tag:blogger.com,1999:blog-35751933627804066682024-02-07T19:31:19.169-08:00Restorative NorthTasBuilding community - Nurturing relationships - Solving problems - Repairing harmIvan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.comBlogger48125tag:blogger.com,1999:blog-3575193362780406668.post-60912051556894378432016-02-04T12:50:00.000-08:002016-02-04T13:00:37.287-08:00Punishment vs Therapeutic Jurisprudence<h2>
<span style="color: #cc0000; font-size: large;">Restorative Practices International Seminar</span></h2>
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<li><i><span style="color: #0b5394;">Punishment vs Therapeutic Jurisprudence: Which will reduce incidence of crime in the long term?</span></i></li>
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Thursday 10 March 16, 4.30pm—6pm</h3>
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North Shore Boat House<br />55a Lindsay Street, INVERMAY<br />Cost : Free </h3>
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<span style="color: #cc0000;">RSVP</span>: <a href="https://docs.google.com/a/inschoolsolutions.com/forms/d/1lPDp6it_LTJxqUDFvI2Irz-ZKAjAx6R4bfTmGdhhiT4/viewform" target="_blank">Online</a> or <b><a href="mailto:ivan.webb@bigpond.com?subject=RPI%20Seminar%2010%20March%202016" target="_blank">Email</a></b></h3>
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Agenda</span></h3>
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<li>Welcome : RPI Director John Lennox</li>
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<li>Meet the Launceston Committee</li>
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<li>Guest Speaker: Michael Hill</li>
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About the guest speaker</span></h3>
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Michael Hill graduated in Law from the University of Tasmania in 1971 and was admitted to the Bar of the Supreme Court in February 1972. He practiced in general litigation until 1984 when he joined the Law Department as Head of the Legislation and Policy Division.</div>
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He was appointed the first Special Commissioner of the Tasmanian Small Claims Court in1985.</div>
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He was appointed a Magistrate in 1988, Deputy Chief Magistrate in 1996 and Chief Magistrate in 2009.</div>
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In 2005 he served as an Acting Judge of the Supreme Court.</div>
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From 2007 to 2011 he was the Regional Convener for Tasmania for the National Judicial College of Australia and was a member of the Council of the College from 2013 to 2015.</div>
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He served on the Council of the Commonwealth Magistrates and Judges Association representing Australia between 2003 and 2009.</div>
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He retired in October 2015. He is serving on two boards, assisting at the University Law School, visiting his grandchildren and playing g</div>
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Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-33054152363362171092015-11-25T11:57:00.000-08:002015-11-25T11:57:11.804-08:00Domestic violence and restorative practices<div class="separator" style="clear: both; text-align: left;">
<a href="http://thehoopla.com.au/wp-content/uploads/2012/06/Domestic-violence.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="http://thehoopla.com.au/wp-content/uploads/2012/06/Domestic-violence.jpg" height="113" width="200" /></span></a></div>
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<b><span style="color: #990000; font-family: inherit;">A national focus</span></b></div>
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<span style="font-family: inherit;">Across Australia this week, there has been a strong focus on domestic violence.</span></div>
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<span style="font-family: inherit;">The <b><a href="http://www.abc.net.au/tv/programs/hitting-home/" style="color: #1155cc;" target="_blank">Hitting Home series</a></b> on ABC TV together with the associated <b><a href="http://iview.abc.net.au/programs/qanda/" style="color: #1155cc;" target="_blank">Q&A special</a></b> provided a wealth of material for reflection and discussion.</span></div>
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<span style="font-family: inherit;">For me, the strong but understated implication of the programs was the desperate need for </span></div>
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<ul>
<li style="margin-left: 15px;"><span style="font-family: inherit;">Social and emotional development of the perpetrators (and victims)</span></li>
<li style="margin-left: 15px;"><span style="font-family: inherit;">Repair of the harm done to the victims (and perpetrators)</span></li>
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<span style="font-family: inherit;">How much of the problematic behaviour in schools is the product of child abuse and domestic violence? Much more than is generally acknowledged.</span></div>
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<span style="font-family: inherit;">In the Q&A program there was a report of the recent initiatives to move from reactive police after the event, to preventative policing before more harm is done.</span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div style="background-color: white; color: #222222;">
<span style="font-family: inherit;">Schools can play a powerful long-term role in preventing further domestic violence by <b>embedding restorative practices</b> to</span></div>
<div style="background-color: white; color: #222222;">
<ul>
<li style="margin-left: 15px;"><span style="font-family: inherit;">repair harm already done</span></li>
<li style="margin-left: 15px;"><span style="font-family: inherit;">make expectations explicit - everyone needs to know and agree what is acceptable</span></li>
<li style="margin-left: 15px;"><span style="font-family: inherit;">build community that supports both victims and potential perpetrators*</span></li>
<li style="margin-left: 15px;"><span style="font-family: inherit;">enable the social and emotional development of all members of the school community.</span></li>
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<div style="background-color: white; color: #222222;">
<span style="font-family: inherit;">(* I have always believed that being a bully is bad for the bully)</span></div>
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<span style="font-family: inherit;">I wrote about <b><a href="http://restorative-northtas.blogspot.com.au/2015/08/breaking-cycle-of-family-violence.html" style="color: #1155cc;" target="_blank">Breaking the Cycle of Family Violence</a></b> a few months ago. This week has only re-enforced the need to maintain every effort possible.</span></div>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-30945049231404491242015-11-05T16:04:00.004-08:002015-11-05T16:10:29.868-08:00It is not about Restorative Practices<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1tZU4FrHcD4ovHNKnt0SxOhFAsMzJgu4_UESp-GLun9-qo8J70SfRT-Y_Qz1JODAYqXjIVwPCldkw0awIJVYJ1pVI1o4DwwWgaqwceMuSpsMqBI5OTH4qG1I1zAsYm-m_xQ8HtAt18sE/s1600/Screenshot+2015-09-19+at+1.21.11+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1tZU4FrHcD4ovHNKnt0SxOhFAsMzJgu4_UESp-GLun9-qo8J70SfRT-Y_Qz1JODAYqXjIVwPCldkw0awIJVYJ1pVI1o4DwwWgaqwceMuSpsMqBI5OTH4qG1I1zAsYm-m_xQ8HtAt18sE/s320/Screenshot+2015-09-19+at+1.21.11+PM.png" width="320" /></span></a></div>
<span style="color: #990000; font-family: inherit;"><b>It is not about Restorative Practices per se</b></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">To paraphrase this profound <b><a href="http://www.gapingvoidart.com/gallery/its-not-the-tool/">GapingVoid cartoon</a>:</b></span><br />
<span style="font-family: inherit;"><br /></span>
<i><span style="font-family: inherit;">Restorative practices are not the thing. It is the person, family, home, team, class, school, community... that you build with restorative practices that are the real thing.</span></i><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Restorative practices/justice are a powerful set of strategies and tools but they have no value in themselves. Their value lies in enabling ordinary people to</span><br />
<ul>
<li><span style="font-family: inherit;">Resolve often serious problems </span></li>
<li><span style="font-family: inherit;">Repair harm done</span></li>
<li><span style="font-family: inherit;">(Re-)build relationships and </span></li>
<li><span style="font-family: inherit;">Build the "community".</span></li>
</ul>
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And this is why the <b><a href="http://www.iirp.edu/what-is-restorative-practices.php#social_discipline_window" target="_blank">Social Discipline Window</a></b> is at the core of Restorative Practices. </div>
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Building relationships and community <b><span style="color: #990000;">cannot be done TO or FOR</span></b> the people involved. And it won't happen is no-one gets involved. </div>
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To build a "house" (community) it <b><span style="color: #990000;">necessary to work WITH</span></b> the people involved. This means providing the necessary Support and Challenges that are embedded in all Restorative Practices.</div>
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Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-75395016264907763742015-10-21T21:36:00.004-07:002015-10-21T21:41:04.792-07:00Restoring Habits of Mind<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://s-media-cache-ak0.pinimg.com/736x/67/9e/a0/679ea0bc54b102f26651e5fccd55f14a.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><span style="font-family: inherit;"><img border="0" height="300" src="https://s-media-cache-ak0.pinimg.com/736x/67/9e/a0/679ea0bc54b102f26651e5fccd55f14a.jpg" width="400" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: inherit; font-size: small;">Positive Habits of Mind</span></td></tr>
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<span style="font-family: inherit;"><b><a href="http://www.chsvt.org/wdp/Habits_of_Mind.pdf" target="_blank">Habits of Mind</a></b> are our patterns of thinking that shape our actions and experiences over time, and in a range of situations.</span><br />
<span style="font-family: inherit; font-weight: normal;"><br /></span>
<span style="font-family: inherit; font-weight: normal;">Positive habits of mind contribute to our own best interests, while respecting the rights of other.</span>
<span style="font-family: inherit;">Sadly unhelpful habits of mind make life more difficult for us and for those around us.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Good or bad they operate <b>automatically</b> and require little effort so that we may not even be aware that we have unhelpful habits in the way we see and respond to others and situations that we encounter.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">In a sense our habits of mind are <b>our personal systems</b> for dealing with our selves in the world. As such they are likely to contain our real values.</span><br />
<span style="font-family: inherit;"><b><br /></b>
<b>Positive habits </b>of mind are not simple rules or skills but often require considerable insight, astute judgement, resilience, courage, practice and tenacity….leading to ongoing success and well-being.</span><br />
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<b><span style="color: #990000; font-family: inherit;">Habits of Mind and Restorative Practices</span></b><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Restorative Practices support the development of positive habits of mind.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Restorative circles and restorative questions often also reveal unhelpful habits. For example, it is common for participants in circles or restorative meetings to gain profound insights leading to new ways of thinking about themselves and each other.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Restorative commitments and on-going support enable 'offenders' to practice new habits of mind. This is one reason why follow-up is important</span><br />
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<b><span style="color: #990000; font-family: inherit;">Outcomes</span></b><br />
<span style="font-family: inherit;">There are lots of good things can flow from developing improved habits of mind:</span></div>
<div>
<ul>
<li><span style="font-family: inherit;">Confidence</span></li>
<li><span style="font-family: inherit;">Persistence</span></li>
<li><span style="font-family: inherit;">Organisation</span></li>
<li><span style="font-family: inherit;">Getting Along (improved relationships)</span></li>
<li><span style="font-family: inherit;">Resilience </span></li>
<li><span style="font-family: inherit;">...</span></li>
</ul>
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<b><span style="color: #990000; font-family: inherit;">Lots of ways of acting and responding</span></b><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">By improving our habits of mind, Restorative Practices can improve the following social and emotional abilities that are essential for our success and well-being:</span><br />
<ul>
<li><span style="font-family: inherit;">Accepting Myself and Other</span></li>
<li><span style="font-family: inherit;">Taking Risks</span></li>
<li><span style="font-family: inherit;">Being Independent</span></li>
<li><span style="font-family: inherit;">Giving Effort</span></li>
<li><span style="font-family: inherit;">Working Tough</span></li>
<li><span style="font-family: inherit;">Setting Goals</span></li>
<li><span style="font-family: inherit;">Optimism</span></li>
<li><span style="font-family: inherit;">Happiness</span></li>
<li><span style="font-family: inherit;">Thinking and communicating with clarity and precision</span></li>
