Sunday, May 27, 2012
New training for educators
I have created a new training for educators titled: Restorative Justice in Schools: Using Restorative Practices to Support a Culture of Care. This four day intensive professional development training covers these major themes:
Day 1 - Building and maintaining relationships
Day 2 - Learning about Restorative Conversations, Community Circles, and Talking Circles
Day 3 - Learning about Restorative Conversations
Day 4 - Creating an action plan
The training is designed to be a training the trainer process. All of the resources needed to not only facilitate a wide range of restorative practices in schools but to train others to do the same are provided. At the end of the course participants will have the skills, experience, competence, and confidence to not only facilitate restorative practices in schools but to also tain others to do likewise.
The program is designed for 10-15 participants. However, provisions can be made for more participants on a case-by-case basis. If you are interested in this new professional development training, please contact Dr Tom Cavanagh at 970-672-0213 or cavanagh.tom@gmail.com
Saturday, February 4, 2012
New Culture of Care project
I have begun a new Culture of Care research and professional development project at a large high school in the metropolitan Denver (Colorado) area. Colorado State University provided $25,000 in funding for this project. I am grateful to CSU for providing these funds.
Working with me on the project is Dr Patricia Vigil and Star Garcia, a graduate student. Both are from CSU.
So far we have held focus group interviews with Latino/Hispanic students, their parents, and their teachers, and individual interviews with the Principal and Assistant Principal. Also we held an introduction to the Culture of Care staff meeting with the entire school faculty. Now we will be engaged in ongoing professional development and research activities with 15 teachers who volunteered to be part of this initial study.
Working with me on the project is Dr Patricia Vigil and Star Garcia, a graduate student. Both are from CSU.
So far we have held focus group interviews with Latino/Hispanic students, their parents, and their teachers, and individual interviews with the Principal and Assistant Principal. Also we held an introduction to the Culture of Care staff meeting with the entire school faculty. Now we will be engaged in ongoing professional development and research activities with 15 teachers who volunteered to be part of this initial study.
Wednesday, August 31, 2011
New book I have endorsed
I have endorsed this book with this quote on the back cover: “In reading this book, I felt like I was sitting at the feet of one of the wise elders in the world of restorative justice. I believe we are privileged to be able to learn from the rich experiences of such a respected sage as Beverly Title.”
This book is available at Amazon.com and E-versions of the book are available from www.resolutionariesinc.com.
Thursday, February 17, 2011
New article mentions "culture of care"
An article was published today in "The Crime Report" titled "The Talking Cure." My work on creating a culture of care in schools is mentioned. You can find the article at this website:
http://www.thecrimereport.org/news/inside-criminal-justice/2011-02-the-talking-cure
http://www.thecrimereport.org/news/inside-criminal-justice/2011-02-the-talking-cure
Wednesday, January 19, 2011
Reintroduction of the Restorative Justice in Schools Act
Support Programs to End the “School-to-Prison” Pipeline
Become an supporter of the Restorative Justice in Schools Act. Below is the letter Congressman Steve Cohen sent to his colleagues asking for support for the bill.
Dear Colleague,
We encourage you to cosponsor legislation that promotes providing school personnel (teachers and counselors) with essential training that has the potential to reduce youth incarceration.
Restorative justice is an innovative approach to conflict resolution which shows promising results throughout the country and abroad. It focuses on repairing the harm caused by crime and conflict rather than simply punishing the offender. Too often, we rely on harsh punishments, like incarceration, which prove to be expensive and counter-productive in many cases, especially when applied to youth offenders. Many school systems involve the police for non-violent incidents and feed the “school-to-prison” pipeline. More importantly, it is a victim centered process that gives the person harmed an opportunity to have a voice in the process and subsequent healing. There are many studies which show the cycle of victims becoming the aggressors when a process is not available that allows healing.
Restorative justice processes and practices can serve as a cost-effective and useful alternative. It holds juvenile offenders accountable to their victims and their community, and helps them understand the impact of their actions. It establishes a non-adversarial process that brings together offenders, their victims, and other interested parties to ask three major questions:
· What is the nature of the harm resulting from the crime?
· How should this harm be repaired?
· And who is responsible for the repair?
Our bill allows local education agencies to use ESEA funding for key school personnel such as teachers and counselors to receive training in restorative justice and conflict resolution. This training will provide them with the essential tools to address minor student conflicts.
To be an original cosponsor of this bill, please contact Reisha Phills of Rep. Cohen’s Staff at Reisha.phills@mail.house.gov or call X53265.
