michelle rappaport, lcsw cyd lash academy (sedol) building bridges an alternative to suspension
TRANSCRIPT
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M I C H E L L E R A P PA P O RT, L C S WC Y D L A SH A C A D E M Y ( SE D O L )
Building Bridges an Alternative to Suspension
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Administrative Costs and School Revenue
http://community-matters.org/programs-and-services/calculator
From: Community Matters. Suspension Loss and Cost Calculator
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Today’s Practice Example: Building Bridges
Building Bridges (Rappaport, 2014)Alternative to Suspension ProgramBuilding Bridges is based on “restorative justice” and “cognitive behavior” principles
Students are provided with an “alternative” to traditional out of school suspension
They work on “making things right” with those they have emotionally or physically hurt
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Building Bridges
Building Bridges has been implemented for two years (2012-2014) and evaluated for one year (based on 2012-2013 data) in a therapeutic day school for high school students with serious emotional and behavioral disorders.
The evaluation is on-going and is being conducted by Loyola University Chicago, headed by Dr. Pam Fenning.
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Building Bridges (Rappaport, 2014)
When referred to Building Bridges, the option of this program is explained to student by social worker/implementation agent, principal/assistant principal
Students are required to take responsibility for their behavior and choices
Students begin their day in Building Bridges, which should be implemented in a quiet location with minimal distractions and people (students and staff)
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Building Bridges Process
Students are taught skills and strategies they can use to make better decisions in the future
Staff who were involved in the incident describe their perspective on the situation by completing a “staff perspective thinking sheet” prior to the start of Building Bridges. The facilitator reviews the staff thinking sheet within the course of processing with the student
Students are given a “thinking sheet”, which involves them processing the incident. They describe what happened, how others felt and were effected, how they felt and what would make things better in the future
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Thinking Sheets (Rappaport, 2014)
Students use the thinking sheets to process the incident that occurred and to consider more positive choices to make in the future
Modifications to thinking sheets include a multiple choice format if necessary
Students are allowed to dictate to the Building Bridges facilitator if writing is an inhibiting issue
Following are examples of thinking sheets for staff and students
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CopyrightBridges (2014)
Rappaport
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CopyrightBridges (2014)
Rappaport
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CopyrightBridges (2014)
Rappaport
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CopyrightBridges (2014)
Rappaport
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Building Bridges Process
Students almost always complete “empathy worksheets” to help them process the impact they are making on others around them since most incidents impact someone else (e.g., teacher other student)
Other thinking sheets are completed only if the incident does not involve another party
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Building Bridges Process
After students complete the relevant “thinking sheets” and process with a staff, then the student will be asked to “mediate” if warranted
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Mediation
Students are given some control in what time during Building Bridges the mediation will occur
Also during their time in Building Bridges, students may complete scenarios and worksheets that are specific to their situation
After all of the worksheets have been completed and reviewed, the student can use the remaining time to do school work so they do not fall behind in classes
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Examples of Scenarios
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Example of Scenarios
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Who is capable of running Building Bridges?
Bridges facilitator should have some counseling experience. These skills can also be taught. School personnel could be:
School social workers School psychologists School counselors Some teachers, such as special educators Discipline deans
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Is Building Bridges Effective?
Research team at Loyola University Chicago conducting longitudinal evaluation
School collects office discipline referrals data through SWIS
Research team analyzed the SWIS data for the 2012-2013 academic year
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Is Building Bridges Effective?
What is the effect of the program on students’ major referrals? Fighting Physical aggression Drug offenses Weapons
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Is Building Bridges Effective?
Does participation in Bridges after the 1st major referral significantly reduce the likelihood of a 2nd major referral?
31 students had at least one major referral 16 participated in Bridges after 1st referral 15 did not participate in Bridges after 1st referral
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Is Building Bridges Effective?
Evaluation led by Claudia Hernandez Does Bridges increase the amount of time between
the 1st and 2nd major referral?
21 students had two major referrals 9 of these students participated in Bridges after 1st referral 12 of these students did not participate after 1st referral
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Is Building Bridges Effective?
Does participation in Bridges after the 1st and 2nd major referrals significantly reduce the likelihood of a 3rd major referral?
Participation in two Bridges sessions (after two major referrals) significantly decreases the likelihood of a 3rd offense compared to participation in one or zero sessions
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Preliminary Conclusions
After the first major referral, implementation of Building Bridges did not reduce the likelihood of a second referral, but it did significantly increase the amount of time it took for students to reoffend.
For students with multiple referrals, implementing Building Bridges consistently after referrals seems to reduce the likelihood of subsequent referrals
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For More Information
www.buildingbridgesbook.com
Michelle Rappaport, LCSWBridges Developer and Facilitator