Ad Hoc Committee on Cultural Competence & Racial Equity
SEAHO 2015 - Restorative Justice
1. Rebuilding our Communities in Higher Ed.
Through Restorative Justice Practices
Andraelya Moody & Anna Burton
Georgia College & State University
Southeastern Association of Housing Officers (SEAHO)
2. Goals
Introduce or help to provide information regarding the concept
of Restorative Justice
Provide research, strategies and examples of Restorative
Justice Practices from various institutions
Help facilitate dialogue, seek feedback and generate interest
regarding the future of Restorative Justice in Housing
Departments throughout the state
4. Restorative Justice – Foundation
Origins: Old as human history
Early Cultures: New Zealand, Native American Tribes in the U.S
Mayan people of Guatemala
1970 Mennonite: Case experiments
Working Definition : “Restorative Justice is a process to involve,
to the extent possible, those who have a stake in a specific offense
and to collectively identify and address harms, needs, and
obligations, in order to heal and put things as right as possible.”
Stake Holders: Victims, Offenders &
Community.
Goal: To Provide an experience of healing for all
parties involved.
5. Restorative Justice – Foundation
Continued……..Vocabulary
- Mediation Conferencing or dialogue
Engagement: It is a choice that is up to the participants to engage
-no pressure to choose to forgive or to seek resolution
5 Guiding Questions of RJ
*We are ALL interconnected
Crime represents damaged relationships
RJ focuses on HARM & NEEDS
The Healing of those involved
6. Criminal Justice vs. Restorative Justice
Crime is a violation of the law and
the state.
Violations create Guilt .
Justice requires the state to determine
blame (guilt) and impose pain
(punishment).
Central Focus: Offenders getting what
they deserve (Punishment).
Offense is a violation of people and
relationships .
Violations create Obligations.
Justice involves victims, offenders, and
community members in an effort to put
things right.
Central Focus: Victim needs and offender
responsibility for repairing harm
(Community) .
Restorative Justice – Foundation
Continued……..
Source:
Zehr, Howard. The Little Book of Restorative Justice. Pennsylvania: GoodBooks, 2002. Print.
7.
8. • RJ Practices can be seen as early as elementary school classrooms
• Known as Conflict Resolution or Conflict Management
• The I-Statement:
• Formula: "When you _________, I feel __________, because ________, so what I would like is
___________________."
• The Steps
• Calming down (walk away, count to ten, etc.)
• Explanation of the upset
• Discussion and resolution
• Some kind of acknowledgment (handshake, for example)
• The Meeting
• First child begins by making an I-statement, and the second child listens, then repeats back his/her
understanding of what was said. Once the first child agrees that the second has heard correctly, the second
child may make an I-statement.
Early Educational System
9. The University Colorado Boulder
University of Colorado‐Boulder (Population: 30,000), Public University
Alternative Dispute Resolution‐Office of Student Conduct, under Student Affairs
• Started the first campus Restorative Justice Program in 1998
• Hall Directors and Live‐in Residential Life Staff: are aware of Alternative Dispute
Resolution opportunities on campus and refer cases.
• Partner with local Courts: Use University RJ as diversion from criminal record (Built
relationship with judges)
• RJ campus leaders: Developed ties and continued relationships with RJ allies and
partners to keep them invested!
• Incentives for Volunteer Stakeholders:
• 1. Intrinsic Value: Resonates with volunteer’s personal values.
• 2. Professional Development: Gained by building skills in conflict resolution
facilitation.
• In order to be a Restorative Justice Facilitator at UC‐Boulder, volunteers must go
through a 2‐3 day training that is offered twice a year, one in the fall and one in the
spring.
10. The University Of Michigan
University of Michigan (Population: 42,000/10,000 Residential), Public University
Office of Student Conflict Resolution, under Student Affairs
• Developed a Peer to Peer Motivational Interviewing process for first time
alcohol offenses
• may also require a BASICS or Alcohol 101 class OR a full RJ Conference
• All conduct hearings are restorative
• Restorative Conferencing offered through the Office of Student Conflict
Resolution
• Incentive: Restorative Justice is a diversion program and students do not
have conduct records if they choose this process.
• Developed a “Commitment to Collaboration” between the Office of Student
Conflict Resolution and Residential Life.
• University of Michigan: Has two Restorative programs working simultaneously
in Residential Life and in the Office of Student Conflict Resolution.
11. November
August
September
October
Fall 2012
Associate Director & AC
exchanged ideas with a Professor
of Criminal Justice Department
(Restorative Justice).
AD presents to CD Staff.
Presented to CA staff. 3 volunteers.
Wing meetings (workshops) &
Roommate mediation meetings.
Lunch with prof. to develop program and
discuss Institutional review board (IRB).
RJ Team attend CA Staff Mtg. RJ and CA
facilitate wing meetings(workshops) and
Roommate mediation meetings.
1:1 meetings with 3 CA’s..
Lunch with prof. to discuss current
and upcoming semester.
Wing meetings(workshop) and
Roommate mediation meetings.
1:1 meetings with 3 CA’s.
