This document provides an overview of restorative justice and restorative practices. It discusses:
1. The differences between restorative practice, which aims to build relationships proactively, and restorative justice, which repairs relationships reactively following harm.
2. A range of restorative practices like circles, questions, and conferences that can be used proactively or reactively.
3. The development of restorative justice as an alternative to punitive criminal justice systems that view crimes as offenses against society rather than individuals. Restorative approaches seek to involve victims and negotiate restitution.
Topic of Sociology, Crime and Deviance, Norms and Crime/Deviance, Introduction, Legally Deviant Behavior, Illegally Deviant Behavior, Criminal Behavior, Reasons People Commit Crimes and deviance, Deviance and crime, Group deviance, Three views of deviance, Biological, Psychological, Sociological, Structural-Functionalist Perspectives, Reinforcement theories, Differential association theory, Social conflict perspectives, Symbolic integrationists perspectives, Labeling theory, William Chambliss Experiment, Experiment by D.L Rosenhan, Crime, Crime Classification, Types of Crime, How is crime reported?, Recording Crime, Measures of crime, CRIME AND GENDER, CRIME AND AGE, ETHNIC GROUP/ETHNICITY, INSTITUTIONAL RACISM, Crime And Ethnicity, Crime And Social Class, Occupational Crime, Professional Crime Corporate Crime, Computer Crime, The criminal justice system, Police Duties, The criminal justice system, Justifications of punishment, Retributive justice, Social control
The Effect of Vehicle theft and hijacking - Dr Jaco BarkhuizenTracker Connect
The objectives of this study were to gather information in order to provide desired information to the following questions:
- How do victims experience the vehicle hijacking?
- What was the general make-up of the incident?
- What are the financial and physical-emotional consequences of vehicle hijacking?
- What are the social consequences of vehicle hijacking?
- And how does the financial and physical-emotional consequences contribute to the social consequences?
- What common trends can be identified to establish the effect that this crime has had on the social fabric in South Africa?
Topic of Sociology, Crime and Deviance, Norms and Crime/Deviance, Introduction, Legally Deviant Behavior, Illegally Deviant Behavior, Criminal Behavior, Reasons People Commit Crimes and deviance, Deviance and crime, Group deviance, Three views of deviance, Biological, Psychological, Sociological, Structural-Functionalist Perspectives, Reinforcement theories, Differential association theory, Social conflict perspectives, Symbolic integrationists perspectives, Labeling theory, William Chambliss Experiment, Experiment by D.L Rosenhan, Crime, Crime Classification, Types of Crime, How is crime reported?, Recording Crime, Measures of crime, CRIME AND GENDER, CRIME AND AGE, ETHNIC GROUP/ETHNICITY, INSTITUTIONAL RACISM, Crime And Ethnicity, Crime And Social Class, Occupational Crime, Professional Crime Corporate Crime, Computer Crime, The criminal justice system, Police Duties, The criminal justice system, Justifications of punishment, Retributive justice, Social control
The Effect of Vehicle theft and hijacking - Dr Jaco BarkhuizenTracker Connect
The objectives of this study were to gather information in order to provide desired information to the following questions:
- How do victims experience the vehicle hijacking?
- What was the general make-up of the incident?
- What are the financial and physical-emotional consequences of vehicle hijacking?
- What are the social consequences of vehicle hijacking?
- And how does the financial and physical-emotional consequences contribute to the social consequences?
- What common trends can be identified to establish the effect that this crime has had on the social fabric in South Africa?
Working with Sexual Offenders in Denial
Dr. Susan Grey Smith, Ph.D. LMFT
2014 Sex Offender Risk Assessment Advisory Board
(SORAAB) Training
Date: May,9 2014
Jails and PrisonsLooking inside total institutionsDefini.docxvrickens
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te ...
Jails and PrisonsLooking inside total institutionsDefini.docxdonnajames55
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te.
When Vernon Johnson wrote I’ll Quit Tomorrow in 1973, and Intervention: How to Help Someone Who Doesn’t Want Help in 1986, his radical ideas were met with resistance from many groups.
