Edition 47

Spring 2013

Patron: HRH The Princess RoyalCompany No. 4199237

Charity No. 1097969

“Asatrainedbarrister,Iknowthattheonlywayanoffenderofaburglarywillpsychologicallyunderstandtheimpactofthatcrimeistositoppositethatpersonandheartheeffectofwhattheyhavedone.”

JeremyWright,JusticeMinister

Kelvin'sStoryDavid&Jane'sStory

RestorativeJusticeintheMagistrates'Courts

CranleighSchoolinCanberra

Django Unchained

RestorativeJustice:WhatWeAreandWhatWeWanttoBe

hankyoutoallofyouwhohavesentbackyourfeedbackonthenewRestorativeServiceStandards,andtheplansforthenew

RestorativeServiceQualityMark(RSQM),whichwillbelaunchednextmonth.

TheRSQMissettobecomeanationalrequirementforanyagencyofferingrestorativejusticetoorwithinthecriminaljusticesystem(CJS),andwebelievethisisareallyexcitingstepforward.Formanyofus,therehavebeenconcernsforalongtimeaboutpoorpracticetakingplaceunderthebannerofrestorativejustice,whichriskthereputationofrestorativepracticeasawhole.Thankfully,poorpracticeisveryrare,assomanypractitionersdoexcellentworkandcarepassionatelyaboutgoodpractice.JusticeMinisterJeremyWrighthassaid:“Restorativejusticeshouldonlyhappenwhenit’sgoingtobedonesafelyandwell."Forthefirsttime,throughthenationalstandardsandqualitymark,wehavethechancetomakesurethatthisisthecase.

Weknowalsothatlotsofexcellentgoodpracticeisalreadytakingplace,oftenwithoutrecognition,intheCJSandacrosscareandeducation.SotheRSQMwillbeafantasticwaytogiverecognitiontorestorativeservicesandcelebratetheexcellentworktheyarealreadyproviding.ManyschoolsalreadyholdtheHealthySchoolsbadge,ortheEco-Schoolsbadge.Ourhopeisthatthe‘RestorativeSchoolQualityMark’willalsobecomeasource

2

Resolution

WelcometotheSpringissueofResolution

ofprideforschoolsandcollegeswhoarepioneeringarestorativeapproach.

Thechallengewithanystandardsandqualitymarkingsystemistocapturetheessenceofgoodpracticewithoutstiflinglocalownershipandinnovation.InthesixRestorativeServiceStandardswe’vetriedtodothis,keepingthemshortandsimple,andrecognisingthattheevidencetowardsthequalitymarkwilllookquitedifferentinaschoolthaninapoliceforce.WewillalsoworktoensuretheRSQMisaccessibletosmallagencies,andthosemainlyusingrestorativepracticeinformally.Theconsultationprocesshashelpedmakesurethestandardsarepitchedattherightlevel—protectingquality,encouraginginnovationandrecognisingdiversity.

We’redelightedthatpeoplefromacrossaverywiderangeofsectors,andacrossthecountry,havealreadyshownaninterestinhelpingusdeliverthequalitymarkbyjoiningourteamofconsultants(tohelpagenciesworktowardstheRestorativeServiceStandards)andassessors(whowillassessfortheRSQMitself).Wehopethattheirexperienceandexpertisewillensurethattherangeofwaysinwhichdifferenttypesofagencydelivergoodquality,safe,sustainablerestorativeserviceswillberecognisedandendorsed.

ThesearehugelyexcitingtimesforthedevelopmentofrestorativepracticeinEnglandandWales.ThankyoutoallRJCmemberswhohavesharedtheirexperiencetogetustothispoint,andofferedtheirexpertisetotakethequalitymarkforward.LizzieNelson,Director,RJC

Contents4 RestorativeJusticeinthe

Magistrates'Courts6 MyLifeas...7 Django Unchained8 SexualViolenceandthe

PossibilitiesofRestorativeJustice10 Kelvin'sStory12 DavidandJane'sStory14 LearningtoSpeakRestorative16 CranleighSchoolinCanberra18 PractitionerExperience19 ReferralOrderPanels/

NewsinBrief

About the RJCTheRestorativeJusticeCouncilprovidesqualityassuranceandthenationalvoiceforrestorativepractice.

Restorativeprocessesbringthoseharmedbycrimeorconflict,andthoseresponsiblefortheharm,intocommunication,enablingeveryoneaffectedbyaparticularincidenttoplayapartinrepairingtheharmandfindingapositivewayforward.

ResolutionisthequarterlynewsletteroftheRestorativeJusticeCouncil.Pleasegetintouchifyouhaveanyfeedbackorwouldliketosubmitanarticle.

ThearticlesinthisnewsletterexpressthepersonalviewsoftheauthorsanddonotnecessarilyreflecttheviewsoftheRJC.

©2013RJC.Nottobereproducedwithoutpermission.

Editor:SafiSchlichtSub-Editor:ChristineGroothuesGraphicDesigner:JenniferMcGheewww.jennifermcghee.com

RestorativeJusticeCouncilBeaconHouse,113KingswayLondon,WC2B6PP

T:02078315700F:02072425007E:safi@restorativejustice.org.ukW:restorativejustice.org.uk

Director's Introduction

T

iganLocalAuthorityhasbeencommittedtothedevelopmentanddeliveryofqualityrestorativejusticeinterventionsforyoungpeopleandvictimsofyouthcrimesince2002.

Overthepasttenyears,theteamhasmaintainedthemajorityofitsoriginalstaff,recruitedandtrainedadditionalstaff,andgrownanddevelopedintoateam,nationallyrecognisedforitscommitmenttoqualityrestorativeprocesses.Asaresultoftheteam’sexpansion,andacknowledgingthe

diversenatureoftheirpractice,theRestorativeJusticeteamdevelopedintoWiganRestorativeSolutionsTeamin2011.

Thenewteamworksacrossabroadrangeofserviceareasincludingrestorativepracticeinthelocalcommunity,schools,pupilsupportcentresandchildren'shomes,aswellasdirectworkwithyoungpeopleandpeopleaffectedbyyouthcrime.Currently15membersoftheteam,acrosseverylevel,includingtheteamleader,havecompletedtheInternationalInstituteofRestorativePractice(IIRP)RestorativeConferencingTraining.

WiganhasalsotrainedallofitsYouthOffendingTeam(YOT)casemanagers,anumberofitsReferralPanelvolunteers,aselectionofresidentialcarestaffandsometeachingstaffinrestorativepractice,ensuringthatqualityserviceprovisionisdeliveredateverylevel.Theteamfacilitatesarangeofinspiringreparationprojectsacrosstheborough,ensuringyoungpeoplelearnnewskillswhilstmakingamendsfortheiractionsinaconstructiveway.

WiganhasalreadydeliveredanawarenesssessionwiththeRestorativeJusticeCouncil(RJC)topromoteAccreditedPractitionerstatusontheRJC’sPractitionerRegister.AlloperationalstaffinWiganRestorativeSolutionsTeamhavestartedtheprocesstobecomeaccredited.WiganhasagreedtoregisteralloftheteamasAssociatesontheRegisterwhilsttheyworktowardsaccreditationwhichformspartofitsworkforcedevelopmentplan.

GrahamDoubledayTeamLeader,EarlyIntervention&PreventionWiganCouncil

3

Restorative Justice in Wigan

Issue47:Spring2013

W CASE STUDYTwoyoungpeoplehadreceivedReferralOrdersfortamperingwithamotorvehicle,andmyresponsibilitywastoaddresstheneedsofthevictim,Markus,a21year-oldstudent.ImetMarkusathisparents’home.Hetoldmethatwhenhehadreturnedtohiscarafteravisittothegym,hewasmetbypoliceofficerswhohadcaughttwoyoungpeoplebreakingintothevehicle.ThecarwasMarkus’sprideandjoy,andthewould-bethieveshaddamagedthedoorkeybarrel,andrippedouttheignitionbarrel.

Markus’smumwantedtoknowwhowouldbepayingforthedamagetothecar,andIexplainedthattherehadbeennoapplicationmadetocourtwithregardtodamageandcosts.Thefamilywerefurious,andfeltthattheyhadbeenmisinformedandvictimisedalloveragain.

Ineededtoevaluatethesituationandexploreifdirectreparationcouldtakeplacetorepairtheharmcaused.Discussionstookplacewiththeyoungmenandtheirparents.Oneoftheparentssaidthathewasemployedasatinsmithwithintheengineeringsector,andhesuggestedworkingwithhissonandtheco-accusedtofixthecar.

AnagreementwasreachedwherebothsetsofparentswouldpayforthematerialsandrepairthedamagetothecarwithassistancefromtheYouthOffendingTeam(YOT),

whowouldoverseethework.

MarkusdroppedoffhiscaronaSaturdaymorning;bytheafternoonithadbeenfullyrepairedandwasingoodorder.Bothyoungpeopleandtheparentassistingworkedtremendouslyhard,andtheywereexcitedbythefactthattheyhadtakenresponsibilityandbeengiventheopportunitytomakethingsgood.

Afterwards,IaskedMarkus’smumwhatshehadthoughtoftherestorativejusticeprocess.Shesaidthatinheropinionithadafantasticoutcome,andthatMarkuswassimilarlyimpressed.EverytimeIseeMarkus’smumneartheYOToffice,Iammetwithabroad,beamingsmile.

PaulGaskellCommunityReparationCoordinatorWiganRestorativeSolutionsTeam

4

Resolution

optionwithinthesentencingthatisorderedinthecourtroomwhenitisclearlysuchagoodmethodofgettingoffenderstounderstandwhattheiractionshaveledto,andreducingtheirneedtore-offend?

