Restorative+Practice

= Restorative Practices in Schools = = This is still a work in progress! = = // There is much written about RP and RJ. Its history, philosophy, theory and the language used when conferencing. I have endeavoured to create a document that makes links to useful resources and articles surrounding RP. To start with is an introduction to RP in schools. // = = I have referenced all sources and articles in this document. = = RESTORATIVE PRACTICES – A brief explanation  = ** Restorative Practice originated in the judicial system ** where it was known as Restorative Justice. It developed as a way of dealing with the inappropriate behaviours of offenders in a manner that required them to take responsibility for their behaviour by acknowledging what had happened & the people who had been affected by their behaviour, & focusing on repairing the harm that had been done. Restorative Justice encompasses a shift in thinking from **//blame & punishment//** to addressing the impact on others, harm done & **//restoration of relationships//** with the goal of the offender taking responsibility for their behaviour & reintegrating successfully back into the community. ** In schools Restorative Practice is an evolving area ** & multifaceted in nature. It is more than an intervention to deal with inappropriate behaviour & promotes building respectful relationships as a foundation for teaching & learning ** There is no one, clear definition of restorative practice. ** The following offer some examples of how restorative practice in schools may be conceptualised; “At a whole school level Restorative Practice/approaches can be a catalyst for change as it helps educators to reflect upon & clarify existing practice particularly around beliefs & values”. Terry O’Connell, Lesley Oliver, Lyn Doppler 2007

“A restorative classroom setting is one that values dialogue through an inclusive approach where everyone expects to be heard, and through this participatory process students develop the capacity to learn in a practical way that emotions are an important and legitimate expression of healthy dialogue. This helps students to deal with conflict, tensions and difference in respectful ways that engenders trust, empathy, responsibility, and fosters healthy relationships.” Terry O’Connell, Lesley Oliver, Lyn Doppler 2007 Restorative Practice in schools provides a focus on developing positive relationships between all members of the school community, opportunities for people to take responsibility for their behaviour & learning. This requires that teachers actively create the space where students can experience situations that develop their emotional & social capacity in order to support & assist them in taking responsibility for their behaviour & learning. ** Restorative Practice is not a program but rather a way of being. ** It requires teachers to be explicit about their pedagogy & practices & deal with the myriad of programs & expectations in a consistent way. The above article came from South Australia Department EarlyChildhood

media type="custom" key="7000257" width="140" height="140" = = = = Restorative justice approaches typically involve a process known as "conferencing". What is Conferencing? Conferencing involves a formally structured conversation between people who are affected by conflict in a community. That conflict may be: Whether there is no dispute, or there are many disputes, the Conferencing format enables everyone affected to consider: In schools, Community Conferences tend to be convened in the wake of reasonably serious incidents of harm. Typical incidents, occurring within or outside the classroom, involve behaviours such as: A trained facilitator brings together those directly involved, with appropriate school personnel and often also with family members. Participants in a Conference typically plan to meet the identified needs of any of the participants and to seek necessary changes to school structures, policies and practices in order to minimise the likelihood that harmful behaviours might be repeated. Follow-up supports compliance with any agreement **. ** Conferences tend to prevent further harm by successfully resolving concerns and conflict. Where did Conferencing develop? Versions of the conferencing process were: In essence, from the mid-1990s,  //the **language** of one social movement has incorporated the **processes** of several other social movements//. In schools, the related alternative phrase "restorative practices" is being used with growing frequency to reflect these growing range of processes. media type="youtube" key="sNEssZSvE5g?fs=1" height="325" width="420"
 * the result of some harmful act about which there is //no dispute//, and/or
 * associated with //many// unresolved //disputes// between individuals, and/or groups in the community.
 * what happened,
 * how each person has been affected, and
 * what might be done to improve the situation.
 * bullying;
 * fighting;
 * significant and/or persistent disruption;
 * property damage; or
 * theft.
 * legislated in New Zealand in 1989, in justice and welfare applications;
 * piloted in Australian youth justice systems from 1991 (Wagga Wagga, NSW, and South Australia ) with an emphasis on understanding and improving process dynamics;
 * first piloted in Australia schools in 1994 in Queensland ( Sunshine Coast );
 * piloted in North America from 1995.

