1. Peer Mediation and Restorative Practices: A Two Tiered Approach Presenter: Jeff Thornborrow Prepared for CMHO OACAS Joint Conference 2008

2. Overview Restorative Practices and Peer Mediation; –Descriptions; –similarities and differences. What we’re doing: NNDSB and ACFS; –Our successes; –Our challenges. Where you go after leaving here; –Needs for implementation in your area; –Challenges for you as you move forward; Conclusion. Restorative Practices and Peer Mediation; –Descriptions; –similarities and differences. What we’re doing: NNDSB and ACFS; –Our successes; –Our challenges. Where you go after leaving here; –Needs for implementation in your area; –Challenges for you as you move forward; Conclusion.

3. Peer Mediation and Restorative Practices

4. Peer Mediation Bringing together two students in conflict through an interactive meeting for the purpose of resolution and prevention of further conflict between one another. This process is completed by an objective facilitator who is also a student.

5. Peer Mediation - Structure Student Facilitator Co-Facilitator

6. Peer Mediation - Process 1.Introduction 2.The stories 3.Review (or labeling the issues) 4.Brainstorming 5.Agreements 6.Closure 7.Follow up 1.Introduction 2.The stories 3.Review (or labeling the issues) 4.Brainstorming 5.Agreements 6.Closure 7.Follow up

7. Restorative Practices Bringing together people who commit, or participate in, an offending behaviour with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of repairing harm that was the result of that offence. This process is done by a objective facilitator.

8. Restorative Practices-Structure Facilitator Co-Facilitator Victim Offender Support

9. Restorative Practices - Process 1.Introductions; 2.The Story; 3.The agreement; 4.Closure; 5.Follow up. 1.Introductions; 2.The Story; 3.The agreement; 4.Closure; 5.Follow up.

10. Why Combine Them? Blend well –Have same values, goals, etc. Judicial setting vs. school setting –A real fit for all RP in the school setting…not just judicial setting Degrees of harm –Smaller offences – peer facilitation –Larger offences – admin facilitation Clarity of ‘victim’ and ‘offender’ –RP usually has clear victim and offender –PM doesn’t - school incidents don’t Student learning –Teaches students conflict resolution skills, listening skills, problem solving, meaningful accountability, etc. – Teachable moments Blend well –Have same values, goals, etc. Judicial setting vs. school setting –A real fit for all RP in the school setting…not just judicial setting Degrees of harm –Smaller offences – peer facilitation –Larger offences – admin facilitation Clarity of ‘victim’ and ‘offender’ –RP usually has clear victim and offender –PM doesn’t - school incidents don’t Student learning –Teaches students conflict resolution skills, listening skills, problem solving, meaningful accountability, etc. – Teachable moments

11. Merging the Two Opportunities Conflict resolution Processes are very similar Proven effectiveness Values and goals are similar Opportunities Conflict resolution Processes are very similar Proven effectiveness Values and goals are similar Hindrances Time Money Minor differences –Breaking bread –Facilitators role Hindrances Time Money Minor differences –Breaking bread –Facilitators role

12. Near North District School Board and Algonquin Child & Family Services

13. NNDSB and ACFS 30 conferences; 175 participants; 22 suspensions shorted as a result of the conference; 5 suspensions avoided as a result of the conference Only 3 cases of recidivism rate for all conferences; Feedback form administered to all participants. 30 conferences; 175 participants; 22 suspensions shorted as a result of the conference; 5 suspensions avoided as a result of the conference Only 3 cases of recidivism rate for all conferences; Feedback form administered to all participants. Successes

14. Name:. Date:. Please read each question below. Answer by circling the one (1) number that best describes how you feel about your conference experience. Do you feel all other participants heard and understood your side of the story? 12345 No a few listened/ some listened/ most listened/ Yes understood understood understood Do you feel you were given the opportunity to have input in designing the conference agreement? 12345 No a little bit somewhat mostly Yes Do you feel the agreement that was reached today is fair and satisfying to everyone involved? 12345 No a little bit somewhat mostly Yes Do you feel this conference was worthwhile and valuable to you? 12345 No a little bit somewhat mostly Yes Do you feel this conference was worthwhile and valuable to other participants? 12345 No a little bit somewhat mostly Yes Do you feel the issue/incident has been resolved? 12345 No a little bit somewhat mostly Yes Overall, how do you rate your conference experience? 12345 awful poor fair good excellent Other comments: This form is intended for data collection purposes only. Participants’ names will not be used in processing the information collected.

15. NNDSB and ACFS Do you feel all other participants heard and understood your side of the story? Do you feel you were given the opportunity to have input in designing the conference agreement? Do you feel the agreement that was reached today is fair and satisfying to everyone involved? Do you feel this conference was worthwhile and valuable to you? 91.5% - All or most listened 96.6% - Yes or mostly 93% - Yes or mostly 93.2% - Yes or mostly

16. NNDSB and ACFS Do you feel this conference was worthwhile and valuable to other participants? Do you feel the issue/incident has been resolved? Overall, how do rate your conference experience? 93.2% - Yes or mostly 91.5% - Yes or mostly 94.9% - Excellent or good

17. Difficulties Money; Time; Geography; Staff support; Status quo. Difficulties Money; Time; Geography; Staff support; Status quo. NNDSB and ACFS

18. Where do you go from here?

19. Steps to Succeed First thing’s first… Access the administration. Get your administration on board! First thing’s first… Access the administration. Get your administration on board!

