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Cultural/environment/home/community/ - all of these need to be taken into consideration when considering this.
Minimising and self-awareness, getting to know akonga to build understanding as we can manage our own interactions in this space.

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Some of ākonga experience shame on a regular basis. THis makes our job more important

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Some of ākonga experience shame on a regular basis. THis makes our job more important

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That there is either shame or guilt

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Just being mindful of our learners and our interactions

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Learnings: shame can be entrenched shame over generations of cultural shaming. Hard to get out of entrenched shame.
Questions: how do we make school flexible enough to make the time to deal with these things?
Commitment
Responding to students in a positive, fixing way.

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An immediate way to help the student get away from their shame is by surprise

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What if a kaiako doesn't realise they are shaming? I might shame them if I tell them...

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What if a kaiako doesn't realise they are shaming? I might shame them if I tell them...

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Learnt about Toxic shame and how this can impact an individual. 

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Learnt about Toxic shame and how this can impact an individual. 

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Encourage behaviour consistency across staff and hāpori.

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Learnings: Importance of having a relationship with a child who is affected by trauma if you are to run a successful restorative with them. Idea of using a whiteboard to draw whats happened in a restorative.

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- Need to have a relationship with the student
- Using other mediums to have the restorative chat. So rather than just talking being able to draw etc.
Adam

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Stopping, breathing and watching before I react

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Stopping, breathing and watching before I react

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How trauma can affect ākonga
How to represent process visually

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Comic strip style recounting of events (creating a visual narrative to support communication). & PECS are a series of images that show different moods, feelings and events that could be used to aid/guide a discussion and helps someone to identify how they are feeling, how someone else might be feeling, or even what happened.

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Visual tools are beneficial to akonga understanding and recording the process

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One sentence can affect a child forever

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The value of visuals when unpacking incidents

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The value of visuals when unpacking incidents

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Allows us to not solely rely on listening skills and perhaps memory and also to refer back to what we have constructed with them to explore possible interventions next time

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1 - How much scripts we have learned early in our lives can continue to affect us in our adults lives.
2 - Our ākonga are even more fallible than us, so we must be mindful of that.

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All humans are human - adults have had much more time to learn this, kids are still learning
Scripts can affect you for years to come regardless if you are aware of it or not.

How do we change predetermined scripts?

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That Karyn can’t sing.
That what we say as teachers has a lasting effect

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Can the effects of trauma be worked on if the trauma is still occurring?  

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Can the effects of trauma be worked on if the trauma is still occurring?  

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Maddie

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Supporting ākonga to recognise this feeling and share if they are feeling shamed. 

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Supporting ākonga to recognise this feeling and share if they are feeling shamed. 

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How to apply this to our older students effectively

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We often have deep triggers that have turned into reactions to situations. We may not be aware of these but they effect how we operate. Our kids have these too but coupled with not having a fully developed brain and fresh trauma they find it harder to regulate themselves and react appropriately (Dani) 

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We often have deep triggers that have turned into reactions to situations. We may not be aware of these but they effect how we operate. Our kids have these too but coupled with not having a fully developed brain and fresh trauma they find it harder to regulate themselves and react appropriately (Dani) 

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How do we recognise trauma induced behaviour from other behaviour?

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How do we recognise trauma induced behaviour from other behaviour?

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How shame influences student response

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To make 'pathways' process prompts/ pictures

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Once ākonga is comfortable with the concept/activity introduce another to compliment their expression of the incidents (neihana

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Know your students and their background.

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Liked the visuals and how it would make it easier to work through the process with traumatised tamariki.

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Pedagogy often doesn't fit the practice.

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Pedagogy often doesn't fit the practice.

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Discuss with Puna Ako pair teacher about how we can better serve our restorative conversations with our kids who have trauma. 

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Discuss with Puna Ako pair teacher about how we can better serve our restorative conversations with our kids who have trauma. 

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Maddie

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shame can be an important part of learning, but can be missing if students either not being taught healthy behaviours, and / or are in shame all the time at home. 

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shame can be an important part of learning, but can be missing if students either not being taught healthy behaviours, and / or are in shame all the time at home. 

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We need to make sure they are being built up at kura.

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Does the type of trauma also effect the response?
Adam

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1. How do we identify ingrained responses vs. new responses?
2. What strategies can we implement to combat these scripts? (Julie K)

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We have 9 basic responses and only 2 are positive! (Vanessa)

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Is there a set time in which the rp should be done that ensures effectiveness?

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Can you use it for their learning

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How can identifying the scripts in us or in our akonga help us guess what their needs are?

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How can identifying the scripts in us or in our akonga help us guess what their needs are?

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Ensuring that the akonga is comfortable in the environment that you are setting to initiate conversation around restorative practices

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Working with Puna Ako partner's to work out a strategy for how we can be available to complete restorative        conversations when the need arises.

Adam

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Scripts and Affects

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How do we recognise trauma induced behaviour over other behaviour?

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How do we recognise trauma induced behaviour over other behaviour?

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Past experiences (trauma/shame) can affect you from childhood into adulthood....we need to provide opportunities to 'rewrite-the-script'
(Paul)

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Use of visuals, comic strips, traffic lights to guide restorative practise.

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Use of visuals, comic strips, traffic lights to guide restorative practise.

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Brrnive

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The response a person’s brain has to trauma can be passed down through genetics. Emotions can be a difficult aspect to process, so providing visual mediums can be helpful.
- Becca

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Look at my individual students and learn if they are easily shamed

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(Sue) scripts can have a long term effect and be damaging.

