Kelvin's Story - Professor Clare McGlynn...about good practice. Justice Minister Jeremy Wright has...
Transcript of Kelvin's Story - Professor Clare McGlynn...about good practice. Justice Minister Jeremy Wright has...
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
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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:[email protected]:restorativejustice.org.uk
Director's Introduction
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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
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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
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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.
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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:[email protected]
ItalwayssurprisesmewhentalkingtopeopleaboutRJthattheirfirstquestionisfrequently:“Whathappensifitgoeswrong?”Ialsocomeupagainsttheideathatitisasoftoption,orprimarilyfortheoffender’sbenefit.Icontesttheseattitudeswholeheartedly;Ihavewitnessedvictims’fearsevaporate,andseenthemleaveaconferencevisiblyempowered.Infact,Ihaveneverhadanegativeexperienceofrestorativejustice.
IamabouttostarttrainingtobecomeanRJtrainer,whichI’mlookingforwardtogreatly.Ifindthisworkmorechallenging,stimulatingandrewardingthananyofmycareerchoicestodate,andIhopeIamgoingtobeabletogrowanddevelopmyrestorativepractice.
CharlotteCalkinVolunteerRestorativeJusticeFacilitator
*Charlotteco-facilitatedtherestorativeprocessinthecasestudy‘DavidandJane’sStory’onpage12
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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
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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’
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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.
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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,[email protected]
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.
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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
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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
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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
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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—[email protected].
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
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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.
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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
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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