In this article I wish to reflect on how the use of Restorative Practice in our daily lives as Dominican Educators can build right relationships and answer a need in society today to Respect, Understand, Include all by building Positive Relationships.

Introduction 

Education is a powerful predictor of life chances and opportunities. Research shows that those who leave school with little or no formal education have less opportunities in later life. (ERSI, Barnardos). Research on early school leaving states that a significant reason for a student to leave school before completion of the Leaving Certificate is because of “poor relations” either with peers or staff members.

We in St. Dominic’s, Ballyfermot believe that as educators in the Dominican Tradition of “Holistic Education” it is important that our students and staff have a sense of “belonging” by the promotion of positive relationships”. This we believe will lead to the social, emotional and academic progress of our students which is central to our Mission as a teaching and learning community.

Building Right Relationships
Since 2007, we have been using Restorative Practice as a process to help us change inappropriate behaviour and alleged bullying incidents within our teaching and learning community through the promotion of positive relationships and personal responsibility. Restorative Practice is central to our Code of Behaviour and daily school life.  Our school’s moral purpose is “never give up on any student, and relationships are the key to a successful education”. It is our firm belief that if students and staff are not happy then teaching and learning does not take place.  Happiness is real when relationships are Positive. This philosophy in St Dominic’s takes its foundation from our Congregational Mission Statement of 1998, where we are called to “Build Right Relationships”. This we believe leads to success.

What is Restorative Practice. (RP) ?
According to the International Institute of Restorative Practices (IIRP) “Restorative Practice is a social science that studies how to build social capital and achieve social discipline through participatory learning and decision making”.   The Childhood Development Initiative (CDI) Tallaght who are spearheading Restorative Communities and Schools describe restorative practices as “both a philosophy and a set of skills that have the core aim of building strong relationships and resolving conflict in a simple and emotionally healthy manner” (CDI, 2014, p7)
Restorative Practice (RP) grew out of Restorative Justice (RJ) and mediation. Unlike RJ and mediation which is focused on solving conflict problems or dealing with a problem after it has arose, RP can give us the simple skills needed to prevent the conflict in the first place if we live and work in restorative environments.

RP is about consciously working to develop and maintain good relationships. It encourages each one to take personal responsibility for their actions, have high expectations of each other and  also offer high levels of support to meet those expectations.

The philosophy of RP is rooted in respect, recognition of the importance of good relationships between people for human well-being and development; and the understanding that relationships can and should be restored when they have been harmed by conflict or wrongdoing. Key RP skills include the abilities to listen and to develop empathy between people, fairness; problem -solving; and conflict resolution skills.

Restorative Practice creates a positive environment where members have the necessary skills to self-regulate their own behaviour and learning. It helps to
Develop – emotional literacy, truth telling, accountability, responsibility;
Improve – behaviour, attendance, learning environment, teaching;
Increase – empathy, happiness, social and communication skills;
Reduce – bullying, exclusions, conflict, need for sanctions.
Developing Social and Emotional Intelligences (SEI)
The practice of RP involves the building and expanding of our social and emotional intelligence which gives us the ability to perceive and evaluate our emotions. This development leads to a healthier well-being and prevents us from “reacting”.  It promotes a more positive “action” in situations and prevents conflict.

Restorative Language
Restorative Language is inclusive, respectful and a collaborative process for putting things right, with consensual outcomes. We use restorative language to establish, maintain, strengthen, relationships. It can be used to “resolve conflict” but it can also be used when promoting positive behaviour.

Aims of Restorative practice
According to Thorsborne and Vinegrade (2008) Restorative approaches are based on four key aims;
1. Respect – for everyone by listening to other opinions and learning to value them;
2. Responsibility – taking responsibility for your own actions;
3. Repair – developing the skills within a school or community so its individual members have the necessary skills to identify solutions that repair harm;
4. Re-Integration – working through a structured, supportive process that resolves the issue and ensure behaviours are not repeated.

The Restorative Process
There are six key questions that are used when promoting Restorative Practices.

1. What Happened?
2. What were you thinking of at the time?
3. What have you thought about since?
4. Who has been affected and in what way?
5. How could things have been done differently?
6. What do you think needs to happen next?

These can be used when dealing with conflict (but can also be used when promoting positive behaviour attitude). If there is a clear wrongdoer then they are asked the first five questions first and then the person who was harmed answers the five questions – finally the harm doer says what he/ she thinks needs to happen to restore the relationship.

The RP Process can involve any of the following settings:

Informal / formal conversion (1:1 eg issue on corridor, minor conflict, to promote positive behaviour / relationship)
Restorative Meeting (more than two people or when there is an issue that needs to be resolved)
Restorative Circle (either to build a sense of belonging or to solve a problem within the class / group)
Restorative Conference This takes place when a more serious allegation has been made or incident occurs, there is preparation for this, and the victim and accused will have the opportunity to bring support.

