From Restorative Justice to Restorative Discipline in Schools

SWPBIS and Restorative Discipline
in Schools: Challenges and
Opportunities
Jeffrey R. Sprague, Ph.D.
The University of Oregon Institute on
Violence and Destructive Behavior
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Agenda
• Introductions and process description
• Background on the problem
– School to prison pipeline
– Disproportionate minority representation
• What is punishment anyway and how do I
make it “work”
• SWPBIS and Restorative Practices (SWPRD)
• Alternatives to suspension and expulsion
• Questions, comments and closing
Content
• Why do we do it this way?
– School to prison pipeline
• How can we make a difference?
– Teaching with poverty and stress in mind
– Culturally responsive SWPBIS
– School-based mentorship
– Restorative justice/practices
• Define restorative discipline
– Provide background on the approach
• Discuss and give examples of restorative discipline practices and their relation
to SWPBIS implementation
• Illustrate restorative practices in schools
Why do we do it this way?
Teacher support
• The National Center for Education Statistics in
1998 pointed out a staggering statistic:
– out of the 467 accredited universities and colleges
in the study, only 51% stated that they offered
specific courses in discipline, and only 43% of the
students at these schools were required to take
these courses
• Greer-Chase, M., Rhodes, W. A., & Kellam, S. G. (2002).
Why the prevention of aggressive behaviors in middle
school must begin in elementary school. The Clearing
House, 75(5), 242-245.
• ‘what happened, who is to blame, what
punishment or sanction is needed?’
– The easiest consequence is the one most
likely to be delivered
• ‘What happened, what harm has
resulted and what needs to happen to
make things right?’ (O’Connell, 2004)
– A restorative process will initially be viewed
as more effortful
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
• If you always do what
you always did, you’ll
always get what you
always got.
–“Moms” Mably
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Common response to behavioral
problems: Apply increasing sanctions
• Increase monitoring and Supervision
• Restate rules & sanctions (talk them out
of it!)
• Pay more attention to problem behavior
• Refer disruptive students to office,
suspend, expel
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Big Ideas
• Office Referrals, Suspension and Expulsion
from school have been used to “punish”
students, alert parents, and protect other
students and school staff members but there
are unintended consequences
– Referrals, suspensions and expulsions may
exacerbate academic deterioration
– When students are provided with no educational
alternative, student alienation, delinquency,
crime, and substance abuse may ensue
– Social, emotional, and mental health support for
students can decrease the need for referrals,
suspension and expulsion
1/21/2014
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Suspension and Expulsion, Why?
• Suspension and expulsion from school are methods
used by school administrators to decrease violence,
discourage drug abuse, and curtail criminal activities
on campus.
• Suspension and expulsion are also used to deal with
difficult and challenging behaviors, including truancy.
• Most U.S. schools have policies known as “zero
tolerance”—the term given to a school or district
policy that mandates predetermined consequences
for various student offenses, and almost 90% of
Americans support these policies.
– The ABA argues that it is wrong to mandate automatic
expulsion or referral to juvenile court without taking into
consideration the specifics of each case (AKA due process)
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
REASONS WE APPLY OUT-OF-SCHOOL
SUSPENSIONS
• Gun Free Schools Act
• In 1997, of the 3.1 million students suspended from
school, most were involved in nonviolent and noncriminal acts.
• Only approximately 10% of the expulsions or
suspensions are for possession of weapons
• In the small towns of states such as Oregon and South
Carolina, students are expelled at 5 to 6 times the rates
of students in cities such as Chicago and San Francisco,
yet it is unlikely that crime rates in small towns are 5
times the rates in these large metropolitan areas.
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Inequity in discipline outcomes
(Losen & Gillespie, 2012)
Source: CRDC, 2009-2010 (numbers from national sample rounded to whole numbers)
Figure 1. Students across the nation suspended at least once during the 2009-2010
school year, as a percentage of total enrollment
Inequity in discipline outcomes
(Losen & Martinez, 2013)
30
24.3
25
20
15
10
5
0
Black
Latino
11.8
6.1
6
5.6
2.4
1972-73
12
White
8.4
American Indian
7.1
2.3
2009-10
Figure 1. Secondary School Suspension Rates (by race): Then and Now
Asian/PI
• Punishment practices may
appear to “work” in the short
term
–Remove student
–Provides relief to teachers,
students, administrator
–BUT, we attribute responsibility
for change to student &/or others
(family)
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Children most likely to be suspended or expelled are those
most in need of adult supervision and professional help
• Least likely to have supervision at home.
