Title: Restorative Approaches in Wallace High School Dr Belinda Hopkins
1Restorative Approachesin Wallace High
SchoolDr Belinda Hopkins
2- From Restorative Justice to Restorative
Approaches/Practices
3Victim /0ffender Mediation
1974
4Victim / 0ffender Mediation
1980s
1974
1980s
5key elements of these early victim/offender
processes
- face to face dialogue
- emotional catharsis on both sides
- recognition of shared humanity/common ground
- accountability defined in terms of accepting
responsibility and putting things right - ownership of process by those affected
- reparation agreed between victim and offender
6Family Group Conferencing
1980s
1974
1980s
1980s
7Indigenous Practices
Indigenous practices
Indigenous practices
Indigenous practices
Indigenous practices
Indigenous practices
8key elements of a Maori/indigenous circles
(family group conference)
- shared accountability what may our contribution
have been as a community? - shared pain how have we all been affected ?
- shared agreement on reparation
- shared responsibility how can we all support
wrongdoer to put things right? - shared needs what do we all need to move on and
put this behind us? - shared lessons what have we learnt?
9Restorative Conferencing
1980s
1974
1980s
1990s
1980s
10Restorative Conferencing
1980s
1974
1980s
1990s
1980s
11?
What has all this got to do with schools?
12From justice to approaches
-
- A restorative approach is all about
relationships making, maintaining and, when
necessary, repairing relationships
13 Interaction with others
Skills
Values
14The values that underpin a commitment to
building, maintaining repairing relationships
Mutual respect, empowerment, collaboration,
valuing others, integrity, honesty, openness,
trust, tolerance
15The 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
16Emotional articulacy, empathy, open-mindedness,
active non-judgemental listening, conflict
management skills
Mutual respect, empowerment, collaboration,
valuing others, integrity, honesty, openness,
trust, tolerance
17- If we are not modelling what we teach we are
teaching something else. - Helen Flanagan
18A new approach to rule making
- What do you need from each other to work at
your best?
19A new approach to rule breaking?
- If needs are not met then
- Individuals can be adversely affected
- Relationships can be affected
- Community bonds can be affected
- Community safety can be affected
- Ie Unmet need causes harm
- and that harm needs to be repaired
20What I need from others to work at my best
- support
- respect
- to feel valued
- a listening ear
- to be allowed to make mistakes
- a sense of humour
- a sense of belonging
- honesty
- enough time to do my work/job
- enough information to do what I need to do
21Whats happening? Who started it? What should I
do now to deter and punish the culprit?
The Traditional Approach
22Whats happening? Whos being affected or
harmed? How can I ensure that it is those
involved who decide how to put things right and
not me?
The Restorative Approach
23 The Traditional School of Consequences
If you misbehave there will be consequences
.to you.
To me?
only if Im caught!
24The Restorative School of Consequences
If you misbehave there are
consequences to other people .. whether
you are caught or
not
We will listen to your side of the story and
then we also expect you to put things right
25- F.T.
EXCLUSION ! - AFTER SCHOOL
DETENTION - Lunch time detention
- Break time detention
26- F.T.
EXCLUSION ! - AFTER SCHOOL
DETENTION - Lunch time detention
- Break time detention
27- F.T.
EXCLUSION ! - AFTER SCHOOL
DETENTION - Lunch time detention
- Break time detention
28-
OUT - F.T.
EXCLUSION ! - AFTER SCHOOL
DETENTION - Lunch time detention
- Break time detention
29The Restorative Approachis underpinned by 5 key
themes
30Restorative Theme One Everyone has a different
perspective on any given experience or issue
- Let everyone express how they personally
experienced what has happened or is happening. -
- self awareness / empathy/ social skills
31 Minimal Encouragers
Non-verbal
Verbal
mm mmm Go on Tell me more Last word, tell me
more (the echo) Key word Continue Please carry
on what happened next Marshall Rosenberg
Nods Eye contact Leaning forward Subtle
mirroring Silence Open expression
32Echoing encouraging the speaker to open up
Key word/phrase.........go on?
...............Key word./phrase........go
on?..................
..................................................
..................................................
.....................
33Whats happened/been happening? The Time Line
- earlier ? at the time ? since ?
