This phenomenological qualitative study examined school leaders' perceptions of using restorative practices within their schools. Participants included twelve school leaders who had experience with utilizing and implementing restorative practices. School leaders included: principals, assistant principals, deans, and administrative assistants. Research indicates that restorative practices are adapted to support specific school goals. Restorative practices are not practiced in isolation, as school leaders often couple restorative justice with social-emotional learning, trauma-informed practices, and other social-emotional supports. Restorative practices are tied closely to CASEL’s social emotional framework. Data were collected via semi-structured interviews using a virtual platform. Themes that emerged from the analysis of data included: (a) other staff members help support effective implementation and support of restorative practices; (b) other social-emotional supports, including trauma-informed practices support restorative practices; (c) relationships between staff and students are at the core of restorative practices; and (d) restorative practices positively influence students and the overall school climate. Restorative practices implementation and utility are informal systems influenced by the school leaders' commitment to their implementation.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-05-26T13:37:22Z No. of bitstreams: 1 Liliane Claro de Rezende.pdf: 7854798 bytes, checksum: eabb771596b0c829a559381ee5baf4c3 (MD5) / Made available in DSpace on 2017-05-26T13:37:23Z (GMT). No. of bitstreams: 1 Liliane Claro de Rezende.pdf: 7854798 bytes, checksum: eabb771596b0c829a559381ee5baf4c3 (MD5) Previous issue date: 2017-03-31 / The purpose of this study was to analyze the implementation of Restorative Justice as an educational public policy to solve conflicts, in the city of São Caetano do Sul, greater São Paulo, in 2005. Specific objectives were as follows: a) To identify what factors contributed (or contribute) to the continuation (or not) of the Program; b) To analyze the possible results achieved in the last 11 years, regarding the schools involved or studied in this research. The relevance of this research is because those restorative practices in the schools of São Caetano do Sul were pioneering actions that contributed to further implementation of this public policy in several other cities in the state of São Paulo in the following years. The methodology to collect data for this research included bibliographic research on the topic (Restorative Justice. Restorative Practices. Educational Public Policies. São Caetano do Sul City) as well as document research (based on Acts, Executive Orders, Resolutions, Ministerial Orders, official documents about the implementation and first results of restorative practices in the city of São Caetano do Sul). It can be determined that the project called ¿Justice and Education: a partnership for citizenship¿, implemented in São Caetano do Sul, in 2005, can be considered the foundation for the implementation of Restorative Justice in the Brazilian Educational System. As a pilot, the project had both positive results as well as aspects that needed to be reassessed, once they prevented the project to be fully implemented in all schools. Positive aspects comprised: a) the strengthening of the partnership between the Legal and Educational systems in the State of São Paulo; b) New restorative practices, with different frameworks, that emerged during the process and were adopted in São Caetano do Sul and other cities; c) New Agents of Change that stood out in many schools, and by bringing them to other schools in the State it helped to spread the concept of Restorative Justice and its applications in the Educational field; d) The pursue of the ideal of Restorative Justice in São Caetano do Sul and continuing training programs for educators; e) The network to ensure Rights of Children and Teenagers has been organized, implemented and is now in full use; f) The concept that Formal Education is a task that does not belong only to schools, but also to all institutions in a ¿territory¿ (the educational field) and involves the family, has been consolidated; g) systematization and external evaluation of projects called ¿Justice and Education¿ in the cities of São Caetano do Sul, Heliópolis and Guarulhos, have been recorded as books and become available online, which enabled the reproduction and multiplication of the Restorative Justice approach in many cities in the state of São Paulo and in other states in Brazil. Aspects that, according