United States

Provides a listing of articles on restorative justice developments in Austria. Articles appear in the order in which they were added to the site with the most recent appearing first.

Coates, Robert B and Vos, Betty and Umbreit, Mark S. A Case Study of Developing a Systemic Approach Toward Restorative Justice in Washington County, Minnesota.

Robert Coats, Mark Umbreit, and Betty Vos begin this article with the observation that restorative justice programs frequently provide significant resources for serving victims and offenders, and for involving community members in the justice process. Often, however, such programs have minimal impact on a jurisdiction’s total or systemic response to crime. In view of this, the authors point to an initiative to develop a systemic restorative justice approach. Washington County Community Corrections in Minnesota is endeavoring to adapt restorative justice principles as the basis for shaping their responses to crime with respect to victims, offenders, and communities. Coates, Umbreit, and Vos – of the Center for Restorative Justice and Peacemaking at the University of Minnesota – report on a study conducted by the Center to document this process of change. The study deals with key elements of change; barriers and resistance to change; the effects of changes on staff, justice officials, and community members; and issues relating to ongoing progress in integrating restorative justice into the department’s responses to

Mirsky, Laura. Community Conferencing: An Interview with Gena Gerard

This online article consists of an interview conducted by Laura Mirsky with Gina Gerard. The interview took place in 2002 at the International Institute for Restorative Practices’s Third International Conference on Conferencing, Circles and other Restorative Practices. Gina Gerard is program manager for the restorative justice program of Central City Neighborhoods Partnership (CCNP), located in Minneapolis, Minnesota. CCNP’s conferencing program has been in operation for more than five years. It addresses livability issues and crimes that affect the quality of life in this urban Minneapolis community. The interview covers such topics as the origin of the CCNP community conferencing program, how community conferencing works, the role of the community in the project, and outcomes from the program.

LeCroy and Milligan Associates, Inc.. Family Group Decision Making Annual Evaluation Report

Family group decision making is a model and strategy for dealing with youth in trouble and their families. First developed in New Zealand in 1989 as part of child welfare reform, it concentrates on family strengths and capacity for change rather than on problems and deficits. This particular Family Group Decision Making Program, oriented primarily toward child welfare purposes rather than juvenile justice per se, is a relatively new effort by the Arizona Department of Economic Security (DES). The aim of the program is to encourage and prepare families to develop and implement their own placement plans to ensure child safety. The first phase of the evaluation focused on the implementation of the program. The evaluation began in February 2001 and covered through August 2001. This report details the program’s background, the evaluation purpose and design, a review of the relevant literature, program implementation, future evaluation plans, and conclusions and recommendations. Materials at the end of the report provide valuable materials on the tools used in the research.

LeCroy and Milligan Associates, Inc.. Family Group Decision Making. Year 2 Annual Evaluation Report.

This is the second evaluation report on the Family Group Decision Making Program in Arizona. Family group decision making is a model and strategy for dealing with youth in trouble and their families. First developed in New Zealand in 1989 as part of child welfare reform, it concentrates on family strengths and capacity for change rather than on problems and deficits. This particular Family Group Decision Making Program, oriented primarily toward child welfare purposes rather than juvenile justice per se, is a relatively new effort by the Arizona Department of Economic Security (DES). The aim of the program is to encourage and prepare families to develop and implement their own placement plans to ensure child safety. This second phase of the evaluation – covering the period from August 2001 through August 2002 – focuses on the implementation of the program throughout the state of Arizona. The evaluation report details the program’s background, the evaluation purpose and design, evaluation of the implementation of the program, evaluation of the program’s outcomes, and conclusions and recommendations. A number of appendices provide valuable materials and statistics on the program itself, and tools used in the research.

Pennell, Joan and Burford, Gale. Partnership-Building Evaluation in Newfoundland/Labrador and North Carolina.

According to the authors of this paper, family group decision making (FGDM) seeks to resolve family violence by building partnerships within and around families to deal constructively with shared concerns. Partners include family members, community organizations, and public agencies. In turn, FGDM evaluation should serve three purposes: assessment of the extent to which partnerships were formed; assessment of the effectiveness of the partnerships in resolving the concerns; and promotion of constructive partnerships. With all of this in mind, the authors describe the development of evaluation approaches for the FGDM projects in Newfoundland/Labrador (Canada) and in North Carolina (USA). They then build on these experiences to set forth strategies for achieving the three purposes of partnership-building evaluation.

Harrison, Russell S.. Community-Based Mediation Programs: A Case Study and Comparison.

