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A U S T R A L I A N I N S T I T U T E O F C R I M I N O L O G Y t r e n d s No. 219 & and i s s u e s in Schools: A Approach in crime and criminal justice Brenda Morrison

Bullying at school causes enormous stress for many children and their , and has long-term effects. has been identified as a risk factor associated with antisocial and criminal behaviour. Bullies are more likely to drop out of school and to engage in delinquent and criminal behaviour. The victims are more likely to have higher levels of stress, , and illness, and an increased tendency to . This paper reports on a restorative justice program that was run in a primary school in the Australian Capital Territory (ACT), but whose lessons have wider application. Early intervention has been advocated as the most appropriate way to prevent bullying. This paper outlines a framework based on restorative justice principles aimed at bringing about behavioural change for the individual while keeping schools and safe. The aim of restorative programs is to reintegrate those affected by wrongdoing back into the as resilient and responsible members. Restorative justice is a form of conflict resolution and seeks to make it clear to the offender that the behaviour is not condoned, at February 2002 the same time as being supportive and respectful of the individual. The paper highlights the importance of schools as institutions that can foster care and respect and provide opportunities to participate in processes ISSN 0817-8542 that allow for differences to be worked through constructively. It recommends ISBN 0 642 24252 6 that schools be resourced and supported to address bullying because of the debilitating effect of this problem. Adam Graycar Director

n the last decade or so there has been increasing awareness that Ibullying is a serious, and insidious, form of that plagues the school system (Rigby 1996). Internationally, there are countless Australian Institute tragic stories to be told. There is also building empirical evidence of the consequences of bullying’s ill effects. Those who bully are more of Criminology likely to drop out of school, use drugs and alcohol, as well as GPO Box 2944 engage in subsequent delinquent and criminal behaviour Canberra ACT 2601 (Farrington 1993). Children who are bullied have higher levels of Australia stress, anxiety, depression, illness and (Rigby 1998). For both, this cycle becomes an obstacle to learning, self- Tel: 02 6260 9221 development and effective citizenship. The consequences affect not only the individuals themselves, and their families, but also society Fax: 02 6260 9201 at large, for it is society that supports those in the justice and health For a complete list and the full text of the care systems. papers in the Trends and Issues in In Australia, research has identified school bullying as a risk Crime and Criminal Justice series, visit factor associated with antisocial and criminal behaviour (National the AIC web site at: Crime Prevention 1999). Early intervention has been advocated as the most appropriate way to break this cycle (Tremblay & Craig http://www.aic.gov.au 1995). Schools may be the most appropriate institutions to focus on reducing antisocial and criminal behaviour patterns in children, Disclaimer: This research paper does not while promoting health, resilience and social responsibility. Schools necessarily reflect the policy position of the bring together many people who influence and support children, Commonwealth Government. Australian Institute of Criminology including , grandparents, been identified which generally community. Individuals can lapse , instructors and coaches, fall into the categories of into a mode of self-protection that as well as children’s peers. As a individual differences, and can lead to further breakdown of microcosm of society, schools school. These have been well social relationships, risking have the potential to nurture and documented in a number of harmful backlash. integrate individuals within studies (Farrington 1993; Rigby management has been society. However, they also have 1996). What is lacking is a solid found to vary with four different the potential to stigmatise and framework for understanding the categories that characterise exclude (Morrison 2001). relationship between these bullying and victimisation Finding solutions to the