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Building Positive Relationships Through Restorative Justice

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Title: Building Positive Relationships Through Restorative Justice


1
Building Positive Relationships Through
Restorative Justice
  • Kristen Woodward
  • Conflict Resolution Specialist
  • Fairfax County Public Schools
  • Student Safety and Wellness Office
  • Kristen.Woodward_at_fcps.edu
  • 571-423-4273
  • Joan Packer
  • Restorative Practitioner and Trainer
  • Joan.Packer5_at_gmail.com
  • 571-233-2395

2
Objectives
  • Understand the core principles of Restorative
    Practices.
  • Understand restorative philosophies, practice
    skill sets and strategies to build, support and
    repair relationships.
  • Understand how to integrate Restorative Practices
    with PBA framework

3
  • Good relationships are the basis for learning.
    Anything that affects relationships, like
    inappropriate behavior, impacts learning.
  • Challenging inappropriate behavior needs to be
    experienced as an opportunity for learning.
  • -- Bruce Schenk, Director of the International
    Institute for Restorative Practices in Canada

4
  • Is what we do opening up our students to
    learning or is it shutting them down?

5
  • If a child cant read, we teach him to read.
  • If a child cant do math problems, we teach him
    how to do math problems.
  • If a child doesnt know how to behave, we punish
    him.

6
  • A student misbehaves in class and her teacher
    asks her to leave. The student is suspended from
    school and comes back. Nothing is resolved
    nothing is restored.
  • But with restorative practices, the student is
    held accountable and given support to resolve the
    issue, repair the harm and make a plan to ensure
    that the misbehavior doesnt happen again.
    Relationships are restored and community is
    built.
  • -Ted Wachtel, International Institute for
    Restorative Practices

7
Retributive or Restorative?
8
What are Restorative Practices?
  • Harm-Focused How have individuals been harmed?
    What do they need?
  • Identify, repair and prevent future harm
  • Engagement Victim, offender, community and
    schools are involved through a voluntary,
    facilitated dialogue process
  • Responsibility/Obligations Individuals accept
    responsibility for their actions
  • Repair Individuals agree to repair harm done
  • Prevention Individuals learn from their mistakes

9
Paradigm Shift
Traditional Justice Restorative Justice
School and rules violated People and relationships violated
Justice focuses on establishing guilt Justice identifies needs and obligations
Accountability punishment Accountability understanding impact, repairing harm
Justice directed at offender, victim ignored Offender, victim and school all have direct roles in justice process
Rules and intent outweigh whether outcome is positive/negative Offender is responsible for harmful behavior, repairing harm and working toward positive outcome
No opportunity for remorse or amends Opportunity given for amends and expression of remorse
10
Restorative Practices ARE NOT
  • Soft on crime/offenders
  • A way for the offender to avoid consequences
  • Only for juveniles or less serious crime
  • A new process
  • The opposite or substitute for the existing
    system

11
Restorative Practices ARE
  • Victim-centered and victim- sensitive
  • And an opportunity
  • - for victims to have a voice
  • - for participants to take responsibility for
    their actions
  • - for offenders to listen to those affected by
    their actions
  • - to learn how to start changing their behavior

12
Social Discipline WindowTed Wachtel,
International Institute for Restorative Practices
HIGH
WITH Restorative Cooperating Collaborating Taking
responsibility Being accountable
TO Punitive Blaming Stigmatizing
Control (limit setting discipline)
NEGLECTFUL Ignoring Surviving NOT
PERMISSIVE Rescuing Excusing Reasoning FOR
LOW
HIGH
Support (encouragement, nurture)
13
Leadership Styles
  • Punitive
  • Characteristics Results
  • Compliance is forced Resentment
  • Power hoarded De-valued
  • Information is power Mistrust
  • Fear of engagement Withdrawn/Acting Out
  • Restorative
  • Characteristics Results
  • Authoritative Foster respect for all
  • Collaborative Shared power
  • Engaging Cooperative
  • Focused on strengths Maximize resources/respect

14
Goals of Restorative Justice
  • The process and the journey.
  • Open communication between the parties not
    forcing an apology or giving / accepting
    forgiveness (although these are helpful).
  • Helping people understand how their harmful
    actions have impacted others.
  • When harm happens, it creates needs that
    participants deal with through open
    communication. Working with these needs is a key
    goal of restorative justice.