BecauseRJhasnotbeenaninclusivepartofmagistrates’sentencing,itisnotsurprisingthatadegreeofmistrusthasdeveloped.Thisneedstochange,andweintheMagistrates’AssociationhavelinkedupwiththeRJCtoembarkonaneducationprogrammethatsetsouttoexplaintomagistrateswhattheirnewoptionsmightbeandhowtheymaygetinvolvedintheRJprocess.

NolegislationisrequiredtobringRJwithinmagistrates’sentencingoptions,whetheraspartofacommunityorderforadultsorareferralorderforyoungoffenders.Anumberofspecifiedactivityrequirementscanbemadeaspartofacommunityorder,alongwithotherelements,suchasrehabilitationandcompensation.Insomepartsofthecountry,probationtrustshavetakenthisonboardandofferandsuggesttosentencersthatRJmightbeappropriateincertaincases.

TheGovernmenthassaidthateverycommunityordermusthaveapunitiveelementaspartofthatorder.IwouldarguethatRJcouldbethatpunitiveelement.Foroffenderstoacceptandownuptotheirbehaviourisonething.Todothisinfrontofthevictimwhoselifetheyhaveaffectedisacompletelydifferentthing,andisnoteasy.

So,thefirstchangethatisneededistobringRJwithintheambitofmagistrates’sentencingpowersthroughoutEnglandandWales.ThiswouldmeanthatanoffendercanbedealtwithinthesamebroadmannerwhethertheyoffendinCarlisleorCanterbury,andwhethertheyaredealtwithoutsidecourtorwithinthejudicialprocess.

nehadjustseenaBBCbroadcastwithinthelastweekonRJandwaspersuadedofitsbenefits,butsaidthatthiswasoutsideourremitandthecourtsdidnotgetinvolvedinRJ.Onesaidsomethingaboutallourworkgoingandtherebeingaplottoremovemagistratesfromanyactivity

atall.Otherswerelessthreatened,butfewreallyknewwhatRJwasabout,howitworkedorhowsuccessfulitcanbe.IfindallofthisstrangeasRJhasbeenanelementoftheCriminalJusticeSystemforawhile.

ThereisnoideologicalobjectiontoRJ.InareaslikeThamesValley,forinstance,wherethelocalprobationserviceoffershighqualityRJaspartofacommunitysentence,magistrateshaverecogniseditsvalue.However,alackofawarenessofandconfidenceinlocalRJserviceshascompoundedwidespreadignoranceofwhatitisandwhatitcando.TheeffectofthelackofservicesofferingRJasanoptiontosentencersinlargeswathesofthecountryhasreinforcedthatnegativityandeffectivelysaidtomagistrates“thisisnotforyou”.

RJhasalmostexclusivelybeencarriedoutoutsideoftherealmofthecourts.Itoccurspre-court,particularlyforyoungoffenders,inanattempttosteerthemawayfromalifeofcrime.Thisisentirelyappropriateifitceasestocriminalisethosewhohavesimplymadeamistake,andifitdrawsthevictimintothesystem.

WealsoseeRJcarriedoutpost-sentence,veryeffectively,againbringingthevictimintothesystemandoftenbringingclosuretothem.IhaveheardofmanycasesthathavebeenproperlybroughttoaclosebecauseofRJ.

Butifallthisistrue,Iwouldliketoposeaquestion:

WhyhavewenothadRJasan

Restorative Justice in the Magistrates' Courts: Opportunity or Threat?

O

Duringthepausesinoneofmyrecentcourtsittings,Iaskedthehalfdozenorsomagistrateswhoweretherefortheirviewsonrestorativejustice(RJ).

RJnotonlyincludesthevictimwithintheprocess,butwillalsoprovidethesentencing

benchwithgreaterknowledgeoftheoffenderandhisorherwillingnessto

change.

Issue47:Spring2013

5

Theotherchange,andonewhichdoesneedlegislativechange,comingintheCrimeandCourtsBillexpectedinAprilthisyear,istheabilitytodefersentenceforRJtotakeplace;inotherwords,afterguilthasbeenadmittedbutbeforesentenceispassed.

RJnotonlyincludesthevictimwithintheprocess,butwillalsoprovidethesentencingbenchwithgreaterknowledgeoftheoffenderandhisorherwillingnesstochange.

Inmostcaseswhereacommunityorderisbeingconsidered,wepauseanywayforreportsfromtheYouthOffendingTeamorProbation.However,thesedays,pre-sentencereportsarefarmorelikelytobeproducedlaterthesamedayorwithinthenextcoupleofdays,unlesstherearereasonswhyafullreportisrequired(forexample,wheretherearedomesticviolenceormentalhealthissues).Inmostcircumstancesthepauseis,therefore,limited.

TheproposalthatalongerdefermentwilltakeplaceinthosecircumstanceswhereRJisseenasamorefruitfulpathtotakeiseminentlysensible.However,wewillneedtoensurethatthecurrentemphasisontargetsdoesnotpreventthisfromhappeningbylimitinghowmanyhearingsthereshouldbeforaparticularcase.

Clearly,itisimportanttoavoidunnecessarydelaysascasesprogressthroughcourt,butspeedaloneshouldnotbeallowedtointerferewithjustice.MagistrateswillnotonlyneedtheconfidenceintheadvicebeinggiventothemaboutRJasanoption,butalsotheconfidenceindrivingthischangeforward,andresistingthepossiblepressurefromthegatekeepers.

WemustarguethatanydelaysthatresultfromtheconsiderationofRJoptionswouldonlybewiththeinvolvementofthevictim;wemustdeviseways,particularlyatlocallevel,toavoidthesedelaysbeingviewedasaproblemandapotentialtoderailanexcellentdevelopmentincriminaljustice.

To summarise:

Thepositives

• RJwillimprovemagistrates’knowledgeoftheoffender’sattitudeandthewishesofthevictim

• RJwillgivemagistratesconfidencethatthevictimis,orwillbe,involvedinhowtheoffenderwhohasaffectedhis/herlifewillbedealtwith,althoughnotintheactualsentence

•MagistrateshaveanintegralroletoplayinRJ,anditisanexcitingopportunitytotakeownershipofbothitsimplementationanditsfinaloutcome.

Barrierstoovercome

• Thecommitmentofmagistratesmustbeobtained.TheMagistrates’AssociationandtheRJCareembarkingonaprogrammewhich,itishoped,willdeliverthis,butitmaynotbeaseasyasweexpect.Magistrateswantevidence,justaswedoinacourtroomwhendecidingwhetherguilthasbeenproven

• ThereactionfromHerMajesty’sCourtsandTribunalsService,particularlyatalocallevel,totheextratimeandextrahearingsthatsomecasesmaytake.Wewouldarguethat,asthiswillonlyhappenwiththeconsentofthevictim,itshouldnotbeseenasaproblem.

Formyownpart,Icannotwaittobecomeinvolved.IntherightcircumstancestheintroductionofRJisoneofthemostexcitingdevelopmentsofthelastfewyears.Ilookforwardtoitsdevelopmentbothinsideandoutsidethecourtroom.

RichardMonkhouseJPDeputyChairman,Magistrates’Association

DaniGoverjoinedtheRJCinOctober2012asPolicy&PublicAffairsManager,leadingonraisingawarenessofrestorativejusticeamongstourstakeholders.

AkeypartofDani’sworkhasinvolvedcollaboratingwiththeMagistrates’Associationonanewprogramme,whichhasincludedthedevelopmentofatrainingsessiontobedeliveredtomagistratesbenchesacrossthecountry.

Thesessionsaredesignedtoenhancemagistrates’understandingofRJ,highlighttheimportanceoftheirroleinitsimplementationateverystageofthecriminaljusticeprocess,anddispelmythssurroundingRJ.

Tomoveforward,weneedexperiencedpractitionerstodelivertheprogrammeintheirregion.Daniwouldverymuchliketohearfromyouifyouwouldliketogetinvolved.Pleaseemailherat:dani@restorativejustice.org.uk

ItalwayssurprisesmewhentalkingtopeopleaboutRJthattheirfirstquestionisfrequently:“Whathappensifitgoeswrong?”Ialsocomeupagainsttheideathatitisasoftoption,orprimarilyfortheoffender’sbenefit.Icontesttheseattitudeswholeheartedly;Ihavewitnessedvictims’fearsevaporate,andseenthemleaveaconferencevisiblyempowered.Infact,Ihaveneverhadanegativeexperienceofrestorativejustice.

IamabouttostarttrainingtobecomeanRJtrainer,whichI’mlookingforwardtogreatly.Ifindthisworkmorechallenging,stimulatingandrewardingthananyofmycareerchoicestodate,andIhopeIamgoingtobeabletogrowanddevelopmyrestorativepractice.

CharlotteCalkinVolunteerRestorativeJusticeFacilitator

*Charlotteco-facilitatedtherestorativeprocessinthecasestudy‘DavidandJane’sStory’onpage12

6

Resolution

havebeenworkingasarestorativejustice(RJ)facilitatorfortwoandahalfyears.Asavolunteer,Icandecidehowmany

casesIwanttotakeon,andI’mabletomakemyworkfitaroundtherestofmylife.I’mkeentodevelopmypractice,soItendtoworkonasmanycasesasIcan.

OneofmyfirstrolesasafacilitatorwasworkingatGloucesterPrison.Mycaseloadthereincludedtwosensitiveandcomplexcases*,whichprovedenormouslyrewarding.IhaverecentlyjoinedtheBristolNeighbourhoodJusticeProgrammewithAvonandSomersetPolice.Iworkonavarietyofcases,includingtheFinalWarningSchemeforoffendersagedtentoseventeenyears.Mypreviousprofessionallifeinvolvedalotofworkwithyoungpeople,andthisisanareaIhadreallywantedtodevelopinmyRJpractice,soIfindthisworkparticularlyinteresting.

