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This connects with our Pirate "PRIDE" School-Wide Expectations - specifically "R" for Respectful & "I" for Being In Control. Restorative discussions can be incorporated if students are referred to us by Admin or from incidents reports indicating a conflict between students. This could become a school-wide practice involving teachers and admin. but as counselors we are in the best position in our jobs to use this approach. I'm not sure of any barriers. Faculty presentation on this topic would be helpful to remind teachers that this approach maybe more beneficial in preventing problems going forward so they are on board.

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1.At CRMS, it connects with the themes of Respect and Problem Solving.  At PVMS, it follows the themes of the MYP program with being principled, caring, risk taker, and etc.
2. We can use it to follow up with incident reports that require mediating between students to restore relationships and positive communication.
3. Yes, it would be beneficial for principals and administrative assistants who assist with discipline.
4. Time may be the greatest barrier.
5. Training may be helpful.

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We take the time with our students as counselor to listen to our students, but I think using the scripted questions will help teach the students to think through their actions and help them through life. The issue with the whole school doing it is the time it takes when a child goes to a teacher to resolve an issue. Usually the child comes at the beginning of class when they are ready to teach and 30 kids are walking into the room. The teachers also feel they are not trained enough to deal with certain issues.

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We are both implementing  this already and find it helpful for students to have a voice in situations.  Not currently this is not school wide but with appropriate training this could be done effectively.  Time is the largest barrier.  A full faculty training would need to be conducted in order for them to see value in this practice.  Administrative expectation would need to be established so that ALL faculty participate.

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This connects well with Trauma Informed Care.  It would be helpful if some of the staff that deals with discipline could utilize some of this process.  The staff and administration would have to understand some of the priniciples behind why Restorative Dialogue can be helpful.  The amount of time needed can be a barrier.  Staff would also need to have buy-in in order for personnel to pull from class.

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I can relate with the questioning style of restorative dialogue.  I often use these prompting questions but sometimes forget or fail to acknowledge that my questioning style may be leading.  This is a refreshing reminder to keep questions open-ended and guide and direct the student versus tell the student how to problem solve.  I love the question, "What do you need now to be able to move on?"

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RD fits in well with what we are already doing as counselors. We use this type of dialogue with our mediations, now we have the scripted questions to consider using as part of it as well. The only issue with teachers is that some will not want to deal with the social/emotional aspects--most would do so but there will be a few who feel that this is the counselors job. Administration will most likely be very supportive of this style of interviewing to create an even more positive school culture. As discussed as a group, our biggest barrier will be time.

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This is something that has been introduced at our school this year. I think it is practiced by our student services team and is beginning to be put into practice by some of our administration.  Time is a definite barrier but with our "frequent fliers" this will be very valuable. I think there needs to be a way to get teachers (who are on the front line) on board.

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I have been doing RJ's for a few years now. It definitely has helped children process through conflicts better and see both sides of the situation. I have seen this done in the classroom and have seen success. When students are having a conflict in class it usually causes a classroom disruption. The teacher then took time out of the class to have a circle to restore what was disrupted.

Barriers: The process...Having an RJ before any discipline given helps the students self reflect and understand their mistakes. Another barrier would be teachers not feeling comfortable in the process when implementing school wide.

Resources: Having trainings to help staff members feel confident in this process and data showing success with this process for more buy in from staff.

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This fits in well with Trauma Informed Care as a district initiative.  I believe many bullying reports are more about conflict.  By teaching students the thinking process about conflict resolution, they would be able to do this independently and help their friends.
Many students don't want to take ownership on their part of the conflict which makes it difficult to apply sometimes.
I believe RJ will be mostly a counselor responsibility since teacher's do not have a lot of time in class to assist with student conflicts.
In order to fully implement this at our school, I feel there would need to be some further training but could begin with sending out the RJ handout to admin and disciplinary asst.

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I am glad to realize that we've been using a similar conflict resolution style to this "Restorative Dialogue" but this is a nice way to focus and develop a more common language. I do think it will take more time than we generally have since we mediate many times a day, but hopefully this will help with prevention of additional conflicts with the same students. I would also like to share this with teachers and the discipline paras!!!

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Q1It ties directly into our school model: building responsible, safe, respectful, and  problem-solving cougars.
Q2 Peer mediation, incident reports (rewording to reflect the scripted questions), and Counselors
Q3 we could expand to the Student Services Team and Discipline Team
Q4 Time
Q5 support from faculty staff

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We love the scripted questions that guide the students through processing the event and the resulting feelings for all. We think it helps the students build empathy and understanding that their actions impact others.  Barriers are the time-intensiveness and that not all students are willing to talk through issues.  Restorative Dialogue very strongly connects to our way of work via trauma-sensitive/aware practices.  I do not foresee it being school-wide.