James Caringi, PhD Presentation at 2016 Science of HOPE
Description:
Secondary Traumatic Stress (STS) is defined as, “the natural and consequent behaviors and emotions resulting from knowing about a traumatizing event experienced by a significant other, the stress resulting from helping or wanting to help a traumatized or suffering person” (Figley, 1995). Professionals and caregivers frequently work with individuals, families, groups, and communities who have experienced multiple adverse childhood experience (ACE) traumas and as a result, are at high risk for experiencing STS. Secondary Traumatic Stress can lead to personal health issues, loss of productivity, and turnover and therefore should be a concern for practitioners and administrators.
This presentation will address the causes of STS and offer ideas for both prevention and recovery. In addition, findings from empirical research projects examining STS, burnout, and peer support will be reviewed. Methods to create a trauma informed organization that can both prevent and mitigate the impact of STS will be reviewed and critiqued. Finally, the presenter will facilitate an action research process designed to enable participants to begin the development of self-care plans that they can use in their organizations.
This presentation was designed to consolidate student's understanding of 'significant harm' following group work and a reading of Harwin and Madge's journal article, "The concept of significant harm in law and practice".
The social construction of reality and childhood. Emphasis upon the social construction of child abuse and child concern with examples from international perspectives corporal punishment and participatory research into 'the voice of the child' with reference to their wishes and feelings regarding being 'smacked'.
Vulnerability & and Developmental NeedsNathan Loynes
Understanding Children's Development within Needs Assessments and Safeguarding Contexts with reference to The Children Act 1989, Vulnerability and Risk.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. 2
Restorative Practice or Restorative Justice?
Practice is a pro-active model of restoration,
building relationships in order to reduce the
likelihood of harm
Justice is re-active, repairing relationships
following harm being caused
John Clark 2010
3. A range of restorative practices
Proactive and Reactive Circles
Restorative language
Restorative questions & conversations
Restorative Conferences including mediation
& FGC’s
3
4. 4
Truth, right & wrong
Retributive system & the truth
Evidence & proof beyond all reasonable doubt
Rehabilitative system and the truth
Establishing antecedents & developing treatment
Restoration and truths
The Six Blind Men & the Elephant.
John Godfrey Saxe (1816-1887)
5. 5
A BRIEF SUMMARY & BACKGROUND TO
RESTORATIVE JUSTICE
A brief summary & background to Restorative Justice
Western legal tradition since the 11th century has increasingly viewed crime as an offence
against the public at large and against society rather than against the individual victim.
The obvious response resulting from this is state prosecution, punishment and the
development of a system of justice, which is both retributive and adversarial. One of the
results being that the individual victim is marginalised in the process.
A number of western cultures prior to the eleventh century and many non-western cultures
today view an offence as a violation of social bonds and respond to it through a process
of negotiation, restitution and reconciliation.
In the UK recently rediscovered restorative practices among Quaker and Mennonite
communities and indigenous communities in North America / Canada, New Zealand,
Australia and South Africa have been incorporated into the Youth Justice System
The law becomes a mediating process designed to reconcile not a process to allocate
blame and punishment.
Developing practices include Victim Offender Mediation, Restorative Conferences, Family
Group Conferences, Scottish Hearing Panels and Referral Order Panels. These and other
interventions have come to be known as Restorative Justice and or Restorative
Approaches.
Restorative approaches are also used outside the justice systems to resolve conflicts in
schools, in the community, neighbour conflicts, in the workplace and also in family
disputes.
John Clark 2010
6. Theory
While there is a body of theory which describes restorative
behaviours, there is not a single Restorative Practice
“theory”.
Instead it is a WAY OF BEING … it describes ways of
communicating, developing relationships and resolving
difficulties.
