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Introduction to Restorative Approaches. Where does the approach come from? Canada 1974 US and UK1980’s New Zealand 1980’s Australia1990’s UK again mid.

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Presentation on theme: "Introduction to Restorative Approaches. Where does the approach come from? Canada 1974 US and UK1980’s New Zealand 1980’s Australia1990’s UK again mid."— Presentation transcript:

1 Introduction to Restorative Approaches

2 Where does the approach come from? Canada 1974 US and UK1980’s New Zealand 1980’s Australia1990’s UK again mid 1990’s

3 What is Restorative Justice? A commitment to: Facilitating dialogue between all those affected by the wrongdoing or conflict Encouraging those responsible for the harm to become accountable for their actions and responsible for putting right the wrong Ensuring that all those involved or affected are given the opportunity to share their story, their feelings and their needs Involving everyone affected in finding mutually acceptable ways forward Repairing the harm caused by any behaviour that has a negative impact on others Repairing, or at times building, relationships between those affected

4 A restorative approach is all about relationships – making, maintaining and, when necessary, repairing relationships

5 Skills Values Interaction with others

6 The values that underpin a commitment to building, maintaining & repairing relationships Mutual respect, empowerment, collaboration, valuing others, integrity, honesty, openness, trust, tolerance

7 The skills that underpin a commitment to building, maintaining & repairing relationships Emotional articulacy, empathy, open-mindedness, active non-judgemental listening, conflict management skills Mutual respect, empowerment, collaboration, valuing others, integrity, honesty, openness, trust, tolerance

8 Interaction with others Emotional articulacy, empathy, open-mindedness, active non-judgemental listening, conflict management skills Mutual respect, empowerment, collaboration, valuing others, integrity, honesty, openness, trust, tolerance

9 When dealing with wrongdoing or conflict, is your response informed by relationship values and skills? Do you invite young people to give you, individually, their perspective on what has happened? Are you genuinely curious about their thoughts and feelings at the time of the incident and since? Do you invite them to consider who else may have been affected? Do you invite them to consider what needs to happen to put matters right? Do you ask them what their own personal needs are for closure and repair?

10 Do you manage to refrain from : Using your body or your tone to show disapproval? Giving your own opinion or judgement about what has happened? Taking sides? Assuming you know what has happened and why? Telling people what they should do? Offering unasked for advice? Insisting people apologise and make up?

11 The Traditional Approach What’s happened? Who started it? What response is appropriate to deter and punish?

12 The Restorative Approach What’s happened? Who has been affected or harmed? How can those involved be supported in finding ways to repair the harm caused?

13 What do I need when I’ve been harmed? An apology An empathetic listener Amends made The other person to understand what has upset me To be respected To be allowed to have emotion Support and positive reinforcement Reassurance it won’t happen again To draw a line underneath it

14 What do I need when I have harmed someone else? To apologise Someone to talk to Time to put things right To make it up to them A chance to explain to other person and myself To feel better about it and about myself To be forgiven To reassure them/myself it won’t happen again To get back on friendly terms

15 What do I need when I’ve been harmed? An apology An empathetic listener Amends made The other person to understand what has upset me To be respected To be allowed to have emotion Support and positive reinforcement Reassurance it won’t happen again To draw a line underneath it What do I need when I’ve harmed someone else? To apologise Someone to talk to Time to put things right To make it up to them A chance to explain to other person and myself To feel better about it and about myself To be forgiven To reassure them/myself it won’t happen again To get back on friendly terms

16 The Five Magic Questions What happened? What were you thinking? How were you feeling? Who else has been affected by this? What do you need, and what needs to happen now, so that the harm can be repaired ?

17 The Restorative Mindset

18 The Restorative Chat

19 Mediation

20 Informal group mediation/conference

21 Formal restorative conference

22 Circles – Circle time; classroom conferences; Staff problem-solving circles; parent circles etc

23 The restorative challenge to address conflicts and harmful situations in a way that, at the very least, does not harm relationships, and at best builds and repairs them to empower those involved in conflict or harmful situations to take ownership of these and find ways forward for themselves

24 What opportunities do you have for making your work with young people more restorative?

25 What opportunities do you have for making your working environment more restorative?

26 Local initiatives? Referral Order Panels Initial Planning Meetings Acceptable Behaviour Contracts Anti Social Behaviour Orders Sefton Centre for Restorative Practice Schools Partner Agencies RJ Conferences Family Group Conferences YISP Secondary Peer Mediation Behaviour Improvement Programme Education Action Zone ? Parenting Programmes Housing Organisations Adapted from a model developed by Sefton Centre for Restorative Practices Neighbour Disputes Community Conferences Children’s Fund YOT Community Safety Partner Agencies Restorative Barnet Schools Victim Inclusion Services KS3 Behaviour and Support Primary Community Sentences Custodial Sentences Health Looked after Children

27 Transforming Conflict National Centre for Restorative Justice in Youth Settings, Mortimer Hill, Mortimer Berks RG7 3PW Tel/fax org


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