Applied Research on Restorative Practice
Problem background and context
Many schools across the globe are currently applying restorative practice. According to Calhoun (2013), there has been much success since the schools introduced this practice. Some of the successful schools have even proceeded to train other schools and institutions. Restorative practice constitutes diverse aspects, whose impact can influence a number of fields in the education sector such as conflict resolution, truancy, behavioral management and mediation (Hemphill et al., 2014). Restorative practice calls for ownership by everyone involved. This promotes mutual responsibility and this creates such an atmosphere in which resolution can occur.
Bolitho (2012) states that managing student misbehavior is one of the most crucial issues facing most schools across the world. The current approach in discipline is quite punitive, so to say. Many schools tend to apply zero tolerance policies. Though well intended, such policies have not yielded good results. In fact, they have done more harm than good. Skiba (2013) asserts that such policies have led to a rise in the number of expulsions and suspensions, especially over the last 20 years.
Suspension and expulsion have been used in schools as punishment for students who violate certain laid down rules. The rate of suspensions and expulsions has doubled since the 1970s. Misbehaving students are mostly given out-of-school suspensions (Calhoum, 2013). This form of punishment is not the best, given the negative and long-lasting impact it has on students. Some of these impacts are: higher incidences of academic failure, high number of school dropouts, drug and substance abuse, and unnecessary fights, among others. This has led to many schools abandoning the zero tolerance policies, and adopting restorative justice to instil discipline in the school going students (Perry & Morris, 2014). Restorative justice considers the person who has been harmed, and not the laws which have been broken. It also looks at the losses suffered by the victim instead of concentrating on the offender.
Purpose of the study
Restorative practices are categorized under social justice. Thus, social workers are one of the most important advocates for students. They have a duty to uphold social justice (Perry & Morris, 2014). They therefore need to stay updated on current trends in restorative practice. Once they have a deep understanding of these practices, they can implement the same on the students as a sound approach to discipline. (Hemphill et al., 2014). They also require the necessary skills and training to advocate for this form of discipline.
The...
References
Bolitho, J. (2012). Restorative Justice: The Ideals and Realities of Conferencing for Young People. Critical Criminology, 20 (1), 61-78.
Calhoun, A. (2013). Introducing Restorative Justice: Re-Visioning Responses to Wrongdoing. Prevention Researcher, 20 (1), 3-6.
Hemphill, S. A., Plenty, S. M., Herrenkohl, T. I., Toumbourou, J. W., & Catalano, R. F. (2014). Student and school factors associated with school suspension: A multilevel analysis of students in Victoria, Australia and Washington State, United States. Children and Youth Review, 36, 187-194.
Kalimeris, G., & Borrelli, A. (2013). School Suspensions- from Crisis to Opportunity. Relational Child and Youth Care Practice, 26 (4), 77-79.
Perry, B. L., & Morris, E. W. (2014). Suspending Progress: Collateral Consequences of Exclusionary Punishment in Public Schools. American Sociological Review, 79(6), 1067-1087.
Skiba, R. J. (2013). Reaching a Critical Juncture for Our Kids: The Need to Reassess School Justice Practices. Family Court Review, 51 (3), 380-387.
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