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.
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.
Choi, Jung Jin and Severson, Margaret M. Toward a culturally competent restorative justice practice framework: a focus on Asian Americans.: This article examines adaptations to the restorative justice framework that need to be made to work more effectively with the Asian-American population. Restorative justice programs have been implemented extensively throughout North America and Europe over the last several decades. These programs are aimed at dealing with crime and the resulting emotional issues, through nontraditional ways. A review of the literature reveals that restorative justice has received little attention in social work literature, and that despite social workers' commitment to social justice, social workers have not been consistently and significantly involved in criminal justice matters. A problem frequently encountered by practitioners is the cross-cultural challenges that arise in the criminal justice, restorative justice context. This problem is especially pronounced in the Asian-American community. In Western cultures, conflict between individuals is frequently handled through legal means, with attorneys speaking for clients. In Asian cultures, however, conflict tends to be handled more by intermediaries consistent with Confucian values of achieving harmony in interpersonal and social relationships. The article looks at the development and current status of restorative justice approaches, and examines the cultural differences between East and West. A culturally competent restorative justice practice framework for the Asian-American community is presented and discussed. Implications for practice are also examined. (Abstract courtesy of the National Criminal Justice Reference Service, www.ncjrs.gov).
FGDM Guidelines Committee. Guidelines for Family Group Decision Making in Child Welfare.: These guidelines address family group decision making as a critical practice within child welfare agencies and community-based agencies that work with public child welfare systems. In developing these guidelines, American Humane recognizes that standing alone, FGDM cannot result in better outcomes for children and families. Other parts of the child welfare system must change in ways that are consistent with the principles stated above. FGDM cannot simply be “added” to child welfare services — the principles, philosophy and practice approach must be integrated throughout the child welfare system to improve the safety, permanency and well-being outcomes for children and the well-being of families. (excerpt)
Wachtel, Joshua and Costello, Bob and Wachtel, Ted. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators.: The Restorative Practices Handbook is a practical guide for educators interested in implementing restorative practices, an approach that proactively builds positive school communities while dramatically reducing discipline referrals, suspensions and expulsions. The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action. (publisher's description)
Just Equipping. A Little Manual of Restorative Justice.: The little manual wants to put into your hands a basic training tool. The themes addressed in the various modules are themes that the writers\practitioners have found useful in seeking to educate communities about restorative justice and engage citizens in a deeper reflection about the criminal justice system. Some of the modules are brief and seek only to draw attention to a few key elements and leave you with questions for discussion. Some others are lengthier and seek to provide you with food for thought. Depending on the length of the educational sessions, all of the modules may not be covered. It is estimated that proper coverage of all modules, allowing time for significant input from participants, would take at least three full days. Ideally, we recommend spreading it over a week. The modules could also be presented on a weekly basis depending on the availability of the audience. (excerpt)
Wernham, Marie. Police Training on Child Rights and Child Protection: Lessons Learned and Manual.: This book is the final outcome of an 8-month project to evaluate and consolidate lessons learned in relation to police training and sensitisation in the international arena of work with street children. This project was developed in response to international demand for improved information on police training in order to reduce human rights violations against street children. (excerpt). The book includes a section on Diversion and Restorative Justice.
Judicial Council of California. Balanced and Restorative Justice: an information manual for California.: This manual describes the history, concepts, and practices of what it refers to as “balanced and restorative justice” and offers suggestions for implementing these practices in communities. The manual was written as a resource for the legal community of California in hopes of encouraging judges to partner with community stakeholders to develop collaborative approaches that help youth. This manual also seeks to invite interested community stakeholders to participate in implementing restorative practices.
Hopkins, Belinda. Just care: Restorative justice approaches to working with children in public care.: Restorative justice is an innovative approach to addressing conflict and bullying, as well as disruptive, challenging and criminal behaviour. A restorative approach in a care setting shifts the emphasis from managing and responding to conflict and anti-social behaviour, to the building, nurturing, and repairing for relationships. Everyone in the residential community or foster home supports each other in taking responsibility for the impact that behaviour has on those around tthem, and putting things right when they go wrong. In this photocopiable resource, Belinda Hopkins identifies the practical benefits of employing the restorative approach. In extreme cases, this can mean dealing with serious incidents effectively without recourse to the criminal justice system. For day-to-day interactions, the approach builds on the principles of social pedagogy and 'restorative parenting,' and offers a fresh look at encouraging greater involvement of the young people themselves in making choices that address everyone's needs. (Publisher's description).
