school psychology

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