Secondary Management – Restorative Justice in Action 2

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(narrator)

At Whitton School in Twickenham,

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restorative justice is helping to

resolve disputes between students.

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Psychologist Brigid Medlam

spends a day a week at the school.

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Today she's trying to sort out

a simmering row

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between a group of year eight girls

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which is causing serious behaviour

problems and disrupting lessons.

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(Brigid) I'm hoping to help them

stop the circle -

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friends, not friends,

friends, not friends.

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To try and break that, and to try

and help them develop strategies

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not to always exacerbate

the situation.

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(narrator) One girl, Eni, seems to

be regularly on the receiving end.

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But before seeing her, Brigid

wants to meet two other girls,

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Natasha and Hannah,

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after a paint-throwing incident

in an art class.

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There was me, Beka, Chelsea and Eni.

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We saw Eni on her own and thought,

"She can come and sit with us."

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So we called her. We was painting,

and we was all quite hyper.

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And, erm... so Beka put a dot

on my face with paint,

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so I drawed on Chelsea's face.

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And then, Chelsea done it to Eni,

she told on us,

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and then she started shouting at us.

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But the thing is,

we had all done it to each other,

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so it wasn't really meant to be

offensive. So she could just...

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So you were all mucking about

with paint on your face.

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Eni joined in, and suddenly it

became you lot picking on Eni.

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Is that what you're saying?

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Maybe sometimes we presume

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that people are gonna think

the same way as we do, don't we?

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So who are Eni's friends?

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- Sadie, erm...

- She hasn't really got any.

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(Brigid) Do you see the picture?

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This is you lot.

You're a big group, aren't you?

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With lots of people in it.

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Natasha, draw Eni in her group.

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All right.

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And when you're that group, how

do you think that group might look?

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(Natasha) Scary.

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(Brigid) If I had brought Eni

to the meeting with these two girls,

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with the way they were, last week,

she'd have had a terrible time.

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She'd have been on her own in there

to fight her own battle.

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I wasn't prepared to do that.

I wasn't prepared to bring her in

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and make the situation worse.

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Restorative justice

is victim-focused -

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you have to do what's right

for the victim.

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Even though, in school incidents

like this, it's usually 60/40 -

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it's very rarely a clear victim

and a clear offender.

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(narrator) The conferences are based

on the key restorative questions:

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"What happened?"

"Who's been affected?"

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And "How can things be put right?"

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Eni, shall I come

and sit next to you?

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(narrator) Next, Brigid and her

assistant Alison are seeing Eni,

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along with another girl

from the group, Rebeka.

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Right. Good morning, everybody.

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First of all,

can I just say how pleased I am

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that you've managed to get to a

point where we can talk about this.

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And before we start, can I

just make some ground rules?

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They are that we respect each other,

we respect the process,

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we don't interrupt and we

let everybody have their say,

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and last but not least,

that we're truthful.

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- Is that OK with both of you?

- Yeah.

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OK, well, who'd like to start?

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We're talking about

an incident that happened in Art.

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- Who'd like to go first?

- Eni can go first.

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Eni, would you like to go first?

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We were in Art

and I went to sit with

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Natasha and Chelsea and Rebeka.

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We were all sitting drawing when

she put a little splodge on my book.

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That's where it all kicked off,

so she slapped me.

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Right.

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What was it like for you

to be in that position, Eni?

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Not nice,

cos I didn't want to fight.

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I don't like fighting any more.

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Who do you think's been affected

by what's happened?

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Me mostly,

cos I don't go out any more.

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In my point of view, it started off

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when Chelsea put the splodge

of paint in Eni's book.

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And then Natasha did,

and then I did.

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And then she pushed me away

until I hit her.

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And how do you feel about it now?

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I feel bad,

cos I shouldn't have done it.

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- Are you sorry?

- I should apologise.

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And... do you want to tell Eni

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how you've been affected

by what's happened?

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I was affected by her

sitting in Sanction all day,

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and being punished at home as well.

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Rebeka, what do you think you

and Eni can do to make it better?

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Erm...

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stop letting other people stir it up

and just be friends

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and stop all the arguing

and fighting.

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So, do you think that would be

a good place to start,

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that you two won't fight any more?

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(Rebeka and Eni) Yeah.

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"We agree not to..."

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(narrator) Brigid likes to draw up

formal contracts between parties

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to reinforce the agreements about

how they should behave in future.

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(Brigid) Now... how much

of what's happened between you

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do you think has been affected

by the other people around you?

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- (Eni) Lots.

