Restorative Practice Resources Tagged With: practice

https://www.nationalcenterforrestorativejustice.com/online-courses

'Restorative Justice Asynchronous:

Theory and classroom practices. We believe that RJ is something best practiced in person. However, we know not everyone can join an in-person training, and want to make RJ as accessible to you as possible. This course will cover the definitions and underpinning principles of Restorative Justice; it will also cover a number of restorative practices. These practices include: Relationship Building Circles, Accountability Circles, and a few other in-classroom tools. '

Online Restorative Justice (Practice) training for educators, teachers, principals, and all school staff. Learn how to reduce out of school and out of classroom time. Learn how to engage productively in conflict in classrooms and schools. We provide both practical teaching strategies and strategi

Calls for action on restorative practice in healthcare

The All-Party Parliamentary Group on Restorative Justice has published an important and insightful report, Implementing Restorative Practice in Education, Health, and Social Care.

The report highlights compelling examples of restorative practice in the NHS, but also stresses its implementation is variable and hindered by common obstacles, including lack of funding, insufficient leadership buy-in and the absence of cohesive government strategy.

Abstract:

The important role of justice in energy transition technologies has been a topic of increasing interest in recent years. However, key questions remain about how inequities influence energy transition innovations (ETIs) from their design to their widespread use, which ETIs receive more funding, and who controls ETI research, prototyping and deployment. Here we propose a framework to centre justice in energy transition innovations (CJI) and examine how three tenets of justice (recognition, procedural and distributional justice) influence each level of ETI, including niche, regime and landscape levels. We examine wind energy in Mexico and multiple ETIs in Los Angeles as use cases to show how our CJI framework can help reveal the specific inequities undermining just energy transitions at crucial analytical levels of ETI in practice. Our CJI framework offers a path for promoters, practitioners and underserved communities to target the problems these groups face and create ETIs that better address their specific aspirations, needs and circumstances.

'The important role of justice in energy transition technologies has been a topic of increasing interest in recent years. However, key questions remain about how inequities influence energy transition innovations (ETIs) from their design to their widespread use, which ETIs receive more funding, and who controls ETI research, prototyping and deployment. Here we propose a framework to centre justice in energy transition innovations (CJI) and examine how three tenets of justice (recognition, procedural and distributional justice) influence each level of ETI, including niche, regime and landscape levels. We examine wind energy in Mexico and multiple ETIs in Los Angeles as use cases to show how our CJI framework can help reveal the specific inequities undermining just energy transitions at crucial analytical levels of ETI in practice. Our CJI framework offers a path for promoters, practitioners and underserved communities to target the problems these groups face and create ETIs that better address their specific aspirations, needs and circumstances.'

Video (perhaps related to Restorative Practice)

The Work That Reconnects is informed by Deep Ecology, systems thinking, Gaia theory, and spiritual traditions (especially Buddhist and indigenous teachings), as well as group wisdom from earlier workshops. Common to all of these is a non-linear view of reality. It illuminates the mutuality at play in self-organizing systems, and unleashes the power of reciprocity. Furthermore, central to our use of systems thinking and the Buddha Dharma is the recognition that self-reflexive consciousness is a function of choice-making. Whatever the limitations of our life, we are still free to choose which version of reality –or story about our world– we value and want to serve. We can choose to align with business as usual , the unraveling of living systems, or the creation of a life-sustaining society.

 The purpose of the handbook is to provide more in-depth information about restorative justice for professionals working with offenders, ex-offenders, or people at risk of violent radicalisation and group violence. Restorative justice is not in opposition to current criminal justice practices, but complementary. It has proven to provide the justice system with alternative approaches that when implemented properly can increase victim satisfaction, reduce re-o ending, and increase community cohesion. Throughout the handbook, different aspects of violent radicalisation and restorative justice are presented, from a general introduction of the topic to example of trauma informed practice. This information is presented in six modules, each of which concludes with a brief quiz.

Abstract

Restorative justice has long been positioned as a justice mechanism that prioritises emotion and its expression. It is also unique in its ritual elements, such as the ritualized expression of anger and the symbolic exchange of apology and forgiveness.

This paper draws on insights from research and practice in restorative justice and recent developments in criminology/legal theory and the philosophy of justice to suggest some ways that the broader criminal justice landscape can incorporate elements of successful restorative justice rituals into its practice.