different risk factors, to help focus (Ahmed et al. 2001): problem of bullying, and other the development of effective • non-bullies/non-victims— forms of , is not interventions. A recent study has acknowledge shame and easy. In the past, various methods found that many of the known discharge it; have been tried, swinging from risk factors in predicting bullying • victims—acknowledge shame communitarian approaches of are mediated by one central but are caught up in cycles of rehabilitation to conservative factor: how individuals manage self-critical thinking, through ongoing feelings of rejection approaches of . shame over a wrongdoing from others, so their shame Broadly, the former values (Ahmed et al. 2001). becomes persistent, despite compassion, while the latter Shame management can be acknowledgment of the values accountability. Both adaptive or maladaptive (Ahmed wrongdoing; approaches aim to achieve et al. 2001). Poorly managed • bullies—are less likely to behavioural change for the shame can interfere with the acknowledge shame, with the individual while keeping schools development and functioning of shame over wrongdoing being and communities safe. However, an individual’s internal displaced onto others, often evidence is mixed as to which sanctioning system, which manifest as and other forms of antisocial behaviour; approach works best. Tensions regulates the consistency and and between the advocates of each appropriateness of social • bully/victims—feel the shame approach are not uncommon. Is it behaviour. Briefly, shame comes but, like bullies, fail to possible to incorporate both to the fore when we behave acknowledge it and further, compassion and accountability in inappropriately in relation to a like victims, they are caught up the sanctions we impose when community of support, such as in cycles of self-critical dealing with school violence? our family or school. Through thought. Advocates of restorative justice taking responsibility for the In summary, shame can be answer a tentative “yes” to this wrongdoing and making amends, conceptualised as an individual’s question. Restorative justice is the shame can be acknowledged social thermostat, mediating the about building communities of and discharged. Through this state of social relationships. care around individuals while not process, our feeling of Adaptive shame management condoning harmful behaviour; in connectedness to the community strengthens social relationships; other words, holding individuals affected by our wrongdoing maladaptive shame management accountable for their actions remains intact. Shame weakens social relationships. within systems of support. This management can be maladaptive paper presents a framework—one when the functioning of an Restorative Justice: Theory based on restorative justice—to individual’s internal sanctioning and Practice better understand and address system begins to break down and school violence. The focus is on shame is not effectively Social relationships are important school bullying, and the discharged. Shame that has not for regulating social life. This is a intervention presented and been discharged remains central tenet of the practice of evaluated is the Responsible internalised, and can be expressed restorative justice. Reintegrative Citizenship Program, which can as anger. The reason why a child’s shaming theory supports this be tailored to the needs of internal sanctioning system may practice. Braithwaite (1989) has different schools and communities. not be operating optimally, argued that there are two main promoting mutual respect features inherent to restorative A Framework to Understand between individuals, is processes. First, to achieve and Address Bullying multifaceted. Simply, self- successful reintegration the and Victimisation regulation of relationships has process must involve the presence become ineffective. The and participation of a community There is no single path that leads community that has evoked the of support for the offender and a child to bullying others or to shame can contribute further to its the victim. This community being bullied, however poor social negative manifestation if the would be made up of the people adjustment is a common element. individual is subjected to further who respect and care most about A number of risk factors have feelings of rejection from that these two (or more) people.

