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Restorative Practice (restorative + practice)
Selected AbstractsConferencing in schools: punishment, restorative justice, and the productive importance of the process of conversation,JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2004Wendy Drewery Abstract During the decade to 1999 in New Zealand, schools experienced more than doubling of the rates of suspension and exclusion. The higher suspension rates of Maori, males and in low decile schools were of particular concern. The Ministry of Education enacted a variety of responses to this situation, including encouraging the use of restorative conferencing in schools. This article builds on learning from the Restorative Conferencing in Schools Trial and shows how the process of a conversation can be productive of more and less peaceable relationships. It is argued that school communities are uniquely placed in civic life, and that it is worthwhile considering restorative conferencing and restorative practices more generally in relation to their behaviour management and disciplinary functions. Restorative practices are advanced from a social constructionist position, which is a very different philosophy from the philosophy of punishment and judgement that dominates in many schools. Copyright © 2004 John Wiley & Sons, Ltd. [source] Behind the Walls and Beyond: Restorative Justice, Instrumental Communities, and Effective Residential TreatmentJUVENILE AND FAMILY COURT JOURNAL, Issue 1 2005GORDON BAZEMORE ABSTRACT Although restorative justice principles and practice have been applied extensively in community-based juvenile justice settings, implementation in residential treatment facilities has been far less common. We describe recent experimentation and possibilities for broader application to disciplinary infractions, the response to harm and crime, promoting community and citizen input, "community building" for conflict resolution skill development and changing the culture of facilities, and reentry. We conceptualize three "communities" as most relevant to addressing needs of incarcerated youths, their victims, and support groups, and then discuss theoretical frameworks and empirical research supportive of restorative practice in this context. Challenges to implementation of restorative practice, compatibility with other treatment and disciplinary agendas, and concerns about preserving the integrity of the model are also considered. [source] Restorative Justice , Is More Better?THE HOWARD JOURNAL OF CRIMINAL JUSTICE, Issue 5 2004The Experience of Police-led Restorative Cautioning Pilots in Northern Ireland This article describes how two police-led restorative cautioning pilots for juveniles operated in Northern Ireland. The pilots were found to offer a number of distinct advantages over the traditional cautioning practice and helped secure some of the values of restorative justice. However, they were not without fault and the research found evidence of ,net-widening', whereby some offenders appeared to have been drawn into the schemes unnecessarily. It was also evident that the schemes required significant resources in order to involve participants (particularly victims) and to operate effectively. In light of the government's intention to greatly expand restorative practice in Northern Ireland generally, this article argues for the need to do so with care, if the quality of restorative justice is not to be compromised. [source] Conferencing in schools: punishment, restorative justice, and the productive importance of the process of conversation,JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2004Wendy Drewery Abstract During the decade to 1999 in New Zealand, schools experienced more than doubling of the rates of suspension and exclusion. The higher suspension rates of Maori, males and in low decile schools were of particular concern. The Ministry of Education enacted a variety of responses to this situation, including encouraging the use of restorative conferencing in schools. This article builds on learning from the Restorative Conferencing in Schools Trial and shows how the process of a conversation can be productive of more and less peaceable relationships. It is argued that school communities are uniquely placed in civic life, and that it is worthwhile considering restorative conferencing and restorative practices more generally in relation to their behaviour management and disciplinary functions. Restorative practices are advanced from a social constructionist position, which is a very different philosophy from the philosophy of punishment and judgement that dominates in many schools. Copyright © 2004 John Wiley & Sons, Ltd. [source] Advancing Accountability: Moving Toward Victim RestorationJUVENILE AND FAMILY COURT JOURNAL, Issue 4 2006VALERIE BENDER ABSTRACT One of the goals of Pennsylvania's juvenile justice system is the "imposition of accountability" for offenses committed. This White Paper, originally published in 2006, takes the position that true accountability requires juvenile offenders to repair the harm caused by their offending behavior and to understand and acknowledge the wrongfulness of their actions, their responsibility for causing harm, and the impact of the crime on the crime victim and community. It identifies system responsibilities, restorative practices, and outcomes relative to accountability. This White Paper was the result of debate among focus group participants under the auspices of the State Advisory Group. [source] | ||||||||||