Conclusion
Being restorative involves being fair therefore it will always involve Engagement / Explanation / Expectation. It separates the person from the problem or their behaviour.
It is the no blame approach  and it gives the wrong doer the opportunity to take responsibility for their behaviour and say sorry and it gives the person who is harmed the opportunity to forgive and move on in their life’s journey.

Ultimately RP gives each one of us the opportunity to be RESPONSIBLE for our behaviour and RESTORTATIVE in our dealings with others.

Sr. Liz Smyth OP

The Jesuit University Support and Training centre in Ballymun or JUST as it is more widely known was recently visited by six executives from the Higher Education Authority.  Invited by the Director of the Centre, Dr Kevin O’Higgins, following the recent publication of the report on access to education in disadvantaged areas, the executives wanted to hear how this Centre, which was opened in 2006 has managed in less than ten years to increase three fold (close to 10%) the numbers of local residents enrolled in third level programmes.

JUST which is located in the local Jobs Centre in Ballymun is in touch with the local community and its formula for success is that the volunteer staff, many of whom are retired teachers, offer a range of supports to those who wish to attend third level but also through supportive one to one relationships with the students already in enrolled in third level and throughout the years of their studies.

Sr Maeve McMahon OP joined the Centre in 2007.  As a Dominican and retired school Principal of St Leo the Great in New Orleans she is aware of how structural support in education is vital in disadvantaged areas to foster an interest in further education.  She believes that the “one to one relationship is very important to assist students with what can sometimes be a daunting process of entering third level”.

The JUST centre now has eight individuals working there, many of whom are Jesuits but all of whom have education experience either in 2^nd or 3^rd level.  It was started by the Jesuits who have a long history in Ballymun.   Sr Maeve feels that it also marries very well with the Dominican charism and approach to education, which sees the blend of seeking education and truth as a means of liberation.  So much so that the Dominican Sisters Cabra have committed an education fund to JUST. Sr Maeve has worked with wonderful people during her time there.  Starting out with 20 students, the Centre now has 100 and has supported 300 since its inception.  It has supported five young people who are pursuing PhDs and many others pursuing Mas.  The rest are preparing for or participating in undergraduate courses.

She believes that access programmes in the major Universities have been vital but often the students also need support such as assistance with note taking and essay writing and this is where JUST plays an important role.  She explains that many of her students have come from families that have been affected by addiction and for this reason may also require support with other personal development skills to cope in difficult family situations.  She also helps many to connect with their spiritual side.   JUST also aims to address the general educational deficit of many students from an area like Ballymun who have never experienced an art gallery or cultural institution.  The centre facilitates cultural outings and also offers regular evening classes on diverse topics like philosophy and psychology.

Sr Maeve explains that “all human beings need to be feel that they are valued and need to be seen and heard” and that in Ireland we have failed as a nation because we have not honoured these basic Christian values.

Dr Kevin O’Higgins has asked the question of how the success of this programme can be replicated elsehwhere? The centre, because it relies predominantly on volunteers and rents inexpensive facilities, has neither sought nor received state funding.   And this is the conversation that Dr O’Higgins has commenced with the HEA.  The programme taps into the whole ethos of volunteering in Ireland and could be rolled out with larger volunteer organisations like the GAA or where there is a bank of retired teachers who are willing to help.

Sr Maeve believes that structurally in Ireland within the education system, we have serious problems.  She draws on a wonderful school model she has seen in the United States called the Cristo Rey network, which was also started by the Jesuits and is the largest network of urban high schools in the country enrolling only youth from low income families.  It offers an approach to inner-city education that equips students with the knowledge, character and skills to remove them from a cycle of poverty.  This school network now has 100% enrolment into further education and the key to its success has been 24/7 support to the students if and when they need it.    Dr Kevin O’Higgins is a strong proponent of this model and believes that it can be replicated in Ireland.

Sr Maeve does not expect JUST to expand further in terms of the number of students receiving support because of her fear that the one on one support would then be lost.  However, the overall vision is to continue to offer an opportunity to people who have found life hard to have freedom and a realisation of their own potential through education.

Sr Maeve lived through a challenging time herself in the United States in the aftermath of Hurricane Kathrina which temporarily closed St Leo the Great.  She believes that life is a task master and will create its demands but it is attitude that can make a difference in attempting to make the world a better place and she has seen this spirit alive in JUST.

She also believes that every human has an inner flame and we are entitled for this inner flame to be alive so that we can all reach our full potential.  It is clear when Sr Maeve talks about her return from the United States and her chance conversation with a Jesuit about the need for volunteers in JUST, that her inner flame continues to shine brightly in the field of education.

For more information about JUST, please visit www.justballymun.org