Ar teisinis reglamentavimas Lietuvoje užtikrina mokyklinėje mediacijoje dalyvaujančių asmenų teisių ir pareigų balansą?
Šarkutė, Laura |
Magistro darbe analizuojamas mokyklinės mediacijos taikymo galimybės ir perspektyvos Lietuvos mokyklose. Keliamas klausimas, ar teisinis reglamentavimas Lietuvoje užtikrina mokyklinėje mediacijoje dalyvaujančių asmenų teisių ir pareigų balansą. Siekiama išsiaiškinti, ar teisinis reglamentavimas Lietuvoje yra pakankamas ir pritaikytas mokyklinės mediacijos diegimui Lietuvos mokyklose. Magistro darbe analizuojama mokyklinės mediacijos samprata ir raida užsienio šalyse, dėl kurios šis ginčų sprendimų būdas užsienio šalyse tapo toks populiarus ir pasiteisinęs. Darbe išskiriamos dvi pagrindinės mokyklinės mediacijos rūšys bei išanalizuoti esminiai šių mediacijos rūšių panašumai ir skirtumai. Ištyrus nacionalinius ir tarptautinius teisės aktus, atskleidžiamos mokyklinės mediacijos teisinio reglamentavimo galimybės ir spragos Lietuvoje. Kadangi mokyklinė mediacija yra neteisminės mediacijos rūšis, todėl siekiant ištirti ir išanalizuoti šios neteisminės mediacijos rūšies taikymą, mokyklinė mediacija yra palyginama su kita neteisminės mediacijos rūšimi – tarpininkavimu probacijos tarnyboje. Palyginus šias dvi neteisminės mediacijos rūšis, prieita išvados, kad tarpininkavimas probacijos tarnybose yra labiau sureguliuotas ir nuspėjamas negu tarpininkavimas mokyklose. Tuo tarpu mokyklinė mediacija Lietuvoje nereglamentuojama jokiais teisės aktais. Antroje magistro darbo dalyje analizuojamos mokyklinės mediacijos proceso dalyvių teisės ir pareigos. Atskleidžiama šio proceso eiga bei etapai. Kadangi nėra jokios suformuotos teismų praktikos, kuri padėtų geriau ištirti šį procesą ir galinčias kilti situacijas, todėl magistro darbe analizuojama viena praktinė situacija, per kurią atskleidžiami visi mokyklinės mediacijos proceso etapai. Taip pat magistro darbe analizuojamas mediatoriaus ir tėvų vaidmuo mokyklinės mediacijos procese bei jų teisės ir daromas poveikis šiame procese. Toliau analizuojami pagrindiniai mediacijos principai, kurių nesilaikymas mediatoriui gali užtraukti atsakomybę. Atskleidžiami sunkumai, su kuriais būtų susiduriama, siekiant užtikrinti pagrindinius mediacijos principus. Darbe ištiriama mediatoriaus atsakomybė, galinti kilti dėl aplaidaus mediatoriaus elgesio ar pareigų nevykdymo. Išskiriamos skirtingos atsakomybės rūšys tarpininkaujantiems mokiniams ir tarpininkaujantiems suaugusiems asmenims. Ištyrus galimas tarpininkui taikyti atsakomybės rūšis prieita išvados, kad Lietuvoje mokyklinės mediacijos procesas nėra sureguliuotas jokiais teisės aktais, todėl neužtikrina mokyklinėje mediacijoje dalyvaujančių asmenų teisių ir pareigų balanso, dėl ko šiame darbe keliama hipotezė nepasitvirtino. Siekiant užtikrinti mokyklinės mediacijos plėtojimą Lietuvoje yra pateiktos rekomendacijos, skirtos sureguliuoti šį procesą Lietuvos teisinėje sistemoje ir užtikrinti šiame procese dalyvaujančių asmenų teisių ir pareigų balansą.
