Reasoning about Peer Conflict and Harm in Schools
With Hariclia Petrakos, Ana Maria Velásquez, Gabriel Velez, and Cecilia Wainryb.
Funded by SSHRC
Student Collaborators: Laura Pareja Conto, Niloofar Saeedi, Sandra Silva Latorre, Siobhan McDonald.
Overall, this line of our work examines youths’ and school authorities’ reasoning about punitive and restorative justice models in Canadian and Colombian schools. In a series of quantitative and qualitative studies, we are exploring (a) adolescents’, parents’, and educators’ viewpoints on preventing and addressing peer conflicts in schools, (b) their reasoning for supporting more restorative and/or punitive orientations to harm, and (c) their perception of the role that different community members (e.g., teachers, parents, administrative staff, school counselors, other peers) have in the resolution of peer harm and conflict.
Teachers’ and Students’ Viewpoints on Inequities and Discrimination in Schools
With Hariclia Petrakos, Gabriel Velez, and Cecilia Wainryb.
Funded by SSHRC
Student Collaborators: Hiba Rakad Faycal, Jody Daley, Laura Pareja Conto, Lys Evenou.
This line of our work examines youths’ and staff members’ perspectives on different forms of unfairness and discrimination in schools, such as inequities based on race/ethnicity, gender, sexual orientation, religion, socioeconomic status and exceptionalities. We are also exploring youths’ and staff members’ perspectives on the most effective and fair ways of responding to different forms of identity-based peer harm in schools, such as gender-based and racist harms. Finally, using a strengths-based participatory approach, Jody Daley is planning a collaborative project with racialized youth to examine how they understand, navigate, and cultivate belonging and identity in educational spaces that are often not tailored to their flourishing.
Teachers’ and Students’ Perspectives on Disrespect in the Classroom
With Elizabeth Olivier, Hariclia Petrakos, Jean Sack and Cecilia Wainryb.
Funded by SSHRC
Project Coordinator: Sandra Silva Latorre.
This project explores teachers’ and students’ conceptions and judgments about disrespectful exchanges in the classroom, as well as the strategies that they see as most fair and effective in preventing and addressing these concerns. Ultimately, our goal is to contribute to professional practices in schools that support positive learning environments and the well-being of both students and teachers.
The Role of Parents in Supporting Children’s Moral Development
With Melanie Dirks and Cecilia Wainryb.
Funded by SSHRC
Student Collaborators: Nomi Rubin, Tiffany Konov.
This aspect of our work examines how parents help their children in making sense of and learning from experiences of peer conflict and harm. In a series of studies, we have examined mothers’ and children’s perspectives on and conversations about children’s experiences of harming and being harmed by agemates. We are interested in (a) the socialization strategies that parents and children judge to be most effective in supporting children’s moral learning in different contexts, (b) the goals and concerns that underlie parents’ preferred strategies for helping their children to navigate harm, and (c) the factors that support or undermine children’s willingness to disclose peer harm to their parents.
Families’ Perspectives on Daily Sibling Interactions
With Melanie Dirks and Nina Howe.
Student Collaborators: Christine Kinsley
In a daily diary study led by Christine Kinsley, we are examining the positive and negative aspects of daily interactions between siblings. Our goals are to assess similarities and differences between children’s and parents’ reports of daily interactions, to examine how global measures of sibling relationship quality are associated with everyday interactions, and to examine how sibling interactions are linked to between- and within-family variations in parental stress.
Children’s and Adolescents’ Judgments and Experiences of Prosocial Action and Refusal
With Nasim Tavassoli and Kristen Dunfield.
This line of our work examines how children, adolescents, and young adults make judgments about their own and others’ prosocial actions and refusals. We are especially interested in documenting the lessons learned from non-prototypical prosocial experiences (e.g., those in which individuals help others but ultimately regret doing so). We are also examining parents’ prosocial socialization goals and intervention strategies in the context of children’s prosociality, and how parents’ efforts to support their children’s prosocial development are balanced with other pragmatic and prudential concerns.
Philosophical Dialogues as Contexts for the Development of Children’s Intellectual Humility
With Natalie Fletcher, Bruce Maxwell, Baptiste Roucau, and David Waddington
Funded by SSHRC; we are also grateful for financial support from Collectif d.phi
Student Collaborator: Madeleine Leroux
This collaboration with Brila examines the development of children’s critical, creative, and caring thinking in the context of their participation in philosophical dialogues and creative projects. We are especially interested in how children’s experiences with collaborative philosophical dialogue can support the development of epistemic virtues such as intellectual humility, and the role of adult facilitation in supporting children’s development.
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