Brian Steele

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RESTORATIVE PRACTICES IN SCOTTISH SCHOOLS SECOND NATIONAL CONFERENCE 6-7 NOVEMBER 2006

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The Challenge: to break the links between disadvantage and underachievement

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RAISING ACHIEVEMENT FOR ALL: KEY THEMES achievement across a range of fronts: social, creative, cultural, sporting, academic experiences valued equally importance of self-esteem, motivation, determination, aspiration - the development of the whole person producing well-rounded, enthusiastic, self-motivated and successful learners - at all levels of ability concept of ‘multiple intelligences’: motor, spatial, aesthetic, mathematical, linguistic, scientific, emotional directing resources to groups currently underachieving

“The Restorative Approach is essentially a philosophy, not a template and ought to guide the way we act in our dealings with others.”: 

“The Restorative Approach is essentially a philosophy, not a template and ought to guide the way we act in our dealings with others.”

THE UNDERPINNING MODEL : 

THE UNDERPINNING MODEL SKILLS PROCEDURES PRACTICES PHILOSOPHY VALUES ETHOS

A ‘FORMAT’ CONTINUUM : 

A ‘FORMAT’ CONTINUUM STRUCTURE SKILLS ‘Script’ Active Listening Empathy Counselling STAGES ‘MODEL’

RELATEDSKILLS / COMPETENCES: 

RELATED SKILLS / COMPETENCES Empathy Emotional Literacy Interpersonal/Relationship Skills Cognitive/Social Skills

TWO MODELS OF DISCIPLINE: 

TWO MODELS OF DISCIPLINE TRADITIONAL Rule breaking Blame or guilt Adversarial Punish to deter Impersonal Those harmed ignored Accountability = being punished RESTORATIVE Wrong doing or harm Problem solving Dialogue + negotiation Restitution/ reparation Interpersonal Empowerment Accountability = put things right

THE SOCIAL DISCIPLINE WINDOW: 

HIGH LOW HIGH Control (Limit Setting Discipline) Support (Encouragement, Nurture) THE SOCIAL DISCIPLINE WINDOW restorative neglectful punitive permissive

CLASSROOM/SCHOOL CULTURE: 

HIGH LOW HIGH Control Support CLASSROOM/SCHOOL CULTURE TO WITH NOT FOR Power Struggles Confrontation Authoritarian Win-Lose Retribution Stigmatising Consistent Responsive Flexible Accountable Responsible Cooperation Negotiation Uncaring Tired Lazy Burnt Out Given Up Chaotic Inconsistent Excusing Giving In Blurred Boundaries Rescuing

MASLOW’S HIERARCHY OF NEEDS: 

MASLOW’S HIERARCHY OF NEEDS 5 universal levels of human need: Self-actualisation Self-esteem Love,affection and belonging Safety /Security Physiological (Survival)

MASLOW’S HIERARCHY OF NEEDS ????????: 

MASLOW’S HIERARCHY OF NEEDS ???????? 5 universal levels of human need: Physiological (Survival) Safety /Security Love,affection and belonging Self-actualisation Self-esteem

MODEL OF MOTIVATION: 

MODEL OF MOTIVATION Classroom Environment Based on work by A. MacLean, 2002

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FAIR PROCESS Individuals are most likely to trust and cooperate freely with systems – whether they themselves win or lose by those systems – when fair process is observed. The 3 principles: Engagement Explanation Expectation clarity W. Chan Kim and Renee Mauborgne Harvard Business Review, July-August 1997

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ENGAGEMENT Involving individuals in decisions that affect them by asking for their input and allowing them to refute the merit of one another’s ideas and assumptions.

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EXPLANATION Everyone involved and affected should understand why final decisions are made as they are. Creates a powerful feedback loop that enhances learning.

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EXPECTATION CLARITY Once decisions are made, new rules are stated clearly, so that all involved understand the new standards and the penalties for failure to comply.

WHAT FAIR PROCESS ISN’T: 

WHAT FAIR PROCESS ISN’T Decisions by consensus Does not set out to achieve harmony Does not set out to win people’s support through compromises that accommodate every individual’s opinion, needs or interests Democracy in the classroom/school Teachers/Managers forfeiting their prerogative to make decisions, establish policies, procedures and standards.

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CURRENT INITIATIVES Primary Secondary PAThS  Reasoning & Reacting  Staged Intervention   Cooperative Learning  Restorative Practices   Solution Oriented Schools   Circle Time   

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LEVELS OF FOCUS Minority Whole School HEALING RELATIONSHIPS REPAIRING HARM MAINTAINING RELATIONSHIPS RESOLVING CONFLICT GROWING HEALTHY RELATIONSHIPS PREVENTING HARM/CONFLICT Formal Conferencing Formal Mediation Restorative Culture Skills Training PAThS Cooperative Learning Reasoning and Reacting Circles Problem Solving Circles Restorative Questions Peer Mediation Solution Oriented

INTRODUCING RESTORATIVE PRACTICES: 

INTRODUCING RESTORATIVE PRACTICES 2002 - Training in Restorative Conferencing Wish to embed more in ‘whole school’ approach Awareness raising for School Staff via Head Teachers meetings and within individual schools 2003 - Lead Authority in SEED Pilot in R.P. 2003/04 - Link with Safer Saner Schools Philadelphia - study visit 2004/2005 - Initiation of a major Training Programme in a variety of Restorative Practices 2005/2006 - Focus on the embedding of Restorative Culture in Schools

TRAINING: 

TRAINING Primary - ‘Transforming Conflict’ 5 Cohorts – 8 days ( Total 100+ Staff) Secondary - Designed and Delivered ‘ 3 Cohorts – 4 days (Total 60 Staff) Peer Mediation 5 Cohorts – 2 days ( 200 Pupils) Circle Time 1 Cohort - 1 day (30 Staff) Training 15-20 May 2005 - (Bob Costello IIRP) For key staff in Secondary Schools Significant number of places available for other authorities Management of Change Training - Marg Thorsborne 3-5 Year process Leadership Whole School

INDICATORS/SIGNIFICANT FACTORS: 

INDICATORS/SIGNIFICANT FACTORS Local Positive response to training Parental Awareness Demand for Information Dissemination - Leaflets for Pupils and Parents National Joint Team - Glasgow and Edinburgh Universities 6 Schools in each of 3 Pilot Authorities Soft and Hard Indicators Outcomes ‘Built in’ as opposed to ‘Bolt on’ Built on existing good practice e.g. Circle Time Visionary Leadership and Support Strategic Planning and Funding

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Brian Steele Principal Psychologist steeleb@northlan.gov.uk

Slide25: 

Brian Steele Principal Psychologist steeleb@northlan.gov.uk