Researchers suggest that restorative justice processes in schools are a successful alternative to traditional punishments for school discipline, and are used for both reactive and proactive responses to behavior issues. However, the processes are not sustainable if the administration implementing restorative justice do not promote a restorative justice ideology (RJI), and if all systems that impact the student are not aligned. Therefore, study was conducted to compare the level of restorative justice ideology between groups of administrators, teachers, and parents with a validated restorative justice ideology survey instrument that includes cooperation, restoration, and healing, and an accumulative score for RJI as a whole. Data were collected and analyzed with a One-Way ANOVA test at a selected convenience sample of 45 schools in a Western state. Using the theories of restorative justice, pedagogy, and Bronfenbrenner's ecological systems model, the comparison of ideologies between these groups indicated a statistically significant difference between administrators and parents in the restorative justice ideology belief of restoration, and in the overall belief of restorative justice ideology, showing a lack of alignment. The findings can impact social change by the identification of barriers in sustainable implementation of restorative justice in schools. The findings can also be used to suggest an evidence-based model that includes parents and families in all stages of planning, implementation, and continued practice, along with consideration that restorative justice is a belief system rather than a behavior intervention.

Juvenile justiceAdministration ofNew South Wales.Juvenile delinquentsRehabilitationThis study examines the process of Youth Justice Conferencing in New South Wales within the context of the theory and aims of the restorative justice movement. Analysis of relevant literature and theory suggests that restorative justice is a broad and encompassing movement that entails a decision making process where victims, communities and offenders come together in a joint response to an offence. Although this breadth has allowed and encouraged a proliferation of programs that respond to particular needs and particular demands of culture and social context, the consequence is that both understandings and practices of restorative justices are variable. When theoretical understandings are so varied there will necessarily be a lack of commonality in the way principles are articulated. If practice is not linked directly to principled theory it is inevitable that processes will be vulnerable at all levels to the interaction between context, situations and participant characteristics that may easily deflect the focus from the true purpose of restorative justice. This thesis attempts to clarify the restorative principles relevant to the NSW program with reference to Braithwaite and Pettit???s republican theory (1990) and their notion of dominion. In turn these principles are used to identify five practical elements to be used as a framework to guide youth conferences. Such a framework highlights potential areas for improvement in conference preparation and practice. A case study approach was used to collect data and involved the observation of eighty five Youth Justice Conferences in three New South Wales conferencing regions. As well, one hundred and fifty two currently practising Youth Justice Conferencing practitioners (Police, Conveners, Managers) in New South Wales completed a mail out questionnaire. Findings from the study suggest that conference processes are influenced by the presence or absence of five particular elements: the attendance of victims, the attendance of communities, the attendance of offender support, reparation to victims, communities and offenders and the experience of non-domination during the conference space. However, findings also suggest that ???situational??? factors may mediate these key elements to enhance or compromise the overall process. This thesis suggests that many of the issues arising in NSW conferences result from the failure to articulate the links between restorative justice theory and practice. While in NSW such links may intentionally have been unarticulated in order to encourage a freedom within the process, in reality the lack of clarification has led to a freedom in discretion that sometimes diminishes the chance of success. Therefore it proposes the need for a more articulated translation of theory into principles that will in turn frame practice. In this way the thesis uses the normative theory proposed by Braithwaite and Pettit (1990) to provide an explanatory and ideal framework for best practice in NSW Youth Justice Conferencing.

