Peers Making Peace (OJJDP Model Program Guide)

Office of Justice Programs, Innovation - Partnerships – Safer Neighborhoods

Office of Juvenile Justice and Delinquency Prevention (OJJDP) Serving Children, Families and Communities

PREVENTION

IMMEDIATE SANCTIONS

INTERMEDIATE SANCTIONS

RESIDENTIAL

REENTRY

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Peers Making Peace

Intervention:

Peers Making Peace (PMP) is an innovative peer-mediation program that uses a preventive approach for handling conflicts both in and out of school. The program is based on a combination of strategies that include life and social skills training, conflict prevention and resolution, and peer-led modeling and coaching. The goal of the program is to improve school environments by reducing violence, assaults, and discipline referrals and by increasing academic performance. This is accomplished by training teams of students to act as peer mediators on their school campuses.

The program is designed to affect students in prekindergarten through 12th grade with research-based, age-appropriate, and developmentally sound curricula for each level. Each participating school selects a group of 15 to 24 students who represent the community’s racial, ethnic, and gender demographics. Students learn skills such as conflict resolution, nonverbal communication, questioning, and maintaining neutrality. The training activities for students vary in length from 10 to 45 minutes. The maximum training time each day varies by age group: elementary students receive no more than 3 hours a day on three different occasions, middle school no more than 4 hours on three different occasions, and high school students no more than 5 hours on three different occasions. Selected students apply the skills they learn by serving as third-party mediators to help those involved in conflict reach mutually satisfactory agreements. Most mediation takes place before or after school, during lunch, or during activity time. Students take responsibility for solving their own problems, which allows teachers to concentrate on teaching. A pretraining needs assessment with materials assists schools in preparing for program implementation.

Evaluation Methodology:

The evaluation of the Peers Making Peace program used a pre–post, quasi-experimental design with six experimental and six comparison schools in two school districts (one experimental and one control). Experimental schools were selected based on a questionnaire. All experimental schools were required to have at least 54 percent of their enrollment classified as high risk; significant reports of discipline referrals, expulsions or suspensions, and student-on- student assaults; and less-than-acceptable scores on standardized academic tests. Control schools were recommended by the experimental school. Student population samples in both the treatment and control schools were selected randomly. Data from 360 students was collected on the identified school-based variables prior to initiation of the program and after completion of the program.

The collected data included violence statistics, discipline referrals, absentees, suspensions, school vandalism incidents, retention rates, standardized achievement tests scores, attendance records, and demographics.

Evaluation Outcome:

The evaluation found that there was a significant difference in discipline referrals, assaults, and expulsions postevaluation between intervention and control schools. Discipline referrals decreased by 57.7 percent in treatment schools, but increased by 8.4 percent in control schools. Assaults decreased by 90.2 percent in treatment schools, while increasing by 33.0 percent in control schools. Expulsions decreased by 73.0 percent in treatment schools, but increased by 6.2 percent in control schools.

Other Information:

References:

Landry, Robert. 2003. Peers Making Peace: Evaluation Report. Houston, Texas: Research and Educational Services.

Program Specification:

Current Rating:

Promising

Expected Date of Re-Review:

Spring 2013

Program Type:

Conflict Resolution / Interpersonal Skills

Gender:

Both

Age:

5 - 22

Target Settings:

Urban

Problem Behaviors:

Academic Problems

Aggression/Violence

Alcohol,Tobacco and Other Drug Use

Delinquency

Risk & Protective Factors:

Risk

Individual

Antisocial behavior and alienation / Delinquent beliefs / General delinquency involvement / Drug dealing

Early onset of aggression and/or violence

Victimization and exposure to violence

Peer

Association with delinquent and/or aggressive peers

School

Dropping out of school

Inadequate school climate / Poorly organized and functioning schools / Negative labeling by teachers

Low academic achievement

Negative attitude toward school / Low bonding / Low school attachment / Commitment to school

School suspensions

Truancy / Frequent absences

Protective

Individual

Healthy / Conventional beliefs and clear standards

High individual expectations

Perception of social support from adults and peers

Social competencies and problem solving skills

Peer

Good relationships with peers

Involvement with positive peer group activities

School

High expectations of students

Opportunities for prosocial school involvement

Student bonding (attachment to teachers, belief, commitment)

Additional Information:

SAMHSA: NREPP

Department of Education

Status:

Program is in operation at this time.

Contact Information:

Program Developer:
Susan Armoni
paxUnited
2155 Chenault Drive, Suite 410
Carrollton, TX 75006
Phone: 1.800.650.5247
Fax: 1.972.671.9549
Email: Click Here
Website: Click Here

Training & TA Provider:
Darby Merriman
paxUnited
2155 Chenault Drive, Suite 410
Carrollton, TX 57006
Phone: 1.972.671.9550
Fax: 1.972.671.9541
Email: Click Here
Website: Click Here