International Institute for Restorative Practices - A Graduate School - Restoring Community in a Disconnected World

Sessions

DAY 1 — Wednesday, October 22, 2008

9–10:50 AM — Plenary Session

PANEL: Bruce Schenk, Helen Fox, Rusty Hick, Lynn Zammit — Restorative Practices in Canadian Schools: An Evolving Journey
FILM: Beyond Zero Tolerance: Restorative Practices in Schools

11–11:50 AM — Breakout Sessions

Walking After Midnight: A Journey Through Murder, Justice and Forgiveness
Katy Hutchison
Day 1 — 11–11:50 AM / Cabinet Rm.
Kay Hutchison, a native of British Columbia, Canada, is a concerned parent and restorative justice advocate with a compelling, real life story. In “Walking After Midnight,” Katy clearly describes how youth involved in alcohol and other drug use, bullying, peer pressure and misguided choices caused devastation to her family. Through a powerful and poignant multimedia presentation, Katy shares how a traumatic event impacted her as a wife and as a mother of two young children. Her personal and interactive presentation is designed to explore the dynamics that led to the trauma that changed everything for her and her family, and to empower communities to make healthier choices so similar tragedies can be prevented. Most importantly, she explores the power of forgiveness and describes her own grassroots quest for restorative justice. Katy’s story speaks to the power of the human spirit, inspiring her audience to live the most engaged life possible.

Introduction to Restorative Practices
Bob Costello
Day 1 — 11–11:50 AM / MacDonald Rm.
Designed for those who are new to restorative practices or would like a refresher, this workshop — presented by the IIRP’s director of training and consulting — will provide the definition and an overview of the fundamental principles of restorative practices. Applications in education, youth work, criminal justice and the workplace will be discussed. A brief overview of relevant research will also be presented.

Restorative Justice in Schools: Facts, Figures and Effectiveness
Greg Lawton, Sarah Gruenewald, Sarah Fuhrman
Day 1 — 11–11:50 AM / Algonquin A
The Restorative Justice In Schools Project has been operating since January 2005 in central Michigan, USA. In 2007, the program expanded from use, primarily, in one middle school to several schools within one urban school district. Elementary and secondary schools in neighboring communities also benefited from using the program. The project’s three practitioners (Sarah Gruenewald, Greg Lawton and Sarah Fuhrman) discuss the unique challenges restorative justice programs face in elementary, middle, and high school settings. The use of restorative justice as a conflict management and educational tool has offered the districts another avenue for discipline issues. Data and stories from the 2007-2008 school year and the presenters’ three-year study will be presented and evaluated.

Restorative Justice and Social Work: Complementary Approaches to Practice
Darrell Fox
Day 1 — 11–11:50 AM / Algonquin C
It has been established that social work and restorative justice share complementary professional views of practice and are underpinned by similar theoretical frameworks. This presentation explores the links between the principles, values and theories that connect these two approaches. After a brief explanation of restorative justice and family group conferencing, the presenter explores some of the complementary theoretical links and practice applications of social work and restorative justice. Having established the links between these two approaches, the session goes on to explore the potential implications and opportunities for restorative justice workers, social work practitioners and students in relation to their practice.

Restorative Practices When There Are No “Bad Guys”
Melinda Zipin, Jane Marantz Connor
Day 1 — 11–11:50 AM / Algonquin D
In everyday conflicts, all the parties may feel like victims, yet there usually are no “Certifiable Bad Guys.” This presentation adapts the restorative justice model to situations where there’s no set victim or offender—there are just people in pain who are not getting their needs met. The restorative circles model developed by Dominic Barter of Brazil will be described. Key steps that foster empathy, mutual understanding, accountability and practical action planning will be shown. The pre-circle process will also be described. Our goal is to inspire further development of restorative practices models in which everyday people build skills and confidence in transforming their conflicts.

Been There and Found the Wonder of Myself: Gardening with Youth at Risk
David Chisling
Day 1 — 11–11:50 AM / St. Laurent Rm.
Through words and photographs, this presentation spotlights the first year of a public garden project in rural Bowmanville, eastern Ontario, Canada. The brainchild of gardener, schoolteacher and minister David Chisling, the garden emerged due to the efforts of ten young people, youth offenders completing community service hours mandated by the courts. Initial funding for the project came from the Youth Justice Fund of Canada’s Department of Justice, the Bowmanville Rotary Club, and the municipality of Clarington. The session chronicles the amazing things that took place during that year: increased foot traffic in the area as dog walkers and gardeners of the community came to see who was doing this creative work with flowers; 17-year-old at-risk youths photographing flowers they grew; and the participants preparing for a show of their photos while wearing T-shirts that said it all —“Been There & found the wonder of myself.”

Integrating Empathy and Peer Leadership into School Community Restorative Justice
Barbara Benoliel, Leila Feldman, Jonathan Gray
Day 1 — 11–11:50 AM / Meighen Rm.
Schools are the main “community” for many youth. More time is spent by youth in school than in any other community setting. This session focuses on the integration of empathy training and peer leadership modeling into school-based restorative justice programs. Both provide a more comprehensive and durable solution for youth who are having difficulty relating to their role in the school community. This presentation will illustrate a model program that enables schools to assist youth who are in conflict with their community.

Community Circles: Building a Restorative Path for Re-entry into Our Communities
Amanda Nagl
Day 1 — 11–11:50 AM / Mackenzie Rm.
Estes Park, Colorado, has been implementing its Community Circles program for two years. It is now receiving referrals from parole boards around the state for individuals returning to the Estes Valley, post incarceration. The program involves an ongoing circle process where community members commit to meeting with the core member for the time of parole. The process begins with a meeting with the parole officer and the group in which the offender tells his/her story and all work to identify the harm caused by the offender’s actions. The group then identifies strengths and weaknesses of the offender in six areas of life — employment, family, social interactions, substance abuse, community functioning, and emotional — each  providing a framework for goal setting and weekly contract forming. Those interested in the re-entry of previously incarcerated persons into communities can learn from the process being utilized here. Those beginning to work with restorative practices have the opportunity to become familiar with a unique application.