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Second, the process of shaming target all members of the school aspect of the program is the peer- requires a confrontation over the community, the Responsible to-peer learning focus, which aids wrongdoing between the victim Citizenship Program was in the development of a culture and offender within this developed for students in primary shift within the school. community of support. The school as part of an early Goleman, in his research on process is restorative in that the intervention strategy. Ideally, the (1995), intervention: program should complement a argues that children need lessons • makes it clear to the offender range of restorative practices in in coping with a repertoire of that the behaviour is not schools. Through engagement , particularly the condoned within the with the program, teachers, emotions involved in conflict, as community; and parents and other members of the these are the ones that are often • is supportive and respectful of school community can also masked. Becoming aware of the individual while not develop their skills. It is hoped emotions, acknowledging them, condoning the behaviour. this approach will address some speaking about and acting on The first point constitutes the of the broader institutional them, are healthy skills to shaming aspect of the barriers that currently limit the develop. Through building this intervention while the second use of restorative justice in schools. awareness, escalations of conflict point provides the basis by which and associated violence can often the shaming process is of a be prevented. reintegrative (rather than a The Responsible Citizenship stigmatising) nature. Program: An Introduction The aim of restorative Program Principles programs is to reintegrate those In practice, restorative justice is a affected by wrongdoing back into form of conflict resolution. The Responsible Citizenship the community so that they may Conflict resolution programs have Program is grounded in a number become resilient and responsible been found to give students of principles of restorative justice, members of the community, important skills in reducing including community building upholding its laws and values. A harmful behaviour in schools and conflict resolution. In his restorative justice conference, (Johnson & Johnson 1995). The conceptualisation of restorative which brings together victims, Responsible Citizenship Program justice, Braithwaite (1989) argues offenders and their respective aims to incorporate a range of that restorative justice is a communities of care, is one such related processes for maintaining participatory process that intervention program. As healthy relationships, including addresses wrongdoing while Braithwaite states (1999, p. 47): community building, conflict offering respect to the parties Restorative justice conferences resolution and shame involved, through consideration of may prevent crime by management, under one the story each person tells of how facilitating a drift back to law- conceptual umbrella. Each they were affected by the harmful supportive identities from law- component is introduced incident. Playing on the neutralising ones. successively, beginning with a program’s acronym (RCP), This process has been found to be community-building process that respect (R), consideration (C) and effective in schools, particularly in rests on principles of restorative participation (P) become the core addressing bullying (Cameron & justice. program agreements. They are Thorseborne 2001). Despite this, Throughout the program developed through the learning the use of restorative justice students are given space to voice opportunities that the program conferencing in schools has and express their views. Initial provides. received mixed reviews and the emphasis is placed on creating a While these core principles uptake of the practice has been safe place where concerns and remain relevant throughout the slow (Morrison 2001). The current stories of harm at school can be program, a second set of evidence suggests that what is voiced. At the same time the principles is used to develop needed is broader institutional program aims to be fun and students’ strategies on how to support, in the form of a culture engaging for students. As resolve conflicts productively. shift that supports the process relationships within the These principles can be applied to (Ritchie & O’Connell 2001). community strengthen, students a range of harmful behaviours in Culture shifts require are given an opportunity to learn schools. In the context of school proactive interventions. The productive conflict resolution bullying, they are: Responsible Citizenship Program skills through a focus on the 1. bullying and being bullied are is designed to meet this need. The feelings associated with conflict ways of behaving that can be aim is to provide participants and how to resolve those feelings. changed (Rigby 1996); with skills to work through In this way the shame 2. addressing wrongdoing, such wrongdoing and incidents of management aspect is integrated as bullying, concerns actions harm. While programs aimed at into the conflict resolution and should not involve the creating culture shift need to denigration of the whole person component. Another important (Moore & O’Connell 1994);

