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RJ Article Kelly, Richard. Draw a circle and be sure to include me in it. Restorative practices with children under 12.
Restorative Practices has assumed international prominence as a preferred approach for working with children and youth at risk. There has been significant activity in Ontario implementing the model in school boards and in youth justice contexts. The Child and Youth Worker at George Brown College is the first CYW program to embrace this philosophy and model within the curriculum, as a focus of research and as a platform for equip ping students and practitioners with the concrete tools for implementation. This article details the 6-year journey from inception and its current robust stage of work with children under 12 in a variety of settings ranging from Inner City schools to children’s mental health settings. (author's abstract)
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RJ Article Nelson, Tanya. Merrill Middle School Meets Restorative Justice.
Schools are a microcosm of our world. They demonstrate the outcome of our investment, the potential, and its continuous need to adapt to changing times. Walking into an elementary school, middle school, high school, you may actually be able to feel this. Conflict is palpable much of the time. On the surface, Merrill Middle School in Oshkosh, WI, has a lot working against it. Oshkosh is a largely blue collar town and about 50% of Merrill's students are from families at or below poverty level. Many families are unable to stay an entire school year.Relationships are difficult to establish. How has Merrill brought it all together? In 2003, it ended its "honor level" approach to discipline in favor of a restorative justice approach. By creating circles and a core concept of restorative justice, staff and students have joined forces to create better communication when problems occur. (excerpt)
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RJ Article Claassen, Roxanne. New Approaches to Classroom Discipline
he myth of redemptive punishment is very popular. The criminal justice system is based on this myth. When someone breaks a rule, the guilty one is identified and punished in hopes that he or she will act better in the future. We hope that the punishment will help people learn from their mistakes and encourage them to not do it again. We want them to realize how much they hurt someone and be accountable for their mistakes. Unfortunately, punishment rarely accomplishes these objectives. (extract).
Located in articlesdb / articles
RJ Article Youth Justice Board for England and Wales. National Evaluation of the Restorative Justice in Schools Programme
The Restorative Justice in Schools programme consisted of nine local Yots working across 26 schools (20 secondary and 6 primary). The contract to evaluate these initiatives was awarded to Partners in Evaluation, a specialist agency with a multi-ethnic team of researchers and a national reputation for conducting evaluations in the fields of health, education, social exclusion and regeneration. The evaluation was intended to explore the following research questions: 1. What are the levels of victimisation, bullying and robbery in the schools in the study? 2. How are restorative justice approaches introduced into the schools? 3. To what extent are participants in restorative justice conferences (victims and offenders) satisfied with the process at the time of the conference? 4. To what extent do the conferences show short-term and long-term effects on the participants' experience of victimisation, robbery and bullying? 5. Do conferences and other restorative justice approaches have wider effects on the nature and frequency of acts of victimisation in the schools involved in the project? 6. Are restorative justice conferences a useful tool in reducing school exclusions? This report shows the findings of the national evaluation. In writing the report, our aim has been to produce a report that is concise and usable, presenting the most important data so that the key findings and messages do not get lost. (excerpt)
Located in articlesdb / articles