restorative practice level 1

www.hullcentreforrestorativepractice.co.uk

twitter: @hullrestorative #hullrestorative

Restorative Principles and Practice

Level One

http://www.hullcentreforrestorativepractice.co.uk/




`Insanity is doing the same thing over and over again and expecting different results’

Albert Einstein





What do you need to get the most from today’s training?

Reflection in Pairs





E What do your values and beliefs look like in practice?

Context

A What drives you to do the do the job you do?

B What do the challenging people have most in common?

C What is going to make a difference in the lives of the people you work with ?

D What are your values and beliefs?





Consistent approach?





Explicit Practice

How important is it that young people, colleagues, families know what it is we do, why we do it and

how we do it?





Building, maintaining and repairing.

Relationships,Relationships, Relationships!!

Explicit Practice





To develop community, build relationships and connections

Aim of Restorative Practice is to

Manage conflict and tensions by repairing harm and rebuilding relationships

80%

20%





To develop community, build relationships and Connections

What do we mean by this?





“What happened?”

“Who’s to blame?”

“What rule has been broken”?

“What punishment is appropriate to the rule that

has been broken?”

“What happened?”,

“What harm has resulted?”

“Who has been affected”?

“What needs to happen next?”

What support do you need for this to happen?

What will it look like when it improves?

“Traditional” Restorative





1. Values and Beliefs

Key Principles and PracticeAs Defined by the HCRP

6. Restorative Behaviours

2. Build a positive community

3. Working WITH people - Social Discipline Window

4. Fair Process

5. Restorative language





RestorativeRestorativeCollaborationCollaboration

TOTO

NOTNOT FORFOR

SOCIAL DISCIPLINE WINDOW

WITHWITHWITHRestorativeRestorativeCollaboratioCollaboratio

nn



Change and People…

““I see what I see what you want, you want, I see why, I see why, I see how”I see how”

“I’ll do it if you tell me I have to,

but..”

“I’m not changing;you can’t make me”

“I want to do it

differently, I’m just not sure how”



Expectation Clarity - clear vision for the future

Fair Process: The Three Principles

(W Chan, Kim & Renee Mauborgne, Harvard Business Review, July – August 1997

Engagement - involving all participants in the process

Explanation - shared understanding



He that complies againsthis will

Is of the same opinion still

MANAGING CHANGE

Samuel Butler (1612-1680)



MANAGING CHANGE

Rosabeth Moss Kanter, Harvard Business School

Change is disturbing when it is done to us,

Exhilarating when it is done by us



Asking questions…?

“The simplest questions are the most profound.”

(Richard Bach)

“A powerful question alters all thinking and behaving that

occurs afterwards.”

(Marilee Goldberg)



Article 23 `right to active participation in the community’

UN Convention: Rights of the Child

Article 12 `right to express views and have due weight given to them

Article 13 `freedom of expression, to seek, receive and impart information



1. Affective Statements

• Restorative Questions

• Solution Focused

Restorative Language



What is the common vocabulary?

What can I say to show that

someone’s actions have affected me?

Everyday, informal use of affective questions and

statements.

What questions can I use to follow

that up?

Affective Statements

Affective Questions

Affective Language



1.Observing a young person comforting another young person2.Young person being rude to a visitor.3.Work colleague failed to follow through on a

promise.4.Young person regularly disrupts when you are helping others.5.Colleague arrived early to help you write your report.

Affective statements examples exercise



Young people don’t learn the skills or confidence to make decisions

The adults were right : young people can’t make decisions

Adults therefore don’t help or allow them to make decisions

Adults believe that young people can’t make decisions

Encouraging young people to make decisions



To respond to challenging behaviourWhen challenging behaviour, why would these questions consistently achieve ‘fair process’?:

Restorative Questions 1

•What happened?

•What were you thinking about at the time?

•What have your thoughts been since?

•Who has been affected by what you did?

•In what way have they been affected?

•What do you think needs to happen next?



To help those harmed by others actions:Why would these questions assist those harmed by others actions to experience ‘fair process?’:

Restorative Questions 2

•What happened?

•What were your thoughts at the time?

•What have your thoughts been since?

•How has this affected you and others?

•What has been the hardest thing for you?•What do you think needs to happen next?



•the questions are neutral and non-judgemental;they are about the wrongdoer’s behaviour and it’s effect

upon others;they are open questions which require an answer;

they take everyone from the past (what happened) to the future (repairing harm);

they require people to reflect on who has been affected; and

they are likely to help the wrongdoer develop some empathy for those affected.

Restorative Questions: Characteristics - 1



•they seek to build an understanding rather than to blame;

the person asking is likely to be seen as objective and respectful;

they actually allow the person to tell their story;they are more likely to promote responsibility;

they can be applied in every situation; andthey are thinking questions, yet are likely to get 'feeling'

responses.

Restorative Questions: Characteristics - 2



Restorative Practice - from Informal to Formal

ImpromptuMeeting Affective

Statements

RestorativeQuestions

RestorativeConferences

Proactive andReactiveCircles



If you are not modelling what you are teaching, then you are

teaching something different.

Restorative behaviours



“We must become the change we want to see.”

Mahatma Ghandi



How do people react when they experience SHAME



ATTACK OTHERATTACK SELF

AVOIDANCE

Adapted from NATHANSON, 1992

WITHDRAWAL

Compass of Shame

Self put-downmasochism

turning the tables

Blaming the victimLashing out verbally or physically

isolating oneselfrunning and hiding

DenialAbusing drugs and alcohol

Distraction through thrill seeking



•Listening to what they have to say

RESPOND TO OTHERS EXPERIENCING SHAME BY:

•Acknowledging their feelings

•Encouraging them to talk about their experience



1. What can you do in your practices to be more restorative?

Implementation

2. What can you do to help your organisation to become restorative?

3. How can you develop a strong and sustainable collective approach to restorative practices?

4. What do you need from us?

restorative practice level 1

Technology

hullrestorative relationships

hullrestorative change

hullrestorative reflection

hullrestorative context

hullrestorative fair

hullrestorative key

restorative practice

restorative principles