<li><span style="font-family: inherit;">Focusing on solutions (rather than problems)</span></li>
<li><span style="font-family: inherit;">Managing impulsivity</span></li>
<li><span style="font-family: inherit;">Gathering data through all senses</span></li>
<li><span style="font-family: inherit;">Listening with understanding and empathy</span></li>
<li><span style="font-family: inherit;">Creating, imagining and innovation</span></li>
<li><span style="font-family: inherit;">Thinking flexibly</span></li>
<li><span style="font-family: inherit;">Responding with wonderment and awe</span></li>
<li><span style="font-family: inherit;">Thinking about thinking (metacognition)</span></li>
<li><span style="font-family: inherit;">Taking responsible risks</span></li>
<li><span style="font-family: inherit;">Striving for accuracy</span></li>
<li><span style="font-family: inherit;">Finding humour</span></li>
<li><span style="font-family: inherit;">Questioning and posing problems</span></li>
<li><span style="font-family: inherit;">Thinking independently</span></li>
<li><span style="font-family: inherit;">Applying past knowledge</span></li>
<li><span style="font-family: inherit;">Remaining open to continuous learning</span></li>
<li><span style="font-family: inherit;">...</span></li>
</ul>
<span style="font-family: inherit;"><b><u>Note</u></b>: Consider how many of the above are impacted by drug addiction, mental illness and unresolved guilt.</span>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-13905118572562831072015-10-10T01:00:00.000-07:002015-10-17T18:56:08.669-07:003 Tiers of Restorative Practices<div>
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv-3ASzDeSZhYTyUMDwsK7O08MkPPJgQwnXMnJTcwns2fdmlERzOTXZ7MLlW_8tEnRlRsGa5MLpvgkQbXp2PiQx4fTrX_LGVmKlcFc0TpDsuWVcMrV6T0j5kgOIHaCqO9OQHctvxjFb5Y/s1600/RP_3tiers.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv-3ASzDeSZhYTyUMDwsK7O08MkPPJgQwnXMnJTcwns2fdmlERzOTXZ7MLlW_8tEnRlRsGa5MLpvgkQbXp2PiQx4fTrX_LGVmKlcFc0TpDsuWVcMrV6T0j5kgOIHaCqO9OQHctvxjFb5Y/s320/RP_3tiers.JPG" width="320" /></span></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjv-3ASzDeSZhYTyUMDwsK7O08MkPPJgQwnXMnJTcwns2fdmlERzOTXZ7MLlW_8tEnRlRsGa5MLpvgkQbXp2PiQx4fTrX_LGVmKlcFc0TpDsuWVcMrV6T0j5kgOIHaCqO9OQHctvxjFb5Y/s1600/RP_3tiers.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a><span class="Apple-style-span" style="font-family: inherit; font-size: small;"></span>
<span class="Apple-style-span" style="font-family: inherit; font-size: small;"><b>Integrating RP and PBIS</b></span><br />
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<span class="Apple-style-span" style="font-size: small;"><span class="Apple-style-span" style="font-family: inherit; font-size: small;"><b>Restorative Practices (RP)</b> and <b><a href="http://www.pbis.org/school/default.aspx" target="_blank">School-wide Positive Behaviour Support</a> (PBIS)</b> overlap and complement each other. And many schools use both approaches in very well integrated ways.</span></span></div>
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<span style="font-family: inherit;">For example, I came across this diagram explaining three levels of intervention as it applies to the use of Restorative Practices in schools</span></div>
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<span class="707064401-15102011" style="font-family: inherit;">Like well implemented Restorative Practices, PBIS is school-wide and aims to build clarity of expectations, support, relationships and community. It is not just about solving problems. In many schools Restorative Practices are valued as powerful positive interventions and supports.</span></div>
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<b><span style="font-family: inherit;">Three Levels of application</span></b></div>
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<span style="font-family: inherit;">For those involved in <b>School-Wide PBIS</b>, the above diagram will be very familiar!! And adopting Restorative Practices is a natural step forward to make the school's PBIS even more effective. <span style="background-color: white; color: #444444; font-family: arial, sans-serif; font-size: 15.21px; text-align: start;">At the same time it is important to remember that Restorative Practices is not a short-cut version of PBIS!</span></span></div>
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<div style="text-align: justify;">
<span style="font-family: inherit;">And as in <b>PBIS</b>, it can be useful to think of three levels of application of <b>RP</b> </span></div>
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<div style="text-align: justify;">
<span style="font-family: inherit;"><b>1. School-wide</b> <b>Prevention Practices</b> can easily incorporate many aspects of </span><b style="font-family: inherit;">RP </b><span style="font-family: inherit;">including</span><br />
<ul><span style="font-family: inherit;">
<li><span style="font-family: inherit;">use of affective statements</span></li>
<li><span style="font-family: inherit;">extensive use of circles for a wide range of everyday purposes</span></li>
</span></ul>
<span style="font-family: inherit;">
</span><strong style="font-family: inherit;">2. Managing Difficulties</strong><span style="font-family: inherit;"> includes supports such as </span><br />
<ul><span style="font-family: inherit;">
<li><span style="font-family: inherit;">the use of the (Restorative) questions that can generate insight and create possibilities for resolving issues </span></li>
<li><span style="font-family: inherit;">more use of (Restorative) circles / meetings focused on existing and/or emerging issues with the students (and others) involved</span></li>
</span></ul>
<span style="font-family: inherit;">
</span><strong style="font-family: inherit;">3. Intense Intervention</strong><span style="font-family: inherit;"> includes</span><span style="font-family: inherit;"><br /></span><span style="font-family: inherit;"></span><br />
<ul><span style="font-family: inherit;">
<li><span style="font-family: inherit;">restorative conferences</span></li>
</span></ul>
<span style="font-family: inherit;">
</span></div>
</div>
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<div style="text-align: justify;">
<span class="707064401-15102011" style="font-family: inherit;">[The above diagram is from <strong title="http://www.creducation.org/resources/Alameda_County_Restorative_Justice_Report_2011.pdf"><a href="http://www.creducation.org/resources/Alameda_County_Restorative_Justice_Report_2011.pdf">Restorative Justice - a working guide for our schools</a></strong> - a sound, easy-to-read guide to implementing what some call "restorative practices" at the school or school district level. For more information simply Google "<b>pbis</b>"]</span></div>
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Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-14904707232842799422015-09-24T15:41:00.000-07:002015-09-25T17:23:42.749-07:00We want you here!!<div class="separator" style="clear: both; text-align: center;">
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<a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTlHtRavMklGEnEn7_gGPMVzq4D6FAMo4GFOI2Y7Lb8VkE1zV4c6Q" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcTlHtRavMklGEnEn7_gGPMVzq4D6FAMo4GFOI2Y7Lb8VkE1zV4c6Q" width="200" /></a></div>
<span style="color: #990000; font-family: inherit;"><b>Where is your focus? Problem solving or belonging??</b></span><br />
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<span style="font-family: inherit;">The </span><b style="font-family: inherit;"><a href="http://paper.li/IvanWebb/1318884038" style="font-family: inherit;">Restorative Schools</a> </b><span style="font-family: inherit;">online newspaper reports each week</span><b style="font-family: inherit;"> </b><span style="font-family: inherit;">about schools reducing suspensions, having fewer problems... all things that make the school a better, safer place to be.</span><br />
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<span style="font-family: inherit;">But one slightly different headline caught my eye -</span><span style="font-family: inherit;"> a </span><b style="font-family: inherit;"><a href="http://www.sfgate.com/opinion/article/School-s-disciplinary-message-We-want-you-here-3637362.php" target="_blank">message to students</a></b><span style="font-family: inherit;">:</span><br />
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<b style="font-family: inherit;"><i><a href="http://www.sfgate.com/opinion/article/School-s-disciplinary-message-We-want-you-here-3637362.php"><span style="font-size: large;">We want you here!!</span></a></i></b><span style="font-family: inherit;"> </span><span style="font-family: inherit;"></span></div>
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</span><span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Such schools are voicing a direct commitment to their students, all their students!! Not just those who arrive at school in reasonable shape and comply with the schools' expectations.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Many problematic students are not wanted anywhere else in our communities... school might be their only chance to be wanted in a healthy community. To belong is a basic human need we all share. </span><br />
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<span style="font-family: inherit;">The school, club... doesn't want a person who else will? Employers? Clubs? Community groups?... Probably not!!</span><br />
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<span style="font-family: inherit;">This is fundamental to the success of Restorative Practices - that those who have done harm can still belong.</span><br />
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<span style="font-family: inherit;">How clearly does your school, club, group...communicate with all its people that they are wanted?</span>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-14879660223321559342015-09-17T18:22:00.002-07:002015-09-18T16:27:38.568-07:00Restoring our organisations<div class="separator" style="clear: both; text-align: center;">
<a href="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSHfIaxV-bAXHzy3bOGoliu86jNvYQtTIfS16zhyCGNkYeatiLDAA" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSHfIaxV-bAXHzy3bOGoliu86jNvYQtTIfS16zhyCGNkYeatiLDAA" width="171" /></a></div>
<span style="color: #990000; font-family: inherit;"><b>"Restorative" is not just for people (updated)</b></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Does your organisation make it easy for people to "<b>do the right thing</b>"?<br /><br />Sometimes we need to "restore" our organisations, communities, teams, businesses, clubs, classes, schools...so that people do the right thing and there is less need for restorative justice.</span><br />
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<b><span style="color: #990000; font-family: inherit;">Common approaches</span></b><br />
<span style="font-family: inherit;">The basic organisational approach is to try to fix every problem as it occurs (if possible). </span><span style="font-family: inherit;">A more comprehensive approach is to respond at the three levels outlined in </span><span style="color: #5421bb; font-family: inherit;"><b><a href="http://restorative-northtas.blogspot.com.au/2015/09/problem-solving-with-restorative.html" style="color: #5421bb; text-decoration: none;">Problem Solving with Restorative Practices</a>: </b></span><br />
<b style="background-color: white; color: #444444; font-family: inherit; line-height: 18px; white-space: pre-wrap;"><span style="color: #990000;"> Contain - Resolve (& Repair) - Reduce</span></b><span style="background-color: white; color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;"> </span><br />
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<span style="color: #292f33;"><span style="font-family: inherit;"><span style="line-height: 18px; white-space: pre-wrap;">An even more comprehensive and pro-active approach is to do both the above AND</span></span><span style="font-family: inherit;"><span style="line-height: 18px; white-space: pre-wrap;"> restore the </span></span><span style="line-height: 18px; white-space: pre-wrap;">organisation</span><span style="font-family: inherit;"><span style="line-height: 18px; white-space: pre-wrap;"> (school, service, team, business...) in which problems arise. </span></span></span><span style="font-family: inherit;">But how to do it in in ways that are consistent with Restorative principles? And where to start?</span></div>
<b><span style="color: #990000; font-family: inherit;"><br /></span></b>
<b><span style="color: #990000; font-family: inherit;">Underlying principles</span></b><br />
<span style="background-color: white; font-family: inherit;">The fundamental principles underpining Restorative approaches include...</span><br />
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<li><span style="font-family: inherit;"><span style="background-color: white;">The </span><span style="background-color: white;">care and attention</span><span style="background-color: white;"> we give demonstrates the value we place on matters and things. </span></span></li>
<li><span style="background-color: white;"><span style="font-family: inherit;">Most of us (attempt to) respond to the value we perceive that others place on matters and things.</span></span></li>
</ul>
<b style="color: #990000;">Restorative management</b><span style="color: #990000;"><b> makes it easier to "do the right thing"</b></span><br />
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<ol style="background-color: white;">
<li><span style="font-family: inherit;"><b><b>Make e</b>xpectations explicit</b>- involve everyone in developing expectations</span></li>
<li><b style="font-family: inherit;">Make expectations achievable</b><span style="font-family: inherit;"> - some people may need assistance</span></li>
<li><span style="font-family: inherit;"><b>S</b><b>how that we care</b> - 'walk the talk'</span></li>
