Restorative Approaches Information Session for parents · “Restorative Justice in the school setting views misconduct not as school-rule-breaking, and therefore as a violation of
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RESTORATIVE APPROACHESINFORMATION SESSION FOR PARENTS
Law Primary School28th November 2018
Lynne Grant Education Support Officer ASNL-J Stewart Educational Psychologist
SESSION OUTLINE
Introduction
What are restorative approaches?
Why do we use them?
Restorative approaches – detail
Questions
WHAT IS A RESTORATIVE APPROACH?
3
A Restorative Approach is an approach to offending and inappropriate behaviour which puts
repairing harm done
to relationships and people above the
need for assigning blame
and dispensing punishment
4
The aim of restorative approaches is to
build community and to manage conflict
by building and maintaining
relationships and repairing the harm
caused in the action that caused harm.
Restorative practice
sees harm not so much as a violation of rules…..
but as a violation of relationships
We have to have rules…but they’re a means to an end
So what happens when rules are broken?
consequences that fix the harm and repair relationships
“Restorative Justice in the school setting views misconduct not as school-rule-breaking,
and therefore as a violation of the institution, but as a violation against people and
relationships in the school and wider community”
(Cameron and Thorsborne, 2001)
What does the research say?
“No significant
learning occurs
without a
significant
Relationship”.Dr. James Comer
EVIDENCE BASE Education Scotland – pilot project
DfE report
Bristol schools
Barnet schools
Hull
Lewisham
RJC schools briefing
US Attorney General’s Office
WHAT DOES THE RESEARCH SAY?Visible learning and the science of how we learn
Hattie and Yates 2013
1.Effective practitioners can empathise deeply with their children
2.Effective practitioners avoid negative escalations in the learning environment
3.Effective practitioners avoid coercion and maintain rich social relationships
4.Improved relationships have been proven to raise achievement, but this can be a deferred rather than an immediate effect – in short, they take time to build and impact
GETTING IT RIGHT FOR EVERY CHILD – IN PRACTICE
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we……..
…………teach?
………..punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
Tom Herner (NASDE President, Counterpoint 1998, p.2)
The values and
skills that
underpin a
commitment to
building,
maintaining &
repairing
relationships
Mutual respect, empowerment,
collaboration, valuing others,
integrity, honesty, openness, trust,
tolerance, accountability
The values and
skills that
underpin a
commitment to
building,
maintaining &
repairing
relationships
Emotional articulacy,
empathy, open-mindedness,
active non-judgemental listening,
conflict management skills
Mutual respect, empowerment,
collaboration, valuing others,
integrity, honesty, openness, trust,
tolerance, accountability
The values and
skills that
underpin a
commitment to
building,
maintaining &
repairing
relationships
Building,nurturing
and repairing relationships
Emotional articulacy,
empathy,
open-mindedness,
active non-judgemental listening,
conflict management skills
Mutual respect, empowerment,
collaboration, valuing others, integrity,
honesty, openness, trust, tolerance,
accountability
ACTIVITY
What do you need when you’ve been harmed?
Please complete section A
16
WHAT DO I NEED WHEN I’VE BEEN HARMED? Time to calm down
To be listened to empathetically
A chance to talk
A chance to have my voice heard
A chance to ask “why me? What did I do to deserve that?”
To have the other person understand how I feel and acknowledge the impact their behaviour has had on me
A sincere, spontaneous apology
If possible, things put right
Reassurance that it won’t happen again
To be respected
To show emotion
Support and positive reinforcement
To be able to problem solve
To draw a line underneath it
17
A
If you’ve been on the
receiving end of harm, what
do you need to make things
better?
B
When you have said or done
something that has caused
harm, what do you need to
make things better?
ACTIVITY
What do you need when you’ve harmed someone else?
Please complete Section B
19
WHAT DO I NEED WHEN I’VE HARMED SOMEONE ELSE?
A chance to explain and apologise
Time to put things right
To feel better about it
To be forgiven
To get back on friendly terms
Time to think
To be listened to
A chance to explain to myself and the other person why I did it
An opportunity to apologise
A chance to make amends
Reassurance that the matter is dealt with
Hope that there is no resentment left
20
B
• time to think
• to be listened to
• a chance to explain to myself and the other person why I did it
• an opportunity to apologise
• a chance to make amends
• reassurance that the matter is dealt with and I can move on
• hope that there is no resentment left
What do people need?
A
• time to calm down
• to be listened to
• a chance to ask “Why me? What did I do to deserve that?”
• the person concerned to acknowledge the impact their behaviour has had on me
• a sincere, spontaneous apology
• if possible, thing put right
• reassurance that it won’t happen again
RESTORATIVE APPROACHES
The challenge: to address conflicts and harmful situations in a way that, at the very least, does not harm relationships, and at best, builds and repairs them.
