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    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.

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    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.

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    '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. '

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    '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.'

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    '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.'

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    'Two of our speakers examine the progress in restorative cities.

    Grazia Mannozzi is professor of “Criminal Law” and of “Restorative Justice and Victim-offender Mediation” at the University of Insubria (Como – Italy).

    Chris Straker is co-founder of the Hull Centre for Restorative Practice in 2007. During his leadership there, The Hull Centre became known nationally as ‘progressive’ in restorative practice and its application across agencies working with families and young people.'

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    '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

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    '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.'

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    'Through the mechanism of the ACT Restorative Justice Network, we aim to build Canberra as a restorative community through growing and widening the circle of people who are interested in connecting, sharing and promoting their experiences and knowledge of restorative justice approaches. Our goal is to expand restorative justice principles and practice across the Canberra community.'

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    Discovering Restorative’s True Potential - Free Webinar Terry O'Connell, Kerrie Sellen and Paulo Moratelli are offering a FREE webinar to talk about how Restorative Practice can be used to significantly improve your practice. We are experienced restorative practitioners who over many years have learned how to use ‘restorative’ as a relational foundation for everything we do, both in our personal and professional lives. Simply, we want to challenge you to reflect on your own practice, identify what Works, then discover the difference restorative practice can make in strengthening your practice by making it more explicit, intentional, consistent and impactful. We will provide an insight into how our explicit restorative practice framework has provided a clear practice rationale that emphasises the importance of understanding the ‘why’ of what we do. We will also share how our values, beliefs and working assumptions influence and shape our practice. We will draw on case studies to show how explicit restorative practice has the potential to build relational capacity in almost an situation, example such as: one-on-one interactions, dealing with complex and traumatic matters through to developing a more humane organisational culture in schools and workplaces. Terry O’Connell is a restorative pioneer, best known as the ‘cop from Wagga Wagga’ who in 1991 developed the restorative conference script used by the IIRP. Over the past thirty years his work has continued to evolve and has had considerable influence in a variety of setting including policing, schools, corrections, workplaces and community agencies across the world. Kerrie Sellen is an experienced youth worker whose innovative restorative work led to the establishment of arguably the world’s first fully restorative organisation Re-Engage Youth Services in 2009. This award-winning organisation was known for how it integrated restorative practice in everything with leadership and staff but importantly with young people and their families. Kerrie now runs Restorative Journeys and provides mentor, coaching and training support for a wide and diverse range of organisations and practitioners throughout Australia. Paulo Moratelli is a brazilian Psychologist, Executive Director of Coonozco / Diálogos Transformativos, lecturer and independent instructor of Restorative Justice, Transformative Dialogues and Transformative Circles (a method he developed), and Peacemaking Circles. He is Delegate for Brazil of the Sociedad Científica de Justicia Restaurativa (Spain), and Member of the Global Advisory Council of Restorative Justice International (USA).

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    '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.'

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    '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.'

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    '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.'

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    '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

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    'Facebook page for the book "The Psychology of Emotion in Restorative Practice" The theory behind emotional connectedness is presented and details of how it’s used by restorative practioners in multiple disciplines, with case examples.'

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