Orange Earth
Rebuilding our Communities in Higher Ed. Through Restorative
Justice PracticesAndraelya Moody & Anna Burton Georgia College
& State UniversitySoutheastern Association of Housing Officers
(SEAHO)
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Goals Introduce or help to provide information regarding the
concept of Restorative Justice
Provide research, strategies and examples of Restorative Justice
Practices from various institutions
Help facilitate dialogue, seek feedback and generate interest
regarding the future of Restorative Justice in Housing Departments
throughout the state
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Introductions Name Institution & Role What brings you hereWe
are the future of RJ
Anna & Dre 3
Restorative Justice Foundation Origins: Old as human history
Early Cultures: New Zealand, Native American Tribes in the U.S
Mayan people of Guatemala 1970 Mennonite: Case experiments
Working Definition : Restorative Justice is a process to
involve, to the extent possible, those who have a stake in a
specific offense and to collectively identify and address harms,
needs, and obligations, in order to heal and put things as right as
possible. Stake Holders: Victims, Offenders & Community. Goal:
To Provide an experience of healing for all parties involved.
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Restorative Justice Foundation Continued..Vocabulary - Mediation
Conferencing or dialogue Engagement: It is a choice that is up to
the participants to engage -no pressure to choose to forgive or to
seek resolution
5 Guiding Questions of RJ
*We are ALL interconnected Crime represents damaged
relationships RJ focuses on HARM & NEEDS The Healing of those
involved
HarmsNeedsCommunity OffenderVictimObligations
Anna
Mediation: parties assumed to be on the same leveled moral
playing field. Often times with responsibilities that may need to
be shared on all sides. -Shared blame.
5 questions: Who has been hurt?What are their needs?Whose
obligations are these?Who has a stake in this situation?What is the
appropriate process to involve stakeholders in an effort to put
things right?
Lastly Compass not a Map: There is no pure model that can be
simply implemented in any community. RJ built from the bottom up,
by the communities in dialogue assessing their needs and resources
and applying the principles to their own situations.
Transition into Housing collaboration with RJ/Criminal
Justice.5
Criminal Justice vs. Restorative Justice Crime is a violation of
the law and the state.Violations create Guilt .Justice requires the
state to determine blame (guilt) and impose pain (punishment).
Central Focus: Offenders getting what they deserve
(Punishment).
Offense is a violation of people and relationships .Violations
create Obligations.Justice involves victims, offenders, and
community members in an effort to put things right.
Central Focus: Victim needs and offender responsibility for
repairing harm (Community) .Restorative Justice Foundation
Continued..Source: Zehr, Howard. The Little Book of Restorative
Justice. Pennsylvania: GoodBooks, 2002. Print.
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Anna7
RJ Practices can be seen as early as elementary school
classroomsKnown as Conflict Resolution or Conflict ManagementThe
I-Statement: Formula: "When you _________, I feel __________,
because ________, so what I would like is ___________________." The
StepsCalming down (walk away, count to ten, etc.)Explanation of the
upsetDiscussion and resolutionSome kind of acknowledgment
(handshake, for example)The MeetingFirst child begins by making an
I-statement, and the second child listens, then repeats back
his/her understanding of what was said. Once the first child agrees
that the second has heard correctly, the second child may make an
I-statement.
Early Educational System
Dre
how children learn to treat one another is as important as what
they learn in reading, writing, and arithmetic.
social skills such as cooperation, assertion, responsibility,
empathy, and self-control are essential to childrens academic and
social success and we emphasize the teaching of these skills, along
with academics, throughout the school day.
We usually introduce a conflict resolution protocol around the
fourth or fifth week of school, once children are familiar with
basic rules and routines and a sense of trust and community has
been established in the classroom. As with most conflict resolution
protocols, ours involves teaching children the following steps:
Calming down (walk away, count to ten, etc.)Explanation of the
upsetDiscussion and resolutionSome kind of acknowledgment
(handshake, for example)
Before teaching these steps, however, we teach students to
deliver emotion-laden information as I-statements, using the
formula, "When you _________, I feel __________, because ________,
so what I would like is ___________________." When a child wants to
meet with a classmate for conflict resolution, we require that
she/he first compose an I-statement before arranging a time and a
place for the meeting.
We display the I-statement formula and practice as a class,
first, with positive, fun statements, such as "When you giggle, I
feel happy, because it makes me giggle too, so what I would like is
for you to keep on giggling." Next, we practice with statements
containing more difficult emotions, working with examples removed
from direct personal experience.
the first child begins by making an I-statement, and the second
child listens, then repeats back his/her understanding of what was
said. Once the first child agrees that the second has heard
correctly, the second child may make an I-statement. The routine
continues in which one child makes an I-statement, then the other
repeats back what she/he heard (a simple form of active listening),
until both (or all) parties feel satisfied that an understanding
has been reached and peace has been made.
