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Common restorative justice implementation barriers and their associated strategies in urban schools
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Samalin, Matthew Eli. Common restorative justice implementation barriers and their associated strategies in urban schools. Retrieved from https://doi.org/doi:10.7282/t3-h0hj-aj98

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TitleCommon restorative justice implementation barriers and their associated strategies in urban schools
NameSamalin, Matthew Eli (author); Forman, Susan (chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2021
Other Date2021-08 (degree)
SubjectPsychology, Alternative to zero tolerance, Barriers, Implementation science, Restorative justice, Strategies, Urban school
Extent98 pages : illustrations
DescriptionThe use of zero tolerance policies in schools, though found to be generally ineffective, proliferated greatly during the last decades of the twentieth century. These mandatory exclusionary policies have been associated with a number of detrimental effects on the excluded students and have been shown to be applied unequally to students of color and those with disabilities. Restorative Justice (RJ) interventions have shown promise in preliminary research, and they are increasingly being used in schools as an alternative. Implementation science regarding RJ interventions in schools is still in its nascent stages, and there are concerns that proliferation of school programs is outpacing research. This study sought to address a gap in research by conducting a qualitative analysis of the real world barriers that implementers are encountering in the field, as well as the associated strategies they are employing to overcome them. The present study used grounded theory to guide qualitative analyses of 13 interviews of restorative justice coordinators (RJCs) from four schools from a large urban city in the Northeast. Based on qualitative coding found to have good inter-rater reliability, the study identified a typology of 9 barrier and 12 strategy domains. The results found that a majority of the barriers were clustered in relatively small number of barrier domains (e.g., Poor Programmatic Design and Lack of Support.) These findings indicate that it may be advantageous to focus on the most encountered barriers in future research and implementation efforts. Moreover, results found that RJCs confronted barriers with a wide range of strategies. In other words, specific strategies were not tied to specific barriers. Instead, RJCs drew from a long list of identified strategies regardless of the type of barrier. This demonstrates RJC creativity yet also may indicate the RJCs need more guidance in tackling common roadblocks. Furthermore, the study found that 13% of the barriers were described with no planned or associated strategy for overcoming them. Implications for future research and implementation strategies are discussed further.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-h0hj-aj98
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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