• Children growing up in homes near or below the poverty level
• Children with single parents are between 2 and 4 times as
likely to be suspended or expelled from school as are children
with both parents at home.
• There may also be racial bias for application of school
disciplinary actions, with African American youth suspended
at nearly 2 times the rate of white students in some regions
(Skiba & Peterson, 1998).
• Children who use illicit substances, commit crimes, disobey
rules, and threaten violence often are victims of abuse, are
depressed, or have mental illness.
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
When youth are not in school, they are:
– More likely to become involved in a physical
fight and to carry a weapon.
– Smoke; use alcohol, marijuana, and cocaine;
and engage in sexual intercourse.
– Suicidal ideation and behavior may be expected
to occur more often at these times of isolation
among susceptible youth.
– Drop out of school
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Does Exclusionary Discipline Work Without A
Balance of Teaching and Restoration?
• Detrimental effects on teacher-student relations
• Modeling: undesirable problem solving
– Reduced motivation to maintain self-control
– Generates student anger and disengagement
– Results in more problems (Mayer, 1991)
• Truancy, dropout, vandalism, aggression
• Does not teach: Weakens academic achievement
• Correlated with dropout, delinquency, criminality
and negative life outcomes
1/21/2014
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
“Zero tolerance has
not been shown to
improve school
climate or school
safety.”
—APA Task Force Report
on Zero Tolerance
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
SCHOOL-TO-PRISON
PIPELINE
Juvenile
Detention
or Secure
Commitment
SCHOOL
failure and
exclusionary
discipline
Reentry
Suspension
& Expulsion
Dropping
Out
Adult
Prison
Reflection
• What are the challenges you face with
discipline procedures in your school?
– Inconsistent teacher responses?
– Lack of resources and alternatives?
– Pressure from parents to deal with disruptive
students?
• What are successes you have achieved in
implementing alternatives to exclusionary
discipline?
Office Referrals, Time-Out, Pass Rooms,
Detention Rooms and Out of School
Suspensions
Guidelines for Effective and
Appropriate Use
Jeffrey Sprague, Ph.D.
Topics
• Definition
– What is punishment anyway?
– time out as a procedure
• Doesn’t always work!
• Legal requirements
• Continuum of time-out
arrangements
• How to use time-out
– Planning
– Implementation
– Monitoring
• Problem-solving
Punishment
• You need to know your ABC’s
– Antecedent
– Behavior
– Consequence
• Punishment involves providing a consequence
that reduces the future probability of a
behavior
– Consequence
– Reduced probability
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Definition of Time-Out
Time-out refers to a behavior management procedure in which the
student is separated from other students for a limited period in a
setting:
– that is not locked; and
– from which the student is not physically prevented from leaving
• Goals of the timeout procedure
– to provide a student with an opportunity to regain self-control
– to reduce the future probability of problem behavior in the
“time in” setting (this meets the correct definition of
punishment)
• In this frame, any form of exclusionary discipline
can be considered “time out”
Legal Requirements
Use of Time-Out
• Shall NOT use physical force or threat
• Use in conjunction with array of positive
behavior intervention strategies
• Include in IEP/BIP/Formal Support Plan if
utilized on recurrent basis
• Shall NOT be implemented in fashion
that precludes involvement and progress
in general curriculum and IEP (for SWD)
Time-Out Continuum:
Key Considerations
• Time-out options fall on a continuum of
restrictiveness
• Consider less restrictive forms before
resorting to more restrictive options
• Never use without a formal plan, data,
and evidence of behavior improvement
Expulsion
Less Restrictive
Out of School Suspension
Time-Out Room or Pass
Room
Time-Out Screen
Time-Out Card
Remove Materials
Time-Out Continuum (sample)
More Restrictive
How to Use Time-Out
Step 1: Define Target Behaviors
• Generate list of behaviors
to be “timed out”
– Are these on your referral
form?
• Operationally define
behaviors (written)
• Include the behaviors on
your referral form and in
the support plan
Operational Definition
Non-Example
Example
• Aggressive
Hits other students
• Disruptive
Screams, climbs on
furniture
Tells teachers they are
“stupid” and refuses to
work
• Defiant
How to Use Time-Out
Step 2: Decision-Making
Will time-out be used as a
consequence for one or more of the
target behaviors? If so, for which
behaviors?
