Justice

Associate Professor

Dr. Doug Judge has more than 25 years of experience in education, administration, large-scale implementation in schools, social work, and youth services. His career has focused on addressing systemic inequities in influential public institutions. As a social worker in foster care and schools, and as a juvenile probation officer, he was disturbed by the stratification and disproportionality he witnessed. He served as a special education teacher in a variety of public and institutional school settings, and as a school administrator at a large public alternative high school in Seattle, focused on providing restorative and healing-centered wraparound supports. As the Director of Social and Emotional Learning for Highline Public Schools, Doug led the districtwide implementation of restorative practices, positive behavior supports, and Social Emotional Learning (SEL). Doug also offered coaching in schools and districts across

Restorative justice has significantly evolved from its initial focus on repairing the harm caused by interpersonal crimes involving clearly identifiable victims and offenders. Traditionally, the "restorative idea" aimed to facilitate reconciliation and address immediate harm through face-to-face meetings. However, the field has grown into a broader social movement that addresses not only interpersonal conflicts but also structural and systemic issues. This shift reflects a deeper understanding of harm, recognizing that it often stems from broader social injustices and that many individuals who cause harm have themselves been victims, including of systemic oppression. Rather than confining its focus to individual interpersonal relations, restorative justice now includes more complex dynamics within collective, institutional, and organizational contexts, as well as interactions with nature and “more-than-human” animals, as evidenced by studies in environmental

Develop and advance your conference facilitation skills and competencies with this collaborative online professional learning community.

Incidents of conflict, wrongdoing, and harm occur everywhere, every day in schools, workplaces, college campuses, neighborhoods, and families. The restorative justice conference provides a way to engage with those who cause and experience harm, along with the affected community.

Through the professional learning community, participants will improve their facilitation competencies. They will utilize a process of self-reflection as they explore important considerations and context around the conflict being addressed. Participants will define what is needed to be successful in their specific setting as they contemplate the conference process as a responsive tool and its importance in building communities.

The professional learning community meets four times via video conferencing. The two-hour weekly sessions engage

Delve deeper into restorative practices and go beyond training with a graduate credential.

This program will help learners develop an in-depth understanding of the foundations of relational engagement and practical frameworks to apply restorative practices appropriately in their own settings. The certificate is customizable with electives geared to different interests and practices. Learners will apply conceptual and analytical skills in evaluating the links among practice, systems, and policy issues.

Become a compassionate leader, empathetic listener, and community builder.

Graduate students at the IIRP are catalysts for change, putting what they’ve learned into practice across professional settings. The study of restorative practices draws from a range of disciplines. Our graduates problem-solve in a way that fosters cohesion and creates conditions for collaborative teamwork. The coursework of this program allows learners to develop skills in emotional intelligence, self-reflection, and conflict management, equipping them to proactively build more effective relationships and positive community culture.

Within the degree, students can concentrate on specific fields, as well as trailblaze their own path and expand the field of restorative practices by adding the thesis option to their master’s degree.

The IIRP Graduate School is excited to announce the debut of our Restorative Works! podcast, hosted by Claire de Mézerville López, M.Ed., M.S..

Claire is a licensed psychologist from UCR (Universidad de Costa Rica). She holds a Master in Education with an emphasis on cognitive development from ITESM (Instituto Tecnológico de Estudios Superiores de Monterrey, México). She also earned a Master of Science in Restorative Practices from the IIRP Graduate School. She is an associate professor at Universidad de Costa Rica, and has experience as a therapist, researcher, and consultant. Claire has published papers on adolescence, restorative practices, resilience and educational psychology.

On this webinar, held on Thursday November 17, 2022, Othon Jiménez Madrigal, lawyer by Michoacán University and member from the P'urhépecha community shares his reflections about ancient wisdom on justice from indigenous communities from Latin American territories. He shares the importance of having a sense of community and accountability regarding harm, as well as community justice in the larger context of restorative justice implementation in Mexico. Othon discusses the myth of thinking about restorative justice as something new and foreign, when there are strong ancient roots, not only from abroad, but local, that with time and the modern system have been fragilized. We reflected on how to look at restorative justice from a different angle that allows us to continue to build community through today's complex reality.

The Judicial Drug Treatment Monitoring Program being implemented by the municipal government in Bogotá, Colombia, uses a restorative approach to justice by attending to victims, providing evidence-based medical treatment to participants, and encouraging reparations for damages caused. A delegation from the U.S. government supporting this initiative included Todd D. Robinson, Assistant Secretary of State for the Bureau of International Narcotics and Law Enforcement Affairs, Rahul Gupta, Director of the White House Office of National Drug Control Policy, and Peter Natiello, Senior Deputy Assistant Administrator of the U.S. Agency for International Development. In August 2022 they participated in a hearing of the Judicial Follow-up Program for Drug Treatment to observe the program’s outcomes.

