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LATEST NEWS
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Restorative Approaches |
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Restorative
Approaches inspired by the philosophy and practices of
restorative justice
, which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment.
Key values create an ethos of respect, inclusion, accountability and taking responsibility, commitment to relationships, impartiality, being
non-judgemental, collaboration, empowerment and emotional articulacy.
Key skills include active listening, facilitating dialogue and problem-solving, listening to and expressing emotion and empowering others to take ownership of problems. |
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| Processes and practices include interventions when harm has happened, such as restorative enquiry (aka, in some circumstances , corridor conferences), mediation (aka mini-conferencing), community conferencing (aka group mediation and/or problem-solving circles). However
there are also processes and practices that help to prevent harm and conflict occurring and which build a sense of belonging, safety and social responsibility. These include Circle Time and Restorative Pedagogy (teachers modelling the values and skills and creating opportunities for their development amongst the students whatever the subject being taught). |
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The
restorative approach is based on the belief that the people best
placed to resolve a conflict or a problem are the people directly
involved, and that imposed solutions are less effective, less
educative and possibly less likely to be honoured. In order to
engage in a restorative approach to conflict and challenging
behaviour people need certain attitudes and skills. Skills-based
training can develop both restorative skills and attitudes.
It can
help participants to identify a variety of applications of these
skills to meet the needs of the whole school community. The
ultimate aim of the training and the project is to build a strong,
mutually respectful, safe and inclusive school community in which
everyone feels valued and heard. |
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The
potential advantages of restorative approaches in the school
setting include:
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A safer, more caring environment
A more effective teaching and learning environment
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A greater commitment by everyone to taking the time to listen to one another
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A reduction in bullying and other interpersonal conflicts
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A greater awareness of the importance of connectedness to young people.
The need to belong and feel valued by peers and significant adults
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Greater emphasis on responses to inappropriate behaviour that seek to reconnect, and not further disconnect, young people
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Reductions in fixed term and permanent exclusions
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A greater confidence in the staff team to deal with challenging situations
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An increased belief in the ability of young people to take responsibility for their choices, and more people giving them opportunities to do so
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| We
encourage schools to consider what Restorative Approaches and Practices
as pieces of a jigsaw,
which, put together, create a congruent whole school approach to
relationship building and conflict management. We offer support
and advice in integrating these elements into a school
development plan. We also offer modular training which
encompasses all of the above elements, and is accredited by the
Open College Network. |
Click
here to view course information |
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Restorative
enquiry, the starting point for all restorative
processes involving active non-judgmental; listening.
The process can be used with one person to help them
reflect on a situation and find ways for forward for themselves.
It also useful before and during face-to-face meetings. |
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Restorative
discussion in a challenging situation, often between
a more and less powerful person. Skills include
expressing and listening for feelings and needs, and
understanding why each has acted the way they have. |
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Mediation
- useful when both X and Y belive the other person is
the cause of the problem. The mediator remains
impartial, and helps both sides to consider the problem
as a shared one that needs a joint solution. Can
be offered by trained students, who act as peer
mediators |
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Victim/Wrongdoer
mediation - useful when someone acknowledges
they have caused harm* to another person and both
sides agree to see how the matter can be put
right, with the help of an impartial mediator |
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Using
Circles, for team building and
problem solving, enables a group to get to know
each other and develop mutual respect, trust and concern |
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Restorative
conference, involving those who have
acknowledged causing harm meeting with those they have harmed, seeking to understand each other's perspective and coming to a mutal agreement which will repair the harm as much as possible.
Often all sides bring supporters, who have usually been affected, and have something to say from a personal perspective.
example:
F=facilitator V=Victim O=Offender M=Mother F=Father
B=Brother X=another relevant participant |
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Family Group Conference -
useful when a plan is needed to provide support to a young person, or their family in making
changes. Family Group Conferences are converted in neutral venues by
independent co-coordinators. The meeting involves three stages. It starts with professionals sharing
information with family members and providing consultancy on options for future help. Then the family members have private time on their own to discuss and deliberate, and come up with a plan for a way forward to help the child's situation. At the end of the meeting key professionals
return with the coordinator to hear and record the family plan and make
arrangements for monitoring and review. This process can be
preceded by a restorative element where appropriate. |
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RESTORATIVE ENQUIRY |
peer mentors
teaching staff
colleages |
minor student worries
minor disruptions
need to debrief
challenging situations
worried parents |
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RESTORATIVE DISCUSSION |
all members of the school
community
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disruption
inter-personal conflict
challenging situations
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MEDIATION
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peer mediators
teaching staff
senior managers
restorative Justice co-ordinator
governors/senior management
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student conflict
staff conflict
staff-student conflict
staff-parent conflict
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VICTIM/WRONGDOER
MEDIATION
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peer mediators
teaching staff
senior managers
restorative Justice co-ordinator
governors/senior management
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student conflict*
staff conflict*
staff-student conflict*
staff-parent conflict*
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* where there is acknowledged responsibility for the harm caused
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CIRCLES
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class groups
school council
whole staff
any team staff
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class issues/harm within class
problems affecting students
staff issues
team issues
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RESTORATIVE
CONFERENCE
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peer facilitators
appropriate teaching staff
senior management
governors
Restorative Justice co-ordinator
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minor issues involving harm caused in group
minor issues involving harm/ disruption in a group of students
issues involving a group or needing parental involvement
exclusion issues- either as an alternative, or point of re-entry to school
any of the above if appropriate, and also issues involving staff and students
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FAMILY GROUP
CONFERENCE
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appropriately trained facilitators
family members
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concern over a student's situation or behavoiur
eg. attendance/at risk
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To
view the Transforming Conflict brochure click here
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