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.
Review: Restorative justice in practice: Evaluating what works for victims and offenders.
by Eric Assur
Three British criminology researchers and educators, affiliated with the University of Sheffield, have offered a very rich book on the use of victim-offender mediation programs (what they call schemes) in adult criminal justice venues in England.
Most early Restorative Justice (RJ) writing has focused on juvenile justice programs, generally with a concentration on diversionary approaches for first time offenders. The Shapland, Robinson and Sorsby book looks exclusively and intensely at three ‘schemes’ and several hundred ‘cases’ involving adults. The criminal justice programs they studied were funded by the British Ministry of Justice – Home Office between 2001 and 2008. They worked with adults at arrest, while going through the courts and even with some while imprisoned.
Making progress in restorative justice: A qualitative study
from the abstract of a thesis by John R. Bacon:
This is an exploratory study into how restorative justice (RJ) facilitators made progress before and during a RJ conference. It draws specifically on the experiences of Justice Research Consortium (JRC) facilitators who participated in one of three Home Office funded trials between 2001-4, and the only trial to employ a randomized control design based on the RJ conference model. Qualitative data was collected via focus group meetings and individual interviews.
Video Review: An Introduction to Restorative Practices at Endeavour High School
by Kate Strong
This video describes the positive results of restorative practices implemented in a school with behavioral and performance problems in England.
Endeavour High School in Hull, England, had a very bad reputation in its community and the larger educational system. In addition, socioeconomic conditions made it difficult for students to participate positively in their school.
The administration decided the best way to address both problems was to institute restorative practices, citing that the traditional ways simply were not working. The community, students, and teachers were skeptical at first. But after eighteen months, the results have been very positive. There is a greater sense of community in the school, the students have learned how to build real relationships with each other, and overall behavior has improved.
Restorative Practices and the Transformation at West Philadelphia High School
West Philadelphia High School has undergone a transformation. It has been on Pennsylvania’s “Persistently Dangerous Schools” list for six years, but the implementation of restorative practices and strong leadership, headed by principal Saliyah Cruz, have made a huge difference. The culture and climate of the school have improved significantly, violent and serious incidents have plummeted, and rates of discipline procedures such as suspensions and expulsions have decreased dramatically.