Online school conflicts: expanding the scope of restorative practices with a virtual peace room

Das, Arijit; Macbeth, Jamie; Elsaesser, Caitlin

doi:10.1080/10282580.2019.1672047

Cited by 5 publications

(4 citation statements)

References 36 publications

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“…To date, the literature is limited in regard to how specific restorative justice tools have been applied to resolve school conflicts including cyberbullying ( Morrison et al, 2005 ). However, Duncan (2016) and Das et al (2019) both propose using features of restorative justice principles as a practical solution for schools with Duncan suggesting that ‘restorative practices hold great promises for many cases’ (p. 254). Das and colleagues recommend the creation and use of a virtual peace room (similar to an online chat room), and a restorative justice coordinator to facilitate interactions between conflicting parties.…”

Section: Discussionmentioning

confidence: 99%

Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders

Hendry

Hellsten²,

McIntyre³

et al. 2023

Front. Psychol.

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IntroductionCyberbullying, or repeatedly communicating antagonistic messages using digital or electronic media meant to deal out harm or discomfort to others, has been considered more pervasive and impactful than traditional bullying since perpetrators can remain anonymous online, are not bound by time or place. In addition, cyberbullied youth are reluctant to involve others such as an adult or confront the perpetrator adults. Therefore, the primary purpose of this study was to capture a holistic understanding of potential youth cyberbullying prevention and intervention strategies (i.e., inhibiting forces that may reduce cyberbullying) from key stakeholders with professional knowledge about cyberbullying (i.e., educational administration, psychological counseling, technology and bullying education consultation, policing, research, and social support services).MethodsTwenty (n = 20) participants were recruited using purposive and snowball sampling techniques from both urban and rural school districts in one Western Canadian province to participate in either in a semi-structured individual interview (n = 16) or a scheduled focus group (n = 4) to achieve depth and understanding of cyberbullying issues. The I3 Model, a process-oriented metatheory of aggression with the potential to explain how cyberbullying behaviors continue to occur, was used as a frame to analyze the qualitatively gathered data using six phases of reflexive thematic analysis.ResultsParticipants identified educational efforts related to awareness of cyberbullying and consequences of perpetration, digital citizenship programming for students and social skills training, providing remediation to youth who are in online conflict with one another, and parental engagement with the technology used by their youth as key factors in mitigating instances of cyberbullying.DiscussionThis study furthers research on cyberbullying prevention and intervention in schools by illuminating experiences from under researched and unique stakeholders in the field. These key findings and suggestions for future research are further discussed.

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Section: Discussionmentioning

confidence: 99%

Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders

Hendry

Hellsten²,

McIntyre³

et al. 2023

Front. Psychol.

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“…In their application in schools, the tools of restorative justice provide individual and collective benefits by rejecting discipline that excludes and isolates (i.e., suspensions and expulsions) in favor of face-to-face discussion. Prior to the pandemic, one of the few online tools in use were virtual peace rooms, which were specifically developed to address instances of cyberbullying (Das et al 2019).…”

Section: Restorative Justice In Schools During the Pandemicmentioning

confidence: 99%

School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World

Vélez

2021

Laws

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The COVID-19 pandemic has deeply affected schools and the people within them. The move to remote schooling forced practitioners of school-based restorative justice to adapt and innovate, as theory and practice had almost exclusively focused on in-person instruction. In this paper, I first review some of the challenges, adaptations, and lessons during the pandemic. I then argue that restorative justice in schools offers new and unique potential to address needs of educational communities and the students, educators, and staff within them as in-person instruction returns. Specifically, I suggest it could contribute to rebuilding social connection and community, bolstering mental health, and addressing inequities. Finally, I end with limitations and future directions for considering these extensions and evaluating their impact. School-based restorative justice alone cannot be a panacea for these issues, but could be integrated into other supports and services to address the stark needs of school communities and of the young people whose lives have been so deeply impacted by COVID-19.

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“…People with similar experiencesfacing online aggressionwill have the opportunity to be listened to. This will help with their feelings of loneliness and create a sense of community, where their past experience is acknowledged and listened to (Das et al, 2019). Moreover, Marciline suggests that this type of restorative-based and victim-centered response will help the victim to develop "a sense of accountability [agency] " that gives the victim hope, motivates the victim to heal and develop a sense of security.…”

Section: Developing a Sense Of Agency And Responsibilitymentioning

confidence: 99%

“…A collective and proactive response based on a victim-centered restorative principle may be more helpful for adolescents who often are targets of digital harm. Previous research suggest that this type of response is based on creating positive relationships among youths and creating fostering and trusting environment with adults, including parents and school administration (Corrigan & Robertson, 2015;Das et al, 2019;Broll, 2016). When young people experience the harms of digital violence, adult figure (parents and teachers) support may be more helpful for victims to cope with their stresses, rather than punishing the online perpetrator.…”

Section: Needs and Responses To Cyberbullyingmentioning

confidence: 99%

The presentation of self in the digital age: Experiences of cyberbullying victims and perpetrators

Enkhtugs

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Virtual communication has become instrumental in the digital age and it presents advantages and risks, including cyberbullying, in the lives of young people. Drawing on Goffman’s (1959) concept of the presentation of self – the study of how the self assumes different roles and behaviours depending on social circumstances – I explore how young people with the lived experiences of cyberbullying engage in the presentation of their virtual and non-virtual selves and how they cope with the consequences of cyberbullying. Using a phenomenological framework for inquiry, the results of this study derive from qualitative interviews and participant-generated visual data. The results of this study suggest that there is no binary identity of a cyber-victim or cyber-perpetrator, and participants’ chosen identity shapes their presentation of self both in virtual and non-virtual settings as a way of coping and/or maintaining their status and appearance. Cyberbullying victimization is a form of online victimization, whereby the former form of victimization can produce digital harm and social inequalities due to the lack of emotional, affective, and mental health support offered to the victims of online bullying. With the recommendations for future research, this study advocates for creating spaces to offer mental health support to young people who experience cyberbullying victimization. Contributing to the growing field of digital criminology, the results of this thesis also suggest that the experience of cyberbullying normalizes the practice of online bullying among young people and shapes their understanding of online communication, victimization, and transgression in the digital age.

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Online school conflicts: expanding the scope of restorative practices with a virtual peace room

Cited by 5 publications

References 36 publications

Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders

Recommendations for cyberbullying prevention and intervention: A Western Canadian perspective from key stakeholders

School-Based Restorative Justice: Lessons and Opportunities in a Post-Pandemic World

The presentation of self in the digital age: Experiences of cyberbullying victims and perpetrators

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