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Resources for developing restorative processes in the school setting.

Eschum on Just care: Restorative justice approaches to working with children in public care.
My son is on the spectrum. He is capable of feeling empathy and when he has been the offender he needs to hear how his [...]
Restorative justice in higher education: A compilation of formats and best practices
from the guide by Justine Darling: ....There are many restorative tools and processes that can be used in the university setting. This guide is specific to Judicial and Residential Life processes within Institutions of Higher Education. Addressed below are the five most common methods of implementation that are used at the 9 colleges and universities in this study. The goal of all 5 Restorative Processes is for the respondent to acknowledge responsibility, identify harm and obligations, and develop a restorative plan agreed upon by the person responsible and impacted parties. Language used in Restorative Judicial Processes is different than the language used in Traditional Judicial Processes so that stigmatization is less likely to occur.
School-based Restorative Justice Circles: Handouts and example demonstration
from Kris Miner's entry on Restorative Justice and Circles: In a school gym, we placed the Circle Center items in the basketball center court. Four student volunteers each had a direction, and at each direction 3 months of the year were designated and students divided themselves based on date of birth. This was a technique to mix them up and to have them take responsibility for creating the shape and form of the Circle. The students were in clustered groups in the four directions. I explained that each volunteer would read a value, and bring a talking piece for the Center. Each group would come to the Center and be seated, making room for the others, making a round shape. I explained that the Center was like a fire, and we would all need to be equally warmed by it. This was to have the students take responsibility for the shape, it was an empowering action, so I could promote them being invested in working together.
restorative justice
My 5th and 6th graders are reading Touching Spirit Bear and have asked if we could use circle justice in the classroom. I decided to [...]
RJ and autism
Coincidentally that came up in a workshop I was doing on Monday on RP. My answer had a few components (after I thought deeply) For [...]
RJ and autism
As it is many years since my RJ training and use of it, I can't provide an answer on potential modifications off the top of [...]
RJ and Autism
Nigel, Thank you for your great explanation of the issues involved in working with someone with Autistic Spectrum Disorders. I understand the issues about not [...]
Incompatability of RJ with autism
People with Autistic Spectrum Disorders score very low on tests of empathy quotients. Due to problems with 'Theory of Mind' and weak 'Central Coherence' they [...]
Autism and RJ
Nigel, Thank you for your note. I'm not aware of research in this area. Would you mind elaborating on why RJ and Autistic Spectrum Disorders [...]
Incompatability of RJ with autism
Nowhere in your website or in any literature about RJ is there mention of the fact that it cannot be used with persons with an [...]
New online resource: Creating and maintaining a peaceful environment in elementary schools
from the introduction to the curriculum on Colorado State University's Department of Human Development and Families: This Collection is divided into three workbooks: (1) Feelings Circle, (2) Friendship Circle, and (3) Peacemaking Circle. The three workbooks are designed to engage students in cooperative learning and conflict resolution in the following grades: (1) 1st and 2nd grades – Feelings Circle, (2) 3rd and 4th grades – Friendship Circle, and (3) 5th and 6th grades – Peacemaking Circle.
student facilitators
SCVRJP has been working with students at the local alternative school. I am amazed that they identify issues to address during the training. We have [...]
Students train to facilitate justice program
from Kari Keller's article in the Longmont Times: On Tuesday morning, five Longmont High School students met at Teaching Peace to be trained as student team facilitators for their school’s restorative justice program. This is the first year that Teaching Peace plans to use a student team to help handle the restorative justice program in schools.
good stuff!
Thank you Josh Bacon! This is not only a common sense approach that you have helped spread, but also a wonderful way to educate students/participants [...]
Just care: Restorative justice approaches to working with children in public care.
by Martin Wright Just care: Restorative justice approaches to working with children in public care. London and Philadelphia: Jessica Kingsley Publishers, 2009. 224pp. ISBN 978 1 84310 981 5 More and more schools are turning to restorative methods,` often helped by Belinda Hopkins’s previous book Just schools. Now she has applied the same principles to meeting the needs of the troubled and troublesome children who are looked after in state institutions. The ethos is similar, and the approach is spelt out clearly for those who do not have previous knowledge of it, with numerous diagrams and a good index. The examples are chosen to reflect the needs of the staff in children’s homes; others such as youth workers and foster parents could also find this book helpful.
Twilight for campus legal codes? Talking circles aid the aftermath of destructively drunk students and more.
from Bonnie Price Lofton's article in The Mennonite: After more than a decade of ushering misbehaving students at James Madison University (JMU), Harrisonburg, Va., through hearings, sanctions and other legalistic steps, Josh Bacon wanted a change. "I went into educational leadership and student affairs because I cared about young adults and their futures," he says. "But that’s not how they perceived me—they saw me as the 'bad guy,' somebody there to enforce the university's rules, somebody who wasn’t on their side.' Seeking a fresh approach, Bacon signed up for a restorative justice course at Eastern Mennonite University, Harrisonburg, taught by an internationally recognized pioneer in the restorative justice field, Howard Zehr.
Denver Public Schools sings new tune on calming kids
by Burt Hubbard in DenverPost.com: ....For the past several years, North has been in the forefront of a new Denver Public Schools policy that emphasizes intervention and mediation to resolve fights and disruptions rather than out-of- school suspensions and expulsions. The session, geared toward letting students know their rights, was sponsored by Padres & Jovenes Unidos. The group's 2005 report charged that the district suspended too many students for nonviolent offenses and disproportionately targeted minorities. It helped lead to the policy changes. "It's important that every student know their rights," junior Brandon Garcia told the students after leading them in a Denver Broncos version of the wave.
Restorative Justice in Schools
Please consider "Discipline That Restores" as another resource and testimony to RJ working in schools. Ron and Roxanne Claasson offer a proven approach to shaping [...]
Implementing restorative justice: A guide for schools
Recently, the Illinois Criminal Justice Authority released the guide Implementing Restorative Justice: A guide for Schools as part of a series of resources created to help with the statewide implementation of restorative justice for working with young offenders.
I love my job!
from Giles Charle's post on Restorative Justice at West Oakland Middle School: I am very happy with my job, even though I don't make very much money and I have no idea if it, or anything like it will exist next year. I do believe that Restorative Justice provides some crucial answers for us as we move towards our true potential as peaceful cooperative beings. With that said today was rough, I had more kids in lunch detention/thinkery then I new what to do with. Thanks to Mr. Brooks the co-principle of West Oakland Middle School (WOMS) we were able to sort out the students who understood what they did and were ready to take responsibility and head back to class from the kids who needed a little bit more reflection time before they would be ready.

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