to other implementations, need to be reassessed: a) the need of a career plan for teachers who perform restorative circles; b) a wider dissemination of the principles of restorative justice within the community and the school environment, so that everyone can contribute for the construction of a more democratic society; c) close monitoring, by the governmental agencies, regarding training programs and monitoring projects in progress, besides d) continuous investment both financial and of personnel. Finally, it is possible to conclude that São Caetano do Sul has become an incubator for Restorative Justice in Brazil ¿ and its educational system. It is important to point out, though, that only through a more democratic school education will the wide and full implementation of Restorative Justice in Brazilian schools be possible. / O presente estudo teve como objetivo avaliar a implementação da Justiça Restaurativa no município de São Caetano do Sul como política pública educacional de resolução de conflitos, iniciada em 2005. Os objetivos específicos consistiram em: a) Identificar quais fatores contribuíram (ou contribuem) para a continuidade (ou não) do Programa; b) Analisar os possíveis resultados obtidos no decorrer dos últimos 11 anos, tendo em vista as escolas envolvidas ou pesquisadas. A relevância no desenvolvimento desta pesquisa justifica-se pelo fato de que, as práticas restaurativas nas escolas de São Caetano do Sul consistiram em uma ação pioneira, que contribuíram para a posterior implantação desta política pública em diversos outros municípios paulistas no decorrer dos anos seguintes. A metodologia utilizada para o desenvolvimento deste estudo foi composta por pesquisa bibliográfica acerca da temática (Políticas Públicas, Justiça Restaurativa, Práticas Restaurativas, Violência nas escolas), e pesquisa documental (com base em Leis, Decretos, Resoluções, Portarias, documentos oficiais sobre a Implementação e os resultados parciais das práticas restaurativas no município de São Caetano do Sul, além de depoimentos de profissionais envolvidos neste processo nas escolas de São Caetano do Sul). Conclui-se que o Projeto ¿Justiça e Educação: parceria para a cidadania¿, implementado no município de São Caetano do Sul em 2005, pode ser considerado um marco inicial na implantação da Justiça Restaurativa na Educação brasileira. Como projeto piloto, foi marcado por resultados positivos e também por pontos que necessitam ser reavaliados, uma vez que impediram a proposta de se disseminar entre as escolas. Os pontos positivos são os seguintes: a) o fortalecimento da parceria entre sistema de Justiça e o sistema educacional no Estado de São Paulo; b) o surgimento e adoção de práticas restaurativas de diferentes formatos passaram a ser adotadas em São Caetano e outros municípios; c) Agentes de mudança surgiram em muitas escolas e seu deslocamento para outras escolas do Estado possibilitou a disseminação do conceito de Justiça Restaurativa e suas aplicações ao campo da educação; d) a persistência do ideal de Justiça Restaurativa no município de São Caetano do Sul e a continuidade do processo formativo de educadores; e) A rede de atendimento aos direitos da Criança e do Adolescente foi efetivamente organizada e está em funcionamento. f) Incrementou-se a visão de que educar não é tarefa apenas da escola, mas de todas as instituições de um território (o território educativo), em articulação com a família; g) a sistematização e avaliação externa dos projetos ¿Justiça e Educação¿ em São Caetano, Heliópolis e Guarulhos, registradas em livros disponibilizados on-line, facilitaram a recriação e disseminação da abordagem da Justiça Restaurativa em inúmeros municípios de São Paulo e outros estados do Brasil. Os aspectos que, em outras implementações necessitam ser revistos são os seguintes: a) a necessidade de um plano de carreira para os professores que atuam nos círculos restaurativos; b) maior divulgação dos princípios da justiça restaurativa na comunidade e no ambiente escolar, para que todos possam contribuir para a construção de uma sociedade mais democrática; c) maior acompanhamento dos órgãos governamentais nos processos de formação de profissionais e andamento dos projetos, d) além de constantes investimentos financeiros e de pessoal. Por fim, é possível afirmar que São Caetano do Sul tornou-se uma sementeira da Justiça Restaurativa no Brasil ¿ e em sistemas educacionais brasileiros. É importante destacar, no entanto, que somente a constituição de uma educação escolar mais democrática possibilitará o amplo desenvolvimento da Justiça Restaurativa nas escolas de nosso país.

