Transcript Document

Restorative Practices in Schools:
Circle in the Square
Nancy Riestenberg
School Climate Specialist
Pause. Listen. Breathe.
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Name;
reductions
Where you
live and
where you
work;
Your favorite
spring food.
• Introductions
3
Outline
• Review of Restorative Measures in Minnesota
• Review of Research on Restorative Measures
• Reflections on the Alphabet: RM, PBIS, & SEL
• Opportunities and Challenges
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Keep track of your knowledge
• For each slide, give yourself a score:
– 2 points for “I knew that!”
– 1 point for “I didn’t know that…”
– All Prizes will be awarded!
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Restorative Schools are transparent and
intentional
• They build community & relationships
• Accountability is to the person hurt and the
school, not just the student handbook
• Students are actively involved in fixing their
mistakes
• Support is given to the person harmed as well as
the person who does the harm
• Harm is seen as a teachable moment and a
chance for face to face problem-solving
– Circle in the Square, Riestenberg 2012
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Restorative Measures: fair practice
Person(s) harmed
Person(s)
who did harm
Community
•talk it through
conflict/problem/harm done : •identify solutions
•restore order
• 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?
• 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?
Restorative Measures:
The Practices
• Restorative Group
Conferencing
• Incident-based:
addressing harm
• Circle Process
• One or two meetings
• Face to face, in a
circle, with a trained
Facilitator
• Incident and other
issues maybe
addressed as needed
• Can be on-going
• Face to face, in Circle,
with a talking piece
and trained Circle
Keeper
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Conferencing
What were you
thinking? What
were you
feeling?
What are your
strengths, what do
you need to move
on?
Welcome
Perspective
Thoughts, emotions, actions
Empathy
Who has been
affected?
Identify strengths and needs
Trust and empowerment
What next?
agreements
What
happened?
What could happen
now to meet these
needs and repair the
harm?
Plan and next steps
From Belinda Hopkins, Transforming Conflict
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Relational Elements of Circle
• Meeting, getting
acquainted
• Developing plans,
agreements
• Sense of unity
emotional
mental
spiritual
physical
• Addressing
issues
(Restorative Questions)
Peacemaking Circles, Pranis, Stuart,
Wedge, 2003
• Building
understanding
and trust
Program Evaluation showed the need for
Whole School Implementation
Evaluations
• Reduction in behavior referrals and
suspensions—Minnesota, Pennsylvania
• Improved attendance, behavior—Oakland, CA
• Alternative to expulsion; family, participant,
administrator satisfaction—Minneapolis
• Improved school climate—Hull, Scotland
• 90% conference agreement, participant
satisfaction—Colorado
• Parent willingness to trust school on other
issues as well—Australia
» Corrigan, 2012
Other Evaluations
• New York Civil Liberties Union 2009 report
– ‘successful schools’ had ‘significantly higher than
average attendance, stability & graduation rates, &
lower suspensions” than ‘metal detector schools.’
– Recommended mandated training on restorative
practices, peer mediation and conflict resolution
• New Zealand:
– Suspensions of Maori Students reduced by 81%
– Exclusions of Maori and non-Maori students halved
– Academic achievement improved 10.8% in schools
implementing restorative practices including above the
national average improvement for Maori students
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Restorative Practices Triangle:
Whole School
Re-Build
Relationships
Restorative group
Few conferencing, Circle to
repair harm
Some
Repair Relationships
Re-Affirm Relationships
Early Intervention:
mediation,
restorative chats,
classroom circles
All Prevention &
skill building;
community
building
REENFORCE
MODEL
Empathy
TEACH
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Build the skills of empathy
• The more we know of each other, the less likely
we are to hurt each other.
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Continuum of Restorative Practices
Breathe
Building Community
Community
building
circles
Affective
Statements
Repairing Harm
Conference/circle
with a small group of
students
Restorative dialogue
between several
students
Classroom
circle with a
whole class
Community
conference /circle
with students,
parents and teachers
From Thorsborne & Vinegrad, also, Costello, Wachtel & Wachtel
and Mind Up! Curriculum
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Why Breath? The Amygdala and Mindful
Awareness
Sensory
Input
Amygdala
Prefrontal
Cortex
Amygdala
Prefrontal
Cortex
Fight, Flight Freeze Response
Conscious
Response
and
Learning
From The MindUp!
Curriculum
The Circle Film
http://youtube.com/watch?v=RaI1PiobsGw
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Pair/Share
• What elements of restorative measures did you
hear in that clip?
• if you did a similar informational video for your
school,
– What situation would you use?
