RESTORATIVE PRACTICES WORKSHOP SEPTEMBER 2017 Learning Intentions By

RESTORATIVE PRACTICES WORKSHOP SEPTEMBER 2017

Learning Intentions By the end of this workshop you will • Have an awareness of the essence / philosophy of a Restorative Practice Approach • Have an overview of some of the processes and be able to talk about them • Be able to utilise Restorative Questions & Restorative Language • Possible ways of implementing RP approaches Induction Programme for New Principals and Deputy Principals

Context • UN Convention on the Rights of the Child • Government of Ireland (2000) The Education (Welfare) Act 2000‐ Section 23 Code of Behaviour • NEWB Developing a Code of Behaviour Guidelines for Schools 2008 • Department of Education and Skills (2013) Anti-bullying procedures for primary and post-primary schools • Department of Education (2006) School Matters Report of the Task Force on Student Behaviour in Second Level Schools. • Whole School Evaluations and Inspections • Evidence from Pilot Initiatives in the North West • Childhood Development Initiative (CDI) Induction Programme for New Principals and Deputy Principals

Section 29 Appeals Policy & Procedures for Expulsion Policy & Procedures for Suspension Principles of Managing Behaviour COB Policy Schools plan for promoting positive behaviour RP RP Expectations for behaviour Consequences Rewards Induction Programme for New Principals and Deputy Principals

NBSS System of Support / NEPS Continuum of Care Level 3 (1 -5%) Level 3 – Interagency cooperation re challenging student behaviour – Intensive Individualised Intervention Level 2 (5‐ 15%) Level 2 – School/Home partnership re identified needs Targeted Intervention Level 1 (80‐ 85% of students) Level 1 – Whole School Day to Day Management – promoting positive behaviour Induction Programme for New Principals and Deputy Principals

What is Restorative Practice? Restorative Practice (RP) is an approach that enables people and communities to build positive relationships and to resolve difficulties and conflicts as they arise, using specific skills and techniques. Induction Programme for New Principals and Deputy Principals

Restorative Practice Philosophy Human beings are happier, more productive, and more likely to make positive changes in their behaviour when those in positions of authority do things WITH them, rather that TO them or FOR them. Induction Programme for New Principals and Deputy Principals

Traditional Mindset • What happened • Whose responsible • What do sanction do I need to enforce to ~ change behaviour ~ deter others ~ avoid reoffending Restorative Mindset • 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 Induction Programme for New Principals and Deputy Principals

Benefits of Restorative Practices? • ‘With’ rather than ‘for’ (permissive) or ‘to’ (authoritarian) • Promotes positive communication, behaviour and relationships • Builds community, reduces conflict, repairs harm Induction Programme for New Principals and Deputy Principals

Developing Coping Skills Some young people have never learned effective, rational, constructive ways of coping with internal or interpersonal problems and need to be taught better, more constructive and effective ways to deal with stress or painful feelings. Source: Family Life Development Centre, Cornell University, Therapeutic Crisis Intervention Reference Guide Induction Programme for New Principals and Deputy Principals

Principles of positive behaviour. Plan for good behaviour Separate the behaviour from student Reconnect and repair relationship Follow on issues that count Model the behaviour you want 8 Principles Vass and Hook (2004) Language of choice Focus on primary behaviour Actively build trust and support Induction Programme for New Principals and Deputy Principals

Learning, Relationships And Behaviour Are Inextricably Linked Some key principles are shared by almost all developed models of behaviour: • Behaviour has meaning. It is not random. It serves a purpose and has goals, though these goals may not be easy to recognise. • Behaviour can be learned. This means it can change. • Behaviour takes place within a particular context and in relation to other people. Understanding the context is central to understanding the behaviour. Induction Programme for New Principals and Deputy Principals

Whole School Positive Behaviour Support A whole school approach founded on respectful relationships, is essential in promoting and supporting positive behaviours throughout the school community Induction Programme for New Principals and Deputy Principals

Policies and Procedures The Code of Behaviour • Roles and Responsibilities including expectations, supports in place to promote positive behaviour (restorative practices, circle time etc. ) and consequences. Anti-Bullying Procedures • Promoting positive school culture and climate • Education and prevention strategies • Encourages people to take responsibility • Repairing the harm Induction Programme for New Principals and Deputy Principals

