Literature Review to Support the Restorative Action Program Outcome Evaluation
The purpose of this review was to explore the literature to identify any meaningful research findings that can help inform and guide the outcome evaluation of the Restorative Action Program (RAP). Studies were drawn from several fields of research in order to identify literature relevant to programs such as RAP (i.e., addressing issues of conflict, violence, and bullying through a focus on youth development and positive school environment), particularly in terms of how such programs are designed and how they are evaluated. Findings were organized into five general sections, summarized below.
By Carolyn Camman & J. Stephen WormithThere was a substantial body of research available on school-based interventions that address conflict, violence, and bullying. However, relatively few studies addressed programs specific to high school settings and overall there was a lack of high-quality evaluation research.
Current trends in the research support the development and use of programs that focus on improving overall school climate in addition to reducing negative behaviour (e.g., conflict, bullying and violence), and programs which address the whole school in comprehensive, multi-component approaches, as RAP does.
In general, there was evidence to support the potential effectiveness of such programs, although more research is needed to establish which approaches are most effective and under what conditions.
Theoretical Frameworks
Four major theoretical frameworks were identified that were relevant to RAP: School- Wide Positive Behavioral Interventions and Supports (SWPBIS), Social and Emotional Learning (SEL), Positive Youth Development (PYD), and Restorative Practices (RP).
The SWPBIS and SEL models were highly structured and well-defined in their elements, and served as examples of how frameworks can be established and disseminated, particularly in their use of evidence-based practices and highly integrated programmonitoring.
The PYD and RP frameworks were the most similar to RAP and in combination best described RAP's own theoretical model. PYD is the framework from which the 40 Developmental Assets model has been derived. The RP framework describes the application of restorative justice principles in education settings rather than criminal justice and correctional settings. Both frameworks have received evaluation support for their effectiveness, although the RP framework is relatively new and under-researched.
Overarching Themes
The most significant overarching theme throughout the literature was implementation, including its contribution to successful outcomes, barriers to strong implementation, and recommendations to improve implementation quality.
Key recommendations for strong implementation were enhancing buy-in from all stakeholders, defining and communicating program components and goals clearly, and using data to plan and monitor implementation; of these, defining components and goals clearly is the area where RAP has the greatest room for improvement (see Camman & Wormith, 2014).
Other overarching themes were sustainability and dissemination, though these received less attention in the literature and were closely linked with effective implementation.
Evaluation Considerations
Evaluation study designs varied widely, depending on the nature of the program, the context in which it was implemented, the specific evaluation question, and the logistical constraints of the situation.
Because each design and type of measure has limitations, complete and comprehensive evaluation requires using multiple method assessing different outcomes over several evaluation studies.
Overall, based on the literature, RAP's present evaluation strategy and program direction are appropriate.