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A Practical Introduction to Restorative Practice in Schools $36.50+P/H
Restorative Practices are not for the faint hearted. They demand that our work in schools be less political and more human. This demands that when things go wrong in schools that we empathise with students (and those who love them) and move into emotional spaces with them that we may not have occupied previously. Restorative practices are not discipline from a distance. They are up close, personal and at times confronting, which is at odds with the direction that many schools are taking their discipline systems. As communities become increasingly disconnected and fearful of one another, responses to conflict, harm and wrongdoing that bring people and their difficult emotions face to face can seem too risky for many, yet schools who have bravely embraced restorative practices have found that this is a risk well worth taking.
In writing a book that asks teachers and school leaders to swim against the tide and take the risk of becoming more human in their work, the onus is the author to be real with them. Being real is exactly what I have aimed to do in this book. This bookis an account of restorative practices in schools that allows the reader inside the lives of young people, their teachers and parents through a series of case studies based on real events and real people.
A Practical Introduction to Restorative Practice in Schools: Theory, Skills and Guidance is set outin four sections:
1. Thinking Restoratively (mindsets),
2. Feeling Restoratively (understanding the emotions involved),
3. Working Restoratively (practice along the restorative continuum from preventative to responsive), and finally
4. Ending Restoratively (the work that doesn’t finish once the meeting or circle is done).
Section 1, Thinking restoratively, articulates exactly what we mean when we talk about restorative practices as an approach to dealing with conflict, harm and wrongdoing, and what this means for schools. The reader is immediately thrown into a conflict (based on a real story) between two adolescent boys, Tristan and Jason that is threatening to become a protracted legal nightmare. This case study becomes the backdrop for examining a restorative headset and how it contrasts with more traditional responses to harm and wrongdoing. The Social Control Window is introduced and the four modes of being in charge (Punitive, Permissive, Neglectful and Restorative) are explored as the reader is taken to parallel universes as Jason and Tristan’s situation is addressed from the first three of these standpoints. Finally the reader is immersed in the real life events that took place to bring a successful restorative resolution to this conflict.
Section 2, Feeling Restoratively, takes the reader on a very necessary journey into the psychology of emotion (Silvan Tomkins’ Affect Script Theory) that explains why restorative practices work so well, and what is amiss when they don’t work as well as they should. A blueprint for mentally healthy schools is offered and the ways that restorative practices deliver mentally healthy schools is explained. Of particular interest to those who work with young people who struggle at school and often fall foul of teachers and peers is the shame family of emotions. Shame is explained both as a powerful regulator of social behaviour as well as a reason for much of the anti-social and violent behaviour we see in schools. The reader leaves this section of the book with a deeper understanding of the role of emotion in restorative processes, and tools for helping young people better identify and understand the emotions that course through them in moments of upset.
Section 3, Working Restoratively, takes the reader on a journey along the restorative practices continuum through a series of beautifully written case studies for each point of the continuum that illustrates the power of restorative practices to address minor to serious misconduct in schools. Characters and situations leap off the page into readers’ heads and hearts as they identify with the challenges of the young people, teachers and parents in these stories. In each of these case studies the reader is offered powerful insights into the thinking and intentions of the skilled teachers who apply restorative approaches to address a range of situations ranging from a student impulsively calling out in class, to a case of serious defamation of a student and her family on social media. Restorative scripts are provided for each of the points on the continuum for schools to use in their own restorative work, along with a chapter, co-written by Margaret Thorsborne on using restorative questioning more effectively. The power of Circles (Circle Time) as a pedagogy for building connected school communities and teaching young people how to think restoratively is explored at the end of this section.
Section 4, Ending Restoratively, looks at probably the most important, but all too often neglected part of restorative practice in schools – the follow up and follow through. The business of conference agreements, how to create them, how to communicate them and how to hold students accountable to them is investigated in great detail. Finally, some important tips for leaders on implementing restorative practices are offered in the concluding thoughts.
