RESTORATIVE APPROACHES IN SCOTTISH RESTORATIVE APPROACHES IN SCOTTISH SCHOOLS SCHOOLS RELATIONSHIPS RELATIONSHIPS RESPECT RESPECT RESPONSIBILITIES RESPONSIBILITIES Three Rs for the 21 Three Rs for the 21 st st Century? Century?
Dec 28, 2015
RESTORATIVE APPROACHES IN SCOTTISH RESTORATIVE APPROACHES IN SCOTTISH SCHOOLSSCHOOLS
RELATIONSHIPSRELATIONSHIPS
RESPECTRESPECT
RESPONSIBILITIESRESPONSIBILITIES
Three Rs for the 21Three Rs for the 21stst Century? Century?
SOME BACKGROUND SOME BACKGROUND
• Restorative JusticeRestorative Justice• Restorative ConferencingRestorative Conferencing• Victim/Offender MediationVictim/Offender Mediation• Family Group ConferencingFamily Group Conferencing• MediationMediation• Circles vs Circle TimeCircles vs Circle Time• Real JusticeReal Justice• IIRP - Safer Saner Schools IIRP - Safer Saner Schools • Transforming ConflictTransforming Conflict
““Restorative Practices are Restorative Practices are fundamentally rooted in a fundamentally rooted in a philosophyphilosophy.. They areThey are not not templatestemplates. It is this . It is this philosophyphilosophy which ought to which ought to guide guide the way the way we act in our dealings with we act in our dealings with others.”others.”
(Ted Wachtel)
THE UNDERPINNING MODELTHE UNDERPINNING MODEL
SKILLSSKILLS
PROCEDURESPROCEDURES PRACTICESPRACTICES
PHILOSOPHYPHILOSOPHYVALUESVALUES ETHOSETHOS
THE UNDERPINNING MODELTHE UNDERPINNING MODEL
SKILLSSKILLS
PROCEDURESPROCEDURES PRACTICESPRACTICES
PHILOSOPHYPHILOSOPHYVALUESVALUES ETHOSETHOS
TWO KINDS OF DISCIPLINETWO KINDS OF DISCIPLINETRADITIONALTRADITIONAL• Rule breakingRule breaking• Blame or guiltBlame or guilt• AdversarialAdversarial• Punish to deterPunish to deter• ImpersonalImpersonal• Affected ignoredAffected ignored• Accountability = Accountability =
being punishedbeing punished
RESTORATIVERESTORATIVE• HarmHarm• Problem solvingProblem solving• Dialogue + negotiationDialogue + negotiation• Restitution/ reparationRestitution/ reparation• InterpersonalInterpersonal• EmpowermentEmpowerment• Accountability = put Accountability = put
things right things right
HIGH
LOW HIGH
ControlControl (Limit Setting Discipline)
SupportSupport (Encouragement, Nurture)
THE SOCIAL DISCIPLINE WINDOWTHE SOCIAL DISCIPLINE WINDOW
restorative
neglectful
punitive
permissive
ToTo WitWithh
NotNot FoForr
(Wachtel and McCold)
HIGH
LOW HIGH
ControlControl
SupporSupport
CLASSROOM/SCHOOL CULTURECLASSROOM/SCHOOL CULTURE
TO WITH
NOT FOR
•Power Struggles•Confrontation•Authoritarian•Win-Lose•Retribution•Stigmatising
• Consistent• Responsive• Flexible• Accountable• Responsible• Cooperation• Negotiation
•Uncaring•Tired•Lazy•Burnt Out•Given Up
•Chaotic•Inconsistent•Excusing•Giving In•Blurred Boundaries•Rescuing
(Thorsborne)
MASLOW’S HIERARCHY OF MASLOW’S HIERARCHY OF NEEDSNEEDS
Self-Self-actualisatiactualisati
ononSelf-Self-
esteemesteemLove,affection Love,affection and belongingand belonging
Safety /SecuritySafety /Security
Physiological (Survival)Physiological (Survival)
Universal Levels of Human Need
MASLOW’S HIERARCHY OF NEEDS ?
Physiological Physiological (Survival)(Survival)
Safety /SecuritySafety /Security
Love,affectionLove,affection and belongingand belonging
Self-actualisationSelf-actualisation
Self-esteemSelf-esteem
FAIR PROCESSFAIR PROCESS
Individuals are most likely to trust and cooperate freely with systems – whether they themselves win or lose by those systems – when fair process is observed.
The 3 principles:The 3 principles:EngagementEngagementExplanationExplanationExpectation clarityExpectation clarity
(W. Chan Kim and Renee Mauborgne
Harvard Business Review)
ENGAGEMENTENGAGEMENT
Involving individuals in decisions Involving individuals in decisions that affect them by asking for that affect them by asking for their input and allowing them to their input and allowing them to refute the merit of one another’s refute the merit of one another’s ideas and assumptions.ideas and assumptions.
EXPLANATIONEXPLANATION
Everyone involved and affected Everyone involved and affected should understand why final should understand why final decisions are made as they are. decisions are made as they are. Creates a powerful feedback Creates a powerful feedback loop that enhances learning. loop that enhances learning.
EXPECTATION EXPECTATION CLARITYCLARITY
Once decisions are made, new rules Once decisions are made, new rules are stated clearly, so that all involved are stated clearly, so that all involved understand the new standards and understand the new standards and the consequences of failing to the consequences of failing to comply.comply.
