Basic Introduction to Restorative Approaches – 45 Minutes

Basic Introduction to Restorative Approaches – 45

Minutes

Lynne Russell – DirectorRestorative Justice 4 Schools

Introductions

What are Restorative Approaches?

An understanding of how a community works An understanding of our responsibilities to the

communities that we are part of Confront unacceptable behaviour Praise acceptable behaviour Model restorative approaches Develop self regulating communities

An understanding of the skills needed to communicate with each other and a commitment to developing these

Communication skills - Listening , Questioning, Answering

Shared language

Communication skills◦ Listening skills/Questioning skills/Answering skills

Shared language Peer mentoring, mediation, facilitation, peer

panels, support partners Whole school/department staff meetings Classroom norms Restorative circles Restorative conversations/statementsRestorative justice conferences

Types of Restorative Approaches

RESPECT

RESPO

NSIBILTY

REPAIR

REINTEGRATION

The 4 R’sRJ is based on four key

features

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What can RJ do for a School? Happier and safer school Mutually respectful

relationships More effective teaching and

learning Reducing exclusions Raising attendance Developing emotional

literacy Addressing bullying

behaviours Raising morale by culture of

inclusion and belonging Reduces entry into CJS

IT IS NOT A SOFT OPTION

A process for resolving conflict A common language to resolve conflict Focuses on the needs of the victim Allows the wrongdoer(s) to understand

the impact of their actions Encourages wrongdoer(s) to take

responsibility for their actions Therefore creates accountability Likely to change behaviour and build

character

What is Restorative Justice Conferencing ?

Develops a common language to discuss conflict

Creates a way to see your behaviour clearly and its affects on others

Creates a responsibility to learn from conflict Creates a responsibility to behave better in

the immediate future Produces positive outcomes from a negative

situation.

How does it work?

Creates positive outcomes from negative behaviour

The Aim of Restorative Justice is to

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Traditional V Restorative What happened Who’s responsible What do sanction do I

need to enforce to ◦ change behaviour◦ deter others◦ avoid reoffending

What happened Who’s been affected What needs to happen

to put things right How can I support this

process to◦ change behaviour◦ deter others◦ avoid reoffending

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In a restorative school more emphasis is put on personal responsibility◦ What we do when we have done something

wrong◦ AND when someone has done something wrong

to us When conflict happens there is a structure

to resolve it It allows people to learn from their mistakes

so mistakes aren't repeated over and over

So how does RJ make sense of this?

Traditional V Restorative What happened Whose responsible What do sanction do I

need to enforce to ◦ change behaviour◦ deter others◦ avoid reoffending

What happened Whose been affected What needs to happen

to put things right How can I support this

process to◦ change behaviour◦ deter others◦ avoid reoffending

RJ is not an opt out of punishment Conferencing can take place along side punitive

measures if the sanction is seen as unavoidable or constructive

Conferencing can take place and effective engagement would cause punitive response to become suspended.

Conferencing can produce a nominated sanctions, reparation or financial restitution

Young people can be asked to give an apology of actions not just words

THAT SAID It is considered more effective when made part of a no

blame approach

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RJ V Punishment

13

Corridor Conference Script – non prep quick script to ensure that harm has been repaired

Acknowledged Harm – can be used for both informal and formal conferences but most often for preparation of these conferences

In both circumstances the questions are the same for both the harmed person

and the harmer

Blue RJ Script Cards

What happened? What were you thinking (feeling) at the

time? What do you think (feel) about it now? Who has been affected by what has

happened? - In what way? What has been the hardest thing for you? What do you think needs to happen to

make things right?

Restorative Justice Conferencing -Relational Questions

Restorative Art Displays from York Road School Dartford Kent

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By modelling the approach◦ By promoting communication skills◦ By promoting shared language

Curriculum – Citizenship – PHSE – English Information

◦ Website◦ Assemblies

Direct involvement◦ Peer mentoring/mediation/facilitation/peer panels◦ School council

Transition

Engaging Pupils in RA

Genuine apology Acknowledgement of harm Conflict stops Resolution to the problem Change of behaviour Friendships/relationships can be repaired Lessons are learnt Not be in trouble Promotes truth telling YP take responsibility for their behaviour Strategy for a better future Not criminalised Able to stay in education

Positive Outcome from Conferencing

Formal

Informal

Classroom

Issue of Harm

General Conversation

Aim Lesson/Day

Games

Check In & Out

Hierarchy of Restorative Circles

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Within All Lessons

Staff

Model Approach

Restorative Norms

Check in and

check out

Restorative

Language

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Implementation: The First Step

Extra

Curriculum

Peer mentoring, mediation

Restorative

justice conferencin

g

20

Whole school

training

3 Day conferencing facilitation

training

Peer mentoring/facilitation training

Training

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Collingwood Primary School 15 mins.

D V D

[email protected]

www.restorativejustice4schools.co.uk

Restorative Justice 4 Schools – Facebook

07773 797 587

Contact Details