The threat of school violence plagues high school campuses nationwide. To thwart violent student behavior and create a safe school environment, schools often utilize punitive disciplinary practices. These practices, often referred to as zero-tolerance policies, essentially transform schools into law enforcement models focused on punishment and the exclusion of students from the educational setting. Conversely, restorative justice practices, specifically Circles, provide students with an opportunity to resolve conflicts through dialoguing, problem-solving, building relationships and reflecting on their behavior. Used in conjunction with traditional disciplinary practices, Circles can provide schools with an additional tool to teach appropriate behavior. Currently, there is limited research examining the impact of the Circle process on student behavior and school climate relative to student discipline. The purpose of this study was to examine the use of restorative justice practices, specifically Circles to address behavioral infractions among high school students. The findings of this study add to the current literature surrounding school disciplinary theory and practice and provide school administrators with another option for addressing student behavior. A qualitative case study approach was utilized to examine the impact of Circles at one high school. Thirteen participants were interviewed during a week long visit to West Valley High School (identified by pseudonym). Interviews responses were transcribed, analyzed and coded into themes representing the experiences of the participants in the Circle process. The data for this study revealed the following research findings: (a) the school employed a restorative approach to discipline which included the use of Circles as a complement to traditional disciplinary procedures, (b) the Circle process at WVHS led to the elimination of further behavioral infractions among Circle participants, (c) the Circle process provided students with increased opportunities for conflict resolution and learning, (d) the Circle process provided a forum for students' to discuss personal issues unrelated to the original conflict, and (e) the Circle process had a positive impact on student behavior and the participants' perception of school climate relative to student discipline.

Indiana University-Purdue University Indianapolis (IUPUI) / The PeerSpirit Circle is a non-hierarchical, intentional, and relationship-centered practice of collaboration. There is a lack of scientific knowledge about the phenomenon of the PeerSpirit Circle in nursing or its potential impact on nursing practice, education, research, and the evolution of the profession and health care. The health care milieu is often entrenched in ways of being that do not support sustained change. For vitality to prosper and creativity to abound, paradigmatic shifts and new models of practice that emphasize collaboration are being called for. The purpose and aims of this phenomenological research study are to explore and give voice to the experiences of nurses who have participated in the PeerSpirit Circle model of practice with other nurses. The study includes interviews from five registered nurses from Canada and the United States conducted from 2009–2010 and interpreted from a Gadamerian philosophical hermeneutic perspective. The research findings reveal three themes: (1) experiencing the Circle container” where participants begin to understand the value of intentional preparation of the interpersonal space for safe human interaction and stronger collaboration—there are experiences of gathering, protecting, appreciating ritual, and sharing stories; (2) Experiencing space where protected space seems to be the essential element to inspire the presencing of participants with self and other, which in turn engenders genuine dialogue, a sense of sacred space, and freedom to be authentic; and (3) Experiencing our humanity, an unfolding theme, where participants experience reconnection with and understanding of their deeper humanity, stronger congruence with their core values, deeper experiences of caring and courage, personal and professional growth, and a profound appreciation for belonging to a lineage of nurses. The findings inspire a deeper understanding of barriers to congruence between values and action in nursing and nurses’ need to acknowledge, honor, support, and protect each other’s vulnerability. The implications for nursing practice, education, and research show that the PeerSpirit Circle model is a beneficial for use in all settings.