Restorative Justice In Schools: Necessary Roles of Cooperative Learning and Constructive Conflict

1. Restorative Justice In Schools: Necessary Roles of Cooperative Learning and Constructive Conflict David W. Johnson University of Minnesota ESRC Seminar, Restorative Approaches to Conflict in Schools Nottingham, England September 14, 2010 (c) Johnson & Johnson

2. Cooperative Learning Center 60 Peik Hall University Of Minnesota Minneapolis, Minnesota 55455 Phone: (612) 624-7031 Fax: (612) 626-1395 http://www.co-operation.org (c) Johnson & Johnson

3. Schedule • Introduction • Nature of Restorative Justice • Cooperative Context • Integrative Negotiations and Peer Mediation • Constructive Controversy • Civic Values • Conclusions • Discussion (c) Johnson & Johnson

4. Forming Base Groups • Ignore Your Friends • Find People You Do Not Know • Who Are Different From You: • Different Regions • Both Males And Females • Various Ages • Various Cultural And Ethnic Backgrounds (c) Johnson & Johnson

5. Group Warm-Up • Names • Professional Role • Favorite Place (Geographic, Specific) • Name The Most Important Outcome Of Cooperative Learning (In Your Present Opinion) (c) Johnson & Johnson

6. Robin Hood • It Is Appropriate That We Are Meeting To Discuss Restorative Justice At The Location Where Historically Restorative Justice Has Been Championed By A Local Hero • The Power Of The Myth Reflects How Much People Want Restorative Justice In Their Lives (c) Johnson & Johnson

7. Moral Community • Restorative Justice Involves Joining Perpetrators And Victims In The Same Moral Community • Community: Limited Number Of People In Same Locality Who Share Common Goals, Values, Culture • Heart Of Community Is Positive Interdependence (Individuals Work Together To Achieve Common Goals And Maintain Values And Culture) • Community Is Threatened By: • Negative Interdependence (Individuals Work Against Each Other To Achieve Goals Only One Or A Few Can Attain) • No Interdependence (Individuals’ Outcomes Are Unaffected By Actions Of Others) (c) Johnson & Johnson

8. Types Of Justice • Distributive Justice: How Benefits Are Distributed (Equity, Equality, Need) • Procedural Justice: Fairness of Procedures For Distributing Benefits • Scope of Justice (Moral Inclusion): Who Justice Applies To • Restorative Justice: Parties Affected By Harm Jointly Decide On Reparations (c) Johnson & Johnson

9. Restorative Justice • Post Destructive Conflict (Becomes An Issue After Harm Is Done Or Another Type Of Justice Is Violated) • Bring Together All Parties Affected By Harm To Agree On What Happened And How Wrongs Can Be Righted • Aspects: • Reconciliation (Emotional Reattachment) • Forgiveness (Victim Pardons Offender, Let’s Go Of Desire For Revenge, Grudge, Resentment) (c) Johnson & Johnson

10. Conditions For Restorative Justice • Cooperative Context • Constructive Conflict Resolution: • Teaching Students To Be Peacemakers • Problem-Solving Negotiations • Peer Mediation • Constructive Controversy • Civic Values (c) Johnson & Johnson

11. Whole School (Community) Approach • All Students Are Taught The Norms, Values, And Procedures Needed For Restorative Justice To Work • Emphasis Is On Prevention (c) Johnson & Johnson

12. Accurate Communication Accurate Perceptions Trust Constructive Problem Solving Inaccurate Communication Misperceptions Distrust Destructive “Going For The Win” Context Of Restorative JusticeCooperative Competitive (c) Johnson & Johnson

13. Mutual Goals Self And Other’s Well-Being Trust & Liking Other’s Needs Legitimate Long-Term Time Perspective Own Goals Only Own Well-Being, Other’s Deprivation Distrust & Hostility Deny Legitimacy Of Other’s Needs Short-Term Time Perspective Context Of Restorative Justice Cooperative Competitive (c) Johnson & Johnson

14. Spatial-Reasoning Task • Task: Identify How Many Rectangles Are In The Figure • Cooperative Structure: One Answer From The Group, Everyone Has To Agree, Everyone Has To Be Able To Point Out Each Rectangle • Criterion For Success: Each Member Can Identify All Rectangles • Individual Accountability: One Member Will Be Selected At Random To Demonstrate Mastery • Expected Behaviors: Everyone Suggests, Questions, Encourages • Intergroup Cooperation: When Finished, Compare Answer With Another Group (c) Johnson & Johnson

15. How Many Rectangles In This Figure? • How Did You Feel • What Did You Notice (c) Johnson & Johnson

16. Group Processing • Name Three Things Your Group Did Well In Working Together • Name One Thing Your Group Could Do Even Better Next Time (c) Johnson & Johnson

