Restorative Mindset - Restorative Justice 4 Schools

Report
Supplied by
Restorative Justice 4 Schools
Restorative Justice 4 Schools Ltd
How Restorative
Approaches build
and maintain
relationships
How Restorative
Justice
Conferencing
repairs
relationships
Restorative Justice 4 Schools Ltd
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A process for resolving conflict
 A common language to resolve conflict
 Focuses on the needs of the victim
 Allows the wrongdoer(s) to understand
the impact of their actions
 Encourages wrongdoer(s) to take
responsibility for their actions
 Therefore creates accountability
 Likely to change behaviour and build
character
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Restorative Justice 4 Schools Ltd
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An understanding of how a community works
An understanding of our responsibilities to the
communities that we are part of
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Confront unacceptable behaviour
Praise acceptable behaviour
Model restorative approaches
Develop self regulating communities
An understanding of the skills needed to
communicate with each other and a commitment to
developing these
 Communication skills - Listening , Questioning, Answering
 Shared language
Restorative Justice 4 Schools Ltd
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Communication skills
◦ Listening skills/Questioning skills/Answering skills
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Shared language
Peer mentoring, mediation, facilitation, peer
panels, support partners
Whole school/department staff meetings
Classroom norms
Restorative circles
Restorative conversations/statements
 Restorative
justice conferences
Restorative Justice 4 Schools Ltd
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RESPECT
RESPONSIBILTY
REPAIR
Restorative Justice 4 Schools Ltd
REINTEGRATION
Restorative
Mindset
Traditional
Mindset
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What happened
Whose responsible
What do sanction do I
need to enforce to
◦ change behaviour
◦ deter others
◦ avoid reoffending
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What happened
Whose been affected
What needs to
happen to put things
right
How can I support
this process to
◦ change behaviour
◦ deter others
◦ avoid reoffending
Restorative Justice 4 Schools Ltd
The purpose of this
training is to increase
a schools options on
how to deal with
conflict
Restorative Justice 4 Schools Ltd
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Happier and safer school
Mutually respectful
relationships
More effective teaching and
learning
Reducing exclusions
Raising attendance
Developing emotional literacy
Addressing bullying
behaviours
Raising morale by culture of
inclusion and belonging
Reduces entry into CJS
IT IS
NOT
A SOFT
OPTION
Restorative Justice 4 Schools Ltd

In a restorative school more emphasis is put
on personal responsibility
◦ What we do when we have done something wrong
◦ AND when someone has done something wrong
to us
◦ AND when we have witnessed something
happening to someone else
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When conflict happens there is a structure to
resolve it
It allows people to learn from their mistakes
so mistakes aren't repeated over and over
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Addresses the needs of the victim:
◦ Listened to
◦ Impact of harm caused is understood
◦ Possibility of real acknowledgement and
apology
Addresses the needs of the wrong doer:
◦ Likely to change behaviour
◦ Often able to stay in education
◦ Attains qualifications
Not criminalised – bypassed the CJS which too
often leaves a young person with no relevant
outcomes
Restorative Justice 4 Schools Ltd
How does Restorative Practice
Build Skills
Restorative Justice 4 Schools Ltd
Formal
Understanding
Real
Informal
Consequences
Aspirations,
Choices, Pride
In Success
Conflict
resolution
skills direct to
pupils
of Harm
Classroom
Conference
Issue of Harm
Restorative
Norms
Conversation/Intro/
Evaluate Lesson
Aim for Lesson or Day
Peer Schemes Playground
Initiatives
Icebreaker/Game/Activity
Check In & Out
Truth telling,
Taking
Responsibility
Saying Sorry
Language
Processing,
Debating
Skills,
Positive
Learning
Skills
Accountability
Impact of
Actions,
Empathy
Safe
Environments
Confidentiality
Empathy
Emotional
Consequences
Analytical
Process,
Verbalising
Concepts,
Creates
Ownership
Learning Is
Fun,
Practise
Social and
Com. Skills
Taking
Turns,
Listening,
Learning
About
Others,
Building
Community
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Build community
 Develop
◦ relationships
◦ social skills
◦ shared language
◦ communication skills
 Gives everybody a voice
 Creates a safe place to speak
 Resolve conflict
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Divorce rate 45% - step families
Removed
◦ Community Police Officers from our streets
◦ Caretakers from our housing estates
◦ Conductors from our buses
Less milkmen and regular postmen
Mothers are more likely to work
Greater perception and fear of crime
Children have more choices which can create
different skills
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
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How many pieces of
equipment in your
home can you watch a
DVD or television
programme on
Include
◦ TV, Laptops, PC, Mobile
Phone, DVD Players in
Cars,
TV Test
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How many pieces of
equipment in your
home can you make a
telephone call on
Include
◦ Landline Handsets,
Laptops (Skype), PC,
Mobiles
Telephone Test
Restorative Justice 4 Schools Ltd
DVD
Collingwood Primary
School Hull
15 minutes
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AND/OR IF SHOWING TO
SECONDARY SCHOOL
Restorative Justice 4 Schools Ltd
The Transformation of West Philadelphia
High School: A Story of Hope
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Form 3 groups
 Group 1 make a list of traditional
questions and statements that were
used in schools to manage behaviour
 Group 2 make a list of the best
questions and statements that you hear
being used in school currently to
manage behaviour
 Group 3 make a list of worst questions
and statements that you hear being
used in school currently to manage
behaviour
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Discuss:
-Which approach demands an answer from
recipient ?
-Which is the better way to engage and
communicate with young people?
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Form 2 or 4 groups
 Group 1 Secondary & 3 Primary
make a list emotions that could be
included in a shared vocabulary
 Group 2 Secondary & 4 Primary
make a list of core values that could
be included in a shared vocabulary
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Often cause resentment
Pupils that have good communications skills
often can talk themselves out of being held
responsible where as Pupils with poor
communication skills find themselves unable to
explain themselves leading to resentment
Too often does not repair the relationship
between the wrongdoer and those affected by
the behaviour
Do not allow wrongdoer to feel better about
themselves by taking responsibility and making
amends
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CONFERENCING is
considered to be most
effective when part of a
“no blame approach”
so not to distract from the
emotional consequences as it
is these that are most likely
to change behaviour
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Financial
Restitution
Pupils
Nominated
Punishment
Reparation
Suspended
Option
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RJ is not an opt out of punishment
Conferencing can take place along side
punitive measures if the sanction is seen as
unavoidable or constructive
Within the CJS only a first time entry into the
system or low impact crime would use a no
blame approach
Conferencing can produce positive results for
victims and families affected by serious crime
Restorative Justice 4 Schools Ltd
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Corridor
Informal
Formal
Family
Classroom
Not often
carried out
in schools to
repair issue
within a
family unit
Very
effective with
issues that
are affecting
whole
classroom,
defusing
problems
before they
escalate
Major issues
of harm
Quick non
prep
conversation
to ensure
any harm
has been
repaired
Prepared
conference
often with
just two
participants
the harmer
and the
harmed
Parents
present
Staff
participating
Exclusions
meeting
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Happier and safer school
 Mutually respectful relationships
 More effective teaching and learning
 Reducing exclusions
 Raising attendance
 Developing emotional literacy
 Addressing bullying behaviours
 Raising morale by culture of inclusion and
belonging

Restorative Justice 4 Schools Ltd
Staff and pupils who
are will to willing
to give it a go
Restorative Justice 4 Schools Ltd
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