Drawing on central concepts in the restorative justice literature, Eliza’s research demonstrate how relationships of support, concern and care are important to the prevention of school bullying through promoting socially adaptive shame management. In “Shame Management through Reintegration” (Cambridge University Press, 2001), she contributed to empirically supported theoretical perspectives of shame and the practice of shaming – that is a practical alternative to traditional sanctions to prevent crime and other social problems.

As illustrated in Eliza’s subsequent publications, school bullies should be held accountable for their actions, but at the same time, they need to be re-integrated into social groups where they feel loved by their significant others. She emphasizes that forgiveness and reconciliation ceremonies do not downplay the harm done by saying that we excuse the wrongdoer. Nor do they excuse the denial of shame/guilt over the wrongdoing, nor do they eliminate re-offending. Eliza’s research offer evidence-based knowledge on school bullying that can be useful to institutionalize restorative justice principles at school, and develop ways of responding to wrongdoings with a balanced focus on the bullies, victims and the school community.

Eliza has shown that adaptive shame management is not only important in reducing school bullying, it has significant implications in reducing workplace bullying as well. Her recent works demonstrate that people are more likely to be law-abiding if they are able to acknowledge feelings of shame when they make a mistake or fail to live up to a standard that is important to them. When people are unable to acknowledge mistakes, they may displace their shame, blame others and express anger with the world at large. The combination of poor acknowledgment and high displacement is related to conflict in the workplace and bullying. Importantly, when people allow their pride to take over, they may become arrogant and express superiority to others. Pride of this kind, called narcissistic pride, is also a precursor to bullying and the poor management of workplace relations.

Eliza’s restorative work has now broadened to include responsive regulation and compliance to social policies. Her later publications address questions like why some people comply whereas others don’t, how people’s perceptions of justice/fairness affect level of compliance, how regulatory institutions (schools, workplaces) shape, and in turn, are shaped by people’s outlooks on legitimacy and behavior, at times with unintended consequences.

Important Idea

Restorative justice is a process with a balanced approach to the needs of the victim, wrongdoer and community that maintain the safety and dignity of all parties. For victims, it empowers by offering them a voice in the resolution process; for wrongdoers, it makes them accountable for their actions and offers constructive ways to make amends; and for communities, it provides a forum for addressing the underlying conditions that are responsible for those actions and possible resolutions of them.

--Eliza Ahmed

Leading edge

A major goal of Eliza’s current research is to contribute to evidence-based approach to developing policy for restorative justice. Her research agenda:

To what extent, for whom, and in what context do restorative justice principles (eg. emotions of shame/guilt/pride, practice of shaming, forgiveness, reconciliation) work to provide an effective and efficient justice?

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Reach Eliza Ahmed at  eliza.ahmed@anu.edu.au

Bibliography