| Summary: | There are many studies about the mediation and the implementation process of mediations, but is hard to find literature about the conditions that have influence in the mediator’s identification with his role. The objective of this study is identify the key conditions that are involved in the formation process of the mediator’s role on the students of 3rd and 4th of Secondary Education. At the conclusions of this article a Decalogue is presented directed to the Coordinators of mediators, in this sense. The multiple case methods are used in this study (in the sample had participated 5 Secondary Schools from Catalonia). At the beginning of the study the factors that have influence in the mediator’s identification with the mediator’s role are the auto-perception, the training, the mediation experience, the support of different agents and the service’s organization. To collect the information, a questionnaire was administered to all the Mediators Students and Coordinators of the mediation service of the five centers. Finally one focus group with 10 Mediators students was done to deepen and contrast on the beginning results.
The finally results suggest that the student feels himself mediator and develop a sense of belonging when he receives training and becomes part of the service. They feel safe and comfortable when their colleagues and teachers recognize to them their role like mediators. The students highlight the figure of the Service Coordinator and the functioning of the mediation service like the most important factors in the process of identifying themselves like mediators. At the conclusions is presented a conditions Decalogue that should be in the Secondary School to boost the assumption of the role of student mediator.
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