Programme Policy Manuals

Listing to resource documents for developing individual programmes in settings such as schools and the criminal justice system.

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.
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.
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.
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.
Black male conundrum: From Sarah Karp's article in Catalyst Chicago: In Chicago’s public schools, African-American males are suspended and expelled at a higher rate than any other student group. Yet educators are working to raise black male graduation rates, creating a classic case of policy and practice at odds.
Improving School Climate: Findings from Schools Implementing Restorative Practices: From the International Institute for Restorative Practices e-Forum: The International Institute for Restorative Practices has compiled a 36-page booklet of findings from schools in the United States, England and Canada that are implementing restorative practices.
Brookman, Fiona and Bennett, Trevor and Pierpoint, Harriet and Maguire, Mike. Handbook on Crime: The Handbook on Crime provides analysis and explanation of the nature, extent, patterns and causes of over 40 different forms of crime, in each case drawing attention to key contemporary debates and social and criminal justice responses. It also challenges many popular and official conceptions of crime. (Excerpt)
Cripps, Kyllie and McGlade, Hannah. Indigenous family violence and sexual abuse: Considering pathways forward.: Australian Indigenous experiences of family and sexual violence have received much media and government attention since 2006. Three state government reports into the problem have been published in this time. These reports highlighted the disproportionate incidence of sexual assault and family violence within Indigenous communities and the many complexities associated with such experiences. They also illustrated that Indigenous communities are actively considering pathways forward for healing and for justice for victims, their families, and the broader kin network who inevitably feel the ripple effects of such violence. Increasingly, international examples of pathways forward are being considered for their applicability in the Australian Indigenous context. This paper critically examines the international case study ofthe Community Holistic Circle Healing process developed by the community of Hollow Water, Canada. Australian Indigenous family violence reports since 1999 have identified this process as an example of best practice in the management of sexual violence in Indigenous communities and have recommended that similar such models and processes be considered for implementation in Australia. This paper critically examines the program in its own context and reflects on the feasibility of its transference into the very different geographic, social, cultural, political and spiritual contexts of Australian Indigenous communities. (author's abstract)
Board of Directors. By-Laws of Barron County Restorative Justice Programs, Inc.: The By-laws of Barron County Restorative Justice Programs, Inc. shall provide for the operations of the Board of Directors of the Corporation. The By-laws shall be consistent with the mission and philosophy of Barron County Restorative Justice Programs, Inc. (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)
Hamel, John. Gender-Inclusive Family Interventions in Domestic Violence: An Overview: "Current policy toward domestic violence, including criminal justice and mental health responses that favor psychoeducational same-sex group treatment for perpetrators (usually for men) and victim services for victims (almost always women), has proven to be shortsighted and limited in its effectiveness (Babcock, Green, & Robie, 2004; Mills, 2003). In this chapter, a critical review is undertaken of family interventions in domestic violence from the advocacy model to past and recent alternative treatment approaches that take into consideration the systemic, interactive, and complex nature of family violence. Afterward, procedures for assessment and treatment are outlined on the basis of a new, research-based gender-inclusive systems model." (excerpt)
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.
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.
Stern, Fred. Peer mediation in secondary school.: This workshop [presentation]provides an overview of peer mediation in secondary schools where the presenter has worked with teachers/students in this program since 1990. What’s worked, what hasn’t? How are other schools using this program?