In the early weeks, a teacher always attends conflict resolution
meetings as a "fair witness" to ensure safety and protocol, but
speaks as little as possible. As children become more adept with
the process, the teacher asks if either one would like a teachers
presence. If not, we leave them alone. We know that this approach
to conflict resolution has become a part of our classroom culture
when a student comes to a teacher and says, "Can we meet? I have an
I-statement for you."8
The University Colorado Boulder
Started the first campus Restorative Justice Program in 1998Hall
Directors and Livein Residential Life Staff: are aware of
Alternative Dispute Resolution opportunities on campus and refer
cases.Partner with local Courts: Use University RJ as diversion
from criminal record (Built relationship with judges)RJ campus
leaders: Developed ties and continued relationships with RJ allies
and partners to keep them invested!Incentives for Volunteer
Stakeholders:1. Intrinsic Value: Resonates with volunteers personal
values.2. Professional Development: Gained by building skills in
conflict resolution facilitation.In order to be a Restorative
Justice Facilitator at UCBoulder, volunteers must go through a 23
day training that is offered twice a year, one in the fall and one
in the spring.
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The impact of Restorative Justice on students in Higher
Education is evident by the success of programs at a variety of
colleges and universities with different population size, religious
affiliation, and both public and private institutions. Restorative
Principles are universal and applicable in any institution where
there are interactions with students, and the model used may vary
based on the culture of the institution, conduct processes already
in place, and leadership styles of those implementing restorative
justice.
*Beginning Goal: Learning! UCBoulder saw RJ processes as a
supplement education for students because the educational outcomes
are vast. RJ was used as an option for learning on a spectrum of
judicial tools and techniques.*Future Goal: RJ is working only
within conduct right now, but UCBoulder would like to create a
dialogue network so that Restorative Justice can be used as a
dialoguing process for other issues on campus besides conduct.
UCBoulder started the first campus Restorative Justice Program
in 1998. A Restorative Justice Coordinator and a part time
assistant offer Restorative Conferencing for campus conduct issues
as well as Restorative Boards (community accountability boards) for
offcampus violations as a partnership with the Boulder municipal
court. There are approximately 6,000 conduct hearings per year and
around 400 restorative justice cases completed per year
(approximately 100 are on campus referrals and approximately 300
are referrals through the court).
Based on students readiness and willingness to accept
responsibility, on campus student offenders either go through an RJ
Conference (and the case is diverted) or an RJ Conference and the
conduct system (they will have a conduct record based on the
severity of the issue). Court referrals only go through an RJ
Conference and are diverted from a criminal record.
University of ColoradoBoulder: Hall Directors and Livein
Residential Life Staff are aware of AlternativeDispute Resolution
opportunities on campus and refer cases. Partner with local Courts:
Use University RJ as diversion from criminal record (Built
relationship with judges)*RJ campus leaders: Developed ties and
continued relationships with RJ allies and partners to keep them
invested!*Incentives for Volunteer Stakeholders:1. Intrinsic Value:
Resonates with volunteers personal values.2. Professional
Development: Gained by building skills in conflict resolution
facilitation.
University of ColoradoBoulder: Under the supervision of the
Director of Alternative Dispute Resolution, the RJ Coordinator and
Assistant RJ Coordinator work 20 hours per week and both graduate
students and undergraduates are eligible to fill the positions.
They coordinate a group of 5060 volunteers who rotate on a calendar
3 nights a week as impacted parties (Tuesday through Thursday).
In order to be a Restorative Justice Facilitator at UCBoulder,
volunteers must go through a 23 day training that is offered twice
a year, one in the fall and one in the spring. The training
includes an orientation to university policy, procedures and types
of cases that are most prevalent, discussing the goals of the RJ
program, outcomes, introduction to Law Enforcement and other key
stakeholders, and learning the Restorative structure and process.
Four hour follow up trainings are provided throughout the semester
with a focus on mock conferencing (Ex: trespassing1hr,
vandalism1hr, theft1hr, followed by debriefs of each). UCBoulder
uses a one person facilitation model and facilitators in training
shadow skilled facilitators by participating in conferences as
community members. More experienced RJ facilitators sit in on new
facilitator conferences to provide feedback.
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The University Of Michigan
Developed a Peer to Peer Motivational Interviewing process for
first time alcohol offensesmay also require a BASICS or Alcohol 101
class OR a full RJ ConferenceAll conduct hearings are
restorativeRestorative Conferencing offered through the Office of
Student Conflict ResolutionIncentive: Restorative Justice is a
diversion program and students do not have conduct records if they
choose this process. Developed a Commitment to Collaboration
between the Office of Student Conflict Resolution and Residential
Life. University of Michigan: Has two Restorative programs working
simultaneously in Residential Life and in the Office of Student
Conflict Resolution.
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The OSCR administers the Code of Conduct Statement (rights and
responsibilities) for the University and began using Restorative
Justice in 2007 as one alternative to resolving student disputes.