What form of time-out procedure will
be used?
How long will time-out be?
do you know the optimal duration
for a time out?
How to Use Time-Out
Step 2: Decision-Making
Who will teach the student the timeout procedure?
What will happen if the student
refuses to go to time-out?
How will the student be released from
time-out?
– Length of time
– Calm behavior
How will the effects of time-out be
monitored?
How to Use Time-Out
Step 3: Implementation
Practice going to “time
out” before the
consequence is actually
used
How to Use Time-Out
Step 3: Implementation
When the target misbehavior occurs:
• Simply say, “That is (name the misbehavior).
Time-out”
• Implement the designated procedure
• Allow a reasonable wait time for the student to go
to time-out
• Ignore mildly inappropriate behavior as the
student goes to time-out or takes time-out
How to Use Time-Out
Step 3: Implementation (cont.)
DO NOT:
• Give further explanation
• Become involved in an argument
with the student
• Cajole or threaten the student
• Escalate the situation
• Interact with the student during
time-out
How to Use Time-Out
Step 3: Implementation (cont.)
Remember:
• Use the time-out procedure
every time!
– Inconsistent use makes the
behavior(s) worse
• Require student to complete the
request or task after time-out, or
any work missed during timeout.
Pass room/ISS procedures
• Not acceptable to have the student “do
nothing”
• Have a clear ISS protocol (for example)
– Complete assigned work
– Complete a problem solving routine
• With whom?
• Define criteria for release
– Define problem (what rule was broken)
– State “what I need to do”
– Generate alternative solutions
– Choose/specify a solution
– Evaluate the choice
• How do I/others feel?
• Did it work?
How to Use Time-Out
Step 4: Evaluation
Types of documentation:
• Effects on target
behavior
• Use of time-out
procedure
– Frequency
– Duration
Evaluation of the Use
of Time-out
Documentation elements:
• Date
• Student’s name
• Target behavior that resulted
in time-out
• Type of time-out used
• When time-out occurred
• Who gave time-out
•Time of onset of time-out
•When time-out ended
•Student’s behavior during time-out
•Whether student required
minutes of time-out
additional
•Student’s behavior following time-out
Evaluation of the Effects
of Time-out
Remember, time-out is a behavior
reduction procedure. If the target
behavior does not decrease, time-out is
not working and another procedure
should be implemented.
– You can expect fairly quick results for highfrequency behaviors;
– Low-frequency behaviors will take longer for
time-out to work.
Problem-Solving When Time-Out is
Not Working
If data indicate little or no change in target behavior,
answer these questions:
1. Has time-out been applied every time the target behavior
occurred?
2. Has the target behavior been adequately defined?
3. Was the student taught how to take time-out?
4. Have all sources of reinforcement been controlled while
the student is in time-out?
5. Are you sure that the function of the misbehavior is
attention?
Problem-Solving When Time-Out is
Not Working (cont.)
6. Is the time-in environment
reinforcement-rich? Does the
student receive high levels of
reinforcement for appropriate
behavior?
7. Has time-out been implemented
correctly by all personnel?
8. Has the student been required to
complete requests or tasks that
preceded the time-out?
Big Ideas!
• Time-out must only be used in conjunction
with an array of positive behavioral supports.
(Time-in must be reinforcing!)
• Use the least restrictive form of time-out
needed to effectively reduce the target
behavior
• Use of time-out must be documented, and the
effects monitored
Punishment guidelines
• Always take data to monitor effectiveness
–
–
–
–
–
Start/stop/duration
Staff person name
Behavior
Behavior during TO
Any negative “side effects”
• Always implement with high fidelity & by
highly skilled implementer
• Always involve student, family, etc. in decision
making
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
A new move
• We need to address the root causes of
behaviors that lead to suspension and
expulsion and provide alternative
disciplinary actions
– These practices might be called
“restorative discipline,” adapted from the
concepts and practices of “balanced and
restorative justice” commonly used in
juvenile and adult corrections and
treatment programs.
Schools That Reduce Disruption and
Delinquency
• Shared values regarding school mission and purpose
(admin, staff, families, students)
• Clear expectations for learning and behavior
• Multiple activities designed to promote pro-social
behavior and connection to school traditions
• A caring social climate involving collegial and supportive
relationships among adults and students
• Students have valued roles and responsibilities in the
school
– How is your school doing?