- (Brigid) Lots.

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I mean, can I ask at this point,

do you two want to be friends,

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or do you want to just be able

to get on in class?

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- I want to be friends.

- You want to be friends.

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So it'd be quite good, then,

if we could say:

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ignore the others

and support each other.

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- What do you want, Eni?

- The same.

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- You want the same.

- Yeah.

0106 10:06:04:11 10:06:06:05

Right.

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- Rebeka, do you want to sign it?

- Yeah.

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Where shall I sign it?

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(Brigid) I won't say their

behaviour's gonna change totally,

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but it may help them think about the

implications of what they've done

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a bit more than other methods where

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they're immediately punished

and then feel resentful.

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- Would you like to shake hands?

- Yeah.

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With the other hand.

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Right. I think you've both

done very well,

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and I'm very pleased with

what you've done.

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I think you've done very well.

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Rebeka, I'd like to have a couple

of minutes with Eni on her own.

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- OK.

- So thank you very much.

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- Is that all right with you, Eni?

- Yeah.

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I want to talk to you

about something.

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(Brigid) I used the process

of restorative justice,

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but I also used all my other

communication skills as well.

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You need to sort of modify

what you're doing.

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And yes, I do use a script,

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but it's not in black and white -

I don't follow it to the letter.

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What I tend to do is,

I tend to move it around.

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I tend to look for what would be

appropriate at that time,

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and what wouldn't be

appropriate at that time.

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(narrator) Brigid wants Eni to

meet with more girls from the group.

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- It's a difficult one, isn't it?

- Yeah.

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Cos I can see that...

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I mean, you said to Alison

you didn't want to meet with them.

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Now, that's absolutely fair enough.

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Erm... Do you think you'd feel...

Do you still feel like that,

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or do you think maybe,

having had this meeting with Rebeka,

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you might be able to have

a meeting with them?

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Maybe, yeah.

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But that's the thing, though,

cos Rebeka's much more honest.

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So you don't trust that

the process would work for them?

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No, so I think the process

would work one by one.

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You've been through this experience

with Rebeka.

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- It can be safe.

- Yeah.

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You know, it can be safe.

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I think that's important to say.

How are you feeling now?

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- Something's in my eye.

- Do you want a tissue?

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Yes, please.

0148 10:08:21:01 10:08:24:17

- Have you got one, Al?

- In my bag.

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Can I make a suggestion...

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In your contract with Rebeka,

one of the things you've said

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is that you'll support

each other in school.

0152 10:08:36:16 10:08:42:11

- Yeah.

- Work on that until next week.

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And, remember,

you have got Rebeka there.

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- Who are your other friends?

- I've got loads.

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Yeah. So you have got friends

that you can be with.

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Yeah.

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There always has to be someone

that pushes them away from you,

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but I don't mind, cos I've got

other friends as well, so...

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Oh, Eni...

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And you've come a long way today.

You really have.

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- Absolutely.

- You've come a long way.

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You've taken the mature option.

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And let's organise a meeting

with Natasha,

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and we'll take it from there.

0165 10:09:16:09 10:09:18:09

- OK.

- OK?

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(narrator) Later in the day, Natasha

also agrees to meet up with Eni.

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Natasha, do you want to come in?

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(narrator) Now, Brigid plans

to dig a little deeper

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into the underlying

causes of the conflicts.

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Natasha, do you want to sit...?

I'll bring the chair round.

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I just feel, both of you,

there's unsaid things going on.

0172 10:09:41:13 10:09:43:22

Am I right?

0173 10:09:44:10 10:09:49:24

The other week, erm... this...

my cousin came in.

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She was crying that she was scared

and didn't want to go to school

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cos she thought

she was going to get beaten up.

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She wouldn't do that over

no situation, cry for no reason.

0177 10:10:00:21 10:10:04:06

- (Brigid) Right.

- (Eni) But that's the thing.

0178 10:10:04:06 10:10:08:00

All the year sixes

and all of the other people as well

0179 10:10:08:00 10:10:12:17

have been saying to me that Alex,

Natasha's cousin,

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"has been going up to your sister

and bullying your sister."

0181 10:10:16:11 10:10:18:19

(Brigid) So...

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I just said.. I wasn't going to beat

her up, cos I know how it feels,

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but I just said to her,

"If you beat up my sister,

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I'm going to get someone

to beat you up" -

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which isn't true, cos I wasn't.

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But can you see, it's involving

all these other people, isn't it?

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And what's going on between you two

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is being affected by

all these other people.

