Restorative Practice Resources Tagged With: Restorative Practice

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.

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.

'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. '

'Howard Zehr is considered “the grandfather of restorative justice.” Zehr describes about the four key components: “Apology may be difficult but the formula is quite simple: an apology requires us to 1. name and take responsibility for the harm, 2. acknowledge that it was wrong, 3. express our regret for our actions and their effects, and 4. seek to prevent such wrongs in the future.”

The restorative justice framework adds a fifth piece to an apology which involves seeking to repair harm to the extent it is possible.'

'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.'

'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.'

'Connecting individuals building restorative communities on campuses around the world.

Restorative universities care about community. That means respectful relationships come first. We work to build these respectful communities in our student body, residence halls, faculty and staff.'

'A global eConference for Restorative Justice advocates, practitioners and academics. Your ticket gets you full onine access.

Over 100 presenters from 23 countries!

Share and learn about applying restorative justice to: Criminal Justice / Youth Justice / Prisons Legal and Judicial / Environmental Justice / Victim support / Schools / Faith / Academic / Hate Crime / Extremism / Literature / Sexual Violence / Creative Arts / Training /'

'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.'

'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

'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.'

'Restorative practices are rooted in restorative justice. They emphasize repairing the harm done to people and relationships, rather than punishing people.

By building more supportive learning environments and focusing on social-emotional learning, restorative practices can:

reduce social barriers to learning, engage more students, create a context for understanding and valuing diversity, nurture a sense of belonging, promote positive mental health'

A set of strategies that can transform learning environments and help school staff respond more effectively to unacceptable behaviour.