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Steve Vitto Balanced Andrestorative Justice For Kids

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Information about Steve Vitto Balanced Andrestorative Justice For Kids

Published on July 26, 2007

Author: svittoatmuskegonisd.org

Source: slideshare.net

Description

AN INTRODUCTION TO BALANCED AND RESTORATIVE JUSTICE (BARJ) IN SCHOOL SETTINGS BY STEVEN VITTO, M.A.
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Balanced and Restorative Justice “ Providing Consequences that Teach and Restore”

Typical reactive responses Zero tolerance policies Security guards, student uniforms, metal detectors, video cameras Suspension/expulsion Exclusionary options (e.g., alternative programs) Retributive Justice Punishment

Zero tolerance policies

Security guards, student uniforms, metal detectors, video cameras

Suspension/expulsion

Exclusionary options (e.g., alternative programs)

Retributive Justice

Punishment

Problems with Punishment Models controlling behavior vs problem solving Tend to cause brain shift to survival mode not conducive to learning Tend to elicit judgment and anger from both staff and student Meet the needs of the care provider as opposed to the child The consequence has no relationship to the behavior

Models controlling behavior vs problem solving

Tend to cause brain shift to survival mode not conducive to learning

Tend to elicit judgment and anger from both staff and student

Meet the needs of the care provider as opposed to the child

The consequence has no relationship to the behavior

Problems with Punishment Inconsistent application Generally quick to apply, but doesn’t have lasting results Often leads to resentment, defiance, or violence and consequently result in the need for more intrusive measures by staff Often fail to address the victim Rarely result in learning a better way

Inconsistent application

Generally quick to apply, but doesn’t have lasting results

Often leads to resentment, defiance, or violence and consequently result in the need for more intrusive measures by staff

Often fail to address the victim

Rarely result in learning a better way

Parallels to School-based and Community-based Retributive Justice Both are retributive Both are exclusionary Both provide little concern for the victim Both are contraindicated by research Both have high rates of recidivism for serious offenses Both have little community restorative elements

Both are retributive

Both are exclusionary

Both provide little concern for the victim

Both are contraindicated by research

Both have high rates of recidivism for serious offenses

Both have little community restorative elements

Behavioral offences are wounds… Consequences should heal

If a student doesn’t know how to read,we teach If a student doesn’t know how to swim,we teach If a student doesn’t know how to multiply, we teach If a student doesn’t know how to behave, we PUNISH John Herner

If a student doesn’t know how to read,we

teach

If a student doesn’t know how to swim,we

teach

If a student doesn’t know how to multiply, we

teach

If a student doesn’t know how to

behave, we

 

IN OUR SCHOOL, MANY CHILDREN COME TO SCHOOL AS VICTIMS. IT IS THE COMMUNITY BUILDING AND RESTORATION PROCESS THAT HELP VICTIMS FROM TURNING INTO OFFENDERS”

What is BARJ? Philosophy Repair the harm Victim, Offender, Community Offence against people vs breaking the rules Accountability Safety Competency

Philosophy

Repair the harm

Victim, Offender, Community

Offence against people vs breaking the rules

Accountability

Safety

Competency

Stakeholders Victim Offender Community

Victim

Offender

Community

Stakeholder Interests Who were the victims? How were the victims’ interests served? Who was community? How were the community interests served? How was the offender’s interests served? Why can the community protect both the victim and the offender? (e.g.,unwritten code, victim is an outsider)

Who were the victims?

How were the victims’ interests served?

Who was community?

How were the community interests served?

How was the offender’s interests served?

Why can the community protect both the victim and the offender? (e.g.,unwritten code, victim is an outsider)

Ripple Effect

Ripple Effect

BARJ Effective Restorative Practices Should: Foster Awareness Avoid Scolding or Lecturing Actively Involve Students Accept Ambiguity Separate the Deed from the Doer View Every Incidence of Wrong Doing as an Opportunity for Learning

Foster Awareness

Avoid Scolding or Lecturing

Actively Involve Students

Accept Ambiguity

Separate the Deed from the Doer

View Every Incidence of Wrong Doing as an Opportunity for Learning

A Restorative Justice approach is integrated into the school community through: Community and team building experiences Classroom management and school policy Direct skill instruction and training Curriculum Infusion School-wide projects and programs

