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the document Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students With Special Education Needs (Ontario Ministry of Education, 2007e, pp. 34–36).
Using a problem-solving approach to deal with inappropriate student behaviour is an important part of the recipe for successfully encouraging positive social behaviour among students.
Restorative Practices
▪ The use of restorative practices has its roots in the Aboriginal concept and practice of “restorative justice”, a method of dealing with criminal justice issues that focuses on repairing the harm done to people and relationships rather than on punishing offenders. Barton and van den Broek (1999) refer to restorative justice as part of “the ethic of care”. The guiding principle of restorative justice and restorative practices is the belief that 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 (International Institute for Restorative Practices, 2009).
In restorative practice the focus is on the harmful effects of offending, and the objective is to restore relationships. Offenders are required to meet those affected, to take responsibility for their actions, and to make amends, but they participate in the decision-making process rather than having a decision imposed on them (Drewery, 2004).
For example, restorative conferences or circles are designed to bring many different perspectives together in a conversation about the offence. The conference or circle is not simply an opportunity for community or school authorities to speak and adjudicate. Rather it is intended to give all parties a full opportunity to describe what has happened, how they feel about it, how it has affected them, and what they see as a solution.
The restorative conference or circle offers a pathway to restoring the relationships that have been breached by the offence. Victims can benefit from the opportunity to confront the perpetrators, and in doing so both restore themselves to greater strength and offer the offender an opportunity to provide redress (Drewery, 2004). Additional information on the use of the restorative circle is outlined in Figure 10.
Caring and Safe Schools
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