Consultation and Collaboration to Develop and Implement Restorative Practices in a Culturally and Linguistically Diverse Elementary School. Issue 4 (1st October 2016)

• Record Type: Journal Article
• Authors: Ingraham, Colette L.; Hokoda, Audrey; Moehlenbruck, Derek; Karafin, Monica; Manzo, Caroline; Ramirez, Daniel
• Is Part Of: Journal of educational and psychological consultation. Volume 26:Issue 4(2016)
• Page Start: 354
• Page End: 384
• Publication Date: 2016-10-01
• Subjects: Educational consultants -- Periodicals; School psychology -- Periodicals; Psychological consultation -- Periodicals; 370.15
• DOI: 10.1080/10474412.2015.1124782
• Languages: English
• ISSNs: 1047-4412

Abstract

ABSTRACT: Through an embedded single-case study design and qualitative methods, this article describes the school-wide implementation and preliminary results of a restorative practices (RP) program within a culturally and linguistically diverse (CLD) elementary school. Located in an urban area with high rates of crime, violence, and poverty, the three-year multisystemic project brought school psychology knowledge and skills to (a) use multicultural consultation and participatory methods to introduce, adapt, and support RP in a CLD school, (b) present findings related to teachers, parents, students, and school climate, and (c) increase youth, parent, and community engagement and voice. The authors developed a comprehensive, culturally relevant model through an interdisciplinary school-university-community partnership. They used multicultural consultee-centered consultation, including bilingual/bicultural practices and cultural brokers, and participatory culture-specific intervention methods to collaboratively design, implement, and evaluate outcomes for students, parents, teachers, and others.