AfteraFinalWarninghasbeenissuedbyaPoliceofficer,andameetingwithamemberoftheYouthOffendingTeamhastakenplace,anRJconferenceisoffered,ifappropriate.That’swhereIgetinvolved,usuallyworkingwithaco-facilitator.Afterreadingthecasenotesandspeakingtoanyonewhomighthelpmetounderstandthecasebetter,Iarrangethemeetingsbetweentheharmerandthevictim.Settingupthelogisticsofaconferenceinvolvingyoungpeoplecanbequitetime-consuming.Continuousriskassessmentsareessential,andwehavetomakesurethatanappropriateadultisavailableandprepared.Ihaveastrongprofessionalsupportnetwork,andthere’salwayssomeoneavailabletooffersupervisionwhenIneedit.

ThecaseIhavejustfacilitatedinvolvedaheadteacherwhohadbeenassaultedby

oneofherstudents.Thestudenthadbeenexcludedfromtheschoolandissuedwithafinalwarning.ThevictimwastrainedinRJ,andsheagreedthatthemeetingcouldtakeplaceintheoffender’stemporaryschool.Theoffenderhadnotshownmuchremorseinhisinterview,butwasgenuinelymovedbytheheadteacher’sstoryandofferedaheartfeltapology.Together,theydiscussedstrategiestoinvitehimbackintoschoolinamorepositiveandconstructivewayandendeduphavingaveryamicablediscussion.Bothpartiesleftwithagreaterrespectforeachother’scourageinagreeingtotakepartintheconference.

Iinitiallydiscoveredrestorativejusticealmostbyaccident.In2010Ivisitedawoman’scentreinGloucestershire,hopingtogetinvolvedinavoluntarycapacity.ThestaffmembershowingmearoundtoldmethattheywereintroducingRJintothecentre.I’dneverheardofit,andIaskedhertotellmemore.

RJseemedtobeexactlythesortofvoluntaryworkIwaslookingfor.Icouldseeimmediatelythatithasthepotentialtoempowervictimsandallowthemtotakebacktheirlives.Ihadbeenthevictimofalife-changingaccidentmyself,whichhadleftmewithresidualinjuries,andIwasdeterminedthatmylifewouldbeexpandedratherthandiminishedasaresult.Myeducationandtrainingwasasatheatreartsfacilitatorandthis,coupledwithbeingamotheroffour,hadledmetoreadwidelyaroundthevalue,powerandbenefitsofhealthyandeffectivecommunication.RJseemedtomarryalotofmyinterestsaswellasbeingrelevanttomyimmediatelifeexperience.

My Life as...

Volunteer Restorative Justice Facilitator

I

7

ere’ssomethingtoreconcile:howmuchI(you?)lovedDjango UnchainedandInglourious Basterdsbecausetheyaremoralrevengefantasies,andhowmuchwebelieveinthekindofrestorativejusticeprinciplestoutedinThe New York Times Magazine earlierthismonth[thefullarticlecanbefoundatwww.rjc.org.uk/NYT].

IsawDjangothisweekendandwhileIshieldedmyeyesfromthekillingofslaves,Iopenedthemwideforthevillain-slaughteringscenesinthelasthalfhourof

thefilm.Becausewhenbadguysgethurt,Ilikeit.Wealldotosomeextent.Evenifit’sjusttheretaliationofonewhohadtofocusonherhazyshoesforseveralminutesearlierinthefilm,grippingherarmrestasaslavewasrippedapartbyadogonscreen.TheperpetratorswereguysIwasgladtoseedie.

SowhenIgothomeandsatdownatmycomputertofindthe[New York Times]articleonrestorativejusticestillopensoIcouldwriteaboutitinalaudatoryway,Ipaused.

Thedebateoverthepurposeofcriminaljusticeinvokestheoriesofpunishment.Possibleanswerstothequestion“whyincarcerate(orpunish)?”arebothforward-lookingandbackward-looking.Forward-lookingtheoriesarerehabilitation(getthemtowherethey’renotcommittingcrimes),deterrence(preventotherpeoplefromcommittingcrimes),andincapacitation(removethebadguyfromthestreets,andthere’sonefewerbadguyonthestreets).Thenthereisthebackward-lookingtheoryofretribution(yougetwhatyoudeserve).

Restorativejusticediscardsthesecategoricalapproachesinordertofocusonthespecificsituationathand.Thegoalistorepairtheharmcausedbythecrime,whichhingesonrelationshipsbetweenpeople;victimandoffender,offenderandcommunity.Thesetofpossiblesolutionsislarger,andcommunicationiscriticaltoidentifyingtheoptimalone.A

restorativejusticeprocessmayendintheoffendertakingcareofthevictim’sgardenforever.Orreceivingafive-yearsentenceinsteadoffifteen.Arethesealternativeoutcomesdeserved?Whoknows.Aretheydeterring?Unlikely.Aretheysuperior?Itdependsonyourviewofjustice.

InWho’s In Charge?: Free Will and the Science of the Brain,MichaelGazzanigadiscussesastudyinwhichpeoplewho’dlabeledthemselvesasendorsingdifferenttheoriesofjusticewereaskedtoallocatepunishments.Regardlessofwhethertheyputthemselvesinaforward-lookingcategory,nearlyeveryone(97%)actedretributively.Gazzanigawrites:“Thereasonspeoplegivefortheirpunishments…donotmatchwhattheydo.Theyendorseutilitarianpoliciesintheabstractbutinvokeretributivistonesinpractice.”

Thissuggeststhatwewanttobeforward-lookingbutwe’renot.PerhapsTarantino’srevengefantasiesaresopowerfulbecauseofthevindictivenessthatliesinusevenasoutsidethecinemawepretenditisn’tso,becausewehopeitisn’tso.

InhisreviewofDjango,SamuelSattinatSaloncomparesittohisexperiencewatching Inglourious Basterds:“Itwasmorelikeavideogameintheexperientialsense,anexerciseinschadenfreude.Somethingassimpleassomeonegivingyouajoystickandsaying,‘Hey,youngAmericanJew,youknowthoseNazisthatsentBubbeandZaydetotheovens?Asopposedtoplayingoutthatstoryagain,whydon’tyouspendacouplehoursblowingtheheadsoffthepeoplewhowereresponsible.It’llbegoodforyou.’”

What’sprobablygoodforusistoberemindedthatourvengefulimpulsesarealargereasonwhyrestorativejusticeissuchanattractiveconcept.Totheextentthatwewantourmorereasonable,forward-lookingvaluestogovernourbehavior,itwins,becauseonethingit’sverymuchnotisvengeful.Whetheritworksisaquestionbeingaskedallovertheglobeandbringsusbackaroundtothesameissueofwhatthatmeans.

Thisblogfirstappearedinwww.lifeofthelaw.org,andisre-printedwithkindpermissionoftheauthor,MaryAdkins.

Issue47:Spring2013

HDjango UnchainedRestorative Justice: What We Are and What We Want to Be

heuseofrestorativejustice(RJ)incasesofsexualviolenceishighlycontentious.Fromtheperspectiveofvictim-survivorsRJmaygivevoicetotherealharmsofsexualoffencesinamannernotpossibleintheconventional,adversarialjustice

process.Itmayaffordvictim-survivorsgreatercontrolanddecisionmaking,offeringempowerment.Itmayencourageadmissionsofoffending,offeringvalidationand,fortheoffender,mayreducevictimblaming.Nonetheless,resistancecomesfromthosewhoarguethatitmaytrivializeviolenceagainstwomen,re-victimizethevulnerableandendangerthesafetyofvictim-survivors.

Debateoverthevalidityofthesecompetingclaimshaslargelytakenplaceinanempiricalvacuum.TherearenopublishedevaluationsregardingrestorativejusticeandsexualviolenceintheUK,andfewinternationally.Theevidencethatdoesexistrevealslittleaboutvictim-survivorexperiences.We,therefore,undertookanexploratorystudythatinvestigatedtheparticipants’experienceofarestorativejusticeconferenceinvolvinganadultsurvivorofchildrapeandothersexualabuse.Theresultsofthiscasestudy,whilenecessarilytentative,providegoodgroundtoconsiderafreshthepossibilitiesofRJincasesofsexualviolence.

RJcontinuestoplayanimportantroleincriminaljusticepolicyinEnglandandWalesandthegovernmentisplanningtoextenditsuse.VictimSupporthasalsorecentlycalledforallvictimsofburglary,robberyand‘violenceagainsttheperson’tohaveaccesstoRJ.Thefocusofthisarticleisonrestorativeconferencingwheretheoffenderandvictimmeetfacetoface,withdialoguemanagedbyatrainedRJfacilitator.

TherearesomemisguidedcriticismsabouttheuseofRJforsexualoffences.OneisbasedonconfusionbetweenRJandmediation,aspractisedindivorcecases,buttherearekeydifferences.Mediationseekstoresolvea‘dispute’andnoblameisapportioned,whereasRJispredicatedonanacknowledgementbytheoffenderthatacriminaloffencehastakenplace.Therolesof‘victim’and‘offender’

8

Resolution

areclearlyestablished.Anotheristheassumptionthatrestorativepracticesonly‘divert’casesawayfromtheconventionaljusticesystem,therebyforeclosinganypossibilityofconvictionandpunishment.Infact,RJcanbeusedatmanydifferentstagesofthecriminaljusticesystem,pre-sentence,aspartofasentenceandpost-conviction.

Theironyofthislargelyrhetoricaldebateisthatwhereprojectshavebeenevaluated,theyhavegenerallyproducedverypositiveresultsintermsofvictimandoffendersatisfaction,andintermsofreducingreoffending.Unfortunately,thisscepticismtowardsRJincasesofsexualviolencedoesresultinaviciouscycle:therearefewprojects,thereforelittleempiricalevidence,leadingtocontinuedtheoreticaldiscussion.

