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?