– Bryk, A. S., & Driscoll, M. E. (1988). The High School as
Community: Contextual Influences and Consequences for
Students and Teachers.
1/21/2014
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Relationship between Academics and Behavior:
What We Know
System Level: An Ounce of Prevention is Worth a Pound of Cure
Focus on Conditions of Teaching…Not Conditions of Students.
Prevent
Decrease
worsening and
development of reduce intensity
new problem
of existing
behaviors
problem
behaviors
Eliminate
triggers and
maintainers of
problem
behaviors
Teach, monitor,
and
acknowledge
appropriate
behavior
Relationship between Academics and Behavior:
What We Know
Academic Instruction
Tertiary Interventions
 Individual Students
 Intensive
 Correction
Secondary Interventions
 Some Students (AtRisk)
 Targeted
 Remediation
Universal Interventions
 All Students
 School-Wide
 Prevention
Behavior Instruction
10-20%
20-30%
50-60%
Tertiary Interventions
 Individual Students
 Intensive
 Correction
1-5%
5-10%
80-90%
Secondary Interventions
 Some Students (AtRisk)
 Targeted
 Remediation
Universal Interventions
 All Students
 School-Wide
 Prevention
Teaching Academics and Behavior:
What We Need To Know
Classroom Level: Questions to Drive Instruction
Essential Questions to Ask
Teaching Academics
Teaching Behavior
What skills do I want my kindergarten
class to know and do…
What skills do I want my kindergarten
class to know and do…
What do I want my 9th grade English I
students to know and do …
What do I want my 9th grade English I
students to know and do …
What skills do my students need to be
successful?
What skills do my students need to be
successful?
What are the skills that help students
succeed in school?
• ???
Jeffrey Sprague, Ph.D.
jeffs@uoregon.edu
Teaching with poverty (and stress) in
mind
• Poverty is a chronic and debilitating condition
that results from multiple adverse synergistic risk
factors and affects the mind, body and soul
–
–
–
–
–
–
Situational poverty
Generational poverty
Absolute poverty
Relative poverty
Urban poverty
Rural poverty
Outcomes
• Emotional and social challenges
–Emotional and Behavioral Problems
–Depression
–Peer Rejection
–Lack of impulse control
• Acute and chronic stressors
• Cognitive lags
• Health and safety issues
Acute and Chronic Stressors
• Stress is the physiological response to the
perception of loss of control resulting from an
adverse situation or person
– Acute
• Severe stress or trauma
– Chronic
• High stress sustained over time
• Chronic stress is more common and exerts a more relentless
influence on children’s day to day lives
• Allostatic load is “carryover” stress
– “hot responder” or “not motivated”
The Effects of Toxic Stress on Brain
Development in Early Childhood
• The ability to manage stress is controlled
by brain circuits and hormone systems
that are activated early in life. When a
child feels threatened, hormones are
released and they circulate throughout
the body.
Prolonged exposure to stress hormones can impact the
brain and impair functioning in a variety of ways.
• Toxic stress can impair the connection of brain circuits and, in
the extreme, result in the development of a smaller brain.
– Brain circuits are especially vulnerable as they are
developing during early childhood.
• Toxic stress can disrupt the development of these circuits.
• This can cause an individual to develop a low threshold for stress, thereby
becoming overly reactive to adverse experiences through-out life.
– High levels of stress hormones, including cortisol, can
suppress the body’s immune response. This can leave an
individual vulnerable to a variety of infections and chronic
health problems.
– Sustained high levels of cortisol can damage the
hippocampus, an area of the brain responsible for learning
and memory.
• These cognitive deficits can continue into adulthood.
