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Restorative practices
Restorative practices (or more accurately restorative justice practices) is a collective term describing the various methods through restorative justice implemented
Restorative justice practices aim to build healthy communities, increase social capital, decrease crime and antisocial behaviour, mend harm and restore relationships. The terms ties together research in a variety of social science fields, including education, psychology, social work, criminology, sociology, organizational development and leadership. RP has been growing in popularity since the early 2000s and varying approaches exist.
The social science of restorative practices offers a common thread to tie together theory, research and practice in diverse fields such as education, counseling, criminal justice, social work and organizational management. Individuals and organizations in many fields are developing models and methodology and performing empirical research that share the same implicit premise, but are often unaware of the commonality of each other's efforts.
In education, restorative practices, such as circles and groups, provide opportunities for students to share their feelings, build relationships and solve problems, and when there is wrongdoing, to play an active role in addressing the wrong and making things right. Schools that implement restorative practices (RP) have been found to provide safe school environments through building quality relationships and a supportive community. Further, urban educators who carry out RP have observed a decrease in disciplinary issues and absenteeism, a heightened sense of community, as well as an increase in school safety and instructional time.
For example, in criminal justice, restorative circles and restorative conferences allow victims, offenders and their respective family members and friends to come together to explore how everyone has been affected by an offense and, when possible, to decide how to repair the harm and meet their own needs. In England's Criminal Justice System (CJS), prisons use RP to stimulate positive social interactions and decrease tension when situational challenges arise. Introduced in the 1990s in some of Europe's CJS, RP has improved relationships between the prisons' residents and their relatives through restorative family interventions.
In social work, family group decision-making (FGDM) or family group conferencing (FGC) processes empower extended families to meet privately, without professionals in the room, to make a plan to protect children in their own families from further violence and neglect or to avoid residential placement outside their own homes.
These various fields employ different terms, all of which fall under the rubric of restorative practices: In the criminal justice field the phrase used is "restorative justice"; in social work the term employed is "empowerment"; in education, talk is of "positive discipline" or "the responsive classroom"; and in organizational leadership "horizontal management" is referenced. The social science of restorative practices recognizes all of these perspectives and incorporates them into its scope.
The use of restorative practices has the potential to:
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Restorative practices
Restorative practices (or more accurately restorative justice practices) is a collective term describing the various methods through restorative justice implemented
Restorative justice practices aim to build healthy communities, increase social capital, decrease crime and antisocial behaviour, mend harm and restore relationships. The terms ties together research in a variety of social science fields, including education, psychology, social work, criminology, sociology, organizational development and leadership. RP has been growing in popularity since the early 2000s and varying approaches exist.
The social science of restorative practices offers a common thread to tie together theory, research and practice in diverse fields such as education, counseling, criminal justice, social work and organizational management. Individuals and organizations in many fields are developing models and methodology and performing empirical research that share the same implicit premise, but are often unaware of the commonality of each other's efforts.
In education, restorative practices, such as circles and groups, provide opportunities for students to share their feelings, build relationships and solve problems, and when there is wrongdoing, to play an active role in addressing the wrong and making things right. Schools that implement restorative practices (RP) have been found to provide safe school environments through building quality relationships and a supportive community. Further, urban educators who carry out RP have observed a decrease in disciplinary issues and absenteeism, a heightened sense of community, as well as an increase in school safety and instructional time.
For example, in criminal justice, restorative circles and restorative conferences allow victims, offenders and their respective family members and friends to come together to explore how everyone has been affected by an offense and, when possible, to decide how to repair the harm and meet their own needs. In England's Criminal Justice System (CJS), prisons use RP to stimulate positive social interactions and decrease tension when situational challenges arise. Introduced in the 1990s in some of Europe's CJS, RP has improved relationships between the prisons' residents and their relatives through restorative family interventions.
In social work, family group decision-making (FGDM) or family group conferencing (FGC) processes empower extended families to meet privately, without professionals in the room, to make a plan to protect children in their own families from further violence and neglect or to avoid residential placement outside their own homes.
These various fields employ different terms, all of which fall under the rubric of restorative practices: In the criminal justice field the phrase used is "restorative justice"; in social work the term employed is "empowerment"; in education, talk is of "positive discipline" or "the responsive classroom"; and in organizational leadership "horizontal management" is referenced. The social science of restorative practices recognizes all of these perspectives and incorporates them into its scope.
The use of restorative practices has the potential to: