Restorative Approaches

Restorative Approaches-

for some people the ideas underpinning Restorative Approaches are something of a challenge. The central belief of those working with Restorative Approaches is simply this - those best placed to deal with issues where there has been a breakdown in relationships such that conflict or some other relationship problem has arisen -(between students; between staff and students and between staff and staff) are those involved, working together with an independent third party, to try to develop a jointly acceptable resolution to that conflict.

Imposed solutions have been shown to be less effective, less educative and almost certainly less likely to be carried through. As with solution focus, skills base training can help people develop the attitudes and beliefs that restorative approaches are affective / effective.

The restorative approach is based on the belief that the people best placed to resolve a conflict or a problem are the people directly involved, and that imposed solutions are less effective, less educative and possibly less likely to be honoured. In order to engage in a restorative approach to conflict and challenging behaviour people need certain attitudes and skills. Skills-based training can develop both restorative skills and attitudes.

It can help participants to identify a variety of applications of these skills to meet the needs of the whole school community. The ultimate aim of the training and the project is to build a strong, mutually respectful, safe and inclusive school community in which everyone feels valued and heard.

The potential advantages of restorative approaches in the school setting include:

A safer, more caring environment A more effective teaching and learning environment
A greater commitment by everyone to taking the time to listen to one another
A reduction in bullying and other interpersonal conflicts
A greater awareness of the importance of connectedness to young people. The need to belong and feel valued by peers and significant adults
Greater emphasis on responses to inappropriate behaviour that seek to reconnect, and not further disconnect, young people
Reductions in fixed term and permanent exclusions
A greater confidence in the staff team to deal with challenging situations
An increased belief in the ability of young people to take responsibility for their choices, and more people giving them opportunities to do so

Currently, when headteachers / principals and teachers are asked what underpins the management of discipline and challenges to good order, the answer often comes back as sanctions and rewards. So, how do we square the circle when professionals who value such things as inclusion, community and citizenship, also value the inflicting of punishment as a way of modifying behaviour?

Usually the answer is because that the way it's always been done or we are responding to the needs of the system, the community and are setting examples for others to 'learn' by.

But this 'punitive' ideology has been shown not to promote inclusion, citizenship or community. The outcomes we seek are rarely, if ever, those we think ought to be the outcomes we're after. Rarely do challenging, excluded pupils accept responsibility for their errors; seldom do they think about the impact of their actions on others; infrequently do they feel joined to the community we want them to join; never do they feel included. Yet research suggests we continue to 'punish' wrongdoing.

This is not always true of 'well connected' or 'well supported' pupils, often a minor sanction is all they need to remind them of where they're going wrong, unfortunately, these are often not the pupils we want to reach!

Research indicates these are some of the issues arising from punitive approaches:-

· Focuses are on the individual and not on the context in which the event occurred. And seldom take into account the complexities of the situation

· Focuses on the pathology and places it within the student, rather than within the system or an incoherent interpretation of the system

· No consideration appears to be made of the impact on relationships or the emotional harm being done to others, of either the 'incident' or the 'consequence'

· Contradicts the curricular, pedagogic and philosophical practice of most schools i.e. inclusivity, community and citizenship. Which we know makes difficult the development of high quality positive, healthy and respectful relationships.

If discipline and behaviour management were redefined as relationship management we might find a different pathway for problem-solving. Such an approach might be restorative justice. Or, to move away from an ascribed legalistic viewpoint, we might want to think of RJ as restorative approaches. This is not simply a semantic exercise, but one which changes the view of interested parties.

Restorative Justice (Approaches):

Requires a paradigm shift, which, for those who have never questioned the efficacy of punishment as a means of managing behaviour, could be a real challenge. BUT, for others, it is a reassurance that what they've believed in and practised for years has a name and delivers positive, worthwhile outcomes that: include:-

1. high rates of achievement for pupils

2. low rates of re-offending behaviour

3. a sense of belonging to a community that cares

4. improving emotional literacy

5. improved social competence

The Philosophy of Restorative Justice (Approaches):-

· Misconduct is a fundamental violation of people and interpersonal relationships

· Violations create obligations and liabilities

· RJ (A) seeks to heal and put right the wrongs created by the violation

· RJ (A) focuses on the incident and not solely on the offender's behaviour

· The community conference brings together all those responsible, accountable for and affected by wrong doing

· Individually and collectively those affected address the causes of the harm and the impact of the harm on those most affected; investigate ways to make amends and to put right the wrongs.

