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*Note* This scheduling program was not designed by folks who do a lot with APA Style and unfortunately it defaults to listing authors in alphabetical order. We cannot fix this for this online schedule, but the author orders are posted in the order submitted in the printed program available via pdf here.

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Friday, March 6 • 1:05pm - 2:05pm
Restorative Practice Applications in Multicultural Training

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To become culturally competent (APA, 2002), graduate psychology students must reflect on themselves and others in a cultural context. Toward this end, taking risks that involve authentic exploration of complex multicultural dynamics often invokes discomfort, fear, and, at times, conflict. In multicultural training, conflicts may involve intersections of multiple identities and dynamics around privilege, oppression, and power. Oftentimes unconscious biases, stereotypes, and internalized oppression are the undercurrents of these challenging dynamics. These classroom conflicts, ruptures, and microaggressions (Sue, 2010) may provide rich examples of the lived experiences of historical and systemic oppression - a microcosm of the larger society. Restorative practices can be used to address conflicts, ruptures and microaggressions that occur in the classroom. Restorative pedagogy helps to inform responses to difficult classroom situations through the teaching of the restorative mindset and values, as well as restorative modeling by the instructors (Hopkins, 2012). Restorative values involve a commitment to community, connection, transformation, and power-sharing (Gavrielides, 2014), which may represent a superordinate goal (Ridley, 2006) that helps students come together to address injustice, not solely from an individual interaction level but from a more interdependent and collective level. Additionally, conflict resolution and shame management within restorative models (Morrison & Ahmed, 2006) are critical to navigate challenging classroom situations. The presenters have many years of collective experience training, presenting, and publishing in multicultural psychology and have worked collaboratively to consider how best to interrupt classroom conflicts and microaggressions. The aim of this structured discussion is to bring educators together to discuss and explore the ways in which restorative practices can facilitate connection and community in the classroom even after ruptures, resistance, and microaggressions have taken place. Practical strategies for applications of restorative practices into curriculum design and group facilitation will be explored through the use of vignettes and structured questions. References American Psychological Association, Joint Task Force of APA Divisions 17 (Counseling Psychology) and 45 (The Society of the Psychological Study of Ethnic Minority Issues)(2002). Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. Retrieved from http://www.apa.org/pi/oema/resources/policy/multicultural-guidelines.aspx Gavrielides, T. (2014). Bringing race relations into the restorative justice debate: An alternative and personalized vision of “the other.” Journal of Black Studies, 45, 216-246. Doi: 10.1177/0021934714526042. Hopkins, B. (2012, Annual). Restorative justice as social justice. Nottingham Law Journal, 21, 121+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA327955043&v=2.1&u=nu_main&it=r&p=AONE&sw=w&asid=bf02a1c794152edc60972aa4cca07215 Morrison, B. & Ahmed, E. (2006). Restorative justice and civil society: Emerging practice, theory, and evidence. Journal of Social Issues, 62(2), 209-215. Ridley, C.R. (2006). Surmounting resistance to multicultural training. Presented at the Convention of the American Psychological Association, New Orleans, LA. Sue, D. W. (2010). Microaggressions, marginality, and oppression: An introduction. D.W. Sue (Ed.), Microaggressions and marginality: Manifestation, dynamics, and impact. Hoboken, NJ: John Wiley.

Friday March 6, 2015 1:05pm - 2:05pm
Gold Rush A