This book contains an extremely comprehensive and detailed account of the ‘what’ and ‘how’ a school might do its restorative practice that I hope inspires (or re-inspires) teachers and school leaders to take the risk of building a more human and connected school.
Raising Beaut Kids: Recipes for Parents on when to say 'yes' and how to say 'no'
If there's a book that teaches restorative parenting, then this is it. We have captured approaches and strategies that exemplify authoritative parenting, that is parenting that is both firm and fair. The kind of parenting where kids feel in control of their choices because the behavioural boundaries are clearly communicated and lovingly enforced.
It’s cookbook-styled, with each chapter offering a typical problematic scenario that parents often face at home with their children and teens - accompanied with the ingredients that fire things up!
Then we offer a Recipe rescue as a problem solver: a practical way to respond to kids when they serve up tricky behaviours. Our Recipe rescues are designed to help parents steer the behaviour of their kids (and their own behaviour) in more positive directions, within the context of building healthy relationships.
Introduction Recipe Rescue: Learn your style by parenting in windows
Chapter 1: Rules Recipe Rescue: Building rules that work
Chapter 2: How-to catch and build positive behaviours Recipe rescue: The ‘art’ of giving attention to the behaviours you want!
Chapter 3: The ‘art’ of managing tricky kid behaviour Recipe rescue: So you never have to threaten, nag or go on and on
A chapter is available for free download as our gift to you. Raising Beaut Kids is available for sale on this website, or in all good bookstores.
The next chapter on Boredom is now available. Click in the image on the right to open and download.
So come on, take the challenge with us; explore Raising Beaut Kids: Recipes for parents on when to say ‘yes’ and how to say ‘no as a guide to build better behaviours and the best relationships with your children.
We’d be grateful if you’d forward this link on to friends and those you think are likely to be interested.
New: Early Years Restorative Conference Script Cards
Developed by Jane Langley and Bill Hansberry for the Early Years
These high colour, pocket-sized cards contain easy to follow restorative conference scripts that have been modified from the 'grown up' (standard) restorative script. These individual and small group scripts have been developed for use with early years children and/or children with language difficulties.
Many children don't have the language development needed to engage with standard conference scripts. These kids need shorter (less wordy), more concrete questions. These scripts lessen the receptive language demands so children are more able to focus on what happened, their feelings, other peoples' feelings and ways the problem might be sorted out.
These scripts are the result of years of trial and error in early years settings and are our best effort to assist our early years colleagues to develop childrens' empathic awareness of others, sooner rather than later.
Thinking and Behaving Restoratively doesn't come naturally to all kids. Restorative Practices is a way of thinking about people and events and it's a frame of reference that we can teach to young people. What's the result? Calmer, more peaceful and more productive classrooms and playgrounds. Evidence shows that schools that actively teach Restorative Thinking and Behaviour to students report less bullying behaviour, less anxious kids, less anxious parents and happier teachers.
The Grab and Go Circle Time Kit for Teaching Restorative Behaviour is unique. We've harnessed the Circle Time pedagogy, (also known as Circle Solutions) to create thirteen wonderful sessions to actually teach Junior Primary Students how to think and behave restoratively. Packed with wonderful illustrated stories and resources for use in the sessions, busy teachers can literally pick this manual up and run with it!
"Working Restoratively in Schools" has been written with an understanding of on-the-ground school discipline from a classroom and school administration level. Suitable from Kindy to Secondary, this guidebook addresses many of the questions that schools have about the ongoing and sustainable implementation of Restorative Justice (RJ). Divided into 4 sections, this guidebook covers a wide range of topics from the basics of RJ, through to school-wide processes for embedding RJ in policy and practice. Written by Bill Hansberry - a classroom teacher and consultant, and drawing on the expertise of other well respected educators and consultants, this is a must-have resource for any school or centre that is serious about developing safer and more connected learning communities.