Lecturer 

Dr. Ian D. Marder is an Assistant Professor in Criminology at Maynooth University School of Law and Criminology in County Kildare, Ireland. He became interested in restorative practices during his undergraduate years and has worked in the field ever since. This has included roles such as a researcher and a project manager for various nongovernmental organizations (NGOs), and Ph.D. and postdoctoral positions for which her explored the implementation of restorative justice in English police forces.

In 2017, Ian worked for the Council of Europe to help draft a new legal framework on restorative justice for Europe. Currently he is one of the coordinators of Restorative Justice: Strategies for Change, a project that seeks to implement that legal framework with partners in 10 European countries.

Lecturing in restorative justice, and developing restorative approaches to teaching and learning, are big passions of Ian's. His research focuses on the

I had the recent pleasure of meeting with Ian Marder, Ph.D., Lecturer in Criminology at Maynooth University’s Department of Law, Republic of Ireland, to discuss his recent publication. The article, "The new international restorative justice framework: Reviewing three years of progress and efforts to promote access to services and cultural change," was published in The International Journal of Restorative Justice in2020.

One of our IIRP Canada Instructors, Caroline Gosling was recently a guest on the Ever Active PodClass Podcast to discuss Restorative Justice in a School Setting.

Click to listen here on any of your podcast subscription services.

Download the resource kit.

Bring together those impacted to resolve conflict

Incidents of conflict, wrongdoing, and harm occur everywhere, every day in schools, workplaces, college campuses, neighborhoods, and families. The restorative justice conference provides a way to engage with those who cause and experience harm, along with the related community.

Restorative Justice Conferencing covers the fundamentals of facilitating a formal conference in response to an incident of wrongdoing or harm. You will then be able to utilize those skills to create deeper interpersonal understanding and repair relationships among those involved or affected by such an incident.

Designed for:

K-16 teachers, staff, and administrators, members of the criminal justice field, and other organizations. This experience is applicable to other audiences, but examples used come from school and criminal justice settings.

Learning Format

Cultivate change and improve well-being across your higher education setting. 

We recognize that every campus is unique. In-person, off-campus and virtual academic life is vast and diverse. Encouraging deeper relationships between individuals and promoting social connections within the campus community strengthens equity, belonging, and collective efficacy. This leads to happier, healthier, and more productive campus communities. 

In this professional development event, you will learn ways to foster and facilitate engagement and build positive relationships, whatever your sphere of influence on campus. This event is applicable to all members of the higher education community, including academic affairs, student life, faculty, staff, and students. 

Learning Outcomes

• Describe restorative practices concepts and principles. 
• Describe how restorative practices can improve leadership and interpersonal

Lea los materiales de presentación.

El jueves 05 y viernes 06 de marzo del 2020, IIRP Latinoamérica celebró el congreso internacional “Justicia y Educación con Visión Restaurativa” en la Ciudad de México. Más de 100 participantes de 11 países diferentes (Brasil, Chile, Perú, Colombia, Costa Rica, Honduras, El Salvador, Guatemala, México, España y Estados Unidos) se reunieron para compartir experiencias y proyectos restaurativos que han venido estableciéndose en América Latina  con una rica variedad de perspectivas y abordajes. Este evento representa una oportunidad para contribuir con el sentido de comunidad entre personas que trabajan justicia restaurativa, la socialización de buenas prácticas y el propósito de incrementar un sentido de esperanza para nuestra

Prepare your team to teach others the key concepts of restorative practices designed for their professional development by completing our Fundamentals of Restorative Practices training and/or our Restorative Conferencing training. Learn how to assist in the sustainable implementation of restorative practices in your school or organization.

This interactive event teaches experienced restorative practitioners how to deliver the training modules to their own colleagues, using our materials to provide training either in person or online.

*For those interested in attending the Restorative Conferencing Training of Trainers, the specific expectation is that you facilitated, participated in, or at a minimum observed a restorative conference using the IIRP model.

**These books are available through the IIRP Bookstore.

In this interactive webinar, IIRP Graduate Student Keisha Allen of Detroit, Michigan, spoke with Provost Craig Adamson, Ph.D., about how she is using the knowledge gained in her courses to directly impact the children and families she works with in her city.

IIRP President John W. Bailie, Ph.D., provides a brief overview of how restorative practices could provide a framework for responding to extermism.

In this piece, IIRP Graduate Keisha Martinez ('17), a licensed music therapist and founder of Music Inspiring Change, explores how music therapy combined with restorative practices can help prison inmates and heal trauma.

Special thanks to the European Forum for Restorative Justice (EFRJ) for allowing us to republish this article, which first appeared in their June 2017 Newsletter Volume 18(2). This article will be part of a forthcoming EFRJ publication on the theme of "Arts and RJ." EFRJ welcomes other