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Practice Manuals

Manuals from various restorative justice programmes.

Restorative justice prison ministry manual available
from the article by Chris Meehan at crnca.org: ...."Restorative justice provides another way," said Lamsma. "Where retributive justice is concerned with violation against the state, restorative justice is first and foremost concerned with the person or people who were harmed in a crime . . . Restorative justice aims for healing of victims, for communities affected, and even for offenders, in the hopes that a cycle of destructive behavior will be broken."
Sample Circle script, a guideline that does not replace training
from Kris Miner's entry in Restorative Justice and Circles I have always been resistant to scripts. When someone is in converstaion with you, do they read from a paper? Reading is best for with children on our laps and from books. However, in order to teach the process and have others do it, you need to give some examples. So I am sharing a sample script. Each Circle is unique, the questions used should be unique. The shell or outer rim (values, 4 stages, talking piece, open/close) should be the same. The contents swirl within. The experience should be like a labyrinth going in deep to conversation and coming back out. ....When you “keep” a Circle you are making a committment to guide the process. Knowing and understanding the approach in a manner that you can be flexible to the needs of the Circle, requires a deep understanding of the philosophy. Training is crucial, being a participant in Circle is necessary to achieve the deep understanding. The sample script:
Best Practice Guidance for Restorative Justice Practitioners and their Case Supervisors and Line Managers (Scotland)
from the Introduction: The primary aim of restorative justice is to address or repair the harm caused by an incident or offence. The processes used to achieve this objective can intersect with formal systems or institutions in a number of ways. But it is worth remembering that restorative justice processes can arise naturally and (more or less) spontaneously, without the need for third-party intervention. Expressions of remorse, making amends, healing and reconciliation happen all the time: relationships, families, organisations and society would quickly break down if this were not the case. There are cases, however, where the incident or offence is so serious or complex that it comes to the attention of someone in authority: for example, a parent, teacher, supervisor, manager, police officer, children's reporter, procurator fiscal, sheriff, and so on. The restorative justice ideal is that, whatever else needs to happen, the authority in question gives consideration to what can be done to address or repair the harm that has been caused.
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.
Youth Justice Board for England and Wales. Good Practice Guidelines for Restorative Work with Victims and Young Offenders
As noted at the beginning of this document, the aims and objectives of the Youth Justice Board for England and Wales (YJB) are grounded in restorative justice. For example, key elements in those aims and objectives include involvement of victims of youth crime in the youth justice process, as well as assistance to victims to help them get over any harm resulting from the offense. The YJB has encouraged a variety of approaches to restorative practices, yet also has decided to set some standards for effective practice. This document, then, provides certain guidelines for good practices. Performance can be measured against these guidelines. The document consists of an introduction to the YJB and the rationale for guidelines; types of restorative practice; principles for restorative practice; steps in restorative processes; and the use of restorative approaches within the Crime and Disorder Act in England and Wales.
Crime Victim Services. Best Practice Guidelines in Working with Victims of Reparative Probation Offenses: A Restorative Justice Manual
This manual is divided up into eight major sections, followed by a number of Appendices. We begin with some definitions we think will be helpful in your work, and as they are used in the guide. Then the manual follows the reparative process - from screening the cases sent to the program through follow up to a Reparative Board meeting. We describe each point in the process from the perspective of how to best try to meet the needs of victims and affected parties of that particular Reparative Probation offense. Again, some of this material focuses on best practice, and some of it is very specific about logistics, timing and details to complete. (excerpt)
Morrison, Brenda. Regulating safe school communities: being responsive and restorative
This paper will introduce a whole-school approach to regulating safe school communities, based on principles of restorative justice. The idea is to move beyond regulatory formalism to a stance of response regulation, whereby the needs of the school community can be better met. The approach will incorporate a continuum of practices across three levels of regulation. The primary level of intervention targets all students, with an aim to develop students' social and emotional competencies, particularly in the area of conflict resolution. This first stage aims to enable students to resolve their differences in caring and respectful ways. The secondary level of practices involves a larger number of participants in the resolution of the conflict or concern, as the problem has become protracted or has involved (and affected) a larger number of people. The tertiary level of intervention involves the participation of an even wider cross-section of the school community, including parents, guardians, social workers, and others who have been affected. This intervention is typically used for serious incidents within the school, such as acts of serious violence. At each level, the processes involved are based on principles of restorative justice, such as inclusive and respectful dialogue. The aim is to build safe school communities through being more responsive and more restorative. Author's abstract.