Stress related disorder
• Perception of minimal control over stressors
• No idea how long the stressors will last, or how
intense they will remain
• Have few outlets through which they can release
the frustration caused by the stressors
• Interpret stressors as evidence of circumstances
worsening or becoming hopeless
• No social support for the duress caused by the
stressors
Chronic Stress
•
•
•
•
•
•
•
Linked to 50% or more of all absences
Impairs attention and concentration
Reduces cognition, creativity and memory
Diminishes social skills and social judgment
Reduces motivation and effort
Increases likelihood of depression
Reduces growth of new brain cells
Safe and Predictable
• Developing children need reliable
caregivers who offer high predictability,
or their brains will typically develop
adverse adaptive responses
– Deepen staff understanding
– Change the school culture from pity and
anger to empathy and empowerment
How stress affects behavior and
academic performance
• Emotional and Social Challenges
–Strong, secure relationships help
stabilize children’s behavior and
provide core guidance needed to build
lifelong social skills
• Attachment
• Attunement
Three strong relational forces:
Motivation
• Drive for reliable relationships
• Strengthening of peer socialization
– Drive for acceptance
– Peers, not parents have the greatest influence on
school-age students (Harris, 1998)
• Quest for importance and social status
– Quest to feel special (athlete, comedian,
storyteller, gang leader, scholar, style maverick)
Embody respect
• Give respect to students first, even when they
seem least to deserve it
• Share decision making in the class
• Avoid harsh directives
• Avoid demeaning sarcasm
• Model the process of adult thinking
• Prompt discipline through positive
relationships
Teaching
• Every proper response you don’t see at your
school is one that you need to be teaching
– Rather than telling kids to “be respectful.”
demonstrate appropriate emotional responses and
the circumstances within which to use them
– Allow students opportunities to practice applying
them
– It is developmentally normal for students to
misbehave about every three minutes. This should be
viewed as an opportunity teach, not stand in
judgment of their character (or that of their family!)
Embed social skills teaching into every
activity
• Teach basic but crucial “meet and greet” skills
• Embed turn taking skills in class
• Remind students to thank their classmates
after completing collaborative activities
• Implement SEL programs
– Empathy
– Anger management
– Impulse control
– Problem solving
Be Inclusive
• Always refer to “our school” and “our
class”
• Acknowledge students who make it
to class, and thank them for small
things
• Celebrate effort as well as
achievement
What to do
• Empower students
–
–
–
–
–
–
Teach conflict resolution skills
Teach anger management skills
Give responsibilities
Teach the value of restitution
Teach students to set goals
Role model how to solve real-world problems
• Give students a weekly life problem to solve collectively
– Teach social emotional skills
– Teach stress reduction techniques
Think Share and Pair
• Given the information about
supporting students under
stress, how does this affect the
way we are the “doing
business” of behavior support?
Questions to ask
• How can we make the behavior
support process
– Help students accept responsibility?
– Place high value on academic
engagement and achievement?
– Teach alternative ways to behave?
– Focus on restoring the environment and
social relationships in the school?
1/21/2014
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
• Why School Wide
Positive and Restorative
Discipline (SWPRD)?
• How to get from SWPBIS
to SWPRD
Why SWPRD?
• SWPBIS implementation commonly results in
fewer discipline referrals overall.
• Unfortunately, disparities in discipline referrals
across students from different racial/ethnic
backgrounds and sexual orientations tend to
remain
• Restorative Discipline (RD) has been associated
with reductions in racial disparities in discipline,
fewer disciplinary exclusions, and greater sense
of community
School Wide Positive Behavior Interventions
and Supports is….
• A systems-based strategy to create a “host
environment” in schools to reduce problem
behaviors
–
–
–
–
Three-tier intervention logic
Behavioral interventions
Team-based planning and implementation
Systematic use of student-level behavior data to support
decisions and improve program implementation
– Systematic use of intervention fidelity assessments to
guide implementation
– NOT a single “program”
Jeffrey Sprague, Ph.D.
jeffs@uoregon.edu
Sprague, J. R., & Walker, H. M.
(2010). Building safe and
healthy schools to promote
school success: Critical issues,
current challenges, and
promising approaches In M. R.
Shinn, H. M. Walker & G.
Stoner (Eds.), Interventions for
achievement and behavior
problems in a three-tier model
including RTI (pp. 225-258).
Bethesda, MD: : National
Association of School
Psychologists.
Targeted/
Intensive
(High-risk students)
Individual Interventions
(3-5%)
•
•
•
•
•
•
•
Intensive academic support
Intensive social skills teaching
Individual behavior management plans
Parent training and collaboration
Multi-agency collaboration (wrap-around) services
Alternatives to suspension and expulsion
Restorative Practices
Selected
(At-risk Students)
Classroom & Small
Group Strategies
•
•
•
•
•
•
•
Increased academic support and practice
Increased social skills teaching
Self-management training and support
School based adult mentors (check in, check out)
Parent training and collaboration
Alternatives to out-of-school suspension
Restorative Practices
(10-20% of students)
Universal
(All Students)
School-wide, Culturally Responsive
Systems of Support
(75-85% of students)
Jeffrey Sprague, Ph.D.