ThislackofevaluativeevidencedoesnotmeanthattherearenoexamplesofRJbeingusedincasesofsexualviolence.IntheUKthereareanumberofexampleswherevictim-survivorshavechosentospeakoutabouttheirexperience,havingmettheoffenderinanRJconference.Inthisway,unresolvedissueshavebeenaddressedandthevictim-survivorshavebeenabletohavetheirvoiceheard,havebeenabletogettheoffendertoseethemasrealpeoplewhomtheoffenderhasharmed,andnotjustacrimestatistic.[See,forexample,The MeetingfilmmadebyJoNodding,withtheRestorativeJusticeCouncil.]

InadditiontotheseindividualcasesofRJ,theAIM(AssessmentInterventionMovingOn)projectinManchesterusesavarietyofRJpracticesinitsworkwithyoungsexualoffendersandhaspublisheddetailedpracticeguidance.Ithasfoundthatparticipantsvaluemosthighlytheopportunitytohavedialoguearoundtheharmandconsequencesofabuse.InNorthernIreland,whereRJisextensivelyused,theRJyouthconferencestackleawiderangeofoffencesincludingsexualoffences.Regrettably,thereisnopublishedevidenceonexactlyhowmanyconferenceshavedealtwithsexualoffences,sothereisasignificantuntappedwellofexperienceherethatcouldinformfuturepracticeinthesecomplexandsensitivecases.

Althoughrestorativeprojectsdealingwithsexualviolenceexistinothercountries,theonlyempiricalevidencehas

"I Just Wanted Him to Hear Me"Sexual Violence and the Possibilities of Restorative Justice

Inthisarticle,ProfessorClareMcGlynnofDurhamUniversityconsiderstheresultsofanexploratorystudyofarestorativejusticeconferenceinvolvinganadultsurvivorofchildrapeandothersexualabuse.

T

9

CASE STUDY'Lucy’isanadultsurvivorofchildrapeandothersexualabuse,whichtookplacedecadesagooveraperiodoffiveyears;theperpetratorwasamalefamilymemberwhowasalsoayoungpersonatthetime.Weusedacasestudyapproachtoinvestigatetheexperiencesandexpectationsofthepeopleinvolvedintheconference,inordertoexploretheprocessanditsoutcomesandtounderstandanylessonswhichcouldbelearntfromthisexperience.WeinterviewedLucy,herrapecrisiscounsellor,theconferencefacilitatorandaseniorpoliceofficerinvolvedinthecase.Theoffenderdeclinedtobeinterviewedandhadattendedtheconferencewithoutasupportermeaningthatnointerviewwasavailable.Thisapproachhaslimitationsbutdoesprovidevaluablein-depthdataonthenatureandprocessofarestorativeconference.

Lucyhadonlyrecentlydecidedtomakeapolicereport.Herlocalpolicetreatedherrespectfullybutthepoliceforcewheretheoffencestookplacedecidednottoprogressthecasebecauseitwashistoricalandtheoffenderhadbeenajuvenileatthetime.Lucywas“disgusted”withthisdecisionandcontactedtheoffender;asaresultheadmittedhisoffencetothepolicebuttheyonlyissuedacaution.Lucyfelt“completelydiscounted”;shewasdisappointedwiththeprocessandtheoutcomeandfeltletdownbythepolice.Inhersessionswiththerapecrisiscounsellor,Lucyexpressedherupsetthatshehadnotbeenabletohavehersayandthattheoffenderhadonly“hadhiswristslappedwithnothoughttowhathehaddone”.Lucysaid:"Ijustwantedhimtohearme"andsoarestorativejusticeconferencewasorganised.

AnexperiencedRJfacilitatorthentookthingsforwardandtheoffender,afterinitialreluctance,agreedtoparticipate.FollowingthedecisiontoundertakeanRJconferencetherewasaperiodof3monthspreparation,whenLucymethercounsellorweeklytogothrougheveryeventualityandthelikelypowerdynamics.TheyalsoworkedthroughtheRJscriptandLucyfoundthestructureveryhelpful,thoughtheprocessofplanningwhattosayabouttheimpactoftheabusewas“hugelystressful”.

Theconferencetookplaceinasafeenvironment,andeverythingwasplannedindetailtomakeLucyfeelcomfortable.Thescriptwasfollowedwiththefocusfirstontheoffenderandhisacceptanceofresponsibilityforhisactions.Lucylaterrealisedhowimportantitwasforhimtospeakfirstandadmitthathehaddeliberatelycausedherharm.Lucywasthenabletoexplaintohimhowtheabusehadaffectedherandsaidshewasabletoseehisdemeanourchangingastheconferencewenton.Thecounselloralsoreportedthattheoffenderfeltshameandseemedovercomebywhathadgoneon,asifhisawarenesswasraised.HeapologisedtoLucybutshewantedthelastwordanddidnotaccepthisapology.Theoffenderagreedthathewouldnottrytocontactherthroughotherfamilymembers.

ForLucy,theconferencewasemotionallydrainingbutarealturningpointwhenshecould“stophatingmyselfandputtheblamewhereitshouldbe”.Whendebriefed,theoffendersaidhowhardhehadfoundit.Theprofessionalsinvolvedagreedthattheconferencehadachieveditsaims.

Issue47:Spring2013

beenproducedinSouthAustraliawhereRJisroutinelyusedforyouthsexualviolence.FindingsherechallengethebeliefthatcourtssendstrongermessagesthanRJconferences.Inaddition,thefactthatoffendersmorereadilyadmitguilt,andatanearlierstage,intheconferenceprocessmeansthatvictim-survivorsmoreoftengainaformofvindicationandthatthishappensearlierthaninacourtcase.Further,therehabilitativeapproachofconferenceshadmorepositiveresultsonreoffending.Onemessageisthattheremaybeanappetiteamongsomevictim-survivors,andthoseworkingwiththem,forformsofjusticebeyondtheconventionalcriminaljusticesystem.

Lessons:• Theneedforintensivesurvivor-focusedsupportfromaprofessional.Thisisparticularlyimportantbecauseofthepowerdynamicsinherentincasesofsexualviolence

• Detailedpreparationandplanningforbothpartiesbysomeoneexperiencedinthisareaofwork[SeeRJC Best Practice Guidance(2011)onworkingwithsensitiveandcomplexCases]

• Honestytobothpartiesaboutwhatisinvolved

• UseofRJshoulddependnotonthetypesofoffencesassuch,butonwhethertheindividualsareready;whetherthevictim-survivorfeelsstrongenough;whethertheoffendercanberelieduponnottobeabusive.

RJincasesofsexualviolencemayhavearoletoplayinmeetingsomeoftheneedsandexpectationsofsomevictim-survivors,bygivingthemavoice,grantingthemameasureofcontrolandensuringthattheirexperienceistreatedwithrespect.ThisdoesnotmeanthatRJshouldreplaceconventionalcriminaljustice,butplayapartalongsideit.AsLucysaid,shewouldadviseanywomanwhowasattherightstageofrecoveryandwhohadthenecessarysupportandplanning“totakeadeepbreathanddoit”.

Re-printedwithkindpermissionofProfessorClareMcGlynn,DurhamUniversity,Clare.McGlynn@durham.ac.uk

Reference:ClareMcGlynn,NicoleWestmarlandandNikkiGodden(2012)."Ijustwantedhimtohearme":sexualviolenceandthepossibilitiesofrestorativejustice.JournalofLawandSociety39(2):213-240.

ThefullversioncanbefoundontheDurhamUniversitywebsiteat:http://dro.dur.ac.uk/8809/

Resolution

wasborninIslington,butImovedinwithmyNanwhenIwasyoung.Itwasabitofahell-hole;Nanwasquiteabusive.WhenIwasthirteen,shegotmeandmylittlebrotherarrested

onenightforbreakingalightbulb,whichgotmeintooffendingforthefirsttime.

Atfourteen,ImovedoutofNan’sandstartedmovingaroundalot.Mymumcamebackonthescene,andImovedinwithher.Shehadaboyfriend,andwereallydidn’tgeton—hewasadrinker,andtookdrugs.Hegambledallthemoneyaway,andhewasoftenabusivetowardsmymum.Iendedupgettingkickedout.

Istartedsquattinginemptyflats,andIstoppedgoingtoschool.Mymumwasgoingtogivemethechildbenefitandtaxcreditthatshereceivedforme,butshetookitallforherself,sothatleftmewithnomoney.IstartedstealingpettythingsfromshopsjustsoIcouldeat.

Finally,somebodyfrommyschoolintervened,andgotmeinwithsocialservices.Iwasmovedtoabedsitonmyown,buttheblockitwasinhadareallybadreputation.Itputmeincontactwithpeoplewhohadjustcomeoutofprison,withseriousdrugandalcoholproblems.

Thatwasthepartthatbrokeme,beingthere.Istartedhavingtopayforgasandelectric,andIwasnevergoodatmanagingmoney.Ithoughtthatputtingafiverontheelectricwouldmakeitlastafewweeks.Itturnedoutafewdayslateritdidn’t.Isplitupwithmy

girlfriend,andstoppedgoingout.AndthenIstartedtalkingtopeopleontheblock.NextthingIknew,Iwashavingpartiesinmyflateveryday,andthat’swhenIgotintroducedtococaine.Iwassixteen.Ijustwantedtosniffmoreandmore,itmademefeellikenothingbotheredme.SoIstartedspendingallmymoneyonthat,andit’snotacheapdrug.Thedrugs,thefood,thegasandelectric—everythingranout,anditwasalongtimebeforeIwasgettinganymoremoney.That’swhenIfirstgotsuckedintodoingburglaries.