17. Advice For Using Cooperative Learning • Remember: Working Groups Are Small • Arrange Group Members Knee-To-Knee But Facing You • Go Personal As Well As Professional • Emphasize Making Each Member A Stronger Individual • Have Members Sign Group’s Work • Emphasize Positive Feedback • Emphasize Group Celebrations • Make Implementing Five Basic Elements A Disciplined Practice (c) Johnson & Johnson

18. Basic Premise Of SI Theory • Type Of Interdependence Structured Among Goals • Determines How Individuals Interact (Interaction Patterns) • Determines Outcomes (c) Johnson & Johnson

19. Competition • One Person Obtains His/Her Goal If And Only If Others Fail To Obtain Theirs; Negative Correlation Among Goal Attainments • If I Swim, You Sink; If You Swim, I Sink • Teacher’s Role: • Individual Goal (Do Better Than Others) • Norm-Referenced (Comparative) Evaluation • Winners Are Rewarded (c) Johnson & Johnson

20. Individualistic • One Person Obtains His/Her Goal Does Not Influence Whether Others Obtain Theirs; No Correlation Among Goal Attainments • We Are All In This Alone • Teacher’s Role: • Individual Goals • Criteria-Referenced Evaluation • Rewarded If Product Reaches Criteria (c) Johnson & Johnson

21. Cooperative • When One Person Obtains His/Her Goal, All Others Obtain Theirs; Positive Correlation Among Goal Attainments • We Sink Or Swim Together • Teacher’s Role: • Group Goal (Learn And Ensure All Other Group Members Learn) • Criteria-Referenced Evaluation • Rewarded On Basis Of All Group Members’ Work (c) Johnson & Johnson

22. Social Interdependence Theory • Social Interdependence Exists When The Outcomes Of Individuals Are Affected By Each Other’s Actions. • Two Types Of Interdependence: • Positive • Negative • Psychological Processes: • Substitutability • Cathexis • Inducibility • Interaction Patterns: • Promotive • Contrient Or Oppositional Morton Deutsch (c) Johnson & Johnson

23. Validating Research • Over 1,200 Research Studies With Enough Data Reported To Derive Effect Sizes (c) Johnson & Johnson

24. High Generalizability • 12 Historical Decades • All Age Levels • Variety Of Organizational Settings • Diverse Populations • Nearly 30 Countries (c) Johnson & Johnson

25. (c) Johnson & Johnson

26. Impact Of Social Interdependence On Dependent Variables: Mean Effect Sizes Note: Coop = Cooperation, Comp = Competition; Ind = Individualistic Johnson, D. W., & Johnson, R. (1989). Cooperation And Competition: Theory And Research. Edina, MN: Interaction Book Company (c) Johnson & Johnson

27. What Makes Cooperation Work! • Positive Interdependence • Individual Accountability • Promotive Interaction • Appropriate Use Of Social Skills • Group Processing (c) Johnson & Johnson

28. Wide Scale Use Of Cooperative Learning • In Mid-1960s When We First Began To Train Teachers, Cooperative Learning Was Basically Unknown and Unused • The Zeitgeist Of The Times Was Competition and Individualistic Learning (c) Johnson & Johnson

29. Cooperation And Conflict • The Greater The Cooperation, • The More Frequent And Intense The Conflicts (c) Johnson & Johnson

30. Two Types Of Conflict In Cooperative Situations • Integrative (Problem-Solving) Negotiations & Mediation: Conflicts Of Interests • Constructive Controversy: Decision Making And Problem Solving (c) Johnson & Johnson

31. What Is Conflict Five Strategies For Managing Conflicts Learning To Negotiate Learning To Mediate Implementing Program Follow-Up Lessons 3 Lessons 3 Lessons 8 Lessons 6 Lessons Daily Several Each Week Teaching Students To Be Peacemakers Program (c) Johnson & Johnson

32. Increase Frequency Of Conflicts: • Increase Achievement & Long-Term Retention • Increase Higher-Level Cognitive & Moral Reasoning • Increase Healthy Cognitive & Social Development • Focus Attention On Problems To Be Solved & Increases Energy To Do So • Clarify Own & Other’s Identity, Values • Clarify How You Need To Change • Release Feelings That If Repressed Make You Psychologically Sick • Strengthen Relationships • Increase Confidence We Can Resolve Disagreements • Keep Relationship Clear Of Resentments • Are Fun (c) Johnson & Johnson

33. Five Strategies • Withdrawal • Forcing • Compromising • Smoothing • Problem Solving (c) Johnson & Johnson

34. I Want I Feel My Reasons Are My Understanding Of You Is Three Plans Are Let’s Choose Plan B. Shake. I Want I Feel My Reasons Are My Understanding Of You Is Three Plans Are Let’s Choose Plan B. Shake. Integrative Negotiating StepsPerson 1 Person 2 (c) Johnson & Johnson

