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