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Restorative Approaches in Glasgow Schools: Healing, Learning, and Building Relationships

Explore Glasgow Psychological Services' restorative journey towards nurturing a city where children and staff feel valued, learning key themes and practical skills for implementing restorative approaches in schools.

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Restorative Approaches in Glasgow Schools: Healing, Learning, and Building Relationships

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  1. repair ouch punish oops authoritarian settingrelationships restorative need heal approaches approaches culture learning participation blame accountability obligation opportunity conflict authoritative mend reflect reconnect maintain ethos affected duty make harm

  2. Looking Inward, Outward and Forward: How Glasgow Psychological Services Deliver Restorative Approaches in Schools Carole Edgerton Sharon Fitzpatrick Lyndsay Broadfoot

  3. Overview of Session • Inward: Glasgow Psychological Service’s Journey • Outward: Training and Supporting educational establishments in Glasgow • Forward: Ongoing journey and GITRA

  4. What does Restorative Approaches mean to the staff and pupils of Glasgow Education Establishments?

  5. Towards the Nurturing City A Nurturing City is a place where our young people and children can say: “We are listened to” “We know we are valued” “We feel we belong”

  6. Structure of Glasgow Training Workshops • Section 1 – Introduction and Overview: - Dispelling common myths around Restorative Approaches - Comparison between the ‘Traditional vs Restorative Approach to promoting positive behaviour and relationships in school. - Theory and Rationale behind Restorative Approaches

  7. Behaviour and Learning If a child doesn’t know how to read, we teach him/her to read. If a child doesn’t know how to do maths problems, we teach him/her how to do maths problems. If a child doesn’t know how to behave, we punish him/her.

  8. Section 2 – 5 Key Themes Underpinning Restorative Approaches: • Everyone has a different perspective on any given experience or issue • Thoughts influence feelings • Conflict and wrongdoing impact on people and cause harm; this harm needs to be repaired • In the event of harm everyone involved will have similar needs • Those harmed/affected need to find ways forward for themselves

  9. Section 3 – Skills Practice and Useful Resources: • Groups of 4 • Facilitator, 2 disputants, Observer • Role Play Scenarios given to groups • Try to allow as much time as possible for this Section to build confidence in having Restorative Conversations.

  10. Section 4 – Implementation and EP role: • Implementation support (booklet) • Introductory training • Link with RA CLG • Resources – S Drive, books, online

  11. Our Restorative Journey

  12. Our Restorative Journey

  13. Our Restorative Journey

  14. Our Restorative Journey

  15. To date…. • Since 2013, training has been delivered to over 700 school staff members from all education sectors. • Restorative Approaches City Network Group meetings running since 2015. Open to schools both at the start of and well on their restorative journey. • All EPs in Glasgow now trained in Restorative Approaches. • Implementation Booklet for schools to complete pre-training. • Future of Restorative Approaches in Glasgow – G.I.T.R.A

  16. Glasgow Implementation Tool for Restorative ApproachesG.I.T.R.A

  17. 2. Assembling Implementation Team 6. Keeping the pressure on 4. Communicating the vision to capture hearts and minds 7. Maintaining Gains 3.Creating a vision for the future • Making a case for change 5. Addressing Challenges and promoting positive change Glasgow Implementation Tool for Restorative Approaches a) Use ongoing evaluating measures to change behaviour a) Develop vision, values & aims a) Address challenges and change systems and structures a) Reinforce the vision at every opportunity a) Putting a team together a) Identify key staff to conduct initial ground work a) Use momentum to make further changes b) Improve and widen leadership b) Address concerns and anxieties b) Develop skills b) Create strategy to launch and action the visio b) Conduct a Solution Orientated needs analysis b) Team building b) Support & develop people who can implement the vision c) Maintain the pressure on values and behaviour c) Communicate key findings to staff c) Identify training needs c) Reinvigorate with new changes c) Begin to engage with stakeholders c) Encourage and promote innovative practice c) Introduce your vision, values & aims (Adapted from Thorsborne & Blood 2013)

  18. Measuring impact of Restorative Approaches in Glasgow Qualitative and Quantitative Measures • Focus group with pupils/city network group • Staff interviews • Readiness checklist • Attendance / exclusion data

  19. Our Ongoing Journey • Evaluation of GITRA • Analysis of school data • Glasgow Motivation and Well-being Profile • Restorative Approaches PhD underway by EP • Collaboration on Book Chapter • Sustaining City Network and linking with Scottish Network

  20. Any Questions?

  21. Contact Details Carole.Edgerton@glasgow.gov.uk Sharon.Fitzpatrick@glasgow.gov.uk Lyndsay.Broadfoot@glasgow.gov.uk

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