Restorative Practice Training 2 day course PCC/ HS 2017

Describe principles and key concepts of restorative practice Learning outcomes Describe principles and key concepts of restorative practice Be able to model restorative conversations and techniques Be able to facilitate a restorative meeting PCC/ HS 2017

What is restorative practice? Group exercise Split into two groups – throw out any words, statements, anything that you have seen that relates to your understanding of rp? PCC/ HS 2017

Restorative approaches Restorative practices bring those harmed and those responsible for the harm into communication enabling everyone affected by the incident or issue to play a part on repairing the harm and finding a positive way forward. Restorative approaches can work across the children and families system from early help to child protection. PCC/ HS 2017

The use of restorative practice helps to: Repair harm Restore relationships Improve human behaviour PCC/ HS 2017

Why are we doing it? International and national research – working ‘with’ and relationship based approaches Explicit framework for practice and cultural mind set across all agencies Improve quality of work with children and parents which focuses on them as the change agents Improve quality of safety planning – focusing on harm, affect and strengths International research – shows that working with people where there has been harm in a restorative way rather than a punitive way is better for all concerned. Punitive ways of working with harm tends to focus on the person who has caused the harm and the punishment for the harm (decided by other people) rather than a focus on the harm and what the impact has been on the particular harmed person. The harmed person has no say in what they need to make things better. International research from Canada, New Zealand and Australia – started with use by police officers with young people in criminal justice system – restorative justice. Used for other issues in New Zealand – re family issues – established Family Group Conferences – much better outcomes for families. Research shows that rp is NOT the soft option – the person who has caused the harm would usually want do anything other than sit in the room and talk about harm they have done to the harmed person and how to put it right. Focus on talking about feelings and affect is hard for many people. Rp is about collaborative problem solving and doing this in a way that does not label the harmer forever but focuses on the harm incident / ongoing issue and allows them to make amends and put things right. Practice model for social care - PCC/ HS 2017

National research Leeds – reduction in Child Protection Plans/ reduction in LAC/ good Ofsted rating West Berkshire – reduction in Child Protection Plans/ use of Tier 4 mental health placements Hull – reduced school exclusions/ increased attainment/ outstanding schools Wokingham – better attendance and attainment/ less exclusions Change team 2014-16 – group of managers researched and work on looking at practice model – rp ticked the boxes in: Practice model for all agencies Focused on working with and communication/ respect – what families want Outcomes good/ relatively cheap PCC/ HS 2017

Key concepts Social discipline window Fair process Free expression of emotions (compass of shame) Restorative continuum Restorative questions PCC/ HS 2017

(Encouragement, Nurture) The Social Discipline Window (McCold and Wachtel) HIGH To With Not For punitive permissive restorative Control/ challenge (Limit Setting Discipline) neglectful LOW Support (Encouragement, Nurture) HIGH PCC/ HS 2017

Fair process demonstrates the restorative ‘WITH’ domain of the social discipline window. “The essence of restorative practices is disarmingly simple: that human beings are happier, more productive and more likely to make positive changes in their behaviour when those in positions of authority do things with them, rather than to them or for them.” adapted from Wachtel 2004 http://www.restorativeschools.org.nz/ Important to acknowledge and recognise the capacity of families to change, enabling them to make sustainable adjustments to meet the needs of children. PCC/ HS 2017

Restorative practice is about working ‘with’ others at every opportunity, in a way that sets clear boundaries and holds people to account (high challenge) as well as providing the support and encouragement for those challenges to be met (high support). PCC/ HS 2017

Fair Process The central idea of fair process is that ‘…individuals are most likely to trust and co-operate freely with systems – whether they themselves win or lose by those systems – when fair process is observed’. (Kim and Muadorgne, 2003). PCC/ HS 2017

Fair process Engagement – involving individuals in decisions that affect them by listening to their views and genuinely taking their opinions into account Explanation – explaining the reasoning behind a decision to everyone who has been involved and affected by it Expectation clarity – making sure that everyone understands a decision and what is expected of them in the future PCC/ HS 2017

Principles of restorative practice Respect Neutrality (blame free) Accessibility Restoring Safety Voluntary Empowering Harm focused PCC/ HS 2017

Group exercise Think about the principles: what would we see hear and observe? How do we know we are ’doing’ them? PCC/ HS 2017

Freedom of expression of emotions By encouraging people to express their feelings, restorative practice builds better relationships. PCC/ HS 2017

PCC/ HS 2017

People, Power, Position, Possessions Sources of Conflict Identity Boundaries The image we have of ourselves affects us more than reality. People often try to find identity in: People, Power, Position, Possessions If one of these 4 “P’s” is taken away, damaged, challenged or diminished, it touches the very core of the individual’s identity especially if self esteem is low.