In addition to more traditional ways of dispute resolution, the
OSCR provides a number of services in Adaptable Conflict Resolution
including Conflict Coaching, Mediation, and Restorative Justice
Conferencing. In the Spring of 2011 they conducted 150 restorative
cases. UM also has a robust community circle program through
Residential Life. All residential conduct issues are dealt with
through Restorative Hearings in residence halls.
Developed a Peer to Peer Motivational Interviewing process for
first time alcohol offenses the goal is to educate students, have
students acknowledge responsibility, and may also require a BASICS
or Alcohol101 class OR a full RJ Conference. U. Mich also has a
Community Circle Program (conferencing) based on the RealJustice
Model.University of Michigan: All conduct hearings are restorative.
Restorative Conferencing is also offered through the Office of
Student ConflictResolution. Incentive: Restorative Justice is a
diversion program and students do not have conduct records if they
choose this process.
Residential Life Process: The Hall Director (HD) meets with a
student for a Restorative Hearing and the HD gives the student two
options:1.Continue meeting and render a restorative decision
focused on reparation to self and to community.2.Choose to
participate in a peer lead Restorative Circle Process. In this case
the student is referred to the RJ Coordinator in the Housing and
Student Conduct Office.Conduct Office Process: Students get a
notice in the mail that they have a pending case and are asked to
come infor an initial intake. During the initial intake all options
(both formal and Adaptable Conflict Resolution) are explored with
the student. Based on their needs and developmental capacity,
Restorative Justice may be the option chosen by the student and
intake officer.
Developed a Commitment to Collaboration between the Office of
Student Conflict Resolution and Residential Life. (See Appendix E
for the full Commitment to Collaboration)*Building Relationships
with Graduate Programs: This was the largest factor in getting
their program started because student time and effort laid the
foundation for the Restorative Justice Program.*Start doing
Restorative Cases! RJ gained momentum from students who went
through the Restorative Process.
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November August
September
October
Fall 2012Associate Director & AC exchanged ideas with a
Professor of Criminal Justice Department (Restorative Justice). AD
presents to CD Staff. Presented to CA staff. 3 volunteers. Wing
meetings (workshops) & Roommate mediation meetings.Lunch with
prof. to develop program and discuss Institutional review board
(IRB). RJ Team attend CA Staff Mtg. RJ and CA facilitate wing
meetings(workshops) and Roommate mediation meetings.1:1 meetings
with 3 CAs..Lunch with prof. to discuss current and upcoming
semester. Wing meetings(workshop) and Roommate mediation meetings.
1:1 meetings with 3 CAs. April January
February
March
Spring 2013
May Lunch with prof. 1x a month throughout the semester. to
discuss previous and upcoming semester. Attend RJ Class discuss
IRB. Wing meetings(workshops) 1 x a month. Discuss semester with
CAs during 1:1s (throughout the semester)Vandalism Discussion
Celebration & SurveysLast wing meeting Discussion and end of
year prep. Plan end of year celebration with CAsGeorgia College
& State University
IRB: An institutional review board (IRB), also known as an
independent ethics committee or ethical review board, is a
committee that has been formally designated to approve, monitor,
and review biomedical and behavioral research involving humans.
They often conduct some form of risk-benefit analysis in an attempt
to determine whether or not research should be done.[1] The number
one priority of IRBs is to protect human subjects from physical or
psychological harm11
*Monthly Wing/Floor Meetings 1x a month (Campus Wide - all
Residence Halls)
RJ Topics Sept.: How We Speak vs. What We Really DoOct.: The
Insta-Gram Effect; What You See Isnt Always What You Get Nov-
Phenomenology (seeing Through a Mindful Lens) Dec.:
Celebration/Gathering Jan.: Welcome Back Meeting (No Topic)Feb.:
Vandalism Circle Exercise March: Broken Windows TheoryApril:
Restorative Justice Overview May: Surveys & Party *Open to all
of building and VP in attendance
*Roommate ChangesMust attend a roommate circle group before room
change approval (all resident).
*Staff MeetingsRJ students attend 1 staff meeting a month.
May 2013: 200 Surveys Distributed 100 given to 4 non RJ CAs100
given to 3 RJ CAs 20 (1), 40(1) & 40(1)
151 surveys completed and returned (76% of the population)
Packets included : Survey2 consent forms (1 to keep and 1 to
return)2 envelopes
Given 2 weeks to return to CA or CD
P.U.R.E SurveyCollaboration Summary
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*3 Area Coordinators *8 Community Directors *57 Community
Advisor's *~2,240 Residents
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Things to ConsiderBuy-In BudgetTraining TIME
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Do you have experience with RJ?
Is RJ being practiced at your institution ? If so, how? If not,
what are your ideas? Concerns with RJ?
Any Questions?? We are the future of RJ
Anna & Dre 15
Lets Mingle Exchange info Thank You!!Sources:Darling, Justine.
Restorative Justice in Higher Education: A Compilation of Formats
and Best Practices. University of San Diego. 2011
McDowell, Lana, et al. An evaluation of university housing
residents perceptions of restorative justice concepts.
Milledgeville, Georgia. 2013
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