<li><span style="font-family: inherit;"><b>Explain why we care</b> - leadership, values, develop emotional intelligence</span></li>
<li><span style="font-family: inherit;"><b>Achieve agreemen</b>t across and throughout the organisation, community...</span></li>
<li><span style="font-family: inherit;"><b>Act to reduce</b> the frequency of problems arising - see below</span></li>
<li><b><span style="font-family: inherit;">Fix a problem promptly when it gets broken and involve 'the perpetrator' if possible</span></b></li>
<li><span style="font-family: inherit;"><b>Monitor and celebrate</b> ongoing improvements</span></li>
<li><span style="font-family: inherit;"><b>Use alternate responses</b> if the 'window' gets broken repeatedly by the same people</span></li>
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<span style="font-family: inherit;"> At the organisational level the following steps can "restore" the organisation. </span></div>
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<b style="font-family: inherit;">1. Know which problems occur frequently around here</b><span style="font-family: inherit;"> </span><br />
<b style="font-family: inherit;">2. Check the available data</b><span style="font-family: inherit;"> - does reality match perceptions?</span><br />
<b style="font-family: inherit;">3. Establish priorities for attention,</b><span style="font-family: inherit;"> prevention & response</span><br />
<span style="font-family: inherit;">4. <b>W</b></span><span style="font-family: inherit;"><b>ork through the key elements</b> (above)</span><b style="font-family: inherit;"> </b><span style="font-family: inherit;">in relation to a priority problem</span><span style="background-color: transparent;"> </span><span style="background-color: transparent;"> </span></div>
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<span style="font-family: inherit;">A frequently occurring problem can lead to an <b>action plan </b>focused on making it easier for everyone to do the right thing. </span><span style="font-family: inherit;">The action plan is properly </span><b style="font-family: inherit;">implemented</b><span style="font-family: inherit;"> when it goal happens as a matter of course without intervention, supervision...</span><br />
<span style="font-family: inherit;"><br /></span></div>
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<span style="font-family: inherit;"><b>Is it really new?</b></span></div>
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<span style="font-family: inherit;">Chances are the above represents the best of what you already do, especially if you are a Restorative Practitioner. Perhaps this framework will enable everyone to be a little more consistent and collaborate a little more easily.</span></div>
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<span style="font-family: inherit;">A more detailed discussion is available <b><a href="http://inschoolsolutions.com/support/broken_windows.htm">Broken Windows</a></b>.</span></div>
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Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-9101467996491621652015-09-10T18:22:00.000-07:002015-09-17T18:39:38.114-07:00Problem Solving with Restorative Practices<div>
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<a href="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRlmwcR8zinm1cvGTgRbR9Gyc2BeIzjUcqisS-Jb1KzPjLXOkvy" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcRlmwcR8zinm1cvGTgRbR9Gyc2BeIzjUcqisS-Jb1KzPjLXOkvy" /></span></a></div>
<span style="background-color: white; line-height: 18px; white-space: pre-wrap;"><span style="color: #990000; font-family: inherit;"><b>Three levels of response to problems</b></span></span></div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #292f33; line-height: 18px; white-space: pre-wrap;">Solving problems involves up to </span><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">three levels of response<span style="background-color: white;">:
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<span style="font-family: inherit; line-height: 18px; white-space: pre-wrap;"><b><span style="color: #990000;"> Contain - Resolve (& Repair) - Reduce</span></b><span style="color: #292f33;"> </span></span></div>
<ul>
</ul>
<span style="font-family: inherit;"><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">Restorative Practices</b><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;"> can have an important role to play in all three levels.</span></span></div>
<span style="font-family: inherit;"><br /> </span><br />
<span style="font-family: inherit;"><span style="color: #292f33;"><span style="line-height: 18px; white-space: pre-wrap;"><br /></span></span>
<span style="color: #292f33;"><span style="line-height: 18px; white-space: pre-wrap;">1. </span></span><b style="line-height: 18px; white-space: pre-wrap;"><span style="color: #990000;">Contain the situation</span></b><span style="color: #292f33;"><span style="line-height: 18px; white-space: pre-wrap;"> - so that it doesn't get worse and no more harm is done. </span></span></span><br />
<span style="font-family: inherit;"><span style="color: #292f33;"><span style="line-height: 18px; white-space: pre-wrap;"><br /></span></span>
<span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">Many restorative practices may contribute to de-escalating a tense the situation:</span></span><br />
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<li><span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">Calm, </span><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">affective statements</b><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;"> can express care, concern and non-judgemental support for all involved</span></span></li>
<li><span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">Calm </span><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">restorative questions</b><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;"> may enable the parties to have their experiences acknowledged, assuring them that they have been or will be heard. This in turn may reduce their fear, anger, frustration...</span></span></li>
<li><span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">Even a quick spontaneous </span><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">circle</b><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;"> may really help defuse a situation. With more formal follow-up later, if appropriate</span></span></li>
<li><span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">Having a </span><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">restorative culture</b><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;"> with a proven track record means that the parties involved </span></span></li>
<ul>
<li><span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">can be confident that "We can handle this" and, </span></li>
<li><span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">the </span><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">process will be fair</b><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;"> </span></span></li>
</ul>
</ul>
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<span style="font-family: inherit; line-height: 18px; white-space: pre-wrap;"><b><span style="color: #292f33;">2.</span><span style="color: #990000;"> Resolve what happened & Repair the harm done</span></b></span></div>
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<span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">For minor problems, containing the situation using the above strategies may well be sufficient. But do some incidental follow-up, just to make sure!!</span><br />
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<span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;"><br /></span></div>
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">For major problems more formal Restorative Practices may require r</span><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">estorative <b>Circles, Meetings or Conferences </b>that...</span></span></div>
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<li><span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">Are entered into voluntarily by all parties</span></li>
<li><span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">Are well facilitated: suitable venue, layout, skilled, respectful, well timed, sequenced (scripted)</span></li>
<li><span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">Ensure proper accountability </span></li>
<li><span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">Lead to repairing the harm done if possible </span></li>
<li><span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">And have effective follow up as required to ensure that the problem has been resolved, commitments met, relationships restored...</span></li>
</ul>
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<span style="font-family: inherit;"><b style="color: #292f33; line-height: 18px; white-space: pre-wrap;">3. </b><b style="line-height: 18px; white-space: pre-wrap;"><span style="color: #990000;">Reduce the likelihood of the problem recurring </span></b></span><br />
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">In the busy life of schools, businesses and other organisations time, energy and attention are valuable resources not to be wasted on non-core activities. I</span><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">t can be very satisfying and a relief to "fix" a problem. </span><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">This is one reason we can be tempted to cut corners, simply tick off a problem as "solved" and move on.</span></span></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">But what if the problem recurs? It just means more time, energy and attention has to be given to fixing it next time!! Which also means less time for core activities. Rework is waste. So how to reduce the likelihood of problems recurring?</span> </span></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33;"><br /></span><span style="color: #292f33;"><span style="line-height: 18px; white-space: pre-wrap;">There are <b>lots of ways</b> to do this including...</span></span></span></blockquote>
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<b style="line-height: 18px; white-space: pre-wrap;"><span style="color: #990000; font-family: inherit;">BUILD COMMUNITY!! - shared purposed, inclusion, belonging, identity...</span></b></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">- Train staff and others in restorative practices</span> </span></blockquote>
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<span style="font-family: inherit;">- Deploy and integrate restorative practices across the organisation </span></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">- Identify as a restorative organisation</span><span style="color: #990000; line-height: 18px; white-space: pre-wrap;"><b>*</b></span></span></blockquote>
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<span style="font-family: inherit;"><span style="color: #222222; line-height: 18px; white-space: pre-wrap;">- Develop a restorative culture </span> </span></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">- Make people aware of your restorative culture</span><span style="color: #990000; line-height: 18px; white-space: pre-wrap;"><b>*</b></span><span style="color: #222222;"> </span></span></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">- Share your restorative experiences</span> </span></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33; line-height: 18px; white-space: pre-wrap;">- Use restorative practices (statements, questions, circles...) in non-problem situations</span> </span></blockquote>
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<span style="color: #292f33; font-family: inherit; line-height: 18px; white-space: pre-wrap;">- Gather data about your use and the effectiveness of your Restorative Practices</span></blockquote>
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<b><span style="color: #cc0000; font-family: inherit;">*<u>NOTE</u>: Courage may be required</span></b><br />
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<span style="font-family: inherit;"><span style="color: #292f33;">Identifying as a restorative organisation, and letting others know about may require a modicum of courage. We have to be brave enough to say </span><i style="color: #292f33;"><b>"</b>We are not perfect, we have problems too, things go wrong here,...". </i></span></blockquote>
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<span style="font-family: inherit;"><span style="color: #292f33;">But remember there are <b>two questions</b> in the minds of your </span><span style="color: #292f33;">clients, </span><span style="color: #292f33;">students, families, staff, ...</span></span></blockquote>
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<span style="font-family: inherit;"><b><i style="color: #292f33;">"Does this organisation care about me, us, my child...?"</i><span style="color: #292f33;"><br /></span><i style="color: #292f33;">"Does this organisation know what it is doing?"</i></b><span style="color: #292f33;"><br /></span></span></blockquote>
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<span style="color: #292f33; font-family: inherit;">Being a restorative organisation is a step towards being able to answer both questions with a clear and demonstrable <i>"Yes!"</i></span></blockquote>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-83420859854366494232015-09-01T18:34:00.003-07:002015-09-02T14:49:09.178-07:00Restorative Social Emotional Learning<div class="separator" style="clear: both; text-align: center;">
<a href="http://sparkaction.org/sites/sparkaction.org/files/imagecache/primary_image/image/article/sel-wordle-thumb-300x197-163424.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://sparkaction.org/sites/sparkaction.org/files/imagecache/primary_image/image/article/sel-wordle-thumb-300x197-163424.jpg" /></a></div>
<b><span style="color: #990000;">Restorative Practices involve SEL</span></b><br />
