RJ Improves College Student Relationships

Jean Griffin

Jean Griffin is Associate Director at the Center for Student Conduct and Conflict Management Services at Rochester Institute of Technology. Here is her story about using restorative justice practices with college students.

College campuses are not immune to the existence and effects of conflict and wrong-doing witnessed in the world around us. From roommate conflicts and relationship issues to vandalism and harassment, college campuses are a microcosm of our greater society and thereby experience significant incidents of conflict, misconduct and crime. As responding to these incidents in an appropriate and educational manner proves more challenging, campus administrators often search for opportunities to enhance their traditional “judicial” procedures and maximize the educational nature of the experience.

Given higher education’s universal goal to educate the “whole” student, both in and out of the classroom – college campuses are uniquely suited to utilize restorative practices to respond to these difficult situations and to benefit significantly from their implementation. Traditional judicial programs are quite successful in holding students accountable for campus policy violations and providing educational sanctions as outcomes. But restorative practices can often go a step further by encouraging greater involvement of the campus community and a more collaborative approach to repairing the harm.

Certain forms of student conflict and misconduct are often a normal product of the growth, learning and development that traditional-aged college students experience during their time on campus. Restorative practices can respond to these issues in a manner that holds students accountable for their behavior while emphasizing their individual connection and importance to the greater campus community. In many ways, the campus environment is a perfect fit for restorative justice programs.

With this in mind, Rochester Institute of Technology (RIT) implemented Restorative Conferencing (RC) program through the Center for Student Conduct and Conflict Management Services in September 2004. The RC process is aimed at providing an alternative to the student judicial process for students who accept responsibility for certain policy violations. Such infractions may include mild verbal harassment, vandalism, and violation of campus housing policies.

RIT administrators from the Center for Student Conduct and Conflict Management Services (SCCMS) and the Center for Residence Life developed a process that is both true to the principles of Restorative Justice, and appropriate for RIT’s campus culture. The program, administered by SCCMS, is voluntary, community based, and focused on enhancing opportunities for the ethical development of its participants and their reintegration into the campus community. Professional staff who received training through the Real Justice program of the International Institute for Restorative Practices facilitate conferences.

To date, RIT’s RC process has conducted three conferences responding to issues of vandalism, theft and student employment contract violations. Conferences have ranged in size from four participants to 22. Each has received outstanding evaluations from the participants. Efforts continue to increase awareness of the value of restorative practices and to encourage participation in the RC process.

Restorative practices and programs like RIT’s Restorative Conferencing have great potential to promote higher education’s mission of graduating competent and compassionate citizens. RIT is proud to offer this promising program to the campus community. Below are just a few responses from students involved in these practices.

“My experience with restorative conferencing was very fulfilling. I’m very glad I decided to participate in this program and be given the opportunity to voice my opinion and in turn hear others. I entered the conference not knowing what to expect, but left feeling not only satisfied with the outcome but also that my relationship with the other party was restored in a constructive manner.” Elizabeth Karras RIT Graduate Student

“The most positive aspect of the Restorative Conferencing process was getting the perspective of others involved and voicing concerns and ways to rebuild community.” Conference evaluation from RIT student

“The most positive aspect of the Restorative Conferencing process was getting to hear the other parties in a relaxed setting, which allowed for more personal expression.” Conference evaluation from RIT student

Strangers Become Allies in RJ Trainings - Joan Mitchell

Joan Mitchell participated in a Circle Facilitator Training in June 2004. Joan is a member of the FLRJC’s Board of Directors and recently retired from the Monroe County Probation Department. Here is her story.

Kay Pranis and Will Bontrager led approximately 27 participants through four richly rewarding and informative days of experiential training in Peacemaking Circles. We came together on that Tuesday, many as strangers, from the Rochester area, Buffalo area, Canandaigua, Geneva, New York City, and Minnesota, and by Friday afternoon we said goodbye with some tears, many hugs, and promises of future gatherings.

Not only did we learn techniques for successfully leading others in the Circles process, but we experienced the opportunity of sharing our individual wisdom and life lessons with each other. We experienced the power of collective wisdom and caring that Circles can bring.

None of us will ever look at driftwood the same way again (ask us about this if you wish)! Nor will those of us who are very results driven be as likely to underestimate the importance of building trust and mutual values and guidelines before moving on to issues and planning.

We came to understand the role of ceremony in Circles and to see how it can help to set aside the Circle as a special time and place.

We discussed the intricacies of consensus and its importance in the Circle process as well as the importance of body language, honesty, respect, and shared vision. We had the opportunity to make our own talking pieces and to express ourselves creatively – or not – as was comfortable for each of us.

We learned about various types of circles and appropriate uses, and also about the flow and stages of a Circle.

We learned that it is important not to make assumptions or speak for others, but this writer found the training to be exceptional and it is wonderful to have had such a fine immersion in the art of Peacemaking Circles.