“Recognizing Justice”: How Restorative Justice Rekindles Our Human Connections
Julaine Eberhard
Day 1 — 11–11:50 AM / Laurier Rm.
It is important for individuals and communities to realize their potentials as fully as possible. The environment most conducive to doing so is one that generates a sense of being “at home” with oneself and in one’s community. The way to create such an environment is to implement a kind of justice that cultivates and restores human recognition—the awareness of others’ value as human beings—that has been undermined by a harmful act or event. Restorative justice is an approach to conflict that actively promotes a connective view of humanity. In its various forms, it creates the necessary conditions for human beings and their communities to most productively respond to crises. Restorative justice is, therefore, the key to and foundation for long lasting conflict resolution. To illustrate its practical value, the presenter will discuss community-based justice circles (sentencing, peacemaking and conferencing circles) and South Africa’s Truth and Reconciliation Commission.

“I Too Am in the Circle”: Circlekeepers in the Schools of an Emerging Democracy
Jane Nicholson
Day 1 — 11–11:50 AM / Diefenbacker Rm.
There are many arenas where the principles of restorative justice can restore relationship and community. Who listens to our children and how can they listen to each other? Circle training for students is key to building a caring, healthy school community. Whether students are meeting, learning, or problem solving in circles, they are using communication skills and relying on their own creativity to come together. The learning that circle training represents is for a lifetime, indeed, it is the core of learning and working together. The philosophical underpinnings of restorative justice and the methods of using these open up as many ways to leadership and self-awareness as there are students. This session includes demonstrated techniques for this sort of teaching, and interactive exchange of experiences among participants.

12–1 PM — Lunch

1–1:50 PM — Breakout Sessions

Creating Safe, Caring and Restorative School Communities: A Whole School Board’s Journey
Rusty Hick, Bruce Schenk, Stan Baker
Day 1 — 1–1:50 PM / Cabinet Rm.
Join Rusty Hick, Stan Baker and Bruce Schenk in a follow-up to the panel discussion on how Kawartha Pine Ridge District School Board has undertaken a unique approach to building community at the school level. Starting in a board-wide safe schools committee, Kawartha Pine Ridge schools have been using the restorative practice framework developed by Real Justice. From teacher workshops to parent workshops to student assemblies, KPRDSB has been actively promoting restorative practices in order to foster safe, caring and restorative communities. Student achievement and restorative practice are being connected at KPRDSB. The session includes an interactive session with time for Q & A.

A New Graduate School Wholly Dedicated to Restorative Practices
Ted Wachtel
Day 1 — 1–1:50 PM / MacDonald Rm.
In this session, the IIRP's president and founder will discuss the creation of the world's first graduate school wholly dedicated to restorative practices and provide an overview of the IIRP Graduate School's academic programs, mission and philosophy. The IIRP offers a Master of Restorative Practices and Youth Counseling, a Master of Restorative Practices and Education, and a non-degree Graduate Certificate in Restorative Practices.

Integrating Restorative Practices in a Large Multicultural School Setting
Marci Cascanette, Ann U. Murphy, Sarah Sherk, Dean Peel
Day 1 — 1–1:50 PM / Algonquin A
This presentation is a reflection on the experiences of the four presenting teachers as they went about implementing restorative practices in a large multicultural school setting. All had attended the four-day intensive restorative practices workshop in Bethlehem, Pennsylvania, USA, in the spring of 2008 and were deeply impacted by the success they witnessed at the Buxmont Academy school in Bethlehem. Coming from a large school with a large staff and multicultural student body, the teachers immediately started developing a continuum for the progressive integration of restorative practices at their school. The strategy: to first build community among staff members at J. Clarke Richardson Collegiate, and then instill the use of restorative practices throughout the student population. This session provides insight and reflection about the process of integrating restorative practices at the school and how it has impacted both staff and students.

Restorative Justice and Africentricity: A Model for Enhancing Organizational Effectiveness
Sylvia Parris
Day 1 — 1–1:50 PM / Algonquin B
Restorative justice and Africentricity is a process and orientation model developed for use with the Community Society in Nova Scotia. There is an appreciation that the foundational approach of restorative justice is grounded in the histories of cultures who believe collectively. The African culture is such a society. As part of a research project, the principles of Africentricity were aligned with restorative justice values. This session provides participants with an opportunity to experience the process used to align four focus Africentric principles and four key focus restorative justice values. The presenter also shares the orientation document that was developed for use with the Community Justice Society board members.

Restoring and Developing Community Capacity Through Youth-Directed Decision Making
Jason Smith, Michelle Murphy
Day 1 — 1–1:50 PM / Algonquin C
This workshop centers on and looks at the innovative ways that police, together with the Fusion Youth Centre, school administration, community organizations/agencies, the municipal council and parents all partnered together to information-share and support a town’s young people. Ingersoll, Ontario, Canada, has been extremely successful in building community capacity around its young people by developing and creating a youth-directed youth facility that engages youth and empowers them to make positive changes in their lives. Since 2006, with the opening of the Centre and the hiring of its youth resource officer, youth crime has drastically declined between 30 to 40 percent. By empowering its young people, the town has found an innovative way for youth to feel connected to society without being looked down upon. The way the community works together here to help the youth be successful creates a restorative justice angle unlike any other.

Community Partners
Violet Smith, David R. Boyce
Day 1 — 1–1:50 PM / Algonquin D
The presentation highlights the Nanaimo Region John Howard Society’s partnership with several regional entities. These include the Nanaimo Royal Canadian Mounted Police detachment; local big-box stores; the local school district; and the local claims center of the Insurance Corporation of British Columbia in the Nanaimo area. The session details how the support of the Nanaimo Region John Howard Society allowed these partnerships to develop, continue and grow.