7. Restorative Practice draws on many theories
RestorativeRestorative
PracticePractice
A WAY OFA WAY OF
BEINGBEING
Resilience
Conversations
Family Group
Conferencing
Solution
Focussed
Therapy
Restorative
Justice
Cognitive
Behavioural
Therapy
Transactional
Analysis
Neuro
Linguistic
Programming
8. Some characteristics of Restorative Practice
Being explicit in your practice
Working with people
Ensuring the process is fair
Applying the above to your language &
behaviours
John Clark 2013
8
9. 9
Restorative system
In Restorative Justice the process through which
decisions are made and the future planned is
essential.
A restorative processA restorative process seeks to include all the
people effected by an incident
It encourages and facilitates opportunities for
communication
RJ Seeks to agree mutually acceptable
outcomes
It is respectful and attempts to strengthen all
participants
John Clark 2010
10. 10
Restorative Justice is:
An inclusive process for those who are victims and those
who have offended
Provides an expanded role for victims to be able to
regain personal power, speak about feelings and to be
involved and make decisions about how their needs can
be met.
The person who has offended is enabled to take
personal responsibility for their actions, actively work to
repair harm caused to victims, learn about personal
harm caused to victims and work to make amends to the
victim and to the community
11. 11
RJ is inclusive and should always includes
those who have been harmed (victims)
People who have been victims of crime or of
harmful behaviours can display a variety of
needs
Providers of services or interventions need to be
aware of those needs in order to ensure
inclusion and avoid re-victimising
John Clark 2009
13. Restorative
“What happened?”,
“What harm has resulted?”
“Who has been affected”?
“What needs to happen next?”
What support do you need for this to
happen?
What will it look like when it improves?
13
14. 14
Victims & loss, common reactions
4 Stage Model
1) Initial Reaction –
Shock / Denial
4) Adjustment
3) Reconstruction
Acceptance
2) Disorganisation
Depression
ESTEEM TIME
16. 16
Factors Affecting Recovery
o Having been a previous victim of crime
o Recent Bereavement
o Lack of Support
o Nature of the crime
o Psychiatric history
17. 17
Ripple effect of crime
It is important to remember that others who surround the Direct victim of crime may
also be affected e.g. family Members, children, friends, witnesses. They may experience
Concern for the victim, fear, guilt that they couldn’t help, or increased vulnerability.
You may find yourself coming into contact with some of these people and supporting
More people than the victim
Secondary victimisation
This is the term given to victimisation which occurs through the responses of institutions And individuals to the victim.
Not only is the victim trying to recover from the crime itself, They may also experience great distress from the way they
are dealt with by hospital Personnel, criminal justice agencies or victim compensation schemes. Additionally, family,
Friends and colleagues may not take a supportive attitude but instead may want to distance Themselves from the
crime by blaming the victim or urging them to ‘put it behind them’. Your support is particularly needed in such
situations as such reactions can make recovery harder
Post traumatic stress disorder
Whilst a great majority of victims of crime will recover from their experience, a small
Number will become ‘stuck’ in the recovery process and may develop PTSD (post
traumatic stress disorder). This is a specific medical diagnosis which only applies in
rare cases. If after three months a victim is unable to deal with normal life – constantly
re-experiencing the event – and early symptoms of shock are not alleviated they may be
Suffering PTSD and should immediately be referred to their GP or a Stress Clinic for
professional help
Effect of this work on you
The ripple effect may also spread out past the victim’s family and friends to you, as a supporter.
When you are closely involved with victims, you may find yourself becoming overwhelmed with
Similar feelings to those that victims are expressing. If you find yourself becoming inexplicably
Depressed, feeling helpless, fearful or tired, you should talk this through with your co-ordinator.
