SCHOOL PSYCHOLOGYPRACTICUM STUDENTS
Restorative Justice – Schools & Families
Kris Miner
OUR TIME TOGETHER
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•TV News reporter
•In home family therapist
•Private Practice
•SED clients
•Juvenile Jusitice
•JJ & child protection
•Non-profit ED
•UWRF Adjunct
•Blogger
LEARNING OBJECTIVES 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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FEELING OBJECTIVESInspire – touching the heart
Spark creativity & passionVision for yourself and future
Meaningful connection to your profession & goals!
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“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.”
PEACE & BELONGING
Victims Offenders Community
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“Reparative
Exercises”
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Good Books Publishing
respect for all involved rooted in deeper valuesequal worth of all peopleappreciation for diversitybelief in interconnectedness
Problem Solving/Empowering
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Good Books Publishing
RJ PHILOSOPHY
Crime is Harm Repairing Relationships Building Community ‘Making Things Right’ A Process of Healing
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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
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WE ALL WALK ON COMMON GROUND
We share basic humanity.
FUTURE BUMPER STICKERS
Repair Harm
Dealing with Healing
Every Saint has a Past, Every Sinner has a Future
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ACCOUNTABILITY Acknowledging that you caused harm
Understanding the harm from other viewpoints
Recognizing that you had a choice
Taking steps to make amends Taking action to change
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HEALING Addressing what thwarts your good
Honoring the Harm Coming full Circle or around the spiral
Working towards wholeness Becoming a better person
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RESTORATIVE “MATH”
24with
COMMUNITY TO SCHOOL-BASED 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
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
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RESEARCH TELLS US
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. Joel04/10/2023 20
WHAT YOUTH NEED 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
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FORMAL SCHOOL DISCIPLINE 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
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FORMAL SCHOOL DISCIPLINE 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
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Zero Evidence of Zero Tolerance working.
B. Morrison
ABA & the APA
Chicago Public Schools -Summer ‘07
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THE SCHOOL TO PRISON PIPELINE (ACLU)
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ZERO & NO TOLERANCE Harm is serious Specific uniform
consequences Detention,
isolation, expulsion Based on rules More equitable than
fair Letter of the law Education part of
the consequence
Harm is serious Variety of
consequences Situation &
circumstance More fair than
equitable Spirit & intent of
the law Education part of
the consequence
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ABA 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
RESTORATIVE DISCIPLINE
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 with04/10/2023 28
RESTORATIVE DISCIPLINE 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
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RESTORATIVE RESPONSE
Wrongdoing
_________________________________________
error malice
lack of skill or ability
STARBUCKS CUP
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.04/10/2023 31
A WHOLE SCHOOL RESTORATIVE APPROACH CAN CONTRIBUTE TO: Emotional Literacy Addressing bullying behaviours Reducing staff turnover and burnout Raising morale and self-esteem Culture of inclusion and belonging
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A WHOLE SCHOOL RESTORATIVE APPROACH CAN CONTRIBUTE TO: Happier and safer schools Mutually respectful relationships More effective teaching and learning Reducing exclusion Raising attendance
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RESTORATIVE PROCESS Return to a Balance Restore Harmony Make things Right Plan for the future Teaches self-governing
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In relationships we are broken and in relationships we
are healed.Judge Ed Wilson
Rondo to Rwanda
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Best
Today?
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ICE BERG RATIOS
1/4TH 2/3RDS 1/9TH
RATIO’S
1/4th
2/3rds
1/9th
ONE-NINTH THE VOLUME SHOWS
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Safer than Usual Space
Circles are based on
values
CONNECTEDNESS Equals responsibility Harming Others, harm yourself
Awareness of this responsibility creates our value system.
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VALUES Goals & ways of behaving despite objects or situation.
Standards & Principles that guide our actions.
Should do, rather than want or have to.
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VALUES For us to live by and others A shared concept of society
Internalized & stable Used to evaluate ourselves & others
The internal sanctioning system 04/10/2023 45
Empathy"… 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
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EMPATHY Lack leads to stealing, drug dealing, rape & murder (Oakwood Solutions, LLC)
Barriers-emotional neglect, stress, genetics
Improves School Performance, Self-Awareness, Relationships
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CARECONNECTCOMMIT
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WORKING WITH FAMILIES 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
RESTORATIVE SKILLS Compassionate Listening Non-violent Communication Anger Management Conflict Transformation Dealing with difficult situations
Restorative de-briefing & reflective practice
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RESTORATIVE PRACTICES
Affective Affective Small CircleConference
Statement Questions Conference
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CIRCLES VALUES 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)
GUIDING 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?
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THE FIVE MAGIC QUESTIONS
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 ?
OUTCOMES CASS LAKE-BENA ELEMENTARY
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
PATTENGILL MIDDLE SCHOOL, MI 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.
IIRP COMPARISONIssue – students report before after
students will make fun of you
70 % 29%
You get picked on 49% 16%
experienced theft 47% 24%
Wrecked property incident 31% 8%
IF YOU WERE TO START THIS TOMORROW . . .
QUESTIONS & DISCUSSION
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