Restorative Practice

Introduction

A restorative approach

A restorative approach is a way of working through conflict between people and communities. It places the focus on repairing the harm that has been caused and seeks to include all parties involved. A restorative approach looks to build, maintain and repair relationships while fostering a sense of social responsibility and shared accountability.

A restorative approach should be:

Voluntary
Trauma informed and empathic
Nurturing and supportive
Curious and patient
Respectful and non-judgmental
Transparent and honest
Done ‘with’ not ‘for’ or ‘to’ a service user

Restorative conversations are typically quick and easy conversations when harm is caused that does not require a formal intervention. Restorative language helps shift the focus away from blame and shame to root cause and repair. Restorative language is free from blame and stigma.

Key restorative questions that should be asked are:

What happened?
What were you thinking of at the time?
What have you thought about since?
Who has been affected by what you have done?
In what way have they been affected?
What do you think you need to do to make things right?

Restorative justice

Restorative justice is an approach specifically used when resolving conflict and repairing harm. It enables those who have been hurt to come together with those who have caused hurt to explore and acknowledge the impact of their actions and take the necessary steps to put things right. It is typically used in Youth Justice teams but can also be used in other settings by those with experience in its techniques and methods.

In Youth Justice Teams, restorative justice has been defined as a process through which parties with a stake in a specific offence collectively work to resolve how to deal with the aftermath of the offence and its implications for the future. Restorative justice can take the form of mediation, either through direct contact between the young person and the victim or indirect communication involving third parties. It can also take the form of bespoke intervention work linked to the offence committed and looks at ways to repair the harm caused by the offence and actions of the young person. This may involve restitution or reparation, giving the young person the opportunity to either repair the harm caused to the victim directly or by way of Community reparation, by giving back to the community in a child centred and pro social way.

Restorative justice and reparative processes aim to achieve a positive impact and outcome for the community or individuals affected by the offending behaviour.

Restorative justice in practise

Restorative practice is delivered based on the six Restorative principles:

Restoration – the primary aim of restorative practice is to address participants needs and not cause further harm. The focus of any process must be on promoting restorative practice that is helpful, explores relationships and builds resilience.
Voluntarism – participation in restorative practice is voluntary and based on open, informed and ongoing choice and consent. Everyone has the right to withdraw at any point.
Impartiality – restorative practitioners must remain impartial and ensure their restorative practice is respectful, non-discriminatory and unbiased towards all participants. Practitioners must be able to recognise potential conflicts of interest which could affect their impartiality.
Safety – processes and practice aim to ensure the safety of all participants and create a safe space for the expression of feelings and views which must result in no further harm being caused.
Accessibility – restorative practice must be respectful and inclusive of any diversity needs such as mental health conditions, disability, cultural, religious, race, gender or sexual identity.
Empowerment – restorative practice must support individuals to feel more confident in making their own informed choices to find solutions and ways forward which best meet their needs.

Hampshire Youth Justice Service (HYJS) is an accredited Restorative Service Provider. The Isle of Wight Youth Justice Service is working towards accreditation.

A strengths approach

Strengths-based practice is a collaborative process between the person supported by services and those supporting them, allowing them to work together to determine an outcome that draws on the person’s strengths and assets. The term ‘strength’ refers to different elements that help or enable the individual to deal with challenges in life in general and in meeting their needs and achieving their desired outcomes in particular.

A strengths-based approach is holistic and multidisciplinary and works with the individual to promote their wellbeing.

Figure 1 – Seven Key Principles of Strengths Practice

As shown in Figure 1, there are seven principles of the strengths perspective (Venkat and Abraham, 2015), and these are:

People have a number of strengths and have the capacity to continue to learn, grow and change.
The focus of intervention is on the strengths and aspirations of clients.
The community or social environment is seen as being full of resources.
The service provider collaborates with clients.
Interventions are based on client self-determination.
There is a commitment to empowerment.
Problems are seen as the result of interactions between individuals, organisations, or structures rather than deficits within individuals, organisations or structures.

