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Restorative Justice In Schools: Necessary Roles of
Cooperative Learning and Constructive Conflict
David W. JohnsonUniversity of Minnesota
ESRC Seminar, Restorative Approaches to Conflict in Schools
Nottingham, EnglandSeptember 14, 2010
(c) Johnson & Johnson 1
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(c) Johnson & Johnson 2
Cooperative Learning Center
60 Peik HallUniversity Of Minnesota
Minneapolis, Minnesota 55455Phone: (612) 624-7031
Fax: (612) 626-1395http://www.co-operation.org
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(c) Johnson & Johnson 3
Schedule
Introduction Nature of Restorative Justice Cooperative Context Integrative Negotiations and Peer
Mediation Constructive Controversy Civic Values Conclusions Discussion
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(c) Johnson & Johnson
Forming Base Groups
Ignore Your Friends Find People You Do Not Know Who Are Different From You:
Different Regions Both Males And Females Various Ages Various Cultural And Ethnic
Backgrounds4
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(c) Johnson & Johnson 5
Group Warm-Up
Names Professional Role Favorite Place (Geographic,
Specific)
Name The Most Important Outcome Of Cooperative Learning (In Your Present Opinion)
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Robin Hood It Is Appropriate That We Are Meeting To Discuss
Restorative Justice At The Location Where Historically Restorative Justice Has Been Championed By A Local Hero
The Power Of The Myth ReflectsHow Much People Want Restorative Justice In Their Lives
(c) Johnson & Johnson 6
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Moral Community Restorative Justice Involves Joining Perpetrators And
Victims In The Same Moral Community Community: Limited Number Of People In Same Locality
Who Share Common Goals, Values, Culture Heart Of Community Is Positive Interdependence
(Individuals Work Together To Achieve Common Goals And Maintain Values And Culture)
Community Is Threatened By: Negative Interdependence (Individuals Work Against Each
Other To Achieve Goals Only One Or A Few Can Attain) No Interdependence (Individuals’ Outcomes Are
Unaffected By Actions Of Others)
7(c) Johnson & Johnson
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Types Of Justice
Distributive Justice: How Benefits Are Distributed (Equity, Equality, Need)
Procedural Justice: Fairness of Procedures For Distributing Benefits
Scope of Justice (Moral Inclusion): Who Justice Applies To
Restorative Justice: Parties Affected By Harm Jointly Decide On Reparations
(c) Johnson & Johnson 8
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Restorative Justice Post Destructive Conflict (Becomes An Issue
After Harm Is Done Or Another Type Of Justice Is Violated)
Bring Together All Parties Affected By Harm To Agree On What Happened And How Wrongs Can Be Righted
Aspects: Reconciliation (Emotional Reattachment) Forgiveness (Victim Pardons Offender, Let’s Go Of
Desire For Revenge, Grudge, Resentment)
(c) Johnson & Johnson 9
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Conditions For Restorative Justice
Cooperative Context Constructive Conflict Resolution:
Teaching Students To Be Peacemakers
Problem-Solving Negotiations Peer Mediation
Constructive Controversy Civic Values
(c) Johnson & Johnson 10
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Whole School (Community) Approach
All Students Are Taught The Norms, Values, And Procedures Needed For Restorative Justice To Work
Emphasis Is On Prevention
(c) Johnson & Johnson 11
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(c) Johnson & Johnson 2 T 12
Context Of Restorative JusticeCooperative Competitive
Accurate Communication
Accurate Perceptions
Trust Constructive
Problem Solving
Inaccurate Communication
Misperceptions Distrust Destructive
“Going For The Win”
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(c) Johnson & Johnson 2 T 13
Context Of Restorative Justice Cooperative
Competitive Mutual Goals Self And Other’s
Well-Being Trust & Liking Other’s Needs
Legitimate Long-Term Time
Perspective
Own Goals Only Own Well-Being,
Other’s Deprivation Distrust & Hostility Deny Legitimacy Of
Other’s Needs Short-Term Time
Perspective
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(c) Johnson & Johnson 14
Spatial-Reasoning Task Task: Identify How Many Rectangles Are In The Figure Cooperative Structure: One Answer From The Group,
Everyone Has To Agree, Everyone Has To Be Able To Point Out Each Rectangle
Criterion For Success: Each Member Can Identify All Rectangles
Individual Accountability: One Member Will Be Selected At Random To Demonstrate Mastery
Expected Behaviors: Everyone Suggests, Questions, Encourages
Intergroup Cooperation: When Finished, Compare Answer With Another Group
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(c) Johnson & Johnson 15
How Many Rectangles In This Figure?
