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Articles and resources on guidelines, certification and accreditation of practitioners.

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.
Victim Offender Mediation Association. Victim-Offender Mediation Association Recommended Ethical Guidelines.
This is a set of recommended guidelines for principles and practices in victim-offender mediation. It includes a brief description of the nature and practice of victim-offender mediation, including an overview of the process, training for mediation, charges for mediation services, connections with other related professionals, and more.
Umbreit, Mark S. "Restorative Justice Conferencing: Guidelines for Victim Sensitive Practice - "Adapting Conferences, Mediations, Circles and Reparative Boards to People, Communities, and Cultures."
The purpose of this monograph is to present guidelines for the practice of victim sensitive restorative justice conferencing, a term used here to identify all those processes that facilitate restorative dialogue and problem-solving among victims, offenders, family members, and other support persons or community members. Umbreit refers specifically to four established expressions of restorative justice conferencing: victim offender mediation, family group conferencing, peacemaking/sentencing circles, and reparative community boards before which offenders appear. Umbreit addresses a number of questions concerning the nature of restorative justice conferencing. Using examples of cases and programs, he notes specific characteristics of a multi-method approach to victim offender conferencing. Then he identifies core principles and skills of restorative justice conferencing, including humanistic "dialogue-driven"mediation/facilitation, guidelines for victim sensitive conferencing, and multi-cultural implications.
Blair, Geoff. Teacher talk, restorative practice, and tricky kids.
This PowerPoint presentation was from a workshop exploring the topic of teacher language. The workshop description was "A practical and theoretical session on the affect of teacher language on the mood of the classroom. The use of circles at the start of the year, semester or topic will set the tone for the class. When teachers and their classes have shared expectations and a clear understanding of how the class will operate it becomes the reference point for when things don’t go well. The primary factor in influencing student achievement is the teacher. When teachers focus on relationships, are concise and consistent with their language, the learning community becomes cohesive and strong. A strong learning community is the greatest gift a teacher/school can provide for kids who struggle and take up so much of student manager’s time."

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