15
The Compass of Shame
Withdrawal Isolating oneself Running and hiding
/ truancy
Withdrawal
Attack Self Self put-down Masochism Eating
disorders Self mutilization
Attack Other Turning the tables Blaming the
victim Lashing out verbally or physically /
bullying
Attack Self
Attack Other
Avoidance
Avoidance Denial, Abusing drugs and alcohol,
Distraction through thrill seeking
16
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17
Continuum of Restorative Practices
Foundation of Respect

Restorative Conferences
Victim-Offender
Dialogue
Circle Processes Small,
Impromptu Conferences Restorative
Inquiry / Restorative Reflection
Seriousness of harm
Foundation of Respect
18
Setting the Foundation
  • Respect What does it look like?
  • Inquire in private
  • Appropriate timing
  • Stay neutral
  • Listen (Use active, non-judgmental listening)
  • Ask / seek to understand
  • Watch your body language
  • Words can be windows or walls
  • Utilize the Golden Rule-- treat others like you
    would want to be treated!

19
Restorative InquiryResponding to challenging
behavior
  • What happened?
  • What were you thinking of at the time?
  • What have you thought about since?
  • Who has been affected by what you have done? In
    what way?
  • What do you think you need to do to make things
    right?

20
Restorative InquiryListening to those who have
been harmed
  • What did you think when you realized what had
    happened?
  • What impact has this incident had on you and
    others?
  • What has been the hardest thing for you?
  • What do you think needs to happen to make things
    right?

21
Restorative Circles
Circles are a form of participatory
democracy Kay Pranis
22
An Overview of Restorative Circles
  • Value of circles
  • Everyone is respected
  • Everyone speaks without interruption
  • Everyone explains their own story
  • Everyone is equal
  • Emotional aspects are welcome

23
An Overview of Restorative Circles
  • Reasons to use a circle
  • Make a decision together
  • Settle a disagreement
  • Addressing harm
  • Building community
  • Celebrating an accomplishment
  • Sharing struggles
  • Learning from each other

24
Types of Restorative Circles
  • Community Building
  • Talking
  • Understanding
  • Celebration
  • Support
  • Conflict
  • Reintegration
  • Healing
  • May require support from the Counselor,
    Social Worker, AP or School Psychologist

25
Circle Process Participation Guidelines
  • Listen with respect.
  • Each person gets a chance to talk.
  • One person talks at a time without interruptions.
  • Speak for yourself, not as the representative of
    any group.
  • Its ok to disagree no name-calling or
    attacking.
  • You can pass your turn.

26
The Transformation of West Philadelphia High
School A Story of Hope
27
Beneficial Findings
  •                    
  • Hull, England
  • Improved staff attendance by 63
  • Decreased student drug use
  • Suspensions decreased by 81
  • Student tardiness decreased by 87
  • Parents felt more connected to school
  • Where respect and safety are the norm and
    problems get sorted out.

28
Integration of RP and PBIS
  • PBIS gives the school the structure within which
    to model, teach and reinforce positive pro-social
    skills, and consistently provide learning
    opportunities designed to increase demonstration
    of these skills
  • RP gives schools the opportunity to focus on the
    needs of the individuals involved and repairing
    relationships rather than focusing on punitive
    measures

29
Circles Conferences
INTERVENTION Restoring Relationships
Circles Restorative Think Sheet Restorative
Inquiry/Conversation TARGETED Repairing
Relationships
Restorative Approach (WITH rather than TO, FOR,
NOT) Fair Process engage, explain, expectation
clarity Modeling respect Affective
statements Circles Community Building,
Celebration, Learning, Dialogue Getting to know
the individual Developing social emotional
skills/social capital Listening /Giving students
a voice Being non-judgmental An ethos of care and
justice UNIVERSAL Building and Supporting
Positive Relationships
30
Points to contemplate
  • There is no evidence that zero tolerance
    policies improve student behavior, the school
    climate, or school safety.
  • In fact, research has found that such policies
    lead to more suspensions, school drop outs, and
    deviant behavior.
  • Between 1991 and 2007, Illinois public school
    suspension rates increased 56 and expulsion
    rates more than doubled.
  • Illinois Criminal Justice Information Authority
    (2009). Implementing Restorative Justice A
    guide for schools. (10-017). Chicago, IL.

31
May your restorative practice journey help you to
build and heal relationships, therefore
strengthening your community.Trainings available!
  • Thank you for coming!
  • Kristen Woodward
  • Joan Packer
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