20. Steps to Succeed Why bring Restorative Practices into the school? –What needs currently aren’t being met with the punitive approach? –What do I hope to achieve with Restorative Practices (goal setting)? Why bring Restorative Practices into the school? –What needs currently aren’t being met with the punitive approach? –What do I hope to achieve with Restorative Practices (goal setting)? Define the project

21. Steps to Succeed Bringing together students who commit, or participate in, an offending behaviour at or against the school with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of maximizing the teachable moment and to repair the harm that was the result of that offence. Bringing together people who commit, or participate in, an offending behaviour with those who were directly victimized or impacted by the behaviour through an interactive meeting for the purpose of repairing harm that was the result of that offence. Define the project

22. PMRP - Structure Victim/ offender Offender /victim Support Co-Facilitator Facilitator Student

23. Set the goals Steps to Succeed Use the incident as a learning experience; Hold the harmer(s) meaningfully accountable for their actions; Give the victim(s) and bridge participant(s) a place to have their voices heard and to allow them to start the healing process; Establish a restorative culture in the school(s). By doing this, we want to: –Reduce the number of punitive consequences; –Increase feelings of community, pride, and inclusion in the students. Aid in building social and conflict resolution skills. Use the incident as a learning experience; Hold the harmer(s) meaningfully accountable for their actions; Give the victim(s) and bridge participant(s) a place to have their voices heard and to allow them to start the healing process; Establish a restorative culture in the school(s). By doing this, we want to: –Reduce the number of punitive consequences; –Increase feelings of community, pride, and inclusion in the students. Aid in building social and conflict resolution skills.

24. Steps to Succeed Values of the program Inclusive; Strength based; Relationship building; Meaningful accountability; Learning Experience; Done with everyone, not to or for them. Values of the program Inclusive; Strength based; Relationship building; Meaningful accountability; Learning Experience; Done with everyone, not to or for them.

25. Steps to Succeed Purpose of the program Offers students support and resolution; Gives students a voice; Gives stakeholders/community members a voice; Assists in allowing those most affected by an event to decide how to deal with it; Holds students meaningfully accountable; Helps students come back into the community; Allows a healing process to begin with all parties involved. Purpose of the program Offers students support and resolution; Gives students a voice; Gives stakeholders/community members a voice; Assists in allowing those most affected by an event to decide how to deal with it; Holds students meaningfully accountable; Helps students come back into the community; Allows a healing process to begin with all parties involved.

26. Steps to Succeed Referrals to the program must be in keeping with the intent of the Safe Schools Act; Referrals to the program should be in accordance with the internal policies of the school for handling offending behaviour; The school must have contacted the students (and respective families where appropriate) to obtain consent for the community partner to contact them; PMRP is a voluntary process. Referrals to the program must be in keeping with the intent of the Safe Schools Act; Referrals to the program should be in accordance with the internal policies of the school for handling offending behaviour; The school must have contacted the students (and respective families where appropriate) to obtain consent for the community partner to contact them; PMRP is a voluntary process. Set the criteria for the program

27. Steps to Succeed Address the staff Let your staff know your intentions; Ask for help; Start a steering group; Identify your ‘champions;’ Champions can: –Spread the word in the school; –Sit on the steering group. Let your staff know your intentions; Ask for help; Start a steering group; Identify your ‘champions;’ Champions can: –Spread the word in the school; –Sit on the steering group.

28. Steps to Succeed Find the Mediators Get help from staff –Specifically: department heads; guidance; CDC’s, EA’s, VP’s Hand select students –Look for certain qualities: –Show them they have been selected because of these qualities Find the Mediators Get help from staff –Specifically: department heads; guidance; CDC’s, EA’s, VP’s Hand select students –Look for certain qualities: –Show them they have been selected because of these qualities Resiliency Ethical Leadership Strength

29. Steps to Succeed Get the Training Look for local trainers; Seek respected and creditable sources; Spend the money…it’s worth it. Get the Training Look for local trainers; Seek respected and creditable sources; Spend the money…it’s worth it.

30. Exercise the Training Start using the training in day to day efforts: Promote the program Exercise the Training Start using the training in day to day efforts: Promote the program Steps to Succeed –Pamphlets; –Class presentations; –Pamphlets; –Class presentations; –Probing questions; –Adapt it to target school. –Probing questions; –Adapt it to target school. –Peer Mediation Office; –Announcements; –Combine with other clubs/programs. –Peer Mediation Office; –Announcements; –Combine with other clubs/programs. –Use empathy; –Circles in the classroom; –Use empathy; –Circles in the classroom;

31. Exercise the Training con’t Start looking for possibilities to use Restorative Practices in your school: –Use re-integrative circles; –Start with the ‘smaller’ offences; –Be aware of the entire situation/environment. Documentation –Feedback forms – How are we doing? –Implementation process –Monitoring process –Statistics Exercise the Training con’t Start looking for possibilities to use Restorative Practices in your school: –Use re-integrative circles; –Start with the ‘smaller’ offences; –Be aware of the entire situation/environment. Documentation –Feedback forms – How are we doing? –Implementation process –Monitoring process –Statistics Steps to Succeed

32. Jeff Thornborrow Peer Mediation/Restorative Practices Algonquin Child and Family Services PO Box 596 37 Main Street Sundridge ON P0A 1Z0 (T) 705-384-0160 ex.235 (F) 705-384-5808 jthornborrow@acfs.on.ca Peer Mediation and Restorative Practices