Helping Parents in Prison Build Stronger Families
Frank Leonardi
Day 1 — 1–1:50 PM / St. Laurent Rm.
OK Families is a program that seeks to help incarcerated parents build stronger families, whether from within the prison or when released. It consists of: 1) helping moms/dads inside the prisons stay in touch with their children; 2) creating a child-friendly visiting area in the prison where mom/dad can play and read with their children; and 3) helping mom/dad re-integrate back into the family. This approach encompasses all aspects of family building, nurturing and renewal in the face of parental incarceration. In step 1, the incarcerated parent is guided in the ways of maintaining contact with his/her children. In step 2, each child is encouraged to come to the prison and support is given to the guardian accompanying the child. In step 3, it all comes to fruition in that the incarcerated parent has maintained a positive influence on his/her children’s lives, which facilitates reintegration into the family unit.

Mediating Disputes in the Criminal Court: The Adult Justice Committee in Action
Don Cooley, Elizabeth Nastasi, Rekha Cherian
Day 1 — 1–1:50 PM / Meighen Rm.
Building on the success of the restorative justice model used in the Youth Justice Committee program, a pilot Adult Justice Committee Program has been implemented in the Toronto courts.  The Adult Justice Committee is comprised of the accused(s), the victim(s) and trained community volunteer mediators. While the accused has been charged with a criminal offence, the committee works outside of the formal court process. The parties meet to talk about the incident, how they have been affected and they aim to negotiate a mutually satisfactory resolution that addresses the harm caused.  The goal of the mediation is to reach an agreement concerning how the accused can make amends for his/her actions. This workshop discusses the principles underpinning the Adult Justice Committee. Through a brief demonstration of a case from a Toronto criminal court, it also explains the challenges, creative solutions and potential for future growth of this program.

Youth Circles: A Different Kind of Restorative Justice
Paula Thomas, Eva Marszewski
Day 1 — 1–1:50 PM / Mackenzie Rm.
Youths’ problems with authority are a priority for us all. St. Stephen’s Community House, Peacebuilders International, and Pro Bono Law Ontario are offering an innovative service for adolescent youth in trouble with the law and at school. Youth circles brings together a youth who is in having problems with the authorities, their family, friends, community members, teachers, victims and others involved in the youth’s life. Volunteers facilitate structured discussions (circles) that help participants agree how to mend any harm done, satisfy the victim, and support the youth in making healthier choices and with addressing life factors that contributed to the problem. By involving these parties in the outcome, youth circles achieve lasting results that transform lives. The model stresses the involvement of experts in child law, mental health and addictions, and other factors common in these cases. The workshop includes a combination of video, demonstrations, modeling and case studies.

Dialogue of Hope: Sharing Transformation Even After Murder
Margot Van Sluytman
Day 1 — 1–1:50 PM / Laurier Rm.
This presentation focuses on the story of how one victim came in contact with the man who murdered her father. Margot Van Sluytman shares the amazing journey, prompted by an e-mail on May 2007, which led to a deep and enriching dialogue, and to a sharing of ritual in July 2007, where hope came to both her and the man who killed her father. The transformation continues to unfold. In speaking of Margot’s dialogue of hope (as set down in Van Sluytman’s newest manuscript, Sawbonna: I See You), Sister Helen Prejean  noted:  “In writing of her journey through grief, hope, and healing, revealing the dialogue she shared with the man who killed her father, author Margot Van Sluytman offers you a genuine and generous manner of how you too might navigate the seeming unnavigable world of life after violent crime.”

Engaging the Disengaged: Using a Restorative Approach in Linking Culturally Proficient Pathways in the Classroom and Beyond
Aneta Fishman, Catherine Parr-Hughes
Day 1 — 1–1:50 PM / Diefenbacker Rm.
This session introduces participants to A. Fishman’s and C. Hughes’ journey in using a restorative approach as an intentional tool to build engagement, understanding and student success in the classroom and in the school community. They found that by recognizing the individual’s experiences and planning instruction based on this understanding, reluctance turned into engagement for the instructor and the participant, the teacher and the student, the administrator and the community, and the community and itself. Using the principles set down in Fair Process: Principles of engagement, explanation and expectation clarity (Ted Wachtel and Paul McCold, August 2004), the presenters delve into the use of a restorative approach as a means of improving thinking skills and making intentional links—thus engaging students, staff and community in achieving success in the social, educational and professional realms of our complex world.

2–2:50 PM — Breakout Sessions

Restorative Practices, Safe Schools and Character Development: Connecting the Dots for Student Success
Lynn Zammit
Day 1 — 2–2:50 PM / Cabinet Rm.
This session provides an interactive workshop designed to connect the philosophy and practices of restorative justice to safe-school and character-development implementation at the classroom, school and board level. Learn how the Waterloo Region District School Board (WRDSB) has developed restorative practices through a continuum of prevention and intervention strategies from classroom meetings to expulsion. Since 2004, the WRDSB has partnered with local police and courts to offer restorative justice circles in pre- and post-charge school-based incidents. Our focus is to help students learn to “make things right again.”

Restorative Practices in the Workplace
Les Davey
Day 1 — 2–2:50 PM / MacDonald Rm.
This session gives an overview of how restorative practices has been applied effectively across several, very different workplace settings. Covered in the session are the use of restorative practices in dealing with customer/public complaints, internal staff grievances, workplace conflict resolution, problem solving and building community. Les Davey gives examples of the use of restorative practices in circumstances where there is no clear-cut wrongdoer and/or person harmed. He also demonstrates how restorative practices are equally effective in addressing more complex situations involving varying degrees of responsibility among parties in conflict, in building social capital, and ‘nipping things in the bud’ at an early stage before they become a big problem.

