The Chilliwack Restorative Justice and Youth Diversion Association (CRJYDA) is a nonprofit organization in Chilliwack, British Columbia, Canada. Begun in the late 1990s and rooted in restorative justice principles and practices, it offers diversionary alternatives to the court system for first-time young offenders. This manual details its operations. Following an introduction to the organization and its rules for restorative practice, the manual provides extensive, practical information on program administration. Sections cover the following information: CRJYDA’s mission statement and purposes; CRJYDA’s formation as a nonprofit organization; organization and operation of the Board of Directors, staff, and volunteers; the nature and functioning of the diversion process; and a description of CRJYDA’s collaboration with community organizations and other resources. Numerous appendices add more detailed information in areas such as these: resource list of restorative justice models; organizational by-laws; sample budget; organizational chart; sample partnership contracts and agreements; statistics; a volunteer application form; a youth alternative measures form; and a glossary of terms.

Nicholl, Caroline G. (1999). "Toolbox for implementing restorative justice and advancing community policing.". Washington, DC: U.S. Department of Justice, Office of Community Oriented Policing Services.

This document – styled as a toolbox by the author to emphasize its practical nature – is a guide to police departments interested in starting a restorative justice program. It is not a definitive examination of restorative justice, nor is it a training manual for facilitators of restorative justice processes. Nevertheless, it covers a number of key topics organized into seven parts: (1) values of restorative justice (e.g., repairing harms); (2) addressing victims’ needs (e.g., victim advocates); (3) holding offenders to account (e.g., positive shaming); (4) building community capacity (e.g., restorative community service); (5) developing a program (e.g., resources and funding); (6) benchmarks for evaluation (e.g., testing how restorative a program is); and (7) exploration of unresolved issues (e.g., police role in restorative justice). Please note that the toolbox is designed as a complement to a companion publication by the same author: Community Policing, Community Justice, and Restorative Justice: Exploring the Links for the Delivery of a Balanced Approach to Public Safety.

Umbreit, Mark S. (1998). "Victim Sensitive Victim Offender Mediation Training Manual.". Washington, DC: U.S. Department of Justice, Office for Victims of Crime. 

Emphasizing sensitivity to victims, this is a comprehensive manual for training practitioners in victim offender mediation. It includes the following material: overview of victim offender mediation (e.g., when are cases referred, how it is different from other mediation, what is research showing); key points in the training and background narrative for this kind of mediation (e.g., what is restorative justice, understanding crime victims, working with offenders); and sample letters and restitution agreements.

Centre for Conflict Resolution. (n.d.). African case studies manual for conflict resolution training.. Rondebosch, South Africa: University of Cape Town, Centre for Conflict Resolution.

The Centre for Conflict Resolution developed this training manual as a practical resource for people involved in conflict resolution. The manual is oriented specifically around conflict resolution in Africa. There are two sections to the manual. The first section contains a number of articles written by various people. Topics include the following: development of the manual, with reference to “civil society” and Africa; case studies as a means of peace-building; an overview of the case studies in the manual; historical background of case analysis; strengths of the case study method; and guidelines for presenting case studies. The second section of the manual contains the ten case studies. Each study consists of the case itself, a background history to the case, and questions and teaching notes for the case presenter. A matrix at the end of the manual sorts and identifies the cases by conflict-related themes.

Crowe, Ann H. (2000). Jurisdictional technical assistance package for juvenile corrections.. Report. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. 

In the United States, the rise in juvenile delinquency cases in the 1990s has led to a corresponding rise in corrections sanctions for juveniles. The increase in juvenile cases and sanctions has led to significant pressures on the juvenile correctional system. Ann Crowe, at the request of the Office of Juvenile Justice and Delinquency Prevention (U.S. Department of Justice, Office of Justice Programs), researched and wrote this manual to provide guidance for jurisdictions (city, county, or state) in assessing local needs for corrections technical assistance and for obtaining resources to address those needs. The manual serves as both an information resource and a longer term working document; its use depends on the need of the particular juvenile justice system. Chapters in the manual cover the following subjects: the technical assistance process; jurisdictional and program self-assessment; balanced and restorative juvenile corrections; planning and forecasting for juvenile corrections; case assessment, classification, and management; and resources for technical assistance. Appendices provide a number of useful worksheets, sample forms, and examples to aid juvenile justice practitioners. 