Organizations in support of this legislation include:
* Center for Justice & Peacebuilding, Eastern Mennonite University, Harrisonburg, VA
* Center for Restorative Justice, Suffolk University, Beacon Hill, MA
* Center for Restorative Practices Public Advocacy Center at Touro Law Center, Central Islip, NY
* Community Conferencing Center in Baltimore, MD
* Community Justice Institute, Florida Atlantic University
* F.U.T.U.R.E. Foundation Youth Services, Inc., Ford Heights, IL
* Institute for Youth and Justice Studies, Florida Gulf Coast University
* International Institute for Restorative Practices (IIRP)
* Kansas Institute for Peace & Conflict Resolution (KIPCOR), Bethel College, North Newton, KS
* Mid-South Peace and Justice Center, Memphis, TN
* Outcome's Inc., Albuquerque, New Mexico
* Restorative Solutions, Lafayette, Colorado
* Turning Point Partners, Memphis, TN
Sincerely,
Steve Cohen
MEMBER OF CONGRESS
Become an supporter of the Restorative Justice in Schools Act. Below is the letter Congressman Steve Cohen sent to his colleagues asking for support for the bill.
Dear Colleague,
We encourage you to cosponsor legislation that promotes providing school personnel (teachers and counselors) with essential training that has the potential to reduce youth incarceration.
Restorative justice is an innovative approach to conflict resolution which shows promising results throughout the country and abroad. It focuses on repairing the harm caused by crime and conflict rather than simply punishing the offender. Too often, we rely on harsh punishments, like incarceration, which prove to be expensive and counter-productive in many cases, especially when applied to youth offenders. Many school systems involve the police for non-violent incidents and feed the “school-to-prison” pipeline. More importantly, it is a victim centered process that gives the person harmed an opportunity to have a voice in the process and subsequent healing. There are many studies which show the cycle of victims becoming the aggressors when a process is not available that allows healing.
Restorative justice processes and practices can serve as a cost-effective and useful alternative. It holds juvenile offenders accountable to their victims and their community, and helps them understand the impact of their actions. It establishes a non-adversarial process that brings together offenders, their victims, and other interested parties to ask three major questions:
· What is the nature of the harm resulting from the crime?
· How should this harm be repaired?
· And who is responsible for the repair?
Our bill allows local education agencies to use ESEA funding for key school personnel such as teachers and counselors to receive training in restorative justice and conflict resolution. This training will provide them with the essential tools to address minor student conflicts.
To be an original cosponsor of this bill, please contact Reisha Phills of Rep. Cohen’s Staff at Reisha.phills@mail.house.gov or call X53265.
Organizations in support of this legislation include:
* Center for Justice & Peacebuilding, Eastern Mennonite University, Harrisonburg, VA
* Center for Restorative Justice, Suffolk University, Beacon Hill, MA
* Center for Restorative Practices Public Advocacy Center at Touro Law Center, Central Islip, NY
* Community Conferencing Center in Baltimore, MD
* Community Justice Institute, Florida Atlantic University
* F.U.T.U.R.E. Foundation Youth Services, Inc., Ford Heights, IL
* Institute for Youth and Justice Studies, Florida Gulf Coast University
* International Institute for Restorative Practices (IIRP)
* Kansas Institute for Peace & Conflict Resolution (KIPCOR), Bethel College, North Newton, KS
* Mid-South Peace and Justice Center, Memphis, TN
* Outcome's Inc., Albuquerque, New Mexico
* Restorative Solutions, Lafayette, Colorado
* Turning Point Partners, Memphis, TN
Sincerely,
Steve Cohen
MEMBER OF CONGRESS
Sunday, November 28, 2010
Culture of Care PD in Troy, New York - 2nd visit
One December 2nd and 3rd I will be visiting the Enlarged School District of Troy, New York. This is my second visit to the school district. I introduced the Culture of Care to educators in the district in August.
At this visit I will be visiting schools in the district to observe and share some ideas. Also I will meet with the same leaders I met with in August to get an update on how implementation of the Culture of Care in their schools is going and to create an action plan for the next five months.
At this visit I will be visiting schools in the district to observe and share some ideas. Also I will meet with the same leaders I met with in August to get an update on how implementation of the Culture of Care in their schools is going and to create an action plan for the next five months.
Wednesday, November 17, 2010
New book addresses bullying
I have just completed writing a review of the book Bully by Teresa Milbrodt. I wrote the book review at the request of restorative justice colleague Matthew Kuelhorn.
Book Review
Milbrodt, T. (2009). Bully. Gunnison, CO: Life Skoolz. Pp. 136. Available at www.lifeskoolz.com.
The author and publisher of this book are relatively new to the fields of restorative justice, bullying, and school violence. In an era when educators and those interested in education are focusing on the problem of bullying in schools, the author and publisher are to be commended for writing a contemporary and practical hands-on book as a response to a current issue.
My review of this book is influenced by my special interest in the field of restorative justice. I am currently interested in developing evidence-based restorative practices for schools. At the same time, I am working on the implementation of the theory of a culture of care in schools as a research and professional development project, related to improving the educational outcomes for Latino/Hispanic, African-American, and Native American students and am, therefore, interested in how restorative practices can improve outcomes for students who are minoritized, racialized, and marginalized.
