Talking Stick - January/February 2009 - 44

On your Honor Live-in leaders have great power, but they also have great responsibility. The fact that they are seen as the upholders of standards and the enforcers of policy means that they carry the burden of leadership. They are always under a microscope – often several microscopes – and must constantly lead by example. Graduate and undergraduate student staff positions are designed to be developmental, and part of this educational process is making and learning from mistakes. As paraprofessionals, student staff members walk the line every day between student and staff, acting as the front line in promoting community standards. There are plenty of scenarios where a student staff member has a clear right or wrong choice to make, but in some situations the right choice may not be as apparent. Alcohol-related situations are often problematic, especially for student staff members who are of legal drinking age. They may ask themselves, Can I drink in public? Can I drink with my reslife colleagues? Can I drink with my residents who are of legal drinking age? These questions are difficult to answer. Legally, RAs and their residents of legal drinking age could certainly partake together; ethically, however, the situation becomes murkier. The bigger question to consider is this: What perception is developed when residents see university housing staff drinking? Other gray areas are the illegal downloading of music, visitation policies, and possession of contraband such as candles. These policies, which are often considered minor by students, are akin to the speed limit: Everyone speeds at one time or another, and most folks don’t get caught. Student staff may feel that they can easily violate these policies because they know the ins and outs restoring the Student and the community the national institute of Justice offers a clear and succinct definition of restorative justice on its web site (www.ojp.usdoj.gov/nij/topics/courts/restorative-justice). restorative justice principles offer more inclusive processes and they reorient the goals of justice. restorative justice has been finding a receptive audience, as it creates common ground which accommodates the goals of many constituencies and provides a collective focus. the guiding principles of restorative justice are as follows: • crime is an offense against human relationships. • victims and the community are central to justice processes. • the first priority of justice processes is to assist victims. • the second priority is to restore the community, to the degree possible. • the offender has personal responsibility to victims and to the community for crimes committed. • stakeholders share responsibilities for restorative justice through partnerships for action. • the offender will develop improved competency and understanding as a result of the restorative justice experience. of the system. They know when room inspections are, how downloading is tracked, and the best way to sneak guests into the residence hall. In other words, student staff can rationalize to themselves the ethicality of these behaviors. They know the system and can beat the system, and they may feel that “everyone else does it too.” The central question remains, however: What perception is developed when residents see authority figures breaking the very rules they’re meant to uphold? Job actions and Conduct actions Holding student staff accountable for their behavior not only encourages them to develop as individuals but also allows the residence life department to maintain its integrity. Consistent accountability, however, can be a vexing issue. Kathy Hobgood, director of residential life at Clemson, shares a story about a staff accountability model proposed by a team of graduate hall directors. The model was very structured, with specific outcomes for Talking STick

http://www.ojp.usdoj.gov/nij/topics/courts/restorative-justice

Talking Stick - January/February 2009

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