18. ChallengeChallenge
ToTo WithWith
NotNot ForFor
Adapted from: Wachtel T & McCold P in Strang H & Braithwaite J (eds), (2001),
Restorative Justice and Civil Society, Cambridge University Press, Cambridge
SupportSupport
Four ways…
19. 19
SOCIAL DISCIPLINE WINDOW
LOW HIGH
HIGH
Care / support (Encouragement, nurture)
Challenge/control(limitsetting,discipline)
TO
punitive
NOT
neglectful
WITH
restorative
FOR
permissive
Adapted from IIRP 2011
20. 20
Engaging participants in the process
Explaining & building a shared understanding
Building a clarity of expectation and vision for
change
20
Fairness of process
21. 21
Applying restorative principles to questioning in
response to an incident
Questions would be neutral, non-judgmental, about the behaviour and its effect upon
others
Open questions which require an answer rather than a yes/no response
They would take everyone from the past to the future (repairing harm) & actually
allow people to tell their story
They would require people to reflect on who has been affected and help the
wrongdoer develop empathy
They would seek to build understanding rather than blame
The person asking is likely to be seen as objective and respectful and are more likely
to promote responsibility
They would be fair and able to be applied in every situation
They would be thinking questions, but more likely to get 'feeling‘ responses.
22. 22
What happened?
What were you thinking about at the time?
What have your thoughts been since?
Who has been affected by what you did?
In what way have they been affected?
What do you think needs to happen next?
Thames Valley Police 2000
22
Restorative Questions
23. 23
What happened?
What were your thoughts at the time?
What have your thoughts been since?
How has this affected you and others?
What has been the hardest thing for you?
What do you think needs to happen next?
Thames Valley Police 2000
23
Restorative Questions
24. 24
SOME UNDERLYING PRINCIPLES FOR
RESTORATIVE INTERVENTIONS
Restoration rather than retribution as a method of resolving conflict
Voluntarism so that participation is not the result of duress
Self-determination so that participants resolve their own conflict
Openness regarding feelings and opinions
Collaboration so that people work with rather than against each other
Flexibility in seeking creative solutions
Equality& inclusion in terms of access and power ensuring that the
particular needs of different interests are properly addressed to avoid
oppressive practices
John Clark 2008
25. 25
SCALE OF INTERVENTION
LEAST INTERVENTIONIST
Avoidance
Negotiation
Mediation
Arbitration
Litigation
Aggression
MOST INTERVENTIONIST
John clark 2008
26. 26
DEFINITIONS
NEGOTIATION is a general term for the process of disputants working
out an agreement between themselves.
MEDIATION is a process by which an impartial third party helps two or
more disputants work out how to resolve a conflict. The disputants, not
the mediators, decide the terms of any agreement reached.Mediation
usually focuses on future rather than past behaviour.
ARBITRATION is a process in which an impartial third party (after
hearing from both sides) makes a final, usually binding decision.The
discussion and decision, while structured, may not be as regulated as
formal procedures and rules of evidence as is courtroom procedure.
LITIGATION is the process of settling a dispute in court according to
legal statutes, with advocates presenting evidence on behalf of the
parties. Litigation is an adversarial process, in which a judge (or jury)
adjudicates in favour of one party after hearing both sides
John Clark 2008
27. 27
Skills
Being able to allow uninterrupted time
To be encouraging & prompting without
dominating the process
Listening skills, hearing as well as listening
Making use of silence
Being able to sum up
Knowing when to take time out
Taking cognisance of safety of participants
Ensuring that (in a Conference) the script follows
the process rather than the process following the
script
John Clark 2010
28. 28
Restorative Justice interventions
Mediation
A process in which an impartial third party helps two (or more)
disputants to reach an agreement. The disputants, not the mediator,
work out the terms of the agreement.
Victim-offender mediation
In which an impartial third party helps the victim(s) and offender(s) to
communicate either directly or indirectly. The process can lead to a
greater understanding for both parties and sometimes to reparation
Reparation
Action taken by the offender (or person causing harm) to put right the
harm caused (in response to victim’s wishes.
