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Restorative Approaches in Perth & Kinross Restorative Approaches (RA) in
Perth & Kinross Richard Hendry, SACRO National Restorative Practice
Consultant/Trainer Email: [email protected]
(with thanks to Peter Kaye, Principal Educational Psychologist & Lisa Houston, Scottish Government Positive Behaviour Team)
Restorative Approaches in Perth & Kinross
What do we mean by RA in P&K?
Restorative Approaches create opportunities to: Work with the whole person - behaviours, thoughts and
feelings; Develop emotional articulacy and interpersonal skills; Reflect on our behaviours and their impact on others by
developing empathy; Resolve conflicts through mutual agreement; Address harm and support people who have been
harmed; Help manage feelings of shame and remorse; Put things right (e.g. through apology or amends); Focus on proactive as well as responsive approaches to
relationships.
Improving the Odds
Inspectors established that of all the features identified by pupils, teachers and senior managers as key to improving the odds, the most important was the quality of the relationships between staff and pupils throughout the school or department.
‘Inspectors found that those staff who had made headway in promoting positive behaviour and attitudes amongst disengaged pupils had often received specific training in, for example, de-escalation techniques and restorative practice.’
‘Improving The Odds: Improving Life Chances’ HMIE June 2008
Restorative Approaches in Perth & Kinross
HMIE: ‘Improving the Odds’ – June 2008 P&K paper: ‘Improving Relationships – Improving
Behaviour’ Steering Group: Positive Behaviour Team, Tayside
Police, Educational Psychology, Sacro, Social Work, Youth Justice
School clusters and Integrated Teams Teachers, psychologists, social workers, police,
community link workers, outdoor education workers. CPD delivered by Positive Behaviour Team and Sacro ‘Training for trainers’ approach Follow through support from Sacro link workers Direct referral service to Sacro.
Restorative Approaches in Perth & Kinross
A Whole-School Approach
All staff to receive tailored awareness-raising and training sessions;
An emphasis on pro-active as well as responsive approaches;
Built in to school development planning (3-5 years); Engagement with pupils and parents; Practice development leads school policy; Complementary fit with other approaches and
developments.
Restorative Approaches in Perth & Kinross
‘Training for Trainers’ Approach
Cluster-based staff groups Course delivered and developed by PBT and Sacro Duration: 3 days, with a gap between days 2 & 3. Numbers: 20-25 per group + two trainers + Sacro staff
link person. 10 Secondaries (3-4 staff) 73 primaries (1-3 staff) Approx 180 staff attended plus additional service staff Role of ‘Trainers’:
• RA models • Implementation leaders • Staff CPD trainers
Implementation Framework Restorative Approaches IMPLEMENTATION FRAMEWOR K
Consolidate Personal Skills Of Trainers
Assess School Readiness
SMT
Whole School
Plan for Implementation
Young People
All staff
Awareness Raising
Parents/Carers
Undertake Training
Share Practice In own school
Ongoing Network ing and Support
All Staff
Key Staff
Community
Community
Across sectors and agencies
Awareness Raising SMT
Restorative Approaches in Perth & Kinross
Course Content
Awareness-raising - Knowledge and understanding, theoretical and cultural perspectives, pro-active approaches;
Restorative Interventions - Conversations, Meetings, Conferences,Circles;
Implementation - framework, readiness, challenges, support & planning;
Developing links - to Sacro support staff and other agencies/services.
Restorative Approaches in Perth & Kinross
‘Training for Trainers’ - Key Issues
SMT support and participation;
‘Readiness’ of some participants - challenging entrenched thinking;
Differing perspectives on the purpose of Restorative Approaches (e.g. addressing wrong-doing v.s. transforming cultures);
Fitting content into 3 days - balanced by on-going support;
Positive feedback from participants, but some daunted by the scale of the task.
Restorative Approaches in Perth & Kinross
Participant Evaluations How was the course overall?
average score approx. 9/10
Common key words: ‘thought-provoking’, ‘helpful’, ‘interesting’, ‘challenging’, ‘stimulating’…
How useful in terms of knowledge and understanding? - average score approx. 9/10
How useful in terms of preparation as a trainer? average score approx. 8/10
Some quotes: “…very practical & fascinating.” “An excellent, informative and empowering
programme.” “This was excellent training! What made the difference for me was being treated as an adult and in a non-patronising way.” “Thank you but OMG! We will need help in the future!!”
Restorative Approaches in Perth & Kinross
Role of Sacro staff
Link worker attached to each school (1 or 2 per cluster);
Early links made during Training for Trainers;
Initial school planning meeting with SMT and trainers;
Support, as required, for awareness-raising (staff, parents and children) and staff development sessions;
Awareness-raising sessions with other services (police, youth justice, health, social work);
‘Direct Intervention’ service.
Restorative Approaches in Perth & Kinross
Sacro ‘Direct Intervention’ service
In line with Scottish Government RJ Guidance (2008);
Direct contact by nominated school staff following a serious incident or growing pattern of harmful behaviour;
‘High tariff’ situations only, that would benefit from impartial facilitation, or school staff need support with facilitation;
Parental direct involvement &/or consent;
Normal Sacro Youth Justice protocols re assessment, engagement, evaluation and record-keeping.
Restorative Approaches in Perth & Kinross
Sacro ‘Direct Intervention’ uptake
Total referrals to date: 16 (Sept. 2009 to May 2011)
Type of intervention 1 Restorative Justice Conference 3 Face-to-face Meetings 1 Shuttle Dialogue 2 Awareness of Impact (No ‘victim’ contact) 5 Not engaged (1 moved away, 1 inappropriate for
a restorative intervention, 3 issue resolved prior to contact by Sacro)
4 Referrals ongoing.
Restorative Approaches in Perth & Kinross
Where are we now?
Training programme started in September 2009. All school clusters (10) completed ‘training for
trainers’ programme in May 2011 Implementation of training within schools supported
by Sacro link workers Evaluation group established involving Perth
College UHI Strong support from SMT of ECS Further ‘catch up’ and Third Tier training planned.
Restorative Approaches in Perth & Kinross
School implementation progress to date 73 primary and 10 secondary schools sent staff on TfT course.
Implementation Stage No. of schools*
Planning meetings with SMT 61
Awareness-raising sessions with all staff 53
Restorative Conversation CPD 31
Restorative Meeting & Circles CPD 3
Parent sessions 3
* As of 23.5.2011
Further thoughts
Good fit within Curriculum for Excellence (esp. Health &Wellbeing Outcomes)
Good fit within other initiatives across Scotland and P&K (e.g. ‘Bounce Back’ resiliency programme; Cooperative Learning; Staged Intervention, Solution Oriented Approaches)
Integrated model for training Readiness of each cluster for implementation Faster uptake across primary sector Requires school SMT support Measuring impact? (Staff, student and parent feedback,
referral and exclusion statistics, case studies)
Discussion Questions
What do you see as the pros and cons of a cluster-based development model?
How can RA develop in a prevalent school culture of reward and punishment?
Is is so much harder for secondary schools to genuinely embrace Restorative Approaches? If so, why?
What is the role of RA in the moral development of our children?