RESTORATIVE APPROACHES IN SCOTTISH
SCHOOLS
RELATIONSHIPS
RESPECT
RESPONSIBILITIES
Three Rs for the 21st Century?
SOME BACKGROUND
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Restorative Justice
Restorative Conferencing
Victim/Offender Mediation
Family Group Conferencing
Mediation
Circles vs Circle Time
Real Justice
IIRP - Safer Saner Schools
Transforming Conflict
“Restorative
Practices
are
fundamentally rooted in a
philosophy.
They are not
templates. It is this philosophy
which ought to guide the way
we act in our dealings with
others.”
(Ted Wachtel)
THE UNDERPINNING MODEL
PROCEDURES
PRACTICES
SKILLS
PHILOSOPHY
VALUES
ETHOS
THE UNDERPINNING MODEL
PROCEDURES
PRACTICES
SKILLS
PHILOSOPHY
VALUES
ETHOS
TWO KINDS OF DISCIPLINE
RESTORATIVE
TRADITIONAL
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Harm
Problem solving
Dialogue + negotiation
Restitution/ reparation
Interpersonal
Empowerment
Accountability = put
things right
Rule breaking
Blame or guilt
Adversarial
Punish to deter
Impersonal
Affected ignored
Accountability =
being punished
THE SOCIAL DISCIPLINE WINDOW
HIGH
To
With
punitive
restorative
Not
For
Control
(Limit Setting
Discipline)
neglectful
permissive
(Wachtel
and McCold)
LOW
Support
(Encouragement, Nurture)
HIGH
CLASSROOM/SCHOOL CULTURE
HIGH
Control
•Power Struggles
•Confrontation
•Authoritarian
•Win-Lose
•Retribution
•Stigmatising TO
•Uncaring
•Tired
•Lazy
•Burnt Out
•Given Up
LOW
NOT
WITH
FOR
Support
• Consistent
• Responsive
• Flexible
• Accountable
• Responsible
• Cooperation
• Negotiation
•Chaotic
•Inconsistent
•Excusing
•Giving In
•Blurred
Boundaries
•Rescuing
(Thorsborne)
HIGH
MASLOW’S HIERARCHY OF
NEEDS
Universal
Levels of
Human
Need
Selfactualisation
Self-esteem
Love,affection and
belonging
Safety /Security
Physiological (Survival)
MASLOW’S HIERARCHY OF
NEEDS ?
Love,affection
and belonging
Self-esteem
Self-actualisation
Safety /Security
Physiological (Survival)
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)
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.
EXPLANATION
Everyone involved and affected
should understand why final
decisions are made as they are.
Creates a powerful feedback
loop that enhances learning.
EXPECTATION
CLARITY
Once decisions are made, new rules
are stated clearly, so that all involved
understand the new standards and
the consequences of failing to
comply.
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 or
workplace
• Teachers/Managers forfeiting their
prerogative to make decisions, establish
policies, procedures and standards.
THE UNDERPINNING MODEL
PROCEDURES
PRACTICES
SKILLS
PHILOSOPHY
VALUES
ETHOS
RELATED
SKILLS / COMPETENCIES
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Empathy
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Emotional Literacy
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Interpersonal/Relationship Skills
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Cognitive Skills
RESPONDING CONSTRUCTIVELY
TO OTHERS
• Listening to what they have to say
• Acknowledging their feelings
• Encouraging them to talk about their
experience
A PECULIAR THOUGHT ?
“But let someone really listen, let someone
acknowledge my inner pain and give me a
chance to talk more about what’s troubling
me and I begin to feel less upset, less
confused, more able to cope with my
feelings and problems.”
(Faber and Mazlish)
ACTIVE EMPATHIC LISTENING:
FOR WHAT?
The Human Condition
Thoughts
Feelings
Behaviours
ACTIVE EMPATHIC LISTENING:
HOW?
WHAT IT IS
WHAT IT ISN’T
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• Judgements and ‘put
downs’
• ‘Shoulds’ ‘Oughts’
‘Musts’
• Interrogation
• Trivialisation
• Sarcasm
• Blame and Accusation
• ‘You think you’ve got
it bad ………..
“Tell me more”
Acknowledge Feeling
Minimal Prompts
Respectful Curiosity
Clarifying what speaker
feels/needs
• Checks Assumptions
• Accurate Feedback
NON-VERBAL COMMUNICATION
Threatening
Non-Threatening
• Close proximity
• Face to face
• Towering above the
pupil
• Pointing, waving arms
• Prolonged eyecontact
• Extended personal
space
• Facing at an angle
• Sitting down
• Open palmed gestures
• Brief eye-contact
RESTORATIVE ENQUIRY:
THE PAST
QUESTIONS
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Can you explain
what happened ?
What were you
thinking at the time ?
How were you
feeling at the time ?
Who else do you
think has been
affected by this ?
FOCUS
 Behaviour
 Thinking
 Feelings
 Others Feelings,
Thoughts and
Behaviours
RESTORATIVE ENQUIRY:
THE PRESENT AND FUTURE
QUESTIONS
FOCUS
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
Thinking
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What have your thoughts been
since ?
What are they now ?
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How are you feeling now ?
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Feelings
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What do you need (to do) so
that:
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Needs
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Behaviour
Self/ Other People
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Things can be put right ?
The harm can be repaired ?
You can move on ?
THE UNDERPINNING MODEL
PROCEDURES
PRACTICES
SKILLS
PHILOSOPHY
VALUES
ETHOS
RESTORATIVE PRACTICES
CONTINUUM
FORMAL
INFORMAL
AFFECTIVE AFFECTIVE
STATMENTS QUESTIONS
THE CORRIDOR CIRCLES
STOP
FORMAL
CONFERENCE
OR MEDIATION
LEVELS OF INTERVENTION
HEALING
•Formal Conferencing RELATIONSHIPS
REPAIRING HARM
•Formal Mediation
•Problem Solving Circles
•Restorative Questions
•Peer Mediation
•Solution Oriented
INTENSIVE
MAINTAINING
RELATIONSHIPS
RESOLVING CONFLICT
TARGETTED
•Restorative Culture
•Cool in School
GROWING HEALTHY
•PAThS
RELATIONSHIPS
•Cooperative Learning
PREVENTING HARM/CONFLICT
•Reasoning + Reacting
•Circles
UNIVERSAL
NEXT STEPS / DEVELOPING A
WHOLE SCHOOL APPROACH
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SMT awareness / commitment / training
Skills training for identified key staff
Peer Support in developing skills
Whole Staff awareness
Training for staff & support
Raising awareness with pupils
Engaging pupils
Training pupils Informing parents