Research on Restorative Justice Practices
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Criminology & Criminal Justice Studies Are the Sociology-Based
Criminology & Criminal Justice Studies are the sociology-based study of crime and the criminal justice system. Our students are prepared for a variety of Our major exposes students to the social career options. Some graduates enter directly dimensions of the crime problem, explanations of into the labor force in these fields: the prevalence of various types of crime, and the various agencies and programs designed to law enforcement prevent and control crime and delinquency. The delinquency prevention latter include the police, courts, probation and delinquency control services parole systems, and correctional institutions. Attention is also given to such issues as women crime prevention and crime, youth and crime, and the place of corrections control agencies in larger societal context. As a probation or parole social science/liberal arts field, criminology criminal justice administration provides majors with a variety of techniques for examining and responding to important questions research about the causes and consequences of crime and fraud investigation the workings of the criminal justice system. loss prevention & asset protection Undergraduate criminology majors are also employed in non-crime related sectors such as: health and social services (substance abuse and rehabilitation counseling) As part of a liberal arts/social science degree, the criminology major provides an excellent community work (child and social background for post-baccalaureate studies. Our welfare agencies) alums pursue graduate work in criminology or in related fields such as sociology, anthropology, federal, state, or local government political science, and psychology. In addition, the (urban planning & housing) major provides a foundation for post-baccalaureate work in law, public policy, social work, business, and urban planning. -
The Little Book of Restorative Justice
The authors THE LITTLE BOOK OF oward Zehr directed the first victim offender conferencing program in the U.S. and is one H of the developers of restorative justice as a concept. His book Changing Lenses: A New Focus for Crime and Justice is considered a classic in the field. His other publications include Doing Life: Reflections of Men and Women Serving Life Sentences, Transcending: Reflections of Crime Victims and The Little Book of Restorative Justice. Forthcoming in fall, 2003, is The Little Book of Family Group Conferences, New Zealand Style (with Allan MacRae). Dr. Zehr is Co-Director of the graduate Conflict Transformation Program at Eastern Mennonite University. From this base he also teaches and practices in the field of restorative justice. Zehr received his M.A. from the University of Chicago and his Ph.D. from Rutgers University. li Gohar worked as Additional Commissioner Social Welfare Cell for Afghan Refugees for A thirteen years. Presently working as Chief Executive, Just Peace International inc. for Afghanistan and Pakistan. Ali Gohar received his MSc in International Relations from Quaid-i-Azam university Islamabad . He completed his second Master in Conflict Transformation as a Fulbright Scholar from Eastern Mennonite University VA, USA. The Pushto, Urdu and Persian (Dari) version of the hand book by the same authors are under publications. [email protected] Ph: ++92 - 91 - 5700724 The authors THE LITTLE BOOK OF oward Zehr directed the first victim offender conferencing program in the U.S. and is one H of the developers of restorative justice as a concept. His book Changing Lenses: A New Focus for Crime and Justice is considered a classic in the field. -
Restorative Versus Retributive Justice Kathleen Daly Reviews the Discourse That Has Framed Restorative Justice As the Antidote to Punishment
Restorative versus Retributive Justice Kathleen Daly reviews the discourse that has framed restorative justice as the antidote to punishment. n 'Restorative justice: the real story' (Punishment and Advocates seem to assume that an ideal justice system should Society 2002), Kathleen Daly draws on her experience of be of one type only, that it should be pure and not contaminated / restorative justice conferencing and an extensive survey of by or mixed with others. [Even when calling for the need to academic literature to refute four myths that she says have "blend restorative, reparative, and transformative justice... with grown up around restorative justice. These are that: (1) the prosecution of paradigmatic violations of human rights", restorative justice is the opposite of retributive justice; (2) Drambl (2000:296) is unable to avoid using the term 'retributive' restorative justice uses indigenous justice practices and was to refer to responses that should be reserved for the few.] the dominant form ofpre-modern justice; (3) restorative justice Before demonstrating the problems with this position, I give a is a 'care' (or feminine) response to crime in comparison to a sympathetic reading of what I think advocates are trying to say. justice' (or masculine) response; and (4) restorative justice Mead's (1917-18) 'The Psychology of Punitive Justice' can be expected to produce major changes in people. She says contrasts two methods of responding to crime. One he termed that "simple oppositional dualisms are inadequate in depicting"the attitude of hostility toward the lawbreaker" (p. 227), which criminal justice, even in an ideal justice system", and argues "brings with it the attitudes of retribution, repression, and for a 'real story' which would serve the political future of exclusion" (pp. -
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. -
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. -
How Restorative Is Restorative Justice?