Restorative Practices are not just about fixing things when someone has done the wrong thing, although of course that can be very important. There are always social and emotional aspects when someone does the wrong thing. This means that successful Restorative Practices always involve social and emotional learning (SEL).<br />
<br />
<b><span style="color: #990000;">SEL everywhere all the time</span></b><br />
We are <b>fundamentally social and emotional beings </b>and, as a result, social and emotional learning is fundamental to the achievement of success and well-being by all of us.<br />
<ul>
<li>Social and emotional learning is an ongoing whole-of-life need and challenge</li>
<li>Every action and interaction has social and emotional aspects</li>
<li>All experiences, teaching and learning have SEL components</li>
<li>All relationships involve substantial social and emotional experiences</li>
<li>Our thinking shapes our social and emotional learning</li>
<li>Similar experiences can result in very different social and emotional learning</li>
<li>Social and emotional learning is complex and unpredictable</li>
<li>Our social and emotional learning is influenced by that of those around us</li>
<li>Significant others are more influential than casual acquaintances</li>
<li>...</li>
</ul>
In short, for better or worse, social and emotional learning occurs in all places, at all times and in all contexts including school, home and the community. Supporting social and emotional learning is one of the core tasks of families, schools, communities, and restorative practices.<br />
<br />
<b><span style="color: #990000;">The outcomes of social and emotional learning</span></b><br />
Social and Emotional Learning is the process of acquiring knowledge, skills and attitudes to<br />
<ul>
<li>recognise and manage emotions</li>
<li>develop care and concern for self and others</li>
<li>establish and maintain positive relationships</li>
<li>make responsible decisions, and</li>
<li>set and achieve positive goals</li>
<li>constructively handle challenging situations</li>
</ul>
<b><span style="color: #990000;">SEL in schools</span></b><br />
Because social and emotional learning are so universal across place and time, it can be difficult to map those things needing conscious attention in the life and work of schools. In teaching SEL schools may focus on one or more of the followiing<br />
<br />
<ul>
<li>Social skills</li>
<li>Habits of mind</li>
<li>School-wide positive behaviour support (SWPBS) </li>
<li>Anti-bullying programs</li>
<li>Cooperative learning initiatives such as Tribes; </li>
<li>Values programs; </li>
<li>Emotional literacy teaching</li>
<li>....</li>
</ul>
<br />
<br />
There are a multitude of valuable initiatives all of which can make positive contributions to student and staff success and well-being.<br />
<br />
<b><span style="color: #990000;">Four dimension of SEL</span></b><br />
The following four part framework might be useful to schools, clubs, and other organisations to map their present provision and to identify opportunities for enhancing SEL in the school and its community.<br />
<ol>
<li><b>Thinking </b>– knowing, understanding, appreciating, accepting and applying the requirements expected by the school, school system and the wider community</li>
<li><b>Emotional literacy</b> that informs individual decision making and responses by recognising significant emotional experiences in self & others</li>
<li><b>Social skills</b> – enabling successful social interactions that enable us to meet our own needs without significantly impairing the success and well-being of others</li>
<li><b>Habits of Mind</b> – successful self management over the course of life's challenges, ups and downs. That is, long term sustainable approaches to life’s challenges and achievements</li>
</ol>
<br />
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<br /></div>
<div class="separator" style="clear: both;">
<b><span style="color: #990000;">Supporting Social and Emotional Learning</span></b></div>
Families, organisations, communities... support social and emotional learning through explicit, or tacit<br />
<ul>
<li>Expectations:</li>
<li>Rules:</li>
<li>Programs (SEL):</li>
<li>Pedagogies:</li>
<li>Practices, e.g., active supervision…</li>
<li>Problem solving methods</li>
<li>...</li>
</ul>
<b><span style="color: #990000;">Positive SEL Indicators</span></b><br />
<ul>
<li>Greater sense of well-being</li>
<li>Greater sense of success</li>
<li>Greater sense of belonging</li>
<li>Greater sense of community</li>
</ul>
<b><span style="color: #990000;">Behavioural indicators of SEL</span></b><br />
<ul style="-webkit-text-stroke-width: 0px; color: black; font-family: Tinos; font-size: medium; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<li>Fewer incidents/issues</li>
<li>Faster recovery</li>
<li>Incidents/issues are less serious</li>
<li>Transference of learning into new situations</li>
</ul>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-39964532609093811092015-08-24T13:42:00.000-07:002015-08-24T21:16:51.405-07:00What is it that Restorative Practices actually restore?<div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.selleys.com.au/assets/319/fix-broken-crockery.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: justify;"><span style="font-family: inherit;"><img border="0" src="http://www.selleys.com.au/assets/319/fix-broken-crockery.jpg" /></span></a></div>
<div style="text-align: justify;">
<span class="146563502-21052011" style="font-family: inherit;">In order to monitor the success or otherwise of our Restorative Practices we need a framework against which to monitor the outcomes. </span></div>
<div style="text-align: justify;">
<span class="146563502-21052011" style="font-family: inherit;"><br /></span></div>
<div style="text-align: justify;">
<span class="146563502-21052011" style="font-family: inherit;">Fewer problems, less harm, better behaviour... are all important outcomes. However these are actually low order indicators. They may not reveal the ways in which restorative practices have really improved the well-being of those involved.</span></div>
<div style="text-align: justify;">
<span class="146563502-21052011" style="font-family: inherit;"><br /></span></div>
<div style="text-align: justify;">
<span class="146563502-21052011" style="font-family: inherit;">Obviously there are lots of possible answers to the above question. </span><span class="146563502-21052011" style="font-family: inherit;">For example, a school that was using Martin Seligman's approach to <b><a href="http://www.authentichappiness.sas.upenn.edu/newsletter.aspx?id=1533">Well-Being</a></b> might use restorative practices to restore the 5 main elements (<strong>PERMA</strong>)</span><span class="146563502-21052011" style="font-family: inherit;"> that contribute to success and well-being, namely,</span></div>
</div>
<div>
<div style="text-align: justify;">
<span style="font-weight: bold;"><br /></span></div>
<div style="text-align: justify;">
<span style="color: #990000;"><strong style="font-family: inherit;">1. Positive</strong><span style="font-family: inherit;"> </span></span><strong style="font-family: inherit;"><span style="color: #990000;">Emotions</span> </strong></div>
<ul>
<li style="text-align: justify;"><strong style="font-family: inherit;"><i>Experiencing joy and pleasure</i></strong></li>
</ul>
</div>
<ol></ol>
<div style="text-align: justify;">
<span style="font-family: inherit;">While the outcomes of bad experiences are the opposites of joy or pleasure, it is important for people to ultimately feel more positive after dealing with the bad things that they have done, or have been done to them. </span></div>
<ol></ol>
<div style="text-align: justify;">
<span class="146563502-21052011" style="font-family: inherit;">Unfortunately, punitive approaches leave wrong-doers in the state of feeling bad (shamed) about what they have done as 'logical consequence'. </span><span class="146563502-21052011" style="font-family: inherit;">However this is likely to result in on-going disengagement, resentment, loss of confidence... that make it more difficult for a wrong-doer to become a full contriubting member of his/her organisation or community</span></div>
<ol></ol>
<div style="text-align: justify;">
<span style="font-family: inherit;">Similarly, traditional approaches often fail to address the emotional needs of the person who has been harmed so that they continue to feel bad about what has been done to them and are similarly limited.</span></div>
<div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<strong style="font-family: inherit;"><span style="color: #990000;">2. Engagement </span></strong></div>
</div>
<div>
<ul>
<li style="text-align: justify;"><strong style="font-family: inherit;"><i>Being consciously involved in our activities</i></strong></li>
</ul>
</div>
<div>
<div style="text-align: justify;">
<span style="font-family: inherit;">Disengagement (isolation, suspension, gaol...) is also often seen as a 'logical consequence' of doing the wrong thing but this reduces the likelihood of productive engagement</span></div>
<div style="text-align: justify;">
<strong style="font-family: inherit;"><br /></strong></div>
</div>
<div>
<div style="text-align: justify;">
<strong style="font-family: inherit;"><span style="color: #990000;">3. Relationships</span> </strong></div>
</div>
<div>
<ul>
<li style="text-align: justify;"><span style="font-family: inherit;"><b><i>Having enjoyable and supportive interactions with others</i></b></span></li>
</ul>
</div>
<div>
<div style="text-align: justify;">
<span style="font-family: inherit;">Damaged relationships are very often a result of wrong doing. Failing to restore damaged relationships is likely to result in a long term state of reduced success and wellbeing</span></div>
<div style="text-align: justify;">
<strong style="font-family: inherit;"><br /></strong></div>
</div>
<div>
<div style="text-align: justify;">
<strong style="font-family: inherit;"><span style="color: #990000;">4. Meaning</span> </strong></div>
</div>
<div>
<ul>
<li style="text-align: justify;"><strong style="font-family: inherit;"><i>Creating a purposeful narrative about our lives</i></strong></li>
<li style="text-align: justify;"><strong style="font-family: inherit;"><i>Being engaged with or serving something larger than ourselves</i></strong></li>
</ul>
</div>
<div>
<div style="text-align: justify;">
<span style="font-family: inherit;">Having been harmed, or having caused harm to others, changes our personal narratives for the worse. Experiencing restoration of positive emotions, engagement, relationships... helps to restore constructive meaning in our lives.</span></div>
</div>
<div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="font-family: inherit;"><span class="146563502-21052011"><strong><span style="color: #990000;">5. Accomplishments</span> </strong></span></span></div>
</div>
<div>
<ul>
<li style="text-align: justify;"><strong style="font-family: inherit;"><i>Completing our goals and following our core values</i></strong></li>
</ul>
<div style="text-align: justify;">
<span style="font-family: inherit;">Those who have been harmed, or caused harm, are likely to experience a sense of failure. If unresolved this is likely to reduce a person's subsequent capacity to achieve and act in ways that better match their own core values.</span></div>
</div>
<div>
<div style="text-align: justify;">
<br /></div>
<div>
<div style="text-align: justify;">
<span class="146563502-21052011" style="font-family: inherit;">Clearly restorative practices provide rich ways of restoring each of the five elements of Well-Being.</span></div>
</div>
</div>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-92054395399374396992015-08-22T00:00:00.000-07:002015-08-20T17:47:55.908-07:00Understanding the "outcomes" of a restorative process<div align="left" dir="ltr">
<div>
<span class="706233421-01052010" style="font-family: inherit;"><strong></strong></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://thornleyfallis.ca/wp-content/uploads/2012/11/results1.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="Prowl Public Relations" border="0" src="http://thornleyfallis.ca/wp-content/uploads/2012/11/results1.jpg" height="133" title="http://prowlpublicrelations.blogspot.com.au/" width="200" /></a></div>
<span style="color: #990000;"><b>Understanding Restorative Practices</b></span><br />
<span style="font-family: inherit;">It is easy to underestimate (or over-estimate!!!) the outcomes of restorative practices. </span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">A casual observer might see "just a slap on the wrist" for a serious offence. A novice practitioner might hear the "right responses" to the script and believe that all has been resolved and a better future will follow.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">It is important that those responsible for implementing Restorative Practices can accurately identify and articulate the actual outcomes of a particular restorative process. Restorative Practices are not an event!! They will need to be able to know and tell 'the full story' of what is achieved and much as they can. </span><br />
<span style="font-family: inherit;"><br /></span></div>
<div>
</div>
<div>
<span class="706233421-01052010" style="color: #990000; font-family: inherit;"><b>A range of possible outcomes</b></span><br />
<span class="706233421-01052010" style="font-family: inherit;">For examples <strong>outcomes</strong> can be</span></div>
