Research indicates that strong and supportive social relationships, sense of belonging within a community, and collective efficacy positively impact mental health, health behavior, physical health, student outcomes, and participation in civic life. Restorative Practices in K-12 schools, can create supportive environments for students to thrive by strengthening relationships between individuals as well as social connections within their learning communities. In this session, participants will:
- Describe Restorative Practices concepts and principles.
- Explore how Restorative Practices aligns with community health and prevention frameworks.
- Evaluate how Restorative Practices can create the social conditions to advance the health and well-being of student life.
- Leave with tangible resources to help apply Restorative Practices on their campuses.
Keith Hickman is the International Institute for Restorative Practices (IIRP) Director of Continuing Education, and he works nationwide on restorative practices implementation with a focus on schools. He serves as a partner scholar on the CASEL Equity Work Group and a member of the Research Development and Design Team for the California Safe, Healthy, Responsive Schools Network. Mr. Hickman has brought restorative practices instruction and consultation to a variety of educational settings in the U.S. and the Republic of Jamaica, including the cities of Chicago, Boston, New York, Pittsburgh, Baton Rouge, Los Angeles, San Antonio, Washington, D.C., Louisville, Kentucky, Kingston, Jamaica, and across parishes in Louisiana. He is currently working with stakeholders in Detroit in schools and other organizations, including police, human services, court systems, corrections and neighborhood associations, to support an aligned approach that will positively impact children and families throughout the city. Mr. Hickman has served in high-level leadership positions for various K-12 educational organizations including the New York City Department of Education and New Leaders for New Schools. In 2000, he helped found the Youth Justice Project at the Harlem Community Justice Center, one of four community justice centers under the Center of Court Innovation, which inspired other restorative justice programs in the Bronx, mid-town Manhattan and Red Hook, Brooklyn. He holds a Bachelor of Arts in Sociology of Human Development from Antioch College.
Elizabeth Smull is a skilled restorative practitioner who has provided direct services to struggling youth and their families. She provides restorative practices professional development to a worldwide audience of educators, counselors and social workers and has worked with schools across the country to improve school climate. Most recently, she helped develop the IIRP professional development event on Motivational Interviewing (MI) and supported the implementation of MI at the IIRP model programs — Community Service Foundation and Buxmont Academy (CSF Buxmont) — through training, coaching and observation. Previously, Ms. Smull worked at CSF Buxmont for 15 years. As a Certified Drug and Alcohol Counselor, she supported individuals involved in the juvenile and adult criminal justice systems. She did extensive work with youth and families, oversaw the Conferencing Program, which includes both Family Group Decision Making (FGDM) and restorative conferences, and supervised counselors for at-risk youth. Ms. Smull coauthored a book on FGDM, Family Power: Engaging and Collaborating with Families (2013).
Restorative practices as a preventive strategy for community health and well-being. Paper presented at the IIRP 2019 Summer Symposium, Bethlehem, PA. Proactive restorative practices: Creating the conditions for individuals and communities to flourish. Paper presented at Strengthening the Spirit of Community, IIRP World Conference, Detroit, MI. Restorative practice implementation in Maine schools: Continuing the conversation. Paper presented at The Maine Event: Youth Development Conference, Bangor, ME. A conversation: From brick and mortar to cyber space - addressing fears and resistance. In Proceedings of the 10th Annual Conference on Higher Education Pedagogy, Virginia Tech, Blacksburg, VA