Community and team building experiences

Classroom management and school policy

Direct skill instruction and training

Curriculum Infusion

School-wide projects and programs

Specific Behaviors and Consequences that restore Disruption Noncompliance Disrespect Tardiness Unprepared for class Truancy Aggression Swearing Stealing Harassment/ Bullying Vandalism and Destruction Cheating/Plagiarizing

Disruption

Noncompliance

Disrespect

Tardiness

Unprepared for class

Truancy

Aggression

Swearing

Stealing

Harassment/ Bullying

Vandalism and Destruction

Cheating/Plagiarizing

Activity CONSEQUENCES THAT RESTORE

How to get reflective answers from the Time to Think Form What did you do? What was wrong with what you did? What problems were you trying to solve? How will you solve the problem next time without hurting someone?

What did you do?

What was wrong with what you did?

What problems were you trying to solve?

How will you solve the problem next time without hurting someone?

RESTORATION teaches self control through modeling, mediation, and community restoration PUNISHMENT teaches external control through pain, loss, and exclusion

Restorative vs. Retributive Responses Suspension Performing volunteer work Detention and Saturday School Taking part in a school-wide bully prevention program Peer tutoring or acting as a student assistant Loss of points and privileges Peer mediation and conflict resolution Working to repay damage caused by vandalism Expulsion Involvement in Anger Replacement Training Time-out Life-skills processing activities

Suspension

Performing volunteer work

Detention and Saturday School

Taking part in a school-wide bully prevention program

Peer tutoring or acting as a student assistant

Loss of points and privileges

Peer mediation and conflict resolution

Working to repay damage caused by vandalism

Expulsion

Involvement in Anger Replacement Training

Time-out

Life-skills processing activities

Restorative Justice/PBS Restorative Justice Misconduct defined as behavior affecting others Focus on problem solving Conflict recognized as interpersonal with value for learning Attention given to broken relationships Total school community involved in facilitation restoration – empowerment Accountability PBS Views the system, settings or skill deficiency as the problem Adjusts systems and setting and improves skills Identifies and teaches replacement skills and builds relationships Primarily relies on positive approaches and restoration Goal of sustained results over time Developed by a collaborative team

Restorative Justice

Misconduct defined as behavior affecting others

Focus on problem solving

Conflict recognized as interpersonal with value for learning

Attention given to broken relationships

Total school community involved in facilitation restoration – empowerment

Accountability

PBS

Views the system, settings or skill deficiency as the problem

Adjusts systems and setting and improves skills

Identifies and teaches replacement skills and builds relationships

Primarily relies on positive approaches and restoration

Goal of sustained results over time

Developed by a collaborative team

PBS & BARJ Consequences for Behavioral Errors Reduce the Efficiency of the Target behavior Development of Replacement Skills or Consequences that Teach Provision of Restoration Justice Provision of Safety and Order in the Classroom or School Data-Based Decision Making Related, Respectful, and Responsible Enhance the Child’s Sense of Community or Relationship

Reduce the Efficiency of the Target behavior

Development of Replacement Skills or Consequences that Teach

Provision of Restoration Justice

Provision of Safety and Order in the Classroom or School

Data-Based Decision Making

Related, Respectful, and Responsible

Enhance the Child’s Sense of Community or Relationship

Victim Impact Circle Conference Introduction Ice Breaker-Community Building Piece Opening Statement Guidance and Influence Agreement Guideline/ Talking Piece Review of Incident Participant input related to incident Impact Statements Restoring the Harm-Victim, Offender, Community Final Agreement Compliments

Introduction

Ice Breaker-Community Building Piece

Opening Statement

Guidance and Influence

Agreement Guideline/ Talking Piece

Review of Incident

Participant input related to incident

Impact Statements

Restoring the Harm-Victim, Offender, Community

Final Agreement

Compliments

Circle Guidelines Treat others with respect Talk only when holding the talking piece Consider other’s point of view Accept own part in resolving the problem Develop a plan to restore the victim, the community, and the offender

Treat others with respect

Talk only when holding the talking piece

Consider other’s point of view

Accept own part in resolving the problem

Develop a plan to restore the victim, the community, and the offender

“ If you treat an individual as he is, he will stay as he is, but if you treat him as if he were what he ought to be and could be he will become what he ought to be and could be.” Wolfgang Goethe

“ If you treat an individual as he is, he will stay as he is, but if you treat him as if he were what he ought to be and could be he will become what he ought to be and could be.” Wolfgang Goethe

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