Bail, Jennifer and Caldwell, Wayne and Pranis, Kay. Doing Democracy With Circles: In this book, we explore the potentials for using Circles to solve the multifaceted and often intensely emotional problems that public planers face on a regular basis. We have written this book specifically for the planning practitioner, the student of planning, and the community member who seeks better public decisions. Yet, it is also true that much of the information that we offer about Circles and how to adapt them to problem-solving may be useful to those who want to apply Circles for other purposes as well. (Excerpt)
McHugh, Gerard. Integrating Internal Displacement in Peace Processes and Agreements: Leading experts on mediation and the plight of internally displaced persons (IDPs) collaborated to produce this handbook, which gives mediators the tools they need to incorporate IDPs' concerns into peace processes and agreements. The authors highlight four critical steps to asses the causes, dynamics, and characteristics of internal displacement; create the framework for integrating internal displacement; engage IDPs in peace processes; and integrate human rights and interests of IDPs in peace agreements. (Excerpt)
. Timig Mediation Initiatives: This toolkit presents and examines ways for mediators to determine if a conflict is at a stage where mediation is appropriate, interpret how parties see themselves in relation to the conflict, and encourage moments for mediation to occur.
. Managing Public Information in a Mediation Process: Managing Public Information in a Mediation Process helps mediators identify and develop the resources and strategies the need to reach these audiences. It highlights essential information tasks and functions, discusses key challenges and opportunities, and provides expert guidance on effective approaches. Examples from past mediations illustrate how various strategies have played out in practice. (Excerpt)
. Restorative Circles in Schools: Building Community and Enhancing Learning: Restorative Circles in Schools is an in-depth guidebook on the use of the circle, an essential restorative practice for schools. The book includes a wealth of practical knowledge on circles, drawn from the experience of the International Institute for Restorative Practices, which has worked in a wide variety of settings worldwide. Stories from numerous educators illustrate the circle's use in diverse situations, including proactive circles for improving relationships and enhancing academics, responsive circles to solve problems and address conflict, and circles to address issues among faculty, staff, and administrators. (Excerpt)

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Navigation RJ Office Kinds of Programmes 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 Programme Policy Manuals Listing to resource documents for developing individual programmes in settings such as schools and the criminal justice system. 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. 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. 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. 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. Black male conundrum From Sarah Karp's article in Catalyst Chicago: In Chicago’s public schools, African-American males are suspended and expelled at a higher rate than any other student group. Yet educators are working to raise black male graduation rates, creating a classic case of policy and practice at odds. Improving School Climate: Findings from Schools Implementing Restorative Practices From the International Institute for Restorative Practices e-Forum: The International Institute for Restorative Practices has compiled a 36-page booklet of findings from schools in the United States, England and Canada that are implementing restorative practices. Brookman, Fiona and Bennett, Trevor and Pierpoint, Harriet and Maguire, Mike. Handbook on Crime The Handbook on Crime provides analysis and explanation of the nature, extent, patterns and causes of over 40 different forms of crime, in each case drawing attention to key contemporary debates and social and criminal justice responses. It also challenges many popular and official conceptions of crime. (Excerpt) Cripps, Kyllie and McGlade, Hannah. Indigenous family violence and sexual abuse: Considering pathways forward. Australian Indigenous experiences of family and sexual violence have received much media and government attention since 2006. Three state government reports into the problem have been published in this time. These reports highlighted the disproportionate incidence of sexual assault and family violence within Indigenous communities and the many complexities associated with such experiences. They also illustrated that Indigenous communities are actively considering pathways forward for healing and for justice for victims, their families, and the broader kin network who inevitably feel the ripple effects of such violence. Increasingly, international examples of pathways forward are being considered for their applicability in the Australian Indigenous context. This paper critically examines the international case study ofthe Community Holistic Circle Healing process developed by the community of Hollow Water, Canada. Australian Indigenous family violence reports since 1999 have identified this process as an example of best practice in the management of