News & Announcements
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- Written by Estelle Macdonald
Paper by Estelle MacDonald, presented in a plenary session at "Restoring Community in a Disconnected World Part 2," the IIRP''s 12th International Institute for Restorative Practices World Conference, October 21-23, 2008, Bethlehem, PA, USA.
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- Written by Howard Zehr
Paper by Howard Zehr, presented in a plenary session at "Restoring Community in a Disconnected World Part 2," the IIRP''s 12th International Institute for Restorative Practices World Conference, October 21-23, 2008, Bethlehem, PA, USA.
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- Written by Jennifer Llewellyn
Paper by Jennifer Llewellyn, presented in a plenary session at "Restoring Community in a Disconnected World Part 2," the IIRP''s 12th International Institute for Restorative Practices World Conference, October 21-23, 2008, Bethlehem, PA, USA.
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- Written by Kate Shapero
Kate Shapero, in front of the IIRP Graduate School, Bethlehem, Pa., campus
Kate Shapero is pursuing her Master of Restorative Practices and Education at the IIRP Graduate School. She is a facilitator at the Penn Literacy Network at the University of Pennsylvania Graduate School of Education and is a curriculum consultant and substitute teacher (formerly a full-time science teacher) at Project Learn School, in Philadelphia, Pennsylvania, USA. The following are her reflections on the restorative conference facilitator’s script, written for IIRP Graduate School Course YC/ED 502: Basic Restorative Processes—Restorative Conferencing.
In mathematics and science, the term elegant is used to describe a formula or explanation that is both simple and comprehensive. Elegant ideas use evidence to braid together many of the messy strings dangling from a problem. They reveal core mechanisms and are easily related between individuals. Though it inhabits a world seemingly separate from the rigid logic of science and math, restorative conferencing is extremely elegant. The organization of conferencing approaches emotionally chaotic situations and provides structured opportunities to create solutions.
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- Written by Laura Mirsky
Family group decision making (FGDM), known in New Zealand, the UK and Europe as family group conferencing or FGC, is proving to be a beneficial restorative practice to help reintegrate prison inmates back into society. This article addresses restorative FGDM/FGC programs in prisons in Adams County, Pennsylvania, USA, and in Hungary.
Beginning in New Zealand in 1989 in the youth justice and child welfare systems, FGDM/FGC operates according to the premise that the direct involvement of a family group works better to solve a family’s issues than the efforts of professionals alone to solve those issues for people. A key ingredient of an FGDM meeting is “Family Alone Time,” when the family group is left alone, without professionals in the room, to devise plans to solve their own issues. These plans are then evaluated by professionals for legal and safety concerns.
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- Written by IIRP
This paper by Lorenn Walker and Leslie A. Hayashi covers facilitatedrestorative justice processes, combined with solution-focused brieftherapy, with subjects who plead guilty to crimes ranging fromharassment to negligent homicide. Program results were highly positivein terms of both participant satisfaction and recidivism.
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- Written by Laura Mirsky
The IIRP’s Second Class of Master’s Degree Recipients: Front Row, left to right: Marie-Isabelle Pautz, Mary-Lynn LaSalivia-Keyte. Second row: Viola Bush, Mary Ellen Mannix, Perrine M. Weierbach, Deanna L. Webb, Jennifer Lyn Barvitskie, Gloria Alvarez Pouleson. Back row: Nicole A. Sutterby, Benjamin Emery, Kevin W. Eisenhart, Lemi Daba Gudeta, Bonnie L. Witt. (Not pictured: Darian Smith.)The second commencement of the International Institute for Restorative Practices (IIRP) Graduate School, on June 20, 2009, was special because of the 14 graduates. Five received the Master of Restorative Practices and Education: Kevin W. Eisenhart, Mary Ellen Mannix, Gloria Alvarez Pouleson, Nicole A. Sutterby and Deanna L. Webb; and nine, the Master of Restorative Practices and Youth Counseling: Jennifer Lyn Barvitskie, Viola Bush, Benjamin Emery, Lemi Daba Gudeta, Mary-Lynn LaSalvia-Keyte, Marie-Isabelle Pautz, Darian Smith, Perrine M. Weierbach and Bonnie L. Witt.
IIRP president Ted Wachtel began the ceremony by answering the question he thought might be in the minds of audience members: What is restorative practices?
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- Written by IIRP
The evaluation by the University of Sheffield,entitled "Does restorative justice affect reconviction?", reports onseven trials beginning in 2001, conducted by Cambridge University andfunded by the U.K. Home Office. Click here to read the full report (PDF).
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- Written by Laura Mirsky
West Philadelphia High School has undergone a transformation. It has been on Pennsylvania’s “Persistently Dangerous Schools” list for six years, but the implementation of restorative practices and strong leadership, headed by principal Saliyah Cruz, have made a huge difference. The culture and climate of the school have improved significantly, violent and serious incidents have plummeted, and rates of discipline procedures such as suspensions and expulsions have decreased dramatically.
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- Written by IIRP
In this 36-page PDF document, IIRP Director of Research Sharon Lewis presents disciplinary and other datafrom U.S., Canadian and British schools that have implementedrestorative practices. From the preface: "Taken together and ''in theirown words,''it is clear that restorative practices is having a positiveeffect on the lives of many students and is changing the climate ofmany schools."
Restorative Works Year in Review 2024 (PDF)
All our donors are acknowledged annually in Restorative Works.