I argue that the unique elements of restorative justice- its ability to harness anger into a deliberative ritual for victims and offenders, its focus on symbolic reparations, and its ability to engender a form of forward-looking forgiveness that promotes civility can provide a framework for rethinking how criminal justice institutions operate.

'Emotional literacy is a term bandied about in education and mainstream media, but what is it exactly? And more importantly, how does it enhance our work in the field of restorative practice? Being literate in something means you have a sound understanding of the concept and its structural elements along with the ability to flexibly apply the concept in various contexts.

Having emotional literacy then suggests a sound understanding of emotions – for example, their origins, their purpose, neurological and physiological components, their evolution over time, cultural distinctions, etc., and be able to use that information to benefit (or not) self or other in a variety of settings. '

'Although written in 2002, these myths surrounding restorative justice are still very much a reality. Hope Howard Zehr’s words can guide you in your work in addressing some of these common misconceptions of RJ.

Restorative justice is not the same as conflict resolution The principles of restorative justice share much in common with those of conflict resolution, and indeed some streams of restorative justice practice in North America developed out the field of conflict mediation.'

'When Covid-19 struck, nurses across the world found themselves nursing in the face of a global pandemic. This was a far cry from the anticipated celebration of the International Year of the Nurse and Midwife that year.

This article discusses how I, while working as a professional nurse advocate at University Hospitals of North Midlands NHS Trust, delivered a model of restorative supervision to support nursing staff whose ward was converted from its usual clinical practice as a cardiology ward to a ward dedicated to treating people diagnosed with Covid-19.'

Adam Voigt has been teaching and leading schools in some of Australia’s most challenging locations for more than twenty-five years. He has a history of transforming student lives and teacher practice by fostering school cultures that are strong, relational and hallmarked by stakeholder trust.

More than ever, we need inspired and inspiring teachers and school leaders. Yet their status and morale have never been lower.

Restoring the pride, focus and community perception of our educators is now a national imperative that involves cultivating a positive account of teaching expertise in every Australian school.

The future of a respected teaching workforce lies in a brave, new frontier of work. It starts with applying the principles of Restorative Practices to the contemporary school context – creatively and practically.

'IIRP Continuing Education brings together leading research, theory and practice. We offer a growing array of online professional development events to teach you concepts and soft skills needed to stand out in your professional environment. Our experienced instructors are skilled practitioners, adept at helping you learn and implement restorative practices in your setting. For more than 10 years, the IIRP Graduate School has pioneered master's-level online learning in the social science of relationships and community. Our faculty bring their wealth of knowledge to support the design and structure of our online offerings.'

'It seems like a herculean task to ask every single person in a school to contribute to your schoolwide expectations. However, the Restorative Practice of the community circle is an excellent way to intentionally work together to establish community values and behavioral expectations. Restorative Practices ideals emphasize that “rules” established by authority figures are less likely to create the positive community we are seeking. Instead, our standards for how we interact should be co-created (WITH) so everyone feels like they contributed. When we adults show respect for students' needs and listen to their voice, we are modeling to them how to respect the needs of others. As students help in creating schoolwide and classroom expectations, they get to experience mutual respect and shared power.'

'The Psychology of Emotion in Restorative Practice How Affect Script Psychology Explains How and Why Restorative Practice Works Edited by Vernon Kelly and Margaret Thorsborne How and why does restorative practice (RP) work? This book presents the biological theory, affect script psychology (ASP), behind RP, and shows how it works in practice in different settings. "This is a splendid contribution to clarifying what we know and what we do not yet understand about what makes restorative justice fail or succeed. While much research and reflective practice remains to be done to fill great voids in our understanding, this book takes big steps forward. It is at once theoretically sophisticated and practically useful." – John Braithwaite, Distinguished Professor, Australian National University

'A new policing paradigm is called for as an integral part of policing, and not just an interjection of restorative justice processes into current policing practice. Restorative practices should underpin all policing and be guided by restorative justice values of respect, dialogue and relationships, and not focused on crime, but broadly on harmful wrongdoing and conflict and support for victims and affected communities. Restorative policing is a relational paradigm of policing that focuses on creating safer, more connected communities through restorative justice practices underpinned by restorative principles of safety, accountability, sustainability, relationship building and constructive engagement.'