jeffs@uoregon.edu
•
•
•
•
•
Effective Academic Supports
School wide social skills teaching
Teaching school behavior expectations
Effective classroom management
Active supervision and monitoring in
common areas
• Positive reinforcement systems
• Firm, fair, and corrective response to
problem behavior
• Restorative Practices
Restorative Practices
• Alongside a general interest in restorative justice,
attention has turned to the development of restorative
justice practices in educational settings
• Restorative justice seeks to provide a much clearer
framework for restitution
• Offenses can result in sanctions but,
– The relationship damaged by the offense is the priority
– This damaged relationship can and should be repaired
– The offending individual can and should be reintegrated,
not only for the good of that individual but also for that of
the community as a whole.
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Restorative Practices
• Rather than simply punishing
offenders, restorative practices
hold students accountable for
their actions by involving them
in face to face encounters with
the people they have harmed.
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Restoration
Treatment
Sanctions
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Restorative Discipline
• Restorative practices used in schools is where:
– Staff members and pupils act towards each other
in a helpful and nonjudgmental way;
– Adults and students work to understand the
impact of their actions on others;
– There are fair processes that allow everyone to
learn from any harm that may have been done;
– Responses to difficult behavior have positive
outcomes for everyone.
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Why do we think it “works”
• Authoritative is more effective than
Authoritarian
• Social bonding
– Shame (positive)
– Empathy
– Commitment
• Impulse control
• Repair and Forgiveness
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Social Discipline Window
HIGH
Control (limit
setting, discipline)
LOW
1/21/2014
Punitive
Restorative
Neglectful
Permissive
Support
HIGH
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Compass of Shame
From Shame and Pride (Nathanson 1994)
Shame is the reaction to
interruption of any
positive affect
Avoid
Attack
Self
Attack
Other
Withdraw
Compass of Shame
• Attack Self
– Blaming oneself or putting self “down”
• Attack Other
– Blame others for what has been done
• Avoid
– Denial or escape
• Withdraw
– Pull away, try to “run and hide”
Responding to Shame Reactions
•Listen
•Acknowledge
•Give time
•Keep trying
Approaches to Achieving a Restorative
School
• Whole school
– School-wide PBIS
• Conferencing
– Class meetings
– Circles
• Mediation
– Truancy
– Conflict
• Suspension and expulsion alternatives
• Reintegration following referrals or suspension
– Needs a specific protocol
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Restorative Practices Continuum
Informal
Affective
statements
Formal
Affective
questions
Small,
impromptu
conference
Costello, B., Wachtel, J., & Wachtel, T. (2009).
The restorative practices handbook for
Teachers, Disciplinarians and Administrators.
Bethlehem, PA: International Institute for
Restorative Practice.
1/21/2014
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Group or
circle
Formal
conference
Teacher Behaviors
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Listen
Empathize
Honest/integrity
Open
Respectful
Firm and Fair
Encouraging
Explicit
Knowledge
Challenging
Set clear boundaries
Explain your actions
Realistic
Predictable
1/21/2014
•
•
•
•
•
•
•
•
•
•
•
•
Non judgmental
Believed in person
Humor & fun
Create learning environment
Affirming
Apologize - vulnerable
Being real
Share story
Compassion
Individual
Consistent
Forgive
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Person
Harmed
Community
Person
Who
Caused
Harm
Restorative Questions for the
“harmed”
• What did you think when you realized what
had happened?
• What impact has this incident had on you and
others?
• What has been the hardest thing for you?
• What do you think needs to happen to make
things right?
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Restorative Questions for “harmer”
•
•
•
•
What happened?
What were you thinking at the time?
What have you thought about since?
Who has been affected by what you did?
– In what way?
• What do you think you need to do to make
things right?
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Circles
Dialogue led by a skilled facilitator/mediator
• Identifies:
– What happened
– Who was harmed (can be individuals, school,
community at large) and nature of the harm
– Identifies appropriate restitution that stresses positive
change, growth and repair of relationships
• Often uses a written compact/contract to
memorialize the agreement
• Circles can be used to reintegrate; they can also
be used preventively (e.g., sensitivity/awareness
training)
Making Circles Work
• Set clear topics and goals for the outcome of the
circle
• Set a positive tone. If you are confident and
upbeat, the students will follow your lead
• Keep the focus. In a kind a supportive way, make
sure the conversation sticks to the goal you have
set
• Make students you allies. Tell students “I am
counting on you to speak up today.
