Presentation on theme: "RESTORATIVE APPROACHES IN SCOTTISH SCHOOLS"— Presentation transcript:
1 RESTORATIVE APPROACHES IN SCOTTISH SCHOOLS RELATIONSHIPS RESPECT RESPONSIBILITIESRESTORATIVE APPROACHES IN SCOTTISH SCHOOLSThree Rs for the 21st Century?
2 ‘Improving Relationships and Promoting Positive Behaviour in Scotland’s Schools’ “Good relationships and positive behaviour acrosswhole school communities are fundamental to thesuccessful delivery of Curriculum for Excellence”“The Scottish Government is committed to buildingupon this work and will continue to support thisthrough the Positive Behaviour Team”
3 WHY RESTORATIVE APPROACHES? They work - (dependent upon buy in!!!)Qualitative and quantitative evidence of progress.
4 RESTORATIVE APPROACHES - THE RESEARCH Pilot councils – Fife, Highland, North LanarkshireEvidence of positive impact upon relationships and behaviourEvidence of development of essential life skillsEvidence of calmer learning environmentsYoung people making more good choices more oftenPromotes emotional well being for allSupportive of Children’s Services approaches
5 SOME BACKGROUND AND TERMS Restorative JusticeRestorative ConferencingVictim/Offender MediationFamily Group ConferencingMediationCircles vs Circle TimeReal JusticeIIRP - Safer Saner SchoolsTransforming Conflict
6 “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)
7 THE UNDERPINNING MODEL PROCEDURESPRACTICESSKILLSPHILOSOPHYVALUESETHOS
8 PHILOSOPHYRestorative Approaches build upon the notion of positive regard whichis based on the premise that we all need to be regarded for who weare. This moves our thinking away from only our actions /achievements having value.It also helps us differentiate between the person and her / hisbehaviour.Significantly restorative approaches are grounded in the understandingthat individuals are responsible for their actions, and within ourcommunities when an action has caused harm, those involved have aresponsibility to put things right. – This moves us on from the languageand culture of crime and punishment.Restorative approaches are fundamentally grounded in ‘relationships’ and inrepairing, restoring and consolidating relationships when they have beenharmed.
9 TWO KINDS OF DISCIPLINE TRADITIONALRule breakingBlame or guiltAdversarialPunish to deterImpersonalAffected ignoredAccountability = being punishedRESTORATIVEHarmProblem solvingDialogue + negotiationRestitution/ reparationInterpersonalEmpowermentAccountability = put things right
10 THE SOCIAL DISCIPLINE WINDOW HIGHToWithNotForpunitiverestorativeControl(Limit SettingDiscipline)permissiveneglectful(Wachteland McCold)Support(Encouragement, Nurture)HIGHLOW
11 MASLOW’S HIERARCHY OF NEEDS Self-actualisationUniversal Levels of Human NeedSelf-esteemLove,affection and belongingSafety /SecurityPhysiological (Survival)
12 HUMAN NEEDS To be respected An understanding listener To be allowed to have emotion and to talk about themThe other person to really understand what has upset meA genuine apologyAmends madeSupport and positive reinforcementReassurance it won’t happen againTo draw a line underneath itNow think about what you need when you have caused harm to someone else12
13 WHAT IS NEEDED TO REPAIR HARM? If I have been harmed I need:time to calm downtime to thinkto be listened toa 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 feela sincere, spontaneous apologyif possible, things put rightreassurance that it won’t happen againIf I have caused harm I need:time to thinkto be listened toa chance to explain to myself and the other person why I did itan opportunity to apologisea chance to make amendsreassurance that the matter is dealt with and I can move onhope that there is no continuing resentment
14 Restorative Approaches Are about developing and maintaining and repairing positive relationshipsAre about helping young people (and adults!) learn and develop the skills to make good choices now and throughout their lives – if we’ve learned these skills, they can be taughtEnable us to acknowledge when we have harmed someone and think about what to do to put it rightEncourage 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
15 THE CHALLENGE OF CULTURE CHANGE: EMBEDDING RESTORATIVE APPROACHES IN SCHOOLS Schools as learning communities - book referred to in Canada.
16 STAGES OF CHANGE A Trans-theoretical Model Pre-contemplationnot ready to change behaviour, and may be unaware of the need to changeContemplationthinking about starting new behaviour in futurePreparationready to start changing their behaviour soonActionchanged behaviour within the last 6 months, and are aware -- as are others -- of moving aheadMaintenanceongoing support for changed behaviour 6 months +
17 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 importantBut 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”
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