Afriendshowedmehowtodoit.Idon’tremembermyfirstburglary—Iwasoffmyface.Theexcitement,thefearofgettingcaught,theadrenalinerushwasgreat.ButI’vegottobehonest,Ididn’tthinkthiswaspeople’sstuff,theirhardearnedmoney.Ijustdidn’tlookpastmyowngreed.TheonlypersonIcaredaboutwasmyself,andeveryoneelsecouldgotohell.

Iwaskickedoutofmyflatonmyseventeenthbirthday.Socialservicesjumpedinandputmeinasharedbedroom.Myfriendcametostaywithmeforabit,andwewerebackontheburglariesagain,justdoingwhatwewanted.Wegottoococky,andwedecidedtodooverashop.Weweresooffourheadsthatwedidn’tcareifwegotcaught.Itwaslikewewantedtobecaught,wewantedthingstostop—wecouldn’tkeeplivinglikethat.

Iwasarrestedaboutfivedayslater.Ispenttwoorthreedaysinthecells,andIthoughtaboutmyfamily,especiallymymumandmylittlebrother.I’ddistanced

myselffromeveryone,apartfrommylittlegroupofmates,buttheyweren’tdoingmeanyfavours.Itwasjustaself-destructivepathwhereIcouldendupdeadorinjailforareallylongtime.Iwassickofitall.

WhileIwasonbail,socialservicesmovedmetoSouthend,andthatdidmetheworldofgood.Istartedgoingtodosomecommunitywork,andImadealistoftheplacesIcouldrememberburgling—Ithinkaltogethertherewereeightyorninetyoffences.Doingthiswork,Ithought,“Thesearerealpeople.”Ifinallycared,anditfinallyhitmeaboutthesevictims.

Iwassentencedtoaneighteenmonthdetentionandtrainingorder.Evenonthefirstday,Iwashappytobethere.Theytookmetotheovernightcellbeforemovingmetotheblock,andIsatthereandthought,“AmImeanttofeelreallyupsetbyallthis?Isthishowbadit’sbecomethatI’mhappytobehere?”

AsmuchasIhatehavingmycriminalrecord,goingtoprison’sthebestthingI’vedone.Mymumwrotetomeeveryday,andvisitedme,too—shewasreallysupportive.Theyhadaschoolinthere,andIstartedgettingthegradesIshouldhavehad.Itookupgardening,andIprobablyhadmorefundoingthatthanIdidwhenIwasoutpartying,sniffingcoke.

IalsoparticipatedinaprogrammecalledJets,whichisabitlikerestorativejustice.Theymadeusseehowouractionsaffecteveryonearoundus,andthat’swhenIfirstmetAlan,myprobationworker.

10

11

Alantalkedtomeaboutwritingletterstovictims,andpossiblygoingondayreleasefromprisontomeetthem.IsaidI’dbehappytowritealetter,butIdidn’twanttomeetthevictimswhileIwasinside.ItwouldhavelookedlikeIwasonlydoingittogetmyearlyrelease.Ispentamonthwritingalettertomyvictims.IdiditaboutfivedifferenttimesbeforeIfeltitwasfinallygoodenoughtosendoff.

Iwasreleasedaftersevenmonths,andthefirstthingIhadtodowasgotomyYOT[YouthOffendingTeam]office.Alanmentionedrestorativejustice[RJ]tomeandIthoughtitsoundedgood.Quiteafewvictimswantedtocomeforward.

Alantriedtotalkmethroughwhatwasgoingtohappen,andreassuredmethatnoonewasgoingtobeyellingatme,thatitwasgoingtobeasafe,controlledenvironment.Paul,theYOTRJfacilitatorwasalwaysstressingthattheywereonlydoingittohelpme,andtohelpthevictimsout.AndifIeverfeltuncomfortableIcouldjustgo.

Nothingpreparedmeforit.IthinkthemainfearwaslookingintotheeyesofpeoplethatI’dstolenfrom,thepeoplethatI’dmadefeelunsafeandbroughtpainto.Ievenhadnightmaresoverit,Iwasthatworried.Ididn’ttellPaulorAlanasIreallydidn’twanttoletthemdown.IwantedtoprovetomyselfthatIcouldactuallygetthroughthis,anddoit.ThatIwasn’tjustgoingtorunawayandhidefromitlikeIusedtorunawayandhidefromeverythingelse.

Thefirstmeetingcame.Irememberitwasacouple.Whentheyfirstwalkedin,Iliterallyfeltlikecrackinginhalfanddisappearing.Ididn’twanttobethere.Pauldidtheintroductionpart,andtheyaskedmewhyIdidit,andiftheywereaspecifictarget.Themorethemeetingwenton,themoreIfeltcomfortablebeingthere,andIopenedupmore.

Whenitwasover,Ifeltontopoftheworld.Themainthingtheywereworriedaboutwasthattheywerespecificallytargeted,andthatweweregoingtocomebackforthemagainbecausethey’dcalledthepolice.IfeltreallygoodthatI’dtakenabitoftheweightofftheirshoulders,andthatI’ddonesomethingright.

Iwasalwaysscaredstiffbeforeeverymeeting.Butthenaftereverymeeting,Icameoutashappyasanything.IfeltlikeI’dgotachancetoexplainmysituation,andthey’dgotachancetoexplaintheirfeelingstowardsme,whichhelpedmetounderstandhowwrongitwas.Allinall,thatwasbrilliant.

Goingtoprison,that’sjustrunningawayandgettingawayfromitall.Buttoactuallygointoaroomandsitdownknowingthatthey’regoingtowalkthroughthatdoorinafewminutestimeandwanttoknowwhyyoustolefromthem–that’sscaryforme.Everytime,itkindofbrokeme,butitmademeaswell.IwaslookingintheireyesandthinkingIdon’tknowthesepeople,theydon’tknowme,they’veneverdoneanythingwronginlife,asfarasIcantell,andI’vetakentheirthings.Alotofpeoplewouldhavesaid,“No,I’mnotdoingthat”,butItriedtogivethemthebestexplanationIcould,andapologiseforwhatI’ddone.

Ihadalotoffriendswhosupportedme.TheywereringingmeupthemomentIcameout,saying,“Welldone,Kelv!”Itreallyputmeontopoftheworld,andmademethink,“IfIcandothis,whatcan’tIdo?”

Atthemoment,I’mbeingafulltimedadtomyfour-month-olddaughter.She’sbeenthemainturningpointforme,herandmypartner.IwanttodothebestIcannow.I’dliketoworkwithkidslikeme,tryingtostopthemgettingintothelifeIhad.Iwanttogetmyselfinvolvedinasmuchaspossibleanddosomegoodthingsforthecommunity,totryandgivesomethingback.Iwanttomakeadifference.

TheRJCwouldliketothankKelvinforsharinghisstorywithus.

Issue47:Spring2013

12

Resolution

Jane*:OursonMarkwasinvolvedinacaraccidentwhereoneofhisfriends

wasdrivingandtheotherwaskilled.AsaresultoftheaccidentMarksufferedbraindamage.

David*:Meandsomemateswerecomingbackfromanightout

andIwasthedesignateddriver.IwasspeedingasIcamedownahillandovertookacarondoublewhitelines.AsIturnedmyheadtotelloneofmyfriendstoputhisbelton,thecarspanoutofcontrolandhitabarrier.Asthecarrolledintoanunderpass,myfriendwhowasn’twearinghisseatbeltwasthrownout.Hediedatthescene.

Ilostalotoffriendsandmymentalhealthdeteriorated.Ibecamedepressed,andstartedtodrinkandsmoke.

Jane:Wefirstheardaboutrestorativejusticewhenwegotatelephonecall

fromavolunteer,Paul.InitiallyIsaidno.Theincidentwastooraw,andoursonwasstillinandoutofhospital.Ourfamilywasfallingtopiecesandthelastthingwewantedwastoletoutsidersin.

ButthenPaulcalledagain;hehighlightedthattheprocesswascompletelyvoluntaryandwecouldwithdrawatanytime.Ididabitmoreresearchaboutrestorativejusticeandwaskeentoseehowitcouldhelpwithourcase.

Ididn’tfeelanyangertowardsDavidashewasafriendofmyson,butIneededhimtoknowwhathehaddonetoourfamily.That’swhyIwantedtoprogresswithaconference.Thefirstmeetingwiththevolunteers,PaulandCharlotte,wasfantastic—itwasthebestthingwe’veeverdone,evenifnothingelse

cameoutofitanditdidn’tprogresstoaconference.Asafamily,wehadn’tspokenmuchabouttheincident,andduringthemeetingwealljusttalkedandtalked.PaulandCharlotteputalotofworkintomakingsuretheconferencewentaheadandwassafe.

Jane:Theconferencedaywasverynerve-wracking.Itwasthemost

frighteningthingI’vedone.Iwasverynervousaboutmeetingthepersonwhohadcausedthelastfifteenmonthsofhell,butwhenwewalkedintotheroom[thefamiliesofboththevictimsattendedthemeeting]hewasashadowofhisformerself;helookedpaleandhadlostalotofweight.Ifeltsadnessandpity-helookedsoill.Itremindedusthathewashumantoo.

David:MyexperienceoftakingpartintheRJconferencewasgood,but

don’tmisunderstandme—itwasthehardestthingIhaveeverhadtodoinmylife.ButI’mgladthatIdidit,asitgavemeachancetogetmysideofthestoryacrosstobothfamiliesinsteadofthemjusthavingthescientificevidence.Italsogavemetheopportunitytoapologisetothem.