According to Russell Harrison, restorative justice advocates are increasingly insisting that fully restorative programs should use methods of mediation and group conferencing that fully include community interests and incorporate a wide range of community participants. That is, they should be fully community-based. They should maximize social capital and promote a civic culture. Harrison extends this perspective to many programs that use community-based mediation even though their administrators do not publicly claim a restorative justice approach. In this regard, he describes the San Diego model of family group decision-making as a prime example of a mediation program that is fully community-based. He goes on to show that support for similar mediation programs is widespread in the United States, as is support for mediation programs that are only partially and not fully restorative (e.g., victim-offender mediation). In contrast, most programs dealing with court adjudication issues follow the traditional judicial model of decision-making and case management. He then discusses methods for evaluating outcomes or results from various programs – those that are fully restorative; those that are partially restorative; and those that are least restorative.

Brown, Kathy and Vos, Betty and Umbreit, Mark S and Coates, Robert B. Victim Offender Dialogue in Crimes of Severe Violence A Multi-Site Study of Programs in Texas and Ohio

The authors of this study observe that an increasing number of victims of sexual assault, attempted homicide, and survivors of murder victims are requesting the opportunity to meet the offender to express the full impact of the crime upon their life, to get answers to questions they have, and to gain a greater sense of closure so as to move forward in life. A number of states in the United States are developing protocols for allowing such an encounter between a victim or survivor of violent crime and the offender. This study examines the development and impact of the programs in Texas and Ohio that work with cases of severe violence, including homicide. The report includes a summary of key findings, an explanation of the research method, statistics and participants’ responses, and analysis of the findings. According to the authors, the data that emerged from the study indicates that many of the principles of restorative justice can be applied in crimes of severe violence in terms of both healing the victim and holding the offender accountable.

Virginia State Crime Commission. Restorative Justice in Virginia

The Commission defines "restorative justice" as "the integration of punishment, mediation, and victim-offender reconciliation through a structured system of sanctions and services which emphasize accountability, community protection, and competency development." The Commission found that most of the principles of this conceptual model are currently in place in Virginia. The recent passage of the Comprehensive Community Corrections Act, the Pretrial Services Act, and authorization for Victim-Offender Reconciliation Programs ensures that the elements of restorative justice are intrinsic to the provisions of community-based corrections in Virginia. The role of the victim in the criminal justice system has been elevated through victim rights legislation and a pending constitutional amendment. Victim assistance has been enhanced through expansion of victim-witness programs throughout the State. The Commission recommends that the Supreme Court include training on the use of restitution or day fines in judicial training to ensure that this sanction is used consistently in cases where it is warranted. It also recommends that the Department of Criminal Justice Services conduct a study of the collection of restitution and develop recommendations for a uniform mechanism to be used statewide. Another recommendation is that localities consider broadening the community criminal justice board representation through inclusion of representatives from public health, higher education, business, crime victims, ex-offenders, and other interests that enhance the community perspective. Finally, the Commission recommends that the Department of Criminal Justice Services develop a victim-offender protocol to be a guideline for local crime victim and witness assistance programs. Appended Senate Joint Resolution No. 9. Abstract courtesy of National Criminal Justice Reference Service, www.ncjrs.org.

Bazemore, Gordon and Day, Susan E. Restoring the Balance: Juvenile and Community Justice

From the perspective of restorative justice, the most significant aspect of crime is that it victimizes citizens and communities. The justice system should focus on repairing this harm by ensuring that offenders are held accountable for making amends for the damage and suffering they have caused. A restorative system would help to ensure that offenders make amends to their victims. Juvenile justice cannot do this alone, however. Restorative justice requires that not only government, but also victims, offenders, and communities be involved in the justice process. The most distinctive feature of restorative justice is its elevation of the role of victims in implementing justice policies. In an effort to achieve a balanced approach to juvenile justice, restorative justice articulates three goals: accountability, public safety, and competency development. Balance is attainable when administrators ensure that equitable resources are allocated to each goal. A table provides the measures for achievement and the priorities for practice for each of these goals. Abstract courtesy of National Criminal Justice Reference Service, www.ncjrs.org.

Gilbert, Kara Marie. Youth Voices of Bounty and Opportunity: High School Students' Experiences with Food and Community.

Currently, garden-based research does not include input from young adults about their experiences and perspectives as individuals in garden-based programs, specifically those that address issues of food and community. To address this void, this qualitative research examines youth perspectives and engagement in garden-based community projects in Olympia, Washington, and Medford, Oregon. The sample of 11 students was chosen from these projects that use food as a means to engage the community and educate underprivileged young adults about local food systems. The main question that the research addresses is: Why, and in what ways, are young adults appropriate agents for community revitalizing garden-based projects? Using open-ended interviews, field notes and observations, the research draws upon theories of food access, community development, social and environmental justice, and nontraditional education. The findings suggest that when young adults are involved in garden-based community projects, they are learning life skills, developing leadership, engaging in models of nontraditional education, and retaining perspectives of grass-roots community development. It is evident from the research and emerging themes that young adults desire to accept responsibility in their community. It is time to harness young people’s energy, care, compassion, and dedication so that they can act as ambassadors to dispel the class-based ideologies of the current food systems, empowering under-served communities and celebrating youth’s perspectives on food and place. (Excerpt).