22
23
PARADIGM SHIFT
Traditional
Rule-breaking
Blame or guilt
Adversarial
Punish to deter
Impersonal
Victims ignored
Accountability = being punished
Restorative
Wrong doing or harm
Problem-solving
Dialogue and negotiation
Restitution/reparation
Interpersonal
Empowerment
Accountability = put things right
24
SOCIAL CONTROL WINDOW
25
CLASSROOM/SCHOOL CULTURE
Power StrugglesConfrontationAuthoritarian
Win-LoseRetribution
Stigmatising
ConsistentResponsive
FlexibleAccountableResponsibleCooperationNegotiation
UncaringTiredLazy
Burnt outGiven up
ChaoticInconsistentExcusingGiving in
Blurred boundariesRescuing
26
T
O
WITH
NOT FOR
THE RESTORATIVE SCHOOL
Develops a sense of fairness and respect
Provides safe environments/
opportunities to discuss problems
Engages participants with
dignity and respect
Involves participants in generating
thinking/feeling responses
Develops emotional intelligence/
empathetic listening
Leads to shared understanding
Promotes learning and acceptance of
responsibility
Encourages appropriate
behavioural change
27
BUILDING BLOCKS TO RESTORATIVE APPROACHES
Processes
Skills
Values/Attitudes
28
RESTORATIVE VALUES Strong, mutually respectful relationships and a cohesive community – foundation for good learning and teaching
Children’s rights are paramount
Children should be involved in decisions
Children prefer to belong rather than to feel isolated or rejected
Children change – and their behaviour can change (growth mindset)
The way I work with and relate to a child can influence his/her feelings, thoughts and actions (attunement and attachment)
Mistakes are an important learning tool
All pupils should be viewed with positive regard – it’s the person that counts not the behaviour
29
SCHOOL TRAINING – STAFF AND PUPILS
Training of staff and pupils in restorative approaches – authority and nation-wide
Several training sessions
Ongoing support
RESTORATIVE SKILLSActive listening
Questioning
Reframing
Empathy – listening for feelings, behaviours, experiences
Solution-focused – not looking for blame
Being firm but fair
Reflection 31
ACTIVE AND EMPATHIC LISTENING
Involves…
‘Tell me more’
Acknowledging feeling
Minimal prompts
Respectful curiosity
Clarifying what the speaker feels/needs
Checking assumptions
Providing accurate feedback
Does not involve …
Judgements and put downs
Shoulds, oughts, musts
Interrogation
Trivialisation
Sarcasm
Blame and accusation
‘You think you’ve got it bad…’
‘Look at me!’
32
ACTIVE LISTENING SKILLS Attending Using ‘listening’ body language
Acknowledging ‘I understand’, ‘I see’, nodding, etc.
Silences Gives them space to think, feel, and express.
Checking ‘I’m not sure I understand. Can you explain…?’
Reflecting ‘It sounds like you’re frustrated about…’
Summarising ‘So, what you’re saying is…. Is that right?’
Affirmation ‘Thank you for speaking with me about this.’
33
Q U E S T I O NS
34
Open Normally start with ‘What’, ‘How’ and ‘When’
Exploratory Could you say a bit more about . . .?
Specific When you say that John upset you, what did he do?
Feelings How do you feel about that?
Helpful Questions
Common Pit-falls
Only asking closed questions.
Asking two or more questions at the same time.
Interrupting their answer with another question.
Asking too many questions, i.e. interrogating.
REFRAMING – A KEY SKILL
Reframing statements is a key skill in all ‘listening’ approaches.
It includes ‘summarising’ and so helps a young person reflect upon what he / she really means.
Crucially, it also is about ‘moving on’ towards resolution.
35
BUILDING BLOCKS TO RESTORATIVE APPROACHES
Processes
Skills
Values/Attitudes
36
RESTORATIVE APPROACH IN SCHOOLS
So how does it work?
What happens?
RESTORATIVE ENQUIRY QUESTIONS
Key questions
Pers
on
resp
on
sible
1. What happened? (….and then what happened?)
2. What were you thinking at the time?
3. How do you feel about what’s happened?
4. Who else has been affected by this? How have they been affected?
5. What do you need from this meeting to make things better/improve
the situation/to help you to move on?
Pers
on
harm
ed
1. What happened? (….and then what happened?)
2. What were you thinking at the time?
3. How do you feel about what’s happened?
4. Who else has been affected by this? How have they been affected?
5. What do you need from this meeting to make things better/improve
the situation/to help you to move on?
