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Restorative Discipline in Schools. An introduction to restorative justice based alternatives for school discipline Lee Copenhagen, LCSW Tennyson High School 2012-13. Teaching today in California. Education finance under Prop 13 Population increases in Hayward - PowerPoint PPT Presentation
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Restorative Discipline in Schools
An introduction to restorative justice
based alternatives for
school discipline
Lee Copenhagen, LCSW
Tennyson High School 2012-13
Teaching today in California
Education finance under Prop 13 Population increases in Hayward
1980-2000= approx 50K more residents 2000-2010= only 4K Approx 30K 5-19 year old, about same for decade
Diversity over last decade Caucasian: drop of 10% African American & Asian; about same Latino/a: increase about 10%
Class Size has increased
New economic challenges since 70’s
Computers & telecommunications Outsourcing of jobs Doubling of US population Minorities and Women win legal right to participate
in workforce & enter enthusiastically Excess of labor causing private wages to freeze Easy & cheap credit Rates of unemployment & poverty increase 2008 collapse of housing industry
(Wolff, 2012)
Education funding
Diverse population
Rising achievement
What must be done to address the challenges in urban schools today:
Secure housing, food, & health care, so that children can come to school ready to learn each day
Supportive early learning environments Equitably funded schools which provide equitable
access to high-quality teaching Well-prepared & well-supported teachers & leaders Standards, curriculum, & assessments focused on
21st century learning goals Schools organized for in-depth student & teacher
learning (Darling-Hamond, 2010)
The role of discipline
“to teach or to train” Short term goal: stop inappropriate behavior Long term goal: take responsibility for own
behavior & learn self-discipline skills
The role of punishment
“Where did we ever get the crazy idea that to make people do better we first have to make them feel worse?” (Nelson, Lott & Glenn, 2000).
Obey when the enforcer is present Negative effects well documented Student blames punisher rather than taking
responsibility for the harm of their misbehavior
The shift in classroom management over 20 years
from focus on intervention-recognition & punishment of misbehavior
to focus on prevention through development of classroom communities in which norms are established & academic routines promote constructive work (Darling-Hammond & Bransford, 2005.
Behavioral approaches that emphasize good behavior and use punishments sparingly
Why look beyond behaviorism?
emphasis on controlling behavior often leads to resistance rather than buy-in
overuse of extrinsic rewards and sanctions can undermine intrinsic motivation
(so neither, self-maintenance of positive behavior, or self- responsibility skills, are developed in students.)
teachers need more than behavioral controls
How to manage well:
1. Creating meaningful curriculum & engaging pedagogy to support motivation,
2. Developing supportive learning communities,
3. Organizing & structuring the classroom,
4. Repairing and restoring behavior respectfully, and
5. Encouraging moral development.
(Darling-Hamond & Branford, 2005)
Dr. Terrence RobertsLittle Rock Nine Foundation
Do what it takes to make relationships
Build strong dyads Model learning Make a real
commitment:“I will do whatever it takes to help THS be a better school for our students”
The role of restorative discipline
Concerns with appropriate consequences Focus on empathy & repairing the harm Teaching the student needed skills As alternatives to retributive consequences
“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, obligations, in order to heal and put things as right as possible.” Howard Zehr, 2002
Definition of Restorative Justice
Shared interest
OffenderInterests
VictimInterests
SchoolCommunit
yInterests
Victim/Offender/Community
RJ in Colorado High School Video
http://vimeo.com/15006396
Click on above link or paste to browser
http://www.restorativejusticecolorado.org/restorative-justice-in-schools.html
Guiding questions
1. Who has been hurt?
2. What are their needs?
3. Whose obligations are they?
4. What are the causes?
5. Who has a ‘stake’ in this?
6. What is the appropriate process to involve the stakeholders to put things right?
(Zehr, 2002).
Restorative discipline:
Recognizes the purpose of the misbehavior Addresses the needs of those harmed Works to put things right Aims to improve the future Seeks to heal Uses the collaborative process
Stutzman & Mullet, 2005).
OUSD 3 Tiers
Punitive vs. RestorativeMisbehavior defined as breaking school rulesor letting the school down.
Misbehavior defined as harm (emotional/mental/physical) done to one person/group by another.
Focus is on what happened and establishingblame or guilt.
Focus on problem-solving by expressing feelings and needs and exploring how to address problems in the future.
Adversarial relationship and process. Includes an authority figure with the power to decide on penalty, in conflict with wrongdoer.
Dialogue and negotiation, with everyone involved in the communication and cooperation with each other.
Imposition of pain or unpleasantness to punishand deter/prevent.
Restitution as a means of restoring both parties, the goal being reconciliation and acknowledging responsibility for choices.