• Always sit in the circle with students and
participate fully.
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Using Circles to Address Problem
Behavior: Tier Two
Using Restorative Circles to
Reintegrate: Tier Three
What is Community Conferencing?
A one time meeting where everyone who is either involved in
or affected by a crime or a conflict come together to…





hear what
happened
learn how
everyone’s been
affected
decide how to
repair the harm
60% reduction in
suspensions
97% Compliance
How to get from PBIS to RD
Tertiary:~5% of students
Individualized supports for
students with high-risk
behaviors
Secondary:~15%
of students
Additional
supports for
students with atrisk behavior
Primary:~80% of students
School & classroom systems
for all students, staff, &
settings
Most formal:
Formal Conferences
More formal:
Small circles
Peer mediation
Informal (relationship building/social
capital):
Primary RD Practices:
• Affective statements
• Affective questions
• Small impromptu conferences
• Proactive Circles/Class Meetings
Using RD within SWPBS
PBS
RD
Defining appropriate behaviors,
Defining appropriate behaviors/agreements,
e.g. showing consideration, appreciation, and acceptance
e.g. showing consideration, appreciation, and acceptance √
Proactively teaching what appropriate
Proactively teaching why
behaviors look like in the classroom and other agreements/appropriate behaviors are
school locations
necessary and benefit all,
e.g. responding to peers’ comments respectfully
e.g. using affective statements/questions, active listening,
proactive circles (Module 2)
Rewarding students who engage in
appropriate behaviors
Rewarding students who follow
agreements/engage in appropriate behaviors
e.g., tokens, privileges, student leadership roles √
Consequences for inappropriate behavior
that emphasize repairing harm that has been
done (e.g. impromptu conferences, restorative
e.g. tokens, privileges
Consistent consequences for inappropriate
behavior
conferences) (Module 3)
Data-based decision making
(often ODR focused)
Data-based decision-making: triangulation of
data: teacher (ODR) and student perceptions
(e.g. climate survey) √
Guided Practice Activity
• Students got into fight across the street from
the school and damaged store property.
What could be the Restoration and/or sanction?
• Two Boys Hurling Racial Insults get into a fight
What could be the Restoration and/or sanction?
• Boys Kick in Neighborhood Fence and police were
called
What could be the Restoration and/or sanction?
What “they” did.
Students got into fight across the street from the
school and damaged store property.
(Annie Petrie, Napa High)
• Restoration – Families offered to pay for damage in
store across the street. Instead of a 5 day suspension
provided students with a choice to reduce
suspension days and volunteer for “College Night” as
an act of community service.
• Treatment – Student wrote reflective essays– many
did not think they could go to college but after an
evening helping host the event are interested in
applying for colleges and financial aid!
What “they” did.
Two Boys Hurling Racial Insults and Fought
(Lillian Zmed, Counselor ACHS)
• Restoration - One boy had to write a paper on
hate speech and the other had to apologize.
• Treatment – The one who tackled the other
had to learn how to express his feelings in
more constructive ways and will be attending
some anger management sessions with the
school counselor.
What “they” did.
Boys Kick in a Fence on the Way home from
School and Police were called
(Deb Wallace, NVLA)
• Principal took the boys to the house and they
apologized
• They painted the fence on 2 Saturdays, bringing
their HS aged special ed brother
• The couple declined to press charges
• Neighbor invited boys to play guitar with him in
his garage studio.
Restorative Practice: What would you do?
Restoration
George Gang
Banger
Molly
Coddle
Recruiting freshmen
for gangs
Mel Content
Cy
Cology
Thrown out of multiple
classes for putting
head down on table
and not working
Jack Daniels
Molly
Coddle
Brought whisky flask in
backpack
Benton
Destruction
Cy
Cology
Vandalized desk –
drew on it with
Sharpie
Contribute to
school by
tutoring World
History to 10th
graders during
intervention
time
Sanction
Treatment
Restricted area for Reteach
lunch time – away expectations for
leaving gang
from 9th graders
affiliations off
campus, refocus
on job here to
learn
Get a Vision!
• What are the key issues you would need to
consider if you were going to help a school [or
organization] implement restorative practice?
• What would be happening in a school that has
fully integrated restorative practice?
• What would ‘restorative classroom’ look like?
• What would ‘teaching and learning’ look like?
