, middle, or high school by an adult program facilitator (e.g., teacher, counselor, principal, coach, school nurse) and administered by a team of 15-24 students who have been selected as peer mediators. The facilitator must attend a 3-day training, through which he or she learns to train the student mediation team, provide student mediators with support, and oversee the program. Student mediators receive training from the facilitator at three times during the school year, and each training occasion lasts 3, 4, or 5 hours for elementary, middle, or high school students, respectively. During training, the student mediators learn to work as a team, serve as role models, and provide mediation services to peers, who may lack the skills to successfully resolve their own conflicts without the use of violence. Mediation begins with a referral, and anyone (students or adults on the school campus, as well as parents) who sees or knows about students in conflict can fill out a referral form with the names of the disputants involved and the general category of the conflict; a student also can fill out a referral form for a conflict in which he or she is personally involved. If the referred disputants agree to participate, two trained mediators meet with them at a specified location. Although there is never an adult present during mediation, there is always one nearby in the event that a problem should arise. The student mediators guide the disputants through the mediation process, establishing ground rules and asking each what happened, how they feel about the situation, and what they are willing to do to resolve the situation. If the mediation results in an agreement that is satisfactory to both disputants, an agreement form is filled out, signed by both the disputants and the student mediators, and given to the facilitator, who keeps the agreement on file. The disputants are thanked for their participation, reminded about the confidentiality of the process, and dismissed; however, the student mediators can decide to schedule a follow-up session to ensure that the agreement resolved the problem. If there is no agreement in the initial session, the disputants are encouraged to reengage in the mediation process at a later time. In the research reviewed for this summary, one study was conducted with students in grades 11 and 12, and the other study was conducted with students in middle and high school.
The documents below were reviewed for Quality of Research. The research point of
contact can provide information regarding the studies reviewed and the availability
of additional materials, including those from more recent studies that may have been conducted. Research and Education Services. Peers Making Peace: An evidence based peer mediation program [Evaluation report]. Houston, TX: Author. Research and Education Services. Peers Making Peace: An evidence based peer mediation program [Evaluation report]. Houston, TX: Author.
The following populations were identified in the studies reviewed for Quality of
Research.
External reviewers independently evaluate the Quality of Research for an intervention's
reported results using six criteria:
For more information about these criteria and the meaning of the ratings, see Quality of Research.
School records used to measure the number of discipline referrals and the number of absences have acceptable psychometrics. The Texas Prevention Impact Index and the PAX Student Survey have acceptable reliability and validity, as reported by the developers. A fidelity instrument was developed for use in the study, and standardized training manuals and materials also were used. One study had low attrition. No data were provided on the results of intervention fidelity efforts. In one study, few details were provided on possible confounding variables, such as gender, ethnicity, socioeconomic status, academic performance, youth protective factors, or changes in school disciplinary policies or procedures. One study had a high level of attrition, and the other study, which started out with a control group, did not include data from this group. In the study with high attrition, the starting sample size was small, and by the end of the study, it was even smaller; this inadequate sample size limited confidence in the analyses of the data and their results.
The materials below were reviewed for Readiness for Dissemination. The implementation
point of contact can provide information regarding implementation of the intervention
and the availability of additional, updated, or new materials. paxUnited. Peers Making Peace [Promotional DVD]. Carrollton, TX: Author. paxUnited. Peers Making Peace training video I [DVD]. Carrollton, TX: Author. paxUnited. Peers Making Peace high school mediation facilitator manual. Carrollton, TX: Author. paxUnited. Peers Making Peace high school mediator workbook. Carrollton, TX: Author. paxUnited. Peers Making Peace middle school mediation facilitator manual. Carrollton, TX: Author. paxUnited. Peers Making Peace middle school mediation mediator workbook. Carrollton, TX: Author. Program documents:
External reviewers independently evaluate the intervention's Readiness for Dissemination
using three criteria: For more information about these criteria and the meaning of the ratings, see Readiness for Dissemination.
The implementation materials are comprehensive and easy to use. The program Web site is informative and easy to navigate. Training materials are well planned and interactive, and they provide step-by-step guidance for implementation. The developer provides facilitator training and support. Evaluation forms are available for collecting data on program use and outcomes, and guidance is provided for improving program delivery. Mediation scripts and workbooks have not been sufficiently modified to address the range of participant ages. Monthly activity reports, annual surveys, and peer mediator training evaluations do not collect qualitative data to support quality assurance.
