Acceso usuarios
Rosa Pulido Valero, Sonsoles Calderón López, Gema Martín Seoane, Beatriz Lucas Molina
En este estudio se analizó el uso de habilidades de escucha activa por parte de 19 alumnos (3º y 4º de ESO y 1º de Bachillerato) durante simulaciones de casos de mediación realizadas en sesiones de formación en habilidades para mediar. También se realizaron entrevistas y grupos de discusión para conocer la percepción de los alumnos sobre su propia ejecución. Se observó que los alumnos utilizan principalmente la estrategia de hacer preguntas abiertas, seguida de resumir y parafrasear; reflejar se usó con menor frecuencia y los mensajes yo en ninguna ocasión. Esto coincide con su percepción, ya que consideran que estas habilidades son difíciles de utilizar. Estos resultados señalan la necesidad de un periodo de prácticas donde aprender a automatizar el uso de estas habilidades, o de otro modo los alumnos no tendrán las competencias necesarias para asumir el rol de mediador.
There is a paucity of research on the skills that students acquire during their training as school mediators and the main difficulties that they face during this process. This paper examines the use –frequency and adequacy- of active listening skills by 9 Secondary and Post-Secondary Education students who were enrolled in a school mediation training program. An observational analysis was conducted during simulations of mediations based on true cases. In addition, interviews and discussion groups were conducted to analyze students’ perceptions on their own performance. The results confirm that students mainly use the strategy making open-ended questions, followed by summarizing and paraphrasing; while reflecting and I-messages strategies are practically unused. This coincides with students own perceptions, since they consider it difficult to put these skills into practice. These results show on one hand, that it is important for school mediation training programs to provide a greater range of opportunities to practice these skills. On the other hand, they point out the need for incorporating a period of supervised practice, as well as sequencing the difficulty of the cases where students who have just started to mediate are participating.