35. Which Books To Take • Tasks: • Choose The Two Books That Are: • Most Important To Save • Most Helpful In Starting New Civilization • Write Down Reasons Why • Plan How To Convince Others To Agree • Procedure: • Individual Decision And Rationale • Form Pair, Negotiate Which Three To Take (c) Johnson & Johnson

36. Mediation • End Hostilities And Cool Down Disputants • Ensure All Parties Are Committed To Mediation Process • Facilitate Problem-Solving (Integrative) Negotiations • Formalize Agreement (c) Johnson & Johnson

37. Implementation • Preschool Through Graduate School • Adult Married Couples In Therapy • Various Other Settings (c) Johnson & Johnson

38. Dependent Variable Academic Achievement Academic Retention Learned CR Procedures Procedures Retention Strategy Constructiveness Constructiveness Retention Strategy Two-Concerns Two-Concerns Retention Integrative Negotiations Positive Attitude Negative Attitude Quality Of Agreement Mean s.d. n 0.88 0.09 5 0.70 0.31 4 2.25 1.98 13 3.34 4.16 9 1.60 1.70 21 1.10 0.53 10 1.10 0.46 5 0.45 0.20 2 0.98 0.36 5 1.07 0.25 5 -0.61 0.37 2 0.73 0.00 1 Peacemaker Meta-Analysis:Mean Effect Sizes (c) Johnson & Johnson

39. Research On Peacemaking • Began In 1960s • Current Version Formalized in Late 1970s • Research In Schools: 16 Studies • Findings: • Students Learned And Retained Negotiation And Mediation Procedures • Students Used Procedures Skillfully In Simulated And Actual Conflicts • Student Use Of Procedures Transferred To Non-Classroom And Non-School Settings • Attitudes Toward Conflict Became More Positive • When Placed In General Conflict Situations, Used Problem-Solving Rather Than Win-Lose Negotiation Procedure • When Integrated Into Academic Units, Increased Student Academic Achievement And Retention • Discipline Problems Decreased • Life-Long Developmental Advantage (c) Johnson & Johnson

40. Recognition Of “Teaching Students To Be Peacemakers” Program Model Program SAMHSA Substance Abuse And Mental Health Services Administration U.S. Department Of Health And Human Services (c) Johnson & Johnson

41. Constructive Controversy • To Establish And Maintain Restorative Justice Procedures And Agreements, Decisions About Difficult Issues Must Be Continually Made • The Decision Making Process Must Recognize Differences In Perspectives And Frames Of Reference (c) Johnson & Johnson

42. Controversy • When One Person’s Ideas, Information, Conclusions, Theories, Or Opinions Are Incompatible With Those Of Another -- • And The Two Seek To Reach An Agreement. (c) Johnson & Johnson

43. Heart Of Democracy Difference Of Opinion Leads To Inquiry, And Inquiry Leads To Truth Thomas Jefferson (c) Johnson & Johnson

44. Benefits Of Controversy • Generates Energy • Focuses And Retains Attention • Motivation To Learn • Higher Achievement, Retention • Higher Quality And More Creative Decisions • Strengthens Relationships (c) Johnson & Johnson

45. Controversy Procedure • Research, Conceptualize, Organize Position • Present, Advocate “Best Case” For Position • Engage In Open Discussion: • Continue To Advocate “Best Case” • Refute Other Positions (Give It “Trial-By-Fire”) • Rebut Attacks On Own Position (Clarify Facts & Logic) • Reverse Perspectives, View Issue From All Sides • Drop All Advocacy, Synthesize, Make Best Reasoned Judgment (c) Johnson & Johnson

46. Prepare Present Open Discussion Perspective Reversal Synthesis Our Best Case Is... The Answer Is... Because... I Disagree Because... You Should Agree With Me Because... Your Position Is...Because... Our Best Reasoned Judgment Is... Controversy ProcedureStep Phrase (c) Johnson & Johnson

47. Was Peter Pan Right Or Wrong? • Peter Pan Believed That Staying Young In Never-Never Land Was The Ideal Way To Live. Was He Right Or Wrong? Is It Better To: • Stay Young And Never Grow Up? • Grow Up And Leave Childhood Behind? • Be Ready To Present The Best Case Possible For One Of These Positions. (c) Johnson & Johnson

48. Process Of Controversy (c) Johnson & Johnson

49. Have You Learned Lessons Only Of Those Who Admired You, And Were Tender With You, And Stood Aside For You? Have You Not Learned Great Lessons From Those Who Braced Themselves Against You, And Disputed The Passage With You? Walt Whitman, 1860 (c) Johnson & Johnson

50. Meta-Analysis Of Academic Controversy Studies: Mean Effect Sizes (c) Johnson & Johnson