Recursos 

La Marta ens presenta el llibre:
"A tu, mare, pare, mestre, professor, educador, que obriràs aquest llibre:
Com a persona adulta, tens un paper clau en aquest procés per a l'alumnat o els infants que acompanyes. Per això, aquest llibre pretén ser una eina per ajudar-te a establir una comunicació amb intenció i atenció, dotant-te d'aquelles estratègies que necessitem per abordar i treballar temes complexos amb infants, adolescents i joves...
...Si vols aprofundir en aquests temes, estaré encantada d'acompanyar-te en aquest viatge cap a l'autoconeixement, la comunicació no violenta i la gestió transformadora de conflictes."

An instructional manual on restorative justice in schools from world-leading experts; this ‘how to’ guide offers guidance on the issues of carrying out restorative practices, including coping with day-to-day problems, and offers worksheets for practical daily use. Beginning with challenges to orthodox thinking about behaviour change, it goes on to describe a multitude of approaches to respond to minor incidents in school settings, then takes a close look at using restorative approaches to bullying, before it finally focuses on the formal end of the continuum (including conference preparation and facilitation). This book is reflective of the evolution of processes and responses from the most serious of incidents through to minor everyday issues, making this an essential resource for all school staff.

Restorative Practice (RP) is being used increasingly in different settings, but using RP with those who have Special Needs requires a different approach. This practical guide explains how RP can be adapted for those with additional needs and to see real improvement in behaviour and learning.

Restorative Practice (RP) is an effective approach to discipline that has the potential to transform behaviour by focusing on building and restoring relationships. This practical guide explains how to implement restorative approaches with young people with special needs in educational or residential settings.

The book explores how RP is being used in general terms and through a number of case studies looks at how RP needs to be adapted for those with additional needs including Autism Spectrum Disorder, ADHD, Foetal Alcohol Spectrum Disorder, Intellectual Disability and communication difficulties. It includes guidance on particular issues such as staff facing crises, the issue of physical restraint and additional support parents require.

The book will be of interest to restorative practitioners, educational professionals including headteachers, teachers and SENCOs in both special education and mainstream schools and residential care leaders and staff.

Covering both theory and practice, this book will teach educators everything they need to know about developing restorative practices in their education settings, in a way that is also trauma-informed. The first part of the book addresses the theory and philosophy of restorative approaches, and of trauma-informed and trauma-sensitive schools. The second part outlines the five restorative skills (mindfulness, honest expression, empathy, the art of asking questions and the art of requests), what they look like in practice (including using circles, peer mediation, respect agreements and restorative dialogue), and how to implement them.

Every strategy is clearly explained and adapted to be appropriate for children and adults who have experienced trauma. Everything the book discusses has been especially designed to be adapted for different school settings and their particular challenges.

Maybe you have heard the terms trauma-informed and restorative – but how do you go about becoming a trauma-informed, restorative educator?

This practical book outlines the values, ideas and neuroscience behind trauma-informed restorative practice and its proven effectiveness. It clearly explains key theories relating to shame, trauma and your autonomic nervous system, and explains how to apply this knowledge in practice. Examples and stories of restorative practice feature throughout to inspire and emulate, as do practical protocols, tools and systems to develop your skills as a trauma-informed educator. Critically, it also explains the personal and professional qualities you need to nurture to truly engage in trauma-informed, restorative practice, with reflection points to aid learning and self-development.

Read this book and take your first steps to creating a trauma-informed, restorative classroom – even if your school isnt doing it!

Restorative practice is a proven approach to discipline in schools that favours relationships over retribution, and has been shown to improve behaviour and enhance teaching and learning outcomes. However, in order for it to work, restorative practice needs a relational school culture. Implementing Restorative Practices in Schools explains what has to happen in a school in order for it to become truly restorative.

Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice.

Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered.

Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks.
Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.