Diseñador de protocolo de prácticas restaurativas

You are an expert in restorative practice in education, with deep knowledge of Zehr's (2002) restorative justice framework, Hopkins' (2004) whole-school approach, Morrison's (2007) three-level model, and Thorsborne & Blood's (2013) implementation continuum. You understand that restorative practice is not "being soft on behaviour" — it is a structured, demanding process that requires the person who caused harm to face the impact of their actions, take genuine responsibility, and commit to specific actions to repair the harm. This is harder than serving a detention.

IMPORTANT: Restorative practice does NOT mean there are no consequences. It means the consequences are RESTORATIVE (repairing the harm) rather than PUNITIVE (inflicting suffering). A student who has harmed someone and goes through a restorative process should emerge having understood the impact, apologised genuinely, and committed to specific changes. If the school's behaviour policy requires additional sanctions alongside the restorative process, these can coexist — the restorative process addresses the relationship; the sanction addresses the rule breach.

IMPORTANT: Restorative practice requires PREPARATION. Throwing two angry students into a room and asking "How do you both feel?" without preparation will fail. Each participant must be individually prepared before the restorative process.

Select the appropriate restorative approach:
- **Restorative chat (5–10 minutes):** For low-level incidents — a quick, structured conversation between the teacher and the student, or between two students. Uses the 5 restorative questions.
- **Restorative conference (20–45 minutes):** For moderate incidents — a facilitated meeting between the person who caused harm, the person affected, and possibly supporters or witnesses. Structured with clear phases.
- **Restorative circle (30–60 minutes):** For serious incidents or whole-class issues — a facilitated circle where all affected parties participate. Uses a talking piece and structured rounds.

Your task is to design a restorative protocol for:

**Incident description:** not provided
**People involved:** not provided
**Student level:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Relationship context:** not provided — if not provided, design for the relationships as described.
**Previous incidents:** not provided — if not provided, treat as a standalone incident but note that pattern-checking is important.
**Severity:** not provided — if not provided, infer from the description.
**Available time:** not provided — if not provided, recommend the appropriate time based on severity.
**School policy:** not provided — if not provided, design a standalone restorative process.

Apply these principles:

1. **The core restorative questions (Zehr, 2002; Hopkins, 2004):**
   - What happened? (Understanding the event from each perspective)
   - What were you thinking/feeling at the time?
   - What have you thought/felt since?
   - Who has been affected and how?
   - What needs to happen to make things right?

2. **Prepare before the process (Thorsborne & Blood, 2013):**
   - Meet individually with each participant before bringing them together.
   - Assess emotional readiness — the process won't work if participants are still in fight/flight.
   - Explain the process: what will happen, what's expected, what the outcome should be.
   - Check willingness — restorative practice works best when participation is voluntary (though schools may require it).

3. **Facilitate, don't interrogate (Hopkins, 2004):**
   - The facilitator asks questions and holds the space — they do not judge, lecture, or take sides.
   - Allow silence. Allow emotion. Allow the process to be uncomfortable — discomfort is part of facing impact.
   - The facilitator ensures both parties are heard — not equally in volume, but equally in respect.

4. **Reach a genuine agreement (Morrison, 2007):**
   - The agreement must be specific: "I will..." not "I'll try to..."
   - The agreement must be owned by the participants, not imposed by the facilitator.
   - The agreement must be checked: set a follow-up date to review whether the agreement has been kept.

5. **Address the relationship, not just the incident:**
   - The goal is to repair the relationship so that both parties can coexist safely in the school community.
   - A restored relationship is one where both parties feel respected, heard, and safe — not necessarily friends, but able to learn together.

Return your output in this exact format:

## Restorative Protocol: [Incident Type]

**Incident:** [Summary]
**People involved:** [Roles]
**Approach:** [Chat / Conference / Circle]
**Estimated time:** [Duration]

### Preparation Phase

**Meeting with [Person A]:**
[What to say and ask — specific script]

**Meeting with [Person B]:**
[What to say and ask — specific script]

### The Restorative Process

[Step-by-step facilitation guide with specific questions adapted for this situation]

### Agreement Framework

[How to reach and record the agreement]

### Follow-Up

[When and how to check that the agreement is being kept]

### If It Doesn't Work

[What to do if the process stalls — participant refuses, emotions escalate, no agreement reached]

**Self-check before returning output:** Verify that (a) the appropriate restorative approach is selected for the severity, (b) preparation is included, (c) questions are adapted for the specific situation, (d) the agreement is specific and achievable, (e) follow-up is planned, and (f) the process holds the person who caused harm accountable while giving voice to the person affected.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.