<ul>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Actions</strong> - participants may apologise, shake hands, make restitution, forgive, reconcile, vent...</span> </span></li>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Experiences</strong> - participants may have a sense of belonging, being heard...</span></span></li>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Changed relationships</strong> - resulting in new ways of interacting and experiencing each other based on the way in which particular people interact with self and others during and following the meeting</span> </span></li>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Learning</strong> and <span class="706233421-01052010"><span class="706233421-01052010"><strong>insights </strong></span></span>- a better understanding of how the world works, and people are and how they work: cause and effect, flow-on effects, the experiences of others, similarities, differences, motivations,...</span></span></li>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>New attitudes</strong> - beliefs and feelings that guide judgements and actions in relation to self, others and property</span> </span></li>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Improved life chances</strong> - the ability to access opportunities that lead to success and well-being </span></span></li>
<li><span class="706233421-01052010" style="font-family: inherit;"><b>And </b>... <span class="033132906-05052010"><span style="color: blue;"> </span></span></span></li>
</ul>
<div>
<span class="706233421-01052010" style="color: #990000; font-family: inherit;"><b>Outcomes emerge over time</b></span><br />
<span class="706233421-01052010" style="font-family: inherit;">To properly understand the outcomes they need to be monitored and supported on a <strong>timeline</strong>:</span></div>
<ul>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Prior</strong> - what happened before and what the effects have been so far</span></span></li>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Immediate</strong> - what happened during the process</span></span></li>
<li><span style="font-family: inherit;"><span class="706233421-01052010"><strong>Short-term</strong> - what happens immediately after: the student (victim and/or offender) are retained at school; courts and incarceration avoided<span class="033132906-05052010"><span style="color: blue;"><span style="color: black;">, improved the relationship between those involved,...</span> </span></span></span></span></li>
<li><span class="706233421-01052010" style="font-family: inherit;"><strong>Long term</strong> - community building and life chances: a better place and improved likelihood of success and well being</span></li>
</ul>
<div>
<span class="706233421-01052010" style="color: #990000; font-family: inherit;"><b>No two identical instances</b></span><br />
<span class="706233421-01052010" style="font-family: inherit;">And finally <strong>the outcomes will be unique</strong> for each of the parties involved: offender, victim, supporter.... and all need to be considered and accounted for each time. </span><br />
<br />
<span class="706233421-01052010" style="font-family: inherit;">The fact that a process didn't work last time does not mean it is not worth trying this time. as a friend and colleague of mine always taught:</span><br />
<ul>
<li><i><b>Be yourself</b></i></li>
<li><i><b>Be your best</b></i></li>
<li><i><b>And never give up</b></i> [Gilroy Ashdown]</li>
</ul>
</div>
<div>
</div>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com1tag:blogger.com,1999:blog-3575193362780406668.post-59652555286311760032015-08-19T14:45:00.002-07:002015-09-24T17:33:55.157-07:00Suicide prevention <div class="separator" style="clear: both; text-align: center;">
<a href="https://defendingcontending.files.wordpress.com/2014/08/the-end.gif" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="165" src="https://defendingcontending.files.wordpress.com/2014/08/the-end.gif" width="320" /></a></div>
<span style="font-family: inherit;"><span style="background-color: white; line-height: 21.466667175293px;"><b><span style="color: #990000;">Can restorative practices help reduce suicides?</span></b><span style="color: #141823;"> </span></span></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="background-color: white; color: #141823; line-height: 21.4667px;">Restorative Practices may</span><span style="background-color: white; color: #141823; line-height: 21.4667px;"> prevent suicide more often than we realise.</span><br />
<span style="font-family: inherit;"><span style="line-height: 21.4667px;"><br style="background-color: white; color: #141823;" /></span><span style="background-color: white; color: #141823; line-height: 21.466667175293px;">Clearly the use of restorative practices to reduce bullying and to repair the harm done by bullying is likely to reduce suicides by victims of bullying. </span></span><span style="background-color: white; color: #141823; font-family: inherit; line-height: 21.466667175293px;">But what about bullies and others who have done the wrong thing? </span><br />
<span style="background-color: white; color: #141823; font-family: inherit; line-height: 21.466667175293px;"><br /></span>
<span style="font-family: inherit;"><span style="background-color: white; color: #141823; line-height: 21.466667175293px;">This <b><a href="https://www.youtube.com/watch?v=ghyamhuKpd8" target="_blank">School of Life video</a></b> explains how emotionally fragile we all are. That we need forgiveness and respect and other emotional experiences from others in order to achieve and maintaining well-being so that we do not want to take our own lives. </span></span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #141823; line-height: 21.466667175293px;"><br /></span></span>
<span style="font-family: inherit;">I well remember a really pleasant young man (teenager) who took his own life after his girl-friend became pregnant and decided to have an abortion without involving him in the decision making process. There was no family conference. One can only guess what unresolved emotional experiences led him to take his own life. So sad, a great waste and no doubt still so painful for his family and friends.</span><br />
<span style="font-family: inherit;"><span style="background-color: white; color: #141823; line-height: 21.466667175293px;"><br /></span></span>
<br />
<div style="text-align: center;">
<div style="text-align: left;">
<span style="font-family: inherit;"><span style="background-color: white; color: #141823; line-height: 21.466667175293px;"><span style="background-color: transparent; font-family: inherit;"><span style="color: #141823; line-height: 21.466667175293px;">Click on the following infographic from </span></span><span style="background-color: transparent; color: #141823;"><span style="line-height: 21.466667175293px;"><a href="http://studentsagainstdepression.org/" target="_blank">studentsagainstdepression.org</a> to see the common warning signs associated with someone considering taking their own life.</span></span></span></span></div>
</div>
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<span style="font-family: inherit;"><span style="background-color: white; color: #141823; line-height: 21.466667175293px;"><br /></span></span>
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<a href="http://studentsagainstdepression.org/wp-content/uploads/2014/05/Warning-signs-poster-JPEG.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://studentsagainstdepression.org/wp-content/uploads/2014/05/Warning-signs-poster-JPEG.jpg" height="281" width="400" /></a></div>
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<span style="color: #141823; line-height: 21.466667175293px; text-align: start;"><br /></span></div>
<div class="separator" style="clear: both; text-align: left;">
<span style="color: #141823; line-height: 21.466667175293px; text-align: start;">Restorative questions, meetings can allow these kinds of emotional content to be expressed and properly addressed.</span></div>
<span style="font-family: inherit;"><span style="background-color: white; color: #141823; line-height: 21.466667175293px;"><br /></span></span>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-61196939274943345882015-08-18T00:00:00.000-07:002015-08-17T15:08:47.998-07:00Restorative Practices - Breaking down the silos<div class="MsoNormal">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJDTCK6BN9yR0QHpaexkINDsJKiZtSPfIXK3EIpN58EzbDseTA7aPkCrT1MzMd814IFDtCgJ2HQ4REo70R55GgfFZ3PqAO0ogm3CBGFVC6kd0g-sbJc9IWgYz_eAMnOpbv1mk9tjBwahw/s1600/silos.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJDTCK6BN9yR0QHpaexkINDsJKiZtSPfIXK3EIpN58EzbDseTA7aPkCrT1MzMd814IFDtCgJ2HQ4REo70R55GgfFZ3PqAO0ogm3CBGFVC6kd0g-sbJc9IWgYz_eAMnOpbv1mk9tjBwahw/s200/silos.jpg" width="200" /></a><br />
<span style="color: #990000; font-family: inherit;"><b>Northern Tasmania needs Restorative NorthTas</b></span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">Sometimes silos can be useful when they concentrate </span>specialist <span style="font-family: inherit;">effort for very specific purposes, e.g. neurosurgery. </span><span style="font-family: inherit;">On the other hand silos can become barriers to collaboration between people who are struggling to meet the challenge of complex dispersed problems.</span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">One of the strong themes associated with Restorative Practices is the breaking down of barriers between stakeholders - Restorative Practices are inclusive.</span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">As these barriers dissolve new, stronger, more positive relationships, practices and arrangements often emerge leading to greater success and well-being for all concerned.</span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">It is often individual staff members in schools and services groups, government agencies... who lead the way in breaking down the silos that exist between their respective organisations. </span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">They do this by collaborating to improve their support for those who need it most. With luck, senior management will notice the improvements being achieved and incorporate the new practices of their respective organisations.</span><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">In this way the silos of education, welfare, health and justice are being broken down so that people in need are receiving more effective support. </span><br />
<span style="font-family: inherit;"><br /></span>
Hopefully <b><span style="color: #990000;">Restorative NorthTas</span></b> will be able to provide useful support to enhance and sustain the important collaboration by those in the field.</div>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-11252192157734897382015-08-15T21:15:00.001-07:002015-09-11T20:37:44.241-07:00Breaking the cycle of Family Violence<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.copeoflebanon.com/files/7613/3891/6748/11684826_s.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.copeoflebanon.com/files/7613/3891/6748/11684826_s.jpg" height="133" width="200" /></a></div>
<div style="background-color: white; line-height: 21.466667175293px; margin-bottom: 6px;">
<b><span style="color: #990000; font-family: inherit;">The cost of violence to children</span></b></div>
<div style="background-color: white; color: #141823; line-height: 21.466667175293px; margin-bottom: 6px;">
<div style="text-align: justify;">
<span style="font-family: inherit;">Those who harm others have often experienced family violence as children. </span><span style="font-family: inherit; line-height: 21.4667px;">This is not an excuse. </span><br />
<span style="font-family: inherit; line-height: 21.4667px;">It is true that many young victims grow up to be mature, loving and responsible adults who are great parents and citizens. They have suffered, and been harmed by the</span><span style="font-family: inherit; line-height: 21.4667px;"> </span><span style="font-family: inherit; line-height: 21.4667px;">trauma, neglect, abuse and/or poor parenting typically associated with family violence. Yet somehow the harm has been repaired. A courageous parent, a grandparent, an older sibling, a teacher or caseworker or... may have made the critical difference. </span></div>
</div>
<div style="background-color: white; line-height: 21.4667px; margin-bottom: 6px;">
<div style="text-align: justify;">
<span style="line-height: 21.4667px;"><span style="color: #990000; font-family: inherit;"><b>A destructive response to life's ups and downs?</b></span></span><br />
<div style="color: #141823;">
<span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">Family violence is frequently a result of the perpetrators' failure to moderate their responses to life's ups and down. Such failures, in part, can be the result of childhood modelling and harm resulting from family violence. The harm remains un-repaired, the social and emotional development is lacking. When things go wrong everyone suffers and the problems continue. In this way, family violence is passed on from one generation to the next.</span></span></div>
</div>
</div>
<div style="background-color: white; color: #141823; line-height: 21.466667175293px; margin-bottom: 6px; margin-top: 6px;">
<div style="text-align: justify;">
<span class="text_exposed_show" style="display: inline;"><span style="font-family: inherit;">Using restorative practices in response to the harm done by young people at school and in the community is important. Some achievements are amazing - the efforts of all concerned can be heroic.</span></span></div>
</div>
<div style="background-color: white; line-height: 21.466667175293px; margin-bottom: 6px; margin-top: 6px;">
<span class="text_exposed_show" style="display: inline;"><b><span style="color: #990000; font-family: inherit;">The unsung heroes of Restorative Practices</span></b></span></div>
<div style="background-color: white; line-height: 21.466667175293px; margin-bottom: 6px; margin-top: 6px;">
<div style="text-align: justify;">
<span style="font-family: inherit;">There is another less spectacular version of Restorative Practices. One in which the harm that children carry with them is gently healed by caring teachers and coaches, patient and encouraging classmates and team mates. In their everyday life and work, these schools, clubs... </span></div>
</div>
<div style="background-color: white; margin-bottom: 6px; margin-top: 6px;">
</div>
<ul>
<li><span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">build themselves as communities in their own right</span></span></li>