What is research telling us about "restorative justice" in schools? Early studies from Queensland, New South Wales, Victoria and New Zealand from the mid-1990s onwards have demonstrated that Conferencing is a highly effective process for responding to inappropriate behaviour of a serious nature in schools. Overwhelmingly, participants report that they feel have been treated with respect, have been given an opportunity to say their piece, and have felt understood. Almost all participants have been satisfied with the way agreements have been reached and that the terms of agreements have been fair. School staff report that Conferencing is consistent with school values, and many family members expressed positive perceptions of the school. However, the use of the Conferencing process alone has not achieved the significant changes in school behaviour management policy and practice that first seemed possible. Rather, schools using Conferencing have found that an emphasis on using the process as a reactive response in isolation tends to produce only limited change. Consequently, schools are developing a wider range of proactive processes, which have in common an emphasis on interpersonal relations in their approach to problem-solving, dispute resolution and conflict management. Many schools that have supported a "restorative" philosophy are discovering that their behaviour management practices can be located on a continuum ranging from the small-scale and informal to larger and formal interventions. "Restorative practices" in schools For these reasons, educators have more recently begun to talk of "restorative practices" in schools. This extension beyond one or two "restorative justice" processes to a broader set of restorative practices raises further issues:  1. Effective behaviour management relies on a complex set of inter-related factors, including curriculum content and methods of teaching and learning. As a result, reconsideration of behaviour management practices tends to prompt a reconsideration of effective teaching and learning methods.  2. The experience of introducing a very effective process yet not necessarily achieving programmatic change raises an important question: How can schools offer a range of processes for the effective resolution of disputes and conflict? The answer, not surprisingly, seems consistent with the experience of cultural change in many other organisations. Integrated programs of positive cultural change in schools take several years, and proceed through multiple stages. Practical steps include: training key staff in process skills; enhancing existing peer mediator and/or similar programs; providing forums to introduce restorative practices to members of the school community; appointing one or more staff members to program coordinators positions; developing community-based partnership with local providers of social services such as parenting workshops. This sort of active, integrated approach to improving the social climate of the school community can significantly improve the delivery of improved student learning outcomes. "Restorative practices" in Victorian schools The Association of School Councils in Victoria placed restorative practices on the agenda in the late 1990s, and the Victorian Education Department, the Catholic Eduction Commission and the Association of Independent Schools have all been piloting the use of restorative practices in Victorian schools for several years. These programs continue to be evaluated, but there is sufficient local, national and international evidence of the value of this approach that the rate of adoption of restorative practices in Victorian schools is now significant, with scores of schools involved. The evidence that the broad use of restorative practices in schools has improves levels of safety aligns this social movement with federal and state government policy as outlined in the Federal Government's 2004  //National Safe Schools Framework// and the recent Victorian research report  //Building Blocks to Safe Schools// (BBSS). This report examined the protective factors contributing to childrens' perceptions of safety in a school environment, as reported by students, teachers and parents. The report also examined factors contributing to the safety of teachers, highlighting the need for teachers to feel safe if they are to provide a safe environment for their students. The BBSS model provides schools with a framework they can use to optimise safety. In 2004 VARP Committee Member Margaret Armstrong visited various schools restorative practices programs internationally as part of a Churchill Fellowship study. Here recommendations include:  1. High quality trainers are required to support restorative practices in schools. Since successful training cannot be achieved through academic coursework alone, current restorative practitioners should be encouraged to make themselves available to schools to provide this training and be supported statewide and nationally by a professional association.  2. An  //Australasian Association of Restorative Justice Practitioners// will provide restorative practitioners with an opportunity for professional learning and networking. Educational authorities need to promote and support this association.  3. Dialogue with Teacher Registration bodies and educational institutions can encourage them to include restorative justice / behaviour management practices as a compulsory component of pre-service teachers' education.  4. Funding opportunities/grants should be sought to produce Australian training videos/DVDs that support restorative practitioner training. David Moore (2005). dbmoore@primeperformance.com.au Armstrong, M. (2004) Report to the Winston Churchill Memorial Trust: To study restorative justice programs/models that focus on the development of emotional, physical and psychological safety for all members of the school community - UK, Canada, USA, NZ, Melbourne Hopkins, B. (2004)  //Just Schools: A Whole School Approach to Restorative Justice// London:Jessica Kingsley. Morrison, Brenda (200*)  //From Bullying to Responsible Citizenship: A Restorative Approach to Building Safe School Communities//. Sydney : Federation Press. Queensland Department of Education (1996) <span style="color: black; font-family: Verdana; font-size: 9.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;"> //Community Accountability Conferencing: Trial Report,// Brisbane, Department of Education. Shaw, G & Wierenga. A (2002) <span style="color: black; font-family: Verdana; font-size: 9.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;"> //Restorative Practices Community Conferencing Pilot Evaluation//, University of Melbourne. Strang, H & Braithwaite, J. (eds) (2001) <span style="color: black; font-family: Verdana; font-size: 9.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;"> //Restorative Justice and Civil Society//, Cambridge University Press, UK. Thorsborne, M and Vinigrad, D. (200*) * Weare, K (2004) <span style="color: black; font-family: Verdana; font-size: 9.0pt; mso-bidi-font-size: 12.0pt; mso-fareast-language: EN-GB;"> //Developing the Emotionally Literate School//. Paul Chapman Publishing, London.
 * Key References**

