Mediación

This model of combining poverty eradication and peace building efforts makes a difference in preventing conflicts/insecurity as the poor people and the unemployed who are the raw material for armed conflicts/insecurity will be economically empowered by development programmes that we have initiated.These programmes include entrepreneurship training and having got skills to manage businesses we provide them with affordable micro finance capital.While we are doing this we also provide them with peace education.Another programme that will absorb the poor and the University graduates is the Village Earth Model which is intended to empower one million people in ten years.Other projects are for Human rights,Education,Environment,Hiv/Aids,Democracy and Good Governance,etc.Visit Uganda Peace Foundation website: https://sites.google.com/site/peacefoundationorgug.
Also visit the International Conference website for more on this model: http://regonline.activeeurope.com/internationalconferenceonpeacesecurity

Our peer mentoring program is grounded in and restorative and social justice principles by enhancing women’s reintegration efforts through supportive relationships and encouraging community dialogue, collaboration and capacity-building. The Unlocking the Gates to Health project coordinator will work with the community reintegration people inside the prisons to connect with women inside prison during pre-release planning, and to offer peer support and engagement during the immediate transition days following release from prison.Clients will complete an intake form with the community reintegration person in an effort to highlight the basic needs that will be addressed within the first 72 hours of the woman prison leaver and her mentor. This support and outreach aims to assist transitioning women in accessing the health and social services they need to increase their chances of a successful reintegration. Examples of this support might include: meeting women at the prison gate, accompanying them to the welfare office or AA meetings, assisting them in acquiring safe housing, clothing or a family doctor, etc. Mentors will be provided with training and will be reimbursed for expenses per mentorship.Participants in the peer mentoring program tell us that they feel safe, heard and understood when they are being supported by one of their peers. Peer mentors state that they feel inspired and feel as though they are doing something to give back to their communities.

1. An individual contacts the program via phone or email. A volunteer mediator is available to listen to the problem and explain the service.
2. If the individual would like to try mediation, the other party is contacted to see if he/she is also willing to take part in the mediation process.
3. Meet with the mediator. Both parties have an individual and confidential meeting with a mediator prior to the mediation session, providing a chance to talk about their needs and concerns.
4. The mediation. Two mediators meet with together with both parties involved in the conflict. The co-mediators work with the parties through a proven process to help resolve the problem. Most conflicts are resolved in one meeting.
5. Following the mediation. One month after mediation, one of the mediators will follow up with the parties by phone to find out how things are going and what progress has been made in implementing the resolution agreed upon in the mediation.
The process outlined above is part of a proven framework for dispute resolution. If a neighbour is having issues with a backyard chicken coop, they may call the municipality or by-law office in an effort to address the issue. If the issue does not fall within the parameters of municipal by-law, or if the individual is not willing to enter a court process, there are very few alternative options for addressing the dispute. A community mediation program fills a much needed role within our community for a non-adversarial way of solving disagreements that helps to strengthen the bonds of our society.

When a person who has experienced abuse approaches our agency for services, we will outline all the options for service available to her or him. Together with the intake worker the client will then choose if she/he wants to engage in a mediation session with the offender. This may happen after the court case is closed or while the parties are on a peace bond.
If the client(s) are deemed appropriate candidates and willing to engage in mediation sessions, both will receive pre-mediation preparation possibly by two co-mediators, which will outline the mediation process to them, their responsibilities and general possible outcomes.
Once the parties are engaged in the mediation process, the mediator(s) will assess if victim and offender can meet in the same room. If not the sessions will take place separately. The victim will have a chance to make her/his opening statement outlining her/his position. After taking in the victim's opening statement, the offender will have her/his turn to make her/his opening statement. Opening statements will include the parties' positions and their version of what happened. The mediator will then carefully move the parties from discussing positions to discussing their interests and specifically their shared interests: safety, acceptance, and possibly forgiveness.

This solution begins with establishing “community learning centers (CLCs)” in five chosen rural districts. CLCs will be established through the already established single women groups and will have computers with a solid internet connection. Here, rural women will be able to access the internet and technology that might not be available in their villages. These centers will offer web-based education tools and online-support centers. Interactive online tools will educate women on gender-equality, gender-based violence, transitional justice mechanisms, and democratic tools for political participation. Therefore, WHR will be able to educate more rural women than it has previously had the capacity for, and women will become more confident using technology. WHR also will create an online support center for single women seeking legal advice, aid, and paralegal training. Many rural women suffered gross human rights violations during the conflict and now face many barriers to accessing justice. Lack of legal assistance in the rural areas is the biggest barrier many women face. WHR will develop an online legal toolkit which will help them better understand the legal process and the steps they can take to access justice. This will greatly increase the number of rural women who are able access justice.

Peter broke into London Drugs. Fueled by alcohol and urged on by other young people, he smashed glass cases and stole digital cameras while youthful employees, barricaded inside a glass-walled office, watched in horror as their workplace was trashed. They feared for their own safety. Peter, 19, had never done anything like this before.

Restorative justice processes require the voluntary participation of the offender and those affected. (1) Practitioners meet separately with both parties to prepare them for a face-to-face conference in which both parties will explain what they did and how they were affected. This process usually requires a number of sessions. (2) Participants are prepared to explain what they did; offering insight into their behaviour in terms of preexisting attitudes, values, sensibilities, socialization, lived experience, etc. Victims are helped to express their feelings; the impact that someone's actions had upon them and how their lives were affected. Both parties are helped to think about meaningful reparations and resolutions. (3) The parties, with 'supporting Others' are brought together in a conference to communicate in a manner designed to facilitate understanding, leading to restitution, apologies and ongoing commitments to address factors contributing to the offense. (4) The offender makes restitution and commits him or herself to addressing his or her behaviour. Restitution can involve payments, community service, speaking publicly to other youth, adults, etc. Restitution can involve actions and commitments that last for years.

Weekly, students and teachers of 4th, 6th and 8th grades, members of 10 schools in the municipal school network of Rio de Janeiro, are visited by a pair of professionals responsible for training students and teachers in techniques of school conflict resolution (RCE) All of them therefore have the opportunity to experience, through dynamic role-plays and discussions, the development of skills such as cooperation, communication, appreciation for diversity, positive expression of emotions and conflict resolution. And the students of the 8th grade, beyond this basic training, receive additional training specific to serve as "Peer Mediators", or as facilitators of dialogue between other students in their respective schools, acting as positive leadership examples. Since teachers are trained to apply this core curriculum in school subjects and support those students who choose to be Peer Mediators, they assist with the sustainability of the program at school.