Self-awareness emotional learning during mediation procedures in the school context

espanolIntroduccion. Los estudios subrayan la centralidad de las emociones en el conflicto, lo que ha llevado a estudiarlas en relacion con el proceso de mediacion. Este trabajo realiza una sintesis de las principales investigaciones que abordan esta tematica especifica y presenta un estudio sobre el aprendizaje emocional autoconsciente asociado al proceso de mediacion. Metodo. Con el fin de conocer los aprendizajes emocionales autoconscientes tras participar en procesos mediacion, se elabora una escala ad hoc y se aplica a una muestra de agentes implicados en procesos de mediacion (n=102) de los cuales 46 son profesores mediadores, 33 son alumnos mediadores y 23 alumnos mediados. Asimismo, tambien se evaluo el cambio de emociones percibidas en los alumnos mediados durante el proceso de mediacion. Resultados. Se evaluo el nivel de aprendizaje emocional autoconsciente en dos dimensiones diferenciadas: conciencia y regulacion emocional. En todos los grupos (profesores mediadores, alumnos mediadores y alumnos mediados) se percibio un nivel de aprendizaje emocional alto, lo que parece indicar la efectividad del proceso de mediacion. Asimismo, las mejoras percibidas en el aprendizaje emocional no cambiaron en funcion del grupo evaluado (p=.56).No obstante, si bien en ambas dimensiones se percibieron mejoras, el nivel de aprendizaje autoconsciente en la dimension de regulacion emocional fue significativamente superior al percibido en la dimension de conciencia emocional (p=.002). Por otro lado, se observo un cambio de emociones negativas hacia positivas en los alumnos mediados al finalizar el proceso de mediacion. Discusion y Conclusion. Los resultados indican que la mediacion no solo es una estrategia que favorece la convivencia general del centro educativo, sino que promueve el aprendizaje emocional de los que participan en ella. En este estudio destacan como los principales aprendizajes emocionales de los tres grupos: el aumento de la conciencia y de la regulacion emocional. EnglishIntroduction. Studies stress the importance of emotions in conflict, describing how they influenceany 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 emplirical 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, indicanting the effectiveness of the mediation process. No differences in perceived emotional learning gains were found among groups (p= .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= .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 adequated management of emotions