restorative practices part 2: community circles and region
TRANSCRIPT
Restorative Practices Part 2: Community Circles and
Affective Questions
Jessica M. Andrews, Psy.D.Region V BOCES - Outreach Services
December 10, 2019
A Little About Myself
● Lens of mental health and trauma-informed practices● My experiences with Restorative Practices
○ Clark County (WA) Juvenile Court○ Evergreen Public Schools (WA)
Objectives
● Understand that Restorative Practices (RP) is a philosophical shift in how adults relate to students and build relationships
● Understand function and structure of Community Circles to build social capital in the classroom
● Understand how to use Restorative Questions when harm has been caused
Restorative Practices Part 1 Review
● Adolescent brain development○ Fully develops around age 25. Last part to develop is prefrontal cortex, which
is responsible for executive functions (e.g., impulse control, planning, organizing, strategizing, maintaining/shifting attention, predicting consequences )
● ACEs and our “Why?”○ Punitive Responses are ineffective for children with high ACE’s score○ “The single most common factor for children who develop resilience is at
least one stable and committed relationship with a supportive parent, caregiver, or other adult.”
https://developingchild.harvard.edu/science/key-concepts/resilience/
Restorative Practices
● Historically referred to as Restorative Justice● A philosophy and practice (lens) emphasizing taking responsibility for actions that
have hurt or harmed someone else and/or yourself● Community building circles draw on tradition of the Talk Circle
○ Common among indigenous populations around the world● Focus on meaningful accountability, which includes:
○ Understand what harms have been done○ How to repair those harms○ Identifying supports needed to make things right
(Smith, Fisher, & Frey, 2015; Costello, Wachtel, & Wachtel, 2009)
Restorative Practices
The fundamental hypothesis of restorative practices is that human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things WITH them, rather than TO them, or FOR them.
Aim: To develop community and to manage conflict and tensions by repairing harm and restoring relationships
(Costello, Wachetl, & Wachtel, 2009)
Social Discipline Window
Traditional Discipline vs. Restorative Response
Traditional Discipline Restorative Practice
Misbehavior defined as breaking school rules
Misbehavior impacts/harms people and relationships
Focus on establishing blame Focus on establishing responsibility to repair harm/make things right
Administrator determines the punishment
Those responsible and impacted create agreement to make things right
Isolation of person responsible Reintegration into community
Restorative Practices Continuum
* 80% of work is preventative/community building * 20% is formal
From Last Time...
Affective Statements:
● Brief statements about the impact of another person’s behavior● Usually done in the form of “I” statements● Encourage people to clearly state how they are feeling in relation to another
person’s behavior● Provide feedback, set boundaries, and teach empathy● Can be used to highlight both positive and negative behavior
Affective StatementsExamples:● “I'm feeling ____(state feeling)____ because ____(name the behavior(s)____...
I would like it if you could ____(state the desired action)____instead. *Use second sentence when applicable
● “I feel ____(state the feeling)____ when you ____(name the behavior(s)____... Can you ____(state the desired action)____?
Why Circles?
● Equality● Equity● Safety and trust● Responsibility● Reminds you (adult) to facilitate● Builds connections● Ownership
Types of Circles
● Proactive● Responsive/Restorative● Sequential● Non-sequential● Fishbowl
(Costello, Wachetl, & Wachtel, 2009)
Proactive
● At least 80% of circles that are done should be proactive● Build trust and social capital● Should start with surface level get to you know questions● As community develops, participants can take risks● Can be used for:
○ Creating norms○ Community Building○ Delivering Course Content○ Games
(Costello, Wachetl, & Wachtel, 2009)
Community Building Circle
https://youtu.be/oc23H6RxWRo
Video: Oakland Unified SD
Responsive/Restorative Circles
● Should be 20% of circles that are facilitated● Only conduct responsive circles if group cohesion is established● Used to address conflict and tension in the group● Should include all who are impacted by the conflict● Can look like:
○ Patterns of behavior○ Interpersonal issues○ Grief and loss○ Classroom issues
(Costello, Wachetl, & Wachtel, 2009)
Sequential and Non-Sequential
Sequential
● Participants answer a set of questions in sequential order
Non-Sequential
● No particular order for participants speaking● “Popcorn style”
Can be structured, loosely structured, or unstructured
(Costello, Wachetl, & Wachtel, 2009)
Fishbowl
● For large number of participants● Structured for either observer or
participant’s benefit● Empty chair
(Costello, Wachetl, & Wachtel, 2009)
Check-in and Check-out
● Can be used to foster accountability● Related to course content or interpersonal issues● Can be used to address:
○ Agreements○ Goals○ Compliments/Acknowledgments○ Achievements
(Costello, Wachetl, & Wachtel, 2009)
Problem Solving Circle
Video: https://www.youtube.com/watch?v=vucxpu0_zoI
Sample Circle Expectations
Community Circle Outline
1. 1-2 ice breaker questions2. Shout-outs (compliments)3. Good of the order (“housekeeping items”)4. Problem solving (this should be done after community is established)5. Finish circle with a ritual to mark its end (e.g., Group clap, while saying “Ready,
break!”)● Duration can be as short as 5 minutes and as long as the whole class period or
multiple days depending on the topic and purpose● Movement activities can also be helpful to pepper in
Tips for Success
● Have a clear topic and goal● Set a positive tone● Maintain focus● Try to get other students as allies● Don’t be afraid of silence● Active listening● Monitor body language● Be mindful of group “vibe”
Restorative (Affective) Questions
Affective/Restorative questions are used to increase understanding of why a behavior occurred and how it impacted the community.