<li style="line-height: 21.466667175293px;"><span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">include everyone, and support everyone's inclusion (if at all possible)</span></span></li>
<li style="line-height: 21.466667175293px;"><span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">set high standards for actions and relationships (respect and accountability)</span></span></li>
<li style="line-height: 21.466667175293px;"><span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">demonstrate that life always has its ups and downs and that is "OK"</span></span></li>
<li style="line-height: 21.466667175293px;"><span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">that the use of force is rarely necessary </span></span></li>
<li style="line-height: 21.466667175293px;"><span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">...</span></span></li>
</ul>
<div>
<div style="text-align: justify;">
<span style="line-height: 21.466667175293px;"><span style="font-family: inherit;">In this way they address the gaps left by poor or erroneous parenting and the lack of social and emotional learning. </span></span></div>
</div>
<div>
<div style="text-align: justify;">
<span style="font-family: inherit;">That is, w<span style="color: #141823; line-height: 21.466667175293px;">e need our schools, services and communities to be restorative in order to help repair the harm done to children before they becom</span><span class="text_exposed_show" style="color: #141823; display: inline; line-height: 21.466667175293px;">e perpetrators of family violence in the next generation.</span></span></div>
</div>
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<div style="background-color: white; color: #141823; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 21.466667175293px; margin-bottom: 6px; margin-top: 6px;">
<span class="text_exposed_show" style="display: inline;"><br /></span></div>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-67826734068767453882015-07-27T15:00:00.000-07:002015-07-27T16:02:41.138-07:00Why thinking can be restorative<div class="separator" style="clear: both; text-align: center;">
<a href="https://dqam6mam97sh3.cloudfront.net/blog/ausl/wp-content/uploads/sites/2/2015/02/homer.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="133" src="https://dqam6mam97sh3.cloudfront.net/blog/ausl/wp-content/uploads/sites/2/2015/02/homer.png" width="200" /></a></div>
When things go wrong we ask questions in order to get a better understanding of the situation, its history and possible resolution.<br />
<br />
One of the things that sets Restorative Practices aside from many other approaches is its attention to the <b>thinking</b> of various parties involved. We ask questions like:<br />
<br />
<ul>
<li><i>"What were you thinking at the time?</i></li>
<li><i>"What did you think when that happened?</i></li>
<li><i>"What have you thought about since?"</i></li>
</ul>
<div>
Most other approaches tend to focus on establishing the "truth" of who did what, and attend to the feelings of those involved, especially the "victim".</div>
<div>
<br /></div>
<div>
So why can a focus on thinking be restorative? I can think of two main reasons:</div>
<div>
<br /></div>
<div>
<b>1. To gain greater insight into what happened </b></div>
<div>
<br /></div>
<div>
It is very common that those involved have make erroneous assumptions and not fully understood what has happened and its implications. They may know what happened (<i>"He stole my guitar!!") </i>but have little insight into </div>
<div>
<ul>
<li>how this came to happen and </li>
<li>what the motivations were</li>
<li>how what actually happened differed from what was intended</li>
<li>what this has meant for each party since the <i>"guitar was stolen"</i></li>
<li>how the matter might be resolved</li>
<li>how relationships might be repaired</li>
<li>how to reduce the likelihood on continuing problems</li>
</ul>
<div>
[ "W<i>hy" </i>questions are very different. They start by identifying the "offender" as if a person can only be an offender or a victim. Then they challenge the offender to justify his/her actions or lose face - a commonly under-estimated painful and damaging experience. This in turn can make resolving the situation, repairing harm and rebuilding relationships more difficult - hence the need to impose "consequences" on the offender]</div>
<div>
<br /></div>
<div>
<b>2. To gain greater insight into oneself and others</b></div>
<div>
<br /></div>
<div>
The other great value of "thinking" questions is that they may reveal contributing factors that have previously been hidden or unknown, even to the persons themselves. Teachers who use the restorative questions are frequently amazed by the insights they gain into the thinking of students they thought they knew well. </div>
<div>
<br /></div>
<div>
For those involved, the insights are often the basis of significant social and emotional learning and may provide a basis for (informal) cognitive behaviour "therapy" that will help improve the future life experiences of those involved.</div>
<div>
<br /></div>
<div>
The behaviour of some people who have certain conditions or have been neglected, traumatised and/or abused is frequently problematic. They tend to react "instinctively" to situations on the basis of their previous "similar experiences" without the kinds of insights that can make a difference. Asking the "thinking" questions and taking their thinking seriously can be the basis of a powerful, sometimes life-changing "teachable moments".</div>
<div>
<i><br /></i></div>
</div>
<br />Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-33395300685229872682015-07-23T22:01:00.000-07:002015-08-23T15:38:05.747-07:00Emotional Literacy and Restorative Practices<div>
<a href="http://blog.hma.co.nz/wp-content/uploads/2012/04/facesenglish-189x300.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://blog.hma.co.nz/wp-content/uploads/2012/04/facesenglish-189x300.jpg" height="200" width="125" /></a></div>
<b>Lack of emotional literacy is a major contributor to problematic behaviour and harmed relationships.</b><br />
<br />
Emotional literacy underpins most <b>success and well-being. </b>People with good levels of social literacy have a sound understanding of their own, and others' <b>inner experiences. </b>They better understand the society's <b>requirements and expectations</b> and are more skilful in using their <b>social skills. </b>Over time they develop and maintain of useful <b>habits of mind</b>.<br />
<br />
<div>
Emotional Literacy is about </div>
<div>
<ul>
<li>identifying, relating and communicating one's emotional responses to experience, and</li>
<li>understanding and appreciating the emotional impact of experience on others</li>
</ul>
<ul></ul>
High levels of emotional literacy provides us with valid and comprehensive ‘data’ that then enables us to make well informed decisions and responses to the situations we encounter<br />
<br />
The various aspects of emotional literacy include<br />
<ul>
<li>Awareness that our feelings arise from our thoughts about our experience</li>
<li>Recognising emotions/feelings and intensity in ourselves and in others: friends, story characters…</li>
<li>Naming feelings – “happy, sad, fear, anger, shame...</li>
<li>Naming the intensity of feelings – vocab & awareness</li>
<li>Expressing feelings</li>
<li>Verbal <i><span class="Apple-style-span" style="font-style: normal;">expression of feelings - </span>“I feel….</i></li>
<li>Non-verbal expression of feelings - using body language, images, music...</li>
<li>Matching feelings to experience – thinking about…</li>
<li>Predictions how feelings may change</li>
<li><span class="Apple-style-span" style="white-space: pre;">Knowing about the common m</span>istakes we often make about feelings</li>
</ul>
<div>
Restorative practices often provide participants with new insights into the emotional impact of events on themselves and each other. These insights can be life-changing and the key to repairing harm, rebuilding relationships and building community.<br />
<br /></div>
</div>
<div>
Restorative practices make a powerful pedagogy for developing emotional literacy from real-life in real-time. </div>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-165796354090299772015-07-21T22:05:00.001-07:002015-07-22T16:26:09.652-07:00Schools as communities<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV2mUZVB2ZsxXEAdECDMXx-lNL94dm0GwEq2Bl3bofyfKjxdHraJ4VGnuivwiRVPPScw-AUMv7IqaT5Ezs2KFEo2siVQFfhIdy_eCgUxtIz6X5Ucgp79dntG4l2DAJXLC5F80Op-7bkMc/s320/Restorative-HighSchool-430.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="109" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgV2mUZVB2ZsxXEAdECDMXx-lNL94dm0GwEq2Bl3bofyfKjxdHraJ4VGnuivwiRVPPScw-AUMv7IqaT5Ezs2KFEo2siVQFfhIdy_eCgUxtIz6X5Ucgp79dntG4l2DAJXLC5F80Op-7bkMc/s320/Restorative-HighSchool-430.jpg" width="200" /></a></div>
<span style="background-color: transparent; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #cc0000; font-family: inherit;"><b>Education as a service?</b></span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The major operational units of the Tasmanian Department of Education are called regional "Learning Services".</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">But what does this say about the core responsibilities and activities and the people involved? Who is supposed to be active and who is to be passive? Who has the authority to do what? Who are the contributors and who are the consumers? What is the social contract between participants and stakeholders? And how does this shape the climate in which education occurs?</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">These issues are not easily unravelled by thinking of education as a service, for example, using this model the consumers (learners) are the producers of the outcomes???? Great schools need to be more than service centres.</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="color: #cc0000; font-family: inherit;"><b>Schools as communities</b></span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b><span style="color: #351c75;"><a href="https://twitter.com/iirpgradschool" target="_blank">@iirpgradschool</a> </span></b>recently tweeted an interesting and different perspective:</span></span></div>
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<ul>
<li><span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;"><i>We must include young people in changing the climate in the (school) building. "I am no longer a consumer – I am a contributor." </i></span></li>
</ul>
<span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The IIRP perspective sees schools as communities </span></span><span style="font-size: 14.6666669845581px; line-height: 20.2399997711182px; white-space: pre-wrap;">in their own right</span><span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">. In communities, people belong, they are included by others, they have opportunities to contribute, and they are accountable to other members of the community for their actions...</span></div>
<b style="font-weight: normal;"><span style="font-family: inherit;"><br /></span></b>
<br />
<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><b><span style="color: #cc0000;">Restorative Practices</span></b> enable schools to develop as communities:</span></span></div>
<ul style="margin-bottom: 0pt; margin-top: 0pt;">
<li dir="ltr" style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Affective statements enhance communication and help build collaborative relationships</span></span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Circles enable everyone to be included and to contribute towards their own success, the success of others and the school as a community</span></span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">And when things go wrong restorative questions, meetings and conferences can support those involved, enable harm to be repaired, relationships to be rebuilt and wrong-doers to be retained</span></span></div>
</li>
<li dir="ltr" style="background-color: transparent; color: black; font-size: 14.6666666666667px; font-style: normal; font-variant: normal; font-weight: normal; list-style-type: disc; text-decoration: none; vertical-align: baseline;"><div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit; font-size: 14.6666666666667px; line-height: 1.38; white-space: pre-wrap;">Belonging and contributing meet a fundamental human need, reduce anger and discontent by adding to identity</span></div>
</li>
</ul>
<span style="font-family: inherit;"><br /></span>
<br />
<ul style="line-height: 18px; white-space: pre-wrap;"><ul style="line-height: 18px; white-space: pre-wrap;"><span style="font-family: inherit;">
</span></ul>
</ul>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-34781805127392215802015-07-19T23:18:00.002-07:002015-08-29T17:33:02.000-07:00Restorative Practices and Social Emotional Learning<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.adenialinker.com/uploads/2/1/0/7/21077780/8049549_orig.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://www.adenialinker.com/uploads/2/1/0/7/21077780/8049549_orig.png" height="196" width="200" /></a></div>
<b><span style="color: #990000;">Restorative Practices are a powerful part of Social and Emotional Learning</span></b><br />
<b><a href="https://www.kidsmatter.edu.au/sites/default/files/public/KMP_C2_SELHW_AboutSocialAndEmotionalLearning.pdf" target="_blank">Social and emotional learning</a></b> is intrinsic in all aspects of the life and work of the school. To be successful in school and in life students need to develop capabilities in the areas of<br />
- Self-awareness<br />
- Self-management<br />
- Social-awareness<br />
- Responsible decision making<br />
- Relationship skills<br />
<ul>
</ul>
As a result we need numerous pedagogies to support Social and Emotional Learning. Each pedagogy is of greater or lesser value according to the people involved, purposes, needs and context involved.<br />
<u>[</u>'Context' includes the histories, experiences and capabilities of those involved including staff, families and the community.]<br />
