Research on the effects of restorative discipline model on peer bullying and violence in high schools

This thesis consists of two studies. Consequently the objective, method and findings of each study are presented under Study I and Study II headings.STUDY IThe objective of the first study is to determine the level of bullying and violent behaviour among grade 9,10,11 and 12 students from general and vocational high schools of low-medium socio-economic status in Izmir. Accordingly, whether students' perception of peer bullying and violence varied or not according to their demographic profiles was examined by descriptive research model.The dependent variables of the first study are the level of "peer bullying" and "violence" in high schools. The data relevant to the dependent variables were collected by means of "peer abuse determination scale adolescent form" and "violence questionaire". The independent variables are sex, grade, perception of success, attending school voluntarily, socio-economic status, people to whom problems at school are disclosed, being an introvert person, family members and finally having a record of disciplinary penalties.The first study consists of a pilot and a large-scale quantitative study. To obtain quantitative data probability sampling technique was used. Probability sampling was employed in the application of "peer abuse determination scale adolescent form" and "violence questionaire" for determination of peer bullying and violence in high schools. Accordingly, "peer abuse determination scale adolescent form" and "violence questionaire" were applied to 561 students of grades 9,10,11,12 from 8 high schools (4 general high schools and 4 vocational high schools) which were chosen by stratified sampling, cluster sampling and random sampling respectively.For the analysis of quantitative data collected by quantitative research techniques, parametric techniques namely the t-test and one-way analysis of variance were used to analyse independent samples; and Mann Whitney U test and Kruskall Wallis tests were used as non-parametric techniques. Scheffe's test was used in order to examine the sources of significant differences in one-way analysis of variance. Mann Whitney U test was used in order to examine the sources of significant differences in Kruskall Wallis tests.As a result of the quantitative data analysis, it was found that girls in grade 9,10,11,12 of general and vocational high schools were more likely to be both bullies and victims than boys; that students were less likely to be victims in higher grades; that there was an inverse proportion between a student's perception of success and and being a victim of verbal bullying; that there was a direct proportional relationship between a student's perception of success and being a physical or verbal bully; and when a student preferred not to share the violence and bullying he/she was exposed to, it was because he/she was worried and scared that the problem might get bigger and that he/she might get hurt more by the wrongdoer. As the first study is interrelated with the second one, one of the striking findings is that a disciplinary punishment has a significant effect on reducing students' bully behaviours.STUDY IIThe second study consists of two phases. The second objective is to evaluate the efficiency of "Restorative Discipline Model" by adapting it to Turkish education system as an alternative method to solve bullying and violent behaviour that requires the intervention of school disciplinary committee. The objective of phase two is to examine the effectiveness of "Restorative Discipline Model".The dependent variable of the second study is the effect of "Family Group Conferences" and "Restorative Conferences" on student bullying and violence. The data relevant to the dependent variables were collected by means of "conference minutes", "process evaluation forms", "participant information forms" and "interview forms". The independent variable of the study is "Restorative Discipline Model". "Restorative Discipline Model" was carried out through "Family Group Conferences" and "Restorative Conferences". Student victims of bullying, bullies, parents, school management (when necessary), teacher(s), counsellor and school safety team were gathered to attend "Family Group Conferences"; or "Restorative Conferences" when it was not appropriate to involve parents. The effect of the conference meeting process on bully and victim behaviours was analysed.The second study of the research employed both qualitative and quantitative research methods and techniques. Data were collected by both quantitative and qualitative data collection instruments. The purpose of employing inter-method variety is to reinforce qualitative and quantitative research methods.To validate qualitative data of the second study nonprobability sampling technique was used. Following the "Family Group Conferences" and "Restorative Conferences" separate "process evaluation forms" for each participant according to his/her role in the conference were applied which yielded quantitative and qualitative data relevant to the efficiency of the process. Subsequently a randomly chosen group of participants were interviewed by using "interview method" and qualitative data were collected. In this part purposeful sampling technique was used. In the second study while "process evaluation forms" and "interview forms" yielded qualitative data, "process evaluation forms" and "participant information forms" provided quantitative data.Both quantitative and qualitative research methods were employed in the second study of the research. Frequency and percentile calculations were used for the analysis of quantitative data collected by quantitative research techniques. Qualitative data were analysed by using content analysis technique.31 bullying or violence incidents, which required the intervention of School Disciplinary Committee", were attempted to be solved through "RestorativePractises" involving 145 people who attended "Family Group Conferences" and "Restorative Conferences" at schools.The major finding of the second study is that 31 various incidents involving bullying or violence among students, which required the intervention of the school disciplinary committee, were solved constructively and permanently through "Restorative Practices". This finding leads to two particular and important results. First, it can be said that "Restorative Discipline Model" applied with "Restorative Practices" are significantly effective in the permanent and constructive settlement of peer bullying and violence problems at general high schools and vocational high schools representing low-medium socio-economic level in Turkey. Second, in accordance with the fact that the " Restorative Discipline Model" is significantly effective in the permanent and constructive settlement of disciplinary problems among high school students, it can be said that it is well adapted to suit the education model and cultural characteristics of our country.Key words: Restorative Discipline Model, Family Group Conferences, Restorative Conferences, Peer Bullying, Violence, Adolescence, High School, School