The youth justice family group conference (FGC) is a statutory decision making process whereby the young person, their family/whanau, state officials and the victim of the offence come together to decide on a response to offending by that young person. The FGC is an integral part of the youth justice system, involving thousands of young people and their families each year. There is a considerable amount of literature available on the youth justice FGC, most notably in regard to the purported restorative justice nature of the process. However, for a legal process which involves so many young people on a daily basis, there is little information available on the due process rights of young people in the FGC. This thesis seeks to remedy this gap in the research knowledge. Firstly, this thesis establishes the theoretical framework for the rights of the young person in the youth justice system. The historical context and theoretical justification for these rights is considered, and the benchmarks for rights coming from international and national human rights standards are identified. A key theoretical issue is the application of rights to the FGC. It is argued that although the FGC differs in format from the adversarial criminal process, it remains a state process involved in resolving a breach of the criminal law, and thus the young person's rights should be safeguarded. Secondly, this thesis evaluates legislation, policy and practice relating to the rights of the young person in the FGC. Three key areas of rights are considered: legal assistance, how the offence is proved, and outcomes of the FGC. Reference is made to practice examples derived from observation of the FGC in two centres in New Zealand. Finally, as the FGC is certain to remain an integral part of the youth justice system, recommendations are made as to how legislation and practice could be improved to better safeguard the rights of young people in this process.

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. / Thesis (Master, Sociology) -- Queen's University, 2009-12-16 15:53:46.514

Juvenile justiceAdministration ofNew South Wales.Juvenile delinquentsRehabilitationThis study examines the process of Youth Justice Conferencing in New South Wales within the context of the theory and aims of the restorative justice movement. Analysis of relevant literature and theory suggests that restorative justice is a broad and encompassing movement that entails a decision making process where victims, communities and offenders come together in a joint response to an offence. Although this breadth has allowed and encouraged a proliferation of programs that respond to particular needs and particular demands of culture and social context, the consequence is that both understandings and practices of restorative justices are variable. When theoretical understandings are so varied there will necessarily be a lack of commonality in the way principles are articulated. If practice is not linked directly to principled theory it is inevitable that processes will be vulnerable at all levels to the interaction between context, situations and participant characteristics that may easily deflect the focus from the true purpose of restorative justice. This thesis attempts to clarify the restorative principles relevant to the NSW program with reference to Braithwaite and Pettit???s republican theory (1990) and their notion of dominion. In turn these principles are used to identify five practical elements to be used as a framework to guide youth conferences. Such a framework highlights potential areas for improvement in conference preparation and practice. A case study approach was used to collect data and involved the observation of eighty five Youth Justice Conferences in three New South Wales conferencing regions. As well, one hundred and fifty two currently practising Youth Justice Conferencing practitioners (Police, Conveners, Managers) in New South Wales completed a mail out questionnaire. Findings from the study suggest that conference processes are influenced by the presence or absence of five particular elements: the attendance of victims, the attendance of communities, the attendance of offender support, reparation to victims, communities and offenders and the experience of non-domination during the conference space. However, findings also suggest that ???situational??? factors may mediate these key elements to enhance or compromise the overall process. This thesis suggests that many of the issues arising in NSW conferences result from the failure to articulate the links between restorative justice theory and practice. While in NSW such links may intentionally have been unarticulated in order to encourage a freedom within the process, in reality the lack of clarification has led to a freedom in discretion that sometimes diminishes the chance of success. Therefore it proposes the need for a more articulated translation of theory into principles that will in turn frame practice. In this way the thesis uses the normative theory proposed by Braithwaite and Pettit (1990) to provide an explanatory and ideal framework for best practice in NSW Youth Justice Conferencing.

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 19, 2005. Dissertation Committee: Amee Adkins (chair), Albert T. Azinger, W. Paul Vogt, Robert Nielsen, Loyd Edward Wells. Includes bibliographical references (leaves 206-219) and abstract. Also available in print.

Transitional justice is an essential part of the peacebuilding process, as the need to obtain justice for victims of conflict has been recognised as imperative when constructing peace. Subsequent to the established role of justice, the debate on approaches to justice has emerged. A debate concerned with whether restorative or retributive justice is suitable for the context, as the two are frequently presented as exclusive alternatives in academic debates.   Restorative justice favours inclusion and participation as instruments to repair harm caused by crimes, while retributive justice favours accountability through criminal punishment. This study, aspires to influence the discussion by analysing if the debate on restorative versus retributive justice is present in practice and if there is a trend of implementing restorative approaches to justice in this context. The objective of this study is relevant for transitional justice as there is a debate among scholars on the applicability of restorative justice in transitional societies.    The method of structured, focused comparison is applied to detect which mechanisms are implemented in four Sub-Saharan African post-conflict countries. The countries were selected based on their similarities, as it allows for a focused comparison. The theoretical framework adopted is the TARR-model. The elements of the model are applied as a basis for the structured, focused comparison. Further, the model is used to detect restorative and retributive mechanisms and to assess the restorative basis of transitional justice. The model was selected, as it is the only restorative value-based model available.   The findings detected the approaches to not be exclusive alternatives in practice. Further, a trend of fully restorative approaches to justice was not found in the four cases. However, retributive mechanisms were found to be contributing to restorative outcomes. A trend of combining the two approaches was detected. It is, therefore suggested, future research is conducted on hybrid approaches to justice, local ownership and traditional mechanisms.   Keywords: Restorative Justice, Retributive Justice, Sub-Saharan Africa, Transitional Justice.

