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    This initiative aims to transform Newcastle into a restorative city by building social cohesion and healthy communities. Newcastle has pockets of disadvantage in relation to unemployment, income, education, housing, child welfare, and criminal justice.

    The School of Law and Justice is initiating change by working with a growing network of community partners to support the city’s proposed social and cultural transformation.

    In the criminal justice system, it is anticipated that there will be less offending, decreased recidivism, increased rehabilitation of offenders, and greater victim and offender satisfaction with the process.

    Additionally, members of the community will be provided with skills to effectively build relationships and resolve disputes, which aim to result in greater wellbeing, social coherence, and improved educational and social outcomes. Workplaces and organisations will have improved communication skills, improved productivity, and strengthened relationships.

    As a result, Newcastle will become a happier and safer city, where residents can address harm and inappropriate behaviour.

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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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    The CIJ researches, translates, advocates & applies innovative/alternative ways to improve the justice system, with a particular focus on appropriate/non-adversarial dispute resolution, therapeutic jurisprudence & restorative justice

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    In early March, just before the impacts of COVID-19 really started to be felt in Victoria, the CIJ was thrilled to launch the PIPA Project report. This report highlighted the way in which the current one-size-fits-all response to family violence may be doing more harm than good when it comes to adol...

     

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    'Around this time, I was attending a principals’ conference and heard Adam Voigt (Real Schools) speak about this very issue. Adam’s philosophy is very much built around establishing and maintaining effective relationships in the school setting, not only student to student, but also student to teacher. A key part of this is encouraging students to actually understand the damage they may have done to their relationships with others, due to incorrect behaviour and to then help them through the process of being better at ‘getting it right’ i.e. restoring the relationship. This resonated strongly with me and shortly afterwards Yarra Hills Secondary College embarked on a partnership with Real Schools to start the process of creating a restorative environment and embedding it in school practices'

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    'Restorative justice brings together people who have committed a crime and the people that crime has affected in a conversation about the event. This can give a voice to the people involved and create a resolution and sense of peace between the victims and offenders of these crimes The team from Open Circle, a new restorative justice service at RMIT’s Centre for Innovative Justice, will engage in a discussion about restorative justice, how it approaches the work and some case studies which demonstrate how valuable the process can be to parties impacted by a crime or other harm.'

    Restorative justice brings together people who have committed a crime and the people that crime has affected in a conversation about the event. This can give a voice to the people involved and create a resolution and sense of peace between the victims and offenders of these crimes

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    'My kids’ primary school once tried to get students to practice restorative justice by telling them to ‘practice restorative justice’. Yup, that’s what they said. To five-to-12 year olds. Parents were baffled too. Only the teachers who had done a two-day workshop knew what the heck it meant. The restorative justice process itself was okay. Calling it that was the ineffective bit. Likewise, the problem with ‘practicing social distancing’ isn’t the process. It’s the language.'

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  • Item Summary

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    'Labor spokesperson for youth affairs Josh Willie said they did not support closing the centre but does support a change in approach. "It's not Labor policy to close Ashley but it is time for Tasmania to have a conversation about its approach to youth detention," he said. "It takes a huge proportion of the youth justice budget and there needs to be more of a focus on therapeutic and restorative justice."'

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    'Fairholme College in Toowoomba has been using restorative practices for 15 years. It's used to build strong and respectful relationships within the school. This is the first in a series of case studies being produced by restorative justice researcher Dr Kristin Reimer at Monash Education. The idea is to foster a national network of leaders who use these practices.'

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  • Item Summary

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    'What is restorative justice? In a restorative approach, the inherent worth of each individual is recognised, and we seek to strengthen the essential ties that bind us to one another – in the classroom, school and the community. Restorative justice is a framework that educators can use to create safe, supportive spaces in our schools. All members of the school learn to bravely engage in that community, and learn from honest – and sometimes difficult – conversations.'

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    'In early 2016 the ACT Legislative Assembly committed to becoming a restorative city. In making this commitment, our parliamentary representatives recognised the work that had already been done to date and identified areas where restorative processes could assist in dealing with difficult social and community issues. As part of this, they committed to exploring what work needs to be done to be declared a restorative city.'

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    'Making Restorative Practice Explicit in Classrooms A definition of Restorative Practice The social science of promoting and sustaining strong and healthy relationships across the school by implementing proactive and responsive programs rather than reactive strategies. This leads to increased social capital, improved individual self-discipline, selfregulation, emotional well being leading to improved academic outcomes and improved whole school climate.'

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    'CASE STUDIES Introduction This document presents nine case studies that provide in-depth examples of the social, wellbeing and cultural outcomes achieved through restorative justice conferencing. Much of the national evidence about the effectiveness of conferencing is based on the assessment of criminogenic outcomes, such as reductions in reoffending. However, an exclusive focus on reoffending fails to capture other important benefits for victims, young people and families, such as: offenders taking responsibility for their actions; the healing benefits for victims; reductions in fear of crime; material restoration; the reintegration of marginalised young people back into their communities; and conflict resolution (Suzuki, 2017, p. 7; Larsen, 2014; Cunneen & Luke, 2007). The case studies also provide a practitioner account of the conferencing process and include reflections about key elements of effective practice. All cases have been anonymised and prepared with the consent of the young people and participants of the conference. '

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    'Restorative justice is an internationally recognised evidence-based response to criminal behaviour. It views a criminal offence as more than an act of breaking the law and examines: the impact on society the harm caused to the victim, family relationships and the community. The restorative justice process requires effort and participation from the child, which differs from traditional justice responses.'