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Training Manuals

Training manuals developed by various groups from around the world.

Kecskemeti, Maria. Restorative Conversations - Is changing ways of speaking enough to change relationships, discipline systems and school cultures?
Ways of speaking that call for achieving greater control by teachers over students as a response to problems and that require students to be more docile in the management of their behaviours are among the most readily available relationship and behaviour management practices that are used in schools. Though most schools try to foster a climate of inclusion on a policy level, there are many schools that struggle to make their discipline and behaviour management system work. In this paper I propose that ideas from positioning theory have potential for supporting the development of restorative behaviour management practices. I argue that such ideas should first be applied to the many daily conversations that teachers and students have with each other. I will show, through excerpts from conversations, how calling on positioning theory could produce ways of speaking that are restorative of relationships. I suggest that such ways of speaking can not only enrich the repertoire of restorative practices but they can form the basis of behaviour management strategies and discipline systems that are based on respect and foster a culture of inclusion. Abstract courtesy of the Centre for Justice and Peace Development, Massey University, http://justpeace.massey.ac.nz.
Andersson, Hanne and Madsen, Karin Sten. The Challenges of Mediating Rape
Many women do not feel that justice is being restored in the aftermath of sexual coercion. Mediation can renew their sense of justice.Mediation has been introduced at the Centre for Victims of Sexual Assault in Copenhagen as one way of helping women exposed to sexual coercion regain control over their lives. This presentation outlines the way in which mediation is conducted at the centre. It describes how both written correspondence between the parties and face to face meetings has proven to be useful ways of conducting the restorative process. The presentation addresses the special obstacles and possibilities for mediation posed by a situation, where: the victim and the offender often have known each other for some time; the offender does not necessarily regard what has happened as sexual coercion; the discourse of rape - 'real rape' - is dominant in the thinking of the victim and the offender and their families and friends. What has been learned in the program so far points to the fact that when it comes to restorative justice, sexual assault constitutes a particular context which makes it necessary for the mediator to be aware of the ways it is possible to talk about rape and sexual coercion and the discourses and narratives that are available to men and women in these situations. Abstract courtesy of the Centre for Justice and Peace Development, Massey University, http://justpeace.massey.ac.nz.
Toronto Family Group Conferencing Project. Toronto Family Group Conferencing Project: Manual
This manual was developed by the Toronto Family Group Conferencing Project. It covers the background of the project, practice issues, structural issues, and training.
Parker, Lynette. Video Review: Complete Victim Offender Mediation and Conferencing Training
Bringing victims and offenders together in face-to-face meetings requires sensitivity to the needs of each throughout the process. This 117-minute training video provides a glimpse into the dynamics of these types of meetings by presenting the entire process from preparation to actual mediation for two cases.
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.
Penal Reform International. Human Rights and Vulnerable Prisoners
This manual is the first of a series covering a wide range of penal reform issues. It is designed to provide trainers within PRI’s network and others trained in participatory training and experience-based learning with reference materials to assist them in conducting highquality training workshops. The core of this manual is a series of resource kits on topics related to good prison management and human rights. Specifically, it focuses on international standards for the treatment of prisoners and the special needs of six categories of vulnerable prisoners. Forthcoming manuals in this series will cover additional of penal reform themes. (excerpt)
Negra, Vidia and Bailie, John. Burning Bridges: Engaging communities and raising public awareness about restorative practices
This workshop was to explore innovative ways to actively engage affected community stakeholders in restorative practices while raising public awareness about the effectiveness and legitimacy of restorative options. This presentation included interactive discussion and a showing of the IIRP-produced documentary "Burning Bridges". "Burning Bridges" is a documentary about the arson of Mood's Bridge, a historic covered bridge in Bucks County, Pennsylvania, USA, and the restorative conference held in its wake... The presenters discussed how advocates for restorative practices can accomplish the dual aims of providing effective processes that meet the needs of a wider circle of stakeholders while effectively educating policy-makers and the general public. (excerpt)
