Peer Power and Restorative Approaches
Peer Power offers a variety of prevention and intervention strategies rooted in restorative practices. Our wide range of services include classroom wide interventions and community building, peer helping, team training, adult training, and small group programs. In partnership with the Thames Valley District School Board and the London District Catholic School Board for over 25 years, we offer group based programs for youth in school settings beginning in grade four and continuing through grade twelve. Community based programming for young people over the age of 12 years old are offered within our office setting. Our programs are all rooted in developing healthy communication and conflict resolution skills. We serve approximately 4,000 young people per year.
Peer Power is a dynamic leader-in-peer support and conflict resolution training. Our programs are facilitated discussions that always include an experiential learning component. Youth are empowered with knowledge, skills and resources to better help themselves and their peers. Youth are encouraged to be self-reflective and to explore new ways to respond to challenging emotions or conflict. This assists in contributing to a positive atmosphere in the classroom, school, and community.
Is there a fee for service?
There is no fee for the Thames Valley District School Board or the London District Catholic School Board for youth services as there is an existing partnership. Free group programming options are available for youth ages 12 and up from our community at our main office on Dundas street.
How can I request programming?
School personnel are encouraged to contact Peer Power and speak with a member of the team. A conversation will be had to determine which of our programs will be the most effective intervention. The needs of the referral as well as capacity of team will be considered to determine services offered.
Parents/guardians wanting school based programming to be conducted within their child’s school are encouraged to speak to their school Principal and/or Vice Principal. To request youth participation in one of our small group programs available within our Dundas Street Office, please call us directly.
Please contact us at 519-850-3777 x 245 if you are interested in any of our services and we can discuss the best fit for you.
I had so much fun and I know the class did too. Our class has been so much better from the first time you came and the last. You taught us a lot. I think everyone liked sharing their feelings. The thing that helped us the most was the talking and the sharing. Thank you!!
The Restorative Approaches program provides students within the TVDSB the opportunity to engage in positive restorative and supportive work when dealing with conflict and bullying in the school setting. The purpose is to repair the harm caused in a safe and supportive environment. The program goal is to create solutions and outcomes that provide the framework for learning how to manage difficult situations and move forward with a sense of resolution and well-being.
How can I access this support for myself, my child, or my students?
All elementary and secondary students within TVDSB can access this support. A referral must be made directly to RA staff by school administration. Participation in Restorative Approaches is voluntary.
Students under the age of 18 require parent/guardian consent prior to RA staff involvement.
For further information regarding the RA program contact a member of the team at 519-850-3777 x 224.
What happens next? Will students in conflict always be brought together?
After we get consent to participate, an RA staff member will meet with the student at the school. Every referral is different and the restorative intervention will be decided upon with all parties involved, and may include individual support, student agreements, mediation or conferences. There is never an expectation for students to become friends.
What are the benefits of participating in the RA program?
It is an inclusive approach to problem solving where the feelings, needs and views of all those involved are considered; everyone has a voice in the process of building and promoting respectful relationships, fostering mutual respect and acceptance of diversity.
The games were really approachable, and really helped to make the message clear. Facilitators had calm and patient demeanors, making students feel safe to share ideas.