School restorative practices programs are not always appropriate and therefore will never fully replace traditional behavioural modification techniques, Mr. Langille explained at the conference. For example, when the seriousness of an offence is such that the criminal justice system must be involved or when wrongdoers will not accept responsibility for their actions, school restorative practice programs are inappropriate. However, restorative practices are successful in many school situations and their principles, when incorporated in day-to-day practice, not only assist in individually scheduled problem-solving sessions (called restorative circles) but also in ongoing communication, conflict resolution and problem solving. The YHS restorative justice initiative is known in the school as “Restorative Practices,” to distinguish it from the “alternative measures” programs initiated under the Young Offenders Act, now the Youth Criminal Justice Act. At YHS, it was tailored to meet the needs of that school and its student body. Emma Halpern, program manager of the Tri-County Restorative Justice (Halifax Office) and equity officer for the <strong>No</strong>va <strong>Scotia</strong> Barrister’s <strong>Society</strong>, stresses that each school has its own needs and goals, therefore a one-size-fits-all program cannot work. A restorative practices framework can be followed to assist schools to incorporate the principles into their day-to-day activities and to set up restorative practices programs. Ms. Halpern further stresses that schools interested in such a framework must gain assistance from others already trained in restorative practice principles. Without this assistance, it is difficult for a school to initiate such a program and be successful long-term. There are many facets and levels to restorative justice programs in schools (and therefore many pitfalls), including ongoing training and program momentum. Restorative justice practices are currently being used in schools in Britain, Australia, Holland, New Zealand, the United States and Canada. In Ontario, many school boards across the province have instituted restorative practices training and principles in middle and high schools, with the assistance of the International Institute for Restorative Practices - Canada. In Australia and Britain, restorative practices are being introduced in lower grades so that by the time students reach middle and high school, they are well versed and comfortable with the concepts that wrongdoers should take responsibility for their actions, the victim and others most directly impacted should have the opportunity to participate fully in the response if they wish, and that the choices they make as individuals affect those around them. In addition to restorative justice in schools, other examples of <strong>No</strong>va <strong>Scotia</strong> programs being credited with producing change in student behaviour are Peer Mediation and Roots of Empathy. Peer Mediation programs offer conflict resolution training to students. The students’ role is to help others find peaceful ways to solve their conflicts. Peer mediators do not act as judges. During the training, they are taught to appreciate that there are two sides to every issue and they are not to take sides or assign blame. They are trained to respect the confidentiality of the people involved. They listen carefully and help the disputants come up with solutions to their problem. Peer mediation emphasizes respect and fairness (Safe Schools Newsletters, HRSB, vol. 4, Issue 2, Winter <strong>2009</strong>). Roots of Empathy programs are currently being taught in 61 classrooms across <strong>No</strong>va <strong>Scotia</strong>, reaching 1,525 children in 2008/<strong>2009</strong>. The program has been statistically shown to decrease aggression in participating students and ROE students report a significant increase in pro-social behaviour among their classmates. Children learn about human development and neuroscience relating to development and emotions, emotional literacy and understanding, and parenting. The program is taught over the course of the school year. A baby and parent visit a classroom nine times throughout the year. A Roots of Empathy instructor works with students before, during and after each visit. The learning that occurs – whether students are learning about parenting, themselves and their own emotions and how others feel, or whether it is the teacher learning something new about the students – all springboards from these visits with the baby. When children are able to understand others’ points of view and respect others’ feelings, they develop compassion and tolerance and aggressive behaviour is less likely to occur (Roots of Empathy Training Materials, 2008; ROE - <strong>No</strong>va <strong>Scotia</strong> Statistics – 2008/<strong>2009</strong>). Restorative Practices, Peer Mediation and Roots of Empathy all share the core idea that we all belong to a community, our choices affect others around us, communication is important and that our actions and involvement can make a difference in our environment. Students involved in these programs become more aware of the feelings and needs of those around them, as well as themselves. Empathy and awareness ultimately leads to more tolerant, peaceful and caring communities. For more information, you may visit the following websites: • Tri-County Restorative Justice – www.tricountyrestorativejustice.com • International Institute for Restorative Practices-Canada – www.iirp.org/canada • Roots of Empathy – www.rootsofempathy.org Photo by Tina Comeau/Yarmouth Vanguard 38 The <strong>Society</strong> Record
<strong>July</strong> <strong>2009</strong> 39
Change language