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Book of Proceedings
Book of Proceedings AIESEP 2011 International Conference 22-25 June 2011 University of Limerick, Ireland Moving People, Moving Forward 1 INTRODUCTION We are delighted to present the Book of Proceedings that is the result of an open call for submitted papers related to the work delegates presented at the AIESEP 2011 International Conference at the University of Limerick, Ireland on 22-25 June, 2011. The main theme of the conference Moving People, People Moving focused on sharing contemporary theory and discussing cutting edge research, national and international policies and best practices around motivating people to engage in school physical education and in healthy lifestyles beyond school and into adulthood and understanding how to sustain engagement over time. Five sub-themes contributed to the main theme and ran throughout the conference programme, (i) Educating Professionals who Promote Physical Education, Sport and Physical Activity, (ii) Impact of Physical Education, Sport &Physical Activity on the Individual and Society, (iii) Engaging Diverse Populations in Physical Education, Physical Activity and Sport, (iv) Physical Activity & Health Policies: Implementation and Implications within and beyond School and (v) Technologies in support of Physical Education, Sport and Physical Activity. The papers presented in the proceedings are not grouped by themes but rather by the order they were presented in the conference programme. The number that precedes each title matches the number on the conference programme. We would like to sincerely thank all those who took the time to complie and submit a paper. Two further outlets of work related to the AIESEP 2011 International Conference are due out in 2012. -
NARRATIVE EXPERIENCES of SCHOOL COUNSELLORS USING CONVERSATION PEACE, a PEER MEDIATION PROGRAM BASED in RESTORATIVE JUSTICE. By
NARRATIVE EXPERIENCES OF SCHOOL COUNSELLORS USING CONVERSATION PEACE, A PEER MEDIATION PROGRAM BASED IN RESTORATIVE JUSTICE. by HEATHER M. MAIN B.Ed., University of British Columbia, 1982 Dipl.E.C.E., University of British Columbia, 1987 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Counselling Psychology) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2008 © Heather M. Main, 2008 11 Abstract This study narratively explores the experiences of five public school counsellors and one high school teacher using Conversation Peace, a restorative action peer mediation program published jointly in 2001 by Fraser Region Community Justice Initiatives Association (CJI), Langley, British Columbia, Canada, and School District #35, Langley, British Columbia, Canada. This categorical-content analysis (Lieblich, Tuval-Mashiach, & Zilber, 1998) resulted in data describing 20 common themes, 12 with similar responses, and 8 with varying responses amongst participants. Two of the similar findings were the crucial importance of(a) confidentiality within the mediation process, and (b) the school counsellor’s role within the overall and day-to-day implementation of this peer mediation program. Two of the varying findings were (a) the time involvement of the school counsellor within the peer mediation program, and (b) the differences in the number of trained peer mediators and peer mediations within schools. 111 .Table of Contents Abstract ii Table of Contents iii List -
The Australian Context – Restorative Practices As a Platform for Cultural Change in Schools
The Australian Context – Restorative Practices as a Platform for Cultural Change in Schools. Peta Blood Paper presented at the XIV World Congress of Criminology "Preventing Crime & Promoting Justice: Voices for Change" Philadelphia, Pennsylvania, USA August 7-11, 2005 Contact Details: Peta Blood Circle Speak PO BOX 24 Broadway NSW 2007 Australia Ph/Fax: +61 2 9402 1273 Mob: 0418 298 875 Web: www.circlespeak.com.au Email: [email protected] 1 Introduction The implementation of Restorative Practices in Australian schools is moving at a frenetic pace, with practice developing in most states and territories. The quality of that practice and the approach by practitioners is variable, dependent on their background, experience, passion and interest. It is a time where we need to stay open, stay in communication and explore together what assists to build quality practice in an educational context. We have reached tipping point and we need to manage that so that it tilts in the right direction. Poor implementation will have a dramatic effect on how schools view the long term viability of working restoratively. In Australian schools restorative practices is developing a platform for cultural change. To do this requires a broad understanding of the implications of working in a relational context, the layers of implementation and how this contributes to key educational outcomes. Effective implementation of restorative practices requires realignment in thinking and behaviour within the school community. Repairing harm and taking responsibility for behaviour requires that we understand the environment to which we are restoring to and the business that environment is engaged in. -
June 6, 2019 Speaking Notes and Reference Materials Presentation To