34Restorative Theme Two Thoughts influence
Feelings
- Invite people to express what they were / are
thinking and how they were / are feeling as a
result of these thoughts -
- self awareness/managing feeling/empathy/
social skills
35 36I do not know what is happening or what has
happened earlier. I do not know who is involved,
whats going on beneath the surface or what these
young people need right now. If I impose a
solution I could make matters worse and waste a
valuable learning opportunity
37Restorative Theme ThreeConflict and wrongdoing
impact on people and cause harm this harm needs
to be repaired
- Invite each in turn to consider who has been or
is being harmed / affected by the situation/event
and how. Encourage accountability and
responsibility. - self awareness/managing
feeling/empathy/ social skills
38- What do I need when Ive 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 wont happen again
- To draw a line underneath it
- What do I need when Ive 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 wont happen again
- To get back on friendly terms
39Restorative Theme FourIn the event of harm
everyone involved will have similar needs
- Invite each in turn to consider what they need
now to repair harm/solve the problem, to feel
better and to move on. - self awareness/managing feeling/empathy/ social
skills
40Restorative Theme FiveThose harmed/affected
need to find ways forward for themselves
- Invite each in turn to consider how each of the
needs expressed can be met, what support they
might need to do this and how they will do things
differently in the future. - self awareness/ motivation / social skills
41- What happened?
- What were you thinking?
- How were you feeling?
- Who has been affected by this?
- What do you need, and what needs to happen now,
so that the harm can be repaired ?
42Whats happened? Whos being affected or
harmed? How can those involved decide how to
repair any harm and put things right?
The Restorative Mindset
43 1. Whats happened? 2. What was going
through your head? So how were you feeling
inside? 3. Whos been affected by all this?
4. What do you need right now? 5. And what can
you do/can be done, to put things right?
Restorative Questions
441.What happened from my side was 2.What was
going through my head at the time was and so I
was I feeling .. 3.I think has been affected
by all this 4.What I need to put it right is
.... 5.OK so what I can you do is.. Do you
agree?
1.What happened from my side was 2.What was
going through my head at the time was and so I
was I feeling .. 3.I think has been affected
by all this 4.What I need to put it right is
5.And what I can you do is.. Do you agree?
451.Whats happened? 2.What was going through your
head? So how were you feeling inside? 3.Whos
been affected by all this? 4.What do you need
right now? 5.And what can you do to put
things right?
Mediation (corridor conferences)
What happened from my side was What was going
through my head at the time was and so I was I
feeling .. I think has been affected by all
this What I need to put it right is .. OK
so what I can you do is..
What happened from my side was What was going
through my head at the time was and so I was I
feeling .. I think has been affected by all
this What I need to put it right is .... OK
so what I can you do is..
Mediation
461.Whats happening? 2.What was going through
your head? So how were you feeling
inside? 3.Whos been affected by all
this? 4.What do you need right now? 5.And what
can you do to put things right?
Informal group mediation/conference
1. Well, . 2. I was thinking . 3. .. was
affected 4.I need . 5.Maybe I could .
1. Well, . 2. I was thinking . 3. .. was
affected 4.I need . 5.Maybe I could .
1. Well, . 2. I was thinking . 3. .. was
affected 4.I need . 5.Maybe I could .
471.Whats happened? 2.What was going through
your head? So how were you feeling
inside? 3.Whos been affected by all
this? 4.What do you need right now? 5.And how
can the harm be repaired?
Formal restorative conference
1. Well, . 2. I was thinking . 3. .. was
affected 4.I need . 5.Maybe I could
1. Well, . 2. I was thinking . 3. .. was
affected 4.I need . 5.Maybe I could .
1. Well, . 2. I was thinking . 3. .. was
affected 4.I need . 5.Maybe I could .
1. Well, . 2. I was thinking . 3. .. was
affected 4.I need . 5.Maybe I could
some questions differ according to role in the
circle (wrongdoer/wronged/supporter)
48Hello everyone we are here to talk about a
problem affecting us all and find a way
forward together .
1.Whats been happening from
your perspective? 2.What has been going through
your head? So how have you been feeling
inside? 3.Whos been affected by all
this? 4.What do you need right now? 5.And how
can we move forward?
1 2 3 4 5
1 2 3 4
5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Circles Circle time classroom
conferences Staff problem-solving circles
parent circles etc
49Schools
- To read more about restorative approaches in
schools please visit our website on
www.transformingconflict.org - Also recommended
- Just Schools (Jessica Kingsley Publishers 2004)
- Peer Mediation and Mentoring Training Manual
- (Optimus Education 2007)
-
-
- Residential Care
- To read more about restorative approaches in
residential child care settings visit the NCB/
NCERCC website and look for - NCERCC Practice Documents
- Restorative Justice
50- Transforming Conflict
- National Centre for Restorative
- Justice in Youth Settings,
- Mortimer Hill,
- Mortimer
- Berks
- RG7 3PW
- Tel/fax 0118 9331520
- info_at_transformingconflict.org
- www.transformingconflict.org