Development of a Provincial Restorative Justice Association: Alberta Communities and Government Working Together
Carsten Erbe, TAMIE PERRYMENT
Day 1 — 2–2:50 PM / Algonquin B
Communities and community groups have traditionally worked in isolation to develop and implement restorative justice practices. This absence of a coordinated approach has resulted in numerous inefficiencies and the development of restorative justice initiatives devoid of a long-term plan. As restorative justice becomes more established, the need for the coordination of community efforts becomes increasingly important, both for sustainability and the knowledge transfer between the community organizations. In Alberta, Canada, a new movement of joint collaboration is unfolding where community organizations and the government are working together in the development of a provincial restorative justice association. This presentation reviews the government’s role in supporting this community-driven initiative and a description of its value to all the parties involved is presented.  Issues of appropriate roles, responsibilities, and mandates of these types of organizations are also discussed.

The MEND Approach: Effectively Implementing Restorative Practices in a School Setting
Judy Tetlow, Shawn Quigley
Day 1 — 2–2:50 PM / Algonquin C
Intervention specialists Shawn Quigley and Judy Tetlow share the successes and challenges they encountered implementing restorative practices within the Limestone District School Board in Kingston, Ontario. Their experiences will save you time, frustration and money while providing you with a manageable approach you can tailor to meet the unique needs of your school. An overview of the MEND approach is provided as a framework for the effective implementation of restorative practices in schools. Important components of success are highlighted with examples. MEND is divided into two levels of training. Level 1 focuses on training school staff to resolve conflicts by facilitating MENDing conversations, all in an effort to create a universal restorative approach and establish common language. For more complex situations, Level 2 uses a dual facilitation model to prepare participants for, and to conduct, a MENDing circle.

What Makes a Good Restorative Community Program Great: Innovations in Restorative Conferencing — A Yukon Perspective
Dean Cameron, Valarie Binder
Day 1 — 2–2:50 PM / Algonquin D
This session presents the design of the Yukon Restorative Community Conferencing Program, a new program within youth justice. Thought-provoking ideas, concepts and useful practices are covered that organizers and innovators might consider when developing new or enhancing already existing restorative programs. The presentation focuses on what motivates us to do our best and what are the components of a great restorative justice program. These mechanisms include basing your program on restorative justice principles, practices and beliefs; accountability, and what that looks like (accountability to victim, offender, and community by offenders, the community and the restorative justice program); supports to front-line workers, stakeholders and communities through clear expectations; standards; program values; recruitment and screening; training (skill development, mentoring and coaching); supervision; and community development.

Bridging the Gap Between Prison and Community: The “Ins and Outs” of Offender Re-entry
Rebecca Berinbaum
Day 1 — 2–2:50 PM / St. Laurent Rm.
This session explores the barriers offenders face when trying to re-enter the community after prison. It explores the clashing of cultures and norms found in prisons versus the community. Are we setting offenders up for failure? What do we need to do to bridge the gap between prison and the community and make re-settling/re-integrating/re-entering the community more realistic. Attention is focused on the cycle of leaving prison for the community, and subsequently returning to prison again, and why. The session explores the support available (or not available) in prisons versus the support available (or not available) in the community. Information shared in this session is based on a master’s dissertation exploring these issues from an international-comparison perspective between Canada and England and Wales. Findings from interviews conducted with incarcerated women in both Canada and England are shared.

Looking Back, Reaching Forward: Improving Police-Minority Relations One Community at a Time
Sulaimon Giwa, Karen Schwartz
Day 1 — 2–2:50 PM / Meighen Rm.
The relationship between police and communities of color is fraught with many challenges. Over the past few years, incidents of racism and, in particular, racial profiling have garnered much media interest, thus bringing attention to this important issue. Efforts by local and national police forces to address the police-minority divide have generally produced few results. Minority communities remain skeptical of police commitment to good policing practices; in the same way, the police query the community’s readiness to commit to a better working relationship. The “Community Policing — A Shared Responsibility” project is one example of how the Ottawa Police Service (OPS) and multicultural communities in the City of Ottawa are addressing systemic racism, and building bridges of understanding that will create the basis for future initiatives effecting institutional change in the organizational policies and practices of OPS.

Norfolk—Building and Developing a Restorative County: Lessons Learned Along the Way
Peter E. Merry
Day 1 — 2–2:50 PM / Mackenzie Rm.
What are the challenges in changing the cultures of an entire county to embrace a restorative approach? Where is the starting point and who is best placed to deliver the infrastructure to make it happen? This session documents the continuing two-year journey of those involved in coming together to formulate and deliver a cohesive approach to conflict — from schools, to looked-after (dependent) children, to policing, to council services, related agencies and private industry.

Youth Participatory Evaluation: How It Can Energize Programs Employing Restorative Practices with Youth
Jane Marantz Connor
Day 1 — 2–2:50 PM / Laurier Rm.
Do you or your agency work with youth in ways that invite their full involvement in addressing, preventing and resolving conflict or restoring the effects of acts associated with harm? Are the youth also fully involved in the development and evaluation of your program? Youth participatory evaluation (see Youth Participatory Evaluation by Sabo, 2008) is a new approach to community-focused evaluation research. It includes efforts by adults to involve young people in the research or evaluation of public agencies and private institutions; efforts by young people to organize their own research or evaluation projects; and by youth and adults to work together in intergenerational relationships (Checkoway et al., 2003). This session will explore different approaches to youth participatory evaluation (YPE), how it can give a new thrust, energy and purpose to evaluations, and the benefits of YPE to all the stakeholders in restorative programs for youth.