Penal Reform International. Droits humains et détenus vulnérables
abstract unavailable
Smock, David R. and Smith, Amy L.. Managing a Mediation Process
Managing a Mediation Process offers an overview of the process of mediating interstate and intrastate conflicts. Each of its six chapter covers a different step in the process, identifying what needs to be done at that step and how best to accomplish it...This handbook is designed to help mediators identify areas where they may need more research or preparation, as well as options and strategies relevant to the particular case on which they are working. Examples from past mediation efforts are provided. (Excerpt)
Minnesota Department of Corrections. Facilitating restorative group conferences. Trainer’s guide lesson 4: Role of the facilitator.
The Minnesota Department of Corrections has produced a set of practical materials to guide people who are training others in facilitation of restorative group conferences. Lesson 4 deals with the role of the facilitator. Subjects covered by this lesson include the following: lesson objectives; the dynamics of diversity among people and the implications for facilitators; cross cultural communication; hate crimes; logistical arrangements for restorative conferences; forms of reparation; the facilitator as umpire; communications skills; functions of a facilitator; typical duties, responsibilities, and qualifications; standards of conduct; safety and legal issues; volunteer protection; community service opportunities; and self-assessment for facilitators.
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.
Umbreit, Mark S and Bazemore, Gordon. Guide for Implementing the Balanced and Restorative Justice Model
This 88-page report is the result of 5 years of joint development, training, and technical assistance efforts by Balanced and Restorative Justice (BARJ) Project and juvenile justice professionals in the United States. The purpose is to assist juvenile justice professionals in implementing balanced and restorative justice practices in their work. The BARJ mission includes attention to each of three components: accountability, competency development, and community safety. For each of these three components, the report outlines key characteristics of programmatic approaches. The report presents practical information and tools to enable juvenile justice professionals to implement the BARJ philosophy and mission. The report is a guide to the BARJ model not a prescription. Within the general principles and values of restorative justice, implementation may vary based on local resources, traditions, and cultures.
Minnesota Department of Corrections. Facilitating restorative group conferences. Participant’s guide lesson 4: Role of the facilitator.
The Minnesota Department of Corrections has produced a set of practical materials for people training to facilitate restorative group conferences. Lesson 4 deals with the role of the facilitator. Subjects covered by this lesson include the following: lesson objectives; the dynamics of diversity among people and the implications for facilitators; cross cultural communication; hate crimes; logistical arrangements for restorative conferences, including a preparation checklist and facilitator’s script; self-care for facilitators; the facilitator as umpire; communications skills; functions of a facilitator; typical duties, responsibilities, and qualifications; standards of conduct; safety and legal issues; volunteer protection; community service opportunities; and self-assessment for facilitators.
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.
Seipp, Kathy and Farell, Emily. The Road to eace: A Teaching Guide on Local and Global Transitional Justice.
The Road to Peace: A Teaching Guide on Local and Global Transitional Justice is a comprehensive teaching guide that introduces students who have a general knowledge of human rights to the concept of transitional justice. Using the expertise of The Advocates’ human rights monitoring teams, who carried out work in Peru and Sierra Leone, The Advocates for Human Rights has created this teaching guide to be used with ninth grade through adult learners. With creative, thought-provoking, and innovative lesson plans, this comprehensive teaching guide introduces students to the concept of transitional justice through: * Lessons on the root causes and costs of war and conflict * Overview of human rights and different transitional justice mechanisms * Mock war crimes tribunal and mock truth commission role plays * In-depth country case studies * Individual case studies on human rights abuses * Investigative tools to study the need for transitional justice in the U.S. * Skill-building resources on how to apply reconciliation on a local level * Conflict resolution and peer mediation exercises * Transitional justice glossary * Resources for further study and action on peace and justice (excerpt)
Starting Restorative Programs: Manuals on the Web.
There are many resources available on the Web for people starting restorative programs. The programs differ, and they are specific to their context, but they may serve as useful guides to others.

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