The Restorative Jigsaw Putting it all together David Wasilewski and Liz Eddington

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.

? INSULTSABUSE ACCUSATIONS EXAGGERATION BLAME From Belinda Hopkins ‘Just Schools’ 2004

CLARITY NEUTRAL DESCRIPTION EMOTIONS SUMMARY 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

School connectedness Research indicates that pupils who feel connected to school and who believe that adults in the school care about their learning and about them as individuals are less likely to Use alcohol and drugs Become pregnant Engage in violent or deviant behaviour Experience emotional distress Social exclusion and rejection result in Reduced intelligent thought Increased aggressive behaviour Reduced pro-social behaviour

Building community From Belinda Hopkins ‘Just Schools’ 2004

Mediation for/by all ages From Belinda Hopkins ‘Just Schools’ 2004

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’

The ingredients of conflict How we understand conflict influences how we approach conflict resolution. Conflict can grow out of:  diversity and difference  Needs  Perceptions – of self, others, threats  Power  Values and Principles  Feelings and emotions  Internal conflicts

The Iceberg Model

? 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 problems Mediation 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?

ETHOSOF CONFLICT CONFLICT RESOLUTION RESOLUTION DELIVERY OF THE CURRICULUM ASSESSMENT DESIGN OF CURRICULUM BEHAVIOUR POLICY ANTI- BULLYING POLICY RESTRAINT POLICY ANTI- RACISM PERFORMANCE MANAGEMENT COMPLAINTS POLICY INDUCTION WHISTLE BLOWING RECRUITMENT LINKS WITH PARENTS

The psychology of RA Belonging Social Identity Social Control Window Learning through Social Interaction Authoritative Parenting Child Development Moral Perspective Taking Shame Attributions Motivation Psychodynamic