How Did You Feel What Did You Notice
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(c) Johnson & Johnson 16
Group Processing
Name Three Things Your Group Did Well In Working Together
Name One Thing Your Group Could Do Even Better Next Time
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(c) Johnson & Johnson 17
Advice For Using Cooperative Learning Remember: Working Groups Are Small Arrange Group Members Knee-To-Knee But Facing
You Go Personal As Well As Professional Emphasize Making Each Member A Stronger
Individual Have Members Sign Group’s Work Emphasize Positive Feedback Emphasize Group Celebrations Make Implementing Five Basic Elements A
Disciplined Practice
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(c) Johnson & Johnson 18
Basic Premise Of SI Theory
Type Of Interdependence Structured Among Goals
Determines How Individuals Interact (Interaction Patterns)
Determines Outcomes
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(c) Johnson & Johnson 19
Competition One Person Obtains His/Her Goal If And
Only If Others Fail To Obtain Theirs; Negative Correlation Among Goal Attainments
If I Swim, You Sink; If You Swim, I Sink Teacher’s Role:
Individual Goal (Do Better Than Others) Norm-Referenced (Comparative) Evaluation Winners Are Rewarded
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(c) Johnson & Johnson 20
Individualistic One Person Obtains His/Her Goal Does
Not Influence Whether Others Obtain Theirs; No Correlation Among Goal Attainments
We Are All In This Alone Teacher’s Role:
Individual Goals Criteria-Referenced Evaluation Rewarded If Product Reaches Criteria
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(c) Johnson & Johnson 21
Cooperative When One Person Obtains His/Her Goal, All
Others Obtain Theirs; Positive Correlation Among Goal Attainments
We Sink Or Swim Together Teacher’s Role:
Group Goal (Learn And Ensure All Other Group Members Learn)
Criteria-Referenced Evaluation Rewarded On Basis Of All Group Members’
Work
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(c) Johnson & Johnson 22
Social Interdependence Theory
Social Interdependence Exists When The Outcomes Of Individuals Are Affected By Each Other’s Actions.
Two Types Of Interdependence: Positive Negative
Psychological Processes: Substitutability Cathexis Inducibility
Interaction Patterns: Promotive Contrient Or Oppositional Morton Deutsch
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Validating Research
Over 1,200 Research Studies With Enough Data Reported To Derive Effect Sizes
(c) Johnson & Johnson 23
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High Generalizability
12 Historical Decades All Age Levels Variety Of Organizational Settings Diverse Populations Nearly 30 Countries
(c) Johnson & Johnson 24
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(c) Johnson & Johnson T A : 25
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(c) Johnson & Johnson 26
Impact Of Social Interdependence On Dependent Variables: Mean Effect Sizes
Note: Coop = Cooperation, Comp = Competition; Ind = Individualistic
Johnson, D. W., & Johnson, R. (1989). Cooperation And Competition: Theory And Research. Edina, MN: Interaction Book Company
Coop/Comp Coop/Ind Comp/Ind
Achievement
0.67 0.64 0.30
Interpersonal Attraction
0.67 0.60 0.08
Social Support
0.62 0.70 -0.13
Self-Esteem 0.58 0.44 -0.23
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What Makes Cooperation Work!
Positive Interdependence Individual Accountability Promotive Interaction Appropriate Use Of Social Skills Group Processing
(c) Johnson & Johnson 27
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(c) Johnson & Johnson 28
Wide Scale Use Of Cooperative Learning
In Mid-1960s When We First Began To Train Teachers, Cooperative Learning Was Basically Unknown and Unused
The Zeitgeist Of The Times Was Competition and Individualistic Learning
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Cooperation And Conflict
The Greater The Cooperation,
The More Frequent And Intense The Conflicts
(c) Johnson & Johnson 29
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Two Types Of Conflict In Cooperative Situations
Integrative (Problem-Solving) Negotiations & Mediation: Conflicts Of Interests
Constructive Controversy: Decision Making And Problem Solving
(c) Johnson & Johnson 30
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(c) Johnson & Johnson 1 T 31
Teaching Students To Be Peacemakers Program
What Is Conflict Five Strategies For
Managing Conflicts Learning To
Negotiate Learning To Mediate Implementing
Program Follow-Up Lessons
3 Lessons 3 Lessons
8 Lessons 6 Lessons Daily Several Each
Week
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(c) Johnson & Johnson 32
Increase Frequency Of Conflicts: Increase Achievement & Long-Term Retention Increase Higher-Level Cognitive & Moral Reasoning Increase Healthy Cognitive & Social Development Focus Attention On Problems To Be Solved & Increases
Energy To Do So Clarify Own & Other’s Identity, Values Clarify How You Need To Change Release Feelings That If Repressed Make You
Psychologically Sick Strengthen Relationships
Increase Confidence We Can Resolve Disagreements Keep Relationship Clear Of Resentments