Thank you to all who had a part in making this possible.

Creating Safe Schools with Classroom Meetings

Lorrie Knight

Lorrie Knight is Dean of Students for Albion Central School District in Orleans County. Her primary responsibility is the discipline of 1200 students. Here is her story about the use of circles with children in public schools.

In a learning community we are faced with providing disciplinary measures that will reach all who have been affected by the choices of others. Restorative justice is a way to respond to a person who has been harmed, a person who has caused the harm, and a community affected by the harm. Given the obvious challenges, one does not have the luxury of experimenting with the latest fads when creating a safe school environment; one goes with what works.

Upon reviewing our disciplinary data, there were obvious patterns of behavior that were being referred to our office. Often times the consequences for these behaviors were punitive in nature. Restorative justice practices include a method called “circles” or “peacemaking circles” that creates an avenue by which those affected by a behavior can have a voice. In a school setting, the circle process is best known as a classroom meeting.

We began to utilize the circle process with school infractions such as theft, fighting, and bullying. The process has allowed not only the student who was harmed to have a voice, but also the student who caused the harm. Through the process there is typically new information disclosed which assists us in creating strategies to help students who are struggling academically and or emotionally.

As a facilitator, one must insure a safe and respectful environment in which all parties can reach agreements that do not diminish the feelings of those involved. Students who feel safe want to tell their story. The students become reflective in their thinking thereby enhancing their empathy for others.

Data shows that those students who experienced the circle process have not repeated the infraction that brought them to the process. I believe if we remain consistent, we will continue to build relationships that are focused on values, cooperative learning, and encourage ethical reflection that fosters caring beyond the classroom.

Circles take root with single parents - Midge Merritt

In June 2004, Midge Merritt and Janice Lester Bell participated in a Circle Keeper Training let by Kay Pranis and sponsored by Finger Lakes Restorative Justice Center. Afterwards, they established a circle at Wilson Commencement Park where Midge is a Case Manager and Janice was an intern. Here is their story.

After being introduced to the Peace Circle concept and format through a four-day training held in Rochester, Dr. Janice Lester Bell and I determined to try our wings and see if we could serve the residents of Wilson Commencement Park (WCP) as keepers of the circle. We both felt that the community of residents at WCP could benefit from this community-building process.

Wilson Commencement Park is a transitional housing program for low-income, single-parent families. It is a gated community in Rochester that serves parents 18 and older who have physical custody of their children. Fifty townhouses, arranged in a rectangle (think circle!), adjoin the main building, which provides office space and an Early Learning Center (ELC). WCP’s goal is to increase personal, family, financial and housing stability through a two-year program. Parents receive case management services, attend evening programs and Town Meetings as part of their program. Residents have a history of heavy debt, poor credit, domestic violence, childhood abuse, chemical dependency, mental health issues and low self-esteem.

After considerable brainstorming and reference to our notes, our memories and the fine book, Peacemaking Circles (Pranis, Stuart & Wedge), we launched our effort two mornings per week for three weeks. We had chosen the topic: “Click (as in clique) or Community” and wanted to have 6-8 women sign up for all six sessions. Of the numbers that attended, only one person attended all six sessions; several attended four and two attended only one. This had more to do with their busy and often erratic schedules than their resistance to the program.

Dr. Bell and I had collected art supplies; borrowed a CD player; arranged for a quiet room at Antioch Baptist Church (across the street from WCP); and planned our format once, twice, three times, seeking perfection. Additionally we had both drawn from previous experience, handouts we had saved, books we were inspired by and various other resources we felt we could put to good use.

Both of us have had enough experience with adult education and training formats to know that flexibility is necessary both for our sake as keepers and the sake of the individuals who are willing to open up and share their thoughts and feelings.

We found that our small group was very interested in the process and format and were willing to participate and share as each activity unfolded. We moved from the individual (feeling safe) to the community, working with many of the same tactile resources that we had seen Kay and Will use in our training process: ribbon, paper plates, drawing materials, various talking pieces and articles that had meaning for each individual. The group, although different each time, did coalesce. Those who had attended earlier sessions helped others who joined us later. There was kindness, gentleness, caring, sharing and a spirit of love in the group.

Each session brought a level of peace (most people expressed this in the closing round) and a true feeling of contributing something to others. Dr. Bell and I both felt that the residents, by trusting us, gave us great gifts of themselves. It was a powerful and humbling experience for both of us.

Upon conclusion of the six sessions, the residents felt that they had gained a level of peace that they did not want to lose. They decided to develop their own “confidential” circle. This group continues to meet each Sunday afternoon with the resident who attended all six sessions becoming a community leader here at WCP.

Learning Circles - David Raim

In the Fall of 2004, David Raim was part of a Seminar in Criminal Justice at Rochester Institute of Technology led by Dr. Thomas Castellano. Here is his story of how Circles transformed his learning experience.