– and who would you cast?
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Restorative Values
•
•
•
•
•
•
•
•
•
Respect
Honesty
Humility
Sharing
Courage
Inclusivity
Empathy
Trust
Forgiveness & Love
 Peacemaking Circles,
Pranis, Stuart & Wedge
RP, SEL and PBIS
Some thoughts about the alphabet
Discipline Approaches in Schools
• Formal system: rule based, punishment for
compliance
• PBIS: teach pro-social behaviors, rule based,
rewards over punishment for compliance
• SEL: teach self management and awareness,
self discipline outside the social context
• RM: teach social engagement through relational
practices that focus on individual and
community well-being and accountability
» Morrison and Vaandering
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Integration of Restorative Practices with
SEL & PBIS
• Circle process provides a way of teaching social
skills and the behaviors we want to see, while
under-scoring relationship and community
• Restorative interventions provide processes that
use the skills we teach
• Can respond to just the individual, but RM’s
strength is in that it provides a community
response
• Involves with respect family, youth, staff
• Offers opportunity to be culturally competent
» Riestenberg
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Theory and Practice
• School-Wide PBIS framework has shelves for all
practices
• Environmental change, focusing on the adult
behavior first
• Integration:
– Circle to re-enforce relationship while teaching
academics or SEL
– Restorative intervention provides the leverage of
relationship to support behavior change
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Minneapolis Triangle
• An example of the integration of various
restorative, social emotional learning and
positive behaviors programming around
tiered levels of support.
• Minneapolis Public Schools
Minneapolis Public Schools
Intensive Intervention
Return from Suspension,
Administrative Transfer or School Crime
Diversion:
•Victim Offender Meetings
•Family/Community Group Conferences
Early Intervention
Prevention
& Skill-building
Alternatives to Suspension:
•Peer Mediation
•Conflict Resolution Training
•Circle to Repair Harm
Classroom and
Peace-keeping Circles:
•Morning Meeting
•Circles for SEL-Second
Step
•Instruction or Advisory
•Staff Meetings
•PTA Meetings
•IEP Meetings
Fall 2011 (jyb)
Support Each Other
• RP provides other interventions at the yellow
and red levels
• Circle provides a way of delivering content,
especially SEL, that strengthens relationships
at the same time as helping adults see each
child
• PBIS as a framework provides the attention
needed to effectively implement programming
Issues--Challenges
• Disproportionate Minority Representation in
Suspensions and Expulsions
• Bullying
• Implementation: building and stoking the RP fire
Disproportionality in Suspensions,
Expulsions
• In Minnesota, Students of Color are more likely
to be suspended than White students:
– Black students—7 times more likely
– American Indian students—5 times more likely
– Hispanic students—2 times more likely
• America Indian students are 2% of the student
population, and 10 % of the students expelled
• Black students are 9 % of the student
population, and 13% of the students expelled.
•
2013 Report to the Legislature;
http://education.state.mn.us/MDE/StuSuc/StuRight/StuDisc/Expul/index.html
Restorative Justice as Alternative
• Youth who are suspended and expelled are at greater risk
of being referred to the juvenile justice system.
• Restorative justice offers an alternative to zero-tolerance
policies and a way to keep youth of color in schools and
out of the correctional system.
•
School Based Restorative Justice as an alternative to Zero tolerance Policies –
Lessons from West Oakland, Thelton E. Henderson Center for Social Justice,
UC Berkeley, School of Law 2010
Bullying and Cyberbullying
• Who is affected? Students, administrators,
family members, parents, friends, teams,
neighbors, teachers, staff, police, other schools,
the IT department, janitors, the lunch lady…
• Which is to say:
• “Bullying is a relationship problem that requires
relationship solutions.”
– Pepler & Craig http://www.education.com/reference/article/roleof-adults-in-preventing-bullying/
Restorative Practices are Relational
• Practices that sustain “safe and just
school communities, grounded in the
premise that human beings are
relational and thrive in contexts of
social engagement over control.”
 Morrison, 2011,
 Pranis, 2007
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Implementation
• Takes time—to implement any new program fully
take 2-5 years:
–
–
–
–
–
To bring people together
To plan
To train and coach
To collect and review data
To participate in a restorative process
“On the whole, programs in which
implementation was systematically monitored
tended to be more effective than programs without
any monitoring.”
– The Effectiveness of Whole-School Antibullying Programs: A Synthesis of
Evaluation Research, Smith, Schneider, Smith & Ananiadou, School Psychology
Review, 2004, Volume 33, No. 4, pp. 547-560.