Made available in DSpace on 2016-08-03T16:34:35Z (GMT). No. of bitstreams: 1 ElisSantos.pdf: 350848 bytes, checksum: 1c8e8a0b1bb1ed8c59ad51be003179ff (MD5) Previous issue date: 2014-09-29 / A school is an institution in the society and therefore reflects your symptoms, including violence, which generally has been institutionalized, being perceived as natural and unchangeable, and the manner in which it has been treated by the school only perpetuates. Commonly the resolution of conflict permeates a sense of justice linked to punishment and obedience, there is always a proportional or no relationship between the act and its sanction, being the focus on crime, in the other words, retributive justice. The proposed restorative justice, by contrast, aims at the exact opposite, because if not fixed in punishment and revenge, but the restoration of relationships and appreciation of all involved, by means of restorative circles. These inserts the facilitator and participants. Initially with a presentation of the functioning of the circle. After all, this mode of organization is wrapped in a sacred aura, where everyone prepares for the restitution, since we should be willing to be reconciled. Circles can hear and talk through the talking stick that circulates, who is in his power tells his version of the story without stigmata of victims or offenders, by retelling and listening to the positioning of the other, there is the establishment of new bond. From this formation, subjects can seek consensual solutions to restore relationships, heal the individual needs and eliminate conflicting disputes. The emphasis on accountability of individuals in a society that delegates responsibilities in research promoted the need for discussion of the concepts of guilt and shame as repairing agents. Has the objective to describe experiences examining the use of restorative processes in promoting conflict resolution in school. The study consists of a sample of four cases involving teenagers in school conflicts, which were analyzed qualitatively, considering the subjectivity involved in the reports. Therefore, this work shows that the use of restorative practices in dealing with school conflicts is a possibility of intervention that works to improve the environment and the school acquaintanceship, promoting learning and knowledge exchange, valuing the different tolerance and the possibility of listening , including the conflict in a positive way, abdicating punitive behaviors, but mostly restoring relationships. In this work it was possible to understand that this institutionalized violence, naturalized and reproduced in school, and that breaks this chain to understand the causes of school violence, promoting the replacement of violence by dialogue and by so many other possible answers. Understand conflict as inherent to relationships and how to address the possibility of learning, the managing from the perspective of restorative justice, promotes a multiplier network of peace, in which students disseminate their families and the community these new visions. Repair, restore, reinstate, restore, recover, rebuild, restore. The beauty of this idea, this new paradigm which appropriates this research is the human ability to remake itself, to reinvent itself. Understanding the opportunity to restart, satisfying needs and offsetting losses, is to validate humanity itself. / A escola é uma instituição inserida na sociedade e, portanto reflete seus sintomas, dentre eles a violência, que de maneira geral vem sendo institucionalizada, sendo percebida como algo natural e imutável, e a maneira com a qual ela vem sendo tratada pela escola apenas a perpetua. Comumente a resolução dos conflitos perpassa por uma noção de justiça vinculada à punição e a obediência, havendo sempre uma relação proporcional ou não, entre o ato e sua sanção, sendo o enfoque no crime, ou seja, a justiça retributiva. A proposta de justiça restaurativa, diferentemente, visa exatamente o oposto, pois se fixa não no castigo e na vingança, mas na restauração das relações e na valorização de todos os envolvidos, por meio dos círculos restaurativos. Estes inserem o facilitador e os participantes. Inicialmente é feita uma apresentação do funcionamento do círculo. Afinal esse modo de organização é envolto de uma aura sagrada, em que todos se preparam para a restituição, pois se deve estar disposto a reconciliar-se. Nos círculos pode-se ouvir e falar por meio do bastão da fala que circula, quem está em seu poder conta sua versão da história sem estigmas de vítimas ou ofensores, ao recontar e ao ouvir o posicionamento do outro, há o estabelecimento de novos vínculos. A partir desta formação os sujeitos podem buscar soluções consensuais a fim de restabelecer as relações, sanar as necessidades individuais e eliminar as disputas conflituosas. A ênfase na responsabilização dos sujeitos em uma sociedade que delega responsabilidades promoveu na pesquisa a necessidade da discussão dos conceitos de culpa e vergonha como agentes reparadores. Tem-se por objetivo relatar experiências analisando o uso de processos restaurativos na promoção da resolução dos conflitos escolares. O estudo consta de uma amostra de quatro casos envolvendo adolescentes em conflitos escolares, que foram analisados qualitativamente, considerando as subjetividades envolvidas nos relatos. Assim, este trabalho mostra que o uso de práticas restaurativas no trato dos conflitos escolares, é uma possibilidade de intervenção que atua na melhora do ambiente e da convivência escolar, promovendo aprendizagens e troca de saberes, valorizando a tolerância ao diferente e a possibilidade de escuta, compreendendo o conflito de maneira positiva, abdicando condutas punitivas, mas principalmente restaurando relações. ões. Neste trabalho foi possível entender que a violência esta institucionalizada, naturalizada e reproduzida na escola, e que rompe essa cadeia ao compreender as causas da violência escolar, promovendo a substituição da violência pelo diálogo e por outras tantas outras respostas possíveis. Entender o conflito como inerente aos relacionamentos e o abordar como possibilidade de aprendizagem, os manejando sob a ótica da justiça restaurativa, promove uma rede multiplicadora de paz, em que os alunos disseminam às suas famílias e comunidade estes novos olhares. Reparar, restituir, reintegrar, restabelecer, recuperar, reconstituir, restaurar. A beleza dessa ideia, desse novo paradigma do qual essa pesquisa se apropria é a capacidade humana de se refazer, de se reinventar. Compreender a oportunidade de reiniciar, satisfazendo necessidades e compensando perdas, é validar a própria humanidade.