sexual violence in Indigenous communities and have recommended that similar such models and processes be considered for implementation in Australia. This paper critically examines the program in its own context and reflects on the feasibility of its transference into the very different geographic, social, cultural, political and spiritual contexts of Australian Indigenous communities. (author's abstract) Board of Directors. By-Laws of Barron County Restorative Justice Programs, Inc. The By-laws of Barron County Restorative Justice Programs, Inc. shall provide for the operations of the Board of Directors of the Corporation. The By-laws shall be consistent with the mission and philosophy of Barron County Restorative Justice Programs, Inc. (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) Hamel, John. Gender-Inclusive Family Interventions in Domestic Violence: An Overview "Current policy toward domestic violence, including criminal justice and mental health responses that favor psychoeducational same-sex group treatment for perpetrators (usually for men) and victim services for victims (almost always women), has proven to be shortsighted and limited in its effectiveness (Babcock, Green, & Robie, 2004; Mills, 2003). In this chapter, a critical review is undertaken of family interventions in domestic violence from the advocacy model to past and recent alternative treatment approaches that take into consideration the systemic, interactive, and complex nature of family violence. Afterward, procedures for assessment and treatment are outlined on the basis of a new, research-based gender-inclusive systems model." (excerpt) 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. 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. Stern, Fred. Peer mediation in secondary school. This workshop [presentation]provides an overview of peer mediation in secondary schools where the presenter has worked with teachers/students in this program since 1990. What’s worked, what hasn’t? How are other schools using this program? Bail, Jennifer and Caldwell, Wayne and Pranis, Kay. Doing Democracy With Circles In this book, we explore the potentials for using Circles to solve the multifaceted and often intensely emotional problems that public planers face on a regular basis. We have written this book specifically for the planning practitioner, the student of planning, and the community member who seeks better public decisions. Yet, it is also true that much of the information that we offer about Circles and how to adapt them to problem-solving may be useful to those who want to apply Circles for other purposes as well. (Excerpt) McHugh, Gerard. Integrating Internal Displacement in Peace Processes and Agreements Leading experts on mediation and the plight of internally displaced persons (IDPs) collaborated to produce this handbook, which gives mediators the tools they need to incorporate IDPs' concerns into peace processes and agreements. The authors highlight four critical steps to asses the causes, dynamics, and characteristics of internal displacement; create the framework for integrating internal displacement; engage IDPs in peace processes; and integrate human rights and interests of IDPs in peace agreements. (Excerpt) . Timig Mediation Initiatives This toolkit presents and examines ways for mediators to determine if a conflict is at a stage where mediation is appropriate, interpret how parties see themselves in relation to the conflict, and encourage moments for mediation to occur. . Managing Public Information in a Mediation Process Managing Public Information in a Mediation Process helps mediators identify and develop the resources and strategies the need to reach these audiences. It highlights essential information tasks and functions, discusses key challenges and opportunities, and provides expert guidance on effective approaches. Examples from past mediations illustrate how various strategies have played out in practice. (Excerpt) . Restorative Circles in Schools: Building Community and Enhancing Learning Restorative Circles in Schools is an in-depth guidebook on the use of the circle, an essential restorative practice for schools. The book includes a wealth of practical knowledge on circles, drawn from the experience of the International Institute for Restorative Practices, which has worked in a wide variety of settings worldwide. Stories from numerous educators illustrate the circle's use in diverse situations, including proactive circles for improving relationships and enhancing academics, responsive circles to solve problems and address conflict, and circles to address issues among faculty, staff, and administrators. (Excerpt) Next 4 items » [1] 2 Document Actions RSS feed Send this Print this	Africa Asia Europe Latin America Middle East North America and Caribbean Pacific Search 10475 publications on restorative justice Recent RJOB Comments Controversies Around Restorative Justice Feb 07, 2012 "Immature humanity" Jan 31, 2012 Ex-Juvenile Offender Jan 20, 2012 More… Slide Show: What is Restorative Justice Click to view a slideshow discussing the definition of restorative justice. Feb 07, 2012 Sycamore Tree Project® report from Australia Feb 07, 2012 "Everything" by the IFI drama team Jan 31, 2012 APAC Nova Lima Receives National Recognition Jan 31, 2012 APAC Costa Rica Jan 24, 2012 Sycamore Tree Project®: A prison chaplain describes the impact