Restorative practice is an innovative approach to thinking about, and addressing, conflict and bullying, as well as disruptive, challenging and criminal behaviour. The approach is increasingly used to transform the culture of organisations, institutions and services and the way people communicate with one another. In this book, ten practitioners describe a restorative encounter as seen through the lens of their own theoretical model. The book's unique structure is modelled on a restorative practice known as Circle Time- comprising of a Check-in, a Main Activity, and a Check-out. In the Check-in the practitioner explains how their own theoretical model informs their practice; in the Main Activity they comment on the same case studies to highlight how each theory can deepen our understanding of what might be happening and why; and in the Check-out they reflect on what they have learned from reading each other's contributions. This is a unique exemplar of how restorative theory and practice can influence how practitioners think, learn and write about restorative practice. This will be an invaluable resource for restorative practitioners working across sectors including education, social services, youth offending or policy.

A study examines the harmful gap between the theory of restorative justice (RJ) and its application in programs in the U.S., Europe, and elsewhere. Data were obtained from four surveys of restorative justice practitioners, using a combination of qualitative methodologies, including questionnaire responses, interviews and focus groups.

In the UK and elsewhere, restorative justice and policing are core components of a range of university programmes; however, currently no such text exists on the intersection of these two areas of study. This book draws together these diverse theoretical perspectives to provide an innovative, knowledge-rich text that is essential reading for all those engaged with the evolution and practice of restorative policing. Restorative Policing surveys the twenty-five year history of restorative policing practice, during which its use and influence over criminal justice has slowly grown. It then situates this experience within a criminological discussion about neo-liberal responses to crime control. There has been insufficient debate about how the concepts of ‘restorative justice’ and ‘policing’ sit alongside each other and how they may be connected or disconnected in theoretical and conceptual terms. The book seeks to fill this gap through an exploration of concepts, theory, policy and practice. In doing so, the authors make a case for a more transformative vision of restorative policing that can impact positively upon the shape and practice of policing and outline a framework for the implementation of such a strategy. This pathbreaking book will be of interest to undergraduate and postgraduate students taking courses on restorative justice, policing and crime control, as well as professionals interested in the implementation of restorative practices in the police force.

Proven to reduce bad behaviour and exclusions, and encourage happier, safer school environments, restorative justice is an effective approach to conflict resolution. Suitable for education settings from preschool to college, this guide explains what restorative justice is, how it can be used in schools, what it looks like in the classroom and how it can be implemented. Featuring case studies that illuminate the underlying restorative principles and practices, this book covers a wide range of topics from the basics of restorative justice, through to school-wide processes for embedding the approach in policy and practice. Drawing on the expertise of educators and consultants, this is a must-have resource for any school or centre that is serious about reducing bad behaviour and developing safer learning communities.

Restorative Justice: Integrating Theory, Research, and Practice provides students, practitioners, and criminal justice professionals with a comprehensive introduction to restorative justice that combines theoretical foundations, guiding principles, empirical evidence, and real-world implementations of various restorative processes and practices. Through easy-to-navigate chapters, the authors present readers with information concerning how and why restorative practices are implemented within communities in order to expand and enhance conventional approaches to crime prevention, community building, and criminal justice. Though designed for the college classroom, this text is an ideal and accessible introduction for anyone interested in exploring the philosophy, evaluation, and application of restorative justice. In the second edition, the authors have added new boxed features, updated the text to reflect current information and statistics, and expanded chapters relevant to the implementation of restorative practices in justice systems, processes, and movements.

Engaging Practices for Integrating Restorative Justice Principles in Group Settings As restorative practices spread around the world, scholars and practitioners have begun to ask very important questions: How should restorative practices be taught? What educational structures and methods are in alignment with restorative values and principles? This book introduces games as an effective and dynamic tool to teach restorative justice practices. Grounded in an understanding of restorative pedagogy and experiential learning strategies, the games included in this book provide a way for learners to experience and more deeply understand restorative practices while building relationships and improving skills. Chapters cover topics such as: Introduction to restorative pedagogy and experiential learning How a restorative learning community can be built and strengthened through the use of games and activities How to design games and activities for teaching restorative practices How to design, deliver, and debrief an activity-based learning experience In-depth instructions for games and activities for building relationships, understanding the restorative philosophy, and developing skills in practice An ideal handbook for educators, restorative justice program directors and trainers, consultants, community group leaders, and anyone else whose work draws people together to resolve disagreements or address harm, this book will serve as a catalyst for greater creativity and philosophical alignment in the teaching of restorative practices across contexts.

Drawing on cutting-edge neurophysiology and ancient awareness practices, a pioneering connection phenomenologist maps a medicine of the ancestral future.The landmark Adverse Childhood Experiences study, the largest epidemiological study of trauma ever done, suggests that more than two thirds of American adults are carrying trauma from early childhood adversity. Yet the study did not even conceptualize social trauma: the impacts of racism, sexism, and other forms of structural oppression, or ecological trauma: the trauma of being disconnected from the Living World. By this metric, almost all modern people are traumatized.Trauma activates the toxic stress response, which translates to a wide variety of stress-related adverse health outcomes later in life. It shapes how we feel in our bodies, our emotional landscape, and structures the thoughts we are able to think. It shapes how we see ourselves, how we interpret the world, and the behaviors available to us.In this pioneering volume, connection phenomenologist Gabriel Kram addresses two fundamental practical questions: how do we address the trauma and disconnection endemic to the modern world, and how do we turn on the Connection System? Marrying cutting-edge neurophysiology, primarily clinical applications of the Polyvagal Theory, with awareness technologies from a wide variety of traditions and lineages, this book maps a novel approach to the creation of wellbeing informed by the most cutting-edge science, and the most ancient of awareness practices.For anyone who has faced a difficult childhood, grown up with a sense that there is something missing in the modern world, or yearns for deeper connection with Self, Others, or the Living World, this book provides a map to a (r)evolutionary approach to wellbeing so ancient it hasn't been invented yet.

An instructional manual on restorative justice in schools from world-leading experts; this 'how to' guide offers guidance on the issues of carrying out restorative practices, including coping with day-to-day problems, and offers worksheets for practical daily use. Beginning with challenges to orthodox thinking about behaviour change, it goes on to describe a multitude of approaches to respond to minor incidents in school settings, then takes a close look at using restorative approaches to bullying, before it finally focuses on the formal end of the continuum (including conference preparation and facilitation). This book is reflective of the evolution of processes and responses from the most serious of incidents through to minor everyday issues, making this an essential resource for all school staff.

Our ancestors gathered around a fire in a circle, families gather around their kitchen tables in circles, and now we are gathering in circles as communities to solve problems. The practice draws on the ancient Native American tradition of a talking piece. Peacemaking Circles are used in neighborhoods to provide support for those harmed by crime and to decide sentences for those who commit crime, in schools to create positive classroom climates and resolve behavior problems, in the workplace to deal with conflict, and in social services to develop more organic support systems for people struggling to get their lives together. A title in The Little Books of Justice and Peacebuilding Series.

Covering both theory and practice, this book will teach educators everything they need to know about developing restorative practices in their education settings, in a way that is also trauma-informed. The first part of the book addresses the theory and philosophy of restorative approaches, and of trauma-informed and trauma-sensitive schools. The second part outlines the five restorative skills (mindfulness, honest expression, empathy, the art of asking questions and the art of requests), what they look like in practice (including using circles, respect agreements and restorative dialogue), and how to implement them. Every strategy is clearly explained and adapted to be appropriate for children and adults who have experienced trauma. Everything the book discusses has been especially designed to be adapted for different school settings and their particular challenges.