WHAT FAIR PROCESS ISN’TWHAT FAIR PROCESS ISN’T• Decisions by consensusDecisions by consensus• Does not set out to achieve harmonyDoes not set out to achieve harmony• Does not set out to win people’s support Does not set out to win people’s support
through compromises that accommodate through compromises that accommodate every individual’s opinion, needs or interestsevery individual’s opinion, needs or interests
• Democracy in the classroom, school or Democracy in the classroom, school or workplaceworkplace
• Teachers/Managers forfeiting their Teachers/Managers forfeiting their prerogative to make decisions, establish prerogative to make decisions, establish policies, procedures and standards. policies, procedures and standards.
THE UNDERPINNING MODELTHE UNDERPINNING MODEL
SKILLSSKILLS
PROCEDURESPROCEDURES PRACTICESPRACTICES
PHILOSOPHYPHILOSOPHYVALUESVALUES ETHOSETHOS
RELATEDSKILLS / COMPETENCIES
• Empathy
• Emotional Literacy
• Interpersonal/Relationship Skills
• Cognitive Skills
RESPONDING CONSTRUCTIVELY RESPONDING CONSTRUCTIVELY TO OTHERSTO OTHERS
• Listening to what they have to sayListening to what they have to say
• Acknowledging their feelingsAcknowledging their feelings
• Encouraging them to talk about their Encouraging them to talk about their experienceexperience
A PECULIAR THOUGHT ?A PECULIAR THOUGHT ?
““But let someone really listen, let someone But let someone really listen, let someone acknowledge my inner pain and give me a acknowledge my inner pain and give me a chance to talk more about what’s troubling chance to talk more about what’s troubling me and I begin to feel less upset, less me and I begin to feel less upset, less confused, more able to cope with my confused, more able to cope with my feelings and problems.”feelings and problems.”
(Faber and Mazlish)
ACTIVE EMPATHIC LISTENING: ACTIVE EMPATHIC LISTENING: FOR WHAT?FOR WHAT?
The Human Condition
Behaviours
Feelings
Thoughts
ACTIVE EMPATHIC LISTENING: ACTIVE EMPATHIC LISTENING: HOW?HOW?
WHAT IT ISWHAT IT IS• “Tell me more”• Acknowledge Feeling• Minimal Prompts• Respectful Curiosity• Clarifying what speaker
feels/needs• Checks Assumptions• Accurate Feedback
WHAT IT ISN’TWHAT IT ISN’T• Judgements and ‘put
downs’• ‘Shoulds’ ‘Oughts’
‘Musts’• Interrogation• Trivialisation• Sarcasm• Blame and Accusation• ‘You think you’ve got
it bad ………..
NON-VERBAL COMMUNICATIONNON-VERBAL COMMUNICATION
Threatening
• Close proximity• Face to face• Towering above the
pupil• Pointing, waving arms• Prolonged eye-
contact
Non-Threatening
• Extended personal space
• Facing at an angle• Sitting down• Open palmed gestures• Brief eye-contact
RESTORATIVE ENQUIRY: RESTORATIVE ENQUIRY: THE PASTTHE PAST
QUESTIONSQUESTIONS• Can you explain what
happened ?• What were you
thinking at the time ?• How were you feeling
at the time ?• Who else do you
think has been affected by this ?
FOCUSFOCUS Behaviour
Thinking
Feelings Others Feelings,
Thoughts and Behaviours
RESTORATIVE ENQUIRY: RESTORATIVE ENQUIRY: THE PRESENT AND FUTURETHE PRESENT AND FUTURE
QUESTIONSQUESTIONS
• What have your thoughts been What have your thoughts been since ?since ?
• What are they now ?What are they now ?
• How are you feeling now ?How are you feeling now ?
• What do you need (to do) so that:What do you need (to do) so that:
Things can be put right ?Things can be put right ? The harm can be repaired ?The harm can be repaired ? You can move on ?You can move on ?
FOCUSFOCUS
ThinkingThinking
FeelingsFeelings
NeedsNeeds
Behaviour Behaviour Self/ Other PeopleSelf/ Other People
THE UNDERPINNING MODELTHE UNDERPINNING MODEL
SKILLSSKILLS
PROCEDURESPROCEDURES PRACTICESPRACTICES
PHILOSOPHYPHILOSOPHYVALUESVALUES ETHOSETHOS
RESTORATIVE PRACTICES RESTORATIVE PRACTICES CONTINUUMCONTINUUM
INFORMALINFORMAL FORMALFORMAL
AFFECTIVESTATMENTS
AFFECTIVE QUESTIONS
THE CORRIDOR STOP
CIRCLES FORMALCONFERENCE OR MEDIATION
LEVELS OF INTERVENTIONLEVELS OF INTERVENTION
INTENSIVE
UNIVERSAL
HEALINGHEALINGRELATIONSHIPSRELATIONSHIPSREPAIRING HARM
MAINTAINING MAINTAINING RELATIONSHIPSRELATIONSHIPSRESOLVING CONFLICT
GROWING HEALTHYGROWING HEALTHY RELATIONSHIPSRELATIONSHIPSPREVENTING HARM/CONFLICT
•Formal Conferencing•Formal Mediation
•Restorative Culture•Cool in School•PAThS•Cooperative Learning•Reasoning + Reacting•Circles
•Problem Solving Circles•Restorative Questions•Peer Mediation•Solution Oriented
TARGETTED
NEXT STEPS / DEVELOPING A NEXT STEPS / DEVELOPING A WHOLE SCHOOL APPROACHWHOLE SCHOOL APPROACH
• SMT awareness / commitment / training• Skills training for identified key staff• Peer Support in developing skills • Whole Staff awareness • Training for staff & support • Raising awareness with pupils• Engaging pupils • Training pupils Informing parents