Restorative Practice and the Code of Behaviour Restorative practices are more successful when they are seen, not simply as a response to extreme behaviour, but that the principles are in place in Staff‐rooms Classrooms Corridors Daily activities & Our Value system Induction Programme for New Principals and Deputy Principals

Code of Behaviour When relationships are damaged, more formal restorative practices can be utilised as part of the school procedures to facilitate discussion (circles), repair harm, encourage taking responsibility and to rebuild community (conferences) Induction Programme for New Principals and Deputy Principals

An approach that gets results Improved: • Academic progress • Emotional and Social skills • Environment and Ethos • Relationships and Community • Shared responsibility • Peer support and Reduces bullying, violence Induction Programme for New Principals and Deputy Principals

Induction Programme for New Principals and Deputy Principals

Fair Process: The Central Idea: ‘…. individuals are most likely to trust and co ‐operate freely with systems ‐ whether they themselves win or lose by those systems ‐ when fair process is observed. ’ (W Chan, Kim & Renee Mauborgne, Harvard Business Review, July – August 1997) Induction Programme for New Principals and Deputy Principals

Fair process: The Three Principles: • Engagement ‐ involving all participants in the process • Explanation ‐ shared understanding • Expectation Clarity ‐ clear vision for the future (W Chan, Kim & Renee Mauborgne, Harvard Business Review, July – August 1997) Induction Programme for New Principals and Deputy Principals

Free Expression of Emotion In order for people to feel understood and feel the process is fair, they need to be free to express all of their emotions, including those which are negative. Induction Programme for New Principals and Deputy Principals

Restorative Questions RESPONDING TO CHALLENGING BEHAVIOUR RESPONDING TO THOSE HARMED • What happened? • What were you thinking about at the time? • What have your thoughts been since? • Who has been affected by what you did? • In what way have they been affected? • What do you think needs to happen next? • What happened? • What were your thoughts at the time? • What have your thoughts been since? • How has this affected you and others? • What has been the hardest thing for you? • What do you think needs to happen next? Source: International Institute of Restorative Practices Europe Induction Programme for New Principals and Deputy Principals

Using Restorative Questions Everyone affected by bad behaviour/a wrongdoing/a conflict has the opportunity to: • Talk about what happened • Explain how they have been affected • Describe how they are feeling about what happened • Say what they think has to happen to sort things out and to reach a resolution • Circle time Induction Programme for New Principals and Deputy Principals

Restorative Questions: Characteristics • the questions are neutral and non‐judgemental. • they are about the wrongdoer’s behaviour and it’s effect upon others. • they are open questions which require an answer. • they take everyone from the past (what happened) to the future (repairing harm). • they require people to reflect on who has been affected. • they are likely to help the wrongdoer develop some empathy for those affected. Induction Programme for New Principals and Deputy Principals

Restorative Questions: Characteristics • they seek to build an understanding rather than to blame. • the person asking is likely to be seen as objective and respectful. • they actually allow the person to tell their story. • they are more likely to promote responsibility. • they can be applied in every situation. • they are thinking questions, yet are likely to get 'feeling' responses. Induction Programme for New Principals and Deputy Principals

What is Restorative Practice? It is building social capacity and achieving social discipline through participatory learning and decision‐making. Informal – • Shared Language • Statements ‐ People's Feeling • Effective questions ‐ Reflect Formal – • Groups and circles • Restorative conferences Induction Programme for New Principals and Deputy Principals

Affective Statements Brief comments about how others were impacted by the person’s behaviour (expressing positive as well as negative events) “John I was delighted that you brought in your homework on time” “Mary I’m disappointed that you are late for class again. I feel frustrated that the class has been disturbed” “At last you’ve brought your homework in on time” “Mary how dare you arrive late again. Its absolutely ridiculous” “Joe I’m upset that you have spoken to me that way” “Francis I feel frustrated that you are still talking. I know you are restless. We have ten minutes left to the break. ” “Who do you think you are talking to” “Francis sit down and be quiet, or you’ll be in big trouble” Induction Programme for New Principals and Deputy Principals

