Download Michigan Department of Education Segment 3: Restorative Justice Principles

Michigan Department of Education
Segment 3: Restorative Justice Principles
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Introduce Restorative Justice (RJ) Principles
and the academic theories behind its use.
Underscore the universal applicability of RJ
Philosophy and Principles.
Apply RJ principles to real-life situations in
school settings.
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Although restorative justice is based on ancient
practices, modern academic research affirms its
foundational principles.
The following slides offer very cursory
summaries of complex theories developed by
leading researchers from sociologists and
criminologists to educators and youth
development specialists.
This is certainly not the entire list of theories that
apply. As RJ becomes more integrated into
mainstream society, more scholars will
surely expand this listing.
Humans develop within the social unit of a family that functions within various levels
of community as represented in concentric circles below. Each level moving out from
the core has less direct influence. As we develop, humans process in-puts (energy,
goods, resources) taking them in and producing different forms of energy, goods,
resources or waste that are shared with the larger system. This exchange is ongoing and changes over time.
Macro-system
Macrosystem
Exosystem
Mesosystem
Microsystem
Macro-system: (Think of it as the Egg
Shell holding systems in place within the
natural environment.)
The broader culture in which the youth
lives, and includes the national
governmental and economic systems,
broad ideological values and social
norms.
Exo-system: (Like the Membrane Inside
Egg Shell, it offers a second layer of
protection & shaping.)
External elements influencing the family
but not including it. These might include
the local government, predominant local
religion and socio-economic status of
community.
RJ empowers educators and community members to get to the core (the
micro-system) where human development takes place.
Macrosystem
Exosystem
Mesosystem
Microsystem
Meso-System: (Like the Egg White, it
nourishes development and processes
waste from the developing embryo while
absorbing external shocks.)
This layer directly impacts the individual and
includes family members, schools, places of
work and worship, teams, clubs, organizations
and all the relationships encompassed in those
places.
Micro-system: (Like the Yolk, development
takes place here.)
The layer in which the youth develops over
time. As the youth and his/her relationships
develop, the micro-system changes. This is
where the core human development takes
place and where energy and inputs are
transformed as the youth matures.
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RJ philosophy lays the
groundwork for interactions that
help participants achieve
elements of every layer from
safety through self-actualization
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In 1969, sociologist Travis Hirschi proposed the idea that people
control their behavior and social choices for a number of reasons.
He proposes that people choose not to act on impulses to break
social norms. He called his work Control Theory.
Control Theory explains that some controls are internal, such as a
person's conscience and motivation to succeed; others are
external, such as one's parents, friends, and legal codes.
Control Theory tells us that most people conform to their
socialization and social bonds because their relationships to
others in society are essential to their survival in the community.
For example, fear of potential shame on one’s family and store
security might quell a person's desire to steal.
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Therefore, those who are more socialized as children maintain
stronger bonds with others and are less likely
to behave in deviant ways.
http://www.chegg.com/homework-help/definitions/control-theory-49
Silvan Tomkins identifies nine basic affects (emotions) most
humans experience. They range from toxic—that exhaust the
body and mind—to positive—that are healthy and pleasant for
the body and mind to maintain (Nathanson, 1992).
Toxic
Neutral
Positive
Note that Shame is the gatekeeper between the toxic and neutral
emotions. Therefore, it can become the key to helping a young
person (and those affected by his/her behavior) dispel the toxic
emotions and move on to positive emotions about him-/herself
and others.
But shame MUST be handled carefully.
Toxic
Neutral
Positive
Nathanson suggests that
humans react to shame in
one of these 4 ways UNLESS
they have an opportunity to
process and get rid of their
shame in a constructive
way.
Restorative Justice practices
provide this constructive
alternative for processing
shame and help participants
experience the more positive
emotions identified earlier.
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Criminologist, John Braithwaite wrote a book called
Crime, Shame and Reintegration (1989) in which he
proposes his theory of Reintegrative Shaming. In
his book, he writes:
“Reintegrative shaming means the expressions of
community disapproval. . . are followed by
gestures of reacceptance into the community of
law-abiding citizens. . . . Disintegrative shaming
(stigmatization), in contrast, divides the community
by creating a class of outcasts" (p. 55).
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Based strongly on Braithwaite’s and
Nathanson’s work outlined above, the
International Institute for Restorative
Practices (IIRP) developed the Social Discipline
Window, featured on the next slide.
It measures discipline as a function of Control
(the verticle axis) and Support (the horizontal
axis).
HIGH
CONTROL
LIMIT SETTING,
DISCIPLINE
TO
WITH
Punitive
RESTORATIVE
NOT
FOR
NEGLECTFUL PERMISSIVE
LOW
SUPPORT
HIGH
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By moving from low to high on either axis, the IIRP
defines acts of discipline as belonging in one of the
four quadrants of the Social Discipline Window.
The IIRP suggests that discipline that is high in
both Control and Support (typical of RJ interactions)
provides the best learning and developmental
opportunities for youth. This puts the interaction
in the “WITH” or Restorative quadrant.
In situations where a completely
restorative option is not available, the IIRP
encourages educators to try to stay above
the diagonal line when possible.
Put this knowledge into action. Consider the situations
below and think about, or act out, potential responses
that would fall into each quadrant of the social
discipline window.
If you are training with a group, discuss how you can
transform each interaction to fit into the “WITH”
window or at least fit above the diagonal line.
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Student repeatedly gets up during teacher’s lecture
to sharpen a pencil
Student is swearing openly in school setting
Student is making fun of a fellow student
Student has taken a fellow student’s notebook and
won’t return it as requested.
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RJ has its foundations in ancient practice which is
affirmed by current academic theories and
studies.
This brief introduction to some of the theories
affirming RJ should help you apply RJ principles
to the situations on the previous slide.
If you are in a group, take 5-10 minutes to share
how you felt as you worked your way through the
various quadrants of the Social Discipline
Window.
Which quadrant felt most
comfortable to you?