How restorative is restorative justice? Dr Martin Wright Visiting Research Fellow, School of Legal Studies, University of Sussex. Paper to conference, Quali prospettive per la mediazione? Riflessioni teoretiche ed esperienze operative (What prospects for mediation? theoretical reflections and practice), Museo Criminologico, Rome, 20-21 April 2001. There are certain things which we take for granted: 1) that crime is an offence against the state 2) that people who commit crimes should be punished 3) that punishment is a responsibility and a monopoly of the state 4) that the decisions about how to deal with offenders should be taken by state officials through a formal legal process. What is remarkable about RJ is that it challenges all these assumptions: it views crime not as an offence against the State but as an injury to people and relationships. Instead of punishing offenders, justice involves repairing harm caused by crime. The victim and the offender can take an active part in the process. The community can support the victim and help the offender to fulfil any agreement he has made about reparation. In the conventional system the victim and the offender are not able to tell the story of what happened in their own way, much less to communicate with each other. The damaging potential of the system is well known. It is aggravated by the fact that the system focuses on its objective - to determine guilt or innocence and decide on a sanction - and does not consider the effect of the process on the participants. Restorative justice, instead of taking the whole matter out of their hands, offers both victim and offender the chance to discuss it and decide how to resolve it, through victim/offender mediation, or an extension of this known as ‘conferencing’, in which victims and offenders are invited to include their extended families. -
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. -
Restorative Justice in Prisons: Methods, Approaches and Effectiveness
Strasbourg, 29 September 2014 PC-CP (2014) 17 rev PC-CP\docs 2014\PC-CP(2014)17e rev EUROPEAN COMMITTEE ON CRIME PROBLEMS (CDPC) Council for Penological Co-operation (PC-CP) Restorative Justice in Prisons: Methods, Approaches and Effectiveness Document prepared by Gerry JOHNSTONE Professor of Law, Law School, University of Hull, United Kingdom Introduction Imprisonment of offenders is a central and seemingly indispensable part of the raft of methods used to respond to crime in contemporary societies. Whereas in dealing with other problems, such as mental disorder, modern societies have pursued policies of decarceration – relying less upon control in institutions, more upon care and control in the community – in responding to crime these societies are making increasing use of imprisonment. Walmsley (2013) estimates that, throughout the world, 10.2 million people are held in penal institutions and that prison populations are growing in all five continents at a faster rate than the general population. For the public at large, this raises little concern; indeed, there is much public support for high custody rates and for lengthy prison sentences for those who commit violent and sexual offences (Roberts, 2008). But for penal reformers and most criminologists this is a regressive trend: society is increasing its use of an outdated penal method which is ineffective (in either deterring crime or preparing offenders for life in the community upon release), inhumane, and very expensive.i Critics of imprisonment argue both for a significant reduction in its use and for the reform of prison conditions to render the practice more constructive and civilised. -
Critical Criminal Justice Issues
U.S. Department of Justice Office of Justice Programs National Institute of Justice CriticalCritical CriminalCriminal JusticeJustice IssuesIssues TaskTask ForceForce ReportsReports FromFrom thethe AmericanAmerican SocietySociety ofof CriminologyCriminology toto AttorneyAttorney GeneralGeneral JanetJanet RenoReno FOREWORD There is a discernible urgency to the crime issue. Crime and the fear of crime rank as the most important issues in public opinion polls. Some communities resemble war zones where gunshots ring out every night. Other cities struggle to create islands of civility amid threats to public order posed by low-level criminal behavior that eludes traditional measures. Appropriately, public policymakers and administrators in the criminal justice system are responding to the issue of crime in all its complexity. Every aspect of the infrastructure of our traditional criminal justice policy is undergo- ing fundamental rethinking. Our approaches to policing, adjudication, sentencing, imprisonment, and community corrections are changing in significant ways. Indeed, communities that are suffering from crime are changing their interactions with the agencies of the criminal justice system as the concepts of community policing, community prosecution, and community justice take on real meaning in cities and towns around the country. This combination—a sense of urgency on the part of the public and a rapidly changing policy response—creates a compelling need for policy-relevant research. When Attorney General Janet Reno addressed the American Society of Criminology at its annual meeting in November 1994, she challenged Society members to translate their re- search findings into recommendations that would benefit the practitioners and policymakers who confront the issues of crime and justice. The reports presented in these pages are the response to that challenge. -
"Restorative Justice" in Community Corrections?