The cost information below was provided by the developer. Although this cost information
may have been updated by the developer since the time of review, it may not reflect
the current costs or availability of items (including newly developed or discontinued
items). The implementation point of contact can provide current information and
discuss implementation requirements. Descriptive Information
Areas of Interest
Mental health promotion
Outcomes
1: Number of discipline referrals
2: Number of absences
3: Number of fights
4: Self-efficacy and self-esteem
5: Perceptions of safety and inappropriate student behaviors on campus
Outcome Categories
Education
Mental health
Social functioning
Physical aggression and violence-related behavior
Ages
6-12 (Childhood)
13-17 (Adolescent)
Genders
Male
Female
Races/Ethnicities
American Indian or Alaska Native
Asian
Black or African American
Hispanic or Latino
White
Race/ethnicity unspecified
Settings
School
Geographic Locations
Urban
Suburban
Rural and/or frontier
Implementation History
Peers Making Peace was first implemented in Texas. Since then, paxUnited has trained 6,421 teachers and 101,793 students, resulting in the establishment of more than 6,390 sites that have used Peers Making Peace. The program has been implemented in 31 States and in Canada, England, Norway, and Sweden. Approximately 5,438 sites have participated in program evaluation.
NIH Funding/CER Studies
Partially/fully funded by National Institutes of Health: No
Evaluated in comparative effectiveness research studies: No
Adaptations
Spanish-language scripts and flyers are available, and materials have been developed for nonreaders.
Adverse Effects
No adverse effects, concerns, or unintended consequences were identified by the developer.
IOM Prevention Categories
Universal
Selective
Documents Reviewed
Study 1
Study 2
Outcomes
Outcome 1: Number of discipline referrals
Description of Measures
The number of discipline referrals was calculated from the records of the number of student referrals to the school office for disciplinary matters. These records were maintained by a centralized school administration office and compiled annually. Records compiled from the school years before and at the end of the study were used at pre- and posttest, respectively.
Key Findings
In a 1-year study, 12 school districts that chose to participate were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. From pre- to posttest, students in the intervention group had a reduction in the number of discipline referrals; however, this change was not statistically significant. Also from pre- to posttest, students in the control group had an increase in the number of discipline referrals (p < .001).
In another 1-year study, 26 public and parochial schools that chose to participate were randomly assigned to the intervention condition, in which students in middle and high school received Peers Making Peace, or the control condition, in which students in middle and high school received assessments only; however, the study did not include data from the control group. From pre- to posttest, students in the intervention group had a reduction in the number of discipline referrals (p = .041).
Studies Measuring Outcome
Study 1, Study 2
Study Designs
Experimental, Preexperimental
Quality of Research Rating
1.6
(0.0-4.0 scale)
Outcome 2: Number of absences
Description of Measures
The number of absences was calculated from the records of the number of days missed by each student, including both excused and unexcused absences. These records were maintained by a centralized school administration office and compiled annually. Records compiled from the school years before and at the end of the study were used at pre- and posttest, respectively.
Key Findings
In a 1-year study, 12 school districts that chose to participate were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. From pre- to posttest, students in the intervention group had a reduction in the number of absences (p = .008), whereas students in the control group had an increase (p < .001).
In another 1-year study, 26 public and parochial schools that chose to participate were randomly assigned to the intervention condition, in which students in middle and high school received Peers Making Peace, or the control condition, in which students in middle and high school received assessments only; however, the study did not include data from the control group. From pre- to posttest, students in the intervention group had a reduction in the number of absences (p = .041).
Studies Measuring Outcome
Study 1, Study 2
Study Designs
Experimental, Preexperimental
Quality of Research Rating
2.0
(0.0-4.0 scale)
Outcome 3: Number of fights
Description of Measures
The number of fights was measured using 9 items from the Texas Prevention Impact Index, a self-report instrument that assesses risk and protective factors associated with the student environment. Students responded to each item regarding fights in various situations (e.g., "How many times in the past year have you been in a physical fight on school property during the school day?" and "How many times in the past year have you been in a physical fight on school property at a time other than school hours?").
Key Findings
Twelve school districts that chose to participate in the 1-year study were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. Students were assessed at the beginning (pretest) and end (posttest) of the school year. At pretest, there was no statistically significant difference between students in the intervention and control groups in the number of fights. At posttest, however, students in the intervention group had fewer fights than those in the control group (p = .04).
Studies Measuring Outcome
Study 1
Study Designs
Experimental
Quality of Research Rating
1.5
(0.0-4.0 scale)
Outcome 4: Self-efficacy and self-esteem
Description of Measures
Self-efficacy and self-esteem were assessed using 11 items from the Texas Prevention Impact Index, a self-report instrument that assesses risk and protective factors associated with the student environment. Students responded to the following items regarding self-efficacy and self-esteem:
Key Findings
Twelve school districts that chose to participate in the 1-year study were randomly assigned to the intervention condition, in which students in grades 11 and 12 received Peers Making Peace, or the control condition, in which students in grades 11 and 12 received assessments only. Students were assessed at the beginning (pretest) and end (posttest) of the school year. From pre- to posttest, students in the intervention group had an improvement in 4 of the 11 items regarding self-efficacy and self-esteem, compared with students in the control group:
There were no significant differences between groups for the rest of the self-efficacy and self-esteem items.