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3. the harm done by bullying to Program Workshops intervention). Further quantitative self and others must be measures were taken at the end of acknowledged (Retzinger & each session through Scheff 1996); The curriculum for the program was developed for Year 5 questionnaires completed by 4. reparation for the harm done is students and facilitators. essential (Retzinger & Scheff students. The students spent one 1996); and hour with the facilitators twice a Qualitative data were also collected through post-program 5. both bullies and victims are week over five weeks (10 hours in valued members of the school total). The ideas and concepts responses from the students, community whose supportive were introduced through the use , principal and facilitators. ties with others should be of poster-making and role- Two particular measures strengthened through playing, working towards the within the survey are noteworthy participation in communities here: of care (Bazemore & Umbreit development and production of a short video that told the story of a • students’ feelings of safety 1994). within the school community; These five principles underpin the conflict within the school and and how the students used the conflict resolution process • students’ use of adaptive and developed for the Responsible REACT keys to resolve the harm. maladaptive shame Citizenship Program. They are Table 1 shows how the 10 management strategies. introduced as the REACT keys, to workshops came together. Students’ feelings of safety within emphasize that resolving conflict It is important to note that for the school were measured on a requires active participation. the workshops to be effective, the four-point scale and increased Building on each letter from the facilitators must have knowledge significantly over the course of word REACT, the five principles and experience of principles and the year (from 2.9 to 3.8). This is are presented to the students as practices of restorative justice. an encouraging shift but, with follows: Further, for the learning outcomes only pre- and post-measures, it is • Repair the harm done of the program to be sustained the hard to know what accounts for (Principle 4: Reparation); ideals must be integrated into the the change. The shame • Expect the best from others wider school culture. management data offer clearer (Principle 1: Change is insights. possible); Program Evaluation Shame management was • Acknowledge feelings/harm measured using Ahmed’s (2001) done (Principle 3: All Year 5 students in an ACT scale, which measures students’ Acknowledgment); government primary school (aged use of adaptive and maladaptive • Care for others (Principle 5: 10–11 years; n=30) participated in shame management strategies. Building communities of care); the program. Two different Students are presented with four and sessions were held so each group hypothetical scenarios, in which • Take responsibility for was a manageable size (n=15). they perpetrate an incident of behaviour/feelings (Principle 2: Responsibility for These sessions ran in two harm. The strategies are then act without denigration). different terms. The program was presented and students indicate In essence, restorative programs evaluated using a number of what they would do, answering are about nurturing positive quantitative and qualitative “yes” or “no”. The results showed feelings (interest and excitement) methods. Quantitative data were a small overall increase in and providing avenues to collected using the Life at School students’ reported use of adaptive discharge negative feelings Survey (Ahmed et al. 2001), which shame management skills: a shift (shame). Restorative practices was administered at the from 83 per cent to 87 per cent of should lead to further beginning and the end of the students reporting using these engagement with the community, school year (pre- and post- strategies. The more interesting as evidenced by enhanced or re- established community Table 1: Responsible Citizenship Program workshop curriculum participation. In order for this to Activity be sustained, for shame to be 1. Introduction of the Responsible Citizenship Program Posters effectively managed, individuals 2. Developing RCP agreements: respect, consideration, participation Role play need to develop skills for working 3. Creating responsible citizenship at our school Posters through differences. Through 4. Working with our feelings—OOPS & OUCH Role play these processes individuals can 5. Introduce REACT keys Posters build and renew productive 6. Video—school-based example of OOPS & OUCH & REACT keys Video relationships, forging a resilient 7. Planning a RCP video Video and responsible community. 8. Rehearsing a RCP video Video 9. Making a RCP video Video 10. RCP wrap-up and Responsible Citizenship Charter Posters

