“Human beings are happier, more cooperative and productive, and more likely to make positive changes in their behaviour when those in positions of authority do things with them, rather than to them or for them.”
Ted Wachtel, founder of Real Justice Movement
Our training in schools requires a whole-school approach. For restorative practice to be effective it needs to cut across every aspect of school life and every member of the school community. When we work with schools we deliver training sessions for all stakeholders; school staff, senior leaders, governors, parents and students. Our training offer can be delivered as whole-school full day training or broken down into twilight sessions and our message is very clear, this won't work in pockets, it won't work if we don't all do it and it isn't just for students. It will take time, energy and effort to get it embedded, there will be ups and downs and times when it feels too hard but results will be worth it.
What we deliver cannot be achieved by simply reading a book, although books can be a great starting point. From a book you will get a didactic paint-by-numbers approach to restorative practice, telling you how to do it, what rules to embed, what to write in your behaviour policy etc. All great ideas and effective to some degree but if you really really want to create and embed a restorative culture, you won't find how to do it in a book, you will find it in the hearts and minds of the young people, staff and other members of your school community, and every school’s journey will be different. Our training will give you the tools, skills and knowledge to carve out what restorative practice means to you and once you've found it, you won't look back. If there was ever a time to become a restorative school, it’s now!
In addition to our whole school bespoke training programme, we work with students and families directly covering all or a 'pick 'n' mix of the following sessions. Sessions are adapted to meet the needs of the group/individual. These sessions can be delivered both face-to-face or via Zoom.
Focusses on the pruning process during the teenage years, teaches about the role of the amygdala in relation to the teenage years and how we can use that knowledge to have calmer responses. Based on our interpretation of the work of Dr Dan Seigel and the Solihull Approach Model.
Students work backwards from an incident where they have been angry. They identify their values and link offended values to negative behaviour. They consider the early signs of big emotions and plan tips and techniques for expressing these needs and feelings in a more positive way.
This session provides students with a format for expressing anger verbally as opposed to through behaviour. It gives students the language to express themselves in a non-confrontational way. Based on our interpretation of the work of Marshall B. Rosenberg and the Center for Nonviolent Communication
Works backwards from an incident and teaches young people the consequences of their actions. Students will be encouraged to see how their behaviour has contributed to a situation and will feel empowered as they realise how other people are responding to their behaviour and vice versa.
This session looks at offering without judgement. It helps students to 'own' the language they use to express themselves rather than using evaluative statements that can lead to conflict. Helps students to develop a language for expressing emotions. Based on our interpretation of the work of Marshall B. Rosenberg and the Center for Nonviolent Communication
We can often feel that things are not fair and this unfairness can be expressed in negative behaviour. This session provides young people with a useful tool for reflection when they hear themselves saying ‘That’s not Fair.’ and a means of free expression of their emotions.
After conflict young people can often find it hard to see things from the other person's perspective. This session uses case studies to teach how conflict produces needs and these are the same for both the victim and the perpetrator.
Shame happens the moment that a good feeling is interrupted. This session helps students to identify when shame has been triggered, teaches our automated responses to shame and focusses on them ‘putting it right' through the use of the restorative questions.
As a young child we rely on other people to build our self-esteem and fill our imaginary bucket. As an adolescent, ownership of this bucked is transferred to the young adult. This is a session on self-care, doing one thing each day to ‘full your own bucket’ and someone else’s.
This session uses familiar conflict situations to help young people to further develop their restorative behaviour and responses to conflict. The case studies allow for plenty of practice using the restorative questions.
The 2012 GB cycling team won twice as many gold medals as in the 2008 Olympics using marginal gains. Young people identify the barriers that are holding them back and create an individual action plan based on marginal improvements for overall gains.
This is a really helpful session for young people and adults struggling with anxiety or intrusive thoughts. The session teaches about the opportunity that the teenage years create in the brain and provides a technique for planning responses when they are feeling anxious.
Teaching young people about their brains is really impactful stuff. This session works backwards from ‘seeing red’ to putting things right and tips for calming the primitive brain and allowing access to the pre-frontal cortex and leading to calmer and more measured responses.
When things go wrong it can be really difficult for us to see things from other's perspectives. We can often get locked in an argument and focus on what we disagree on rather than being aware of how our life experiences influence our world view. This session teaches perspectives, empathy and encourages students to think about how ‘truth’ is subjective.
Full Day Course
A one-day course training students to become restorative peer mediators (RPMs). The course combines the restorative theory sessions above the brain, conflict, perspective taking and the restorative questions. See the courses link at the top of the schools page for more information.