JC/08
29. 29
RJ interventions 2
Restorative Conferencing
Similar in principle to V/O mediation but follows a script and can include
family members. Focus on outcome
Family Group Conference
Similar to above but includes private time for the ‘offenders’ family to
come up with a viable plan for repairing harm & for the future. Also used
in welfare/child protection
Referral Order Panel
Youth Court Order which mandates a panel including victim, offender,
volunteers and staff to agree a contract of work to repair harm
JC.08
32. 32
Navajo restorative justice: the law of
equality & justice - peacemaking
Navajo justice has a healing component
State justice appoints judges on the basis of education to
hear facts, apply the law and make decisions
The above is alien to Navajo concepts of freedom &
individuality, where one person cannot impose a
decision on another
Navajos are their own judges in an egalitarian process
A wronged person demands that of the perpetrator that
things be put right, a demand to readjust the relationship
that the proper thing be done
Relatives can act on the wronged persons behalf
33. 33
Cree justice as healing
“………………in the non-Indian community, a
crime seems to mean that the individual is a
bad person and therefore must be
punished……………..”
“The Indian communities view a wrongdoing
as a misbehaviour which requires teaching or
an illness which requires healing”
34. 34
Maori restorative tradition
Lost or parallel system
Maori justice – healing for all
Set up to meet the victims needs, not about
humiliating the offender
Recognition that it is an individual who is hurt
not society
Hearing and helping the victim, helping &
healing the perpetrator, healing the
families/community and restoring balance
35. Types of circle
Sequential
Specific question
Done in order
Participation expected
Non Sequential, can be:
Structured
Loosely Structured
No order
Participation voluntary
Fishbowl
Sequential or non-sequential
Empty chair
Feedback 35
36. Uses for circles
Go around
Check in /check outs
Problem solving
Dealing with conflict
Teaching and learning
Staff meetings
Decision making
Staff handovers
Just about anything!
36
37. 37
Canadian & European RJ
VORP.
Victim offender reconciliation programme in Kitchener,
Ontario (1974)
Spread to other parts of Canada & North America
England in1985 Home office projects set up in Cumbria,
West Midlands (2), West Yorkshire
Austria 1989 Juvenile Justice legislation provides for
referral to mediation
Mediation used in Balkan wars and incorporated as
domestic practice in Croatia
European Union encourages RJ as a recommended
form of Justice
38. 38
Case study - Tracy
Offence of violence Sec 47 assault
Tracy is 13yrs old and lives in a Residential
Children’s Home.
After an upsetting phone conversation with her
mother she is very angry and causes some damage
in her room kicking and damaging doors, breaking a
window and tearing some of her clothes. A worker
confronts T as she leaves her room and T pushes
past her in an attempt to leave. The worker sustains
minor bruising from the door post & scratches from
a ring Tracy was wearing. The Police are called.
39. 39
Case study - Tracy
What do you think would happen to Tracy
employing the following processes?
1. Retributive justice process
2. Rehabilitative or welfare system
3. Restorative approach to justice
40. 40
Resolving serious harm in the international
arena
Rwanda
Bosnia
South Africa
The Truth & Reconciliation Committee.
41. 41
Measuring results
How do we evaluate conventional methods
of justice administration?
British Crime Survey
Police & Home Office statistics & reports
Public opinion as reflected by politicians
Media reports
Letters/opinion from public as selected &
reported by the press
Complaints to criminal justice agencies
42. 42
Measuring results 2
Measuring restorative approaches to justice
Home Office/Youth Justice Board measures
Professional organisations
Academic research
International studies
Customer satisfaction surveys
John Clark/RJ/07
43. 43
Behaving in ways which are consistent with
what you say
If you are not modeling what you are
teaching, then you are teaching something
different
Restorative behaviours
44. 44
If you always do what you’ve always done then
you’ll always get what you’ve always got
Change require energy-
45. 45
Some Restorative Justice research
findings
Government research: A Gov’t Crime Reduction Programme –
What works in reducing crime
Four reports:
RJ: the views of victims & offenders (2007)
http://www.justice.gov.uk/docs/Restorative-Justice.pdf
Restorative Justice in Practice, Findings from the second
phase of the 3 scheme evaluation (2006)
http://www.homeoffice.gov.uk/rds/pdfs06/r274.pdf
Implementing RJ schemes, a report on the first year(2004)
http://www.homeoffice.gov.uk/rds/pdfs04/rdsolr3204.pdf
Restorative Justice: The Evidence 2007
Lawrence W Sherman and Heather Strang
http:/www.smith-institute.org.uk
46. 46
Restorative Justice: The Evidence
Lawrence W Sherman & Heather Strang
RCTs = randomised controlled trials
CJ = conventional criminal justice. RJ = restorative justice
Violent crimes reduced recidivism after adult & youth violence
Property crimes reduced recidivism in adult & youth cases
Victim benefits
1. RCTs show a reduction in post traumatic stress;
2. RCTs RJ reduces desire for violent revenge;
3. RCTs victims prefer RJ
RJ v Prison
In America & Canada restitution the same or better & re-
conviction down
Offences brought to justice RTCs in America & Australia show
that RJ as diversion from the CJS produced rates of between 100
& 400% higher acceptance of responsibility
47. 47
Further reading
An Exploratory Evaluation of Restorative Justice Schemes.
