ACJRD 16 th Annual Conference 4 th October 2013

 2007: Prevention and Early Intervention Programme, funded by DYCA and The Atlantic Philanthropies;  Tasked to design, deliver and evaluate services to improve outcomes for children and families in Tallaght West and inform policy and practice;  Seven independent evaluations published;  2013: Area Based Response to Child Poverty: integrate proven models into mainstream services.

Restorative Practices are about working WITH people rather than doing things TO or FOR them RP is about offering high levels of support, whilst challenging inappropriate behaviour and encouraging acceptance of responsibility

To create a Restorative Community in Tallaght West The delivery of training in RP to key stakeholders with responsibility for children and young people Accreditation of local trainers, and support to organisations and people seeking to work restoratively

 Improved interagency collaboration amongst frontline staff;  Improved relationships between service providers and residents;  Increase in use of a common approach across sectors and disciplines;  Increased confidence of frontline staff in dealing with conflict situations;  Improved staff morale within participating organisations;  Increased satisfactory resolution of neighbourhood disputes in the Community Safety Initiative (CSI) Pilot Sites;  Increased reporting of anti-social behaviour and crime in the CSI Pilot Sites;  Increased confidence amongst participating parents in managing their children’s behaviour and being solution focused; and  Improved capacity amongst participating children and young people for dealing with conflict and managing problems.

RP training began in 2010 (as part of our CSI); Training provided monthly; Trainees drawn from all agencies working with children and young people as well as residents and young people themselves; To date (September 2013), just over 1,000 people trained; 16 local trainers accredited; St. Marks Community School became the 1st RP organisation in Tallaght in October 2012; 5 more RP organisations by December 2013; All Ireland Restorative Practice Strategic Forum established.

By the Child and Family Research Centre, National University of Ireland, Galway.

 Independent mixed method evaluation contracted to Child & Family Research Centre, NUIG;  Pre- and post- training surveys, site observation, interviews and focus groups;  Overseen by international Expert Advisory Committee.

Frequent use of Restorative Practice 55% work; 46% School; 41% community. 75% have experienced others using Restorative Practice in work, school and community 87% better management of conflict

43% reduction in disputes with greatest gains made in the workplace Significant improvement in people’s ability to manage conflict with greatest gains made in interagency work and between neighbours Significant improvement in relationships with greatest gains between organisations and their service users

The RP Programme was well organised and delivered with fidelity by CDI RP training was well received by participants and participants could see its value In the main, progress was made towards the attainment of training targets

The areas where improvements are needed include…. Ensuring more residents are recruited to the training programme Improved supports to individuals and organisations that have received training

 CDI’s commitment to the implementation of the RP Programme should be maintained;  Further consideration should be given to how improvements can be made in recruiting residents and also adapting the content of the programme so as to be more inclusive for non-professionals;  Trainees should be given more support on how to apply RP in different situations;

 That CDI extend the programme to other agencies and groups with a child or youth remit and consider extending the programme to other areas;  Given the positive impact of the RP Programme in reducing workplace conflict, organisations should be supported to implement the RP Programme; and  CDI should continue to monitor the impacts of the programme over time.

Policy: Relevant Outcomes and Key Recommendations

 A range of sectors including education, justice and youth work, have found that the use of RP in their day-to-day business has improved working relationships and assisted in achieving better outcomes for the children and young people they work with;  Given the findings relating to improved productivity and reduced work-based conflict, the RP programme can very usefully inform the Government’s public service reform agenda.

 That all children and young people be dealt with restoratively by the adults in their lives.  That RP training modules be included in all teacher training courses  That relevant professional associations and support organisations recognise RP as a core skill for the continuing professional development of people with responsibility for the well-being of children and young people.  That RP comprise an integral element of training for all those working with children, young people and communities.

 That consideration be given to the opportunities for RP to support the public reform agenda, particularly in relation to the reduction of work-based conflict.  The establishment of a national framework of support for the development and promotion of restorative practices  This framework to include a national office for coordinating the development of capacity, systems and infrastructures which support the growth, evolution and quality of RP and build their sustainability.  The further development of accredited training for restorative practices and the establishment of a national system for the accreditation and professional development of RP trainers.

 CSI examples o Group of young people o Family  Youth Service examples o Benefits of informal restorative practices  School examples o Teachers feedback o Young people’s feedback o Parents feedback

 Working towards launch of Tallaght West as a Restorative Community March 2014;  Developing sustainable mechanisms for the on- going implementation of RP;  Dissemination of learning to relevant stakeholders nationwide.

Canoeing Circle