June 6, 2019 Speaking Notes and Reference Materials Presentation to the Senate Committee on Legal and Constitutional Affairs Re: Bill C-78 (An Act to Amend the Divorce Act, et al) on behalf of: CAFE Canadian Association for Equality L4SP Lawyers for Shared Parenting ANCQ Action des Nouvelles Conjointes et des Nouveaux Conjoints du Quebec CEPC Canadian Equal Parenting Council LW4SP Leading Women for Shared Parenting R.E.A.L. Real Women of Canada Presented by Brian Ludmer, B.COMM., LLB. Page 1 of 3 Index 1. Myths and Facts about Divorce Act Reform - updated version 2. Text of Brian Ludmer’s remarks to the House of Commons – Standing Committee on Justice and Human Rights (November 26, 2018) 3. Joint Brief of these organizations submitted to the House of Commons – Standing Committee on Justice and Human Rights – November 2018 (English and French versions) 4. Public Opinion Polls a. Nanos 2017 Equal Parenting Summary Poll b. Nanos 2009 Poll results 5. Text of Proposed Rebuttable Presumption of Equal Parenting as Contained in Bill C-560 (2014) 6. Summary of Applicable Social Science a. Professor William V. Fabricius,Ph.D, Associate Professor of Psychology, Arizona State University Presentation to the Standing Committee on Justice and Human Rights, House of Commons – November 26, 2018 b. Survey of Leading Research by Professor William V. Fabricius,Ph.D, Associate Professor of Psychology, Arizona State University dated April 19, 2018 c. Linda Nielsen, “Joint Versus Sole Physical Custody: Children’s Outcomes Independent of Parent-Child Relationships, Income and Conflict in 60 Studies” (2018) Journal of Divorce & Remarriage, DOI: 10.1080/10502556.2018.1454204 Page 2 of 3 d. -
In Program Book
!e 16th World Conference of the International Institute for Restorative Practices October 21–23, 2013 | Bethlehem, Pennsylvania, USA A 3-day international gathering of educators, social service providers, criminal justice professionals, researchers & others !e 16th World Conference of the International Institute for Restorative Practices October 21-23, 2013 Bethlehem, Pennsylvania, USA Copyright © 2013 International Institute for Restorative Practices All Rights Reserved Printed in Canada I!"#$!%"&'!%( I!)"&"*"# +'$ R#)"'$%"&,# P$%-"&-#) P.O. Box ../ Bethlehem, PA 01203 USA Restorative Works: What Works, What Doesn’t, How and Why At its 16th World Conference, the International Institute for Re- storative Practices once again welcomes a wide range of presenters who will share their thoughts and experiences with conference a4endees. We all know that restorative practices are having a positive impact in many se4ings, but we are equally aware that we have a lot to learn if we hope to sustain and expand that impact. 5ese gatherings provide for that opportunity. In the spirit of “what works, what doesn’t, how and why,” each morning plenary session will feature a panel of practitioners discussing an area where restorative practices is having a signi6cant impact. 5e panel will give brief presentations about what is working in their 6eld, followed by a discussion that will allow comments from members of the audience. 5e panels are: • Monday: Restorative practices in criminal justice • Tuesday: Restorative practices in schools • Wednesday: Restorative practices in faith communities We also realize that a conference is not just about formal sessions: People need informal opportunities to get to know each other, ask questions and share experiences. -
Restorative Justice in Schools in Australia and New Zealand – What Progress?1
KEEPING THEM CONNECTED: Restorative JUSTICE IN SCHOOLS IN AUSTRALIA AND NEW ZEALAND – WHat PROGRESS?1 SALLY VARNHAM† UNIVERSITY.OF TECHNOLOGY,.sYDNEY, AUSTRALIA The traditional response of schools to school discipline is based on the retributive approach which has long characterised the criminal justice system. Research now indicates that this approach generally fails to satisfy the victim, the offender and the community. In the context of criminal offending, attention is increasingly being paid to the application of restorative practices. In New Zealand the restorative justice model has been operating since 1989 for youth offending and is now being implemented in the context of adult offending also. The Australian states and territories are following to varying degrees. Restorative practices move the focus from punishing the offender to requiring them to take responsibility for their actions. Because of this focus they are not seen as a ‘soft option’, and there are many indications of their success. Many schools are now applying this model to school discipline. A variety of different practices are being employed to keep young people in school and connected with the education process, while still not compromising school safety. This article explores the incorporation of restorative practices as alternative and proactive responses to behavioural problems within some Australian and New Zealand schools. The focus here is on particular restorative practices with the acknowledgement that there is a much wider picture which involves changes in school cultures to embrace, in a practical manner, principles of citizenship and democracy. This concept is the subject of significant research which is discussed by the author in a previous article.2 1..iNTRODUCTION By taking the culprit out of the neighbourhood or school community (by imprisonment, or expulsion/suspension) we think we have removed the problem. -
Defining Restorative IIRP President and Founder