4 Australian Institute of Criminology finding was that the use of of the facilitators, the overall Six months after completing the maladaptive shame management pattern is consistent. The average program, the students clearly skills decreased significantly, in ratings for all three measures remembered important aspects of terms of both feelings of rejection increased from the start to the the program. One student said: by others and displacement of finish of the program. The greatest The leaders…were all positive wrongdoing onto others. While change was for consideration (3.4 and helped us understand how initially 33 per cent of students to 5.2 for students; 3.0 to 4.7 for other people felt. We learnt what reported they would feel rejected facilitators) and participation (4.3 to do if we did hurt someone or from others following to 5.7 for students; 4.2 to 5.8 for someone hurt you. wrongdoing, following the facilitators), and least for respect The responses received suggested program only 20 per cent (5.0 to 5.2 for students; 3.7 to 4.9 the benefits of the program. In reported they would feel this for facilitators), although the particular these data indicate that way. Further, while 27 per cent of measures of respect were already the program was able to create a students reported using shame quite high, particularly for students. shift in the way students interact displacement strategies before the Interestingly, there was a with one another in terms of the program, only 13 per cent of systematic drop in measures of core components of respect, students reported using these respect and consideration a few consideration and participation. strategies following the program. workshops into the program. The Further, students’ reported shame In other words, students’ use of measures then increased again management strategies became strategies became less until the completion of the videos. less maladaptive. While tentative, characteristic of victims (who This is not surprising, given that the results of this initial pilot typically feel they would be the program aims to challenge the program are encouraging. rejected by others following way students interact in terms of The adaptability of this wrongdoing) and less upholding the respect/ program needs to be stressed. The characteristic of bullies (who consideration/participation principles upon which the typically displace their shame and principles. In summary, the Responsible Citizenship Program anger onto others). Overall, the results are positive, indicating the is based are more important than results are encouraging, as students put into practice the the program per se. It can be students’ shame-management program’s emphasis on building customised to meet the needs and skills became less maladaptive. respect, consideration and resources of different schools. As While developing shame participation. the teacher put it: management skills was a central The post-program qualitative I could see this program operating very effectively in aim of the program, without a data mirror this positive result. school and could be modified control group it is hard to make a All parties involved in the simply to start at an earlier age. strong claim. However, the other development of the program The program thus provides a base measures, both quantitative and found it to be of benefit to the from which other programs can qualitative, are encouraging and students. This included the grow and adapt. This is important support the positive effects of the teacher, the principal, the to the long-term research and Responsible Citizenship Program. facilitators and the students development that now needs to Measures of respect, themselves. The teacher wrote: be done. A more rigorous consideration and participation, I began noticing the use of evaluation is needed across a the core principles of the particular jargon associated with range of programs and program, were taken at the end of the program in everyday situations…The program was a populations. It is hoped this initial each session. Students were asked step is sufficient to encourage three questions, answering on a great success. The principal offered: others to embark on the seven-point scale. How many development of their own people in the group: The practical approach allowed students to develop strategies to program that fosters responsible • showed you respect during cope with real-life situations. citizenship in their school through today’s activities? The class climate created…was engagement with principles • considered your feelings one of support and respect for grounded in restorative justice. during today’s activities? other students…The most • gave you an opportunity to important aspect of the program participate in today’s was giving students appropriate Implementing Restorative Justice activities? strategies for coping with in Schools The two facilitators also conflict. independently rated each One student summed up what it Restorative justice, through student’s behaviour in terms of means to be a responsible citizen valuing relationships, challenges respect, consideration and at school: everyone involved. This is participation. A number of It means that if you do important. To sustain any shift in patterns emerged from these data. something wrong, or if others the way schools operate in Although the students’ ratings do something wrong, you know each party questioning, in the how to fix things. were generally higher than those most fundamental way, their own