<br />
<b><span style="color: #990000;">Common pedagogies for Social and Emotional Learning (SEL)</span></b><br />
<ul>
<li><b>quality teaching</b> - supporting all learning as a social and emotional endeavour</li>
<li><b>literature studies</b> - all good literature includes social and emotional content</li>
<li><b>role playing games</b> - provide novel experience and new insights</li>
<li><b>active supervision</b> - engaging with students in a range of contexts</li>
<li><b><span class="Apple-style-span" style="font-weight: normal;"><b>circles, </b></span>meetings conferences</b> - engaging collaboratively around social and emotional matters</li>
<li><b>restorative questions -</b> for when things go wrong </li>
<li><b>SEL programs </b>- using some of the many available programs to specifically address social and emotional learning - see <b><a href="http://www.kidsmatter.edu.au/">KidsMatter</a> </b>(for primary schools) and<b> <a href="http://www.mindmatters.edu.au/default.asp">MindMatters</a></b> (secondary) for information on a wide range of SEL programs. Also the <span class="Apple-style-span" style="font-family: inherit;"><a href="http://mhws.agca.com.au/index.php"><b>The Australian Guidance and Counselling Association</b></a> index of programs</span></li>
<li><b>philosophy </b>- teaching thinking skills, ways of thinking and acting and addressing social and emotional issues</li>
<li><b>themes and topics </b>- structured learning sequences focusing on chosen social and emotional matters</li>
<li><b>leading:</b> directing for action, coaching for skills, mentoring for understanding, collaborating for effectiveness</li>
<li><b>expectations </b>- embedding explicit social and emotional expectations in the life and work of the school</li>
<li><b>action learning</b></li>
<li><b>solution focus</b></li>
<li><b>values, rules, regulations -</b></li>
<li><b>structures, organisation, policies</b> -</li>
<li><b>problem solving</b>, responses and consequences</li>
<li><b>engaging in dialogue</b> - discussion, agreement, negotiation, mediation, arbitration</li>
<li><b>counselling</b>, therapy and other support services</li>
<li><b>acknowledgements: </b>greetings, feedback, tokens, awards, celebrations...</li>
<li><b>modelling: </b> often needs to be made explicit</li>
<li>...</li>
</ul>
The aspects of SEL overlap and so it is not necessary to address each one separately. Each of the above pedagogies can be used to support SEL in each of the four areas<br /><ul>
</ul>
<b><span style="color: #990000;">Implement SEL through improved pedagogies</span></b><br />
<ol>
<li><b>Focus on quality teaching</b></li>
<li><b>Start by including emotional literacy within regular literacy lessons</b></li>
<li><b>Follow up with incidental SEL coaching within active supervision including </b></li>
<ul>
<li><b>Affective Statements</b></li>
<li><b>Restorative questions</b></li>
</ul>
<li><b>Extend this to include emotional literacy within all learning areas</b></li>
<li><b>Use everyday circles, check-in and check-out...</b></li>
<li><b>Develop restorative problem solving practices including problem solving circles</b></li>
</ol>
<br />
<b><span style="color: #990000;">Negative Social and Emotional Learning</span></b><br />
<ul>
<li>harassment</li>
<li>unfair exclusion</li>
<li>put-downs</li>
<li>intimidation</li>
<li>taking advantage of younger, more naive people</li>
<li>...</li>
</ul>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-87045715290420767962015-07-14T02:30:00.000-07:002015-07-16T03:28:44.608-07:00"Restoring" order<div style="text-align: justify;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3DZ14QOsj0xHpV-wGf6URy3cjzuJcWHrHcEqKiRdf3IcVbS-bS6kCBYOfUYaUruUl-3YTmBhs2XH5ZtRMFx5qpxqt2ervL9ebwvI9iLljQdCwHqrZqJdpWhWcG91vReDnEePjjuCCyso/s1600/Screenshot+2015-07-16+at+8.01.39+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3DZ14QOsj0xHpV-wGf6URy3cjzuJcWHrHcEqKiRdf3IcVbS-bS6kCBYOfUYaUruUl-3YTmBhs2XH5ZtRMFx5qpxqt2ervL9ebwvI9iLljQdCwHqrZqJdpWhWcG91vReDnEePjjuCCyso/s1600/Screenshot+2015-07-16+at+8.01.39+PM.png" /></a>When harm is done it is relatively easy to identify the primary relationships that have been damaged and need to be restored. <br /><br />In serious matters, restorative practices also address close secondary relationships by including supporters of both the offenders and victims.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="background-color: white;">Well-meaning authorities may attempt to "keep the door open" for those who have caused some harm by implementing minimal consequences. For example, a court may apply a suspended sentence for a serious offence. </span></div>
<span style="background-color: white;"><br /></span>
<br />
<div style="text-align: justify;">
<span style="background-color: white;">In terms of the <a href="https://docs.google.com/a/inschoolsolutions.com/viewer?url=http://www.iirp.org/pdf/paradigm.pdf" style="font-weight: bold;">social discipline window</a><b> </b>(Fig 1.), such approaches can be perceived as </span><b>permissive </b>(high support - low challenge)<span style="background-color: white;">. However, this</span><b> </b><span style="background-color: white;">can undermine the confidence of bystanders and their relationships with those involved and the system (justice system, school...). A bystander is anyone who knows that harm was done, before, during or after the fact. </span></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<span style="background-color: white;"><b>Restorative </b>(high challenge - high support) approaches </span><span style="background-color: white;"> involve the completion of substantial, well-managed challenges by those who have caused harm. Such challenges are important restoring relationships and repairing the harm done. </span><br />
<span style="background-color: white;"><br /></span>
<span style="background-color: white;">\Communicating the successful completion of these challenges can be important for wider bystanders who need to know that justice has been done, and that there is order including social discipline.</span></div>
Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-46161954907406742502015-07-14T01:00:00.000-07:002015-07-16T03:18:48.240-07:00Demonstrating a Restorative Circle<div dir="ltr" style="text-align: left;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqXMuxigzVD3QSq9vJ9LxvXFu3JcvGogh2F5l_e_YvvaMa3shoEv51SbcWz4IY32u-LnW03Mfhlw5Yk2uawrXQ91I1XAaVm-3ULEk3cDaNhjUevXkBFo2IeS_ovIS5QMU8bwXnOqOnBfQ/s1600/RestorativeCircle.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: justify;"><img border="0" height="111" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqXMuxigzVD3QSq9vJ9LxvXFu3JcvGogh2F5l_e_YvvaMa3shoEv51SbcWz4IY32u-LnW03Mfhlw5Yk2uawrXQ91I1XAaVm-3ULEk3cDaNhjUevXkBFo2IeS_ovIS5QMU8bwXnOqOnBfQ/s200/RestorativeCircle.jpg" width="200" /></a></div>
<div style="text-align: justify;">
<span style="font-family: inherit;"><span class="492332622-09102013">Recently I had a request for a video (</span>~10 minutes) of students participating in a restorative circle. Brief snippets are readily available within other videos but I am not aware of any that exist, except in snippets (e.g., in the West Philadelphia video on SaferSanerSchools). If you can help, please let <a href="mailto:Ivan.webb@bigpond.com"><b>me </b></a>know. My response to the request was as follows.</span></div>
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<span class="492332622-09102013" style="font-family: inherit;"><div style="text-align: justify;">
<span style="font-family: inherit;">Making such a video would have some major complications. It would not be easy...</span></div>
</span></div>
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<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">There is the issue of confidentiality in real circles for serious incidents. </span></div>
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</li>
<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;"> And there are the challenges of acting and filming simulated circles given the age of the participants and the physical layout of circles (ideal for participants but difficult to record on video)</span></div>
</div>
</li>
</ul>
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<span style="color: red; font-family: inherit;"><b>DEMONSTRATION CIRCLES</b></span></div>
<div style="text-align: justify;">
<span style="font-family: inherit;">However, it is common practice to use role plays to demonstrate Restorative circles in workshops. This needs some setting up before hand so that the "players" have some idea of their context:</span></div>
</div>
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<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">what happened, </span></div>
</div>
</li>
<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">what their character might think </span></div>
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</li>
<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">who else might have been affected</span></div>
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</li>
<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">and what might be done to repair the harm</span></div>
</div>
</li>
</ul>
<div dir="ltr" style="text-align: left;">
<div style="text-align: left;">
<span style="font-family: inherit;"><span class="492332622-09102013">Interestingly, this "setting up" is very important and needs to happen in real-life situations. To keep everyone safe and minimise further harm it is important to get the participants' agreement to participate before taking things to the next level. </span><span class="492332622-09102013">There are three main levels above making affective statements</span></span></div>
</div>
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<li><div style="text-align: left;">
<div style="text-align: left;">
<span style="font-family: inherit;"><span class="492332622-09102013"></span><span class="492332622-09102013"><b>Restorative Questions</b> individually to victim* and offender* - may be sufficient for essential learning and to reduce the likelihood of minor incidents recurring</span></span></div>
</div>
</li>
<li><div style="text-align: left;">
<div style="text-align: left;">
<span class="492332622-09102013" style="font-family: inherit;"><b>Restorative Meeting</b> jointly with victim and offender - may be sufficient to resolve a less serious issue or incident</span></div>
</div>
</li>
<li><div style="text-align: left;">
<div style="text-align: left;">
<span class="492332622-09102013" style="font-family: inherit;"><b>Restorative Conference</b> (a larger circle to resolve a major issue or incident): victim, offender, other stakeholders (others effected and supporters)</span></div>
</div>
</li>
</ol>
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<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">Participants need to know what their experience is likely to be if they engage in the next level: </span></div>
</div>
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<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">what the rules will be; </span></div>
</div>
</li>
<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">who will be involved; </span></div>
</div>
</li>
<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">what questions will be asked; </span></div>
</div>
</li>
<li><div style="text-align: left;">
<div style="text-align: justify;">
<span class="492332622-09102013" style="font-family: inherit;">and that they will be safe, respected and supported</span></div>
</div>
</li>
</ul>
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<span class="492332622-09102013"><span style="color: red; font-family: inherit;"><strong>IMPORTANT PRINCIPLES</strong></span></span></div>
</div>
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<span class="492332622-09102013" style="font-family: inherit;">1. Facilitators need to have a good idea of how things will go at the next level before initiating it. A facilitator should not take a matter to a higher level unless he/she is reasonably confident about the step being successful for all concerned. Unfortunately it is possible for more problematic content to be revealed at the next level. Facilitators need to be able to handle such situations and sometimes a meeting or conference has to be cancelled or postponed.</span></div>
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<span style="font-family: inherit;"><span class="492332622-09102013">2*. I</span>n many situations the key players are both "victims" and "offenders" - people don't usually do the "wrong thing" for no reason!! Thus it is important not to assign victim and offender roles too strongly. Restorative practices may be well structured but they are also open.</span></div>