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
SWPBIS















Restorative Justice/Discipline
Assumptions/Theory
Applied Behavior Analysis

A restorative environment provides the context for restorative
Implementation Science (Finsen, Naomi, Blasé, Friedman, &
practices
Wallace, 2005)

Control Theory (Li & Mustanski, 2012)
Human Performance (Gilbert, 1996)
Host Environment (Jones et al., 2009)
Practices
Building-level PBIS team established to guide needs assessment, Whole school prevention
planning and integration with school improvement
•
Educators are models of restorative practice
Consistent school wide expectations that are taught and followed •
Physical environment promotes an ethos of care
by all students and staff
•
Emotional environment promotes an ethos of care
Students are acknowledged for their success in meeting
•
School policies and practices focus on restoration
expectations
–
Conflict resolution
Decisions regarding interventions are based on data collected on
–
Flexible policies
student behavior
• Differentiated discipline
A continuum of responses to rule infractions is used consistently Restorative Responses to Problem Behavior
by all staff

Reintegration following office referrals or suspension
Routine collection and summary of discipline data to identify

Conferencing
school wide, classroom and individual student needs

Class meetings
System improvement decisions based on outcome data

Circles
Firm but fair consequences for misbehavior are clearly defined

Mediation

Conflict Resolution
Research Base
Two randomized control trials in elementary schools (C.P.

Multiple case study reports in U.S. and Canada (Leff, Kupersmidt,
Bradshaw, Koth, Thornton, & Leaf, 2009; Lynne-Landsman,
Patterson, & Power, 1999; Lewis, 2009; Marini, Dane, Bosacki, &
Bradshaw, & Ialongo)
YLC-CURA., 2006; Sumner, et al., 2010)
One completed randomized control trial in middle schools
(Sprague et al.,)
Multiple single subject studies and evaluation studies
documenting positive effects (C. P. Bradshaw & Garbarino, 2004)
1/21/2014
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Suspension and Expulsion
Alternatives
Sample forms and tables
What are alternatives to out of school
sanctions?
• Supervised suspension rooms
• Alternative education
• Parent accompany student to
school
• Community Service or Service
Learning
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Ten Alternatives to Suspension
• Problem solving, contracting (Solution Focus
questions; fix-it plans; Restorative Questions I&II)
• Restitution (in-kind) (Gossen’s Restitution)
• Mini-courses or skill modules (Ripple Effects
computer course, smoking cessation classes)
• Parent involvement/supervision (parent is part of
behavior contracts, participation in an RJ conference)
• Counseling (check on associated experiences—see MSS
Bullying Analysis)
From Ten Alternatives to Suspension,
Reece L. Peterson and Russ Skiba
• Community service (Associated with the infraction; as
part of an RJ agreement to repair harm; YouthBuild Programs)
• Behavior monitoring (Truancy Officer)
• Coordinated behavior plans (SAT meetings)
• Alternative programming (Check and Connect,
Skills Assistant)
• Appropriate in-school suspension—
academic, behavioral and social (In-school
suspension with Chemical Health RJ guy)
American Bar Association report on Zero Tolerance
• “…three programs that have been shown to be
effective in reducing the risk of violence or
disruption are highlighted: bullying prevention
(primary), threat assessment (secondary), and
restorative justice (tertiary).”
– http://www.apa.org/ed/cpse/zttfreport.pdf.
– http://www.abanet.org/crimjust/juvjus/zerotolreport.html, American Bar Association
report on Zero Tolerance
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Between a Rock and a Hard
Place
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
124
Jeffrey Sprague, Ph.D.
(jeffs@uoregon.edu)
125
Restorative Discipline Resources
• United States Department of Education (2014). Guiding Principles: A
Resource Guide for Improving School Climate and Discipline. Washington,
D.C.,: U.S. Department of Education. www.ed.gov/school-discipline
• Classmates not Cellmates
– www.fightcrime.org/ca
• Fix School Discipline Toolkit
– http://www.fixschooldiscipline.org/
• Bob Costello, Joshua Wachtel and Ted Wachtel (2009). The Restorative
Practices Handbook for Teachers, Disciplinarians and Administrators
– http://www.iirp.edu/oscommerce2.3.1/catalog/product_info.php?products_id=189
• National Summit on School – Juvenile Justice Partnerships – www.schooljusticesummit.org
1/21/2014
Next Steps and Questions