Improving School Climate and Reducing Discipline Problems: Implementation of the Restorative Practices Model in Secondary Schools
Christopher Hey
Day 1 — 2–2:50 PM / Diefenbacker Rm.
Session participants learn how the implementation of the restorative practices model impacted the school climate at a suburban high school near Philadelphia. Souderton Area High School has employed restorative practices since 2004 with very positive results. Christopher Hey, assistant principal of the school, shares the district’s road map for immersing its schools in the culture of a restorative community. The session should help school leaders answer important questions, including: What are the basic tenets of restorative practices? Does my school need such a program? How can we convince staff members to try restorative practices? How can we bring the model to multiple schools in our district? How do we know if the model is working?

3–3:50 PM — Breakout Sessions

A Restorative City: Chapter Two
Estelle Macdonald, Christopher Straker, Mark Finnis, Paul Carlile
Day 1 — 3–3:50 PM / Cabinet Rm.
This workshop focuses on the next chapter of the unique restorative practices project in Hull, England, UK—the creation of the world’s first restorative city. Hull is currently a city where, of the 57,000 children and young people, 1/3 live in poverty, 3,000 do not attend school every day, and 10% are in state care. The Restorative City Project aims to establish an explicit framework that underpins the behaviors of all professionals in the city; provide a common language and approach, across all services, that will ensure a genuine partnership working to address the city’s priorities for children and young people; and to train 27,000 adults who work with 57 thousand young people across the seven communities that make up Hull. The workshop explores the challenges and opportunities that the city, together with key partners, face, and the lessons learned from the initial pilot in the riverside community.

How to Become a Restorative Justice Community Corrections Practitioner
Terry O’Connell
Day 1 — 3–3:50 PM / MacDonald Rm.
This presentation examines the restorative journey of a Probation and Parole officer who has learnt how to integrate restorative process into all his probation work. It explores how his practice evolved from an initial focus on victims and offenders to a set of explicit restorative practices that maximizes engagement, challenges and helps build capacity with offenders (and their families). The central focus of this practice is on “The Game” where offenders are required to complete a range of tasks that involve discovering who has been affected by their offending behavior. The co-presenter has acted as a companion or mentor on what has been a long and at times difficult journey in is a largely toxic institutional setting.

Restorative Parenting: Parent-Child Relationship Building in the Shadow of Domestic Violence
David Mathews
Day 1 — 3–3:50 PM / Algonquin A
When family violence happens, a contract at the heart of the relationship between child and parent(s) is broken. A structured process for assisting parents to restore their relationship with their child in the aftermath of family violence will be presented in this session. The restorative parenting framework combines the understanding necessary for addressing the needs of trauma victims while maintaining the support for survivors of domestic violence. The strategies for holding perpetrators of domestic abuse accountable for their behaviors are also employed. All of this is accomplished using restorative principles, theory and practice. Participants will be able to take this framework and begin to use parts of it within their own parenting or batterer intervention programs.

Bad Behavior and Low Performance: Merging Restorative Practices with Effective Remedial Instruction to Transform Schools
Bill Sower
Day 1 — 3–3:50 PM / Algonquin B
The disturbing problems of disrespect, bullying, disruption, and violence are intertwined in too many schools with the problem of poor mastery of basic academic skills. Misbehaving kids are often failing kids. Educators cite disabilities, poor parenting, and social factors as the causes, but there is much that schools themselves can do to overcome these problems. Restorative conferences can greatly improve disciplinary outcomes. Circles can resolve conflict and build positive relationships. Comprehensive, positive behavior-support and frequent use of informal restorative practices can promote better student conduct. Effective, research-validated teaching methods—like Direct Instruction—can rapidly raise basic academic skills. In this session, models will be discussed for integrating these approaches in schools.

From Trouble to Dialogue: School Mediation and the Role of Student Mediators
Berit Follestad
Day 1 — 3–3:50 PM / Algonquin C
The concept of reducing and preventing conflicts and violence is a priority for Sogn upper secondary school in Oslo. Sogn is a large multicultural school with approximately 1,500 students, 300 staff, and eight vocational educational programs. In 1995, Sogn initiated a peer mediation program, the first upper secondary school in Norway to do so. This grew to become a EU project called “Stop Violence.” Mediation is integrated into a normal day at school at Sogn.  All first-grade students, more than thirty classes, are given ten lessons in conflict management/peer mediation. Student mediators take part in the training. All teachers are offered a four-lesson course: “Methods of Mediation — A Tool for All Teachers?”  Once a year, Sogn administration runs dialog conferences with the staff. Reactive strategies include face-to-face mediation, dialog circles, restorative conferences, and teambuilding in classes with high levels of disruption and misconduct. The student mediators take part in all restorative practices.

Building and Mobilizing Community Through Restorative Practices in the Halifax Regional Municipality
Yvonne Atwell, Gola Taraschi
Day 1 — 3–3:50 PM / Algonquin D
This session presents an overview of the work being done by the Community Justice Society (CJS) in regional Halifax, Nova Scotia. Since 1999, the CJS has offered a restorative justice process in the Halifax Regional Municipality (HRM) for youth, victims of crime, and communities under the provincial Nova Scotia Restorative Justice Program. As the urban centre of the province, cases in the HRM represent roughly 50 percent of the provincial caseload. These are typically marked by dynamics of high harm/risk and the over-representation of youth living in group homes and with African Canadian ancestry. In order to meaningfully approach these cases, CJS is beginning a process of engaging group-home service providers and organizations in African Nova Scotian communities. Recognizing the structural inequality that faces African Nova Scotian youth and communities in particular, CJS seeks to utilize circle process to build relationships and mobilize community members to proactively address the needs of youth at risk.

Identifying Gaps that Could Undermine the Sustainability of a Whole-School Approach to Restorative Justice
Dorothy Vaandering
Day 1 — 3–3:50 PM / St. Laurent Rm.
Though research and experience indicate that restorative practices in education have a significant impact on a school culture, there are practices lurking that could undermine its sustainability over time. To prevent this from occurring, we must become conscious of the power housed in educational institutions, examine training content and practices, and listen carefully to the voices of teachers who are the most significant vehicle through which restorative justice philosophy is transmitted into practice. This session questions whether the messages being sent in our current efforts to implement restorative justice are truly restorative and alerts us to potential pitfalls that may not have been considered.

