peer mediation and restorative practices: a two tiered approach presenter: jeff thornborrow prepared...
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Peer Mediation and Restorative Practices:A Two Tiered Approach
Peer Mediation and Restorative Practices:A Two Tiered Approach
Presenter: Jeff ThornborrowPresenter: Jeff Thornborrow
Prepared for CMHO OACAS Joint Conference 2008Prepared for CMHO OACAS Joint Conference 2008
OverviewOverview
• Restorative Practices and Peer Mediation;– Descriptions;– similarities and differences.
• What we’re doing: NNDSB and ACFS;– Our successes;– Our challenges.
• Where you go after leaving here;– Needs for implementation in your area;– Challenges for you as you move forward;
• Conclusion.
• Restorative Practices and Peer Mediation;– Descriptions;– similarities and differences.
• What we’re doing: NNDSB and ACFS;– Our successes;– Our challenges.
• Where you go after leaving here;– Needs for implementation in your area;– Challenges for you as you move forward;
• Conclusion.
Peer MediationPeer MediationandandRestorative
PracticesRestorative Practices
Peer MediationPeer Mediation
Bringing together two students in conflict through an interactive meeting for the purpose of resolution and prevention of further conflict between one another. This process is completed by an objective facilitator who is also a student.
Bringing together two students in conflict through an interactive meeting for the purpose of resolution and prevention of further conflict between one another. This process is completed by an objective facilitator who is also a student.
Peer Mediation - Structure
Peer Mediation - Structure
Student Student
Facilitator
Co-Facilitator
Peer Mediation - ProcessPeer Mediation - Process
1. Introduction2. The stories3. Review (or labeling the issues)4. Brainstorming5. Agreements6. Closure7. Follow up
1. Introduction2. The stories3. Review (or labeling the issues)4. Brainstorming5. Agreements6. Closure7. Follow up
Restorative PracticesRestorative Practices
Bringing together people who commit, or participate in, an offending behaviour with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of repairing harm that was the result of that offence. This process is done by a objective facilitator.
Bringing together people who commit, or participate in, an offending behaviour with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of repairing harm that was the result of that offence. This process is done by a objective facilitator.
Restorative Practices-Structure
Restorative Practices-Structure
Facilitator
Co-Facilitator
Victim
Offender
SupportSupport
SupportSupport
Restorative Practices - Process
Restorative Practices - Process
1. Introductions;
2. The Story;
3. The agreement;
4. Closure;
5. Follow up.
1. Introductions;
2. The Story;
3. The agreement;
4. Closure;
5. Follow up.
Why Combine Them?Why Combine Them?
• Blend well– Have same values, goals, etc.
• Judicial setting vs. school setting– A real fit for all RP in the school setting…not just judicial setting
• Degrees of harm– Smaller offences – peer facilitation– Larger offences – admin facilitation
• Clarity of ‘victim’ and ‘offender’– RP usually has clear victim and offender– PM doesn’t - school incidents don’t
• Student learning– Teaches students conflict resolution skills, listening skills,
problem solving, meaningful accountability, etc. – Teachable moments
• Blend well– Have same values, goals, etc.
• Judicial setting vs. school setting– A real fit for all RP in the school setting…not just judicial setting
• Degrees of harm– Smaller offences – peer facilitation– Larger offences – admin facilitation
• Clarity of ‘victim’ and ‘offender’– RP usually has clear victim and offender– PM doesn’t - school incidents don’t
• Student learning– Teaches students conflict resolution skills, listening skills,
problem solving, meaningful accountability, etc. – Teachable moments
Merging the TwoMerging the Two
Opportunities• Conflict resolution• Processes are very
similar• Proven
effectiveness• Values and goals
are similar
Opportunities• Conflict resolution• Processes are very
similar• Proven
effectiveness• Values and goals
are similar
Hindrances• Time• Money• Minor differences
– Breaking bread– Facilitators role
Hindrances• Time• Money• Minor differences
– Breaking bread– Facilitators role
Near North District School BoardNear North District School Board
andand
Algonquin Child & Family ServicesAlgonquin Child & Family Services
NNDSB and ACFSNNDSB and ACFS
• 30 conferences;• 175 participants;• 22 suspensions shorted as a result of the
conference;• 5 suspensions avoided as a result of the
conference• Only 3 cases of recidivism rate for all
conferences;• Feedback form administered to all
participants.
• 30 conferences;• 175 participants;• 22 suspensions shorted as a result of the
conference;• 5 suspensions avoided as a result of the
conference• Only 3 cases of recidivism rate for all
conferences;• Feedback form administered to all
participants.
SuccessesSuccesses
Name: .