Attention to rules and adherence to dueprocess.
Attention to relationships and achievement of amutually desired outcome.
Conflict/wrongdoing represented as impersonaland abstract; individual versus school.
Conflict/wrongdoing recognized asinterpersonal conflicts with opportunity for learning.
One social injury compounded by another. Focus on repair of social injury/damage.
School community as spectators, represented by member of staff dealing with the situation; those directly affected uninvolved andpowerless.
School community involved in facilitating restoration; those affected taken into consideration; empowerment.
Accountability defined in terms of receivingpunishment.
Accountability defined as understanding impact of actions, taking responsibility for choices, and suggesting ways to repair harm.
Traditional 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
Their Maladaptive Responses
The spectrum of things kids do when life’s demands exceed their capacity to respond adaptively:Cry, sulk, pout, whine, withdrawScreaming, swearing, spitting, hitting, kicking,
destroying property, lying, truancySelf-injurious behavior, self-induced vomiting, drinking
or using drugs to excess, stabbing, shooting
Some kids when pushed to their limits don’t have the skills “to hold it together”
Behavior 101
Antecedent Behavior Consequence
trigger response result• Positive consequences reward and reinforce behavior.• School discipline programs: Behavior that ‘works’ for the
student continues and maladaptive behavior is “gets” something desirable, or “escapes” or “avoids” something undesirable.
• But, punishments are seldom effective, and lose effect with repetition, even if progressively more harsh.
• What lagging skills are preventing the student from behaving adaptively?
Situational Analysis
Behind every challenging behavior is an unsolved problem or a lagging skill (or both).
Lagging skills (behavior) are the WHYUnsolved problems (triggers) are the WHO,
WHAT, WHEN & WHERENatural, punishing, and illogical consequences;
none teach cognitive lagging skills or help kids solve problems
Lagging Skills
Executive functioning Skills
Language processing skills
Cognitive flexibility skills
Social Skills(see Thinking Skills Inventory)
Orchestrating your class
“Research illustrates that classroom management relies as much on developing relationships and orchestrating a productive learning community as it does on determining consequences for inappropriate behavior”
(Darling-Hammond & Branford, 2005).
Crisis Response Institute’s Integrated Experience Model
Crisis Development/Behavior Levels
Staff Attitudes/Approaches
1. Anxiety: noticeable change in behavior
1. Supportive: empathic, nonjudgmental
2. Defensive: starting to lose rationality
2. Directive: re-direct, set limits
3. Acting-out: total loss of control 3. Nonviolent Crisis Intervention®
4. Tension Reduction: decrease in emotional energy
4. Therapeutic Response: attempt to re-establish communication
Handling Unmet Expectations
Plan A Adults impose their will on studentsGreatly increases the probability of acting-outAuthoritarian, Strict Father model
Plan CDropping expectations, temporarilyPassive model
Plan BResolving the problem in a realistic and collaborative
mannerAuthoritative, nurturing parent model
Plan B (s)
Emergency Plan BTimingEmpathy with “what’s up?”Reflective Listening
Proactive Plan B1.Empathy (plus reassurance)2.Define the problem3.Invitation “I wonder if there is a way…?”
What would Restorative Discipline look like?
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 with
Comparison of RJ Practices
Involves: Responds to:
Restorativediscussions
- Peer mentors- Teachers and other school staff- Members of the schoolcommunity
- Minor student worries- Minor disruptions- Need to debrief and discuss issues- Challenging situations- Worried parents- Disruptions- Interpersonal conflicts
Involves: Responds to:
Circles- Class groups- School council- Whole staff
- Class issues/harm within class- Problems affecting students- Staff issues
Involves: Responds to:
Mediation &conferencing
- Peer mediators-Teachers and other school staff- Trained facilitators- Family members
- Student conflicts/ Staff conflicts- Staff-student conflicts/ Staff-parent conflicts- Concerns about a student or behavior- Minor issues involving harm caused in a group of students- Minor issues involving harm/ disruption in a group of students- Issues needing parental involvement- Exclusion issues
Adapted from Transforming Conflict at http://w\w.transformin»connict-Qrg/Restorativc Approaches and Practices.htm.
(An aside on Zero Tolerance)
NAACP American Psychological Association Advancement Project & Harvard University
Schoolhouse to Jailhouse Pipeline ACLU
Where could we use RJ?