Circle discussions are effective in producing positive student discussions. In a traditional class, deaf students wonder if the person speaking is behind us or beside us. This is especially true for large classes. The biggest problem in not using a circle is that one can’t see who is involved in a debate or argument.

In a circle, everyone can see one another. No one is in the back or in the front or even in the middle of the classroom. In a typical classroom, the instructor may create a bias if he or she only asks questions and receives answers to those who sit in front.

The circle method is a more effective way to foster discussion since people can speak up without having to wait for permission from the instructor, i.e., anyone can easily view who would like to speak.

It is helpful to see everyone in the class instead of looking around to find out who is speaking. This is one of major problem that deaf or hard of hearing people have in classrooms. Interpreters can not always make it clear who is speaking.

Circles are undoubtedly a better method for class discussions (It’s not needed for a lecture class or board notes and/or visual projection.) In a circle, one can more directly participate with peers. Students can argue or agree among themselves instead of always looking to the instructor for understanding. This makes learning more exciting.

There is a feeling of equality in a circle when asking questions, giving opinions, or even stating facts. There is a better sense of people listening to one another, not just the instructor. The circle eliminates pressure from ones peers as well as the instructor. Instead of sitting in a classroom to earn credits, circles enable rich intellectual learning.

Transforming “Tough Kids” through Circles - Tim Weider

Tim Weider served as Interim Director for Finger Lakes Restorative Justice during the summer of 2004. A major accomplishment was securing Kamal Tipu to serve as FLRJC’s first intern and establishing a working relationship with the New York State School at Industry. Here is his story.

The New York State School at Industry is a juvenile correctional facility located amid the rolling hills along the Genesee River in Rush, New York. It is the longest operating such facility in the United States. Beginning as a farm and vocational training home for dispossessed youth, today Industry is surrounded by 10-foot fences topped with coils of razor wire. It is a prison for males between the ages of 13 and 18 years of age who have been adjudicated for crimes in their local communities and turned over to the State for rehabilitation. The recidivism rate of the facility, like most others of its kind, hovers at 75%.

Given the recidivism rate and local community interest in better serving this youth population, the Industry School received a federal grant to reshape its program with strong career and community employment objectives, initiating a Work Appreciation for Youth (WAY) program. Changes introduced with the WAY initiative became an opportunity to introduce restorative justice into the School.

Kamal Tipu is a Pakistani law enforcement professional with responsibility for thousands of law enforcement personnel in Pakistan. An experienced and respected professional, Kamal served for a time as a United Nations Peace-Keeper. He is currently a Fulbright Scholar studying community policing alternatives at Eastern Mennonite University in Virginia.

This summer Kamal was an intern with the Rochester City Police Department and the Finger Lakes Restorative Justice Center. Through the Center, he was introduced to the School at Industry. Kamal met with the Director of the WAY Program and the Principal of the School to introduce restorative justice concepts and explore strategies for institutional change.

At Industry, youth reside in small group facilities, and each goes through a Ropes Course for a week during the summer. The course involves various outdoor group activities requiring group members to work together; guide and protect each other; and, develop mutual trust. Among other activities, youth scale a thirty-foot tower.

Kamal discovered that groups going through the ropes course for several hours each day did not process or reflect on their experiences. He convinced staff of the value of the circle as a method of engaging youth in reflectively learning from, and adopting the lessons of, their ropes course experiences.

Kamal explained that, growing up in Pakistan, when there was a problem in a village, elders would gather in a circle and bring together those involved. Passing a “talking piece”, they would work out the issues arising in their community life. Circles, he pointed out, mirror customs of Native Americans who gathered along the Genesee, passing an eagle feather talking piece as they worked through their communal needs.

As youth completed their ropes course each day, Kamal facilitated a circle with them. The first week’s youth were a somewhat docile group, and the circle process enabled them to open up and listen to each other. Staff was somewhat skeptical.

The second week, the youth were some of the toughest, including rival gang members. Early in the week, there had been an altercation that prompted much discussion in the circle on subsequent days. By the end of the week, youth were owning their behavior, even apologizing to each other, and holding each other accountable in the listening process. Staff began to see the effectiveness of the circle process, and by the third week, began participating in the circles.

Gradually, circles were introduced into small group facilities as a method of conflict resolution and behavior change. This October staff from Industry School will participate in a circles training with national circles leader, Kay Pranis.

Through his effective communication, cultural sensitivity, process modeling, and teaching skills, Kamal introduced restorative justice circles to one of the most challenging settings in the juvenile justice system. He restored the circle, native to us all, to the lives of youth who can reclaim its power and, with us, restore justice in our communities.

And as for Kamal, he plans to return to Pakistan and reinforce native circles as an essential element of restoring justice there.