A Strategic Approach to Promoting Positive Behaviour

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A Strategic Approach to Promoting Positive
Behaviour

• PINS Network,
• Edinburgh, 20th/21st. Feb. 08

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Promoting good behaviour? Restorative
Approaches???!!!! Motivation???!!!! Some thoughts
on working with children and young people! Or A
day in the life?!
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Believe in yourself. Self respect is crucial.
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but remember... it's O.K. to seek support
sometimes
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Take an occasional risk.- The rewards of working
with young people can be great!! Or dont rise
to the bait!!!!
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share a joke with your colleagues build on
our own strengths!!!!! (Or, why the long
face???!!!)
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Value yourself - Im a good guy!
If we want respect we must learn to respect
ourselves
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.to work together as a team. We all have a part
to play. That means you, you and you
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Structure of the Programme

• Context
• Background and philosophy of R.A.
• R. A. in Scotlands schools
• The Restorative Approach and voluntary
  organizations
• Skills and strategies supporting Restorative
  Approaches
• SCOAP exercise
• Question and Answer (maybe!!!!)

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Aims of the Programme

• Information sharing why RA? where are we?
• Awareness of activities in schools / childrens
  services
• Increase knowledge of skills and strategies
• Consideration of impact on / links with the work
  of your organization

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Context

• Joint Action Plan to Promote Positive Behaviour
• (involving the Scottish Executive (Govt.), COSLA,
  
• Professional Associations and other education
  leaders
• The Discipline Stakeholders Group)
• The Positive Behaviour Team funded by the
  Scottish Executive (Govt.) will work with
  teachers, schools and councils to develop and
  sustain proven approaches to (promote) positive
  behaviour.
• Every Council and ( every) Headteacher will be
  expected to use an appropriate mix of new
  approaches known to improve behaviour

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Nationally Recognized Training / CPD Approaches

• Solution Oriented Approaches
• The Motivated School
• Being Cool in School
• Frameworks for Intervention / Staged Intervention
• Inclusive Education in Primary Schools
• Restorative Approaches

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Priorities for Education

• Support the development and implementation of A
  Curriculum for Excellence
• Provide greater opportunities for vocational
  training and skills for life.

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A Curriculum for Excellence

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

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What does this mean for schools, childrens
services and their partners?

• Inclusive, confident, positive leadership
• Positive, enabling, motivating and resilient
  adult attitudes
• A broad range of learning experiences

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What are the barriers to progress?

• Attitudinal resentment, distrust, disrespect,
  sarcasm, inflexibility, cant do.
• Values misunderstanding, only see one view,
  demeaning.
• Structural one size fits all, needs of the
  establishment, impersonal.

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Restorative Approaches This is why.

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

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Restorative Approaches

• Are about repairing, developing and maintaining
  positive relationships
• Are about helping young people (and adults!)
  learn and develop the skills to make good choices
  now and throughout their lives
• Encourage us to consider our feelings and those
  of others (emotional well being)

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R.A. in Scotlands schools

• Pilot councils
• Evidence of assimilation /implementation across
  all councils
• Evidence of positive impact upon relationships
  and behaviour
• Evidence of development of life skills
• Schools at various points on their journeys
• No going back ????!!!!

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Aims

• Local and national context overview
• An introduction to Restorative Approaches
• Consider how this may be used within
  organizations

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VISION

• Empowering everyone to resolve conflict
  restoratively

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The Restorative Approachis a philosophy, not a
model and ought to guide the way we act in our
dealings with others.
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UNDERLYING MODEL
PROCEDURES PRACTICES
SKILLS
VALUES ETHOS
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RESTORATIVE PRACTICES CONTINUUM
FORMAL
INFORMAL
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TWO KINDS OF JUSTICE

• RETRIBUTIVE
• Rule breaking
• Blame or guilt
• Adversarial
• Punish to deter
• Impersonal
• Victims ignored
• Accountability being punished

• RESTORATIVE
• Wrong doing or harm
• Problem solving
• Dialogue negotiation
• Restitution / reparation
• Interpersonal
• Empowerment
• Accountability put things right

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THE SOCIAL DISCIPLINE WINDOW
HIGH
restorative
Control (Limit Setting Discipline)
neglectful
HIGH
Support (Encouragement, Nurture)
LOW
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Organizational culture
HIGH
Consistent Responsive Flexible Accountable Respons
ible Cooperation Negotiation
Power Struggles Confrontation Authoritarian Win-Lo
se Retribution Stigmatising
Control
TO
WITH
Uncaring Tired Lazy Burnt Out Given Up
Chaotic Inconsistent Excusing Giving In Blurred
Boundaries Rescuing
NOT
FOR

HIGH
Support
LOW
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Restorative Organizations

• Mutual respect and appreciation
• A belief in peoples ability to solve their own
  problems
• Empathic listening
• Giving people a chance to tell their own story
• Acceptance of diversity
• An inclusive approach to problem solving

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Why these approaches and why now?

