the restorative jigsaw putting it all together
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The Restorative Jigsaw Putting it all together
David Wasilewski and Liz Eddington
2.3.10
Aims of session
To introduce the Restorative Jigsaw To look at ways of embedding restorative
approaches in our schools To consider how Restorative approaches
might be used at an individual, group and whole school level
To practise some relevant skills.
The jigsaw
Listening
From Belinda Hopkins ‘Just Schools’ 2004
A listening school
Using the Restorative questions How could they be used with individuals Classes (circle time, day to day interactions, class
process reflection) Year groups (eg whole school debrief after
traumatic incident)
How do you use RA questions in other ways than in 1:1 conferencing
Listening school – individual skills
Reframing Let me check that I have got this right Are you saying….?
Is the other person ready to listen to a different perspective? If so Can I tell you what I think might be going on from
my perspective? Practical exercise – having a go.
? ?INSULTS ABUSE
ACCUSATIONS
EXAGGERATION
BLAME
From Belinda Hopkins ‘Just Schools’ 2004
CLARITY
NEUTRAL DESCRIPTION
EM
OT
ION
SS
UM
MA
RY
From Belinda Hopkins ‘Just Schools’ 2004
Restorative approaches to
challenging situations
From Belinda Hopkins ‘Just Schools’ 2004
Belonging and connectedness –
inclusive skills and strategies
From Belinda Hopkins ‘Just Schools’ 2004
Belonging
When adolescents feel cared for by people at their school and feel part of their school, they are less likely to use substance, engage in violence, or initiate sexual activity at an early age. Students who feel connected to school in this way also report higher levels of emotional well being
McNeely, Nonnemaker and Blum2002
Building community
From Belinda Hopkins ‘Just Schools’ 2004
Mediation for/by all ages
From Belinda Hopkins ‘Just Schools’ 2004
From Belinda Hopkins ‘Just Schools’ 2004
An ethos of care and justice
An ethos of care and justice
In groups discuss in what ways your school promotes an ethos of care and discipline
An ethos of care and justice
Traditional discipline/justice
May be removed in time and place from the offence
Set penalties May not address victims
needs May be perceived as unfair
by harmer May lead to the harmer
being excluded
Restorative Approach Within immediate
community Actions are negotiated Listens to needs of victim
Listens to the harmer
Re-engages the harmer in the community
Emphasizes sense of belonging
An ethos of care and justice
Teasing out the story Can you tell me more Would you like to say a bit more Can you be a bit more specific And then And before that And after that And what was the worst thing for you Repeating the last phrase Silence
Activity
How retributive or restorative are you?
Group discussion
What can we do to help people move from retributive to restorative?
Relationship management
policy
From Belinda Hopkins ‘Just Schools’ 2004
Emotional literacy
From Belinda Hopkins ‘Just Schools’ 2004
Emotional Literacy
Emotional Quotient vs Intelligence Quotient SEAL Anger is a secondary emotion Cultural and personal issues re strong emotion Exercise – the Anger Onion
The 'Anger Onion' with its layers of underlying emotions
Happy playgrounds
From Belinda Hopkins ‘Just Schools’ 2004
Restorative approaches to
challenging situations
From Belinda Hopkins ‘Just Schools’ 2004
Mentoring
From Belinda Hopkins ‘Just Schools’ 2004
Why teach Conflict Resolution Skills? To develop social skills in dealing with conflict in a more
positive way to create a calm, cooperative classroom atmosphere to affirm pupils and raise their self esteem to give pupils alternatives to disruption and violence to create understanding and awareness of others to give pupils ownership of their resolution of disputes to enhance learning through creating a safer, more
positive environment.
Developmental stages of conflict resolution
0 He won’t give me the ball
1 We both want the ball but I’m out to get it
2 We both want the ball but I need to persuade him to give it to me. Perhaps I can do something in exchange
3 We both want the ball – perhaps we can work out together how both of us can have some of what we want
I’ll grab it I’ll make him give it to me (I
might have to threaten or hit him)
I’ll suggest I have it for a while, then he can have it. Maybe I’ll swap something for it
We can play together or decide who needs it most at the moment.
Popular but ineffective responses to conflict: Conquest Avoidance Bargaining Elastoplast Role playing
Research shows
Pupils who are not trained are more likely to:
use force withdraw from
conflicts
Pupils who are trained are more likely to
face conflicts use problem
solving to negotiate solutions
be more positive about school
5 step programme
Introduction and ground rules (no blame) Hear the problems and feelings Acknowledgement and empathy Suggestions and Choices Negotiation and Agreement
I messages Always start with ‘I’ not ‘you’ Clearly and simply say HOW you feel
E.g ‘I feel angry’ Clearly and simply say ‘WHAT’ the other person did to make
you feel that way Eg ‘I angry…. When you…’
Clearly and simply say WHY you fell the way you do Eg ‘I angry…when you….because’
Clearly and simply say WHAT you want the other person to do Eg I want you to ….
I’m angry when you call my Mum a …. because it’s not true and you don’t even know my Mum. I want you to agree to stop calling my Mum.
What I want, why I want it
Say ‘I want’ Say why Say how you are feeling Make a suggestion Agree to what to do so it is fair (win/win)
Moving from ‘I’ to ‘we’
?
From Belinda Hopkins ‘Just Schools’ 2004
An ethos of care and justice
A listening school
Belonging and connectedness –
inclusive skills and strategies
Circles to build community and/or
solve problemsMediation for/by
all ages
Relationship management
policy
Emotional literacy
Restorative approaches to
challenging situations
School Council ?
Happy playgrounds Peer mentoring
From Belinda Hopkins ‘Just Schools’ 2004
Putting the Jigsaw together
Blank jigsaw What is going on in your school Are there any blanks that you might be able
to help the school to fill in How and when SMART
Discussion
Can RA offer a framework for all our work with children?
Are there things that would not sit well within this approach
To what extent have you always been restorative?
Where do you encounter opposition to these views?
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