· Restorative schools and classrooms show high levels of support and clear boundaries, in which all are aware of the philosophy and problem solving which is done with and not to students.

· Restorative schools and classrooms have conversations about what happened, what was the thinking behind it, who was affected and how? They focus on fair processes, responsibility and accountability.

· Restorative schools and classrooms seek to consider ways to restore and maintain good relationships.

· RJ (A) seeks to involve the wrong-doer in what they are, or are not doing. It is more likely that students will engage in this way, rather than when participating in the blame, shame and revenge ways of usual negative behavioural transactions.

Why?

Research shows that marked cultural change occurs when schools choose to work restoratively. Relationships between teacher and student improves; students understand the process to be fair and non-punitive; they have been shown to co-operate and take ownership and responsibility for their misdemeanours.

Punitive action has the opposite affect and research, again, shows that offenders are removed from the act (displaced); learn avoidance tactics and behaviours (become sneaky) and the process labels the student as a troublemaker to such an extent that the label takes precedence. Punishment has been shown to not necessarily teach pro-social behaviour, where example and positive role modelling do.

Restoratively managed students however, show positive meaningful, attitudinal and behavioural changes.

Discipline as a Fair Process

Fair, in a restorative sense, is when:-

· All affected parties, teachers, students and parents (where appropriate) are engaged in the process of problem-solving and determining what needs to be done to put it right.

· Everyone has a chance to tell their story and to be heard and to have their story valued

· If you've done wrong, you will be given a chance to put it right

· If you are a victim you will have a chance to say how things could be put right

· Opportunity arises for all parties to understand, reflect on and learn from the experience in a respectful way

· Dialogue is participative and voluntary

· The repair of relationships and community is paramount and overrides institutional imperatives

· There is a sense of collective accountability and responsibility.

In summary, fairness is about engagement and empowerment. To the contrary, traditional views of punishment often mean that punishment is dispensed by someone unconnected with the event, using sanctions linked to school policy and nothing else; focuses on the individual and not the community and uses other processes that do not take into account how people have been harmed, or how best to repair that harm.

Reviewing School Policy:-

Whilst, rightly, large amounts of money are spent on developing staff skills in curriculum and pedagogy; it sometimes appears that little is spent on learning about, or managing behaviour.

We would suggest that to move from authoritarianism and punishment to authoritative, assertive and restorative practice, a review of policy and practice is needed. Research suggests a more balanced approach has the potential to improve teaching and learning outcomes and will help schools move towards a more practical form of inclusion.

The questions an SMT might like to ask itself, might include some of the following, which will help to identify their current position are:-:-

· What do we believe our job is?

· What are our core values and beliefs about relationships and behaviour in our school?

· What is the purpose of our discipline system? What outcomes does it seek to achieve?

· Where do we stand on issues of fairness and justice?

· How important to us is the development of social and emotional competencies?

· Do our daily practices reflect our beliefs and values?

· How do we articulate these values and beliefs in concrete and practical ways to our students, teachers and community?

· In what ways do we evaluate our practices and measure our performance in re behaviour and its management?

The questions the classroom teacher and student manager might like to ask are?

· What are the outcomes that I want to achieve from my behaviour management plan and strategy?

· What are my own values, attitudes and understandings about fairness and justice?

· What are the things my students appreciate about a 'good' teacher? Am I delivering?

· How can I make sure that my students understand the expectations about behaviour and relationships in my class?

· How can I best teach thoughtfulness and empathy?

· Is what I do and how I respond supported by research and current best practice?

· How do I know if what I do is affective and appropriate?

It would seem to be helpful to schools wishing to promote responsible behaviour and to develop student self-discipline if they were to adopt the full range of restorative processes available. Students don't go to ground, blame others or rationalise their behaviour when fair process asks them to talk about their involvement in an incident, who has been affected and what is needed to right wrongs.

I am currently planning the public access training sessions where an introduction to Restorative Approaches - for everyone - will be the focus - these will be published here as soon as they are finalised. Places will be limited to ensure maximum access and practical learning.

Please contact me to register interest

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Paul Avard MAED, B.Ed, Cert Sol. Foc Practice, Approved Solution Focus Practitioner (UKASFP),

Chair and Mentor CHANGE:Birmingham Brief Therapy - A Registered Charitable Trust (not for profit organisation)

Notes: Overview derived from "Rethinking Behaviour Management, Restorative Practices in Classrooms" Thorsborne and Vinegrad, 2004 Incentive Publishing, Milton Keynes and other sources.

Future Possibilities -