Jane:Wewereabletoaskwhatweneededtoask.Wealllivetogetherin

asmalltownandweneededtoknowwhatwouldhappenifweweretoseeeachotherinthestreet.Thiswassoimportantbecauseitwasinevitablygoingtohappen.ItwasdecidedthatoursonwantednofurthercontactwithDavid.

David:Iwouldrecommendrestorativejusticetootherpeople

buttheywouldneedtobestrong

enoughmentally,asitwasanextremelyhardthingtodo,notjustduringthemeetingbutafterwardsaswell.Ithinkitwouldhelptoshowpeoplewithlessremorsewhattheyhavedonetotheirvictimsandmaybehelptopreventthemre-offending.

BeingsenttojailwasabadthingbutIturneditintoapositivebygainingqualificationsandsortingmylifeout.Iamnowbackatcollegeandhavesolidplansformyfuture.

Jane:Untilyouhaveparticipatedinrestorativejusticeyoucan’texplainhowpowerfulitis.Youseetheoffenderinadifferentlight.Ithashadsuchanimpactonourlives.Itreallywasafabulousthing—ithasmadesuchadifference.Wehavecomeoutofitsomuchstronger.Weareabletomoveonwithourlives.It’sthebestthingweeverdid.Isupportit100%andIthinkitshouldbeavailablethroughoutthecountry.

*DavidandJane’snameshavebeenchanged.

DavidandJane’scasewasfacilitatedbyPaulMukasa

andCharlotteCalkinatRestorativeGloucestershire.

RestorativeGloucestershireisagroupofstatutoryandvoluntarysectorpartnersthathavejoinedwiththeaimofofferingallpeoplewhocomeintocontactwiththecriminaljusticesystem(CJS)orwhocomeintoconflictinthecommunityanopportunitytoparticipateinarestorativeintervention.Formoreinformationontheirwork,visitwww.restorativegloucestershire.co.uk

THE CONFERENCE

Issue47:Spring2013

13

14

Resolution

Themostimportantreasonmanyyoungpeoplecometoschoolistosocialiseandbewiththeirfriends;relationshipsarethemotivatingfactor.Theyhavelotstolearnabouthowtomanagetheirrelationships,andmistakesintheseareasareoftendescribedas‘misbehaviour’ratherthanseenaserrorsowingtolackofskillandexperienceindealingwiththesesituationsmoreeffectively.

Schoolsneedconsistencyinteachers’responsestomistakesmadeintheclassroom,whethertheyareacademicorbehavioural.AsLouisePorterhasshowninBehaviour in Schools (2007),thereisastrongtendencyforteacherstobejudgementalaboutbehaviouralerrorsinawaythattheywouldnotbewithrespecttoacademicortechnicalskillerrors.

Thisraisessomeinterestingquestions:

•Whatwouldlessonsbelikeifteacherstaughttheirsubjectinthesamewaytheycurrentlyteachbehaviour,andviceversa?

•Whatskillsdoyoungpeopleneedtobeabletoengageinasubject?Howaretheseskillstaughtinschoolsyouknow?

•Whatkindofbehaviourswillhelpyoungpeoplemakethemostoftheirlessons?Howarethesetaughtinschoolsyouknow?

Thegoldenruleforspeaking‘Restorative’isaboutengagingheadandheartbeforeresponding—verballyornon-verbally—toaperceivedmistake.Thefirstthingweneedtobeaskingourselvessilentlyis,“Whatishappeninghere?”,aquestioninspiredbythefirstRestorativeTheme.

Aswellasthelonglistofpotentiallynegativewayswecandescribewhatwethinkishappening,thereisalsoacommontendencyinteacherstothinktheycanseethingsthatarenothappening:

• He’snotlistening• She’snotconcentrating• Theyarenot‘ontask’• She’snottrying.

Thechildisnotcomplyingwithyourrequestand,therefore,notdoingwhatyouaskedhimto,ormayappearnottobe.Unfortunately,thephrase“Susan,youarenotlistening”comesfromthe‘Unrestorative’phrasebook,andassuchislikelytoelicitareplyfromthissamephrasebook.Susanmaynotbedoingwhatyourequested.Itmaybethatwhatsheisdoingismoreappropriatetomeetherownlearningneedsatthetime.Itmaybethatsheisinfactchoosingtodoasyourequestbutinawaythatyoudidnotexpect.Checkinginwithwhatyouareseeinggivesyoutimetoreflectonhowyouareinterpretingwhatyouareseeing,whichisthenextsilentstep.

AsbefitsthesecondRestorativeTheme,weneedtoaskourselves,“WhatamItellingmyselfaboutwhatIamseeing,andhowthat’smakingmefeel?”Thisisthekeytoaneffective,andindeed,affectiveexchangewithanotherperson.InPetty’sEvidence-Based Teaching(2009)hecitesMarzano,who

Learning how to speak “Restorative”Extracts from The Restorative Classroom

Inpreviousissues,BelindaHopkinsintroducedtheconceptoflearningtospeak‘Restorative’,awayofcommunicatingbasedonrestorativeprinciplesthathelpsbuildrelationships,andpreventandrepairharm.Theseextractsfocusonthewaybehaviourismanagedintheclassroom,andconsiderthepracticalapplicationofthefiveRestorativeThemes.

ACADEmiC ErrorS BEhAvioUrAl ErrorS

Errorsareaccidental Errorsaredeliberate

Errorsareboundtohappen Errorsshouldnothappen

Learningrequiresexploration–studentslearnbyquestioningandchallengingwhattheyaretold

Studentsshouldnotexplorelimits,norquestionandchallengewhattheyaretold–theyshouldacceptandobey

Academiclearningdifficultiessignalaneedforadditionalormodifiedteaching

Behaviouraldifficultiesshouldbesuppressed,andsignalaneedforsanctions

gETTing in ToUCh wiTh oUr BEliEfS, ThoUghTS AnD fEElingS

ToUChing BASE wiTh mY own pErSpECTivE

STop AnD Think ‘rESTorATivE’ BEforE YoU SpEAk

BEhAvioUrAl miSTAkES

Issue47:Spring2013

15

youwillbemindfuloftheneedsyouidentifiedwithyourclassandyourownstaffteam;thesearelikelytoincluderespect,supportandconsideration.

Andwhataretheneedsoftherestoftheclass?Howyouinteractandrespondtoanindividualinaclassprovidesamodelnotonlyforhowtheymightinteractandrespondwitheachotherinthefuture,butalsoamodelofwhattheycanexpectfromyouwhentheythemselvesmakeamistake.Atoneleveltheirneedsaresimilartothepersontowhomyouaredirectingyourattention,butiftheyhavebeenadverselyaffectedbythisperson’sbehaviour,thentheyalsoprobablyneedthesamethingsasyoufromthatperson.

AsbefitsthefifthRestorativeTheme,wethenneedtoaskourselves,“HowcanIsupportthispersontofindwaysforwardforhimorherself?”Thinkinginthiswayhelpsustoplanournextstepsbasedontheireducationalmerit,andtheirmeritintermsofmaintainingourrelationshipwiththepersonconcerned.IntheirbookBehaviour for Learning(2009),EllisandTodpointoutthatwhereasmanyteachersthinkofacademicprogressintermsofattainmentandmeasurabletargets,theirattitudetobehaviouralprogressissimplythatunwantedbehavioursshouldcease.Behaviourmanagementcansometimesbereducedtobringingaboutobedienceandcompliance.However,rememberthatthischapterisabouthowtomaintainrelationships.Yourresponsetoalow-levelincidentintheclassroomismeanttode-escalateit,notescalateittosomethingmoreserious.

Weareonlyspeakingfluent‘Restorative’whenweareabletojuggleallfivethemes,representedbyfivejugglingballs,atonce.Infactweareonlyreallyfluentwhenwearejugglingallfiveballsinourheadbeforeweevenopenourmouths.Thinking,andevendreaming,inthetargetlanguageisthetruemarkoffluency.

TheaboveextractsaretakenfromChaptersevenofThe Restorative ClassroombyDrBelindaHopkinsAPRJC,andDirector,TransformingConflict.

ISBN978-1-906517-29-8.Retailprice:£69.A25%discountisavailablewhenpurchasingdirectlyfromTransformingConflict—call01189331520oremailinfo@transformingconflict.org.

DrHopkinshasmadeaselectionofresourcesfreelyavailabletoRJCmemberswww.rjc.org.uk/restorativeclass

noticedthatteacherswhowereabletomaintainanemotionalobjectivitytowhattheyobservedweremoresuccessfulindealingwithit.Ourbeliefsystemsaffectwhatwetellourselvesandcaninterferewiththisemotionalobjectivity.Whenweinterpretwhatweseeassomeonemakingamistakethenitismorelikelythatwewillfeelconcerned,compassionateandempathictowardsthisperson,ratherthanirritated,frustratedorangry.

InformedbythethirdRestorativeTheme,wemustaskourselves,“WhoisbeingaffectedbywhatIamseeingandhearingandhow?HowamIbeingaffected?Whowillbeaffectedbymyintervention?”

Veryoftenteachersdefendtheirinterventionstrategyonthegroundsthattheyarenotpreparedtoallowthedisruptivebehaviourofoneorafewindividualssabotagethelearningofeveryoneelseintheclass.Interestingly,itisimpossibletoknowhowoneperson’sbehaviourisimpactingonotherpeoplewithoutaskingthem.Probablythemostrespectfulthingateachercandobeforeinteractingwithastudentistoacknowledgethatlow-leveloff-taskbehavioursaregenerallyimpactingmostlyontheteacherherorhimself.Anyhelpfulinterventionisthereforebestkeptasdiscreteaspossible.Ironically,thebehaviourthatmostaffectsawholeclassisthatoftheteacher.Youngpeoplehatehearingadultsraisetheirvoicesinangerortocontrolthem.

