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Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher-student relationships. Practical strategies are required to carry out these procedures. Foremost among these strategies is mediation as a conflict resolution procedure in school. This also promotes a wide range of emotional, socio-cognitive, and socio-moral skills, and can be influential in the development of effective civic behaviour to improve the community. In this study we present and analyse the results of a study conducted in 13 schools in Navarre, Spain, with 50 teacher mediators, 33 peer mediators, and 23 student participants aged between 13 and 18 (x-bar =1 5.27 and s = 1.543), all of whom are involved in mediating processes, in order to perform mediation in a systematic way with the objective of bringing about socio-moral improvement.

Introduction: Studies stress the importance of emotions in conflict, describing how they influence any mediation process. Resolving conflicts requires emotional abilities and it usually implies emotional learning. One of the main objectives of this paper is to better understand the role of emotions in mediation processes: how they impact this process and what emotional aspects are developed through them. A review of the theoretical framework of mediation related to this specific issue and the results of an empirical study based on the emotional experience of mediation processes are presented. Method: An ad hoc questionnaire was created in order to assess perceived emotional learning gains after a mediation process. For this purpose, a total of 46 teachers mediators, 33 peer mediators and 23 mediated students participated in the study (n = 102). Results: The questionnaire allowed to study the level of perceived learning gain in two differentiated dimensions: emotional awareness and emotional regulation. All groups (teacher mediators, peer mediators and mediated students) perceived a high level of emotional learning, indicating the effectiveness of the mediation process. No differences in perceived emotional learning gains were found among groups (p = 0.56). However, although learning improvements were perceived in both dimensions, the level of perceived learning gain in emotional regulation was significantly higher than that perceived in of emotional awareness (p = 0.002). On the other hand, a shift from negative to positive emotions during the process of mediation was found in pupils mediated. Discussion and Conclusion: Mediation is a strategy that promotes emotional learning to all of those who take part in it. This study highlights the importance of mediation processes in developing emotional learning. Two main aspects of emotional learning, which were promoted by mediation, were identified in this study: emotional awareness and emotional regulation. It is considered that learning how to manage emotions should be present in any mediator's training course, since a stable resolution of conflicts depends on an adequate management of emotions.

Introduction: It is very important to attend to the emotional experience of disabled persons' siblings. Instead of ignoring, minimizing or exaggerating their psychosocial needs, this article promotes thoughtful consideration of the wide range of emotional aspects--both positive and negative--that arise from having a disabled brother or sister. This consideration will become quite helpful when later addressing these issues with brothers and sisters. With this in mind, the present article delves further into what this emotional experience is like. Method: We have selected and reviewed a broad range of literature from the last 9 years that deals with the issue of siblings and disability. In order to adopt a global perspective and set things in order, we take a deeper look at each type of emotion found, whether positive or negative. All of the emotions addressed in this research are used as categories for analyzing data from interviews (AQUAD six, 2008) with 22 sisters and 11 brothers of people with disabilities between the ages of 8 and 35 years ([x-bar] = 18.7 years and s = 7.7). Results: The emotions most often mentioned by brothers and sisters were worry and unease. The causes of these emotions are: the disabled sibling's future, differential treatment in the home in favor of the disabled sibling, and conflicts due to discrimination and insults toward the sibling at school and in social contexts. Discussion and Conclusions: It is necessary to deal with the negative emotions that arise in these types of sibling relationships. Support groups and workshops with siblings have proven to be useful for this purpose. Toward this end, we review various inputs on how to intervene and address these issues with brothers and sisters. (Contains 4 tables and 2 footnotes.)