Léger, André. Restoration or retribution: An empirical examination of the recidivistic patterns of a group of young offenders from New York City.

This study uses a data set on adolescent offending, originally collected by a team of researchers at the Vera Institute of Justice in New York City, to critically examine the role of incarceration in criminal rehabilitation. A theoretical explanation of recidivism is constructed using four criminological theories: life course theory (Sampson & Laub 1993), differential association theory (Sutherland 1939), deterrence theory, and reintegrative shaming theory (Braithwaite 1989). This thesis uses these theories to investigate societal factors that may contribute to young offenders‘ recidivism (versus successful rehabilitation). It is argued that youths who: (1) come from unconventional family environments, (2) possess deviant peer associations, (3) receive incarceration as punishment, and (4) undergo a stigmatizing shaming process are more likely to recidivate. The combination of these factors is also expected to be intensified during incarceration. An empirical examination of the effects of these factors on recidivism supports the main hypotheses advanced. Although conventional family environments and deviant peer associations are successful in determining first-time offending, results from this study suggest that these are inadequate as predictors of recidivism. Conversely, an extension of Braithwaite‘s (1989) reintegrative shaming concept was found to be a strong predictor of subsequent offending. Medium sentence lengths in prison were associated with increased risk to recidivate. Most importantly, the results gathered some support for restorative justice approaches to criminal rehabilitation. Future considerations for recidivism research are explored. (author's abstract)

Nelson, Tanya. Merrill Middle School Meets Restorative Justice.

Schools are a microcosm of our world. They demonstrate the outcome of our investment, the potential, and its continuous need to adapt to changing times. Walking into an elementary school, middle school, high school, you may actually be able to feel this. Conflict is palpable much of the time. On the surface, Merrill Middle School in Oshkosh, WI, has a lot working against it. Oshkosh is a largely blue collar town and about 50% of Merrill's students are from families at or below poverty level. Many families are unable to stay an entire school year.Relationships are difficult to establish. How has Merrill brought it all together? In 2003, it ended its "honor level" approach to discipline in favor of a restorative justice approach. By creating circles and a core concept of restorative justice, staff and students have joined forces to create better communication when problems occur. (excerpt)

McCanse, India and Geske, Janine. Neighborhood Healed through Restorative Justice.

They gathered on the north side of the city, where most of Milwaukee's violent crimes occur. There were two dozen members of the community and eight special guests, offenders who had committed severely violent crimes, returning from prison. They sat in a traditional Native American talking circle on the second floor of what used to be a bank. It is now a community center for this poor, African American neighborhood. With a lit candle in the center, the facilitator explained the purpose of the gathering and of the restorative practices of meeting in a circle. Those gathered included victims, neighborhood residents, the community prosecutor, faith leaders, business owners, police officers, parents of local school children, and the federal prosecutor who leads the Safe Streets Initiative. For the next two hours participants reflected on how violence affected their lives. For some, it brought tears. For others, it brought a chance to tell their story. But for all it was a transforming experience. (excerpt)

School Health Services Division. Restorative justice: A working guide for our schools.

Schools are communities created by staff, faculty, students, and families; these are the true experts. Because each school creates its own unique culture, the implementation and practice of Restorative Justice has to be tailored to the needs of each school and with the knowledge and support of each school community. For this reason, there is no standard program or curriculum. Programs and curricula come and go; restorative practices go deeper. They result in a whole new way of thinking. The purpose of this publication is to provide support and guidance for teachers, health workers, community leaders, and school personnel who seek to implement Restorative Justice in their schools and to shed light on its implementation. It is certain that the process will be new for each school setting. Just like those who have informed this guide, new stories will continue to pave the way to understanding. (excerpt)

Virginia State Crime Commission. Restorative justice.

Senate Joint Resolution 362 (SJR 362) was introduced by Senator Norment during the 2009 Regular Session of the General Assembly.2 Although SJR 362 was left in House Rules, the Executive Committee of the Crime Commission approved study of the resolution. As such, the Crime Commission was directed to examine a number of key issues regarding various types of restorative justice initiatives, specifically including victim-offender reconciliation programs, legal and practical issues, and possible recommendations relating to the preferred types of restorative justice. It should be emphasized that the primary purpose of the study was to provide an update and overview of restorative justice practices in Virginia, as the subject has not been examined in over 10 years. (excerpt)

Domino, Meg. The Impact of Take the LEAD on School Bullying Among Middle School Youth.

