Personal Care and Support in Scotlands Schools

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Personal Care and Support in Scotlands Schools

• 2nd. National Conference
• Heriot Watt Conference Centre, Edinburgh
• May 29th. 08.

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Restorative Approaches in Scotlands Schools

• Improving Relationships, Promoting Positive
  Behaviour

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Promoting positive behaviour? Restorative
Approaches???!!!! Motivation???!!!! Being Cool in
School!!! Some thoughts on working with children
and young people! Or A day in the life?!
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Restorative Approaches its not about them
and us its not about win lose
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Its about developing a safe and supportive
classroom culture!!
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We try to be restorativehonest!!
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Restorative Approaches thats a laugh!!
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Is this what they mean by restorative
approaches????!!
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Of course Im restorative in my work!!!!!!
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Ahh . The joys of in service!!!
Well it seems restorative to me!!!!
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.its all based on relationships and
collaboration
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We all need a little care, understanding and
support sometimes yes, even us big guysits
all about relationships
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Aims of the Programme

• To provide a brief introduction to the philosophy
  and key features of Restorative Approaches
• To consider implications of a traditional
  (retributive) approach has it worked, is it fit
  for purpose today?
• To engage with Restorative Approaches through
  activities
• To explore links with CfE and Personal Care and
  Support

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Learning Intentions

• Increased knowledge base
• A stimulus for further enquiry

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National Context A Statement of Intent??

• Joint Action Plan to Promote Positive Behaviour
• (involving the Scottish Executive (Govt.), COSLA,
  Professional
• Associations and other education leaders The
  Discipline Stakeholders
• Group)
• Awareness that behaviour continued to be
  perceived as an issue and that schools and local
  authorities were working to take individual steps
  to manage this
• The Positive Behaviour Team funded by the
  Scottish Executive (Govt.) will work with
  teachers, schools and councils to develop and
  sustain proven approaches to (promote) positive
  behaviour.
• Every Council and ( every) school will be
  expected to use an appropriate mix of new
  approaches known to develop good relationships
  and improve behaviour

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Aims of the Positive Behaviour Team

• to promote positive behaviour through the
• development of effective strategies leading to
• better outcomes for children and young
• people through
• Provision of information, training and
  networking regarding approaches to promote
  positive behaviour
• Provision of support for staff in building upon
  their strengths through assimilation of
  strategies known to work.

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Nationally Recognized Training / CPD Approaches

• Restorative Approaches
• Solution Oriented Services
• The Motivated School
• Being Cool in School
• Whats Going On?
• Frameworks for Intervention / Staged Intervention
• Inclusive Education in Primary Schools
• Creating Confident Kids
• Nurture Approaches

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Philosophy

• All the approaches, while different in content
  and style, are
• underpinned by core themes
• Relationships are at the heart of the learning
  process in schools
• Supporting the development of skills for life
  making good choices

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Standards in Scotlands Schools etc. Act 2000
The purpose of education
To encourage the development of the personality,
talents and abilities of every pupil
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Background to Restorative Approaches

• Basis in Maori and North American cultures
• The community has an obligation to provide
  supportive challenge to their members who have
  caused harm
• Based on repairing and restoring relationships,
  putting things right and enabling those concerned
  to move on.
• Supports and is supported by a philosophy that
  promotes values of fairness

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A continuum of approach towards managing
discipline and behaviour in schools

• Traditional (retributive)
• Rule breaking
• Blame or guilt
• Adversarial
• Punish to deter
• Impersonal
• Victims often ignored
• Accountability being punished

• Restorative
• Wrong doing or harm to relationships
• Problem solving
• Dialogue negotiation
• Restitution / reparation / restoration
• Interpersonal
• Enablement of both parties
• Accountability put things right

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The Traditional Approach

• When rules have been broken, sanctions must be
  applied rules not relationships
• A belief that discipline punishment justice
  and that punishment will change behaviour and
  achieve compliance
• A belief that punishment is the best form of
  deterrence, - it is important to send a clear
  message to the school community
• There is pressure for a quick fix, therefore some
  penalties are an administrative convenience
• Justice is seen to be done through punitive
  sanctions meted out by others often far removed
  from the incident
• Those most affected by the behaviour are often
  excluded from decisions about how to respond
• from Thorsborne, M Vinegrad, D Restorative
  Practices in Schools 2002

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Restorative Approaches

• Are about repairing, developing and maintaining
  positive relationships
• Are about helping young people (and adults!)
  learn and develop the skills to make good choices
  now and throughout their lives if weve learned
  these skills, they can be taught
• Encourage us to consider our feelings and those
  of others (emotional well being)
• Encourages young people to consider their
  behaviour and the effect it has on others

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Restorative Approaches This is why.

• Restorative approaches support the school
• in promoting a positive, restorative culture.
• They enable young people and adults to
• develop a range of skills that help them
• resolve problems, take steps to make
• amends for harmful behaviour and
• encourage everyone to make good choices.
• They encourage the nurture of supportive
• attitudes.
• They are built upon values of fairness.

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UNDERLYING MODEL
PROCEDURES PRACTICES
SKILLS
VALUES ETHOS
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The Social Relationship Window
R.A. T.M.S. B.C. in S. FFI SOA
CONTROLLING
RA SOA B.C in S. F.F.I. T.M.S.
RA, SOA, TMS, BC inS, FFI
SUPPORTIVE
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Organizational culture
HIGH
Consistent Flexible Accountable Responsible Cooper
ation Negotiation Collaboration
Confrontation Authoritarian Win-Lose Retribution
Control
TO
WITH
Uncaring Burnt Out Given Up Chaotic
NOT
FOR
Inconsistent Excusing Giving In Over dependence

HIGH
Support
LOW
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The journey.
Restorative, Integration of support and
discipline, relationships more than rules,
value individual achievement, supporting
skills development to help make good choices for
life
Traditional discipline, rules, punishment,exclusio
n, value narrow attainment, control - them and us
What would progress look like? Where is our
school / organization? What might we consider are
milestones?
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And where am I.?

