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Course Details

The training delivered is flexible to the needs of the delegates, and our trainers adjust the course delivery accordingly.  All sessions are linked to the practical aspects of delivering restorative interventions.  The training is very delegate centred, with a significant core of practical experience.  The following content is covered within three days.  The skills practice is adjusted to the client.

The Full Course Content

Introduction to course;

This is an overview of the course by the trainers.

Individual Introductions;

All delegates on the course participate in an introductions exercise. This helps build the group dynamics and allows the trainer to ascertain the level of understanding and conviction from participants.

Aims and Objectives;

The aims and objectives of the course are outlined.

Needs Concerns and Expectations;

This is an exercise to establish the needs and concerns and expectations of the group. These will be re-considered at the end of the course to see if they have been dealt with.

Course Contract;

A useful exercise in setting the ground rules for the training, and as an example of setting the ground rules in the context of restorative meetings.

Introduction to Restorative Interventions;

This is a rote learning session in which the trainers develop a mutual level of background Restorative understanding.  RJ is put into historical, world and UK context, and the basis for understanding restorative practice is laid.

Rules for Skills Practice;

This is a brief introduction to the ground rules for the participation in skills practice/Role plays.  This is to ensure they are relevant and valuable learning events for all.

Demonstration Conference;

This is a demonstration of a restorative meeting run by a trainer.  The course delegates either Conference; participate or observe.  This is often when delegates realise how powerful RJ is, and it is appropriate for the trainers to put themselves at risk in front of the group by demonstrating their own skills.  This role-play then becomes a case study on which much of the following learning is based.

De-role;

Care is taken to take all participants fully out of role during the debriefing of the meeting.

De-brief;

All the Skills Practice/Role Plays are fully debriefed.   This brings out not only the learning points for the meetings facilitator, but also for all the roles played by the delegates. Great value is found in experiencing the range of roles in these sessions.

Allocation of Skills Practice/Role Plays;

Each course delegate will have the opportunity to facilitate a full restorative meeting.  The Practice/Role plays; papers covering these meetings are handed out and explained so that the delegates can fully prepare themselves.

Skills of a Facilitator ;

The skills required to be a good facilitator are considered in this session.

Relevant Theory;

Key underlying theories which explain and support restorative practice and enable facilitators to “think above the process” are covered in this session.   We also cover the concept of “Fair Process”.

Conference Emotions;

The key role of emotions in the context of restorative meetings is considered, and linked to the relevant theory such as Nathanson and Scheff & Retzinger, with particular reference to “shame”.