Date: .
Please read each question below. Answer by circling the one (1) number that best describes how you feel about your conference experience.
Do you feel all other participants heard and understood your side of the story?
1 2 3 4 5No a few listened/ some listened/ most listened/ Yes
understood understood understood
Do you feel you were given the opportunity to have input in designing the conference agreement?
1 2 3 4 5 No a little bit somewhat mostly Yes
Do you feel the agreement that was reached today is fair and satisfying to everyone involved?
1 2 3 4 5 No a little bit somewhat mostly Yes
Do you feel this conference was worthwhile and valuable to you?
1 2 3 4 5 No a little bit somewhat mostly Yes
Do you feel this conference was worthwhile and valuable to other participants?
1 2 3 4 5 No a little bit somewhat mostly Yes
Do you feel the issue/incident has been resolved?
1 2 3 4 5 No a little bit somewhat mostly Yes
Overall, how do you rate your conference experience?
1 2 3 4 5 awful poor fair good excellent
Other comments:
This form is intended for data collection purposes only. Participants’ names will not be used in processing the information collected.
NNDSB and ACFSNNDSB and ACFS
Do you feel all other participants heard and understood your side of the story?Do you feel all other participants heard and understood your side of the story?
Do you feel you were given the opportunity to have input in designing the conference agreement?Do you feel you were given the opportunity to have input in designing the conference agreement?
Do you feel the agreement that was reached today is fair and satisfying to everyone involved?Do you feel the agreement that was reached today is fair and satisfying to everyone involved?
Do you feel this conference was worthwhile and valuable to you?Do you feel this conference was worthwhile and valuable to you?
91.5% - All or most listened91.5% - All or most listened
96.6% - Yes or mostly96.6% - Yes or mostly
93% - Yes or mostly93% - Yes or mostly
93.2% - Yes or mostly93.2% - Yes or mostly
NNDSB and ACFSNNDSB and ACFS
Do you feel this conference was worthwhile and valuable to other participants?Do you feel this conference was worthwhile and valuable to other participants?
Do you feel the issue/incident has been resolved?Do you feel the issue/incident has been resolved?
Overall, how do rate your conference experience?Overall, how do rate your conference experience?
93.2% - Yes or mostly93.2% - Yes or mostly
91.5% - Yes or mostly91.5% - Yes or mostly
94.9% - Excellent or good94.9% - Excellent or good
Difficulties• Money;
• Time;
• Geography;
• Staff support;
• Status quo.
Difficulties• Money;
• Time;
• Geography;
• Staff support;
• Status quo.
NNDSB and ACFSNNDSB and ACFS
Where do you go from here?Where do you go from here?
Steps to SucceedSteps to Succeed
First thing’s first…
Access the administration.
Get your administration on board!
First thing’s first…
Access the administration.
Get your administration on board!
Steps to SucceedSteps to Succeed
•Why bring Restorative Practices into the school?
– What needs currently aren’t being met with the punitive approach?
– What do I hope to achieve with Restorative Practices (goal setting)?
•Why bring Restorative Practices into the school?
– What needs currently aren’t being met with the punitive approach?
– What do I hope to achieve with Restorative Practices (goal setting)?
Define the projectDefine the project
Steps to SucceedSteps to Succeed
Bringing together students who commit, or participate in, an offending behaviour at or against the school with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of maximizing the teachable moment and to repair the harm that was the result of that offence.
Bringing together students who commit, or participate in, an offending behaviour at or against the school with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of maximizing the teachable moment and to repair the harm that was the result of that offence.
Bringing together people who commit, or participate in, an offending behaviour with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of repairing harm that was the result of that offence.
Bringing together people who commit, or participate in, an offending behaviour with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of repairing harm that was the result of that offence.
Define the projectDefine the project
PMRP - StructurePMRP - Structure
Victim
/offender
Offender
/victim
SupportSupport
SupportSupport
Co-Facilitator
Facilitator
Student
Student
StudentS
tudent
Set the goalsSet the goals
Steps to SucceedSteps to Succeed
• Use the incident as a learning experience;• Hold the harmer(s) meaningfully accountable for
their actions;• Give the victim(s) and bridge participant(s) a place
to have their voices heard and to allow them to start the healing process;
• Establish a restorative culture in the school(s). By doing this, we want to:– Reduce the number of punitive consequences;– Increase feelings of community, pride, and
inclusion in the students.• Aid in building social and conflict resolution skills.
