Michael Porter via Compfight I have been doing a range of reading and thinking in the area of Restorative Practice for All (RPA) recently, and so my next 2 blogs will reflect on some of the issues related to this. The focus of this blog is on the possible issues faced in thinking of RPA plus a suggested framework for decision-making, and the second blog will focus on the issues around RP and incidents of physical restraint. Restorative Practice approaches are being successfully implemented in a wide range of settings with individuals who do not have a disability. Evidence presented at the recent launch of the Queensland Chapter of Restorative Practices International identified that recent independent evaluation of restorative practice in schools have shown that: Whole-school restorative approaches were given the highest rating of effectiveness at preventing bullying by a report published by the Department of Education, with a survey of schools showing 97% rated restorative practices as effective In Barnet, an evaluation by the local authority found a reduction in exclusions of 51% in RJ trained schools; compared to a 65% increase in exclusions in the 32 Barnet schools that have received no RJ training. They also found increased confidence among school staff to deal with bullying and conflicts in the school. An independent evaluation of RJ in Bristol schools found that RJ improved school attendance and reduced exclusion rates. In Hull, a two-year RJ pilot led to 73% fewer classroom exclusions, 81% fewer fixed term exclusion days, a reduction in verbal abuse between pupils and verbal abuse towards staff of over 70%. What has proved to be much more of a challenge is the ‘can’ and ‘how’ a Restorative Practice approach be used with individuals who have a disability. I will briefly explore the issues before sharing the current framework for decision-making I am developing. I would want to acknowledge the work of Bonny Holland in assisting me to develop my thinking through her work and pointing out a range of useful RP information. What are the issues? The issues will very much depend on the individual and although some common themes may be drawn from knowledge of specific disabilities, that is for another time, probably in the book! There are a number of areas which can impact on the decision and effectiveness in using an RP approach, but for this blog I am going to focus on some which are uppermost in my mind at the moment, namely: Language Cognition Behavioural Language I recently online casino attended a really useful and thought-provoking PD led by Associate Professor Pamela Snow from Monash University. Pam has done a huge amount of work in the area of oral competence and young offenders and I would commend reading her research to those involved in this area and there is significant crossover for those supporting individuals with a disability. The particular issues that become apparent to be considered are: Receptive and Expressive Language Understanding the questions – more on this in the section on cognition Story telling Accuracy Chronology Leaving out unimportant elements Being able to express: Thoughts and feelings Needs Cognition There can obviously be issues in supporting those with an Intellectual Impairment in terms of supporting them to understand the questions, but this can also have implications for many of those with ASD, as there is an issue of the level of development of their Theory of Mind. Understanding their own thoughts and feelings is a significant challenge for many with a disability, never mind trying to understand what others are thinking and feeling. Behavioural This area can obviously be wide ranging, from supporting those who struggle to sit still for long, and/or online casino australia have problems with dis-inhibition in terms of behaviour. The reason for the behaviour is often also complex, and needs to be supported through a range of approaches, which leads nicely into the framework. Possible Framework This is at a very early stage of development and I would welcome, and will seek feedback from as wide a range of people as possible to help in its development and applicability. Some of these are exactly the same you would ask whether the individual has a disability or not. I have structured it as a number of questions to help those supporting the individual work out the best way forward. These are currently under the headings of Outcomes and Support. Outcomes What are the language, cognition and/or behavioural issues experienced by the individual? Given these is RP the best way forward? If no, what other reflect, repair and reconnect approach are we going to use? If RP is the best way forward, which method of implementing the restorative structured conversation are we going to use and who is going to be involved? Enquiry Circle Conference Support Who is best placed to support the individual? What is needed to provide the greatest level of access, participation and engagement? What resources are needed to enable the above? People Structures Rules and expectations Visual Physical Verbal Modified language What is required to enable the agreed actions to have the best chance of success? People Resources This blog draws on a workshop and book, both in development, by Nick Burnett and Marg Thorsborne in the area of using Restorative Practices for those with a disability and/or communication difficulty. There is obviously still a significant amount more to do to develop appropriate resources and thinking in this area. I would be particularly interested to hear from others in relation to their beliefs as to whether their needs to be full engagement and understanding of the RP approach in order for repair to the harm to be achieved. My belief is that whilst this is an important ideal to strive for, there will still be great merit in applying an RP approach in some situations where this can’t be achieved. Let the debate begin! 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