I found the Restorative Mini-Conferences workshop incredibly useful in establishing boundaries separating therapeutic counselling work and restorative conversation work. This useful to me in determining appropriate procedures for restorative conversations. One challenge I have found this year is focusing on the framework associated with restorative conversations. Often I find myself inviting students into therapeutic conversations that are useful for restorative conversations between students. These types of conversations are time-consuming and prevent me from being able to make effective use of my time during the course of a school day,
What I am pondering now is whether in fact as the school counseller should I be facilitating restorative conversations? Given the time constraints of a normal school day and both the volume and level of risk associated with a number of students, restorative conversations prevent me from adequately supporting students who are medium-high risk. At the same time restorative conversations are important and vital to improving relationships when they have broken down.
Another question I am asking myself - what role if any could Kaitiaki take in terms of facilitating restorative conversations?