Bullying is the leading form of school violence. Meta-analysis of traditional anti bullying efforts have shown mixed results, averaging small reductions in bullying behavior. Extant research supports the evaluation of alternative approaches to school bullying grounded in theories applied to related youth risk behaviors. The impact of an alternative approach to bullying using a pretest-posttest control group cohort evaluation of 323 middle school students involved in the 16-session Take the LEAD social-emotional learning program was examined. Based on social-emotional learning and positive youth development theories, Take the LEAD employs an interactive, asset-based approach to target the social competencies of all students in the classroom. Six hypotheses were generated and tested using paired t-test, ANOVA, and ANCOVA to measure self-reported changes in 3 study variables: bullying, victimization, and prosocial behavior. Results indicated significant reductions in bullying and victimization, together with significant increases in prosocial behaviors, including helping, sharing, feeling empathy, and caring for others. Findings remained significant for all 3 study variables after controlling for gender. Results of this study contribute to positive social change by providing empirical support for the application of an original social-emotional learning alternative to reduce bullying and victimization, while simultaneously increasing prosocial behaviors. Educators, psychologists, public health professionals, and clinicians can use these results to expand existing bullying reduction efforts, assist children and families dealing with bullying and victimization, and broaden the scope and breadth of available alternatives for addressing this growing public health problem. (Excerpt).

Walker, Lorenn and Greening, Rebecca. Huikahi restorative circles: A public health approach for reentry planning.

The Huikahi Restorative Circle is a group process for reentry planning that involves the incarcerated individual, his or her family and friends, and at least one prison representative. The process was developed in 2005 in collaboration with two community-based organizations—the Hawai’i Friends of Civic &Law Related Education and the Community Alliance on Prisons—and the Waiawa Correctional Facility located on the island of O’ahu. The process was originally called Restorative Circles, but was renamed Huikahi Restorative Circles to distinguish Hawaii’s reentry planning process from other restorative processes. In Hawaiian, hui means group, and kahi means individual. Together the word huikahi, for purposes of this process, signifies individuals coming together to form a covenant. The addition of Huikahi to the name was a result of the input of a Native Hawaiian prison warden.(excerpt)

Walker, Lorenn. Huikahi restorative circles: Group process for self-directed planning and family healing.

The Huikahi Restorative Circle is a reentry planning group process that addresses individual incarcerated people’s needs for achieving criminal desistence. The Circles use public health learning principles including applied learning experiences to increase self-efficacy and hopefulness, restorative justice, and solution-focused brief therapy language, which promote positive attitudes and healing. A primary strength of the Circles is treating individuals as their own change agents rather than the passive recipients of treatment directed by others. The author concludes that reentry planning resources are better invested in models similar to Huikahi Circles, which include the participation and decision making of incarcerated people and their loved ones, rather than professionally driven case management efforts. (author's abstract)

Wachtel, Joshua. Colorado Children's Code authorizes restorative justice conferences for adjudicated youth (Part 2 of 2).

It’s no accident that Colorado is the first U.S. state to mandate that judges advise adjudicated youth of the possibility of participating in restorative justice (RJ) conferences or other programs if they become involved in the criminal justice system. For more than 10 years, Colorado communities, schools, nonprofits, RJ advocates, probation, police and human service departments, courts, youth rehabilitation facilities, universities and governments have been promoting restorative justice and restorative practices (RP).

Gottlieb, Karen. Lessons Learned in Implementing the First Four Tribal Wellness Courts.

The "lessons learned" presented in this paper were drawn from the experiences of the first four tribal wellness courts (drug courts): Hualapai (Arizona), the Blackfeet (Montana), Fort Peck reservation (Montana), Poarch Creek (Alabama). Although these tribal drug courts had distinctive experiences in planning and implementing court procedures and programs, they exhibited a similar pattern of strengths and weaknesses. The intent of identifying lessons learned from these court programs is that other tribes learn from their experiences and avoid the same mistakes. The first of 10 lessons discussed is to develop a strong structure for the court team. The responsibility of the team is to integrate the members’ skills and backgrounds in achieving a holistic approach to treating court participants who have substance abuse problems. The team should be composed of representatives from across the reservation, including tribal elders and others who embody traditional tribal values. The second lesson is to use the informed consent model for admittance to the court program, which involves the selection of referral points and the use of legal procedures that protect the individual’s due-process rights. The third lesson is to assess readiness for change in potential participants through legal and clinical screening for eligibility. A fourth lesson is to integrate culture, not religion, into the court, which involves providing access to holistic, structured, and phased substance abuse treatment services that incorporate culture and tradition. Other lessons discussed involve monitoring participants during times when illegal acts are likely to occur; rewarding positive behaviors; choosing a judge who can be both a leader and a team player; collecting automated court information systematically from the beginning of the court; developing a written curriculum for court staff; and emphasizing early outreach within the community. (Abstract courtesy of the National Criminal Justice Reference Service, www.ncjrs.gov).