Royal Canadian Mounted Police. Community Justice Forum facilitator’s guide to the RCMP learning map.: While the Community Justice Forum is not the only possible restorative response to conflict, it is a significant component in the restorative justice and community policing emphases of the Royal Canadian Mounted Police. This document is a learning tool and training aid in two ways: it is a guide to facilitate discussion in a Community Justice Forum; and it is an aid in the training of RCMP officers and community members in the process of Community Justice Forums. The document has three main sections: an outline of traditional versus restorative approaches to justice; an overview of the process of Community Justice Forums; and an introduction to the theory behind Community Justice Forums.
Bodine, Richard and Crawford, Donna. Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings; Program Report: The first chapter defines conflict as a natural condition and examines the origins of conflict, responses to conflict, and the outcomes of those responses. It presents the essential principles, foundation abilities, and problemsolving processes of conflict resolution; discusses the elements of a successful conflict resolution program; and introduces four approaches to implementing conflict resolution education. Each of the next four chapters discusses one of these four approaches and presents examples of programs that use the approach. One chapter describes an approach to conflict resolution education characterized by devoting a specific time to teaching the foundation abilities, principles, and one or more of the problemsolving processes of conflict resolution in a separate course or distinct curriculum. Another chapter describes an approach in which selected, trained individuals provide neutral third-party facilitation in conflict resolution. A chapter presents an approach that incorporates conflict resolution education into the core subject areas of the curriculum and into classroom management strategies, and another chapter presents a comprehensive whole-school methodology that builds on the previous approach. The next two chapters address conflict resolution education in settings other than traditional schools, including juvenile justice and community settings. The final three chapters address more overarching topics: conflict resolution research and evaluation; a developmental sequence of behavioral expectations in conflict resolution; and the process of developing, implementing, and sustaining a conflict resolution program. Abstract courtesy of National Criminal Justice Reference Service, www.ncjrs.org.
Claassen, Ron. An Introduction to 'Discipline that Restores': Ron Claassen describes a restorative disciplinary program used in a school in California. The program, "Discipline that Restores" (DTR), was developed by Ron Claassen and his wife, Roxanne, to apply restorative justice principles in a school setting. A teacher in the school, Roxanne uses the program in her class of eighth graders, and they provide training for other teachers in the school. In this paper, Ron Claassen explains the principles of "Discipline that Restores," sketches a model he developed to illustrate four options for handling conflict, and recounts how another teacher uses a modification of victim-offender reconciliation to deal with conflicts between students and teachers.
Reynolds, Carl.. "Workplace mediation.": While there are varying emphases among different people in defining mediation, Reynolds holds mediation to be a process in which a neutral third party assists contending parties to achieve their own resolution of their dispute. In the United Kingdom, mediation has increasingly been extended into the workplace. Relating this development to limitations of traditional grievance and disciplinary procedures, Reynolds summarizes the emergence of mediation in the workplace. He then uses specific examples to show actual schemes for workplace mediation. The chapter also includes recommendations for setting up a workplace mediation system.
Bowen, Helen and Stephen Hooper and James Boyack and Bowen, Helen. New Zealand restorative justice practice manual.: This extensive manual covers practices and procedures to be tested and revised through a restorative justice pilot program in New Zealand. It is intended to be a practical tool for facilitators of restorative justice conferences. The authors of the manual begin by examining principles and practices of restorative justice, including a review of its history and relevant New Zealand law. They discuss cultural or customary perspectives and practices of various ethnic groups in New Zealand. Material on restorative justice conferences covers the foundations and processes of such conferences. The section on facilitators includes information on selection of facilitators, their responsibility and role, guidelines, and a code of ethics. Forms are provided as practical aids and guides. Specific appendices cover a number of topics, such as victims and the restorative justice conference, child sexual abuse and domestic violence with respect to restorative justice, and the relationship between restorative justice and mediation.