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The Use and Effectiveness of Anti-Bullying
Strategies in Schools, 2010
• 5.5.2: Restorative approaches provide an
effective, flexible range of strategies to prevent and
respond to bullying, but need to be used
consistently and throughout the whole school
– (Full Report, pp. 99-102, Section 4.3.6; general findings,
pp. 73-82, Section 4.1). Thompson & Smith, 2010
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If adopting restorative approaches as a wholeschool approach:
• provide whole staff training – adult modeling is
critical … and staff need training in restorative
approaches before attempting to apply it to a
bullying incident
• embed restorative approaches with the students –
including training any peer schemes in restorative
approaches
• direct sanctions are needed as a back up if the
restorative process fails.
» Thompson & Smith, 2010
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Minneapolis Public Schools Alterative to
Expulsion program evaluation, 2011
• Preliminary analyses indicate:
– Students report making better decisions and avoiding
expulsion proceedings;
– Significant reductions in number of suspensions during
referral year vs. one year later;
– Improvements in communication and school connections
for both students and family.
•
Applying Restorative Justice Practices to Minneapolis Public School Students Recommended for
Possible Expulsion: A Pilot Program Evaluation of the Family and Youth Restorative Conference Program
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Final Thought
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Behavior is influenced by food, sleep and
exercise
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Smile at kids.
Call them by
name.
Show interest
in their lives.
Thank you!
Nancy Riestenberg
School Climate
Specialist
Minnesota Department
of Education
651-582-8433
nancy.riestenberg@sta
te.mn.us
References
•
Circle in the Square: Building Community and Repairing Harm in Schools, Nancy Riestenberg, 2012. Living Justice
Press, www.livingjusticepress.org.
•
Corrigan, M. (2012) Restorative Practices in New Zealand: The Evidence Base. Ministry of Education. Contact
[email protected].
Gun Free Schools Act of 1994. http://www2.ed.gov/legislation/ESEA/sec14601.html.
•
•
McMorris, B.J, et. al. Applying Restorative Justice Practices to Minneapolis Public School Students Recommended
for Possible Expulsion: A Pilot Program Evaluation of the Family and Youth Restorative Conference Program poster
session. Contact Dr. Barbara McMorris, University of Minnesota at [email protected].
•
MindUp Curriculum: Brain-focused Strategies for Learning—and Living. The Hawn Foundation, Scholastic, 2011.
www.thehawnfoundation.org.
Minneapolis Public Schools, Student Support Services, (612) 668-0867, [email protected]
•
•
Morrison, BE., & Vaandering, D. (2012). Restorative Justice: Pedagogy, Praxis, and Discipline, Journal Of School
Violence, 11:2, 138-155. Retrieved 4/10/2012 at http://dx.doi.org/10.1080/15388220.2011.653322.
•
Morrison, B. (2011). From social control to social engagement: Enabling the “time and space” to talk through
restorative justice and responsive regulation. In R. Rosenfeld, K. Quinet, & C. Garcia (Eds.), Contemporary issues
in criminology theory and research (pp. 97-106). Belmont, CA: Wadsworth.
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References
•
Minnesota Department of Education
– Student Success—Safe Schools http://education.state.mn.us/mde/index.html .
– Implementation of Effective Practices
http://education.state.mn.us/MDE/EdExc/BestPrac/ImpleEffecPrac/index.html
•
Positive Behavior Intervention Supports, http://pbismn.org/ .
•
Pranis, K (2007). Restorative Values. In G. Johnstone & D. Van Ness (Eds.), Handbook of Restorative justice (pp. 5974). Cullompton, England: Willan.
•
Restoring Safe School Communities: a whole school response to bullying violence and alienation, Brenda
Morrison, Federation Press, 2007, www.federationpress.com.au.
Thompson, F., Smith, P.K., (2010). The Use and Effectiveness of Anti-Bullying Strategies in Schools. Research
Report DFE-RR098, Department for Education, United Kingdom.
•
•
Ttofi, M.M., Farrington, D.P., & Baldry, C.A. (2008). Effectiveness of programs to reduce school bullying: a
systematic review. Stockholm: Swedish National Council for Crime Prevention.
•
Ttofi, M. M. & Farrington, D. P. (2008) Bullying: short-term and long-term effects, and the importance of Defiance
Theory in explanation and prevention. Victims and Offenders, 3 (2), 289-312.
•
Ttofi, M. M. & Farrington, D. P. (2008). Reintegrative shaming theory, moral emotions and bullying behavior.
Aggressive Behaviour, 34 (4), 352 – 368.
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