What is the impact on safeguarding adolescents?

Learning to work ‘with’

People are happier, more cooperative, and more likely to make longer lasting positive change when they are worked ‘with’ rather than when things are done ‘to’ or ‘for’ them. Therefore, a restorative approach requires a balance of high levels of control/limit setting with high levels of support, as shown through the social discipline window below.

It is fundamental that children are supported to consider the impact on others of their actions and behaviour, and where appropriate, start repairing some of the harm caused. However, that can only take place once the child is safe from harm, otherwise there is risk of further harm to both the child and others.

Mark Finnis from L30 explains more about the social discipline window in this video: L30 Social Discipline Window (youtube.com).

Use of language by professionals when talking about children

Language used by safeguarding professionals is very important. When completing reports detailing interactions with children and vulnerable adults, the language used needs to be truthful and factual. A certain amount of opinion and hypothesis may be appropriate when considering risk and making decisions in respect of a safeguarding response. However, practitioners need to be mindful of the language they use and be acutely aware that their documents may end up being used in court proceedings and are available through Subject Access Requests once the child is over 18 years of age.

Appropriate terminology is particularly important when used to discuss children who have been exploited or are at risk of exploitation. Language implying that the child or young person is complicit in any way, or responsible for the crimes that have happened or may happen to them, must be avoided. Language should reflect the presence of coercion, and the lack of control children have in abusive or exploitative situations and must recognise the severity of the impact that exploitation has on the child. Victim-blaming language may reinforce messages from perpetrators around shame and guilt. This in turn may prevent the child from disclosing their abuse, through fear of being blamed by professionals. When victim-blaming language is used amongst professionals, there is a risk of normalising and minimising the child’s experience, resulting in lack of an appropriate response.

Additional resources and information

Affective statements – Practice guidance on affective statements as part of restorative practice.

Restorative language – Guidance on affective statements and restorative language.

Why me? – Information and resources for schools and young people to introduce the concept of restorative justice in the British justice system.

Child Exploitation Language Guide | The Children’s Society – Guidance on the use of language by professionals in relation to child exploitation.

Appropriate Language: Child Sexual and/or Criminal Exploitation – Guidance for professionals.

Restorative approaches in schools

Restorative Justice for Schools – Provide bespoke restorative approaches training packages to all areas of education wishing to implement and develop a restorative approach to behavioural management.

Restorative Approaches in Schools in the UK – A pamphlet for professionals working with, or caring for, school-aged children and young people.

Restorative circles

Building Community With Restorative Circles (Edutopia) – A technique for proactively building the skills and relationships students will need when challenges arise.

Teaching Restorative Practices with Classroom Circles – A manual that supports the teaching of restorative practices and skills in the classroom.

Restorative Circles: Creating a Safe Environment for Students to Reflect – YouTube – A daily meeting provides space for students to reflect on their behaviour and find positive ways to resolve conflicts.

Restorative approach to conflict – A short film to help explain restorative approaches for adults and young people.

Restorative Justice explanation – A film providing everything you need to know about restorative justice.

Restorative justice conference training

Email: cs.nominations@hants.gov.uk

Short films

Do you know what restorative practices are? – This short video was made by young people through the support of Foróige under Donegal ETB’s Peace IV funded Restorative Practices project in 2019. It explains this concept in clear and easy to understand terms and shows the benefit of using restorative practices to resolve conflict.

What is a strengths-based approach? – YouTube – This video summarises the processes and the key elements to consider in relation to using a strengths-based approach.

References

Berg, C.J. (2009). A comprehensive framework for conducting client assessments: highlighting strengths, environmental factors and hope, Journal of Practical Consulting, vol 3, no 2, pp 9–13.

Institute for Research and Innovation in Social Services, (2012). Insight: Strength-based approaches for working with individuals.

Pulla, V. & Francis, A. (2015). A Strengths Approach to Mental Health.

Improvement and Development Agency and the Local Government Association, (2010). A glass half-full: how an asset approach can improve community health and wellbeing.