Student conduct,restorative justice,and student development: findings from the STARR project: a student accountability and restorative research project

The STudent Accountability and Restorative Research (STARR) Project is a multi-campus study of college student disciplinary practices in the USA, comparing traditional conduct hearings that use restorative justice practices alongside traditional college student misconduct hearings. A coherent set of learning goals in college student conduct administration and a robust data-set capable of measuring student learning across different types of disciplinary practice, in particular, comparing traditional ‘model code’ practice with emerging restorative justice processes are examined. Integrating several student development theories, we identify six student development goals: just community/self-authorship, active accountability, interpersonal competence, social ties to institution, procedural fairness, and closure. The STARR Project includes data from 18 college and university campuses across the USA. We analyzed 659 student conduct cases based on surveys of student offenders, conduct officers, and other participants in the conduct processes. Using multiple regression to control for a variety of influences, we determined that the type of conduct process used is the single most influential factor in student learning. In addition, restorative justice practices were routinely found to have a greater impact on student learning than model code hearings.     

Exploring competency development: it’s the helping part

Restorative justice is an operating philosophy that, while used in other countries for many years, began being implemented in the United States in the early and mid 1990s. This paper takes a look at one part of the restorative justice philosophy, attempts to instill conceptual clarity, and examines one state’s process of implementing competency development programs and the effects that state has seen. In addition, five domains of competency development are explored as well as practical means of attaining the goals of each domain. The paper concludes with specific ways of measuring the outcomes of competency development, along with the progress that one commonwealth’s juvenile justice system has made.     

Richard Quinney on the Transformation of Self and Others: An Interview

As an alternative means of achieving justice, restorative practices are touted as community based. The ownership of decisions regarding the response to crime belongs to the key stakeholders, including victim(s), offender(s), and members of the community, both large and small. Each is invited to participate and through their participation, the stakeholders come to own the justice process and its outcomes. One challenge facing restorative practices lies in getting the community to participate. Without the community, several aspects of justice that are restorative, including forgiveness, support for participants, and reintegration are unlikely outcomes. This research examines community involvement in a victim–offender mediation program through observation and analysis of the agreements produced. The findings suggest that while restorative justice is theorized as community based, the community, in this case, appears absent.     

Contesting policy that undermines restorative justice for victims of crime☆

A policy provision in the Criminal Victim Assistance Program in British Columbia excludes the offender from participating in restorative justice approaches with the victim (and other affected parties) during counseling. A historical analysis of victim responses to crime shows that the victim experience to crime is socially constructed. In this regard, this policy act that excludes offenders from the victim healing process is consistent with a traditional approach to justice, which understands the offender to have committed a crime against the state, not the victim; however, separating the offender from the healing process is problematic within a restorative framework of justice where relationality is a central premise. Using a restorative lens, this policy act is contrary to an accompanying statute that has explicit provisions for counseling support for crime victims, as well as other statutes that provide for restorative responses to crime in Canada. The way we counsel and support victims from the harms created by crime cannot be separated from our view of justice.     

Teaching restorative justice to education and criminal justice majors

In academia, departments in Education and Sociology/Criminal Justice are in different colleges, but professionals in these fields frequently interact, such as probation officers working in schools and teachers working in prisons. This paper describes a course that addressed a commonality of the two by focusing on Restorative Justice. The content of the course was multi-disciplinary and co-taught by two professors from these different disciplines, and students were from a wide range of majors. Not only did the course content focus on Restorative Justice, this perspective guided how the course was taught. All classes were conducted within a Circle, students participated in the creation of the syllabus, students contracted for grades, and students organized many of the discussions. Emphasis was on critical analysis of Restorative Justice practices and theories. Quantitative and qualitative evaluations were provided as well as reflections by the teachers.     

‘Joe everyday,people off the street’: a qualitative study on mediators’ roles and skills in victim–offender mediation

This qualitative study examined multiple perspectives of participants who experienced a Victim–Offender Mediation (VOM) program in a Midwestern city in the United States. Of particular interest are the roles and skills of mediators. Data consisted of 34 face‐to‐face interviews with 37 participants including adult crime victims, juvenile offenders and their parents, mediators and representatives from referring agencies. Insider perspectives regarding the roles and skills of the mediators in restorative processes were revealed through personal stories. Although the majority of the participants reported that the roles and skills of mediators were consistent with restorative justice principles, this exploratory study also revealed that some roles and skills exhibited by mediators were inconsistent with restorative justice values, which shows the variance of ‘real world’ restorative justice. Recommendations are made to promote mediators’ roles and skills that are compatible with restorative justice principles.     

欧洲恢复性司法概述：以比利时为视角

恢复性司法在欧洲的分布版图并不均匀,有些国家,如奥地利、比利时、芬兰等国在恢复性司法的研究和实务方面处于主导地位,但在法国、意大利、西班牙等国的推行并不理想。与大多数欧洲国家一样,比利时的恢复性司法的主要形式是刑事调解。其刑事调解项目启始于20世纪80年代末,从未成年人司法领域开始实践,尔后运用到成年人的轻微刑事案件中,最后推及到整个刑事程序并适用于任何案件。     

Shmaglena: Ethnic framework for problem mediating

The article describes traditional mediators (in Amharic, shmaglotz meaning “elders”; shmagaleh in the singular) who fill a range of roles within the community of Ethiopian immigrants in Israel, as well as a mediation process (shmaglena in Amharic). The present research is a constructivist-qualitative study. Thirteen respondents participated in the study, all of whom were exposed to the shmaglena process. The data were collected through semi-structured content interviews. The research elicited that the shmaglena function has undergone transformation and adaptation to the target nation's culture. It was also found that the shmaglotz constitute an informal authority whose roles resemble those of conflict resolvers in other cultures.     

恢复性司法在防治青少年犯罪中的应用

恢复性司法是促进犯罪人改过自新、减少犯罪的新的尝试,国际上多适用于青少年犯罪,并取得了修复伤害、辅助犯罪未成年人回归社会的良好效果,我国现已有部分地区进行试点。但恢复性司法和社区纠正的推广需要一定的条件,在应用中也面临本土化的问题。