An Outcome Evaluation of Minnesota Circles of Support and Accountability (MnCoSA)
....The use of the COSA model with high-risk sex offenders began in a small Mennonite community in Canada in the early 1990s. Grounded in the tenets of the restorative justice philosophy, the COSA model attempts to help sex offenders successfully reenter http://www.doc.state.mn.us/publications/documents/9-12MnCOSAResearchinBrief.pdfthe community and, thus, increase public safety, by providing them with social support as they try to meet their employment, housing, treatment, and other social needs. Each COSA consists of anywhere between four and six community volunteers, one of whom is a primary volunteer, who meet with the offender on a regular basis. The results from several evaluations of the Canadian COSA model suggest it significantly reduces sex offender recidivism....
Restorative justice: the evolution of an issue
....It was 2007 when I was first asked about doing an issue on restorative justice by our author, Sandra Pavelka. Although I was potentially interested, two things kept this issue from happening more quickly: First, I felt like the literature surrounding restorative justice needed to have a stronger research-base; and, second, restorative justice was a concept and approach I struggled to fully understand. There are so many types of interventions that fall under the rubric of “restorative justice” that seeing the connections was difficult for me.
Restorative Approaches Implementation Pack for schools
from the website of Restorative Justice 4 Schools:
We have seen so many schools wishing to develop a restorative approach re-invent so many of the same documents that we decided to produce a restorative approaches school implementation pack that we hope may support and guide you through this whole process.
Restorative justice community/classroom conferencing: A guide for parents and teachers
It may seem surprising, but many children and youth often misbehave, not because they are trying to harm or disrupt the well-being of others or because they are “bad kids,” but because they are simply trying to meet a personal need, albeit in a negative way. “Children’s behaviours are determined, for the most part, by how they feel about the current state of their physical and psychosocial needs.”
Nova Scotia spends $500K on 'restorative justice' bullying program in schools
from the article by Kris Sims in Sun News:
Nova Scotia is spending $500,000 to expand anti-bullying campaigns in schools, hoping "restorative justice" methods modelled after native sentencing circles can curb the problem in the province.
"Students will largely avoid the stigma of being 'sent to the office' or being suspended. We should not underestimate the negative side-effects of a child's experience at school if that experience involves multiple trips to the principal's office or suspensions from school," reads a government handout on the approach.
'Restorative practices': Discipline but different
At City Springs and many other schools across the country, restorative practices are about holding students accountable and getting them to right a wrong. The approach is getting more notice than ever as criticism grows of zero-tolerance disciplinary policies that often require out-of-school suspension and expulsion. Educators are turning to restorative practices, peer courts in middle and high schools, and related efforts in the hopes of changing students' bad behaviors rather than simply kicking them out of school as punishment and risking disconnecting them from school altogether.
"It's about building relationships and having [students] do what you want them to do because they want to do it—not because they're afraid of what the consequences are," said Rhonda Richetta, the principal of City Springs, which has 624 students. "We really want kids to change."
Center for Restorative Activism
Here are some basic principles that help to frame what restorative activism is about:
The historical moment calls on us to identify and focus on root causes. I believe the historical moment boils down to a choice between continuation with the life-denying worldview based on separateness, and a life affirming worldview based on the direct experience of interrelatedness. The belief in separateness can be singled out as a root cause of the crises we face and this shows us what we are really up against.
Parent-to-parent guide: Restorative justice in Chicago Public Schools
from the booklet by the Parents of POWER-PAC:
For too many of our children, “school discipline” has meant getting suspended or expelled—starting as young as kindergarten—being arrested, even in grade school—and ending up on the streets or in jail— without an education.
We are Chicago Public School parents, from many different neighborhoods and backgrounds, raising kids of all ages. We work together in POWER-PAC, and built our “Elementary Justice Campaign: Stopping the School-to-Prison Pipeline” because we’ve felt at times that school discipline works against—not with—our children and families.
Circles for sex offenders first in the South
Durham is starting the first Circles of Safety and Accountability in the South for sex offenders getting out of prison. COSA will match recently released sex offenders in Durham with a circle of people who will meet with them weekly to hold them accountable and support them in re-entering the community.
Durham County is home to about 300 convicted sex offenders.
Applying a restorative justice approach to student conduct
....Taking an RJ approach requires a philosophical shift for the student conduct office – it entails new sets of questions for student conduct hearings and an alert ear for cases in which there is the possibility to restore harm that’s been done, rather than simply (or only) penalize.
....To learn more about how to make a restorative justice program most successful, we interviewed two officials from Colorado State University, which has frequently been recognized for its restorative justice and other student conduct programs. The two officials are Paul Osincup and Melissa Emerson, the associate and assistant directors of conflict resolution and student conduct services at CSU. Paul Osincup holds student conduct hearings; Melissa Emerson manages the restorative justice process once a student has been referred as a likely RJ candidate.