• Complete questionnaire
• On a scale of 1-10 where are you?

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A participant at last years conferenceHow
restorative is he??!!!!
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Groups Work

• What do we need when we have been
• harmed?

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Groups Work

• Consider what you need when you
• yourself have caused harm either on
• purpose or inadvertently

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What is needed to repair harm?

• If I have been harmed I need
• time to calm down
• to be listened to
• a chance to ask
• Why me? What did I do to deserve that?
• the person concerned to acknowledge the impact
  their behaviour has had on me
• a sincere, spontaneous apology
• if possible, thing put right
• reassurance that it wont happen again

• If I have caused harm I need
• time to think
• to be listened to
• a chance to explain to myself and the other
  person why I did it
• an opportunity to apologise
• a chance to make amends
• reassurance that the matter is dealt with and I
  can move on
• hope that there is no resentment left

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A Restorative Approach what skills and
qualities do we need? A summary.

• To be listened to
• To have our feelings
• understood and
• acknowledged
• (an apology?!)
• To be treated fairly
• To be able to move
• on.

Listening Skills Empathy and understanding Eng
age, explain, expect Solution focused
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Key Skills / Attitudes working with and
relating to (young) people

• Listening Skills and are you really
  listening???!!!!!
• Empathy and Understanding not sympathy in
  tune, in harmony, displaying awareness
• Fairness do we really engage, do we
  explain??!!!
• Solution focused what do we need to do? how do
  we take this forward?

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• Now measure yourself against each (1 10)
• Listening Skills
• Empathy
• Fairness
• Solution focused
• Add and divide by 4. How does this relate to your
  
• initial score?

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Restorative Approaches
Activity. Partner work. Telling the story.

• Listening Skills
• Positive Behaviour Team, Schools Directorate,
• Scottish Government.

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• What were the skills involved?
• How did this make you feel?

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Hearing the story
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How we communicate

• 80 of our conscious hours are spent
  communicating.
• There are 4 basic communication skills that we
  use.
•               1. Writing
•                2. Reading
•                3. Speaking
•                4. Listening
•               
• 50 of these is devoted to listening.
• Therefore we listen for 40 of our conscious
  time.

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• How much do we retain of what we hear?
• 25

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Barriers to retaining information?

•  Listening is passive so concentration can be
  difficult
• We think on average 3 times faster than we speak
  so our minds can jump ahead or wander.
•  We rarely clear old thoughts in preparation for
  new information so our system can be busy to
  begin with.
• We are often concerned with how to reply and so
  concentrate on this instead of whats being said.
• The listeners perception can be completely
  different to the speakers and so a different
  interpretation can be reached.

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Learn when to talk, and when to listen.

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A Powerful Thought

• But let someone really listen, let someone
  acknowledge my inner pain and give me a chance to
  talk more about whats troubling me and I begin
  to feel less upset, less confused, more able to
  cope with my feelings and problems
• Faber and Mazlish 1980

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RESTORATIVE ENQUIRY THE PAST

• FOCUS
• Thinking (interpretation) and Behaviour
• Thinking
• Feelings
• Others Feelings, Thoughts and Behaviours

• QUESTIONS
• Can you explain what happened?
• What were you thinking at the time?
• How were you feeling at the time?
• Who else do you think has been affected by this ?

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RESTORATIVE ENQUIRY THE PRESENT AND FUTURE

• FOCUS
• Thinking
• Feelings
• Needs
• Other People

• QUESTIONS
• What have your thoughts been since ?
• What are they now ?
• How are you feeling now ?
• What do you need (to do) so that
• Things can be put right ?
• The harm can be repaired ?
• You can move on ?

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Happy, Safe and Achieving Their Potential Key
Themes

• Learning for Life (emotional literacy )
• Review of Individual Progress
• Access to Support

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Learning for Life

• Developing knowledge, skills and attitudes that
  inform behaviours and choices throughout life
• Restorative Approaches????
• Supporting young people make good choices
  learning how to learn, learning how to behave in
  different contexts
• Restorative Approaches?????

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A Curriculum for Excellence

• ACfE schools aim to continuously develop
  their capacity to improve the learning,
  attainment and achievement of all children and
  young people to help them become
• SUCCESSFUL LEARNERS
• EFFECTIVE CONTRIBUTORS
• CONFIDENT INDIVIDUALS
• RESPONSIBLE CITIZENS

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Successful Learners

• Continuous and continuing progress
• Improved achievements
• Developing skills for life
• Participation in a range of learning experiences

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Confident individuals

• Participation
• Communication
• Responsibilities
• Relationships

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Effective Contributors

• Views
• Feelings
• Responses
• Teamwork

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Responsible Citizens

• Ownership
• Belonging
• Caring
• Respectful
• Respected

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And finally.Impact

• Restorative Approaches have been shown
• to have a positive impact in reducing the
• incidence of examples of low level
• indiscipline in schools in Scotland.

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Low level indiscipline????
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Do you recognize him????
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• Two final thoughts.
• Schools can give young people roots and
• wings!

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And never, ever let anyone get you
down!!!!
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• Thank you for your consideration, thought and
  contribution.
• It is appreciated.
• Be cool.
• Derrick Bruce.