Thereisalwaysareasonorpurposeforbehaviour.Thekeytounderstandinganybehaviouristounderstandthethoughts,feelingsandneedsthatinspiredit.AsbefitsthefourthRestorativeTheme,weneedtoaskourselvesaseriesofquestions.Themostusefuloftheseis,“Iwonderwhatneedthispersonis,orwas,meetingbythisbehaviour?”Howwerespondtoyoungpeople’smistakesisveryimportant.Unlesswecreateanenvironmentinwhicherrorsarewelcomed,andusedasthestartingpointforsupportanddeeperunderstanding,thenweareinfactcreatingtheopposite;arisk-averseenvironmentinwhichtheenjoymentoflearninghasbeenstampedout.

Sowhatdoesayoungpersonneedwhentheymakeamistake?Itislikelythatinitiallytheywillneedunderstanding,consideration,patienceandreassurance.Inordertopersevereandcarryoninthefaceofchallenge,andinordertolearnhowtotakeresponsibilityfortheirmistakes,theyarelikelytoneedsupportandencouragement.Inordertofeelmotivatedtofindwaysforwardtheywillneedyourtrust,respectandbeliefintheirabilitytodothisforthemselves.

Whataboutyourownneedsasateacher?Beclearinyourownmindthatyouarenotbeingmotivatedbytheneedforcompliance,power,controlorrevenge.Theseareneitherappropriate,noraretheylikelytohelpyouprovideaconstructiverolemodelinfrontoftherestoftheclass.Instead

Thinking ABoUT who mAY BE AffECTED

Thinking ABoUT whAT nEEDS ArE noT BEing mET

Thinking ABoUT how ThE iSSUE CAn BE ADDrESSED

SUmmAriSing ThE rESTorATivE Thinking

16

Resolution

ntheUK,verylittleisknownaboutinclusiverestorativepracticeforpeoplewithspecialeducationalneedsorlearningdisabilities.Therearecertainlysomeschoolsandpractitionersbeingcreativewiththeirpractice,buttodatealloftheavailableknowledgehasnot

beenpulledtogether.TheAustraliansappearedtometobemoreadvancedinthisparticulararea,sothepurposeofmytripwastostudytheirbestpractice,andbringusefulinformationbacktotheUK.

InCanberra,IwasfortunatetospendtimeatCranleighSchool,whereDeputyHeadTeacher,SianZiesing-Clark,hascreatedawhole-schoolapproachtorestorativepracticefor

childrenwithspecialeducationalneeds.Manypeopletalkingenerictermsof‘beinginclusive’,butIwantedtosee,hearandtouchwhatthatlookslikeinpractice.ThetimeIspentwithSianenabledmetodojustthat;Ispentawholedaywithherattheschoolandattachednursery,whereIsatinonarestorativecirclewithsomepupilswithautism,whohadgotintoafightintheplayground.Italkedtothechildren,theparentsandtheteacherstofindoutabouthowtheyhadfirstembracedtheideasthatSianwasdeveloping.

Sianhasbeendevelopingherapproachforanumberofyears,andithasbeeninoperationatthisschoolforthelasttwoyears.Theschoolwasalreadyusingasystemofvisuallearningdevicestoenablecommunicationwithchildrenwhohadlimitedlanguageskills,whichwasbasedonUS

Cranleigh School in CanberraA whole-school approach to restorative practice

Bonita Holland has worked for over 30 years with challenging young people who have special and complex needs. In 2012, Bonita used a travel study grant from the Winston Churchill Memorial Trust to go to Australia, where she hoped to find out more about effective inclusive restorative practice for people with special needs. In the first of a series of articles on her trip, she discusses the work of Cranleigh School in Canberra.

I

speechtherapistGailvanTatenhove’sNAL(NaturalAidedLanguage)system.Sian’sinitialchallengewastoworkouttheminimumnumberofvisuallanguageimagesnecessarytoenablemeaningfulrestorativeconversations.SheworkedcollaborativelywithGailvanTatenhove,andtogethertheydiscoveredthatthiswaspossiblewith32‘bits’oflanguage.Thenextstepwastoteachthisrestorativelanguagetothepupilsandstaff.

Ineachclassroom,teachershavealaminatedsheetrestorativebookwithvelcrostripswhererestorativelanguagecardscanbeplaced.InsomeclassesthisissimplyasingleA4cardwithspaceforjustafewrestorativecards.Studentsselectinturnfromachoiceofcardsandplacetheirchoiceontherestorativestoryboard.Arestorativeconversationhasbegun.Oneimageisofacheckerboard,andthisindicatesthatthedisputeorharmisoverorfinished-thepersonharmedcanchoosethiswhentheyareready.Afterwardstheymightselectanimageofreconciliation-ahugorhandshakecard.

TheaimofSian’sworkwastoreduceconflict,reduceupsetandpreventchildrenharmingeachother.Butinsteadofsimplyusingrestorativepracticesreactivelywhenthingswentwrong,Cranleighadoptedapro-active,whole-schoolapproach,whererestorativelanguageiswoventhroughoutthedayandintothecurriculum.Twoyearson,ithasbecomeawayoflifefortheschool,whereit’susedbyeveryonefromthenurserychildren,tonon-communicatingautisticpupils,toolderteenagers.Ineverycase,therestorativeapproachisdevelopingthestudents’emotionalliteracy,and—itishoped—equippingthemwithatoolforlife.

Iwasstruckbythecaseofonechildinparticular.Thisfour-year-oldgirlwithautismwasn’tspeakingatallinitially,andhadtowearglovesandahelmettostopherfromself-harmingandattackingothers.Herbehaviourhadbecomesochallenging(anexamplebeingthatsherippedalargechunkofhairfromtheheadofamemberofstaff)thatitlookedasifshewouldhavetobepermanentlyexcludedfromthenursery.Byteachingherjustsixofthethirty-twosymbolswhichwerebeingusedinthemainschool,herbehaviourwascompletelytransformed.Overtheperiodofayear,shehasstoppedallviolentbehaviour.Shecannowusetwoorthreespokenwordsbuthabituallyusestherestorativesymbolstocommunicatewhenshebecomesfrustrated.

AtCranleighSchoolIwitnessedfirst-handexplicit,inclusivepractice.Forme,thepointofmytripwastofindoutexactlyhowsuccessfulinclusivepracticeisbeingimplemented;unlessyouknowwhatitlooksandsoundslike,youcan’treplicateitanywhereelse.WhatIsawwasaschooltransformedintoacalmerenvironmentwithfewerincidents,fewerexclusions,andchildrenwhoarebeingequippedwiththetoolstohelpthemdealwiththeoutsideworldasrestorative-trainedadults.

BonitaHollandBHCohaviour

17

Issue47:Spring2013

18

goldenthreadrunningthroughouttheBest Practice Guidance for Restorative Practice(2011)isthatoftheimportanceofgoodpreparation,andwithinthis,goodlisteningskills.Ifirstencounteredrestorativeapproachesin2007andwasfortunateenoughtobetrainedbysomeonewhocamefromatherapeuticbackgroundandwho,likeme,wasalreadyabsorbedinthemodelofworking‘with’peopleratherthandoingthings‘for’or‘to’them.Ihavehearditsaidthat,“preparation,preparation,preparation,”iskeytogoodrestorativepracticeandwholeheartedly

agreewiththisbut,sincethattime,Ihaveencounteredlittleexplicitrestorativetrainingthathasequippedmetolistenmoreeffectively.Iamgratefulthatmyextensivecounsellingtraininghaspreparedmeinthis—butwhatofothersintherestorativefield?

Thereisalsothesensethattoteachpeopletolistenfeelspatronising.YetIremember,startingincounsellingmanyyearsagoandbelievingmyselftobeaprettygoodlisteneratthetime;itwasn’tlongbeforeIrealisedIhadmuchtolearn.Withpreparationasakeytorestorativesuccess,thequalityofourlisteningiscentraltothatpreparation;dialogueisimpossiblewithoutgoodlisteningskills.Iwouldthereforeliketoshareafewthoughts,whichmayhelpthoseworkingrestorativelytoreflectonthequalityoftheirownlistening,andtolearnmorefullytolistenactively,accuratelyandformeaning.

Whatdowemeanbylisteningactively?Activelisteninginvolvesthefollowing:• Vocalresponses,forexample,‘mmm’,‘uh-huh’• Non-verbalresponses,forexample,noddinghead,facialexpression

• Eyecontact• Summarisingandparaphrasing• Checkingunderstanding• Reflectingbackthewordsusedtoencouragemoredetail• Pickinguponlanguagedeletions,distortionsandgeneralisations.

Bydeletions,Irefertothoseoccasionswhereinformationismissing,forinstance,“Iamuncomfortable.”Withwhat?Distortionsrefertoexaggeration.Forexample,“Hisbehaviourisappalling.”Inwhatwayishisbehaviourappalling?Teaseoutthedetail.Generalisationsrefertowordslike“always”,“never”and“noone”thatimplyabsoluteness.Forexample,“Healwayssaysthat.”

Activelisteningalsodemandsthatwe:• Understandandnotemetaphorsandstyleofcommunicating• Notebodylanguage• Noticevoicetonesand‘leakage’—thosecommentsthatappeartobethrowawaybutcanoftenbekeystoindividualstories

• Arecomfortablewithandcanallowforsilence.

Aswelisten,questionsareinvariablyraised.Questionwisely;considerthatopenquestionsoftenbeginwith“when”,“where”,“what”,“how”and“who”.Thesewillopenupourdialogue.The“why”questionisgenerallyonetoavoid,asitcanelicitadefensiveresponse;peopleoftendon’tknowtheanswerandarepotentiallythenbackedintoacorner.Closedquestionsarethosethatelicita“yes”or“no”responseandareusefulforcheckingorconfirminginformation.It’sworthbearinginmindthatpowerfulquestionsareshort,simpleandfocusattention.