Circles Induction Programme for New Principals and Deputy Principals

Teaching Restorative Practice with Classroom Circles “Because of our class circles, students accepted more responsibility for their roles in both creating and solving the problems. It became much easier to encourage students to solve their problems themselves; in part because I gained more confidence that students had the skills to do so, but also in part because of how the project shifted the way I communicate with my students. ” ‐‐Teacher Induction Programme for New Principals and Deputy Principals

. Introducing this philosophy Information giving to all staff. Staged process of training for staff. Commitment to training of facilitators = Creating a whole school approach to Restorative Practices. Induction Programme for New Principals and Deputy Principals

Restorative Language Develop and maintain positive relationships Working within circles Restorative language is an affective starting point for the implementation of restorative approaches Builds communication skills Resolve conflict Develop social skills Source: Restorative Justice 4 Schools Ltd Induction Programme for New Principals and Deputy Principals

Restorative Language • Valuing the speaker • Body Language • Active listening skills • Empathy • Curiosity • Feelings matter • Self‐awareness • Use of Restorative Questions / circle time • Conflict Management Skills Induction Programme for New Principals and Deputy Principals

Restorative Quotes “Everything to do with restorative justice is based on relationships and the need, when things go wrong to mend relationships – and before things go wrong to stress relationships so incidents don't occur” Lynn Zammit "When will our conscience grow so tender that we will act to prevent human misery rather than avenge it? ” Eleanor Roosevelt "Meditation may also be thought of as a technique by which we diminish the force of old thought habits and develop new ones. " The Dalai Lama Induction Programme for New Principals and Deputy Principals

Possible Approaches Induction Programme for New Principals and Deputy Principals

Implementation/Action Plan • What can you do in your practices to be more restorative? • What can you do to help your organisation to become restorative? • How can you develop a strong and sustainable approach to restorative practices? • What do you need from your ETB? Induction Programme for New Principals and Deputy Principals

Conversational Use Exercise Form 3 groups �Group 1 make a list of positive or “feel good” emotions that could be included in a shared vocabulary �Group 2 make a list of negative or “feel bad” emotions that could be included in a shared vocabulary �Group 3 make a list of core values (ie respect, safe, care) that could be included in a shared vocabulary Choose 15 words from each list to go into the shared vocabulary Induction Programme for New Principals and Deputy Principals

Implementation of a shared language What do you need to do to implement a shared language within your school/organisation/community? Go around in the circle with colleagues and make a list of suggestions of how a shared language could be promoted Induction Programme for New Principals and Deputy Principals

Questions 1. Think about the person in a position of authority (e. g. teacher, manager, youth leader, etc. ) that had the greatest impact on you, the one you most respected. What allowed you to feel this way? In a word, what was special about this person? 2. When this person challenged you, when you did something wrong or weren't living up to your potential, how did this person treat you? Describe the experience. Induction Programme for New Principals and Deputy Principals

3. Now contrast that with a time that a different person in a leadership position didn’t treat you fairly – think about how that experience made you feel. 4. In both scenarios, what was more important – the process or the outcome? Induction Programme for New Principals and Deputy Principals

Language Exercise Form groups of 4‐ 6 people ask each group to complete one of the following tasks or ask each group to spend 5 minutes completing each task �Task 1 ‐ take 5 mins to make a list of traditional questions and statements that were used by staff in schools to manage behaviour �Task 2 – take 5 mins to make a list of the best questions and statements that you hear used by staff in schools to manage behaviour �Task 3 – take 5 mins to make a list of worst questions and statements that you hear being used by staff in school currently to manage behaviour Time taken 15 minutes Induction Programme for New Principals and Deputy Principals

Feedback In a restorative circle ask each group to feed back their findings Discuss: ‐ Which approach demands an answer from recipient ? ‐ Which is the better way to engage and communicate with young people? Induction Programme for New Principals and Deputy Principals

St Ultan’s‐INTO Restorative Practices Video http: //www. restorativepracticesireland. ie/videos/ Induction Programme for New Principals and Deputy Principals