VIDEO CLIP
https://www.bing.com/videos/search?q=Restorative+approaches+video&adlt=strict&view=detail&mid=539E9578B3458C1B51C5539E9578B3458C1B51C5&&FORM=VRDGAR
A WHOLE SCHOOL RESTORATIVE APPROACH CAN CONTRIBUTE TO:
Happier and safer schools
Mutually respectful relationships
More effective teaching and learning
Reducing exclusion
Raising attendance
A WHOLE SCHOOL RESTORATIVE APPROACH CAN CONTRIBUTE TO:
Emotional Literacy
Addressing bullying behaviours
Reducing staff turnover and burnout
Raising morale and self-esteem
Culture of inclusion and belonging
BENEFITS OF RA
Equally engages all people involved
Focuses on repairing the harm and relationships
Offers restoration and possibility of ‘closure’
De-escalates affect and shame
Gives a sense of relief; allows ability to move on
Offers chance to reflect on future behaviours
WHAT CAN YOU DO AS PARENTS?
Law PS leaflet
Be curious
Become familiar with the language
Ask your kids about it
Try it out at home
WHAT YOU CAN DO:Listen carefully to what your child has to say
Use the 5 restorative questions
Acknowledge your child’s thoughts and feelings
Accept that others may see things in a different way
Be willing to listen to different points of view
Allow those involved to take responsibility for what they have done
Accept that those directly involved should decide what needs to happen to repair the harm
THANK YOU
QUESTIONS?
REFERENCES – 11. https://restorativejustice.org.uk/restorative-practice-schools
2. Scottish Government:
Restorative Practices in Three Scottish Councils: Final Report of the Evaluation of the First Two Years of the Pilot Projects 2004-2006 (2008) http://www.scotland.gov.uk/Publications/2007/08/24093135/0
3. DfE study: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/182421/DFE-RR098.pdf
4. Bristol study: https://restorativejustice.org.uk/sites/default/files/resources/files/Bristol%20RAiS%20key%20findings.pdf
5. Hattie, J. (2009). Visible Learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge
6. Barnet schools study: https://restorativejustice.org.uk/sites/default/files/resources/files/Restorative%20Approaches%20in%20Primary%20Schools%20An%20Evaluation%20of%20the%20Project%20Co-ordinated%20by%20the%20Barnet%20Youth%20Offending%20Service.pdf
REFERENCES – 2
1 National Evaluation of the Restorative Justice in Schools Programme (2005) YJB http://www.yjb.gov.uk/Publications/Scripts/prodView.asp?idproduct=207
2 Restorative Approaches in Primary Schools (2008) Barnet Youth Offending Service www.transformingconflict.org/Barnet%20007098_RA%20Evaluation%20A4%20Booklet%20final%20version%20(2).pdf
3 An Evaluation of Bristol Restorative Approaches in Schools (2009) ICPR, Kings College London. Key findings - http://www.restorativesolutions.org.uk/images/RAiS_KeyFindings_Updated
4 City of Hull Riverside Project (2008) Hull Centre for Restorative Practices and International Institute for Restorative Practices. Summary -http://www.restorativejustice.org.uk/Resources/Research/Schools/Hull%20Impact%20of%20RP.pdf
REFERENCES – 3
Cameron, L., and M. Thorsborne. 2001. Restorative justice and school discipline; mutually exclusive? In Restorative justice and civil society, ed. H. Strang and J. Braithwaite, 180–95. Cambridge: Cambridge University Press.
Kelly, V.C. & Thorsborne, M. (eds) (2014). The Psychology of Emotion in Restorative Practice: how affect script psychology explains how and why restorative practice works. London: Jessica Kingsley
Thorsborne, M. & Blood, P. (2013). Implementing Restorative Practices in Schools: a practical guide to transforming school communities. London: Jessica Kingsley
Hansberry, B. (2016). A Practical Introduction to Restorative Practice in Schools: theory, skills and guidance. London: Jessica Kingsley
REFERENCES – 4
Comer, James P. 2005. “Child and Adolescent Development: The Critical Missing Focus in School Reform.” Phi Delta Kappan. 86:10 (June 2005): 757-763.
Gallagher, Emily. 2013. "The Effects of Teacher-Student Relationships: Social and Academic Outcomes of Low-Income Middle and High School Students" Applied Psychology Opus. Fall issue. Accessed July 2, 2015.
Reynolds Lewis, Katherine. 2015. "Everything You Think You Know about Disciplining Kids Is Wrong." Mother Jones. The Foundation for National Progress, n.d. Web. 09 July 2015.
Rimm-Kaufman, S., & Sandilos, L. (n.d.). Improving Students' Relationships with Teachers to Provide Essential Supports for Learning. Retrieved July 3, 2015.
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