April
January
February
March
Spring 2013
May
Lunch with prof. 1x a month throughout
the semester. to discuss previous and
upcoming semester.
Attend RJ Class – discuss IRB.
Wing meetings(workshops) 1 x a month.
Discuss semester with CA’s during 1:1s
(throughout the semester)
Vandalism – Discussion
Celebration & Surveys
Last wing meeting Discussion
and end of year prep. Plan end
of year celebration with CAs
Georgia College & State University
12. *Monthly Wing/Floor Meetings
1x a month (Campus Wide - all Residence Halls)
RJ Topics
• Sept.: “How We Speak vs. What We Really Do”
• Oct.: “The Insta-Gram Effect; What You See Isn’t
Always What You Get”
• Nov- Phenomenology (seeing Through a Mindful
Lens)”
• Dec.: Celebration/Gathering
• Jan.: Welcome Back Meeting (No Topic)
• Feb.: “Vandalism – Circle Exercise”
• March: Broken Windows Theory
• April: Restorative Justice Overview
• May: Surveys & Party
*Open to all of building and VP in attendance
*Roommate Changes
Must attend a roommate circle
group before room change
approval (all resident).
*Staff Meetings
RJ students attend 1 staff meeting
a month.
May 2013:
200 Surveys Distributed
• 100 given to 4 non RJ CAs
• 100 given to 3 RJ CAs
• 20 (1), 40(1) & 40(1)
151 surveys completed and returned
(76% of the population)
Packets included :
- Survey
- 2 consent forms (1 to keep and 1 to return)
- 2 envelopes
- Given 2 weeks to return to CA or CD
P.U.R.E Survey
Collaboration Summary
13. *3 Area Coordinators *8 Community Directors *57 Community Advisor's *~2,240 Residents
15. Do you have experience with RJ?
Is RJ being practiced at your institution ?
If so, how?
If not, what are your ideas?
Concerns with RJ?
Any Questions??
We are the future of RJ
16. Let’s Mingle – Exchange info
Thank You!!
Sources:
Darling, Justine. “Restorative Justice in Higher Education: A Compilation of Formats
and Best Practices.” University of San Diego. 2011
McDowell, Lana, et al. “An evaluation of university housing residents’ perceptions of
restorative justice concepts.” Milledgeville, Georgia. 2013
Editor's Notes
Dre
Anna & Dre
Dre
Anna
Mediation: parties assumed to be on the same leveled moral playing field. Often times with responsibilities that may need to be shared on all sides. -Shared blame.
5 questions:
Who has been hurt?
What are their needs?
Whose obligations are these?
Who has a stake in this situation?
What is the appropriate process to involve stakeholders in an effort to put things right?
Lastly Compass not a Map: There is no pure model that can be simply implemented in any community. RJ built from the bottom up, by the communities in dialogue assessing their needs and resources and applying the principles to their own situations.
Transition into Housing collaboration with RJ/Criminal Justice.
Dre
Anna
Dre
how children learn to treat one another is as important as what they learn in reading, writing, and arithmetic.
social skills such as cooperation, assertion, responsibility, empathy, and self-control are essential to children’s academic and social success and we emphasize the teaching of these skills, along with academics, throughout the school day.
We usually introduce a conflict resolution protocol around the fourth or fifth week of school, once children are familiar with basic rules and routines and a sense of trust and community has been established in the classroom. As with most conflict resolution protocols, ours involves teaching children the following steps:
Calming down (walk away, count to ten, etc.)
Explanation of the upset
Discussion and resolution
Some kind of acknowledgment (handshake, for example)
Before teaching these steps, however, we teach students to deliver emotion-laden information as I-statements, using the formula, "When you _________, I feel __________, because ________, so what I would like is ___________________." When a child wants to meet with a classmate for conflict resolution, we require that she/he first compose an I-statement before arranging a time and a place for the meeting.
We display the I-statement formula and practice as a class, first, with positive, fun statements, such as "When you giggle, I feel happy, because it makes me giggle too, so what I would like is for you to keep on giggling." Next, we practice with statements containing more difficult emotions, working with examples removed from direct personal experience.
the first child begins by making an I-statement, and the second child listens, then repeats back his/her understanding of what was said. Once the first child agrees that the second has heard correctly, the second child may make an I-statement. The routine continues in which one child makes an I-statement, then the other repeats back what she/he heard (a simple form of active listening), until both (or all) parties feel satisfied that an understanding has been reached and peace has been made.
In the early weeks, a teacher always attends conflict resolution meetings as a "fair witness" to ensure safety and protocol, but speaks as little as possible. As children become more adept with the process, the teacher asks if either one would like a teacher’s presence. If not, we leave them alone. We know that this approach to conflict resolution has become a part of our classroom culture when a student comes to a teacher and says, "Can we meet? I have an I-statement for you."
Dre
The impact of Restorative Justice on students in Higher Education is evident by the success of programs at a variety of colleges and universities with different population size, religious affiliation, and both public and private institutions. Restorative Principles are universal and applicable in any institution where there are interactions with students, and the model used may vary based on the culture of the institution, conduct processes already in place, and leadership styles of those implementing restorative justice.
