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Repairing Harm Using Restorative Practices to Build Community

Repairing Harm Using Restorative Practices to Build Community. Josh Durbin, Larry Long, and Katie Lowden Michigan State University. Overview: Restorative Justice at MSU Overview of Restorative Justice and Restorative Principles Description of the use of Restorative Justice at MSU

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Repairing Harm Using Restorative Practices to Build Community

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  1. Repairing Harm Using Restorative Practices to Build Community Josh Durbin, Larry Long, and Katie Lowden Michigan State University

  2. Overview: • Restorative Justice at MSU • Overview of Restorative Justice and Restorative Principles • Description of the use of Restorative Justice at MSU • Application of Restorative Justice to different student affairs functional areas • Limitations of Restorative Justice • Questions and Answers?

  3. Circle Questions: (1) Please state your name and your affiliation; (2) How familiar are you with Restorative Justice? Are you new to the concept, somewhat familiar, or familiar?

  4. Why RJ @ MSU? “As we build on our heritage to move from land-grant to world-grant, our actions and plans must stem from . . . our three core, interwoven values: quality, inclusiveness and connectivity.” Lou Anna K. Simon, President Michigan State University • Inclusiveness: a belief in the value of varying perspectives and a promise of mutual respect. . . . A community that offers and respects a broad range of ideas and perspectives. We embrace a full spectrum of experiences, viewpoints and intellectual approaches • Connectivity: align our assets to reinforce and enhance one another . . . working as creatively as possible . . . Organically build connections so that each part of our institution can enhance and benefit from the others.

  5. At MSU, we are developing life-long learners by engaging student residents in restorative justice for a variety of situations beyond misconduct. • We are implementing RJ in residence halls and neighborhoods, embedding tools such as circles and a restorative approach to a variety of community-building and minor conflict situations students face every day such as: • Interpersonal Conflicts • Room-mate disputes • Staff disagreements • Bias incidents • Vandalism • Assaults • Theft • Other • Here is how we define our approach http://vimeo.com/24566473

  6. Two Approaches • Traditional Discipline Asks: • Restorative Justice Asks: • What rules have been broken? • Who did it? • What do they deserve? • Who has been hurt? • What are their needs? • Who has the responsibility to make things right to restore relationships? Howard Zehr, From his Keynote Address to the 12th International Institute for Restorative Practices, October 2009 Restorative Justice is central to the way many aboriginal cultures from Native American to Maori resolve conflict and address misconduct. Here in the U.S., Restorative Justice emerged in the criminal justice system and moved into juvenile justice and school discipline.

  7. In addition to its focus on healing rather than punishment, Restorative Justice: • Provides an option for addressing situations where harm has resulted, but no rule has been violated. • Actively engages all those directly affected by conflict or misconduct—victim, members of the community, supporters—who talk together about what happened and lay out actions necessary to make things right. • Accountability is based on the expectation that the person who caused the harm will complete the steps defined by those affected. • It is based on respect and collaboration around a shared experience or issue.

  8. MSU’s Practical Use of RJ Principles • Using RJ principles to resolve day-to-day conflict between students • RJ philosophy embedded within student disciplinary process • Circles and conferences used to resolve: • Classroom disruptions • Study abroad conflicts • Alternative Spring Break misconduct • Employee disputes in residence life • Piloting “Community Impact Panel” for marijuana

  9. MSU is pioneering a holisticintegration of Restorative Justice (RJ) in our residence hall culture. • So far, we have: • Certified all full-time and graduate Residence Life staff. • Trained all undergraduate Residence Life staff in RJ principles and practices. • Developed a website with a variety resources and links. • Hosted RJ symposia in spring 2011 and 2012. • Developed training and educational materials.

  10. RJ Student Staff Survey • Assess student staff use within Residence Life • Disseminated survey to 451 students • 13 questions; 95 response options • Response rate: 47%

  11. Applying Restorative Justice Practices • Admissions • Financial Aid • Fraternity/Sorority Life • Service Learning and Civic Engagement • Staff Development

  12. Limitations • Buy-in from constituents • Takes time • Not appropriate for all situations • Requires active participation • Offenders have to admit or acknowledge responsibility

  13. Overview: • Restorative Justice at MSU • Overview of Restorative Justice and Restorative Principles • Description of the use of Restorative Justice at MSU • Application of Restorative Justice to different student affairs functional areas • Limitations of Restorative Justice • Questions and Answers?

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