O'Connell, Terry and Wachtel, Ted and Wachtel, Benjamin. Conferencing Handbook: The New Real Justice Training Manual
Real Justice was the name of an organization founded by Ted Wachtel in the United States in 1994. Subsequently, Real Justice has been transformed into the broader International Institute for Restorative Practices (IIRP), headquartered in Bethlehem, Pennsylvania. Real Justice continues as IIRP’s program in the sphere of criminal justice. Ted Wachtel initiated Real Justice after hearing Terry O’Connell talk about his work as a police officer in Wagga Wagga, Australia, where in the early 1990s O’Connell adapted and employed a New Zealand model of conferencing in his youth justice efforts. Real Justice, then, promoted this Wagga Wagga model of family group conferencing, with its emphasis on the use of a script to conduct the encounter between young offenders, their victims, and their families and friends. This document is a training manual or guidebook for facilitating real justice conferences. It focuses on lesser incidents of wrongdoing, not serious, violent incidents. The manual covers the following topics: the script itself; determining when to hold a conference; preparing for and running a conference; establishing a conferencing program; restorative justice practices beyond a formal conference; and appendices on conference observation and data sheets, conferencing program literature samples, and facilitator training notes and training agenda.
Immarigeon, Russ. Can Restorative Justice be an Alternative to Incarceration?
Early restorative justice proposals and some of its practices were devised out of general opposition to the use of imprisonment. Initial victim-offender reconciliation cases in Canada and the United States focused on crimes, notably arson and home burglary, that would normally have warranted imprisonment. Generally, however, restorative justice measures have not met adherents' expectations for being an alternative to imprisonment. Although there are numerous reasons for this, this paper focuses on only one reason, i.e., the manner in which restorative justice is implemented in small-scale as well as larger projects. Restorative justice projects must be designed and implemented for target populations of offenders who would normally be incarcerated. This involves analyzing local data to determine what types of offenders are usually incarcerated, as well as the sentencing practices that involve the decisionmaking of local prosecutors, defense attorneys, judges, and probation officers. Restorative justice program designers must also know the personal and criminal justice histories of potential clients. Armed with this information, restorative justice advocates or program staff should routinely interact with prosecutors, defense attorneys, judges, and probation officers to teach them about restorative justice, to apply restorative justice to particular cases, and to obtain judicial approval for such a sanction. The criminal justice personnel whose decisionmaking impacts sentencing must be convinced that restorative justice measures are more cost-effective than incarceration; otherwise, their sentencing decisions will not be altered to place in restorative justice venues offenders whom they used to incarcerate. Abstract courtesy of National Criminal Justice Reference Service, www.ncjrs.org.
Stutzman Amstutz, Lorraine. Training Issues in Victim Offender Mediation
This article reviews some issues associated with developing Offender Victim Reconciliation Programs. Questions and answers concerning training for reconciliation programs are addressed. (author's abstract).
Department for Courts, New Zealand. Facilitator Training Manual
In late 2001 the New Zealand Ministry of Justice initiated a pilot program of court-referred restorative justice conferences in three court districts. The conferences in the pilot program are managed by facilitators who have been trained and approved by the Ministry of Justice. This document consists of materials for training facilitators in the processes, skills, and information needed to manage a constructive conference. After an introduction to the pilot program and the manual itself, the training modules cover the following topics: the nature of restorative justice; restorative justice conferencing in this pilot program; victim and offender issues; cross-cultural issues; facilitation skills; preparation for a conference; and the post-conference process.
Cook, B. Bruce. Justice that reconciles and heals: Developing a ministry for crime victims with a restorative justice perspective
The purpose of this thesis is to propose a model of crime victims ministry that uses restorative justice principles as its base. The scope of the thesis is to develop, design, implement, and evaluate this model during a six months period from September 2000 to March 2001. I worked with my D.Min. Advisory Committee to design, operate and evaluate this model while serving as the chaplain and director of pastoral care for the Crime Victims Advocacy Council (CVAC) in Atlanta, Georgia. CVAC is a 501 (c) 3 nonprofit organization that has operated programs for crime victims since 1989, and began the crime victims ministry in 1999. The doctoral project facilitated pastoral care sessions for crime victims, a memorial service for homicide survivors, the design and implementation of a crime prevention program, technology used to interact with crime victims, and legislative education efforts. The project was based on the Good Samaritan Parable, and doctrines of shalom, reconciliation, forgiveness and healing revealed in the incarnational Christ and other religious teachings. Author's abstract.
Department of Education, Youth, and Family Services. Standards of Practice for the Provision of Family Group Conferences in the Australian Capital Territory.
