Restoring Racial Justice

Davis, Fania; Lyubansky, Mikhail; Schiff, Mara

doi:10.1002/9781118900772.etrds0288

Cited by 12 publications

(7 citation statements)

References 17 publications

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“…This finding is consistent with prior research (Babcock et al, 2016) and speaks to racial inequities in the criminal justice system (Davis et al, 2015) rather than racial differences in rates of domestic assault.…”

supporting

confidence: 91%

Comparing recidivism rates among domestically violent men enrolled in ACTV versus Duluth/CBT.

Lawrence¹,

Mazurek²,

Reardon³

2021

Journal of Consulting and Clinical Psychology

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The goal of the present study was to replicate and extend published preliminary evidence demonstrating that a relatively new treatment (Achieving Change through Value-Based Behavior [ACTV]) for men convicted of domestic violence significantly reduces recidivism compared to the standard treatment offered across the United States (the Duluth Model and/or cognitive-behavioral approaches). Method: Men convicted of domestic assault (DA) and court-mandated to a Batterers Intervention Program [N = 725; M age = 34.9 years (SD age = 10.37 years)] were assigned to attend ACTV or treatment-as-usual (TAU). Participants were predominantly Black (63.3%). Recidivism, defined as any new convictions, any violent convictions, and any DA convictions, was examined up to 5 years posttreatment. Only men classified as medium or high risk were included. Results: Men in TAU were more likely to receive any conviction (95% CI [1.61, 4.40]), a violent conviction (95% CI [1.67, 9.60]), and a DA conviction (95% CI [1.36, 4.90]) compared to men in ACTV. Time to new conviction posttreatment was shorter for men in TAU versus ACTV (95% CI [2.16, 4.11]). Finally, the risk of receiving any new conviction (95% CI [1.46, 7.11]) was more strongly associated with noncompletion for TAU than ACTV participants. Conclusions: ACTV shows great promise for reducing recidivism compared to TAU. The present study represents the first time this intervention has been implemented in a state other than where it was developed and provides initial evidence for its generalizability and robustness.What is the public health significance of this article? Intimate partner violence (IPV) is highly prevalent in U.S. families and yields financial costs exceeding $5.8 billion each year. Even mild and infrequent forms of physical IPV have serious consequences for individuals, couples, and children exposed to violence. Interventions that reduce the prevalence of psychological and physical IPV among men who have engaged in IPV previously would have benefits for victims, children, and society.

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supporting

confidence: 91%

Comparing recidivism rates among domestically violent men enrolled in ACTV versus Duluth/CBT.

Lawrence¹,

Mazurek²,

Reardon³

2021

Journal of Consulting and Clinical Psychology

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“…Moreover, preventive interventions can also occur by training teachers to strengthen the motivating and engaging qualities of instruction and by preventing negative teacher-student interactions from Anyon et al occurring in the first place (Gregory, Hafen et al, 2016). Finally, staff training about culturally responsive practices and racial justice may reduce the likelihood of misreading or mislabeling students' body language or speech and may decrease overly punitive responses to students of color (Anyon, 2016;Anyon et al, 2016;Davis, Lyubansky, & Schiff, 2015;Monroe, 2005).…”

Section: Ris and Equity Issuesmentioning

confidence: 99%

Restorative Interventions and School Discipline Sanctions in a Large Urban School District

Anyon

Gregory

Stone

et al. 2016

American Educational Research Journal

125

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A large urban district ( N = 90,546 students, n = 180 schools) implemented restorative interventions as a response to school discipline incidents. Findings from multilevel modeling of student discipline records ( n = 9,921) revealed that youth from groups that tend to be overrepresented in suspensions and expulsions (e.g., Black, Latino, and Native American youth; boys; and students in special education) had similar, if not greater, rates of participation in restorative interventions than their peers. First-semester participants in restorative interventions had lower odds of receiving office discipline referrals (OR .21, p < .001) and suspensions (OR .07, p < .001) in the second semester. However, the suspension gap between Black and White students persisted. Implications for reform in school discipline practices are noted.

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“…These findings resonate with a broader push in the RJ field to explicitly and vigorously promote racial justice (Davis, Lyubansky, & Schiff, 2015;González, 2015a). In education, there is great urgency in such calls, with persistent and even growing racial disparities in the use of suspension, even as overall suspension rates have declined.…”

Section: Discussionmentioning

confidence: 53%

Fostering community, sharing power: Lessons for building restorative justice school cultures

Sandwick

Hahn

Ayoub³

2019

EPAA

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Increasingly, education policymakers are touting restorative justice as a way to interrupt the “school-to-prison pipeline,” which disproportionately impacts students by race, sexuality, and disability. A small but growing research literature suggests that restorative justice decreases suspension and behavioral incidents, while improving school climate—particularly when embraced as a schoolwide ethos, rather than a targeted disciplinary strategy. Restorative justice represents a marked departure from long-standing punitive approaches to discipline, however, and school communities are eager for support in navigating this culture shift. To this end, this article presents findings from case studies of five diverse NYC schools using restorative justice approaches. Drawing on qualitative data from interviews and focus groups with educators, students, parents, and school safety agents, our findings provide insight into key practices and resources, stakeholder perceptions, and challenges of and practical strategies for building holistic, schoolwide restorative justice. We present a series of “lessons” to inform restorative justice practice and policy, underscoring the importance of community-building, deliberate resources and infrastructure, interrogating localized and systemic power dynamics, and elevating student leadership.

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Restoring Racial Justice

Cited by 12 publications

References 17 publications

Comparing recidivism rates among domestically violent men enrolled in ACTV versus Duluth/CBT.

Comparing recidivism rates among domestically violent men enrolled in ACTV versus Duluth/CBT.

Restorative Interventions and School Discipline Sanctions in a Large Urban School District

Fostering community, sharing power: Lessons for building restorative justice school cultures

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