Amstutz, Lorraine And Zehr, Howard. (1998). Victim offender conferencing in Pennsylvania’s juvenile justice system. . Harrisonburg, PA: Eastern Mennonite University, Conflict Transformation Program. 

As guided by state legislation in the mid 1990s, the mission of the Pennsylvania juvenile justice system is rooted in restorative justice ideas and practices. This has led to a significant dialogue among juvenile justice professionals, victim services providers, and citizens about the fundamental purpose of the juvenile justice system, and the roles of crime victim, juvenile offender, and community in the justice process. This manual, focusing on victim offender conferencing (VOC) and its application in Pennsylvania’s juvenile justice system, was developed in response to increased recognition of such conferencing as a tool to assist in the achievement of justice for victims and offenders. Of special note in the introduction are a definition of victim offender conferencing (mediation) and a summary of key terms in conferencing. In the following chapters, the authors examine these topics: the rationale for VOC; the history and nature of VOC; restorative justice as a framework; program development; the VOC process; the role of the mediator; training issues; and program evaluation issues. Additional materials in the appendix include many practical resources, such as a juvenile court flow chart, do’s and don’ts of working with victims, benefits and risks of VOC, and active listening steps and skills. The curriculum in this manual is designed to be used in training workshops for programs implementing a VOC project in the juvenile justice system in Pennsylvania. 

Burford, Gale And Pennell, Joan And MacLeod, Susan. (1995). Manual for coordinators and communities: The organization and practice of family group decision making. Saint John’s, Newfoundland, Canada: Memorial University of Newfoundland, School of Social Work, Family Group Decision Making Project. 

The authors of this manual intend it for community or government groups who are interested in instituting family group conferences, and for individuals who will be coordinating or participating in family group conferences. Originally written with respect to the specific legislative, social, and economic context of Newfoundland, the manual is nevertheless useful to a wider audience of interested people and groups. Chapter 1 presents an overview of the definition and purpose of the family group conference, effective implementation of a conference, and its key stages and elements. Chapter 2 deals with community and project development, including research, evaluation, and follow up. Chapter 3 surveys referrals to family group conferencing. In Chapters 4, 5, and 6, the authors detail preparations for a conference, conduct of a conference, and post-conference activities. Chapter 7 contains a sample family group plan. Several appendices cover mission and philosophy statements, roles of staff and related groups, measures to ensure safety, and a checklist for preparations for a family group conference.

Royal Canadian Mounted Police. (n.d.). Community Justice Forum facilitator’s guide to the RCMP learning map. Ottawa: Royal Canadian Mounted Police; Community, Contract and Aboriginal Policing Services. 

While the Community Justice Forum is not the only possible restorative response to conflict, it is a significant component in the restorative justice and community policing emphases of the Royal Canadian Mounted Police. This document is a learning tool and training aid in two ways: it is a guide to facilitate discussion in a Community Justice Forum; and it is an aid in the training of RCMP officers and community members in the process of Community Justice Forums. The document has three main sections: an outline of traditional versus restorative approaches to justice; an overview of the process of Community Justice Forums; and an introduction to the theory behind Community Justice Forums.

Correctional Services of Canada. (2002). Circles of Support and Accountability: A Guide To Training Potential Volunteers. Training manual 2002. Chaplaincy. Correctional Services of Canada. Downloaded 15 April 2003.

Circles of Support & Accountability represent an innovative response to a controversial social issue in our society.  The purpose of this manual is to assist in the training of volunteers who are willing to become a part of a Circle of Support and Accountability for warrant expiry sex offenders.  This document is also an initial attempt at a distillation of the work and wisdom of many individuals across Canada who have worked with this still relatively new initiative.  Its creation was occasioned by a recognition of the increasing need to develop greater consistency in the process and standards of orienting and training potential volunteers and professionals.

July 2003