Circles of Hope
Michelle Brenneman, Steven Brnjas
Day 1 — 3–3:50 PM / Meighen Rm.
Crime breaks relationships and isolates and marginalizes people. Isolation of offenders does not reduce risk for the community. Isolation of victims does not enable individuals to move forward. Without effective integration of victims and offenders back into the community, the cycle of crime and trauma will continue. Circles of Care, for seniors who have experienced victimization, and Circles of Support and Accountability, for high-risk/high-need men who have offended sexually, are two ways Mennonite Central Committee Ontario (MCCO) is helping to heal relationships and foster stronger, safer communities. This seminar discusses how a circle model can be used to address the needs of victims, offenders and the community.

Racism and Restorative Justice
Zahra Dhanani
Day 1 — 3–3:50 PM / Mackenzie Rm.
Racism is a systemic problem that plagues the world. Unequal power dynamics that hold power in Eurocentric paradigms continue to perpetuate themselves. Restorative justice is a theory of possibility, where everyone is “equal.” How does that play out in a world that is so unequal? Restorative justice experts and those who get paid to do restorative justice work are generally white. The people who get arrested and sent through restorative justice programs are often not white. As a practitioner, I have seen some serious problems with the way that race plays out in restorative justice programs. In an effort to be a model apart from the larger systems of punishment and control, we cannot continue to mimic the same systemic issues, yet we do. In this session, we open up this dialogue to lend to the practice of restorative justice values such as: inclusion, equality and honesty.

Community Circles: From “Authenticity” to “Zest”
Pamela Anderson, Barbara Blazej
Day 1 — 3–3:50 PM / Laurier Rm.
Many educators are looking for ways to improve their school culture and climate. The Community Circles model provides opportunities for youth and adults to share thoughts, feelings, insights and concerns, and to carefully listen to others without judgment in a supportive atmosphere. A form of “authentic dialogue” (defined as: “The practice of speaking one’s personal truth and listening well to others for deeper understanding”), Community Circles can help foster a sense of trust, connectedness and respect in schools. It is a tool for building and strengthening relationships between all members of a school community, for problem solving, processing difficult topics and situations, and for addressing student misbehavior in a restorative way. This model has been developed and refined over the past few years by the Peace Studies Program, University of Maine, in collaboration with Maine Law & Civics Education at the University of Maine Law School.

Transformative Community Justice: Certificate Program
Arthur Lockhart
Day 1 — 3–3:50 PM / Diefenbacker Rm.
Transformative Community Justice (TCJ) is the most significant emerging area of practice and study within the fields of education, criminal justice and social justice today. TCJ is the contemporary evolutionary state of the process widely referred to as restorative justice, which in turn evolved from the processes known as family and group conferencing, or community conferencing. While TCJ embraces and builds upon the principles and practices of restorative justice (bringing together those most affected by the harm done to collaborate on ways to repair the harm with a focus on inclusiveness, obligations and needs of the participants in the process), it goes further by acknowledging that certain transformational experiences take place within this process. Fundamentally, in the TCJ process people transform from labels of “victim” and “offender” into multifaceted people who demonstrate capacities and abilities beyond those labels. These demonstrated capacities create the space for transformation to take place.

4–4:50 PM — Breakout Sessions

Designing a Restorative School Culture
Susan Logue, Lisa Perez, Lisa Talbot
Day 1 — 4–4:50 PM / Cabinet Rm.
Follow the step-by-step journey of one Ontario secondary school as it chronicles the process of creating a restorative school culture. Principal Susan Logue, special education department head Lisa Perez, and child and youth worker Lisa Talbot provide a detailed description of the implementation plan they used to transform a board-wide focus into daily school practice at the York Region District School Board’s Richmond Green Secondary School. The development of a school-based restorative team, focused professional development, and staff engagement strategies are outlined. An implementation timeline, as well as specific strategies for shifting the mindset of staff and the school community, will be discussed. This workshop provides participants with an essential toolkit for embedding restorative approaches in their schools and focus on the functional applications of restorative work in schools.

Why the Real Justice Script?
Terry O’Connell
Day 1 — 4–4:50 PM / MacDonald Rm.
The Real Justice script is well known to those involved in the restorative justice movement. It appears, however, that while many view this script as generally useful, they comment that at times it is inflexible, and not suited to all situations. This workshop explores the script’s practice rationale. This will reveal how the script’s key restorative questions provide the foundation for a broad set of restorative practices, well beyond the conference process itself. It also explores the linkages between practice and theory; this is fundamental to understanding how it is possible to integrate these basic approaches in everything a restorative practitioner does. Importantly, it views the restorative conference as just one part of the restorative journey.

Embedding Restorative Practices Within Workplace Disputes
Beverley A. Lee
Day 1 — 4–4:50 PM / Algonquin A
Conflict is a normal part of all workplaces. Restorative practices provide unique opportunities to resolve conflicts: early in the process; in the least restrictive environment (before grievances, harassment complaints and entrenched conflicts); and with minimal third party involvement.  Only through active engagement of the disputants are conflict resolved, harm repaired and workplace relationships restored. Whenever possible, conflicts should be resolved without supervisors, union management or legal representatives. Building conflict resolution capacity should be the main goal of the restorative practices used within workplaces. This workshop explores how to resolve conflicts within unionized environments through engaging all stakeholders—disputants, union management and human resource professionals—in restorative processes. The presenters share best practices in the use of problem-solving circles, conferences and group norm setting processes, based on experiences in a large Ontario school district. Exploring how to move an organization from adversarial and punitive approaches to restorative practices is the session’s main focus.