Diversion Association and Chilliwack Restorative Justice and Youth. Operations manual: The Chilliwack Restorative Justice and Youth Diversion Association (CRJYDA) is a nonprofit organization in Chilliwack, British Columbia, Canada. Begun in the late 1990s and rooted in restorative justice principles and practices, it offers diversionary alternatives to the court system for first-time young offenders. This manual details its operations. Following an introduction to the organization and its rules for restorative practice, the manual provides extensive, practical information on program administration. Sections cover the following information: CRJYDA's mission statement and purposes; CRJYD's formation as a nonprofit organization; organization and operation of the Board of Directors, staff, and volunteers; the nature and functioning of the diversion process; and a description of CRJYDA's collaboration with community organizations and other resources. Numerous appendices add more detailed information in areas such as these: resource list of restorative justice models; organizational by-laws; sample budget; organizational chart; sample partnership contracts and agreements; statistics; a volunteer application form; a youth alternative measures form; and a glossary of terms.
Moore, Larry and Stanway, Kevin. Kaslo Restorative Justice Committee: Community Accountability Program: The authors explain the philosophy behind and the operation of the Kaslo Community Accountability Program in Kaslo, British Columbia. The report gives a profile of the community, the program objectives for it, and the standards and methods adopted for implementation of the accountability program. The document includes copies of sixteen actual forms used in the police investigation and processing, plus those in the accountability program. The forms cover the entire process from investigation to feedback/evaluation for reporting the outcome.
Howell, James C. Guide for Implementing the Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders.: The detailed strategy rests on five principles: (1) strengthen the family in its responsibility to instill moral values; (2) support core social institutions in their roles with youth; (3) promote delinquency prevention; (4) initiate immediate and effective action in response to delinquency; and (5) identify and control the small group of serious, violent, and chronic juvenile offenders. This guide provides a blueprint for communities and organizations to apply this strategy.
Department of Health and Human Services. Guidelines for community conferences: This manual presents principles and practices that provide a framework for the development and operation of a community conference, a practice based in restorative justice. A number of topics are addressed clearly and succinctly: the role of conference facilitators; the conference process; the role of the youth justice unit of Tasmania’s Department of Health and Human Services; the participation of the victim, the youth offender, and the youth’s parents or guardians; sanctions; confidentiality; reporting on conference outcomes; and referral to other services. An appendix contains many forms useful for community conferences.

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Navigation RJ Office Kinds of Programmes Mediation Conferencing Circles Practice Manuals Practice Issues Programme Administration and Funding Programme Policy Manuals Building Support For Restorative Justice Training Evaluation Real People, Real Stories Programme Examples Kinds of Crimes Accreditation Staying Restorative	Info 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. 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. Choi, Jung Jin and Severson, Margaret M. Toward a culturally competent restorative justice practice framework: a focus on Asian Americans. This article examines adaptations to the restorative justice framework that need to be made to work more effectively with the Asian-American population. Restorative justice programs have been implemented extensively throughout North America and Europe over the last several decades. These programs are aimed at dealing with crime and the resulting emotional issues, through nontraditional ways. A review of the literature reveals that restorative justice has received little attention in social work literature, and that despite social workers' commitment to social justice, social workers have not been consistently and significantly involved in criminal justice matters. A problem frequently encountered by practitioners is the cross-cultural challenges that arise in the criminal justice, restorative justice context. This problem is especially pronounced in the Asian-American community. In Western cultures, conflict between individuals is frequently handled through legal means, with attorneys speaking for clients. In Asian cultures, however, conflict tends to be handled more by intermediaries consistent with Confucian values of achieving harmony in interpersonal and social relationships. The article looks at the development and current status of restorative justice approaches, and examines the cultural differences between East and West. A culturally competent restorative justice practice framework for the Asian-American community is presented and discussed. Implications for practice are also examined. (Abstract courtesy of the National Criminal Justice Reference Service, www.ncjrs.gov). FGDM Guidelines Committee. Guidelines for Family Group Decision Making in Child Welfare. These guidelines address family group decision making as a critical practice within child welfare agencies and community-based agencies that work with public child welfare systems. In developing these guidelines, American Humane recognizes that standing alone, FGDM cannot result in better outcomes for children and families. Other parts of the child welfare system must change in ways that are consistent with the principles stated above. FGDM cannot simply be “added” to child welfare services — the principles, philosophy and practice approach must be integrated throughout the child welfare system to improve the safety, permanency and well-being outcomes for children and the well-being of families. (excerpt) Wachtel, Joshua and Costello, Bob and