Presentation on theme: "RESTORATIVE APPROACHES IN SCOTTISH SCHOOLS RELATIONSHIPS RESPECT RESPONSIBILITIES Three Rs for the 21 st Century?"— Presentation transcript:
RESTORATIVE APPROACHES IN SCOTTISH SCHOOLS RELATIONSHIPS RESPECT RESPONSIBILITIES Three Rs for the 21 st Century?
Improving Relationships and Promoting Positive Behaviour in Scotlands Schools Good relationships and positive behaviour across whole school communities are fundamental to the successful delivery of Curriculum for Excellence The Scottish Government is committed to building upon this work and will continue to support this through the Positive Behaviour Team
WHY RESTORATIVE APPROACHES? They work - (dependent upon buy in!!!) Qualitative and quantitative evidence of progress.
RESTORATIVE APPROACHES - THE RESEARCH Pilot councils – Fife, Highland, North Lanarkshire Evidence of positive impact upon relationships and behaviour Evidence of development of essential life skills Evidence of calmer learning environments Young people making more good choices more often Promotes emotional well being for all Supportive of Childrens Services approaches
SOME BACKGROUND AND TERMS 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 SchoolsIIRP - Safer Saner Schools Transforming ConflictTransforming Conflict
Restorative Practices (Approaches) are fundamentally rooted in a philosophy. They are not templates. It is this philosophy which ought to guide the way we act in our dealings with others. (Ted Wachtel)
THE UNDERPINNING MODEL SKILLS PROCEDURES PRACTICES PRACTICES PHILOSOPHYVALUES ETHOS ETHOS
PHILOSOPHY Restorative Approaches build upon the notion of positive regard which is based on the premise that we all need to be regarded for who we are. This moves our thinking away from only our actions / achievements having value. It also helps us differentiate between the person and her / his behaviour. Significantly restorative approaches are grounded in the understanding that individuals are responsible for their actions, and within our communities when an action has caused harm, those involved have a responsibility to put things right. – This moves us on from the language and culture of crime and punishment. Restorative approaches are fundamentally grounded in relationships and in repairing, restoring and consolidating relationships when they have been harmed.
TWO KINDS OF DISCIPLINE TRADITIONAL Rule breakingRule breaking Blame or guiltBlame or guilt AdversarialAdversarial Punish to deterPunish to deter ImpersonalImpersonal Affected ignoredAffected ignored Accountability = being punishedAccountability = being punished RESTORATIVE HarmHarm Problem solvingProblem solving Dialogue + negotiationDialogue + negotiation Restitution/ reparationRestitution/ reparation InterpersonalInterpersonal EmpowermentEmpowerment Accountability = put things rightAccountability = put things right
HIGH LOW HIGH Control Control (Limit Setting Discipline) Support (Encouragement, Nurture) THE SOCIAL DISCIPLINE WINDOW restorative neglectful punitive permissiveToWithNot For (Wachtel and McCold)
MASLOWS HIERARCHY OF NEEDS Self- actualisation Self-esteem Love,affection and belonging Safety /Security Physiological (Survival) Universal Levels of Human Need
HUMAN NEEDS To be respected An understanding listener To be allowed to have emotion and to talk about them The other person to really understand what has upset me A genuine apology Amends made Support and positive reinforcement Reassurance it wont happen again To draw a line underneath it
WHAT IS NEEDED TO REPAIR HARM? If I have been harmed I need: time to calm down time to think to be listened to a chance to ask Why me? What did I do to deserve that? the other person concerned to acknowledge the effect their behaviour has had on me and how I feel a sincere, spontaneous apology if possible, things put right reassurance that it wont happen again If I have caused harm I need: time to think to be listened to a chance to explain to myself and the other person why I did it an opportunity to apologise a chance to make amends reassurance that the matter is dealt with and I can move on hope that there is no continuing resentment
Restorative Approaches Are about developing and maintaining and repairing positive relationships Are about helping young people (and adults!) learn and develop the skills to make good choices now and throughout their lives – if weve learned these skills, they can be taught Enable us to acknowledge when we have harmed someone and think about what to do to put it right Encourage us to consider our feelings and those of others (emotional well being) Encourages us all to consider our behaviour and the effect it has on others
THE CHALLENGE OF CULTURE CHANGE: EMBEDDING RESTORATIVE APPROACHES IN SCHOOLS
STAGES OF CHANGE A Trans-theoretical Model Pre-contemplationPre-contemplation ânot ready to change behaviour, and may be unaware of the need to change ContemplationContemplation âthinking about starting new behaviour in future PreparationPreparation âready to start changing their behaviour soon Action âchanged behaviour within the last 6 months, and are aware -- as are others -- of moving ahead MaintenanceMaintenance âongoing support for changed behaviour 6 months +
DEVELOPING A SHARED VISION Key people must be clear about the organisational goals - what the organisation will look like when they get there - and being very clear about what they want to measure and how that will happen and why it is important But more than anything, they must understand that this will mean, in all likelihood, a change in the culture - that is, how we do things around here or how we do everything around here