Ask these questions anytime harm has been caused
Examples:● What happened?● What were you thinking at the time?● What have you thought about since?● Who has been affected by what
happened?● What do you think needs to happen to
make things right?
Restorative Circles
Video: https://www.youtube.com/watch?v=dUA1AVf1SqI&feature=youtu.be1:57-4:30
Restorative Practices Outcomes
● Accountability:○ Youth take meaningful, personal responsibility to make amends/repair harms
done.● Integration:
○ Building positive relationships between the youth and their school community through the actions taken to meaningfully address harms
● Change: ○ Helping the youth see themselves as valuable, contributing members of their
school community○ Helping the school community see the youth as individuals who are capable of
making a positive contribution to the community○ Helping the school community see itself as capable of helping to create a safe,
healthy community.
PBIS and Restorative Practices
9 classroom components:● Teach Expectation● Teach routines and procedures● Behavior Specific Praise--5:1● Positive Behavior Game● Environment● Engaging Lessons● Proximity● Error Correction● Community Circles
Informal-least amount of time
Affective Statements
Affective Questions
Small Impromptu Conversations
Restorative Circles
Restorative Conferences Formal- More Time
Data based decision making
Small Group Interventions
Individual plans
CICOSocial GroupsReteaching of Expectations
Community circles Image: Casey Lyons, Evergreen PS
ResourcesBooks:
- Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management. By D. Smith, D. Fisher, & N. Frey.
- Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom. By. K. Souers & P. Hall. - Implementing Restorative Practices in Schools: A Practical Guide to Transforming School Communities. By M.
Thorsborne & P. Blood. - The Restorative Practices Handbook for Teachers, Disciplinarians, and Administrators: Building a Culture of
Community in Schools. By B. Costellow, J. Wachtel, & T. Wachtel.- Restorative Circles in Schools: Building Community and Enhancing Learning, A Practical Guide for Educators.
By B. Costellow, J. Wachtel, & T. Wachtel.- Restorative Justice Conferencing: Real Justice & The Conferencing Handbook. By B. Costellow, J. Wachtel, &
T. Wachtel.- Restorative Practices and Special Needs: A Practical Guide to Working Restoratively with Youth People. By N.
Burnett & M. Thorsborne.- Touching Spirit Bear. By Ben Mikaelsen
ResourcesMore Books:- The Little Book of Circle Processes: A New/Old Approach to Peacemaking. By K. Pranis.- The Little Book of Restorative Discipline for Schools: Teaching Responsibility, Creating Caring Climates. By L.M. Amstutz & J.H. Mullet
Websites:- Clark County (Washington) Juvenile Court: https://www.clark.wa.gov/juvenile-court/about- International Institute for Restorative Practices (IIRP): https://www.iirp.edu/restorative-practices/what-is-restorative-practices
Film:- Paper Tigers: https://kpjrfilms.co/paper-tigers/
ResourcesOther School Districts doing RP:- Colorado: https://www.rjcolorado.org/restorative-justice/restorative-practices-in-schools- Oakland Unified School District: https://www.ousd.org/restorativejustice- San Francisco Unified School District: http://www.sfusd.edu/en/programs-and-services/restorative-practices.html
Restorative Practices and PBIS/MTSS:- http://www.midwestpbis.org/materials/special-topics/restorative-practices- http://www.pbis.serc.co/docs/PBIS%20and%20%20Restorative%20Practices%20final.pdf
ReferencesAdverse Childhood Experiences (ACEs; n.d.). Retrieved from
https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/index.htmlBonior, A. (2018). What does a healthy relationship look like? Retrieved from
https://www.psychologytoday.com/us/blog/friendship-20/201812/what-does-healthy-relationship-lookBuilding a grad nation: Progress and challenges in raising high school graduation rates. (2018). Retrieved from
https://docs.wixstatic.com/ugd/03cac8_18a1952e72fb4991a019673ad15311fe.pdf Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook: For teachers, disciplinarians and administrators.
Bethlehem, PA: International Institute for Restorative Practices.Dube, S.R., Felitti, V. J., Dong, M., Giles, W. H., Anda, R. F. (2003). The impact of adverse childhood experiences on health problems:
Evidence from four birth cohorts dating back to 1900. Preventive Medicine, 37, 268-277. Doi: 10.1016/S0091-7435(03)00123-3Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J.S. (1998). Relationship of
childhood abuse and household dysfunction to many of the leading causes of death in adults. The adverse childhood experiences (ACE) study. American Journal of Preventive Medicine, 14(4), 245-258.
Ginsburg, K. R., & Jablow, M. M. (2015). Building resilience in children and teens: Giving kids roots and wings (3rd ed.). Elk Grove Village, IL: American Academy of Pediatrics.
Resilience. (n.d.). Retrieved from https://developingchild.harvard.edu/science/key-concepts/resilience/Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive classroom management.
Alexandria, VA: ASCD. Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in schools: A practical guide to transforming school
communities. Philadelphia, PA: Jessica Kingsley Publishers.
Questions?
Jessica M. Andrews, Psy. D.Licensed Clinical PsychologistRegion V BOCES, Outreach [email protected]