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    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

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    'Restorative discipline practices are a promising solution.
    Based on the philosophy of Restorative Justice, an
    approach used in the criminal legal system that emphasizes
    the reparation of harm between victims and offenders,
    restorative practices (RP) promote the development of
    socio-emotional learning by encouraging self-reflection,
    empathetic listening, and the creation of non-judgmental
    spaces for conflict resolution. '
     

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    New research from the University of Chicago Education Lab finds that restorative practices in schools can significantly reduce suspensions and student arrests for violent and non-violent offenses and increase student perceptions of belonging and school safety.  

    The study, which evaluated the effect of restorative practices rolled out across Chicago public high schools beginning in the 2013-2014 academic year, suggests these practices are generating genuine, positive changes in student behavior. Schools that implemented RP policies saw out-of-school suspensions fall 18%. There was a 35% reduction in student arrests in school and a 15% reduction in out-of-school student arrests. The study saw declines in arrests for both violent and non-violent offenses.

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    This report sets out some of the current uses of restorative justice and restorative practices across England and Wales. In its recommendations, it identifies 9 key suggestions for what more can be done to increase performance and outcomes.

    Prepared by the All-Party Parliamentary Group (APPG) for Restorative Justice, this report is based on written evidence received from 57 services providers, practitioners, national organisations and academics, and from ten oral evidence sessions with key stakeholders and those with lived experience of restorative justice.

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    The International Institute for Restorative Practices (the IIRP), located in Bethlehem, PA, is the world’s first accredited graduate school that specializes in studying the field of restorative practices, providing education, research, and consulting services.

    At the heart of restorative practices is the understanding that human beings are instilled with the need to connect and grow with each other. The IIRP supports students and community leaders with the tools they need to transform relationships and effect change within their own lives as well as within public and private K-12 educational institutions, public and private four-year residential colleges and universities, non-governmental agencies (NGOs), and community-based organizations (CBOs). Through strong academic offerings combined with a real-life approach to education, the IIRP helps mend issues and makes resilient and meaningful relationships thrive.

    Dedicated to Growing and Teaching the Science of Relationships and Community Master of Science | Graduate Certificate | Professional Development The International Institute for Restorative Practices (the IIRP), located in Bethlehem, PA, is the world’...

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    More than 5,600 Jamaicans across the island have been equipped with skills in restorative justice (RJ) better enabling them to prevent and manage conflicts.

    Acting Director of the RJ Branch in the Justice Ministry’s Social Justice Division, Saccsha Ebanks, said the RJ facilitators in each parish have been instrumental in the training process.

    “Every day our officers get the chance to participate in the healing of our nation. Every day they guide our clients towards achieving peace and harmony. Being trained in RJ practices enables citizens to prevent conflict and solve them when they arise,” she told JIS News in a recent interview.

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    A new study shows restorative practices are more beneficial than traditional discipline for students. Dr Anjali Adukia from the University of Chicago and executive director Bessie Alcantara of Alternatives Inc. joined WGN Weekend Morning News to share more on their initiative towards restorative justice.
     

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    Through his own work within, and outside, the Archdiocese of St. Paul and Minneapolis, Father Griffith sees the Catholic faith as not only complementing restorative justice but enhancing it. In the past decade, emerging restorative justice practices local Church leaders and laity have used to guide the archdiocese through pain on a path toward healing have become a model for other groups seeking to do the same.


    “Restorative justice for me starts at home,” Michael Hoffman said. A member of St. Mary of the Woods in Chicago, Hoffman said his primary act of recovery as a clergy abuse survivor happened in 2006.

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     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.

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    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.

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    WHAT ARE LISTENING CIRCLES? Listening Circles provide time, a safe space and an authentic audience where the voices of those who have been impacted by the sexual abuse crisis within the Catholic Church.

    Listening Circles are restorative in nature and they provide time, space and an authentic audience for the voice of those who have been impacted in some way by this crisis. The created space must be both sacred and safe. The voice of the process says, ‘we all care’ and ‘you matter’.

    The process has agreements that guide interactions. The agreements are transparent and help establish and maintain respect and equity. Listening Circles are NOT occasions for discussion or debate or decision making. Within this domain, there are no attempts to solve problems or to level blame.

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    In my conversations with other educators, there is usually confusion around the definition of restorative practices due to the common emphasis placed on restorative justice, which focuses on repairing relationships when harm has occurred as an alternative to punitive approaches to discipline. In contrast, restorative practices focus on not only repairing, but also building and strengthening relationships and social connections within communities.

    The mainstream conception of restorative justice is credited to Howard Zehr and is thought to have originated within the criminal justice system in the 1970s. However, a 2017 report from the Zehr Institute for Restorative Justice, notes the growing demand from the field that practitioners acknowledge many of the values and practices of restorative justice come directly from Indigenous communities in North America and across the globe.

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    'Schools need to be transformed into communities where everyone belongs, where differences are accepted and membership is unconditional. Schools can and should be places that all students can love. Making this change will require educators to think differently about student behavior and reflect on how they respond to it.

    Real discipline should be more than deciding what consequences to use with students; it should always be about learning. So when students break the rules or have trouble, educators need to ask, "How can we help them learn what they need to learn, and how can we meet their needs?"

    The answers to those questions should shape both our discipline practices and the type of school that we provide for our children.'

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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.

    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.

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    'Restorative practices, and relationship management more broadly, can be part of broader exercise of consciously redesigning for a more conflict resilient workplace. Again, this approach is based on foundational principles of: causing no further harm, working with those involved, and seeking to set relations right.

    A “restorative” approach asks a different set of questions.'

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