International Institute for Restorative Practices a graduate school by Ted Wachtel, Defining Restorative IIRP President and Founder cific process, with defined protocols, The use of restorative practices 1. Purpose that brings together those who have helps to: 2. Overview caused harm through their wrongdo- • reduce crime, violence and 3. History ing with those they have directly or in- bullying 4. Supporting Framework 4.1. Social Discipline directly harmed. • improve human behavior Window Others have defined teen courts, • strengthen civil society 4.2. Restorative Justice youth aid panels or reparative boards • provide effective leadership Typology as restorative justice, while the IIRP • restore relationships 4.3. Restorative Practices defines those processes as communi- • repair harm Continuum ty justice, not restorative justice. Such 4.4. Nine Affects community justice processes do not The IIRP distinguishes between the 4.5. Compass of Shame include an encounter between vic- terms restorative practices and restor- 4.6. Fair Process tims and offenders, which provides ative justice. We view restorative jus- 5. Basic Restorative Processes 5.1. Restorative Conference an opportunity to talk about what tice as a subset of restorative practices. 5.2. Circles happened and how it has affected Restorative justice is reactive, consist- 5.3. Family Group them (Van Ness & Heetderks Strong, ing of formal or informal responses to Conference/Family 2010). Rather, these courts, panels and crime and other wrongdoing after it Group Decision Making boards are comprised of appointed occurs. The IIRP’s definition of restor- 5.4. Informal Restorative community members who have no ative practices also includes the use Practices real emotional stake in the incident. -
Health Law Journal a Publication of the Health Law Section of the New York State Bar Association
NYSBA SUMMER/FALL 2016 | VOL. 21 | NO. 2 Health Law Journal A publication of the Health Law Section of the New York State Bar Association SPECIAL EDITION: DSRIP PERFORMING PROVIDER SYSTEMS From the NYSBA Book Store The New York State Physician’s HIPAA Privacy Manual, 2d ed. This one-of-a-kind, hands-on tool helps health care providers and their legal counsel navigate the often murky waters of the HIPAA Privacy Act. Containing 37 policies and procedures and the forms necessary to implement those policies and procedures, the Manual provides the day-to-day guidance necessary to allow the physician’s office to respond to routine, everyday inquiries about protected health information, as well as the framework to enable the Privacy Officer and health care provider’s counsel to properly respond to even non-routine issues. The Manual is organized in a way that parallels the various aspects of the HIPAA Privacy Rule and covers areas that include General Policies, Uses and Disclosures of Medical Information Without Patient Authorization, and Operational Issues and Patient Rights. The second edition incorporates changes required by the Health Information Technology for Economic and Clinical Health (“HITECH”) Act and the most recent regulations. Changes of particular note include breach notification and new rules that directly require compliance from business associates. AUTHORS William P. Keefer, Esq., Lisa McDougall, Esq. PRODUCT INFO AND PRICES Print: 41196 | 2016 | 292 pages | looseleaf | NYSBA Members $85 | Non-Members $105 E-book: 41196E | 2016 | 292 pages | looseleaf | NYSBA Members $85 | Non-Members $105 Get the Information Edge NEW YORK STATE BAR ASSOCIATION 1.800.582.2452 www.nysba.org/pubs Mention Code: PUB8380N HEALTH LAW JOURNAL Summer/Fall 2016 Vol. -
Herein Is to Be Reproduced Or Adapted to Other Works Without the Expressed Written Consent of the Editors of the Journal of Middle Eastern Politics and Policy
Journal of Middle Eastern Politics and Policy A Harvard Kennedy School student publication Beyond Borders: Middle East In Empire, Diaspora, And Global Transitions This issue is dedicated to the tenth anniversary of the Syrian revolution Spring 2021 Journal of Middle Eastern Politics and Policy Beyond Borders: Middle East In Empire, Diaspora, And Global Transitions This issue is dedicated to the tenth anniversary of the Syrian revolution Spring 2021 Spring 2020 i Staff Editor in Chief Associate Editors Reilly Barry Michael Johns, Jr. – Regional Security & Iran Gilad Kabilo – Military-Security & Israel Managing Editor Joseph Leone – Levant Ghazi Ghazi Xuechen Wang – Gulf Senir Staff Writer Mouhanad Al Rifay Staff Writers Christina Bouri Sumaya Malas Copyright The Journal of Middle Eastern Politics and Policy does not accept responsibility for the views expressed by individual authors. No part of the publication may be reproduced or transmitted in any form without the expressed written consent of the editors of the Journal of Middle Eastern Politics and Policy. © 2021 by the President and Fellows of Harvard College. All rights reserved. Except as otherwise specified, no article or portion herein is to be reproduced or adapted to other works without the expressed written consent of the editors of the Journal of Middle Eastern Politics and Policy. ii Journal of Middle East Politics and Policy Acknowledgements Martha Foley, Publisher Richard Parker, Faculty Advisor Tanner Jensen, Copy Editor Lilliana Ballesteros, Layout Design The Journal of Middle Eastern Politics and Policy would like to thank a number of individuals and institutions whose support proved invaluable to the production of this edition. -