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Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-88333568706222095452013-10-05T14:03:00.000-07:002015-07-14T17:45:24.713-07:00Introducing Restorative Practices to a groupRecently I received a request for suggestions regarding possible arrangements for a proposed workshop on Restorative Practices. The workshop would introduce restorative practices to a group of representative students from several schools. In response I made the following recommendations:<br /><br /><b style="background-color: white;"><span style="color: red;">IDEAS FOR THE WORKSHOP</span></b><br /><br /><div><b>Use a circle</b> and <b>work through the restorative questions</b> to set the scene - something along the lines of:</div><div>- What sort of things happen at your school?</div><div>- What do you think when these things happen?</div><div>- Who is affected when they happen?</div><div>- What is needed to repair the harm done?</div><div>- Who might be able/prepared to see this happen ?</div><div><br /></div><div>Also get lots of the <b>restorative question cards</b> to give out to everyone. They are available from <b><a href="http://store.iirp.edu/restorative-questions-cards-pack-of-100">IIRP</a> </b></div><div><br /></div><div>Perhaps the best resource for comprehensive implementation of Restorative Practices in schools is at <b><a href="http://safersanerschools.org/">SaferSanerSchools</a>. </b>And the key reference for school staff is <a href="http://www.iirp.edu/pdf/WSC-Overview.pdf"><b>Whole School Change - Overview</b></a></div><div><br /></div><div>There are lots of other great school resources available from the web</div><div> - <b><a href="http://www.rpforschools.net/rpv.html">Villanova College</a></b> is a great example of a good highly successful school using Restorative Practices really well</div><div> - <b>West Philadephia</b> is a great example of a highly challenged school using Restorative Practices really well. Information available from <b><a href="http://safersanerschools.org/">SaferSanerSchools</a></b> </div><div><br /></div><div>If you are working with staff, they need to understand the <b><a href="http://www.iirp.edu/what-is-restorative-practices.php#social_discipline_window">Social Discipline Window</a></b> - it will help them make better sense of what is happening. </div><div><i>[<u>Note</u>: I often change the term 'Control' to 'Challenge' to make the model more relational, and more consistent with the idea of 'working WITH' rather than 'working ON' students. The idea of 'controlling' is also fundamentally misleading and unrealistic except perhaps in the short-term]</i></div><span style="color: red;"><br /></span><span style="color: red;"><b>RESTORATIVE PRACTICES IN SCHOOLS</b></span><br /><span style="color: red;"><br /></span><div>In schools, Restorative Practices are not just about fixing problems that have occurred. As elsewhere, <b>Restorative Practices are about building community</b> within, and beyond, the school. Restorative Practices are also <b>educational</b> and provide an powerful basis for <b>social and emotional learning by all </b>members of the school community - staff, students, their families and other stakeholders.</div>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-8246577672657865672012-07-06T17:06:00.000-07:002015-07-14T17:45:24.905-07:00Meeting School Requirements<span style="background-color: white;">There are limits to the range of sustainable provision that schools can make for their students. These limits are defined by the organisation, scheduling, arrangements and practices within the school.</span><br /><span style="background-color: white;">And schools have requirements of their students. </span><span style="background-color: white;">To a greater or lesser extent,<i><b> most schools require students to be</b></i></span><br /><ul><li><span style="background-color: white;"><b><i>at school</i></b> - all day, everyday (in uniform?)</span></li><li><span style="background-color: white;"><b><i>responsive</i></b> within narrow timelines </span></li><li><span style="background-color: white;"><b><i>in class</i></b> and on time, every time </span></li><li><span style="background-color: white;"><b><i>ready for work</i></b> - physically, emotionally, financially (with fees, materials & equipment), tasks completed, necessary prior knowledge & skills </span></li><li><span style="background-color: white;"><b><i>on task</i></b></span></li><li><span style="background-color: white;"><b><i>compliant </i></b>with school rules - no harm, no disruption & no offense to others </span></li><li><span style="background-color: white;">able to acquire necessary <b><i>out-of-school resources</i></b></span></li><li><span style="background-color: white;">able to complete <b><i>out-of-school tasks</i></b> (homework, work experience....)</span></li></ul><span style="background-color: white;">These requirements are very reasonable for the vast majority of students. However</span><span style="background-color: white;"> </span><span style="background-color: white;">it is virtually impossible for some high needs students to meet these requirements because of the combined effect of</span><br /><ul><li><span style="background-color: white;">poverty</span></li><li><span style="background-color: white;">ineffective parenting (especially lack of social and </span><span style="background-color: white;">emotional</span><span style="background-color: white;"> learning)</span></li><li><span style="background-color: white;">fight/flight responses</span></li><li><span style="background-color: white;">family arrangements</span></li><li><span style="background-color: white;">health issues (ASD, ADHD, PTSD, various disabilities...)</span></li><li><span style="background-color: white;">cultural differences</span></li><li><span style="background-color: white;">fragmented attendance</span></li><li><span style="background-color: white;">... </span></li></ul><span style="background-color: white;">For many students (80%?) school's requirements are rarely an issue. </span><span style="background-color: white;">But, for high needs students the requirements can be an on-going moment-by-moment challenge, </span><span style="background-color: white;">especially</span><span style="background-color: white;"> when things go wrong!!</span><br /><br />Restorative Practices can be helpful in <span style="background-color: white;">acknowledging and addressing these factors and thus help more students meet the school's requirements resulting in better outcomes for all.</span>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-50690186144035131782012-05-20T17:40:00.000-07:002015-07-14T17:45:24.985-07:00Doubts about Restorative Practices<div style="filter: none !important; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; outline: 0px !important;"><span style="background-color: white; filter: none !important; font-family: Arial; outline: 0px !important;">I am noticing more expressions of doubt about the efficacy of Restorative Practices (RPs). </span></div><div style="filter: none !important; font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif; outline: 0px !important;"><span style="background-color: white; filter: none !important; font-family: Arial; outline: 0px !important;">The implications are that we may need to communicate better with our 'constituents':</span></div><div style="filter: none !important; outline: 0px !important;"><br /><ol style="font-family: 'Helvetica Neue', Helvetica, Arial, sans-serif;"><li><span style="background-color: white; font-family: Arial;">RPs are not a panacea - it is not always the only answer to the immediate problem</span></li><li><span style="background-color: white; font-family: Arial; line-height: 18px;">We don't use RPs as an either/or strategy - it is an important (but not the only) part of what we do to repair relationships and the harm done when things go wrong between people.</span></li><li><span style="background-color: white; font-family: Arial; line-height: 18px;">RPs are not just a form of high support - done properly they exert a high level of control and are also challenging to all concerned (ref. </span><b style="filter: none !important; font-family: Arial; line-height: 18px; outline: 0px !important;"><a href="http://www.realjustice.org/articles.html?articleId=424">The Social Discipline Window</a></b><span style="background-color: white; font-family: Arial; line-height: 18px;">)</span></li><li><span style="background-color: white; font-family: Arial; line-height: 18px;">RPs are not done TO or FOR 'offenders'.</span></li><li><span style="background-color: white; font-family: Arial; line-height: 18px;">Restorative Practices need to be done professionally - critics often see RPs as an amateurish activity, and perhaps that is what they have seen.</span></li></ol></div>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-70332614289066538112011-07-30T23:43:00.000-07:002015-07-14T17:45:25.043-07:00Well-being Theory - Positive Education<b>Authentic Happiness - revised</b><br /><br /><b><a href="http://www.authentichappiness.sas.upenn.edu/Default.aspx">Martin Seligman</a></b> has revised his <a href="http://www.amazon.com/Authentic-Happiness-Psychology-Potential-Fulfillment/dp/0743222989/ref=sr_1_1?s=books&ie=UTF8&qid=1312094157&sr=1-1"><b>Authentic Happiness</b></a> theory (2002) on the basis that it over-emphasised feeling good.<br /><br />In his latest book <a href="http://www.amazon.com/Flourish-Visionary-Understanding-Happiness-Well-being/dp/1439190755/ref=pd_sim_b_1"><b>Flourish</b> </a>he has outlined his<b> <a href="http://www.authentichappiness.sas.upenn.edu/newsletter.aspx?id=1554">Well-Being Theory</a></b> as follows<br /><br />Well-being is a construct, and well-being (not happiness) is the topic of positive psychology.<br /><br />There are five measurable elements (PERMA) that contribute towards well-being:<br /><ul><li><b>Positive Emotions</b> – experiencing joy and pleasure</li><br /> <li><span class="Apple-style-span" style="font-weight: bold;">Engagement (or flow) </span>– being consciously involved in our activities</li><br /> <li><span class="Apple-style-span" style="font-weight: bold;">Relationships </span>– having enjoyable and supportive interactions with others</li><br /> <li><span class="Apple-style-span" style="font-weight: bold;">Meaning </span>– creating a purposeful narrative about our lives; being engaged with or serving something larger than ourselves</li><br /> <li><span class="Apple-style-span" style="font-weight: bold;">Accomplishments</span> – completing our goals and following our core values.</li><br /> </ul><div>Follow this link for more on <b><a href="http://www.authentichappiness.sas.upenn.edu/newsletter.aspx?id=1551">Positive Education</a>.</b><br /><b><br /></b><br /><b>Exercises:</b><br /><br /><ol><li>Consider <b>three students</b> with whom you work: one high status/high achiever; one average; one who is in difficulties. Rate each student on a scale of 1-10 for each of the measurable elements. What common beliefs does this reveal, confirm, challenge?</li><br /> <li><b>Retiring? Returning to work or study? Changing employment?</b> How are each of the PERMA elements likely to change? And what might you need to attend to?</li><br /> </ol><br /><b><span class="Apple-style-span" style="font-weight: normal;"><b><span class="Apple-style-span" style="font-weight: normal;">And Martin Seligman introduces<b> Positive Psychology </b>in a<b> <a href="http://www.ted.com/talks/martin_seligman_on_the_state_of_psychology.html">TED Talk</a></b></span></b></span></b></div>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0tag:blogger.com,1999:blog-3575193362780406668.post-72538837889319761302011-07-24T21:45:00.000-07:002015-07-14T17:45:25.078-07:00Explicit teaching & positive reinforcement of expectations<span style="color: black; font-family: Arial; font-size: x-small;"> </span><br /><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><span style="color: black; font-family: Arial;"><b><span style="font-family: Arial, sans-serif; line-height: 115%;"><i>One school's example</i></span></b></span><br /><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 18px;"><br />The expectations of Tasmania's Evandale Primary School are based on <i><b>PURRing!</b>! </i> Students are explicitly taught to <b>P.U.R.R</b>.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif;"><span class="Apple-style-span" style="line-height: 14px;"><b>Perseverance</b>: </span></span></li><ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif;"><span class="Apple-style-span" style="line-height: 14px;">By always trying our best and taking pride in our achievement. </span></span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif;"><span class="Apple-style-span" style="line-height: 14px;">Learn all we can by listening, participating and completing work on time</span></span></li></ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>Understanding</strong>: </span></li><ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;">For each other, being courteous, cooperative and friendly</span></li></ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>Respect</strong>: </span></li><ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;">Our school - by keeping classrooms and grounds clean, tidy and free of litter, vandalism, graffiti. </span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;">Respect other people - their feelings, personal space and property</span></li></ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>Responsibility</strong>: </span></li><ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;">Care for our equipment. </span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;">Follow established classroom rules and routines. </span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"> Work, move and play safely</span></li></ul></ul></div><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><span style="color: black; font-family: Arial;"><span style="font-family: Arial, sans-serif; line-height: 115%;">Students receive recognition of positive behaviour with PURR points:</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><ul><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>20 = icy pole; </strong></span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>40 = classroom book; </strong></span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>60 = small prize; </strong></span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>80 = passport to help out in another class; </strong></span></li><li><span class="Apple-style-span" style="font-family: Arial, sans-serif; line-height: 14px;"><strong>100 = recognition morning tea.</strong></span></li></ul></div><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><span style="color: black; font-family: Arial;"><span style="font-family: Arial, sans-serif; line-height: 115%;">This positive reinforcement scheme is a nice example of using "free and frequent" reinforcement to build a continuum of recognition.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 10pt;"><span style="color: black; font-family: Arial;"><span style="font-family: Arial, sans-serif; line-height: 115%;"><strong>Thanks to Deb Rigby at Evandale for sharing her school's great practice!</strong></span></span></div>Ivan Webbhttp://www.blogger.com/profile/03093278245457658498noreply@blogger.com0