Ed. Barry Webb. Home Office 2001
A Restorative Justice Reader, Texts, sources, context.
Ed Gerry Johnstone. Willan Publishing 2003.
Restorative Justice (How it Works), Marian Liebmann. Jessica
Kingsley Publishers 2007
Restorative Justice. Ideas, values & debates.
Gerry Johnstone. Willan Publishing 2002
Youth Offending and Restorative Justice.
Adam Crawford & Tim Newburn. Willan Publishing 2003
40 Cases, Restorative Justice and Victim-Offender Mediation.
Ed. Paul Crosland & Marian Liebmann. Mediation UK 2003.
Just Schools, a Whole School Approach to Restorative Justice,
Belinda Hopkins. Jessica Kingsley Publishers 2006
Editor's Notes
SLIDE 5
TIMING: 3 MINUTES
Trainers Notes
5.1Restorative Practice draws on a lot of different theories
5.2 Restorative practice is not a tool, not something you do for an hour a day.
5.3RP is something you should do all the time, it is a way of being.
SLIDE 6
TIMING: 3 MINUTES
Trainers Notes
6.1No need to go over all the above theories just pick one or two from below (ones you feel comfortable talking about) and briefly explain how they relate to RP.
6.2Resilience: is an individual's tendency to cope with stress and adversity
6.3Conversations: is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette. It is polite give and take of subjects thought of by people talking with each other for company.
6.4Restorative Justice: is an approach to justice that focuses on the needs of the victims and the offenders, as well as the involved community, instead of satisfying abstract legal principles or punishing the offender.
6.5Family Group Conferencing: is a family led, decision making process that brings together formal and informal networks around a child for whom there are concerns. Based on an empowerment, strengths based model, family group conferences involve families, friends and professionals to make plans and decisions to promote a child’s safety and welfare . Children and young people are normally involved in their meetings, with the support of advocates if required. It is a voluntary process that is facilitated by an independent co-ordinator.6.6Transactional Analysis: is an integrative approach to the theory of psychology and psychotherapy. It is described as integrative because it has elements of psychoanalytic, humanist and cognitive approaches. TA was first developed by Canadian-born US psychiatrist Eric Berne, starting in the late 1950s.
6.7Solution Focussed Therapy: is a type of talking therapy that is based upon social constructionist philosophy. It focuses on what clients want to achieve through therapy rather than on the problem(s) that made them seek help. The approach does not focus on the past, but instead, focuses on the present and future.
6.8Cognitive Behaviour Therapy: approach that addresses dysfunctional emotions, maladaptive behaviors and cognitive processes and contents through a number of goal-oriented, explicit systematic procedures. The name refers to behavior therapy. cognitive therapy, and to therapy based upon a combination of basic behavioral and cognitive principles and research.
6.9Neuro Linguistic Programming: is an approach to communication, personal development and psychotherapy created by Richard Bandler and John Grinder in California, USA in the 1970s. The title asserts a connection between the neurological processes ("neuro"), language ("linguistic"), and behavioural patterns learned through experience ("programming") that proponents speculate can be changed to achieve specific goals in life.