1. Restorative Practice Training 2 day course
PCC/ HS 2017

2. 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

3. 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

4. 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

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

6. 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

7. 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 – 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

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

9. (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

10. 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
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

11. 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

12. 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

13. 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

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

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

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

17. PCC/ HS 2017

18. 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.

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. PCC/ HS 2017

29. PCC/ HS 2017

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

31. 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

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

33. PCC/ HS 2017

34. 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

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

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

37. 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

38. 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

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

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

41. PCC/ HS 2017

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

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

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

45. PCC/ HS 2017

46. 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

47. 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

48. 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

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

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

51. Small group-work: Skills practice
PCC/ HS 2017

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

53. Action planning
PCC/ HS 2017

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

55. PCC/ HS 2017