5 Australian Institute of Criminology beliefs and practices. The central, Acknowledgments of justice”, in C. Alder & dominant theme to be addressed The author would like to thank Valerie J. Wundersitz (eds.), Family is the use of punishment and Braithwaite, Barbara Grant and an Conferencing and Juvenile Justice: control in achieving behavioural anonymous reviewer for their comments on The Way Forward or Misplaced . These practices value this paper. Thanks must also go to the Optimism? Australian Institute of Criminology Research Council for their Criminology, Canberra, pp. 45–86. domination. In contrast, financial support of this project, and the Morrison, B.E. 2001, “The school restorative justice values students and teachers at Hawker Primary system: Developing its capacity in relationships of non-domination. School, who agreed to work with us on this the regulation of a civil society”, As Cameron and Thorsborne pilot project. Particular thanks go to Jeff in J. Braithwaite & H. Strang (2001, p. 183) have noted: Sheridan, the principal, Jan Spencer, the (eds.), Restorative Justice and Civil School behaviour management Year 5 teacher, and the engaging Year 5 Society, Cambridge University plans have focused largely on students who participated in the program. Press, Cambridge, pp. 195–210. what should happen (penalties Special thanks must also go to the two National Crime Prevention 1999, and tariffs) to offenders when facilitators, Jonathan Hawkes and Alisa Pathways to Prevention: (school) rules are broken, with Walters, whose dedication to making the Developmental and Early only limited understanding of Responsible Citizenship Program a fun and Intervention Approaches to Crime in the impact on those in the school enjoyable learning experience for the Australia, Attorney General’s community of the offending students was an inspiration to all. Department, Canberra. behaviour. Restorative justice in Retzinger, S.M. & Scheff, T.J. 1996, the school setting views References “Shame and the social bond”, in not as school-rule- D. Parker, R. Dalziell & I. Wright breaking, and therefore a Ahmed, E., Harris, N., Braithwaite, J. & (eds.), Shame and the Modern Self, violation of the institution, but Braithwaite, V. 2001, Shame Australian Scholarly Publishing, as a violation against people and Management Through Reintegration, Melbourne, pp. 6–20. relationships in the school and Cambridge University Press, Ritchie, J. & O’Connell, T. 2001, wider school community. Melbourne. “Restorative justice and the Emphasis on behavioural Bazemore, G. & Umbreit, M. 1994, contest between the relational and education rather than control goes Balanced and Restorative Justice: institutional paradigms”, in a long way to achieving Program Summary, Balanced and J. Braithwaite & H. Strang (eds.), behavioural compliance. The aim Restorative Justice Project, United Restorative Justice and Civil Society, should be to take a student, and States Department of Justice and Cambridge University Press, Delinquency Prevention, Cambridge, pp. 149–64. their community of support, Rigby, K. 1996, Bullying in Schools: What through a process by which they Washington DC. Braithwaite, J.B. 1989, Crime, Shame and To Do About It, Australian Council can understand the consequences for Education Research Limited, of their behaviour for themselves Reintegration, Cambridge University Press, Cambridge. Melbourne. and others, to develop relational —— 1999, “Restorative justice: Assessing —— 1998, “The relationship between thinking and to bring optimistic and pessimistic reported health and involvement understanding to a collective accounts”, in M. Tonry (ed.), in bully/victim problems among level. Punishment instils a Crime and Justice: A Review of male and female secondary school narrow, selfish way of thinking; Research, vol. 25, University of students”, Journal of Health Chicago Press, Chicago, pp. 1–127. Psychology, vol. 3, no. 4, pp. 465– the focus is on oneself rather than 76. others. Shame can only be Cameron, L. & Thorsborne, M. 2001, “Restorative justice and school Tremblay, R.E. & Craig, W.M. 1995, managed in healthy ways when “Developmental crime individuals are part of healthy discipline: Mutually exclusive?” in J. Braithwaite & H. Strang (eds.), prevention”, Crime Justice, vol. 19, communities—communities Restorative Justice and Civil Society, pp. 151–236. which foster care and respect, Cambridge University Press, consideration of different Cambridge, pp. 180–94. possibilities and ideas, and Farrington, D.P. 1993, “Understanding Dr Brenda Morrison works at the opportunities to participate in and preventing bullying”, in Centre for Restorative Justice, processes that allow people to M. Tonry & N. Morris (eds.), Research School of Social Sciences, work through their differences Crime and Justice: A Review of Australian National University. constructively. Schools, as Research, vol. 17, University of society’s primary developmental Chicago Press, Chicago, pp. 381– 458. institution, have an important Goleman, D. 1995, Emotional Intelligence, agenda to take up here. It is vital Bantam, New York. that they are resourced and Johnson, D.W. & Johnson, R.T. 1995, supported to address this “Why violence prevention General Editor, Trends and Issues in debilitating social problem programs don’t work—and what Crime and Criminal Justice series: because, in the end, bullying and does?” Educational Leadership, Dr Adam Graycar, Director victimisation is a problem that vol. 52, no. 5, pp. 63–8. Australian Institute of Criminology affects everyone. Moore, D.B. & O’Connell, T.A. 1994, GPO Box 2944 “Family conferencing in Wagga Canberra ACT 2601 Australia Wagga: A communitarian model Note: Trends and Issues in Crime and Criminal Justice are refereed papers.

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