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 190%;">Some interesting articles around restorative practice
An article by a Restorative Practice Trainer []

Restorative Practice in Victorian Schools. One page article []

South Australia Restorative Justice Journey. Quite a good read around a schools journey. (1.75 MB pdf) []

An article in ‘The Age’ []

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 20pt;">PowerPoint Presentations

media type="custom" key="7020643"

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 170%;">International Links > [] > []
 * <span style="color: black; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** International Institute for Restorative Practices ** - a plethora of resources including an e-Forum, a valuable source of ongoing information on RP across the globe.
 * <span style="color: black; mso-list: l1 level1 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** A Whole-school Approach to Restorative Practices ** - aligned with Real Justice

media type="youtube" key="EBAg2LhmWz8?fs=1" height="345" width="440"

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 14.5pt;">Australian Links > terryoconnell@realjustice.org > [|www.realjustice.org] > Heather.strang@anu.edu.au > John.braithwaite@anu.edu.au > Brenda.Morrison@anu.edu.au > marg@thorsborne.com.au > [] > circlespeak@optusnet.com.au > [] > armstrong.marg.a@edumail.vic.gov.au > cpacs@arts.usyd.edu.au > [] > pc@vicbar.com.au > oliver.lesley@saugov.sa.gov.au > [|http://www.decs.sa.gov.au/southwest] (this website) > lyndoppler@dodo.com.au
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Terry O'Connell - Real Justice Australia **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Dr Heather Strang - Director of Restorative Justice at ANU Canberra **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Prof John Braithwaite at ANU Canberra **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Dr Brenda Morrison - Research Fellow at Centre for Restorative Justice at ANU Canberra **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Margaret Thorsborne & Associates in Queensland **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Peta Blood - RP Consultant NSW **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Margaret Armstrong - Southern Region, DE&T Victoria, Churchill Fellow **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** The Centre for Peace and Conflict Studies at Sydney University **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Australian Principals' Centre **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Victorian Association of Restorative Justice - Peter Condliffe, President, Barrister **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Lesley Oliver - Student Inclusion & Wellbeing South Western District, South Australia **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Lyn Doppler - Principal Rozelle Public School, Sydney NSW Australia **
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** The Victorian Association of Restorative Justice ** . []
 * <span style="color: black; mso-list: l5 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list 36.0pt;">** Department of Education and Child Services South Australia ** []