Restorative Practices and Well-Being
There is a dynamic relationship between the well-being of individuals and the health of the community in which they live, learn, and work. In the community we call “Our UMBC,” when interpersonal relationships are authentically strong and supportive, people flourish. Healthy relationships contribute directly and indirectly to well-being. In Student Conduct and Community Standards, we use restorative practices as a proactive community-building strategy. The following graphic depicts how restorative practices connect to and foster well-being:
Restorative Practices Flow Chart
Affective statements and restorative questions
rather than “to”
Inclusive conduct processes
Informal and formal restorative circles
Strengthened social connections with communities
Increased sense of personal and collective efficacy
Instead of a judgment, assumption, or saying/doing something that is passive-aggressive, try an affective statement.
Affective statement sentence structure: “I feel __________ (emotion) when you __________ (behavior). I value __________ (need). Would/could you __________ (request)?”
- “I feel frustrated when you leave dirty dishes piled up by the sink. I value you as a roommate and the work we put into our RoomPact agreement. Could you commit to cleaning up your dishes after you eat?”
- “I feel disrespected when you play your music while I’m studying in the room. I value my academic success and want to do well this semester. Would you consider using ear buds or headphones if you want to listen to music when I am studying?”
Roommate Conflict? Falling out with your significant other? Dispute with a sibling or other family member? Drama in your student organization?
Try a restorative question:
- What happened?
- What were you thinking about at the time?
- What have you thought about since?
- What has been the hardest part for you?
- What do you think needs to be done to set things right?