• Does this fit well within your organization in
• relation to
• Vision
• Aims
• Forward Planning?
• Is your organization in the process of continuing
  
• developmental progress?
• Where is the organization on its journey to
• excellence?

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What are Restorative Approaches?

• Based on a philosophy for support and behaviour
  management which moves away from a traditional
  punitive approach where misconduct is punished
  because the offender has broken the rules.
  R.A. seek to engage people in restoring
  relationships damaged by conflict and harming
  events

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Groups Work (1-3)

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

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Groups Work (4-6)

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

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What is needed to repair harm?

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

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

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Pause for thought

• How much opportunity is made in the working
  day to address the needs of those who have been
  harmed and those who have caused harm?

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Individual Questionnaire
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Traditional Approach

• Can we fix it ? Yes we can !

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A Restorative Approach

• Builds and nurtures relationships.
• Repairs harm done to relationships.
• Considers the needs of all involved.
• Recognises responsibilities.
• Encourages accountability for actions
• Supports the development of emotional well
  being

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The Restorative Organization

• based on, and informing, the values and ethos of
  the organization
• guided by restorative principles
• about repairing relationships for immediate
  impact and long term growth

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Restorative Approaches

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

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Hearing the story
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PREVENTATIVE V REACTIVE LISTENING

• Valuing the Speaker
• Curiosity
• Feelings Matter
• Self-Awareness
• Win-Win

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Active Listening Skills
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Why use active listening?

• Helps the person deal with and defuse strong
  feelings.               
• Helps the person understand their own emotions.
• Facilitates problem solving.
• Keeps the responsibility with the individual.
• Makes people more willing to listen to others.
• Promotes a closer and more meaningful
  relationship between the pupil and the other
  person

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Points for Discussion

• q               How we communicate.
• q               What do we retain?
• q               Barriers to retaining
  information.
• q               Active Listening.
• q               The steps of active listening.
• q               Barriers to effective
• communication.
• q               Using all of your skills.

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How we communicate

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

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

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Barriers to retaining information?

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

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Active Listening

• q   How do we show we want to listen?
• Make time, make space and show youre
  interested.
• q     How do we show we are ready to listen?
•          Have an open body language and be
  quiet.
• q     How do we show we are continuing to
  listen?
•          Use short verbal responses and
  non-verbal
• cues.
• q     How do we show we understand what we are
  listening to?
• Use reflective responses

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How can we achieve our goal ?

• q    Open QuestionsHow, where, what, when?
• q    Summarising So youve fallen out with
  Tricia and you want to make it up but she
  wont listen to you?
• q    Reflecting repeating back a word or
  phrase the person has used to encourage them
  to go on.
• q    Clarifying asking for clarification on
  important points can you say a bit more about
  that?
• q     Short words of encouragement yesgo
  on
• q  Reacting if it sounds like they have had
  a difficult time say so.

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Barriers to Effective Communication

• Giving advice If I were you I would
• Reassuring Im sure it will be fine
• Ordering Stop acting up and get back to
  work
• Analysing/
• Interpreting You are only doing this
  because
• Logical persuasion But you need to get this
  done
• Preaching/
• moralising You should leave your
  problems at home"

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Barriers to Effective Communication.

•    Threatening If you dont sort yourself
  out
•    Judging You are just lazy
•    Name calling Kids/People like you are
•    Praising Youre smart. You will sort
  it out
• Questioning Why did you wait so long
  to tell me?
• Withdrawing I cant help you if you are
  like this

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Using All Of You Skills .

• Non-verbal communication is a major clue.
•     We take in-
• v     7 by words
• v     38 by tone
• v     55 from body language

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BODY LANGUAGE

• Square
• Open
• Leaning forward
• Eye contact (appropriate)
• Relaxed

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NON-VERBAL COMMUNICATION

• Threatening
• Close proximity
• Face to face
• Towering above the pupil
• Pointing, waving arms
• Prolonged eye-contact

• Non-Threatening
• Extended personal space
• Facing at an angle
• Sitting down
• Open palmed gestures
• Brief eye-contact

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A Powerful Thought

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

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RESTORATIVE ENQUIRY THE PAST

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

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

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RESTORATIVE ENQUIRY THE PRESENT AND FUTURE

• FOCUS
• Thinking
• Feelings
• Needs
• Other People

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

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Case Studies
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Activity

• Attending a meeting
• First day at work / new job
• Just get on with it!
• What would you do?
• How would you feel?
• How would you act?

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• And remember
• We must aim to give young people
• roots and wings!

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• Thank you for your consideration,
• thought and contribution. It is
• appreciated.
• Be cool.
• Liz Harvey and
• Derrick Bruce.