Why is Right Brain Restorative Practices more suitable for any environment?
Right Brain Restorative Practices is a modality within the Restorative Justice gamut. It focuses on addressing emotions that are subordinate during conflict, burnout, and or poor institutional culture and climate. When these essential factors of human connection and communication are addressed is when student creativity and congruency occurs.
What are the contributions of operating under a Right Brain Restorative culture?Institutions that have equitable values, policies, and disciplinary objectives create an environment where individuals can optimize their skills. At a neuroscience perspective when a human brain is calm and congruent which translates in suitable emotional modulation and cognitive functioning the individual is more receptive toward institutional goals, expectations, and norm. A significant element is the environment in which the activity is occurring. The environment must contain the following:
School systems are moving towards the notion of relationship building and social-emotional awareness as vectors towards academic success, develop a strong student growth-mindset and build a robust institution where character development can take place, and a culture of connectedness can influence daily school climate. Our schools have been plagued In recent events with school shooting, student mental health emergencies, and bullying which has set a base for our youth to fear school and perceive it as unsafe this mindset ignites different regions on the brain that exacerbate sometimes problematic behavior without proper regulation.
Right Brain Restorative Practices (School Application)
Right Brain Restorative Practices (RBRP) is an implicit-self-centered modality which evolved through elements of social-emotional learning, humanistic psychology, and regulation theory. Right Brain Restorative Practices, the premise is to help an individual build the container necessary to internalize remorse, gain insight, and empathically develop accountability and restoration.
RBRP helps build to an adaptive social-emotional competent school, during adolescence various phenomena arise such as abstract thinking this requires more information and understanding of the WHY behind school policies, teacher directives, and school motivation. Right Brain Restorative Practices live within a continuum, (want to learn more) —-Link to the RB Continuum
College and University campuses across the country are beginning to understand that restorative practices have great potential for handling student misconduct and policy violations. There is a growing interest in implementing restorative practices programming for colleges and universities.
When young graduating adults matriculate to higher ed, multiple themes arise which require a different type of awareness. For a vast majority of students that leave small community charter schools or institution with a small student body have voiced feeling a culture shock, as K-12 schools are moving towards building a robust school culture where community, fair process, student voice, and access are at its forefront.
Brain research in the field of affect-regulation has centralized their research on the notion that self-regulation requires a process to mature, modulate appropriate, and develop. The brain has not reached its full capacity until; for male reaching that point is age 26 and for females reach that level at age 24.
• The Neurobiology of Restorative Practices- School Climate Conference 2018, 2019 Temecula Ca
• The Neurobiology of a Gang Embedded Youth – Safe School Conference Costa Mesa Ca
• Right Brain Restorative Justice- Deans List Summit 2019 NY, New York
• Healing the Urban Gang Member “Keeping the Brain and Body in Mind” – 2018 Toronto Canada
• Magic of Psalm Sex Trafficking Awareness Conference- 2018 Panelist on Trauma and Right Brain Restorative Practices
• LAUSD Charter Symposium- 2018 Presenter on Restorative Justices
• Southern California Mediation Conference – 2016 Panelist of Restorative Justice K-12 Malibu California
Professional development or Training for Higher Education are:
• Introductory Overview of Restorative Justice
• Basic Training in Restorative Practices and Program Development/Management
• Training Students and Staff to be Restorative Justice Facilitators
• Holding Peacemaking Circles for Large Group Issues