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The use of restorative justice practices in a school community traumatized by an incident of planned school violence: a case study

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dc.contributor.authorMateer, Susan Carol, author
dc.contributor.authorBanning, James H., advisor
dc.contributor.authorDickmann, Ellyn M., committee member
dc.contributor.authorCross, Jennifer E., committee member
dc.contributor.authorTimpson, William M., committee member
dc.coverage.spatialUnited States
dc.date.accessioned2007-01-03T04:51:44Z
dc.date.available2007-01-03T04:51:44Z
dc.date.issued2010
dc.description.abstractIn 2001, less than two years after the Columbine High School shootings, a plan to copycat the Columbine shooting in a junior high school was interrupted by police. This was one of the first documented cases of interrupted school violence and the school where this was to occur was traumatized both by the fact that students were planning violence and the attention given to the event by the media. Even though no one was physically hurt, the school community was shocked and victimized. Eventually, three junior high school students reached plea agreement through the courts for their part in the incident and were sentenced to juvenile corrections. The school was left to pick up the pieces and attempt to understand how this could have happened. This study uses a case study format and interviews with involved administrators, teachers and juvenile justice practitioners to document how the school community recovered from this event - restored and transformed. It looks at how the responses to the trauma were based in restorative justice values and beliefs and why restorative justice played such an important part in the recovery. The school used restorative justice practices that were uniquely suited to the event and responsive to the healing needs of the community at the time. These responses; the Tree, the community meeting, the Summit, the talking piece rock, the mascot statue; all served a purpose at the time and all were steeped in restorative values. In time, a traditional restorative justice conference was held in which two of the offending students responded to the concerns of the school and were welcomed back to the community. Restorative justice has traditionally been about repairing the harm caused by crime. In this situation not only was the harm repaired, but the community used the pain created by the harm to create transformation, a transformation that resulted in a very good school becoming even better. What was transformational is that each of the actions taken by the school served not only to repair the harm caused by the event but served to raise the community to higher levels of safety, interdependence, respect, and inclusivity. This research documents how one school community used restorative practices to bring about transformational social justice.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierMateer_colostate_0053A_10159.pdf
dc.identifierETDF2010100014EDUC
dc.identifier.urihttp://hdl.handle.net/10217/44874
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjecttransformative justice
dc.subjectschool violence
dc.subjectschool safety
dc.subjectrestorative justice
dc.subjectpeacemaking
dc.subjectcriminal justice
dc.subjectRestorative justice -- United States -- Training
dc.subjectSchool violence -- United States
dc.subjectViolence -- Psychological aspects
dc.subjectSchool crisis management -- United States
dc.titleThe use of restorative justice practices in a school community traumatized by an incident of planned school violence: a case study
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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