Are Fun
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Five Strategies
Withdrawal Forcing Compromising Smoothing Problem Solving
(c) Johnson & Johnson 33
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(c) Johnson & Johnson 34
Integrative Negotiating StepsPerson 1 Person 2
I Want I Feel My Reasons Are My Understanding
Of You Is Three Plans Are Let’s Choose Plan
B. Shake.
I Want I Feel My Reasons Are My Understanding
Of You Is Three Plans Are Let’s Choose Plan
B. Shake.
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(c) Johnson & Johnson 1 T 35
Which Books To Take Tasks:
Choose The Two Books That Are: Most Important To Save Most Helpful In Starting New Civilization
Write Down Reasons Why Plan How To Convince Others To Agree
Procedure: Individual Decision And Rationale Form Pair, Negotiate Which Three To Take
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Mediation End Hostilities And Cool Down
Disputants Ensure All Parties Are
Committed To Mediation Process Facilitate Problem-Solving
(Integrative) Negotiations Formalize Agreement
36(c) Johnson & Johnson
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Implementation
Preschool Through Graduate School
Adult Married Couples In Therapy Various Other Settings
(c) Johnson & Johnson 37
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(c) Johnson & Johnson 38
Peacemaker Meta-Analysis:Mean Effect Sizes
Dependent VariableAcademic AchievementAcademic RetentionLearned CR ProceduresProcedures RetentionStrategy ConstructivenessConstructiveness RetentionStrategy Two-ConcernsTwo-Concerns RetentionIntegrative NegotiationsPositive AttitudeNegative AttitudeQuality Of Agreement
Mean s.d. n 0.88 0.09 5 0.70 0.31 4 2.25 1.98 13 3.34 4.16 9 1.60 1.70 21 1.10 0.53 10 1.10 0.46 5 0.45 0.20 2 0.98 0.36 5 1.07 0.25 5-0.61 0.37 2 0.73 0.00 1
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(c) Johnson & Johnson 39
Research On Peacemaking Began In 1960s Current Version Formalized in Late 1970s Research In Schools: 16 Studies Findings:
Students Learned And Retained Negotiation And Mediation Procedures Students Used Procedures Skillfully In Simulated And Actual Conflicts Student Use Of Procedures Transferred To Non-Classroom And Non-School
Settings Attitudes Toward Conflict Became More Positive When Placed In General Conflict Situations, Used Problem-Solving Rather
Than Win-Lose Negotiation Procedure When Integrated Into Academic Units, Increased Student Academic
Achievement And Retention Discipline Problems Decreased
Life-Long Developmental Advantage
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(c) Johnson & Johnson 1 T 40
Recognition Of “Teaching Students To Be Peacemakers”
Program
Model ProgramSAMHSA
Substance Abuse And Mental Health Services Administration
U.S. Department Of Health And Human Services
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Constructive Controversy
To Establish And Maintain Restorative Justice Procedures And Agreements, Decisions About Difficult Issues Must Be Continually Made
The Decision Making Process Must Recognize Differences In Perspectives And Frames Of Reference
(c) Johnson & Johnson 41
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(c) Johnson & Johnson 42
Controversy
When One Person’s Ideas, Information, Conclusions, Theories, Or Opinions Are Incompatible With Those Of Another --
And The Two Seek To Reach An Agreement.
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(c) Johnson & Johnson 43
Heart Of Democracy
Difference Of Opinion Leads To Inquiry, And Inquiry
Leads To TruthThomas Jefferson
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(c) Johnson & Johnson 44
Benefits Of Controversy
Generates Energy Focuses And Retains Attention Motivation To Learn Higher Achievement, Retention Higher Quality And More Creative
Decisions Strengthens Relationships
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(c) Johnson & Johnson 45
Controversy Procedure
Research, Conceptualize, Organize Position Present, Advocate “Best Case” For Position Engage In Open Discussion:
Continue To Advocate “Best Case” Refute Other Positions (Give It “Trial-By-Fire”) Rebut Attacks On Own Position (Clarify Facts & Logic)
Reverse Perspectives, View Issue From All Sides
Drop All Advocacy, Synthesize, Make Best Reasoned Judgment
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(c) Johnson & Johnson 46
Controversy ProcedureStep Phrase
Prepare Present Open
Discussion Perspective
Reversal Synthesis
Our Best Case Is... The Answer Is...
Because... I Disagree Because... You Should Agree With
Me Because... Your Position
Is...Because... Our Best Reasoned
Judgment Is...
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(c) Johnson & Johnson 47
Was Peter Pan Right Or Wrong?
