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An exploration of restorative practice as an approach within a whole-school guidance framework

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dc.contributor.advisor Geary, Tom Teehan, Joanne 2021-01-26T11:12:54Z 2021-01-26T11:12:54Z 2020
dc.description non-peer-reviewed en_US
dc.description.abstract Restorative practice (RP) is increasingly valued in Irish Post-Primary schools as schools endeavour to meet the wellbeing needs of their students (Thorsborne et al, 2019). This practice requires educators to train and re-culture their way of thinking and being in their everyday exchanges (Stowe, 2016). The purpose of this study was to explore the value of RP within a whole-school guidance framework. The researcher was interested to learn how RP is implemented in six Post-Primary schools across Ireland. The focus was placed on the value of RP in delivering personal and social guidance. Personal and social guidance can be delivered on a one to one or through classes such as SPHE and Wellbeing (NCGE, 2017). Therefore, two guidance counsellors and four SPHE teachers participated through epistolary interviews. This method deemed most suitable during the global Covid-19 pandemic where the participants could partake without travelling to meet the researcher (Ferguson, 2009). The participants promoted RP and detailed the many ways engagement with RP has the capacity to improve student social responsibility. The researcher employed Braun & Clarke’s (2006) six stage thematic analysis to establish patterns and contradictions in the findings. The main findings that emerged from gathered data are that RP is seen as an approach which supports maintaining relationships, promotes accountability and develops social responsibility. It is a philosophy and an internal process of relating with others (Stowe, 2016). Another key finding that emerged was that there is a general misconception towards RP with individuals presuming it is a misbehaviour preventative technique only. However, the study gathered data which considers RP as an approach which supports relationships, promotes social responsibility and accountability is nurtured (Evans & Vaandering, 2016). The study concludes a need for further research to ascertain the experiences of students whom engaged with restorative processes. A list of recommendations for practice, policy and future research are presented. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject restorative practice (RP) en_US
dc.subject Irish post-primary schools en_US
dc.title An exploration of restorative practice as an approach within a whole-school guidance framework en_US
dc.type info:eu-repo/semantics/masterThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US

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