No description available.

The purpose of this qualitative ethnographic study was to addresses how the existence of counterspaces influences the psychological well-being of offender-labeled youth transitioning back into society. A counterspace has been defined as a social setting where two or more individuals come together to challenge deficit notions. No longer is recidivism solely being placed on offender-labeled youth that reside within juvenile correctional facilities, therefore the need for innovative programs that help develop resistance narratives and promote reengagement with the educational system are needed. In this 12-week qualitative ethnographic study the two concepts of restorative practices and narrative identity work are blended together and reconceptualized to create something new Restorative Identity Work. From an ontological perspective, the educational experiences within the counterspace (Room 21) was shared utilizing a musical playlist. The playlist is used to provide a thick description of the 12-session leadership group that was designed to be a resource for offender-labeled youth to become eligible for the high school Student Council within the correctional facility. Through the use of journals, theme songs, restorative practices, and narrative identity work, offender-labeled youth gradually gained a deeper understanding of their role in social narratives. The leadership group resulted in six out of nine offender-labeled youth becoming members of the Student Council and fostered the development of resistance narratives for all nine students.

Abstract Adverse Childhood Experiences and Trauma-Informed Schools: Restorative Practices for Social and Emotional Behavior Issues in Education by Heather Easterling The purpose of this study was to determine whether factors in school climate and culture and the educator's role in evaluating adverse childhood experiences (ACEs), trauma-informed situations, and disruptive classroom behaviors, enable a school to generate interventions needed to help students succeed. This qualitative study evaluated the ACEs and the relationships traumatic incidents had on disruptive classroom behaviors that teachers experienced with students. Although there is emerging research regarding ACEs and trauma-informed schools, there are multiple factors that facilitate the relationship between ACEs and disruptive classroom experiences. Data collection strategies included the use of interview procedures and document review. This evidence was gathered from teachers who provided their experiences with disruptive classroom behaviors and their experiences with behavior intervention programs such as RTI2B (Response to Instruction and Intervention for Behavior) and trauma-informed practices. Analysis of data occurred in three phases: (a) categorization based on emergent themes from the interviews, (b) constructing the explanation in narrative form, and (c) re-examination of the collected data concerning discipline referrals, school climate surveys, and attendance surveys. This research study provided insight into experiences teachers had with disruptive classroom behaviors. The experiences showed implementation of trauma-informed practices, a positive behavior program, and the need for a support system for teachers to be able to better reach students who have experienced ACEs that are related to disruptive classroom behaviors. The results revealed that there were direct factors that determined that the relationship between ACEs and trauma were consistent with disruptive classroom behaviors.

This phenomenological study captured the experiences of elementary educators with the purpose of gathering their perceptions of the use of restorative practices and positive behavior supports in their schools with a particular focus on how these programs influenced school climate, their professional efficacy, and their job satisfaction. Results of interviews lead to the emergence of seven major themes, which were the importance of understanding the underlying causes of student behavior, change, common practices of positive behavior supports and restorative practices, benefits for students, benefits for educators, struggles with implementation, and suggestions for implementation. These findings led to the identification of seven implications for practice and six recommendations for future research.

The purpose of this phenomenological qualitative study was to explore the lived experiences of school counselors who address the mental health needs of students through at least one of the following educational evidenced-based programs: Positive Behavior Intervention and Supports, Response to Intervention, Restorative Practices, and Student Assistance Program. EBPs have evolved as a staple of quality educational programming with a focus on best practices, data, and accountability. Over the past several decades, school counselors have struggled to demonstrate efficiency, accountability, and transparency consistently in counseling outcomes (Generali, Foss-Kelly, & McNamara, 2013). Recent literature in school counseling embraces the movement toward evidenced based practices to urge counselors to demonstrate their capacity for leadership, advocacy, and accountability (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014; Goodman-Scott, Betters-Bubon, & Donohue, 2015). Six significant themes emerged through data analysis: 1) Cultivating advocacy and leadership skills; 2) Recognizing benefits of EBP integration; 3) Being frontline in mental health as personal-social domain dominates school counselor role; 4) Collaborating and consulting with school and community stakeholders; 5) Needing supportive environment to promote mental wellness; and 6) Navigating EBP implementation challenges. Findings from this study suggest that promoting mental wellness using EBPs is conducive to address the personal social needs of students. Moreover, the school counselor participants indicated that the EBPs reviewed were valuable school reform models as the EBPs address students’ mental health needs. The findings also suggest that school counselors, as key educational stakeholders, should be included in the discourse of EBP advancement, execution, and assessment.

No description available.

No description available.

Zero-tolerance discipline policies have been in use in U.S. schools for almost 25 years. Since their enactment in the 1990s, researchers have found that zero tolerance disciplinary policies and practices can cause students to enter the school-to-prison pipeline. The purpose of this qualitative case study was to understand the perceptions of middle-school male students of color regarding the discipline process on a campus that supplemented zero-tolerance discipline with restorative practices (RPs). Additional intents of this study were to discover the challenges students encountered when they returned from a disciplinary alternative education program (DAEP) and determine whether RPs helped or hindered their transition to the home campus. Six middle-school male students of color who were placed at the district's DAEP and returned to their home campus participated in the study. The conceptual framework was based on Braithwaite's concept of stigmatized shame following an exclusion and Nathanson's human reactions to shame. The study yielded seven major themes: (a) student perceptions of exclusion, (b) behaviors related to exclusion from school, (c) human reactions to shame—attacking others, (d) human reactions to shame—avoidance, (e) the need for reintegration and acceptance, (f) traumatic events, and (g) dissonance in the discipline process.