Toward a Uniform Definition of Family Group Conferencing: Empowering Children and Their Families Involved in Child Welfare and Delinquency Proceedings
Ann Reyes Robbins
Day 1 — 4–4:50 PM / Algonquin B
With the growing movement toward use of restorative justice and family engagement strategies in United States child maltreatment and delinquency proceedings, accurate reporting of intervention methods is essential for research and policy decision-making. Incomplete data reporting risks the improper identification of a family group conferencing (FGC) model. Such occurrences could lead to inappropriate policy analysis and modifications. This outcome would be to the detriment of children and their families interacting with the child welfare system. The risk is increased with the expansion of nationwide efforts to engage and empower families as key stakeholders in the process. This presentation reports the findings of a study that explored the implementation formats utilized by states that report using FGC in child welfare cases and assesses whether the individual state models are comprised of the essential elements of the original New Zealand model of Family Group Conferencing.

Growing Restorative Communities: Warts and All
Mark Vander Vennen, Loraine Miller, Rick Kelly, Angie Dornai
Day 1 — 4–4:50 PM / Algonquin C
The presenters of this session will share the good, the frustrating, and the bad involved in their efforts to integrate restorative practices into local community philosophy and systems. Some of the information to be presented was gathered from a group of individuals drawn from the diverse community and school groups across Southern Ontario, each trained by the presenters’ agencies. Initially, the session will focus on process and ploys. Then the panel members will share the effects of restorative practices on not only their clients but on the practices of their agencies.  They will describe the systemic changes in their community that were created through having a common restorative understanding. The session will illustrate the difference in change between rural and urban centers, and small agencies versus large school districts.

Curriculum Connections: Restorative Practice and Grades 7 and 8 Curriculum
Stan Baker, Alison Scott
Day 1 — 4–4:50 PM / Algonquin D
Alison Scott and Stan Baker are teachers with Kawartha Pine Ridge District School Board, Ontario, Canada, and were part of a team of Intermediate (Grade 7 & 8) teachers who developed connections between restorative practice and the Ontario curriculum. Explore the process for developing these connections to the curriculum, the ways in which this has built the school community, and how restorative practice can be connected to student achievement.

Forgiveness and Hope after Prison: Probation Officers Working with FGDM/FGC
Vidia Negrea
Day 1 — 4–4:50 PM / St. Laurent Rm.
The idea of using family group decision making (FGDM) and family group conferencing (FGC) with adult offenders, especially when the crime is combined with drug addiction, was put into practice through a project initiated in Hungary by probation officers and supported by the country’s Ministry of Justice. A Hungarian IIRP affiliate, Community Service Foundation of Hungary, assisted this project by offering training, consulting and on-site assistance to 20 probation officers ready to use FGDM for those who are about to be released from jail or prison. The aim was to help ex-prisoners to reintegrate into society and support them to start a new life without drugs. However, the experiment showed that more complex support is available, not just for them, but for the offender’s victimized families. The session offers a brief overview of the findings and discusses issues related to the attitudes of professionals as facilitators.

The Restorative Conference and Sexually Harmful Behavior
Kelvin Doherty
Day 1 — 4–4:50 PM / Meighen Rm.
This workshop focuses on the experience of the Youth Justice Agency in Northern Ireland in preparing young people and victims for a face-to-face restorative meeting. The Youth Justice Agency has processed over 4000 referrals from the courts and prosecution service since its inception in 2003. More recently the criminal justice system has referred sexually harmful behavior offenses. While this highlights the faith the courts have in the restorative model for these types of offenses, it has brought fresh challenges in terms of assessment and risk management, victim contact and participation. Kelvin Doherty outlines how the Youth Justice Agency has met these challenges, sharing his and his colleagues experiences with workshop participants.

For Better or Worse: Opening Doors to Moral Dialogue and Development in Mainstream Criminal Justice
Simon Owen
Day 1 — 4–4:50 PM / Mackenzie Rm.
Despite the recent and encouraging growth of alternative responses to criminalized conduct, the court-based justice system in Canada continues to be a powerful site of applied morality; that is, the working-through of matters of right and wrong. The broad diversities in contemporary Canadian society present serious challenges to a justice system that seeks moral coherence and authority, but this reality should not necessitate a concomitant de-emphasis of morality as a central element of justice. This presentation will discuss the role professionals (primarily lawyers) may have in both nurturing and frustrating the possibilities for therapeutic, restorative approaches to criminal wrongdoing. The focus is on the difficult, but arguably essential, process of fostering contextual moral dialogue and development in a secular, formalized environment.

When No One Is Helped
Lynne Harriton
Day 1 — 4–4:50 PM / Laurier Rm.
Lynne Harriton was a juror on a murder trial in New York City. Horrified by the harshness of the sentence given to the man who had not pulled the trigger, she began writing to him and raising awareness of sentencing issues. Six months later, the letters between Harriton and the inmate were featured in the Village Voice. In the aftermath, she experienced retaliation at work. Worse, she was physically attacked by an emotionally unstable student over a misunderstanding. Lynne got no help, but chose not to press charges. Instead she worried about the student, afraid he’d be placed inside the juvenile system where he’d get no help. When the school figured out what had happened, police made the arrest. Harriton immersed herself in learning about restorative justice, thinking this might be a perfect trial case for its principles. The courts rebuffed her attempts. In this session, Lynne speaks about how one is treated when one feels sympathy and concern for one’s attacker, about how little is known about restorative justice in mainstream courts, and how this ignorance works against the victim and the perpetrator.

Nurture a Heart and Soul in Your School: Is It Pumping or Does It Need a Bypass?
Lyn Doppler
Day 1 — 4–4:50 PM / Diefenbacker Rm.
Be brave in developing a vibrant, relational and restorative school culture that leads to success in school and in life. Walking through the front door of your school can say a lot about how you do business. We’re not our skin but the soul that lies within. In this workshop attendees can explore: Relationship and trust building focus; how research is finally catching up with what we’ve always believed, that is that social/emotional and academic growth are interdependent; how school parallels real-life situations; classroom instruction and self-governance; developing a sense of cooperation, connectedness and community; brave, passionate, visionary and distributed leadership; and the building of capacity, a sustainable school culture.