Peter Pan Believed That Staying Young In Never-Never Land Was The Ideal Way To Live. Was He Right Or Wrong? Is It Better To: Stay Young And Never Grow Up? Grow Up And Leave Childhood
Behind? Be Ready To Present The Best Case
Possible For One Of These Positions.
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(c) Johnson & Johnson 48
Process Of Controversy
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(c) Johnson & Johnson 49
Have You Learned Lessons Only Of Those Who Admired You,And Were Tender With You, And Stood Aside For You?
Have You Not Learned Great Lessons From Those Who Braced ThemselvesAgainst You, AndDisputed The Passage With You?
Walt Whitman, 1860
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(c) Johnson & Johnson 50
Meta-Analysis Of Academic Controversy
Studies: Mean Effect Sizes
Dependent Variables
Controversy / Concurrence Seeking
Controversy / Debate
Controversy / Individualistic Efforts
Achievement 0.68 0.40 0.87
Cog Reasoning 0.62 1.35 0.90
Perspective Taking
0.91 0.22 0.86
Motivation 0.75 0.45 0.71
Attitudes Task 0.58 0.81 0.64
Liking For Others 0.24 0.72 0.81
Social Support 0.32 0.92 1.52
Self-Esteem 0.39 0.51 0.85
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(c) Johnson & Johnson 51
Practical Application: Education Preschool Through Graduate School, Adult
Education All Subject Areas Traditional, Non-Traditional, After-School, Non-
School Educational Programs Teacher Preparation, Inservice Programs Textbooks, Practitioner Publications, Journals Curriculum And Instructional Materials Teaching Students How To Be Citizens In A
Democracy
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Practical Applications: Decision Making Business: Dean Tjosvold Engineering: Karl Smith Random:
Airlines (Cot Pit Crews) Hospitals Military
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Democracy Project Constructive Controversy Is Being Used
To Teach Elementary And Secondary Students How To Be Citizens In A Democracy In Such Countries As: Azerbaijan Czech Republic Lithuania Armenia United States
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He That Wrestles With Us Strengthens Our Nerves, And Sharpens Our Skill. Our Antagonist Is Our Helper
Edmund Burke
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Civic Values: Habits Of The Heart
Alexis de Tocqueville Called Civic Values “The Habits Of The Heart.” Why?
Civic Values Include: Taking Responsibility For The Common Good Trusting Others To Do The Same Being Honest Having Self-Discipline Reciprocating Good Deeds Perfecting Cooperative Skills Perfecting Conflict Resolution Skills
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Civic Values Work For Mutual Benefit, Common Good Commitment To Contribute One’s Fair Share Of The
Work Equality Of All Members Trusting, Caring Relationships Respect For Efforts Of Others And For Others As Persons View Situations From All Perspectives Unconditional Worth Of Self, Diverse Others Compassion For Others In Need Appreciation Of Diversity
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Cooperative Values Commitment To Own And Others’ Success
And Well-Being; Contributing To Common Good
Commitment To Do One’s Fair Share Of The Work
Commitment To Facilitate, Promote, Encourage The Success Of Others
Celebration Of Other’s Success As Well As One’s Own
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Integrative Negotiation Values
Seek To Maximize Joint Outcomes See Issues From All Perspectives Decisions Are Made On Basis Of
Valid Information And Logic Open-Minded Search For
Integrative Solutions
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Controversy Values Truth (Best Possible Action To Take Under
The Current Circumstances) Diverse Viewpoints And Intellectual
Opposition Are Important Resources Every Side Receives A Fair Hearing Critical Analysis Of Every Side Synthesis, Integration Of Best Reasoning Conclusions Are Tentative, Based On
Current Information And Logic
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Resilience In The Face Of Adversity
Cooperative (As Opposed To Oppositional Or Disruptive)
Problem Solving Approach To Conflict Resolution
Proactive & Involved (As Opposed To Withdrawn)
Once Learned, Cooperative And Conflict Competencies Are Available Forever And Cannot Be Taken Away
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Life-Long Advantage
Knowing How To Cooperate And Resolve Conflicts With Skill And Grace Gives
Students A “Developmental Advantage” That Tends To Increase
Their: Academic Success Career Success (Employability, Promotability) Quality Of Life (Friends, Marriage, Parenthood) Happiness, Psychological Well-Being
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Conclusions
Effective Restorative Justice: Procedures Outcomes
Depend On At Least Four Conditions: Cooperative Context Integrative (Problem Solving) Negotiations And
Peer Mediation Constructive Controversy In Decision Making Civic Values
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Final Conclusion If Robin Hood Were
Here Today Listening To The Presentations And Discussions, He Would Be Pleased
We Are Not Quite Robbing From The Rich And Giving To The Poor, But We Are Finding Ways To Restore Justice
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