Classroom discipline Conflict Resolution Truancy Suspension Individual Education Plans Disciplinary Hearings
School-wide Strategies
2008 Denver Public Schools’ Strategies Administrative/Legal Restorative Skill-based Therapeutic
2009 San Francisco USD 2010 Oakland USD Alameda County Restorative Juvenile Justice
Strategic Plan 2009-2012
School-wide Strategy
Moderate Intervention & Reintegration
Whole School Practices that promote and strengthen a sense of belonging and ownership, healthy relationships between adults, between students, between adults and
students. Class meetings, values and guidelines. School values and guidelines
PreventionMinimal Intervention
Hallway Behaviors and Reminders
On the way to and from school
Routines and rituals
Restorative Conversations, Victim-Offender Dialog, Teacher-Student Dialogs
Family Group Conferences, Circles Of Support and Accountability
Routines and rituals, Hall monitors, Daily Class Check-Ins
5%
15 %
30%
50 %
Maximum Intervention & Reintegration
Denver Public Schools
DPS (cont.)
Why Restorative Justice?Evidence from Practices
Positive School Culture
Increase achievement and test scores
Reduced Suspensions
Attendance to disproportionate minority contact
Reduced Retaliation
Increased Student Accountability
Increased Family Involvement
Increased Teacher Retention
Transforming Conflict’s Model
What Are School Peacemaking Circles?
A Process for bringing students together as equals to talk about the offense
Provides an atmosphere of respect & concern for everyone
Face-to-face encounter to repair harm Led by trained Circle Keepers &
Participants decide Circle outcome
What are Circles? (cont.) Voluntary for victim Admission of responsibility by
offender Incident-based, behavior-based Looks at underlying causes Focuses on empowering
participants Comes to consensus agreement
KEEPER
HUMANSERVICES
PROBATIONOFFICER
SUPPORTER
OFFENDER
KEEPER
FAMILYMEMBER
COMMUNITYMEMBER
SUPPORTER
PEACEKEEPING CIRCLES
VICTIM
POLICE OFFICER
FAMILYMEMBER
COMMUNITYMEMBER
Where Circles Fit (Schools)
Circle Opportunity
ISS OR IMMEDIATEL
Y
PRE- RETURN TO CLASS,
PROGRAM
CLASSROOM ROLEPLAYS,
TEACH RJ SKILLS
SUSPENSION
EXPULSION
RE-ENTRY TO DISTRICT
Thanks to:
Illinois Criminal Justice Information Authority Minnesota Dept of Corrections National Institute of Corrections Oakland Unified School District Office of Juvenile Justice & Delinquency
Prevention Oxford Hills School District, Maine University of Minnesota School of Social
Work
ReferencesACLU of Northern California. (2010). Discipline in California
Schools: Legal requirements and positive school environments.
Amstutz, L. S. & Mullet, J. J. (2005). The Little Book of Restorative Discipline for schools: Teaching responsibility; creating caring climates.
California Legislative Analysts Office (2011). Calfacts. Online at http://www.lao.ca.gov/laoapp/PubDetails.aspx?id=2381
Chapman, J. (2009). Prop 13: Some unintended consequences. Public Policy Insitute of California. Online at http://www.ppic.org/main/publication.asp?i=116
Claassen, R. & Claassen, R. (1996). Making Things Right:32 activities teach conflict resolution & mediation skills.
Darling-Hammond, L. (2010). The Flat World and Education: How
America’s commitment to equity will determine our future.
Darling-Hammond, L., & Branford, J. (Eds.).(2005). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to do.
Goldstein, A. P., Glick, B. & Gibbs J. C. (1998)..Aggression Replacement Training: A comprehensive intervention for aggressive youth, (Rev. Ed).
Greene, R. W. (2008). Behavioral Challenges Are Falling Through the Cracks and How Lost at School: Why our kids with we can help find them.
Greene, R W. & Ablon,J. S. (2006). Treating Explosive Kids: The Collaborative Problem-Solving Approach
Hopkins, B. (2004). Just Schools: A whole school approach to restorative justice.
Kohn, A. (2006). Beyond Discipline: From compliance to community, 2nd
Ed.
Nelson, J., Lott,Lynn, & Glenn, H. S. (1993). Positive Discipline in the Classroom: Developing mutual respect, cooperation and
responsibilityin your classroom.
State of Illinois, (2008). Implementing Restorative Justice: A guide for schools.
Wolff, R. (2012) Occupy the Economy: Challenging capitalism.
Zehr, H. (2002). Little Book of Restorative Justice.
Expect miracles
Lee Copenhagen, MSW, LCSW, is a nationally certified
restorative justice trainer and practitioner who has conducted
trainings in victim offender dialog, circle keeping, mediation,
delinquency prevention, and restorative justice. Lee has been
working on high school campuses for over twenty-five years in
many different roles including juvenile investigator, youth
probation officer, social worker, youth gang researcher,
teacher, counselor, family therapist, and parent.
www.cojustice.org