3. •TV News reporter
•In home family
therapist
•Private Practice
•SED clients
•Juvenile Jusitice
•JJ & child protection
•Non-profit ED
•UWRF Adjunct
•Blogger
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4. Professional role model
Restorative Justice Principles
School-Based Restorative Justice
School Applications
Research & Outcomes
SEL, Academic Success & RJ
The “system”, the family and the school
psychologist.
Answers!
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5. – touching the heart
Inspire
Spark creativity & passion
Vision for yourself and future
Meaningful connection to
your profession & goals!
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6. “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.”
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9. for all involved
respect
in deeper values
rooted
worth of all people
equal
appreciation for diversity
belief in interconnectedness
Problem Solving/Empowering
9
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12. The Restorative Justice
Movement is grounded in
values that promote both
accountability and healing for
all affected by crime.
-Mark Umbreit, U of M Center for and Restorative
Justice Peacemaking
12
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14. Repair Harm
Dealing with Healing
Every Saint has a Past,
Every Sinner has a Future
14
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15. that you caused
Acknowledging
harm
the harm from
Understanding
other viewpoints
Recognizing that you had a choice
Taking steps to make amends
Taking action to change
15
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16. what thwarts your
Addressing
good
the Harm
Honoring
full Circle or around the
Coming
spiral
towards wholeness
Working
Becoming a better person
16
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18. Restorative Justice reduces conflict
Prevents wrong doing
Increases safety – physically and emotionally
Results of 70‟s tough on crime and Zero
Tolerance
Around the world – schools are moving to
Restorative Practices
19. Good relationships need to be at the
heart of everything a school does if
effective teaching and learning are to
take place.
Between Students, Students & Teachers, Teachers &
Teachers, Teachers & Parents, Parents &
Administration
19
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20. The more you know about
someone the less likely you are
to hurt them.
Exclusion is a form of violence.
Punishment does not work.
Gilligan, Garbino, Dr. Joel
20
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21. Participate as citizens
Decision making experience
Interaction with peers
A sense of belonging
Reflect on self
Formation of a Value System
Identity development
Feelings of accountability & equality
Cultivate a capacity to enjoy life
21
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22. Based on a system of punishment and reward
Not typically used as a teaching tool
Makes the school culture adversarial
Tends to support labeling of students: bad and
good kids
Bandage approach with few lasting effects
Victims get little from the process
22
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23. Based on a system of punishment and reward
Not typically used as a teaching tool
Makes the school culture adversarial
Tends to support labeling of students: bad and
good kids
Bandage approach with few lasting effects
Victims get little from the process
23
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24. Zero Evidence of Zero Tolerance
working.
B. Morrison
ABA & the APA
Chicago Public Schools
-Summer „07
24
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26. Harm is serious Harm is serious
Specific uniform Variety of
consequences consequences
Detention, isolation, Situation &
expulsion circumstance
Based on rules More fair than
equitable
More equitable than
fair Spirit & intent of the
law
Letter of the law
Education part of the
Education part of the
consequence
consequence
26
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27. True discipline problems need to be addressed
Individual responses & common sense
Contravene ABA anti-discrimination policies
Costs outweigh Benefit – keeping a child in school
may reduce entry into a career criminal lifestyle
28. Cooperative, supports community building,
culture of mutual respect
Focus is on the behavior as a bad choice,
not the student as a bad person
Restorative measures used as primary,
traditional still available as last resort
Gives misbehavior a context, the students
see how their actions affect others
Reduces the amount of time spent on
disciplinary action because the root of the
problem is dealt with
28
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29. Recognizes the purposes of misbehavior
Addresses the needs of those harmed
Works to put right the harm
Aims to improve the future
Seeks to heal
Uses collaborative processes
29
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31. It‟s relationships, not programs
that change children . . .
Young people thrive when
adults care about them on a
one-to-one level, and when
they have a sense of belonging
to a caring community.
31
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32. Emotional Literacy
Addressing bullying behaviours
Reducing staff turnover and burnout
Raising morale and self-esteem
Culture of inclusion and belonging
32
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33. Happier and safer schools
Mutually respectful relationships
More effective teaching and learning
Reducing exclusion
Raising attendance
33
5/11/2009
44. & ways of behaving
Goals
despite objects or situation.
Standards & Principles that
guide our actions.
Should do, rather than want
or have to.
44
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45. us to live by and others
For
A shared concept of society
Internalized & stable
Used to evaluate ourselves &
others
The internal sanctioning
system
45
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46. Empathyquot;… to understand another
person's point of view, emotions,
thoughts, feelings
Empathy is the most important
characteristic in human
relationships.
*Center for Social and Emotional Education
46
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47. leads to stealing, drug
Lack
dealing, rape & murder (Oakwood
Solutions, LLC)
neglect,
Barriers-emotional
stress, genetics
Improves School Performance,
Self-Awareness, Relationships
47
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50. Be Genuine and Be ethical
Advocate for the best interests
Never stop learning
All relationships are bilateral
You are going to get burned
Build relationships with outside agencies
Take care of yourself
52. Affective Affective Small Circle
Conference
Statement Questions Conference
52
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53. Respect – for all involved
Humility – trust the process, honor equality
Compassion – empathy in action
Spirituality (wholeness of person/oneness of
circle, moving from conflict to healing &
understanding)
Honesty (important for accountability &
trust)
53
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54. 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?
54
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55. What happened?
What were you thinking?
How were you feeling?
Who else has been affected by this?
What do you need now so that the harm can be
repaired ?
56. In school suspensions
‟01 61 suspensions a month all year long
‟02 13 suspensions a month (first 3 months)
Last Quarter First Q
97 Noise or swearing 40
54 off task 20
10 inappropriate physical contact 1
57. 15% drop in suspensions
(other schools increased)
Averted 2 expulsions
93% of students participated
90% new skills, 86% used those
1 Elem/3 MS/1 HS saved Lansing students
1,500 days of suspension.
58. Issue – students report before after
students will make fun of 70 % 29%
you
You get picked on 49% 16%
experienced theft 47% 24%
Wrecked property incident 31% 8%