In Lithuania, mediation is a new method for conflict resolution that is encouraged, though not widely prevalent. As mediation becomes significant in the legal system, it is often considered for it to be implemented in schools, where conflicts between students, teachers, and parents occur regularly. Conflict situations arise due to competition, bullying, discrimination, antipathy, religious beliefs and other reasons. Most educators are inclined to apply traditional conflict resolution where an educator comes up with a solution unilaterally. In such a situation one party wins while another loses. Researchers argue that such outcome promotes discontentment as well as deprives of the right to express one's opinion. School mediation would reduce the overall number of conflicts, while arguments that do arise would be solved more effectively since the solution is oriented towards reconciliation, not punishment. Involving children in school mediation would make them equal participants in the process. At the same time, it would foster a sense of responsibility and teach independence in possible future conflicts. Moreover, a mediator is an impartial person, which promotes trust in other people. Thus, a child would be less afraid to contact adults when in trouble. School mediation is still a new subject in Lithuania, and its utilization in schools is not examined in national legal literature. In countries such as the USA and Germany, this method of conflict resolution is well known. The practice of these countries indicates that school mediation is one of the most effective methods to prevent bullying in schools. However, there is no unanimous opinion about the process of school mediation, requirements for mediators and their responsibilities. Neither national nor international law has legal regulation for the subject. Furthermore, there is no formed case law that would help to understand possible issues. It means that Lithuania has no legal mechanism to provide rules for school mediation. In order to implement this alternative conflict resolution method, it is necessary to identify the rights, duties and possible difficulties and liabilities. The objective of this Master Thesis is to explain the process of school mediation and to promote its development in Lithuania. This thesis analyzes the possible utilization of school mediation and its perspectives in Lithuania. The paper discusses whether the legal framework in Lithuania ensures the balance between the rights and duties of the parties participating in school mediation. It also evaluates whether the legal framework in Lithuania is sufficient for implementing it in Lithuanian schools. Firstly, the Master Thesis explains and analyses the definition of school mediation and its development in foreign countries. The research distinguishes two main types of school mediation: 5 peer mediation and adult mediation. The paper analyses the differences and similarities between them. The comparison showed that the difference is the mediator. In peer mediation, the mediator is a minor who does not have the full civil capacity. In adult mediation, the mediator is a social educator, psychologist or other school administration representative who has completed specialized training. The research explains how different civil capacity affects people's rights and liabilities. Furthermore, the Master Thesis analyses national and international legislation relevant to the mediation processes. Possibilities for the legal framework are also discussed. It was found that neither Lithuania nor foreign countries regulate school mediation process. Thus, it is utilized in voluntary form. School mediation is a type of non-judicial mediation. In order to understand its implementation in schools more, school mediation is compared to another type of non-judicial mediation, which is mediation in probation services. The comparison showed that mediation in probation services is more regulated than mediation in schools. Thus, it may be assumed that the lack of legal framework influences the unpopularity of this institute in Lithuania. The second part of the paper analyses the full process of the school mediation and the rights and duties of its parties. The paper discusses the process and stages of school mediation. Due to the lack of legislation, the thesis examines a practical situation which helped to distinguish and understand the stages of school mediation. It was found that there are five stages. Furthermore, the paper discusses the role that parents have in school mediation and their influence on the process. Parents may take part in the mediation process when there is a conflict with an educator. Also, parents must give written consent in order to allow their child to participate in a school mediation process, whether a child is a mediator or a participant. Thus, parents have a significant role in the process. Moreover, the Master Thesis examines the fundamental principles of mediation and liabilities for failing to follow these principles. The paper focuses on confidentiality and difficulties that may occur because of the young age of participants. It was found that confidentiality is the main principle in the school mediation process. The mediator could be held responsible for failing to follow it. The paper comprehensively researches the liabilities that may arise because of malpractice. The mediator may be held responsible for violating the principles of confidentiality, neutrality, impartiality or volunteering. There are different liabilities in peer mediation and adult mediation. An adult mediator may incur non-contractual liability and disciplinary liability. Peer mediator cannot face any of these liabilities because of his/her civil capacity. It is considered that the damage made by the student should be reimbursed by the school in which the mediation was taking part. The paper analyses the rights and duties of the mediation's participants and possible liabilities. The conclusion is that to ensure the rights and duties of the participant, it is necessary to 6 have a legal framework. The lack of a legal framework impacts the unpopularity of this institute. However, it was found that neither in Lithuania nor in the foreign countries there were cases for failing to follow the principles of mediation. It leads to the impression that even though there is no legal framework for mediation, standard rules of ethics, codes and school training are enough for mediators to implement an appropriate school mediation process. Since there are no universal standards for implementing school mediation, the research suggests that school mediation in foreign countries may work efficiently utilizing only soft law regulations. The paper has examined the rights and duties of the school mediation participants as well as possible liabilities. The research has shown that the hypothesis formed in this Master Thesis cannot be confirmed. To ensure the development of school mediation in Lithuania the paper offers suggestions for regulations in Lithuania as well as ensuring the balance between participants' rights and duties.