RESTORATIVE APPROACHES IN SCOTTISH SCHOOLS

1. RESTORATIVE APPROACHES IN SCOTTISH SCHOOLS RELATIONSHIPSRESPECTRESPONSIBILITIES Three Rs for the 21st Century?

2. SOME BACKGROUND • Restorative Justice • Restorative Conferencing • Victim/Offender Mediation • Family Group Conferencing • Mediation • Circles vs Circle Time • Real Justice • IIRP - Safer Saner Schools • Transforming Conflict

3. “Restorative Practices are fundamentally rooted in aphilosophy.They are not templates. It is this philosophy which ought toguide the way we act in our dealings with others.” (Ted Wachtel)

4. THE UNDERPINNING MODEL PROCEDURES PRACTICES SKILLS PHILOSOPHY VALUES ETHOS

5. THE UNDERPINNING MODEL PROCEDURES PRACTICES SKILLS PHILOSOPHY VALUES ETHOS

6. TRADITIONAL Rule breaking Blame or guilt Adversarial Punish to deter Impersonal Affected ignored Accountability = being punished RESTORATIVE Harm Problem solving Dialogue + negotiation Restitution/ reparation Interpersonal Empowerment Accountability = put things right TWO KINDS OF DISCIPLINE

7. To With For Not THE SOCIAL DISCIPLINE WINDOW HIGH punitive restorative Control (Limit Setting Discipline) permissive • neglectful (Wachtel and McCold) Support (Encouragement, Nurture) HIGH LOW

8. CLASSROOM/SCHOOL CULTURE HIGH • Consistent • Responsive • Flexible • Accountable • Responsible • Cooperation • Negotiation • Power Struggles • Confrontation • Authoritarian • Win-Lose • Retribution • Stigmatising Control TO WITH • Uncaring • Tired • Lazy • Burnt Out • Given Up • Chaotic • Inconsistent • Excusing • Giving In • Blurred • Boundaries • Rescuing NOT FOR (Thorsborne) Support HIGH LOW

9. MASLOW’S HIERARCHY OF NEEDS Self-actualisation Universal Levels of Human Need Self-esteem Love,affection and belonging Safety /Security Physiological (Survival)

10. MASLOW’S HIERARCHY OF NEEDS ? Love,affection and belonging Self-esteem Self-actualisation Safety /Security Physiological (Survival)

11. FAIR 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: • Engagement • Explanation • Expectation clarity (W. Chan Kim and Renee Mauborgne Harvard Business Review)

12. ENGAGEMENT Involving individuals in decisions that affect them by asking for their input and allowing them to refute the merit of one another’s ideas and assumptions.

13. EXPLANATION Everyone involved and affected should understand why final decisions are made as they are. Creates a powerful feedback loop that enhances learning.

14. EXPECTATION CLARITY Once decisions are made, new rules are stated clearly, so that all involved understand the new standards and the consequences of failing to comply.

15. WHAT FAIR PROCESS ISN’T • Decisions by consensus • Does not set out to achieve harmony • Does not set out to win people’s support through compromises that accommodate every individual’s opinion, needs or interests • Democracy in the classroom, school or workplace • Teachers/Managers forfeiting their prerogative to make decisions, establish policies, procedures and standards.

16. THE UNDERPINNING MODEL PROCEDURES PRACTICES SKILLS PHILOSOPHY VALUES ETHOS

17. RELATEDSKILLS / COMPETENCIES • Empathy • Emotional Literacy • Interpersonal/Relationship Skills • Cognitive Skills

18. RESPONDING CONSTRUCTIVELY TO OTHERS • Listening to what they have to say • Acknowledging their feelings • Encouraging them to talk about their experience

19. A PECULIAR THOUGHT ? “But let someone really listen, let someone acknowledge my inner pain and give me a chance to talk more about what’s troubling me and I begin to feel less upset, less confused, more able to cope with my feelings and problems.” (Faber and Mazlish)

20. ACTIVE EMPATHIC LISTENING: FOR WHAT? The Human Condition Thoughts Feelings Behaviours

21. WHAT IT IS “Tell me more” Acknowledge Feeling Minimal Prompts Respectful Curiosity Clarifying what speaker feels/needs Checks Assumptions Accurate Feedback WHAT IT ISN’T Judgements and ‘put downs’ ‘Shoulds’ ‘Oughts’ ‘Musts’ Interrogation Trivialisation Sarcasm Blame and Accusation ‘You think you’ve got it bad ……….. ACTIVE EMPATHIC LISTENING: HOW?

22. 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 NON-VERBAL COMMUNICATION

23. QUESTIONS 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 ? FOCUS Behaviour Thinking Feelings Others Feelings, Thoughts and Behaviours RESTORATIVE ENQUIRY: THE PAST

24. QUESTIONS What have your thoughts been since ? What are they now ? How are you feeling now ? What do you need (to do) so that: Things can be put right ? The harm can be repaired ? You can move on ? FOCUS Thinking Feelings Needs Behaviour Self/ Other People RESTORATIVE ENQUIRY: THE PRESENT AND FUTURE

25. THE UNDERPINNING MODEL PROCEDURES PRACTICES SKILLS PHILOSOPHY VALUES ETHOS

26. THE CORRIDOR STOP CIRCLES FORMAL CONFERENCE OR MEDIATION AFFECTIVE QUESTIONS AFFECTIVE STATMENTS RESTORATIVE PRACTICES CONTINUUM FORMAL INFORMAL

27. LEVELS OF INTERVENTION HEALING RELATIONSHIPS REPAIRING HARM INTENSIVE • Formal Conferencing • Formal Mediation MAINTAINING RELATIONSHIPS RESOLVING CONFLICT • Problem Solving Circles • Restorative Questions • Peer Mediation • Solution Oriented TARGETTED • Restorative Culture • Cool in School • PAThS • Cooperative Learning • Reasoning + Reacting • Circles UNIVERSAL GROWING HEALTHY RELATIONSHIPS PREVENTING HARM/CONFLICT

28. NEXT STEPS / DEVELOPING A WHOLE 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