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Can you... I mean, that is something

that seems certain to me.

0190 10:10:45:17 10:10:47:23

- Would you agree with that?

- Yeah.

0191 10:10:48:03 10:10:51:00

- Would you agree with that?

- Yeah.

0192 10:10:51:00 10:10:55:15

Right. So how are you

both feeling now?

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- Eni?

- Not good.

0194 10:10:57:24 10:10:59:20

- You're not feeling good.

- No.

0195 10:10:59:20 10:11:02:10

- Natasha, how are you feeling?

- Normal.

0196 10:11:02:10 10:11:08:02

You're feeling normal. Eni, what

can we do to make you feel better?

0197 10:11:09:15 10:11:12:16

- I don't know.

- You don't know. Right.

0198 10:11:12:16 10:11:15:09

So what are we gonna do for you two?

0199 10:11:15:09 10:11:19:24

What I'd like to suggest is

that we make a contract...

0200 10:11:21:05 10:11:24:04

What do either of you think

you can do for the other one

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to help this situation get better?

0202 10:11:28:03 10:11:31:02

- (Natasha) I don't know.

- You don't know. Eni?

0203 10:11:31:02 10:11:33:02

Erm...

0204 10:11:34:08 10:11:37:15

to always, like you said,

0205 10:11:37:15 10:11:40:06

get the facts right

before you judge other people.

0206 10:11:40:06 10:11:45:02

(Brigid) Can we put that one down,

Natasha? "Get the facts right." OK?

0207 10:11:45:02 10:11:47:22

It's more important

how we move forward.

0208 10:11:47:22 10:11:49:22

That's what I would like to happen.

0209 10:11:49:22 10:11:52:07

- Can you accept that one?

- Yeah.

0210 10:11:52:07 10:11:54:07

So let's put that down.

0211 10:11:55:12 10:11:58:22

"It's more important...

0212 10:12:01:18 10:12:03:18

how we move forward."

0213 10:12:08:08 10:12:12:17

Do you think you two can see

something positive out of it? Eni?

0214 10:12:12:17 10:12:15:11

Yeah, because at the end

of the day...

0215 10:12:16:11 10:12:20:10

we'll either get on with each other

or we won't talk to each other,

0216 10:12:20:10 10:12:24:10

but we'll understand

that we shouldn't...

0217 10:12:24:10 10:12:27:24

we shouldn't judge other people

before we can get the facts right.

0218 10:12:28:24 10:12:32:12

What can you see that you've got

out of this that's been positive?

0219 10:12:32:12 10:12:38:02

I know Eni's point of view now,

so it's better,

0220 10:12:38:02 10:12:41:08

and then we can be friends.

0221 10:12:41:08 10:12:43:12

Is it that you want to be friends?

0222 10:12:43:12 10:12:45:18

- Yeah, I do.

- Yeah.

0223 10:12:45:18 10:12:47:23

Do you want to shake hands?

0224 10:12:49:16 10:12:53:08

Well done.

Well done, girls, honestly!

0225 10:12:54:16 10:12:58:23

Gosh. I don't know about you two,

but I'm exhausted.

0226 10:13:00:05 10:13:03:17

- How are you feeling? Eni?

- Yeah, I'm all right now.

0227 10:13:03:17 10:13:06:03

(narrator) Senior management

believe Brigid's work

0228 10:13:06:03 10:13:08:24

is greatly improving

pupils' behaviour.

0229 10:13:08:24 10:13:10:15

But it takes time,

0230 10:13:10:15 10:13:14:04

and today's sessions will need to be

followed up in the weeks ahead.

0231 10:13:14:04 10:13:15:06

Bye, girls.

0232 10:13:15:06 10:13:20:13

(Brigid) The cathartic effect

in this scenario was very valuable,

0233 10:13:20:13 10:13:23:03

and it is the "meat and two veg"

of what I do.

0234 10:13:23:03 10:13:27:16

I mean, I do incidents like that

all the time.

0235 10:13:27:16 10:13:30:09

And what I sometimes say

to the kids,

0236 10:13:30:09 10:13:33:17

cos they don't always understand

what restorative justice is,

0237 10:13:33:17 10:13:35:21

I say, "I'm a bit like

a Relate counsellor."

0238 10:13:35:21 10:13:39:16

"I'm trying to get you two to work

together, to be in school together."

0239 10:13:39:16 10:13:42:00

So that they're happier

to be in school,

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and that what they're doing isn't

affecting other people in class.

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Visiontext subtitles

by Stephanie Donohue

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