Restorative practices
[2] In fact, the purpose of RP is to build healthy communities, increase social capital, decrease crime and antisocial behavior, mend harm and restore relationships.
Individuals and organizations in many fields are developing models and methodology and performing empirical research that share the same implicit premise, but are often unaware of the commonality of each other's efforts.
[4] In education, restorative practices, such as circles and groups, provide opportunities for students to share their feelings, build relationships and solve problems, and when there is wrongdoing, to play an active role in addressing the wrong and making things right.
[6] Further, urban educators who carry out RP have observed a decrease in disciplinary issues and absenteeism, a heightened sense of community, as well as an increase in school safety and instructional time.
[8] In England's Criminal Justice System (CJS), prisons use RP to stimulate positive social interactions and decrease tension when situational challenges arise.
[10] These various fields employ different terms, all of which fall under the rubric of restorative practices: In the criminal justice field the phrase used is "restorative justice";[11] in social work the term employed is "empowerment";[12] in education, talk is of "positive discipline"[13] or "the responsive classroom";[14] and in organizational leadership "horizontal management"[15] is referenced.
In Elmira, Ontario, Canada, near Kitchener, in 1974 Mark Yantzi, a probation officer, arranged for two teenagers to meet directly with their victims following a vandalism spree and agree to restitution.
The positive response by the victims led to the world's first victim-offender reconciliation program, in Kitchener, with the support of the Mennonite Central Committee and collaboration with the local probation department.
[18] Restorative justice echoes ancient and indigenous practices employed in cultures all over the world, from Native American[19][20] and First Nations[21] to African,[22] Asian,[23] Celtic, Hebrew,[24][25] Arab[24] and many others.
Eventually modern restorative justice broadened to include communities of care as well, with victims' and offenders' families and friends participating in collaborative processes called conferences and circles.
[29] The family group conference (FGC) started in New Zealand in 1989 as a response to native Māori people's concerns with the number of their children being removed from their homes by the courts.
[34] A "circle" is a versatile restorative practice that can be used proactively, to develop relationships and build community or reactively, to respond to wrongdoing, conflicts and problems.
[35] The circle has a wide variety of purposes: conflict resolution, healing, support, decision making, information exchange and relationship development.
[41] In 1992 Yukon Circuit Court Judge Barry Stewart pioneered the sentencing circle, which involved community members in helping to decide how to deal with an offender.
Proactive circles aim to create a positive classroom or environmental climate as facilitators solicit the expression of opinions and ideas in a safe environment.
Use of restorative practices is now spreading worldwide, in education,[46] criminal justice,[47] social work,[48] counseling,[49] youth services,[50] workplace,[51] college residence hall[52] and faith community[53] applications.
Moving from left to right on the continuum, as restorative practices become more formal, they involve more people, require more planning and time, and are more structured and complete.
[56] The aim of restorative practices is to develop community and to manage conflict and tensions by repairing harm and building relationships.
[63] In a 2020 survey of fifth and eighth graders, students found RP's restorative circles (RC) as a valuable method of expression and of sharing perspectives about problems.
