restorative practice level 1
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Hull Centre for Restorative Practices Training PresentationTRANSCRIPT
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Restorative Principles and Practice
Level One
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`Insanity is doing the same thing over and over again and expecting different results’
Albert Einstein
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What do you need to get the most from today’s training?
Reflection in Pairs
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E What do your values and beliefs look like in practice?
Context
A What drives you to do the do the job you do?
B What do the challenging people have most in common?
C What is going to make a difference in the lives of the people you work with ?
D What are your values and beliefs?
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Consistent approach?
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Explicit Practice
How important is it that young people, colleagues, families know what it is we do, why we do it and
how we do it?
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Building, maintaining and repairing.
Relationships,Relationships, Relationships!!
Explicit Practice
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To develop community, build relationships and connections
Aim of Restorative Practice is to
Manage conflict and tensions by repairing harm and rebuilding relationships
80%
20%
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To develop community, build relationships and Connections
What do we mean by this?
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“What happened?”
“Who’s to blame?”
“What rule has been broken”?
“What punishment is appropriate to the rule that
has been broken?”
“What happened?”,
“What harm has resulted?”
“Who has been affected”?
“What needs to happen next?”
What support do you need for this to happen?
What will it look like when it improves?
“Traditional” Restorative
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1. Values and Beliefs
Key Principles and PracticeAs Defined by the HCRP
6. Restorative Behaviours
2. Build a positive community
3. Working WITH people - Social Discipline Window
4. Fair Process
5. Restorative language
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RestorativeRestorativeCollaborationCollaboration
TOTO
NOTNOT FORFOR
SOCIAL DISCIPLINE WINDOW
WITHWITHWITHRestorativeRestorativeCollaboratioCollaboratio
nn
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Change and People…
““I see what I see what you want, you want, I see why, I see why, I see how”I see how”
“I’ll do it if you tell me I have to,
but..”
“I’m not changing;you can’t make me”
“I want to do it
differently, I’m just not sure how”
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Expectation Clarity - clear vision for the future
Fair Process: The Three Principles
(W Chan, Kim & Renee Mauborgne, Harvard Business Review, July – August 1997
Engagement - involving all participants in the process
Explanation - shared understanding
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He that complies againsthis will
Is of the same opinion still
MANAGING CHANGE
Samuel Butler (1612-1680)
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MANAGING CHANGE
Rosabeth Moss Kanter, Harvard Business School
Change is disturbing when it is done to us,
Exhilarating when it is done by us
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Asking questions…?
“The simplest questions are the most profound.”
(Richard Bach)
“A powerful question alters all thinking and behaving that
occurs afterwards.”
(Marilee Goldberg)
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Article 23 `right to active participation in the community’
UN Convention: Rights of the Child
Article 12 `right to express views and have due weight given to them
Article 13 `freedom of expression, to seek, receive and impart information
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1. Affective Statements
• Restorative Questions
• Solution Focused
Restorative Language
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What is the common vocabulary?
What can I say to show that
someone’s actions have affected me?
Everyday, informal use of affective questions and
statements.
What questions can I use to follow
that up?
Affective Statements
Affective Questions
Affective Language
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1.Observing a young person comforting another young person2.Young person being rude to a visitor.3.Work colleague failed to follow through on a
promise.4.Young person regularly disrupts when you are helping others.5.Colleague arrived early to help you write your report.
Affective statements examples exercise
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Young people don’t learn the skills or confidence to make decisions
The adults were right : young people can’t make decisions
Adults therefore don’t help or allow them to make decisions
Adults believe that young people can’t make decisions
Encouraging young people to make decisions
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To respond to challenging behaviourWhen challenging behaviour, why would these questions consistently achieve ‘fair process’?:
Restorative Questions 1
•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?
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To help those harmed by others actions:Why would these questions assist those harmed by others actions to experience ‘fair process?’:
Restorative Questions 2
•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?
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•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; and
they are likely to help the wrongdoer develop some empathy for those affected.
Restorative Questions: Characteristics - 1
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•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; andthey are thinking questions, yet are likely to get 'feeling'
responses.
Restorative Questions: Characteristics - 2
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Restorative Practice - from Informal to Formal
ImpromptuMeeting Affective
Statements
RestorativeQuestions
RestorativeConferences
Proactive andReactiveCircles
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If you are not modelling what you are teaching, then you are
teaching something different.
Restorative behaviours
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“We must become the change we want to see.”
Mahatma Ghandi
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How do people react when they experience SHAME
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ATTACK OTHERATTACK SELF
AVOIDANCE
Adapted from NATHANSON, 1992
WITHDRAWAL
Compass of Shame
Self put-downmasochism
turning the tables
Blaming the victimLashing out verbally or physically
isolating oneselfrunning and hiding
DenialAbusing drugs and alcohol
Distraction through thrill seeking
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•Listening to what they have to say
RESPOND TO OTHERS EXPERIENCING SHAME BY:
•Acknowledging their feelings
•Encouraging them to talk about their experience
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1. What can you do in your practices to be more restorative?
Implementation
2. What can you do to help your organisation to become restorative?
3. How can you develop a strong and sustainable collective approach to restorative practices?
4. What do you need from us?