Studies Measuring Outcome
Study 1
Study Designs
Experimental
Quality of Research Rating
1.6
(0.0-4.0 scale)
Outcome 5: Perceptions of safety and inappropriate student behaviors on campus
Description of Measures
Perceptions of safety and inappropriate student behaviors on campus were assessed using the PAX Student Survey, which consists of 15 items related to the respondent's perception of the school environment. Sample survey items include the following: "Rank your sense of personal safety at school (I feel very safe, I feel somewhat safe, I do not feel safe at all, I feel generally safe, I do not feel very safe)" and "Rank your sense of student misbehavior at after school or school related activities (Severe, Serious, Somewhat serious, Somewhat a problem, Hardly or not a problem)."
Key Findings
Twenty-six public and parochial schools that chose to participate in the 1-year study were randomly assigned to the intervention condition, in which students in middle and high school received Peers Making Peace, or the control condition, in which students in middle and high school received assessments only. Students were assessed at the beginning (pretest) and end (posttest) of the school year; however, the study did not include data from the control group. From pre- to posttest, students in the intervention group had an increase in their perception of safety on campus (p < .001) and a reduction in their perception of inappropriate student behaviors on campus (p = .001).
Studies Measuring Outcome
Study 2
Study Designs
Preexperimental
Quality of Research Rating
1.8
(0.0-4.0 scale)
Study Populations
Study
Age
Gender
Race/Ethnicity
Study 1
13-17 (Adolescent)
72.8% Female
26.3% Male
42.3% Black or African American
37.3% Hispanic or Latino
13.6% White
3.6% Race/ethnicity unspecified
2.7% Asian
0.5% American Indian or Alaska Native
Study 2
6-12 (Childhood)
13-17 (Adolescent)
Data not reported/available
47% White
32% Hispanic or Latino
17% Black or African American
4% Asian
Quality of Research Ratings by Criteria (0.0-4.0 scale)
Outcome
Reliability
of Measures
Validity
of Measures
Fidelity
Missing
Data/Attrition
Confounding
Variables
Data
Analysis
Overall
Rating
1: Number of discipline referrals
2.0
2.0
2.1
1.5
1.0
1.1
1.6
2: Number of absences
3.0
3.0
2.1
1.5
1.0
1.1
2.0
3: Number of fights
1.8
2.3
1.8
1.0
1.0
1.0
1.5
4: Self-efficacy and self-esteem
1.8
3.0
1.8
1.0
1.0
1.0
1.6
5: Perceptions of safety and inappropriate student behaviors on campus
2.0
2.3
2.5
2.0
1.0
1.3
1.8
Study Strengths
Study Weaknesses
Materials Reviewed
Readiness for Dissemination Ratings by Criteria (0.0-4.0 scale)
Implementation
Materials
Training and Support
Resources
Quality Assurance
Procedures
Overall
Rating
3.5
3.5
3.5
3.5
Dissemination Strengths
Dissemination Weaknesses
Item Description
Cost
Required by Developer
Peers Making Peace implementation kit (includes age-appropriate facilitator manual, promotional DVD, training DVD, program documents, and site license)
$350 per kit
Yes
Peers Making Peace site license renewal
$175 per year
Yes, after first year of program implementation
Additional promotional DVDs
$50 each
No
Implementation guide
Free
No
Implementation guide PowerPoint slides
Free
No
3-day, on-site adult facilitator training
$1,000 per person (minimum of 12 participants), plus travel expenses
Yes, one adult facilitator training option is required
3-day, off-site adult facilitator training
$1,000 per person
Yes, one adult facilitator training option is required
On-site advanced program training/booster sessions
$1,500 per day for up to 40 participants, plus travel expenses
No
Additional training DVDs
$50 each
No
Flowchart for trainings
Free
No
Technical assistance by phone or email
Free
No
On-site technical assistance/consultation
$1,000 per day, plus travel expenses
No
1-day, on-site pretraining needs assessment/implementation planning session
$1,500, plus travel expenses
No
Forms for conducting pretraining needs assessment (for use by implementer)
Free
No
Membership in PeacePartners Network
Free
No
Quality assurance statements
Free
No
Recommended standards document
Free
No
Report on fidelity and adaptations
Free
No
Partnership agreements
Free
No