Sierra Leone: the Perpetual Struggle for Security
Sierra Leone: the Perpetual Struggle for Security Between 1991 and 2002, the Sierra Leone civil war left approximately 70,000 people dead, hundreds of thousands mutilated and displaced over half of the population of five million.1 This tragedy is a result of various factors that became intertwined. The country’s “historical, cultural, sociological and political milieu” combined with the complexities of natural resources and economic issues all “contributed to and fueled the conflict.”2 The aim of this research is to investigate the severity of events and violent acts along with how society functions today that can provide pertinent information on Sierra Leone’s stability and what threats to security may currently exist or are likely to occur. Analyzing such a historical event and its aftermath provides crucial information on what is lacking in peace efforts and the significant gaps in programs that hinder developing and maintaining stability in countries that have experienced conflict. The atrocities committed during the civil war are infamous to Sierra Leone. A decade of violence that included drug-induced children who “hacked off the limbs of thousands of civilians, including women and babies,”3 has left a psychological imprint on a nation. Sierra Leone’s civil war and its aftermath can be held as a prime example when attempting to predict probable outcomes and possible solutions in similar conflicts. Examining the situation in post-conflict Sierra Leone can assess the effectiveness of its DDR (disarmament, demobilization and reintegration) program and what issues have remained persistent that can be properly addressed in current and future dilemmas, such as the marginalization of girls. -
Custom Apparel and Promo Items Bid Chart
CUSTOM APPAREL AND PROMO ITEMS BID SUMMARY February 2012 Vendor Location Product/Brands Discount Delivery Min. Comments order Skeeter Kell - Yogi Trice 207 N. New Madrid NIKE, UA, 45% off retail 3 to 5 12 Apparel 270-559-5717 Sikeston, MO 63801 Adidas ,Russell, cost on all brand working items only 270-665-5088 fax Mizuno, Asics merchandise days after www.skeeterkell.com order Supply Solutions - James 2852 Ross Ave. NIKE, Adidas, Reebok 10% - 40% off 10 working no min Apparel and Garrett Paducah, KY - All major brands catalog or list days order Promo 270-442-8888 42002 price items 270-444-3970 fax www.supplysolutions.logo mall.com website read as an error Action Sports - Larry 1016 Brown St. UA, Virginia Tʼs, 25% off catalog Varies $100.00 Apparel Caldwell Paducah, KY 42003 Alleson, Markwort, or list price only 270-443-8838 Holloway, Augusta, no website Badger, Champro, Rawlings, Wilson, Easton, Louisville Slugger, Russell Unlimited Graphics P.O. Box 10 no exclusive license, 10% - 15% off 10 - 15 varies Promo Shari Damron LaCenter, KY 42056 most brands available catalog or list working by items, 270-665-5750 through ASI suppliers, price days product screen 270-665-5759 - fax 800,000 promo items t-shirts printing, or 12 pcs. embroid The Golf Complex 5980 US Hwy 60 Nike golf, 35% off catalog 20 working 24 Apparel in Barry Kight Paducah KY 42001 Adidas golf, or list price days units golf division 270-442-9221 Under Armor only 270-442-9904 - fax Vendor Location Product/Brands Discount Delivery Min. Comments order Troutman 534 S. -
John Braithwaite, Ph.D. Iirp Presidential Paper Series
IIRP PRESIDENTIAL PAPER SERIES, NUMBER 2 | FALL 2020 JOHN BRAITHWAITE, PH.D. SEXUAL ASSAULT, CORPORATE CRIME AND RESTORATIVE PRACTICES John Braithwaite, Ph.D. Australian National University and Honorary Trustee, International Institute for Restorative Practices (IIRP) [email protected] ABOUT THE IIRP All humans are hardwired to connect. Just as we need food, shelter and clothing, human beings also need strong and meaningful relationships to thrive. Restorative practices is an emerging social science that studies how to strengthen relationships between individuals as well as social connections within communities. The IIRP Graduate School is the first graduate school wholly dedicated to restorative practices. IIRP faculty are the world’s leading experts in the ideas and competencies they teach. They help students tailor their studies and facilitate meaningful online engagement with fellow students from around the world. Courses are online, allowing students to study where they live and work. Based in Bethlehem, Pennsylvania, USA, the IIRP has trained more than 75,000 people in 85 countries. Along with our affiliates, partners and licensed trainers in the United States, Canada, Europe, Latin America, Africa, Asia and Australia, we are fostering a worldwide network of scholars and practitioners. To learn more about the IIRP Graduate School, go to www.iirp.edu. ABSTRACT Recognizing that punitive approaches to inappropriate behavior were ineffective in producing desired change, schools employed restorative practices to learn with students how to recognize harmful actions, deal with conflicts effectively and change behavior. Historically, societal responses to criminal behavior also intended to educate and change behavior, but have had limited success in this outcome, often ending only in warehousing offenders.