Restorative Justice In Schools: Necessary Roles of Cooperative Learning and Constructive Conflict David W. Johnson University of Minnesota ESRC Seminar,

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


Cooperative Learning Center

60 Peik HallUniversity Of Minnesota

Minneapolis, Minnesota 55455Phone: (612) 624-7031

Fax: (612) 626-1395http://www.co-operation.org


Schedule

Introduction Nature of Restorative Justice Cooperative Context Integrative Negotiations and Peer

Mediation Constructive Controversy Civic Values Conclusions Discussion

(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


Group Warm-Up

Names Professional Role Favorite Place (Geographic,

Specific)

Name The Most Important Outcome Of Cooperative Learning (In Your Present Opinion)

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


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

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


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)


Conditions For Restorative Justice

Cooperative Context Constructive Conflict Resolution:

Teaching Students To Be Peacemakers

Problem-Solving Negotiations Peer Mediation

Constructive Controversy Civic Values


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 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”


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


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


How Many Rectangles In This Figure?

How Did You Feel What Did You Notice


Group Processing

Name Three Things Your Group Did Well In Working Together

Name One Thing Your Group Could Do Even Better Next Time


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


Basic Premise Of SI Theory

Type Of Interdependence Structured Among Goals

Determines How Individuals Interact (Interaction Patterns)

Determines Outcomes


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


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


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


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

Validating Research

Over 1,200 Research Studies With Enough Data Reported To Derive Effect Sizes


High Generalizability

12 Historical Decades All Age Levels Variety Of Organizational Settings Diverse Populations Nearly 30 Countries


(c) Johnson & Johnson T A : 25


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

What Makes Cooperation Work!

Positive Interdependence Individual Accountability Promotive Interaction Appropriate Use Of Social Skills Group Processing



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

Cooperation And Conflict

The Greater The Cooperation,

The More Frequent And Intense The Conflicts


Two Types Of Conflict In Cooperative Situations

Integrative (Problem-Solving) Negotiations & Mediation: Conflicts Of Interests

Constructive Controversy: Decision Making And Problem Solving



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


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

Five Strategies

Withdrawal Forcing Compromising Smoothing Problem Solving



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.


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

Mediation End Hostilities And Cool Down

Disputants Ensure All Parties Are

Committed To Mediation Process Facilitate Problem-Solving

(Integrative) Negotiations Formalize Agreement


Implementation

Preschool Through Graduate School

Adult Married Couples In Therapy Various Other Settings



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


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


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

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



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.


Heart Of Democracy

Difference Of Opinion Leads To Inquiry, And Inquiry

Leads To TruthThomas Jefferson


Benefits Of Controversy

Generates Energy Focuses And Retains Attention Motivation To Learn Higher Achievement, Retention Higher Quality And More Creative

Decisions Strengthens Relationships


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


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...


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.


Process Of Controversy


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


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


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

Practical Applications: Decision Making Business: Dean Tjosvold Engineering: Karl Smith Random:

Airlines (Cot Pit Crews) Hospitals Military


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



He That Wrestles With Us Strengthens Our Nerves, And Sharpens Our Skill. Our Antagonist Is Our Helper

Edmund Burke

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


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


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


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


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



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

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


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


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


Documents

Restorative Justice In Schools: Necessary Roles of Cooperative Learning and Constructive Conflict David W. Johnson University of Minnesota ESRC Seminar,