• Use the incident as a learning experience;• Hold the harmer(s) meaningfully accountable for
their actions;• Give the victim(s) and bridge participant(s) a place
to have their voices heard and to allow them to start the healing process;
• Establish a restorative culture in the school(s). By doing this, we want to:– Reduce the number of punitive consequences;– Increase feelings of community, pride, and
inclusion in the students.• Aid in building social and conflict resolution skills.
Steps to SucceedSteps to Succeed
Values of the program• Inclusive;• Strength based;• Relationship building;• Meaningful accountability;• Learning Experience;• Done with everyone, not to or for them.
Values of the program• Inclusive;• Strength based;• Relationship building;• Meaningful accountability;• Learning Experience;• Done with everyone, not to or for them.
Steps to SucceedSteps to Succeed
Purpose of the program• Offers students support and resolution; • Gives students a voice; • Gives stakeholders/community members a
voice; • Assists in allowing those most affected by an
event to decide how to deal with it; • Holds students meaningfully accountable; • Helps students come back into the community; • Allows a healing process to begin with all
parties involved.
Purpose of the program• Offers students support and resolution; • Gives students a voice; • Gives stakeholders/community members a
voice; • Assists in allowing those most affected by an
event to decide how to deal with it; • Holds students meaningfully accountable; • Helps students come back into the community; • Allows a healing process to begin with all
parties involved.
Steps to SucceedSteps to Succeed
• Referrals to the program must be in keeping with the intent of the Safe Schools Act;
• Referrals to the program should be in accordance with the internal policies of the school for handling offending behaviour;
• The school must have contacted the students (and respective families where appropriate) to obtain consent for the community partner to contact them;
• PMRP is a voluntary process.
• Referrals to the program must be in keeping with the intent of the Safe Schools Act;
• Referrals to the program should be in accordance with the internal policies of the school for handling offending behaviour;
• The school must have contacted the students (and respective families where appropriate) to obtain consent for the community partner to contact them;
• PMRP is a voluntary process.
Set the criteria for the programSet the criteria for the program
Steps to SucceedSteps to Succeed
Address the staffAddress the staff• Let your staff know your intentions;• Ask for help;• Start a steering group;• Identify your ‘champions;’• Champions can:
– Spread the word in the school;– Sit on the steering group.
• Let your staff know your intentions;• Ask for help;• Start a steering group;• Identify your ‘champions;’• Champions can:
– Spread the word in the school;– Sit on the steering group.
Steps to SucceedSteps to Succeed
Find the Mediators• Get help from staff
– Specifically: department heads; guidance; CDC’s, EA’s, VP’s
• Hand select students– Look for certain qualities:
– Show them they have been selected because of these qualities
Find the Mediators• Get help from staff
– Specifically: department heads; guidance; CDC’s, EA’s, VP’s
• Hand select students– Look for certain qualities:
– Show them they have been selected because of these qualities
•Resiliency•Ethical
•Leadership•Strength
Steps to SucceedSteps to Succeed
Get the Training• Look for local trainers;
• Seek respected and creditable sources;
• Spend the money…it’s worth it.
Get the Training• Look for local trainers;
• Seek respected and creditable sources;
• Spend the money…it’s worth it.
Exercise the Training• Start using the training in day to day
efforts:
• Promote the program
Exercise the Training• Start using the training in day to day
efforts:
• Promote the program
Steps to SucceedSteps to Succeed
–Pamphlets;–Class presentations;
–Pamphlets;–Class presentations;
–Probing questions;–Adapt it to target school.
–Probing questions;–Adapt it to target school.
–Peer Mediation Office;–Announcements;–Combine with other clubs/programs.
–Peer Mediation Office;–Announcements;–Combine with other clubs/programs.
–Use empathy;–Circles in the classroom;
–Use empathy;–Circles in the classroom;
Exercise the Training con’t• Start looking for possibilities to use
Restorative Practices in your school:– Use re-integrative circles;– Start with the ‘smaller’ offences;– Be aware of the entire situation/environment.
• Documentation– Feedback forms – How are we doing?– Implementation process– Monitoring process– Statistics
Exercise the Training con’t• Start looking for possibilities to use
Restorative Practices in your school:– Use re-integrative circles;– Start with the ‘smaller’ offences;– Be aware of the entire situation/environment.
• Documentation– Feedback forms – How are we doing?– Implementation process– Monitoring process– Statistics
Steps to SucceedSteps to Succeed
Jeff ThornborrowPeer Mediation/Restorative PracticesAlgonquin Child and Family ServicesPO Box 596 37 Main StreetSundridge ON P0A 1Z0(T) 705-384-0160 ex.235 (F) 705-384-5808jthornborrow@acfs.on.ca
Peer Mediation and Restorative PracticesPeer Mediation and Restorative Practices
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