Made available in DSpace on 2016-08-03T16:34:23Z (GMT). No. of bitstreams: 1 Katiane Holanda Fukamachi.pdf: 1033596 bytes, checksum: ac0af56f8d8f2b5c74d5be5aa31ddb9b (MD5) Previous issue date: 2012-03-26 / Sabe-se que a violência é considerada um problema das sociedades atuais e a tendência é que aumente cada vez mais. Exigindo estudos e medidas multidisciplinares que possam dar outras respostas, para além do endurecimento das penas, como o reconhecimento de que o problema não está apenas com o ofensor. A Justiça restaurativa surge como uma nova maneira para enfrentar esse problema e uma de suas estratégias é o círculo restaurativo. Assim, objetivo desta pesquisa é descrever e analisar os elementos estruturais dos círculos restaurativos e os fenômenos do campo grupal. De uma amostra de dois processos restaurativos que envolveram pré-círculo, círculo e o pós-círculo mediados por um facilitador. Os dados foram analisados de forma qualitativa, considerando os elementos estruturais (setting) tais como cerimônias de abertura e fechamento, bastão de fala, processo decisório consensual e pelos fenômenos do campo grupal, resistência, actings (atuações) e insights (elaborações). Assim, este trabalho mostra que na realização dos círculos restaurativos que os aspectos psicológicos fazem parte do processo e demonstram grande importância para determinar seu fracasso ou êxito, ou seja, a elaboração de um Acordo e uma resolução consensual do conflito, promovendo a reparação e responsabilização das partes envolvidas em um conflito.