Wachtel, Ted. The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators. The Restorative Practices Handbook is a practical guide for educators interested in implementing restorative practices, an approach that proactively builds positive school communities while dramatically reducing discipline referrals, suspensions and expulsions. The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action. (publisher's description) Just Equipping. A Little Manual of Restorative Justice. The little manual wants to put into your hands a basic training tool. The themes addressed in the various modules are themes that the writers\practitioners have found useful in seeking to educate communities about restorative justice and engage citizens in a deeper reflection about the criminal justice system. Some of the modules are brief and seek only to draw attention to a few key elements and leave you with questions for discussion. Some others are lengthier and seek to provide you with food for thought. Depending on the length of the educational sessions, all of the modules may not be covered. It is estimated that proper coverage of all modules, allowing time for significant input from participants, would take at least three full days. Ideally, we recommend spreading it over a week. The modules could also be presented on a weekly basis depending on the availability of the audience. (excerpt) Wernham, Marie. Police Training on Child Rights and Child Protection: Lessons Learned and Manual. This book is the final outcome of an 8-month project to evaluate and consolidate lessons learned in relation to police training and sensitisation in the international arena of work with street children. This project was developed in response to international demand for improved information on police training in order to reduce human rights violations against street children. (excerpt). The book includes a section on Diversion and Restorative Justice. Judicial Council of California. Balanced and Restorative Justice: an information manual for California. This manual describes the history, concepts, and practices of what it refers to as “balanced and restorative justice” and offers suggestions for implementing these practices in communities. The manual was written as a resource for the legal community of California in hopes of encouraging judges to partner with community stakeholders to develop collaborative approaches that help youth. This manual also seeks to invite interested community stakeholders to participate in implementing restorative practices. Hopkins, Belinda. Just care: Restorative justice approaches to working with children in public care. Restorative justice is an innovative approach to addressing conflict and bullying, as well as disruptive, challenging and criminal behaviour. A restorative approach in a care setting shifts the emphasis from managing and responding to conflict and anti-social behaviour, to the building, nurturing, and repairing for relationships. Everyone in the residential community or foster home supports each other in taking responsibility for the impact that behaviour has on those around tthem, and putting things right when they go wrong. In this photocopiable resource, Belinda Hopkins identifies the practical benefits of employing the restorative approach. In extreme cases, this can mean dealing with serious incidents effectively without recourse to the criminal justice system. For day-to-day interactions, the approach builds on the principles of social pedagogy and 'restorative parenting,' and offers a fresh look at encouraging greater involvement of the young people themselves in making choices that address everyone's needs. (Publisher's description). Royal Canadian Mounted Police. Community Justice Forum facilitator’s guide to the RCMP learning map. While the Community Justice Forum is not the only possible restorative response to conflict, it is a significant component in the restorative justice and community policing emphases of the Royal Canadian Mounted Police. This document is a learning tool and training aid in two ways: it is a guide to facilitate discussion in a Community Justice Forum; and it is an aid in the training of RCMP officers and community members in the process of Community Justice Forums. The document has three main sections: an outline of traditional versus restorative approaches to justice; an overview of the process of Community Justice Forums; and an introduction to the theory behind Community Justice Forums. Bodine, Richard and Crawford, Donna. Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings; Program Report The first chapter defines conflict as a natural condition and examines the origins of conflict, responses to conflict, and the outcomes of those responses. It presents the essential principles, foundation abilities, and problemsolving processes of conflict resolution; discusses the elements of a successful conflict resolution program; and introduces four approaches to implementing conflict resolution education. Each of the next four chapters discusses one of these four approaches and presents examples of programs that use the approach. One chapter describes an approach to conflict resolution education characterized by devoting a specific time to teaching the foundation abilities, principles, and one or more of the problemsolving processes of conflict resolution in a separate course or distinct curriculum. Another chapter describes an approach in which selected, trained individuals provide neutral third-party facilitation in conflict resolution. A chapter presents an approach that incorporates conflict resolution education into the core subject areas of the curriculum and into classroom management strategies, and another chapter presents a comprehensive whole-school methodology that builds on the previous approach. The next two chapters address conflict resolution education in settings other than traditional schools, including juvenile justice and community settings. The final three chapters address more overarching topics: conflict resolution research and evaluation; a developmental sequence of behavioral expectations in conflict resolution; and the process of developing, implementing, and sustaining a conflict resolution program. Abstract courtesy of National Criminal Justice