Unique stories Restorative question: what happened? Everyone has their own unique perspective on a given situation and needs an opportunity to express this in order to feel respected, valued and listened to. PCC/ HS 2017

Thoughts and feelings Restorative question: what were you thinking? What were you feeling? What people think at any given moment influences how they are feeling at that time and informs how they behave. PCC/ HS 2017

Harm and affect Restorative question: who has been affected and how? When there are conflicts then harm can result in terms of anger, frustration, resentment, negative emotions, frustration and damaged relationships and connections between people. PCC/ HS 2017

Needs Restorative question: what do you need to make things better? Whether a person has caused harm or been on the receiving end of harm, they are likely to have the same needs. Until these needs are met, the harm may not be repaired and relationships stay damaged. PCC/ HS 2017

Putting things right together Restorative question: what needs to happen next to make things better? What can you do to make things better? It is affected by a situation who are best placed to identify what should happen so that everyone can move on and so the harm can be repaired. The ownership of problem solving demonstrates respect and trust, develops pro-social skills and confidence and strengthens connections. PCC/ HS 2017

Restorative Conversations Five key questions What happened? What were you thinking/ feeling at the time? Who has been affected? How have they been affected? What needs to happen to make it better? What type of questions are these? Exploratory and focused on understanding the experience of the speaker Affect questions – really important that parents understand the affect of their and others behaviour or the issue on the child Plain language that everyone can understand Clearer understanding of the parents understanding of harm, affect and what parents can do to make things better (parenting capacity assessment etc) PCC/ HS 2017

Group exercise: Have a look at the 5 questions, what type of questions are these? What do they encourage? What would be the responses? PCC/ HS 2017

Restorative meetings Restorative meetings using a circle approach give people an opportunity to speak and listen to one another in an atmosphere of safety, decorum and equality. The circle has a wide variety of purposes: conflict resolution, decision making, support, information exchange and relationship development. PCC/ HS 2017

Restorative Conversations - Five key questions What happened? What were you thinking/ feeling at the time? Who has been affected? How have they been affected? What needs to happen to make it better? This is the structure of any restorative conversation: Circle - impromptu conference - restorative conference team meeting - preparation for conference - professional discussion - review of a plan - etc PCC/ HS 2017

PCC/ HS 2017

PCC/ HS 2017

Restorative Practice Continuum Defining Restorative, Ted Wachtel, IIRP PCC/ HS 2017

Repairing relationships Hierarchy of Restorative Responses 1-5% of school INTENSIVE Resolve conflict Impromptu conference or conversation Group process or circle Formal conference Affective statements and questions (1-2-1) Rebuilding relationships TARGETED Prevent escalation, resolve simple conflict Repairing relationships UNIVERSAL Prevent conflict Reaffirming relationships through developing social and emotional skills Whole school Adapted from Morrison, 2004

Small group exercise: Read the case studies in turn and discuss what a restorative response to be. PCC/ HS 2017

PCC/ HS 2017

Small group exercise: Have a think about the continuum and your area of work. Where and when could you use restorative practice? PCC/ HS 2017

Small group exercise: Thinking about the restorative practice concepts, principles and techniques, what might get in the way of working restoratively? PCC/ HS 2017

Watch the film of a restorative meeting! PCC/ HS 2017

Small group work: Discuss the different elements of the restorative meeting: Structure of the meeting (see next slide) Questions Facilitator – what did she do well? What could she have done differently? Environment/ seating arrangements PCC/ HS 2017

Having a restorative conversation In facilitating a restorative process, you are managing: Content - ensuring it is relevant Interaction – respectful, turn taking Process/outcome – guiding them through certain questions to find their solution PCC/ HS 2017

Small group work Putting the restorative questions into action PCC/ HS 2017

End of day 1! How are we feeling? PCC/ HS 2017

PCC/ HS 2017

Day 2 - Welcome back! Restorative Practice Training – 2 day course PCC/ HS 2017

Whole group exercise: Learning points from yesterday? PCC/ HS 2017

Restorative Practice Continuum Defining Restorative, Ted Wachtel, IIRP PCC/ HS 2017

PCC/ HS 2017

Structure of a restorative circle Going around the circle with one statement at a time, e.g.: Round 1 What happened? “This what I think happened or this is how I see the situation etc” Round 2 Thoughts/ feelings “ This is how I feel and what I think about the situation” Round 3 Impact “It affects me….. or I think it is affecting X in this way etc” Round 4 Identifying needs “What would make things better for me, for the situation….” Round 5 Finding/ Contributing to a solution “This is what I could do to help…” PCC/ HS 2017

Structure of a restorative conference Groundrules/ boundaries Harmer tells their story Person harmed tells their story Person harmed’s supporter tells their story Harmer’s supporter tells their story Harmer responds, free flow questions/conversation Agreement discussed and created (if applicable) Final thoughts and thanks PCC/ HS 2017

Observation feedback: In facilitating a restorative process, you are managing: Content - ensuring it is relevant – using the 5 questions Interaction – respectful, turn taking Process/outcome – guiding them through certain questions to find their solution PCC/ HS 2017

Restorative Practice Harm caused or potential for harm Parties affected Facilitated respectful communication Responsibility, and willingness to find solution PCC/ HS 2017

Small group exercise: Look at the two scenarios on the handout about restorative meetings, what would you need to think about? PCC/ HS 2017

Small group-work: Skills practice PCC/ HS 2017

Skills practice feedback What worked well? (content, interaction, process, outcome) What do I need to differently? Try out next time? PCC/ HS 2017

Action planning PCC/ HS 2017

At the end of the course, how are you feeling? Personal reflections on the course PCC/ HS 2017

PCC/ HS 2017