October 21st SEAL Conference

7/30/2019 October 21st SEAL Conference

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Restorative Approaches

an emotionally literate approach to

behaviour and relationshipmanagement


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If we are not modelling what we teach thenwe are teaching something else

Helen Flanagan


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S.E.A.L. - social and emotional aspects

of learning

Key Themes :

self awareness managing feeling

motivation

empathy

social skills

Department of Children, Schools and Families (DCSF), UK


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2 children, John and Nathan, aresquabbling over a piece of sportsequipment during P.E. Class.


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self awareness

understanding what I need to work at my

best

knowing what I am thinking and how that

relates to how I am feeling

being able to take responsibility for myactions (ie my choices)


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managing feelings

being able to identify and recognise arange of feelings and express them inways that do not hurt myself or other

people knowing that thoughts, feelings and

behaviour are linked

understanding that changing the way Ithink about people and events changeshow I feel about them


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motivation

setting goals and thinking of the long term

consequences to myself and others

making choices about how activities and

tasks can be tackled

helping to shape my own classroom ethosand environment


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empathy

understanding and respecting anotherpersons point of view and how they might

be feeling knowing that all people have feelings but

recognise that they might experience and

show them in different ways or in differentcircumstances

knowing that my actions affect otherpeople for better or worse


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social skills

being able to live and work as part of acommunity (in class/school/at home)

valuing friendships and relationships with people

in my community working well in a group, cooperating to achieve

a joint outcome

being able to resolve conflicts

solving problems by thinking of all the options,identifying advantages and disadvantages andevaluating outcomes in due course


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John

Whats happened John?

What were you thinking whenthat happened and so how

were you feeling?

Who has been affected bywhat has happened?

What do you need to feel

better and put things right?

What can you do now?

And next time?

Awareness of self and others;

Managing of feelings;

Empathy

Motivation

Social skills of co-operationand problem-solving

Motivation (empowerment andgoal setting);


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Nathan

Whats happened Nathan?

What were you thinking whenthat happened and so how

were you feeling?

Who has been affected bywhat has happened?

What do you need to feel

better and put things right?

What can you do now?

And next time?


Managing of feelings;

Empathy

Motivation


Motivation (empowerment andgoal setting);


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Restorative Theme One

Work together on the problem by

sharing perspectives/experiences

Let everyone express how they

personally experienced what hashappened or is happening.

self awareness / empathy/ social skills


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Restorative Theme Two

Express Thoughts and Feelings

Invitepeople to express what they were /

are thinking and how they were / arefeeling as a result of these thoughts

self awareness/managing feeling/empathy/ social skills


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Restorative Theme Three

Harm and AffectInvite each in turn to consider who has

been or is being harmed / affected by the

situation/event and how. Encourage

accountability and responsibility.self awareness/managing feeling/empathy/ social skills


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Restorative Theme Four

NeedsInvite each in turn to consider what

they need now to repair harm/solve the

problem, to feel better and to move on.

self awareness/managing feeling/empathy/ social skills


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Restorative Theme Five

Repair and Reflections for the

FutureInvite each in turn to consider howeach of the needs expressed can be

met, what support they might need todo this and how they will do thingsdifferently in the future.

self awareness/ motivation/ social skills


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What happened?

What were you thinking?

How were you feeling?

Who else has been affected by this?

What do you need, and what needs tohappen now, so that the harm can be

repaired ?

M d lli d d l i S E A L


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Modelling and developing S.E.A.L.

when managing behaviour and

relationship problems Inviting all involved in asituation to share theirperspective and experiences

Encouraging everyone toexpress what they were

thinking and feeling at the time Clarifying who has been

affected and how

Eliciting the needs of all thoseinvolved

Identifying, from thoseinvolved, what needs to bedone to put matters right

Negotiating how this can beachieved realistically to mutualsatisfaction of all involved


Empathy

Managing of feelings; self

awareness

Empathy

Empathy and motivation


Motivation (empowerment andgoal setting); self awareness


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A child comes up to you inthe playground in tears,

saying another child hasbeen horrid to her.


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Child not getting started during

a lesson swinging on chair and

looking out of the window.


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2 children are found

fighting on the school fieldat lunchtime.


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The caretaker comes tocomplain that she has caught

a child in her room it isunclear what he was doing in

there.


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Parent comes in to complaintheir child feels picked on by

their class teacher and blamedfor things they did not do.


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A child is rude to the coachdriver on a school trip;after the driver shouts at

him for standing up duringthe journey.


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A cover staff is upset andtells you the class has

behaved badly during theday.


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Classroom assistantapproaches you very upsetand says that the class

teacher is not listening toher and keeps giving the

children different adviceand work to do.


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A member of the canteenstaff comes to complainthat a young person has

made a rude comment to herabout the food.


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A child is found stealing awatch from the P.E.teachers drawer, where it

had been placed forsafekeeping during a lesson.


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A child has sworn and maderude personal comments to a

member of the teachingstaff.


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motivation

Restorative Pedagogy and Leadership

Ask rather than tell - not just in conflictsbut also during lessons and breaks,

meetings and school trips! what do you think?

what needs to be done here?

how could we/you do it? what resources do we/you need?

how will we/you review / assess it?


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When dealing with wrongdoing or conflict, is

your response modelling the social and

emotional skills you are teaching?

Do you invite young people to give you, individually, theirperspective on what has happened?

Are you genuinely curious about their thoughts and

feelings at the time of the incident and since? Do you invite them to consider who else may have been

affected?

Do you ask them what their own personal needs are for

closure and repair? Do you invite them to consider what needs to happen toput matters right and expect those responsible for anyharm caused to become accountable by putting thingsright?


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Do you manage to avoid:

Giving your own opinions and imposing your own values

Offering unasked-for advice

Assuming you know whats going on (even when youwere present !)

Assuming you know best

Imposing solutions

Taking sides Rushing people


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Schools

To read more about restorative approaches in schools

please visit our website on www.transformingconflict.org

Read : Just Schools (Jessica Kingsley Publishers 2004)

Peer Mediation and Mentoring Training Manual

(Optimus Education 2007)
http://www.transformingconflict.org/http://www.transformingconflict.org/


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Transforming Conflict

National Centre for Restorative

Justice in Youth Settings,

Mortimer Hill,

Mortimer

Berks

RG7 3PW

Tel/fax 0118 9331520

[email protected]

www.transformingconflict.org
mailto:[email protected]://www.transformingconflict.org/http://www.transformingconflict.org/mailto:[email protected]

October 21st SEAL Conference

Documents

Transcript of October 21st SEAL Conference