This document presents standards of practice to guide family group conferences delivered through Family Services in the Australian Capital Territory. The document covers a variety of practices related to the direct provision of services. Contents of the document include the following: background to family group conferencing; definitions of a family and of family group conferencing; case work practices; an overview of the conference process; conferences for indigenous children; outcomes; post-conference responsibilities; staff training; and principles related to rights, confidentiality, and complaints.
Schirch, Lisa.. Women in Peacebuilding Resource and Training Manual
The manual is not the same as other peacebuilding manuals. It covers traditional peacebuilding topics with a specific focus throughout on how being female impacts peacebuilding. The manual was designed for women who want to help themselves or other women become more involved in peacebuilding. The exercises and content are written both for beginners and community-level women as well as more advanced peacebuilding trainers. The information presented in this manual is designed to fulfill three functions. It can be used as; 1. a guide for trainers conducting Women in Peacebuilding workshops, 2. a participants’ handbook for women attending Women in Peacebuilding Workshops, and 3. a reference book for those interested in learning about the issues surrounding women in peacebuilding. (Excerpt)
Church Council on Justice and Corrections. Core Program.
The main program guide for Fire in the Rose Program which helps congregations respond to issues of violence and abuse containing an outline for each stage, a Biblical reflection, recommended worship and activity ideas and weekly bulletin inserts. (excerpt)
Totten, Mark and Kelly, Katharine and Caputo, Tullio. Community Toolkit for a Youth Restorative Justice Project.
The purpose of this toolkit is to describe, in plain language, how to plan for, deliver, and evaluate a youth restorative justice program in your community. The material in this toolkit may be freely copied by people involved in restorative justice work. Your ‘community’ might be a school, neighbourhood, an ethnic group, or church congregation. Depending upon your needs, the focus might be solely on criminal behaviour. However, many harmful behaviours are not against the law. Therefore, your most pressing need might be to resolve interpersonal conflicts between tenants or students. Or, your neighbourhood may be experiencing racial conflict. Our intent is to provide a generic framework which is applicable to any youth setting. You do not need to get new funding to run this project, although a small budget will make tasks easier. Many of the resources and supports discussed in this toolkit are available at no cost. The breadth and strength of your partnerships is key. Good partners are able to bring resources to the project from their own organizations. Other partners volunteer their time and link you up with needed neighbourhood supports. (excerpt)
Center for Restorative Justice & Peacemaking. Victim Sensitive Offender Dialogue in Crimes of Severe Violence.
In this video, an overview of the victim sensitive dialogue process in crimes of severe violence is provided by Dr. Mark Umbreit of the Center for Restorative Justice & Peacemaking at the University of Minnesota. The importance of victim sensitive procedures and humanistic, "dialogue-driven" mediation is highlighted. Segments of separate preparation meetings with the victim and the offender/inmate are shown, followed by a face-to-face meeting of the victim and offender in the presence of a highly trained mediator and co-mediator. The case portrayed is a simulation of an actual murder case. (distributor's description)
Catholic Bishops' Conference of the Philippines - Episcopal Commission on Prison Pastoral Care.. Restorative Justice: A Source Book.
As a part of the Church’s advocacy campaign for alternative approaches to address the resolution of conflicts stemming from criminal acts or violations of relationships, the Episcopal Commission on Prison Pastoral Care )ECPPC) of the Catholic Bishops’ Conference of the Philippines (CBCP), publishes this source book on restorative justice meant for distribution to all parties, primarily those working in the criminal justice system, as well as local and national policy-makers and implementers, so that they may have access to basic information about the new approach, although as some of the articles featured here point out, there is nothing new about the basic concept which may be traced back to some indigenous cultures as well as to biblical tradition. (excerpt)
Blood, Peta and Thorsborne, Margaret. The Challenge of Culture Change: Embedding Restorative Practice in Schools
This paper seeks to broaden the perspectives of senior and middle management and restorative practitioners around what restorative practice in schools can look like; and to present some practical guidelines which represent a strategic approach to the implementation of restorative practices, so that they "stick" -- that is, become sustainable. It represents a work in progress and the authors encourage readers to engage with them in ongoing dialogue about the issues (we don't know all the answers yet!) and share with us their butterfly (successes) and bullfrog (failures) stories, in meeting the challenges of developing a restorative culture within schools (Zehr, 2003). It should be noted that there is an overwhelming body of literature (Hargreaves, 1997, Fullan, 2000 etc) dealing with school reform, effective teaching, classroom and behaviour management practice and that this paper focuses on the implementation of restorative practice in schools. (excerpt)

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