This book contributes to the existing literature in the fields of restorative justice, bullying, and school violence by presenting what might be called case studies regarding a female student and male student who are harmed by bullying. These case studies or stories focus not only on those harmed by bullying but also those causing the harm, as well as onlookers, educators (particularly teachers and counselors), administrators, and members of the affected community.
This book is divided into five sections, which end with “Reflect Now” lessons or practices: (a) listening, (b) empathy, (c) talking story, (d) talking circles, and (e) restorative justice. These lessons are “designed to teach community building skills,” specifically by learning “how to listen, how to empathize, and how to tell our own story.”
Weaved into the book’s storyline are lessons aimed at improving community building skills in the areas of listening, emphathizing, and telling our own story. These skills are presented as the foundation for creating a new mindset about how students, educators, administrators, parents, and community members respond to wrongdoing and conflict in schools. This new mindset serves as the foundation for enhancing school communities by participating in the restorative practices outlined in the book: talking circles and restorative conferences.
Although this book does a good job of practically applying the theory that relationships do matter in schools and creating and maintaining positive and caring relationships are at the core of building the capacity of students and teachers to solve problems related to bullying nonviolently, the ideas presented in this book have not been subjected to systematic research and peer review of the results so that these ideas can be relied upon as being evidence-based by educators, policymakers, academics, and the wider society. However, I would note the ideas presented in this book are consistent with the evidence-based work I have published in two ways: First, building the capacity of students and teachers to respond to discipline problems such as bullying is important, and second, responding to the problem of bullying in the context of where it occurs and involving all those who were involved is crucial.
As I reviewed this book I noted that the stories are illustrated, particularly the central characters in the stories presented. However, I was disappointed to note that all of the central characters appear to be White. Given the multicultural nature of present day schools across America, I urge the author, illustrator, and publisher to make certain the any future editions of the book contain illustrations of central characters that represent the wide range of cultures present in our schools today.
I recommend this book for students, parents, teachers, counselors, administrators, and those people interested in education. This latest contribution to the field of bullying offers a practical guide on how to change a school’s response to bullying behaviors set within the framework of an engaging story.
Tom Cavanagh
Book Review
Milbrodt, T. (2009). Bully. Gunnison, CO: Life Skoolz. Pp. 136. Available at www.lifeskoolz.com.
The author and publisher of this book are relatively new to the fields of restorative justice, bullying, and school violence. In an era when educators and those interested in education are focusing on the problem of bullying in schools, the author and publisher are to be commended for writing a contemporary and practical hands-on book as a response to a current issue.
My review of this book is influenced by my special interest in the field of restorative justice. I am currently interested in developing evidence-based restorative practices for schools. At the same time, I am working on the implementation of the theory of a culture of care in schools as a research and professional development project, related to improving the educational outcomes for Latino/Hispanic, African-American, and Native American students and am, therefore, interested in how restorative practices can improve outcomes for students who are minoritized, racialized, and marginalized.
This book contributes to the existing literature in the fields of restorative justice, bullying, and school violence by presenting what might be called case studies regarding a female student and male student who are harmed by bullying. These case studies or stories focus not only on those harmed by bullying but also those causing the harm, as well as onlookers, educators (particularly teachers and counselors), administrators, and members of the affected community.
This book is divided into five sections, which end with “Reflect Now” lessons or practices: (a) listening, (b) empathy, (c) talking story, (d) talking circles, and (e) restorative justice. These lessons are “designed to teach community building skills,” specifically by learning “how to listen, how to empathize, and how to tell our own story.”
Weaved into the book’s storyline are lessons aimed at improving community building skills in the areas of listening, emphathizing, and telling our own story. These skills are presented as the foundation for creating a new mindset about how students, educators, administrators, parents, and community members respond to wrongdoing and conflict in schools. This new mindset serves as the foundation for enhancing school communities by participating in the restorative practices outlined in the book: talking circles and restorative conferences.
Although this book does a good job of practically applying the theory that relationships do matter in schools and creating and maintaining positive and caring relationships are at the core of building the capacity of students and teachers to solve problems related to bullying nonviolently, the ideas presented in this book have not been subjected to systematic research and peer review of the results so that these ideas can be relied upon as being evidence-based by educators, policymakers, academics, and the wider society. However, I would note the ideas presented in this book are consistent with the evidence-based work I have published in two ways: First, building the capacity of students and teachers to respond to discipline problems such as bullying is important, and second, responding to the problem of bullying in the context of where it occurs and involving all those who were involved is crucial.
As I reviewed this book I noted that the stories are illustrated, particularly the central characters in the stories presented. However, I was disappointed to note that all of the central characters appear to be White. Given the multicultural nature of present day schools across America, I urge the author, illustrator, and publisher to make certain the any future editions of the book contain illustrations of central characters that represent the wide range of cultures present in our schools today.
I recommend this book for students, parents, teachers, counselors, administrators, and those people interested in education. This latest contribution to the field of bullying offers a practical guide on how to change a school’s response to bullying behaviors set within the framework of an engaging story.
Tom Cavanagh
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