- Showing 3 posts filed under: Manual [–] published between May 01, 2010 and May 31, 2010 [Show all]
Just care: Restorative justice approaches to working with children in public care.
More and more schools are turning to restorative methods,` often helped by Belinda Hopkins’s previous book Just schools. Now she has applied the same principles to meeting the needs of the troubled and troublesome children who are looked after in state institutions. The ethos is similar, and the approach is spelt out clearly for those who do not have previous knowledge of it, with numerous diagrams and a good index. The examples are chosen to reflect the needs of the staff in children’s homes; others such as youth workers and foster parents could also find this book helpful.
Best Practice Guidance for Restorative Justice Practitioners and their Case Supervisors and Line Managers (Scotland)
from the Introduction:
The primary aim of restorative justice is to address or repair the harm caused by an incident or offence. The processes used to achieve this objective can intersect with formal systems or institutions in a number of ways. But it is worth remembering that restorative justice processes can arise naturally and (more or less) spontaneously, without the need for third-party intervention. Expressions of remorse, making amends, healing and reconciliation happen all the time: relationships, families, organisations and society would quickly break down if this were not the case.
There are cases, however, where the incident or offence is so serious or complex that it comes to the attention of someone in authority: for example, a parent, teacher, supervisor, manager, police officer, children's reporter, procurator fiscal, sheriff, and so on.
The restorative justice ideal is that, whatever else needs to happen, the authority in question gives consideration to what can be done to address or repair the harm that has been caused.
Twilight for campus legal codes? Talking circles aid the aftermath of destructively drunk students and more.
After more than a decade of ushering misbehaving students at James Madison University (JMU), Harrisonburg, Va., through hearings, sanctions and other legalistic steps, Josh Bacon wanted a change.
"I went into educational leadership and student affairs because I cared about young adults and their futures," he says. "But that’s not how they perceived me—they saw me as the 'bad guy,' somebody there to enforce the university's rules, somebody who wasn’t on their side.'
Seeking a fresh approach, Bacon signed up for a restorative justice course at Eastern Mennonite University, Harrisonburg, taught by an internationally recognized pioneer in the restorative justice field, Howard Zehr.