Strengthening Restorative Practices Through DREAMs: A Trauma-Informed Restorative Model (Poster 15)

• In Event: AERA Poster Session Wednesday 2:30 p.m.
  In Poster Session: Division E- Counseling Poster Sessions

Abstract

Researchers have argued that the full potential of restorative justice cannot be reached until it is embedded within a social-emotional framework responsive to students with acute psychological needs. While existing literature examines restorative practices’ effects on school communities, there is a notable lack of research on tertiary-level interventions for students with more significant mental-health challenges. The following study explores the impact Developing Relational, Emotional, Adaptive Minds (DREAMs), a trauma-responsive curriculum, had on behavioral and psychological outcomes for students in grades 4-8. Results showed that DREAMs participants demonstrated improvements in psychological domains, but also increased undesirable behavioral outcomes, which may be explained by structural shortcomings of non-restorative school spaces or developments in self-awareness. Policy and practice implications are discussed.

Authors

• Bianca De Bellis, University of Pittsburgh

• James P. Huguley, University of Pittsburgh

• Rachel Vaughn-Coaxum, University of Pittsburgh

• Monica A Henderson, University of Pittsburgh