Made available in DSpace on 2016-08-03T16:34:26Z (GMT). No. of bitstreams: 1 Rafael Erik de Menezes.pdf: 561756 bytes, checksum: f5cb063fe9c3a9d91af334a57ef99665 (MD5) Previous issue date: 2013-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The population and school communities have been pushing and charging the authorities of Justice Systems and Education for a coherent and effective intervention in resolving conflicts established in the school environment, since the current model of Justice, the retributive, has remedied the situation. The Restorative Justice then arises as a new way to tackle this problem and one of its strategies is the restorative circle, characterized as a group to restore relations and conflicts. This research aims to describe and analyze the structural elements of restorative circles and phenomena of the field group, performed in the school environment to intervene in conflict situations. The sample consisted of five restorative practices involving pre-circle, and the circle after circle mediated by a facilitator and two co-facilitators. The processing of data was based on the analysis of the structural elements of restorative justice (opening and closing ceremony, Cane speech, and consensual decision-making), considering such elements equal to the basic psychoanalytic setting, since this specific case, has intended to make clear to the participants of the group which is the proposed operation of the same, and a content analysis organized from predefined categories, according to psychoanalytic concepts (resistance, acting and insight). The results showed that were established structural elements (setting) conducive to meeting participants and the predominant field strengths, which resulted in the reestablishment of good fellowship in all cases analyzed. The structural elements established for the completion of the restorative circle created a safe space where participants bind positively, even with the conflict situation. It is considered important to credit the figure of the facilitator (Psychologist) part of achieving conflict resolution. Conclude that the function continent; handling and understanding of resistors, actings and insights contributed to the group field in configure cohesion rather than disintegration. Finally, it should be added that experience has shown that children and adolescents respond very well when they are invited to participate in a restorative circle there and learn to act according to the values experienced as an educational process. / A população e as comunidades escolares vêm pressionando e cobrando as autoridades dos Sistemas de Justiça e da Educação por uma intervenção coerente e efetiva na resolução de conflitos que se estabelecem no ambiente escolar, uma vez que o atual modelo de Justiça, o retributivo, não tem sanado a situação. A Justiça restaurativa surge então como uma nova maneira para enfrentar esse problema e uma de suas estratégias é o círculo restaurativo, caracterizado como um grupo para restauração das relações e dos conflitos. Esta pesquisa visa: descrever e analisar os elementos estruturais dos círculos restaurativos e os fenômenos do campo grupal em processos restaurativos realizados no ambiente escolar para intervir em situações de conflito. A amostra foi composta de cinco práticas restaurativas que envolveram pré-círculo, círculo e o pós-círculo mediados por um facilitador e dois co-facilitadores. O tratamento dos dados se deu a partir da análise dos elementos estruturais da justiça restaurativa (cerimônia de abertura e fechamento, bastão de fala, e processo decisório consensual), considerando tais elementos iguais ao setting de base psicanalítica, visto que neste caso especifico, tem como objetivo deixar claro aos participantes do grupo qual é a proposta de funcionamento do mesmo; e de uma análise de conteúdo organizada a partir de categorias pré-definidas, segundo conceitos psicanalíticos (resistência, acting/atuação e insight/elaboração). Os resultados mostraram que foram estabelecidos elementos estruturais (setting) favorável ao encontro dos participantes e que predominaram no campo aspectos positivos, o que resultou no bom reestabelecimento do convívio em todos os casos analisados. Os elementos estruturais estabelecidos para a realização do círculo restaurativo criaram um espaço seguro onde os participantes se ligaram de modo positivo, mesmo com a situação de conflito. Considera-se importante creditar a figura do facilitador (Psicólogo) parte da realização da resolução do conflito. Conclui-se que a função continente; o manejo e compreensão das resistências, actings e dos insights contribuíram para que o campo grupal configurasse em coesão ao invés da desintegração. Finalmente, cabe acrescentar que a experiência demonstrou que as crianças e adolescentes respondem muito bem quando são convidados a participar de um círculo restaurativo e ali aprendem a agir de acordo com os valores vivenciados como em um processo educativo.