Over the next three days, Ms. MacDonald, Mr. Harris, Mrs. Halycz, Mrs. Agro-DeRosa (Vice-Principal at Bishop Reding), Ms. Stevenson (Religion Consultant) and yours truly will become internationally certified in Restorative Justice Practices by the International Institute for Restorative Practices.
Restorative Practices stem from the discontent among the Maori, the indigenous people of New Zealand. It reflects their tradition that the individual’s family and community should be directly involved in any response to wrongdoing and conflict, a practice typical of most aboriginal or indigenous people.
Restorative Practices has the potential to transform our Catholic Learning Community. This progressive discipline and safe schools strategy employs a talk-it-out approach to foster dialogue between aggrieved students rather than meting out punishments. Students are taught basic social skills to problem-solve and lower the tension in school. One premise of the strategy is that kids feel safe when there is cooperation instead of hostility; another is that kids who feel values and connected at school are less likely to act out. Several boards around the province are investing in restorative practices programs to build a healthy school climate in hopes of fending off violence and improving academic performance.
Restorative Practices places responsibility on the students themselves rather than relying on zero tolerance and authoritarian control. It uses a collaborative response to wrongdoing which is intended to be supportive, gospel values based and not demeaning.
How it works
When a discipline problem arises, all the parties assemble in a circle. They present their sides and work to resolve the issue and restore their relationships. The emphasis is on repairing the harm rather than punishing the offender—although accountability is part of the process.
The facilitator brings participants together and creates a safe and supportive environment. The process is focused and records the decisions of the group. The facilitator does not make or influence the decisions but simply guides the process.
The script is at the heart of the circle or a conference if the situation is at the end of the Restorative Practices Continuum. It is a simple, reliable tool which allows a facilitator to run a circle/conference successfully without extensive mediation or counseling training. The script prescribes a series of open ended questions which encourage people to respond “affectively” (re: how they were affected by the issue).
Participants exchange ideas, develop a plan to address the conflict or wrongdoing, and repair the harm that resulted. In the event of a conference, a contract will be drawn up by the facilitator with feedback from all participants. The contract will usually dictate how the parties will interact in the future and the consequences if these parameters are breached.
At the core of restorative practices is the belief that people will make positive changes when those in positions of authority do things with them, rather than to them. Students accept decisions more readily if they have input.
While punishment may spur a temporary change, a more lasting solution is to help kids see how their actions impact others and how they can learn to control negative impulses. When students hear a person was frightened or hurt, they gain some empathy and they are more dramatically affected than by punishment.
Focus on Faith
Restorative Practices will dovetail into our Focus on Faith Theme (Hear the Word of the Lord, Learn to do Good, Seek Justice). Specifically, the collaboration and sharing of emotions and interests speaks to maintaining the dignity of the individual, image and likeness of God, and the sense of community as a support. In addition, Restorative Justice Practices speak to our Catholic Graduate Expectations which are part of our students daily curriculum.
Restorative Practices has the potential to transform our Catholic Learning Community. This progressive discipline and safe schools strategy employs a talk-it-out approach to foster dialogue between aggrieved students rather than meting out punishments. Students are taught basic social skills to problem-solve and lower the tension in school. One premise of the strategy is that kids feel safe when there is cooperation instead of hostility; another is that kids who feel values and connected at school are less likely to act out. Several boards around the province are investing in restorative practices programs to build a healthy school climate in hopes of fending off violence and improving academic performance.
Restorative Practices places responsibility on the students themselves rather than relying on zero tolerance and authoritarian control. It uses a collaborative response to wrongdoing which is intended to be supportive, gospel values based and not demeaning.
How it works
When a discipline problem arises, all the parties assemble in a circle. They present their sides and work to resolve the issue and restore their relationships. The emphasis is on repairing the harm rather than punishing the offender—although accountability is part of the process.
The facilitator brings participants together and creates a safe and supportive environment. The process is focused and records the decisions of the group. The facilitator does not make or influence the decisions but simply guides the process.
The script is at the heart of the circle or a conference if the situation is at the end of the Restorative Practices Continuum. It is a simple, reliable tool which allows a facilitator to run a circle/conference successfully without extensive mediation or counseling training. The script prescribes a series of open ended questions which encourage people to respond “affectively” (re: how they were affected by the issue).
Participants exchange ideas, develop a plan to address the conflict or wrongdoing, and repair the harm that resulted. In the event of a conference, a contract will be drawn up by the facilitator with feedback from all participants. The contract will usually dictate how the parties will interact in the future and the consequences if these parameters are breached.
At the core of restorative practices is the belief that people will make positive changes when those in positions of authority do things with them, rather than to them. Students accept decisions more readily if they have input.
While punishment may spur a temporary change, a more lasting solution is to help kids see how their actions impact others and how they can learn to control negative impulses. When students hear a person was frightened or hurt, they gain some empathy and they are more dramatically affected than by punishment.
Focus on Faith
Restorative Practices will dovetail into our Focus on Faith Theme (Hear the Word of the Lord, Learn to do Good, Seek Justice). Specifically, the collaboration and sharing of emotions and interests speaks to maintaining the dignity of the individual, image and likeness of God, and the sense of community as a support. In addition, Restorative Justice Practices speak to our Catholic Graduate Expectations which are part of our students daily curriculum.
Restorative Practices has students recognize that there is more grace in our world than sin and that hope is essential in facing all challenges. This is fostered by separating the deed from the doer, disapproving of inappropriate behaviour and acknowledges the intrinsic worth of the individual.
Restorative Practices makes students accountable for their own actions but allows them to seek and receive forgiveness.
Restorative Practices makes students accountable for their own actions but allows them to seek and receive forgiveness.
Next Steps
Our team will prepare a training presentation for the Georgetown Family of Schools as a pilot. The goal is to train the Elementary Administrators and Department Heads who will in turn be authorized to train their staff in Restorative Practices.
Our team will train the entire board based on a strategic plan that will be endorsed by the trustees, and senior administration for the 2010-2011 school year.
Our team will train the entire board based on a strategic plan that will be endorsed by the trustees, and senior administration for the 2010-2011 school year.
Please feel free to comment on this or the preceeding blogs by clicking the word "comments" directly below each blog. Thanks for reading!
As a parent who was directly a part of the Restorative Justice process I can speak from experience that this forum allows the students, as well as the parents, the opportunity and the courage to express our feelings and needs without being misunderstood. My child was being harassed and bullied which affected our entire home life and family. Through this process we were able to confront the problem and get to the root of the issues. The students involved quickly recognized the importance of taking responsiblity for their personal actions. As parents we were able to support our children and help them make that important step towards some kind of forgiveness. We all want our children to be good, kind, responsible, and respectful adults. Taking ownership, as well as, being courageous to stand up for yourself are important lessons in life that some people never make. The school support was crucial in mending the wrongs so that each student could move forward, more aware of how we all affect each other. It brought closure to the whole situation which I am truly grateful for. I am thankful that the administration and the staff at CTK cared enough to help us resolve this problem in a respectful way.
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