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Bullying and Victimisation in Schools: a Restorative Justice Approach

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Bullying and Victimisation in Schools: a Restorative Justice Approach 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 & Bullying and Victimisation i s s u e s in Schools: A Restorative Justice Approach in crime and criminal justice Brenda Morrison Bullying at school causes enormous stress for many children and their families, and has long-term effects. School bullying 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, anxiety, depression and illness, and an increased tendency to suicide. 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 communities safe. The aim of restorative programs is to reintegrate those affected by wrongdoing back into the community 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 violence 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 suicidal ideation (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 parents, grandparents, been identified which generally community. Individuals can lapse teachers, 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, family 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 Shame 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 school violence, 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 punishment. 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 anger 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. 2 Australian Institute of Criminology 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 emotional intelligence (1995), intervention: program should
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