U.S. Department of Justice Office of Justice Programs National Institute of Justice June 2001 Papers From the Executive Sessions on Sentencing and Corrections No. 11 What Future for “Public Safety” About This and “Restorative Justice” in Series Community Corrections? It is by now a commonplace that the number of people under criminal justice supervision by Michael E. Smith in this country has reached a record high. As a result, the sentencing policies driving that number, and the field of corrections, where ublic safety” and “restorative trying to turn his agency from what he the consequences are felt, have acquired an unprecedented salience. It is a salience defined justice” are big ideas now making characterizes as the empty execution of ret- more by issues of magnitude, complexity, and claims on the future of community ributive, court-imposed sanctions, toward “P expense than by any consensus about future corrections. They are appealing as strategic partnership with informal community boards directions. objectives for probation and parole agencies (“reparative boards”) to restore victims, that are unable to generate fiscal and political offenders, and communities.1 Meanwhile, Are sentencing policies, as implemented through correctional programs and practices, achieving support for the modest objectives of “enforc- embracing public safety as the strategic their intended purposes? As expressed in the ing court orders,” “meeting client needs,” objective for corrections, Washington State movement to eliminate indeterminate senten- and “reducing recidivism.” When the two amended its “just deserts”-based corrections cing and limit judicial discretion, on the one ideas are examined more closely, however, law in 1999, effecting a strategic redeploy- hand, and to radically restructure our retribu- their futures seem uncertain. -
Research Into Restorative Justice in Custodial Settings
RESTORATIVE JUSTICE IN CUSTODIAL SETTINGS Report for the Restorative Justice Working Group in Northern Ireland Marian Liebmann and Stephanie Braithwaite CONTENTS Executive Summary 1 Full Report Introduction 1 Restorative Justice 1 Community Service 2 Victim/Offender Mediation 4 Victim Enquiry Work 8 Victim/Offender Groups 8 Relationships in Prison 13 Victim Awareness Work in Prisons 15 Restorative Justice Philosophy in Prisons 17 Issues in Custodial Settings 19 Conclusion 21 Recommendations 21 Useful Organisations 22 Organisations and People Contacted 25 References and useful Publications 27 Restorative Justice in Custodial Settings Marian Liebmann and Stephanie Braithwaite Executive Summary Introduction This lays out the scope of the task. As there is very little written material or research in this area, the authors of the report have, in addition to searching the literature in the normal way, made informal contact with a wide range of professionals and practitioners working in the field of Restorative Justice. The short timescale has meant that there is still material yet to arrive. Nevertheless a good range of information has been gathered. As part of this research, the authors undertook two surveys in April 1999, one of victim/offender mediation services’ involvement with offenders in custody, one of custodial institutions reported to be undertaking Restorative Justice initiatives. Restorative Justice We have used as a starting point a definition of restorative justice by the R.J.W.G. of Northern Ireland: “Using a Restorative Justice model within the Criminal Justice System is embarking on a process of settlement in which: victims are key participants, offenders must accept responsibility for their actions and members of the communities (victims and offenders) are involved in seeking a healing process which includes restitution and restoration." Community Service The Prison Phoenix Trust carried out two surveys of community work and projects carried out by prison establishments, in 1996 and 1998.