The Healing Impact of Restorative Justice

As a former Milwaukee County Circuit judge and Wisconsin Supreme Court justice, I have watched people try to resolve highly emotional and upsetting conflict through the legal process or by use of (social) media. For the last 25 years I have become convinced that we need to offer hurting people restorative approaches—a forum in which each person can be truly heard, and their concerns addressed while managed by experienced and sensitive facilitators/mediators to help the parties work toward healing. As a result, our Marquette Law Andrew Center for Restorative Justice provides people, neighborhoods and institutions support for transformational restorative processes.

The recent death of Queen Elizabeth has brought the Royal Family together, albeit for a somber occasion. Nevertheless, this reunion has re-surfaced conflicts that appeared dormant (at least within the American news cycle) – specifically, those related to Meghan Markle and Prince Harry. As we watch how the royal conflicts unfold, it seems that the Royal Family may benefit from restorative justice processes to begin mending their relational rifts now on public display. So, I posed a thought experiment to the students in my restorative justice class this fall: what should restorative justice within the Royal Family look like?

Students recognized location – a neutral one – as foundational to the success of any royal restorative justice endeavor. Several suggested Switzerland, because of its distance from the United Kingdom, its many secluded towns, and the country’s commitment to neutrality, peace, and refusal to involve itself in violent or pollical conflicts with other countries. Students also correctly recognized the importance of confidentiality and privacy to a restorative justice gathering of the Royal Family, especially considering the Family’s historic distaste for and disinclination towards any public airing of intra-family grievances is well known.

Finally, there comes the process, and most importantly, what to address and how to address it. Obviously there would be extensive preparation (including deep listening by the facilitators) before any gathering of family members. Practically all the students suggested dialogue as the procedural format, and that it be led by one or more experienced facilitators/mediators. After listening and talking to everyone individually or as a couple, the facilitator must work out an agenda for the first meeting. That agenda might include a discussion to the traditions of royalty and a need to maintain them as well as how those rules might govern Meghan and Harry as well as their children.  Students differed regarding which topics to address first, as well as which participants should hold the primary focal point. Some proposed that the entire family begin discussion centered on racism as its manifestation in the Royal’s Family’s treatment of Meghan Markle. Others urged a family-wide discussion focused on the treatment of in-laws in the Royal Family, while others thought that the topic should involve a discussion on addressing mental health issues. There also rose the proposal that a dialogue should begin attentive to the unique trauma of growing up in the Royal Family, and that perhaps the initial sessions be limited to King Charles III and his sons, Harry and William. Ultimately the agenda needs to be driven by the desires of the respective parties to a dialogue, with a commitment by all of confidentiality.

While any one of these procedures and topics could work for the Royal Family, what is most important is that the family members show up and open to truly hearing one another and to grappling with many of the sore truths that have historically and continually effected members of the Royal Family.  And here, the current family, led by King Charles III, may have an opportunity to shape their legacy and demonstrate profiles in leadership through dialogue and healing.

If you’re not registered, you may want to attend our October 11 ProgramThe Healing Impact of Restorative Justice: A victim mother shares her story.  And see first-hand the impact that restorative justice can have.

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Student Lessons on Distance Mediation

Picture of person hanging up a telephone“Could we try and mediate over the phone?” I was a bit surprised by the response from the attorney when I called to let him know that the Small Claims Mediation Clinic’s courthouse mediation options had been curtailed by the Coronavirus. The Clinic, which was started by former Wisconsin Supreme Court Justice and retired MULS Professor Janine Geske, has been in operation since 1998. A typical Clinic day revolves around same day referrals for mediation cases from Court Commissioners in Room 400 of the Milwaukee County Courthouse. Cases are mediated then and there. In addition to the typical same-day referrals, this semester the Clinic received a number of referrals from judges dealing with civil cases. This particular case, a dispute between relatives, seemed tailor-made for mediation. I hesitated for just a second before saying yes, we would try mediating the case by phone.

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Team Based Learning in ADR

Black and white photo of a group of men in gymnast uniforms in a formation where some stand on the shoulders of others.Hi all–I talked about this at the ABA meeting resource share but also wanted to blog about this in a little more detail.  Apologies for the length–do reach out if you are interested in learning more and I’d be happy to walk you through what I did.  In short, this was totally worth it and I felt like the class organization and teamwork reflected exactly what we are trying to achieve.  Let me explain:

Team-Based Learning, or TBL, is a concept that I first learned that about in an article by Melissa Weresh applying TBL in the legal writing classroom. After reading Weresh’s article, I thought it would be an interesting concept to incorporate in my Alternative Dispute Resolution course. The ability for students to work together in groups is something that I have done for years, but this added a different flavor to it as the groups were for the entire semester—allowing for developing chemistry and comfort with working with the same group members for an extended period of time (much like they will once they graduate.)

Up to this last year, I would teach the ADR course in three sections (1) negotiation, (2) mediation, and (3) arbitration. Three quizzes for each section acted as “mini-capstones” to end a section. This both allowed for a more focused assessment on the content area and a clear division between the material for the students.  But, I felt like students crammed for the one-time quiz as opposed to reading throughout the semester. Additionally, taking a whole class period to quiz the students and then time to review the quiz in the next class felt like too much time devoted to assessment versus learning.

So, I decided to try the TBL ideology.

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