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(Sue) scripts can have a long term effect and be damaging.

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How can we change scripts?
Listen to responses with a different lens

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How can we help our ākong to identify their scripts and how we can re-write these.

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How can we help our ākong to identify their scripts and how we can re-write these.

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How do we help change the scripts for our kids if the trauma is ongoing and ever changing.

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Using comics and visuals with the younger aged ākonga....

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When is shaming a 'good thing', a bad thing?

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To research about this theory more in terms of my practice

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To research about this theory more in terms of my practice

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Each time deal with incident on call, make effort to create a visual and see the impact on nature of the conversation and maybe even the outcome
Andy

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Dealing with the scripts that the go to for some of our learners means that they use it as a safety net and to deflect sometimes.
Brent

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Run a simplified restorative with a kid whose been affected by trauma (got one I need to do)

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Use spiral visual when taking akonga through a restorative chat.

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Is the use of visual materials/pictures of emotions helpful for older students? Will they use these effectively?
-Becca

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build akonga up, role model 'teacher talk' re: shame, e.g. "oh I feel a bit ashamed right now. Sorry."

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build akonga up, role model 'teacher talk' re: shame, e.g. "oh I feel a bit ashamed right now. Sorry."

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Self - awareness - developing a took kit to building self-awareness, understanding our own emotions and drive.

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What visual support could we use that may be more appropriate for our older ākonga?

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How much is too much?  (RP) Knowing when to stop.

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How much is too much?  (RP) Knowing when to stop.

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Use simplified ‘script’ when working in a restorative with students affected by trauma.
-Becca

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our present is defined by all the weavings of our past

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Are PECS appropriate for secondary students? Would they make a student feel like they are being treated like a young child and undermine the process. I'm guessing that they are quite powerful and would help to facilitate a meaningful discussion, but would the images need to be changed to maybe photographs of real people

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Shaming students can have an impact on our akonga’s well-being. It is important that we keep our akonga safe and comfortable in our learning space.

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I liked the use of the word "scripts"in this context. It sounds less judgemental and less likely to trigger someone than calling it "sensitivities".

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I liked the use of the word "scripts"in this context. It sounds less judgemental and less likely to trigger someone than calling it "sensitivities".

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How can we avoid creating new scripts with our ākonga?

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How can we avoid creating new scripts with our ākonga?

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Patience in restorative practices is important

It is imperative to have diversity (VARK) in resources to help students articulate their story

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1. Never put someone down - it may impact their scripts
2. Students have often planned their responses before you even speak to them.

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trauma can effect future genetics.
Akonga with trauma can often create their own drama so they are in control.

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To research this theory and try to identify whether the ākonga with which I  work use scripts.

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To research this theory and try to identify whether the ākonga with which I  work use scripts.

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What do you do if student/s are not willing / ready to have a restorative chat?

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That there is a couple of possible cycles of shame, impact and probable process for recovery.
Identifiable responses of the impact of shame.

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To identify students who respond in a scripted way and say something positive to them everyday. (Julie K)

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Is when are evaluating yourself. This can lead to shame or guilt. (Vanessa)

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Differentiation - research different ways to have restorative conversations.

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Recognition of depth of shame and where people are in the cycle of shame...knowing strategies for healing out of the layers of depths.

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Reminder: Reframing behaviour as scripts, removing blame from the language of behaviour.

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Reminder: Reframing behaviour as scripts, removing blame from the language of behaviour.

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I will try to consciously identify the scripts and needs of students who walk away or ignore my attempts to talk with them.

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I will try to consciously identify the scripts and needs of students who walk away or ignore my attempts to talk with them.

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The smallest of things can have a long lasting impact...

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If someone avoids and withdraws because of shame how can you tell and what can you do to change their script? (Vanessa)

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There are 2 positive responses and 6 negative responses...including a neutral -does that really cover it all?

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There are 2 positive responses and 6 negative responses...including a neutral -does that really cover it all?

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Some things that you remember as a child can have a lasting effect even into adulthood

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Some things that you remember as a child can have a lasting effect even into adulthood

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Shame is experienced in one of two ways and are we able to detect which one is experienced?

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Shame is experienced in one of two ways and are we able to detect which one is experienced?

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Discuss with others which akonga who have scripts which are hindering their learning mindset and learn ways to respond consistently to them. (Vanessa)

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Are there proven ways of help ing when helping to rescript?  

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Are there proven ways of help ing when helping to rescript?  

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Even with relationships and knowledge of my ākonga, how can I better understand and support their scripted behaviours?

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Even with relationships and knowledge of my ākonga, how can I better understand and support their scripted behaviours?

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I want to watch for scripts and record responses, to give me a greater insight into what I'm seeing and how I might best help.

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I want to watch for scripts and record responses, to give me a greater insight into what I'm seeing and how I might best help.

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Be more observant in my interactions - look for signs of scripts.

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The words we say/impact we make can last a lifetime (make it positive). I aspired to be a teacher just like my new entrant teacher right from 5 years old, just because of the way she made me feel.

Out of the 8 responses 6 are negative, no wonder our akongas reactions are often negative.

How do we help our akonga to rewrite scripts, that are not only there own but ones that they have learnt form those around them?

A number of our akonga always use the same negative script when frustration or conflict occurs. I have started working with the akonga to label the emotion and work through the emotion. Hoping it may help change the script. It will be interesting to see if I am on the right track when we learn strategies to help change negative scripts into positive ones.