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May
2001
1)
Restorative processes to
consider for repairing the
harm caused in the event
of a bullying incident
Restorative
conferencing
– a process which seeks
to repair the harm done to
relationships within a
community by allowing
everyone involved to meet
and gain a better
understanding from each
other of the impact of an
incident, the reasons for
it and the preferred
outcomes. The process
usually involves the
‘victim’ and their
parents/supporters and the
‘offender’ and their
supporters as well as key
school personnel and
behaviour support staff
where applicable..
‘No-blame
bullying approach’
– restorative in its’
intent and principles,
this approach involves a
group of people being
asked to consider ways of
making life better for the
victims of a bullying
incident or incidents. The
group would include those
directly involved but also
bystanders and maybe
friends of the victim.
Mediation
– a
process usually involving
a smaller number of
people, perhaps just the
victim and the offender
and one or two mediators.
This
process can be used in
situations where the harm
is disputed (ie
no-one
is prepared to take
responsibility but are
prepared to meet and try
and sort things out.).
There is also a process
called victim/offender
mediation where the
offender is prepared to
admit what they have done.
Family
Group Conferencing – a
process similar to
conferencing at the outset
when facilitators offer a
structure and support to
air the issues. The next
stage happens without
facilitation however, when
the family (those
identified as able to
offer support to the
offender) meet privately
to consider how to support
the young person in making
changes to their behaviour
in a constructive,
positive way so that the
young person’s
self-esteem remains intact
and may even grow.
2)
Relational processes which
can create a community of
skilled and compassionate
citizens and an
environment in which
bullying is unacceptable
.
Circle
Time
– an inclusive process
which develops a sense of
belonging, encourages
self-esteem, provides a
safe space for exploring
feelings and needs, builds
the skills of active and
empathic listening,
fosters mutual respect and
values difference. The
process grows out of a
joyful commitment to
laughing and playing
together, from which a
sense of team spirit and
shared responsibility
grows. The process is not
restricted to young
children. Adolescents and
adults have all attested
to the value of the
process in their own
development. Circle Time
provides a seed bed for
the development of
problem-solving and
conflict-management
skills.
School
Council – Young
people engaging in
bullying and those on the
receiving end of it share
many things in common –
one of them being a sense
of powerlessness. Bullying
can be a way of
establishing power over
another. Any opportunities
for sharing power in more
creative ways can
challenge the leadership
energies of some people
locked into inappropriate
behaviour. The training to
be a school councillor has
been beneficial in such
circumstances. (as has the
training to be a peer
mediator)The school
council itself is a way in
which young people can
take responsibility for
their school community and
can build self-esteem and
communication skills.
Peer
Mentoring and Peer
Counselling – The
opportunity to share
experience and lend a
listening ear to those
younger than oneself can
be the making of young
people who are inclined
either to be targets or do
the targeting.
The
existence of a mentoring
network creates a safety
net in the event if
bullying. It is sometimes
easier for young people to
talk to their peers than
to an adult.
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