Steve Vitto Balanced Andrestorative Justice For Kids
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AN INTRODUCTION TO BALANCED AND RESTORATIVE JUSTICE (BARJ) IN SCHOOL SETTINGS BY STEVEN VITTO, M.A.

AN INTRODUCTION TO BALANCED AND RESTORATIVE JUSTICE (BARJ) IN SCHOOL SETTINGS BY STEVEN VITTO, M.A.

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Steve Vitto Balanced Andrestorative Justice For Kids Presentation Transcript

  • 1. Balanced and Restorative Justice “ Providing Consequences that Teach and Restore”
  • 2. Typical reactive responses
    • Zero tolerance policies
    • Security guards, student uniforms, metal detectors, video cameras
    • Suspension/expulsion
    • Exclusionary options (e.g., alternative programs)
    • Retributive Justice
    • Punishment
  • 3. Problems with Punishment
    • Models controlling behavior vs problem solving
    • Tend to cause brain shift to survival mode not conducive to learning
    • Tend to elicit judgment and anger from both staff and student
    • Meet the needs of the care provider as opposed to the child
    • The consequence has no relationship to the behavior
  • 4. Problems with Punishment
    • Inconsistent application
    • Generally quick to apply, but doesn’t have lasting results
    • Often leads to resentment, defiance, or violence and consequently result in the need for more intrusive measures by staff
    • Often fail to address the victim
    • Rarely result in learning a better way
  • 5. Parallels to School-based and Community-based Retributive Justice
    • Both are retributive
    • Both are exclusionary
    • Both provide little concern for the victim
    • Both are contraindicated by research
    • Both have high rates of recidivism for serious offenses
    • Both have little community restorative elements
  • 6. Behavioral offences are wounds… Consequences should heal
  • 7.
    • If a student doesn’t know how to read,we
    • teach
    • If a student doesn’t know how to swim,we
    • teach
    • If a student doesn’t know how to multiply, we
    • teach
    • If a student doesn’t know how to
    • behave, we
    PUNISH John Herner
  • 8.  
  • 9. IN OUR SCHOOL, MANY CHILDREN COME TO SCHOOL AS VICTIMS. IT IS THE COMMUNITY BUILDING AND RESTORATION PROCESS THAT HELP VICTIMS FROM TURNING INTO OFFENDERS”
  • 10. What is BARJ?
    • Philosophy
    • Repair the harm
    • Victim, Offender, Community
    • Offence against people vs breaking the rules
    • Accountability
    • Safety
    • Competency
  • 11. Stakeholders
    • Victim
    • Offender
    • Community
  • 12. Stakeholder Interests
    • Who were the victims?
    • How were the victims’ interests served?
    • Who was community?
    • How were the community interests served?
    • How was the offender’s interests served?
    • Why can the community protect both the victim and the offender? (e.g.,unwritten code, victim is an outsider)
  • 13.
    • Ripple Effect
  • 14. BARJ Effective Restorative Practices Should:
    • Foster Awareness
    • Avoid Scolding or Lecturing
    • Actively Involve Students
    • Accept Ambiguity
    • Separate the Deed from the Doer
    • View Every Incidence of Wrong Doing as an Opportunity for Learning
  • 15. A Restorative Justice approach is integrated into the school community through:
    • Community and team building experiences
    • Classroom management and school policy
    • Direct skill instruction and training
    • Curriculum Infusion
    • School-wide projects and programs
  • 16. Specific Behaviors and Consequences that restore
    • Disruption
    • Noncompliance
    • Disrespect
    • Tardiness
    • Unprepared for class
    • Truancy
    • Aggression
    • Swearing
    • Stealing
    • Harassment/ Bullying
    • Vandalism and Destruction
    • Cheating/Plagiarizing
  • 17. Activity CONSEQUENCES THAT RESTORE
  • 18. How to get reflective answers from the Time to Think Form
    • What did you do?
    • What was wrong with what you did?
    • What problems were you trying to solve?
    • How will you solve the problem next time without hurting someone?
  • 19. RESTORATION teaches self control through modeling, mediation, and community restoration PUNISHMENT teaches external control through pain, loss, and exclusion
  • 20. Restorative vs. Retributive Responses
    • Suspension
    • Performing volunteer work
    • Detention and Saturday School
    • Taking part in a school-wide bully prevention program
    • Peer tutoring or acting as a student assistant
    • Loss of points and privileges
    • Peer mediation and conflict resolution
    • Working to repay damage caused by vandalism
    • Expulsion
    • Involvement in Anger Replacement Training
    • Time-out
    • Life-skills processing activities
  • 21. Restorative Justice/PBS
    • Restorative Justice
    • Misconduct defined as behavior affecting others
    • Focus on problem solving
    • Conflict recognized as interpersonal with value for learning
    • Attention given to broken relationships
    • Total school community involved in facilitation restoration – empowerment
    • Accountability
    • PBS
      • Views the system, settings or skill deficiency as the problem
      • Adjusts systems and setting and improves skills
      • Identifies and teaches replacement skills and builds relationships
      • Primarily relies on positive approaches and restoration
      • Goal of sustained results over time
      • Developed by a collaborative team
  • 22. PBS & BARJ Consequences for Behavioral Errors
    • Reduce the Efficiency of the Target behavior
    • Development of Replacement Skills or Consequences that Teach
    • Provision of Restoration Justice
    • Provision of Safety and Order in the Classroom or School
    • Data-Based Decision Making
    • Related, Respectful, and Responsible
    • Enhance the Child’s Sense of Community or Relationship
  • 23. Victim Impact Circle Conference
    • Introduction
    • Ice Breaker-Community Building Piece
    • Opening Statement
    • Guidance and Influence
    • Agreement Guideline/ Talking Piece
    • Review of Incident
    • Participant input related to incident
    • Impact Statements
    • Restoring the Harm-Victim, Offender, Community
    • Final Agreement
    • Compliments
  • 24. Circle Guidelines
    • Treat others with respect
    • Talk only when holding the talking piece
    • Consider other’s point of view
    • Accept own part in resolving the problem
    • Develop a plan to restore the victim, the community, and the offender
  • 25.
    • “ If you treat an individual as he is, he will stay as he is, but if you treat him as if he were what he ought to be and could be he will become what he ought to be and could be.” Wolfgang Goethe