*Beginning Goal: Learning! UC‐Boulder saw RJ processes as a supplement education for students because the educational outcomes are vast. RJ was used as an option for learning on a spectrum of judicial tools and techniques.
*Future Goal: RJ is working only within conduct right now, but UC‐Boulder would like to create a dialogue network so that Restorative Justice can be used as a dialoguing process for other issues on campus besides conduct.
UC‐Boulder started the first campus Restorative Justice Program in 1998. A Restorative Justice Coordinator and a part time assistant offer Restorative Conferencing for campus conduct issues as well as Restorative Boards (community accountability boards) for off‐campus violations as a partnership with the Boulder municipal court. There are approximately 6,000 conduct hearings per year and around 400 restorative justice cases completed per year (approximately 100 are on campus referrals and approximately 300 are referrals through the court).
Based on students readiness and willingness to accept responsibility, on campus student offenders either go through an RJ Conference (and the case is diverted) or an RJ Conference and the conduct system (they will have a conduct record based on the severity of the issue). Court referrals only go through an RJ Conference and are diverted from a criminal record.
University of Colorado‐Boulder: Hall Directors and Live‐in Residential Life Staff are aware of Alternative
Dispute Resolution opportunities on campus and refer cases. Partner with local Courts: Use University RJ as diversion from criminal record (Built relationship with judges)
*RJ campus leaders: Developed ties and continued relationships with RJ allies and partners to keep them invested!
*Incentives for Volunteer Stakeholders:
1. Intrinsic Value: Resonates with volunteer’s personal values.
2. Professional Development: Gained by building skills in conflict resolution facilitation.
University of Colorado‐Boulder: Under the supervision of the Director of Alternative Dispute Resolution, the RJ Coordinator and Assistant RJ Coordinator work 20 hours per week and both graduate students and undergraduates are eligible to fill the positions. They coordinate a group of 50‐60 volunteers who rotate on a calendar 3 nights a week as impacted parties (Tuesday through Thursday).
In order to be a Restorative Justice Facilitator at UC‐Boulder, volunteers must go through a 2‐3 day training that is offered twice a year, one in the fall and one in the spring. The training includes an orientation to university policy, procedures and types of cases that are most prevalent, discussing the goals of the RJ program, outcomes, introduction to Law Enforcement and other key stakeholders, and learning the Restorative structure and process. Four hour follow up trainings are provided throughout the semester with a focus on mock conferencing (Ex: trespassing‐1hr, vandalism‐1hr, theft‐1hr, followed by debriefs of each). UC‐Boulder uses a one person facilitation model and facilitators in training “shadow” skilled facilitators by participating in conferences as community members. More experienced RJ facilitators sit in on new facilitator conferences to provide feedback.
Dre
The OSCR administers the Code of Conduct Statement (rights and responsibilities) for the University and began using Restorative Justice in 2007 as one alternative to resolving student disputes. In addition to more traditional ways of dispute resolution, the OSCR provides a number of services in Adaptable Conflict Resolution including Conflict Coaching, Mediation, and Restorative Justice Conferencing. In the Spring of 2011 they conducted 150 restorative cases. UM also has a robust community circle program through Residential Life. All residential conduct issues are dealt with through Restorative Hearings in residence halls.
Developed a Peer to Peer Motivational Interviewing process for first time alcohol offenses‐ the goal is to educate students, have students acknowledge responsibility, and may also require a BASICS or Alcohol
101 class OR a full RJ Conference. U. Mich also has a Community Circle Program (conferencing) based on the “Real
Justice Model.”
University of Michigan: All conduct hearings are restorative. Restorative Conferencing is also offered through the Office of Student Conflict
Resolution. Incentive: Restorative Justice is a diversion program and students do not have conduct records if they choose this process.
Residential Life Process: The Hall Director (HD) meets with a student for a Restorative Hearing and the HD gives the student two options:
1. Continue meeting and render a restorative decision focused on reparation to self and to community.
2. Choose to participate in a peer lead Restorative Circle Process. In this case the student is referred to the RJ Coordinator in the Housing and Student Conduct Office.
Conduct Office Process: Students get a notice in the mail that they have a pending case and are asked to come in
for an initial intake. During the initial intake all options (both formal and Adaptable Conflict Resolution) are explored with the student. Based on their needs and developmental capacity, Restorative Justice may be the option chosen by the student and intake officer.
Developed a “Commitment to Collaboration” between the Office of Student Conflict Resolution and Residential Life. (See Appendix E for the full “Commitment to Collaboration”)
*Building Relationships with Graduate Programs: This was the largest factor in getting their program started because student time and effort laid the foundation for the Restorative Justice Program.
*Start doing Restorative Cases! RJ gained momentum from students who went through the Restorative Process.
IRB: An institutional review board (IRB), also known as an independent ethics committee or ethical review board, is a committee that has been formally designated to approve, monitor, and review biomedical and behavioral research involving humans. They often conduct some form of risk-benefit analysis in an attempt to determine whether or not research should be done.[1] The number one priority of IRBs is to protect human subjects from physical or psychological harm