Reference Service, www.ncjrs.org. Claassen, Ron. An Introduction to 'Discipline that Restores' Ron Claassen describes a restorative disciplinary program used in a school in California. The program, "Discipline that Restores" (DTR), was developed by Ron Claassen and his wife, Roxanne, to apply restorative justice principles in a school setting. A teacher in the school, Roxanne uses the program in her class of eighth graders, and they provide training for other teachers in the school. In this paper, Ron Claassen explains the principles of "Discipline that Restores," sketches a model he developed to illustrate four options for handling conflict, and recounts how another teacher uses a modification of victim-offender reconciliation to deal with conflicts between students and teachers. Reynolds, Carl.. "Workplace mediation." While there are varying emphases among different people in defining mediation, Reynolds holds mediation to be a process in which a neutral third party assists contending parties to achieve their own resolution of their dispute. In the United Kingdom, mediation has increasingly been extended into the workplace. Relating this development to limitations of traditional grievance and disciplinary procedures, Reynolds summarizes the emergence of mediation in the workplace. He then uses specific examples to show actual schemes for workplace mediation. The chapter also includes recommendations for setting up a workplace mediation system. Bowen, Helen and Stephen Hooper and James Boyack and Bowen, Helen. New Zealand restorative justice practice manual. This extensive manual covers practices and procedures to be tested and revised through a restorative justice pilot program in New Zealand. It is intended to be a practical tool for facilitators of restorative justice conferences. The authors of the manual begin by examining principles and practices of restorative justice, including a review of its history and relevant New Zealand law. They discuss cultural or customary perspectives and practices of various ethnic groups in New Zealand. Material on restorative justice conferences covers the foundations and processes of such conferences. The section on facilitators includes information on selection of facilitators, their responsibility and role, guidelines, and a code of ethics. Forms are provided as practical aids and guides. Specific appendices cover a number of topics, such as victims and the restorative justice conference, child sexual abuse and domestic violence with respect to restorative justice, and the relationship between restorative justice and mediation. Diversion Association and Chilliwack Restorative Justice and Youth. Operations manual The Chilliwack Restorative Justice and Youth Diversion Association (CRJYDA) is a nonprofit organization in Chilliwack, British Columbia, Canada. Begun in the late 1990s and rooted in restorative justice principles and practices, it offers diversionary alternatives to the court system for first-time young offenders. This manual details its operations. Following an introduction to the organization and its rules for restorative practice, the manual provides extensive, practical information on program administration. Sections cover the following information: CRJYDA's mission statement and purposes; CRJYD's formation as a nonprofit organization; organization and operation of the Board of Directors, staff, and volunteers; the nature and functioning of the diversion process; and a description of CRJYDA's collaboration with community organizations and other resources. Numerous appendices add more detailed information in areas such as these: resource list of restorative justice models; organizational by-laws; sample budget; organizational chart; sample partnership contracts and agreements; statistics; a volunteer application form; a youth alternative measures form; and a glossary of terms. Moore, Larry and Stanway, Kevin. Kaslo Restorative Justice Committee: Community Accountability Program The authors explain the philosophy behind and the operation of the Kaslo Community Accountability Program in Kaslo, British Columbia. The report gives a profile of the community, the program objectives for it, and the standards and methods adopted for implementation of the accountability program. The document includes copies of sixteen actual forms used in the police investigation and processing, plus those in the accountability program. The forms cover the entire process from investigation to feedback/evaluation for reporting the outcome. Howell, James C. Guide for Implementing the Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders. The detailed strategy rests on five principles: (1) strengthen the family in its responsibility to instill moral values; (2) support core social institutions in their roles with youth; (3) promote delinquency prevention; (4) initiate immediate and effective action in response to delinquency; and (5) identify and control the small group of serious, violent, and chronic juvenile offenders. This guide provides a blueprint for communities and organizations to apply this strategy. Department of Health and Human Services. Guidelines for community conferences This manual presents principles and practices that provide a framework for the development and operation of a community conference, a practice based in restorative justice. A number of topics are addressed clearly and succinctly: the role of conference facilitators; the conference process; the role of the youth justice unit of Tasmania’s Department of Health and Human Services; the participation of the victim, the youth offender, and the youth’s parents or guardians; sanctions; confidentiality; reporting on conference outcomes; and referral to other services. An appendix contains many forms useful for community conferences. Next 20 items » [1] 2 3 Document Actions RSS feed Send this Print this	Africa Asia Europe Latin America Middle East North America and Caribbean Pacific Search 10530 publications on restorative justice Recent RJOB Comments conference May 07, 2012 conference May 07, 2012 Agreement to participate May 04, 2012 More… Slide Show: What is Restorative Justice Click to view a slideshow discussing the definition of restorative justice. 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