Often,ourobjectiveasrestorativepractitioners,istoelucidatewhatmayappeartobetwocompetingversionsofevents.Thismaybelessthecaseinacriminaljusticesettingbut,nevertheless,thereisanelement,whereverwepractice,ofaneedtoreframeindividualstories.Iamnotadvocatingthatpractitionersshouldlooktochange,softenorremouldstories,butratherthatwearecertainaboutthecontent.Itisasweactivelylistenthatthisbecomesclear.

Iwouldalsosuggestthatitisimpossibletobeagoodlistenerwithoutempathy,andthatthisisfundamentaltoourlistening.Whenpractitionerssharemomentswiththeirclients,theywalkintheirworldandneedtounderstandtheirimportantpointofview.Inhisbook,Empathic Accuracy,Ickes(1997)makesthefollowingobservation:

“Empathicallyaccurateperceiversarethosewhoareconsistentlygoodat‘reading’otherpeople’sthoughtsandfeelings.Allelsebeingequal,theyarelikelytobethemosttactfuladvisors,themostdiplomaticofficials,themosteffectivenegotiators,themostproductivesalespeople,themostsuccessfulteachers,andthemostinsightfultherapists.”

Iwouldgofurtherstillandproposethatthelisteningandempathicrestorativepractitionerisalsolikelytobethemostskilfulandefficient.

AsEgan(2002)sowiselyputitinThe Skilled Helper:“Empathiclisteningbegetsempathicunderstanding,whichbegetsempathicresponding.”

Anditisaresponsewearelookingforratherthanareaction.Aspractitioners,wearelookingtosupportourclientstosharetheirstoryhonestly,openlyandaccurately;tolooktowhattheycangenuinelyhopeforfromtheirrestorativeprocessandtoeasethisrouteforthem.Wehavewithinourpowertheabilitytosupportrestorationinpeople’slivesattimesof,oftengreat,vulnerability.Wecanonlydothisif,inthefirstinstance,weareabletobuildabridgeofempathyandunderstandingthroughthequalityofourlisteningskills.

GwenSpallAccreditedCounsellorAccreditedRestorativePractitionerRegisteredRestorativeTrainer

Practitioner Experience The importance of good quality listening skills

Resolution

A

rESTorATivE SErviCES STAnDArDS AnD qUAliTY mArk ConSUlTATionTheMinistryofJusticeRestorative Justice Action Plan(November2012)taskedtheRestorativeJusticeCouncilwiththedevelopmentofnewnationalstandardsandaqualitymarkforservicesthatmeetthestandards.OurconsultationonthiswaspublishedinMarch—thankstoeveryonewhoresponded.

prE-SEnTEnCE lEgiSlATionTheGovernmenthastabledanamendmenttotheCrimeandCourtsBill,providingforstatutoryguidancetoensurenationalstandardsaremetintheprovisionofpre-sentencerestorativejusticeacrossthecountry.ThelegislationwillrequirepractitionerstohaveregardofanyguidanceissuedbyGovernment.

rJC rESTorATivE SErviCES mAp livE onlinE TheRJChaslaunchedaRestorativeServicesMaptohelpmembersofthepublicwhowantarestorativeprocesstofindtheirlocalservice.Commissionersandpartneragenciescanuseittofindoutwhoisprovidingarestorativeserviceintheirlocalarea.PleasegototheRJCwebsitetoupdateyouragency'sprofileandtellpeoplewhatyouoffer.

moJ TrAnSforming rEhABiliTATion ConSUlTATion – rJC rESponSE TheRJCresponsetotheMoJConsultationdocumentTransforming RehabilitationrecommendsthatRJshouldbemorethoroughlyintegratedintopolicyandcommissioningofservicesforrehabilitation.

YoUTh JUSTiCE rEporT rECommEnDS rESTorATivE JUSTiCETheYouthJusticeSystemiscurrently“failingchildrenincare”accordingtoanewreportbytheHouseofParliamentJusticeCommittee.Thereportrecommends“morewidespreaduseofrestorativejustice”toimprovethetreatmentofchildrenincare.

AwArD for rJC mEmBErTheRJCwouldliketocongratulateKateBrooksbank,whohasreceivedaprestigiousButlerTrustawardfromthePrincessRoyalforherrestorativejusticeworkinBradford.

waspleasedtobeinvitedtoobserveaReferralOrderPanelduringAugust2012.AcoupleofweeksearlierI'dattendedacelebrationeventattheYouthOffendingService(YOS)whereweformallyrecognisedtheenormouscontributionofthevolunteerswhosupportourworkwithyoungoffenders,victimsofcrimeandtheirfamilies.ManyofthevolunteersIspoketothateveningtalkedenthusiasticallyabouttheReferralOrderPanelsoIwaskeentoseeitoperatefirsthand.

ThepanelIattendedwasconvenedtoagreethecommunitypunishmentofPhilip*,ayoungmanconvictedofastreetrobberywhichinvolvedthetheftofamobilephone.Philipattendedthepanelwith

hisstep-mother.Thevictim'sfather,Michael*,wasalsoinattendanceandhadbeenwellbriefedbeforehandaboutwhattoexpectfromtheprocess.MichaelwaskeentomeetPhiliptotryandgetsome'closure'ontheincident,andhewantedtoensurethattheperpetratorunderstoodtheimpactthecrimehadonRory*,hisson.

ThemeetingwasledbytwoexperiencedcommunityYOSvolunteers,andtheyweresupportedbytheYOSReferralOrderCaseOfficerandtheYOSVictimandRestorativeJusticeCoordinator.Thevolunteerswentoverthecourseofthecrimeindetail,exploringthetriggersforthecrimeanditsconsequences,aswellasPhilip'saspirationsforthefuture.ThroughoutthisprocessbothPhilip’sstep-motherandMichaelwereencouragedtocontributetothediscussionandtooffertheirowninsightsandexpectationsofPhilip.

Ultimately,averycomprehensivecommunitypackagewasnegotiatedbythevolunteers.ThepackagestruckabalancebetweencommunitypunishmentandsupportforPhilip,includingsubstancemisuseservices,whicheveryoneagreedwasproportionateforthecrimecommitted.MichaelhelpedtheReferralOrderPaneltogaugePhilip'sempathywithRory,towhomheapologised.

WiththesupportofYOSstaffandvolunteers,andhisfamily,Philiphassuccessfullyengagedinone-to-onesessionswhenattendingappointmentsattheYOS.Hehasrespondedpositivelytohiscommunityorder;hehasdecidedthathewantstobeanaccountant,andhastakenstepstosecureaplaceatSixthFormCollegetostudyforhisA-Levels.Hehasnotre-offended.IwasalsopleasedtohearthatRoryhasputtheincidentbehindhimandismakingexcellentprogressatschool.

*Allnameshavebeenchanged.

TonyTheodoulouAssistantDirector-SafeguardingSchools&Children'sServicesEnfieldCouncil

19

Issue47:Spring2013

I

Assistant Director of Children’s Services attends Referral Order Panel

News in Brief

EventsAIM Project - RJ Assessment Framework for Young People who Display Sexually Harmful Behaviour 17April,ManchesterFindoutmore:www.restorativejustice.org.uk/events/capita_effective_community_sentences/

Effective Community Sentences Conference 23May,CentralLondon20%discountforRestorativeJusticeCouncilmembers.Findoutmore:www.capitaconferences.co.uk/

Restorative Practice: The way forward in Salford 20June,SalfordFindoutmore:www.restorativejustice.org.uk/events/iirp_salford_june2013/

NoticesCommunities Against Crime: Neighbourhood Restorative Justice 10 May 2013, ManchesterRestorativejusticetotackleanti-socialbehaviourandlow-levelcrimehasseenthefastestgrowthandmostdiversepracticewithinthefield.

WithexpertspeakersincludingJudgeDavidCarruthers(NewZealand),ACCGarryShewan(GreaterManchesterPolice),RodMorgan,formerChairoftheYouthJusticeBoard(CardiffUniversity),andJaiJaymaran(LambethMediation)amongothers,thisconferenceisamustforanyoneinterestedinthedevelopmentofnew,localapproachestoneighbourhoodrestorativejustice.

RJC Continuing Professional DevelopmentTheRJCContinuingProfessionalDevelopment(CPD)EventsProgrammefor2013isaseriesofonedayevents,ledbyaleadingpractitionerorexpert,focusedonakeyissueforimprovingyourrestorativepractice.TheProgrammealsoincludesopportunitiesforCPDofferedbyRJCRegisteredTrainers.

RJC CPD Events Programme 2013UsingRestorativeJusticewithGangRelatedDomesticViolenceandSexualAbuse16April,Manchester|www.rjc.org.uk/gangs

HowResearchInformsandImprovestheProcessandOutcomesofRestorativeJustice23April,London|www.rjc.org.uk/researchcpd

CreativeWaysofWorkingwithYoungPeople15May,Porthcawl|www.rjc.org.uk/creative

ThePsychologyofConflictwithintheRestorativeProcessMay22,Birmingham|www.rjc.org.uk/psychology

CostRJCMembers—earlybirddiscount£80,standard£100NonMembers—earlybirddiscount£120,standard£140Findoutmore:www.rjc.org.uk/cpd13

CostRJCmembers£60Nonmembers£75

Numbersarelimited–booknowtoguaranteeyourplace.Findoutmore:www.rjc.org.uk/communities

Three Reasons to Join the RJC• PutyourorganisationontheRJCmapofrestorativeservices• Stayintouch-getResolution,e-bulletinsandeventdiscounts• FreeadvertisingforyoureventsandcoursesJoinatwww.rjc.org.uk/register