5–7 — Welcome Gathering

DAY 2 — Thursday, October 23, 2008

9–10:50 AM — Plenary Session

SPEAKERS: Dominic Barter — Restorative Practices in Brazil’s Youth Justice and Public School Systems / Cathy Ashley — Family Decision Making in a Changing Context
FILM: Family Voices

11–11:50 AM — Breakout Sessions

The Restorative Practice Journey So Far for Endeavour High School in Hull, England
Norma Burr, Janet Goforth, Jane Harris, Sally Cowburn, Laurie Gibbon, Penelope Darmody
Day 2 — 11–11:50 AM / Cabinet Rm.
Endeavour High School is a challenging inner-city school in Hull, Northern England, with 1000 pupils, aged 11 to 16 years old, and a staff of 150. Presenters from the school demonstrate how restorative practices has taken the lead role in building the school into a strong community where both staff and pupils are playing a critical role in fostering relationships and taking responsibility for success. The session takes attendees through the journey, begun 18 months ago, and shares the successes and failures—sure to assist those in planning the introduction and embedding of Restorative Practices into their establishments. The journey included the evolution of changing attitudes; the behavior policy; interpersonal relationships and a workplace ethos incorporating circles, training, a T-Bone steak, and a dedicated lead team. Included are practical tips and evidence from government inspection reports to prove the efficacy of restorative practices and it’s impact within the Hull community.

Building Restorative Community in Elementary Schools: Practical Suggestions from Our Practice
Lisa White, Janet McDougall
Day 2 — 11–11:50 AM / MacDonald Rm.
Janet McDougall and Lisa White are experienced elementary principals in the Kawartha Pine Ridge District School Board. Their experiences with formal and informal restorative practices along the continuum of practice have made a significant difference in their respective school communities. Relationships disconnected by bullying and actions or events in the community have been restored. Lisa and Janet share their amazing experiences, along with stories and helpful suggestions for educators.

From Humble Beginnings: A Community Develops Its Own Restorative Justice Program
Gerry Sobie
Day 2 — 11–11:50 AM / Algonquin A
Moving from a Royal Canadian Mounted Police-initiated program to a community-based volunteer program in 2006, Cranbrook & District Restorative Justice Society (CDRJS) has completed more referrals in two years compared to the number handled by the police in eight previous years. With very little outside guidance and protocol to follow, CDRJS has developed a program that is becoming recognized locally and provincially for its work. How did this happen? What steps did we follow? Who has helped us get to this point? What have been milestone accomplishments along the way? What challenges have threatened our continuation? This interactive session is a forum for folks interested in hearing about our grassroots development and willing to share their experiences in respective communities with restorative justice. Together we can benefit from experiences and collective wisdom.

Resiliency in Victims: A Source of Healing and Strength in Communities
James Loewen, Wilma Derksen
Day 2 — 11–11:50 AM / Algonquin B
After spending most of her career focusing on the damage caused by serious victimization, Wilma Derksen has turned towards exploring the role of resilience in the capacity of victims to survive, heal and overcome the trauma and harm they experience. Along with developing a website (www.mylemonade.org), she has been traveling with James Loewen and partnering with local programs to facilitate dialogues relating to resiliency and community responses to victimization. In this session Wilma shares her resiliency learnings, and James will facilitate a brief dialogue addressing issues raised.

One-Stop Restorative Workshop: Who Should Facilitate the Conference?
Michael Kearns
Day 2 — 11–11:50 AM / Algonquin C
This workshop places the development of restorative conferencing in the context of delivering services to children, young persons and their families in the UK. The presenter/facilitator demonstrates how different conference models relate to values and principles in education, youth justice and social care with a focus on the role of the facilitator/convenor/coordinator in these settings. The workshop discusses how children, victims and other participant voices can be heard in systems using the practical skills required to facilitate restorative conferencing. Conferencing can transform those who attend and have many positive outcomes.

Using Restorative Practice Tools in National Issues: Does It Work?
Alia Sheety
Day 2 — 11–11:50 AM / Algonquin D
The Arab-Israeli conflict seems to get deeper from one generation to the next. It is very easy to teach people to hate, but much harder to teach people to live peacefully. An analysis of school textbooks in several Middle Eastern countries revealed that even those countries that have peaceful relations with Israel have texts that consider the other an enemy. The situation is even more complicated when considering the relationship of Arab/Palestinian Israelis to Jewish Israelis. For many years Arab Israelis have considered themselves victims, while Jewish Israelis have viewed Arab Israelis as offenders. Working as a high school principal in an Arab private school in Haifa, along with a Jewish high school principal, we decided to work with our 10th-grade pupils using different tools to help them deal with complicated issues without violence. Our goal was to have the pupils hear each other’s stories and to try to arrive at a solution that both sides would feel good about. This paper presents our experience in small- and large-group conferencing, and discusses the use of restorative practices in national issues.

Transformative Discipline: An Empowerment Model for Parents
Jolene Schillinger Erikson
Day 2 — 11–11:50 AM / St. Laurent Rm.
Based on well accepted research, we know the following: Children want and need to be part of a supportive family; the family defines what acceptable behavior is; restorative justice is an effective means of addressing harm to a victim by an offender who takes responsibility for his or her actions; restorative justice can build community for both the victim and the offender; and restorative justice reduces the recidivism rate. This presentation applies this knowledge to develop a family discipline model. The term transformative comes from the United Nations Guidelines on Restorative Justice, which recommends addressing both the problem and the underlying social structure deficiencies whenever possible.

Restorative Practices and Management
Bob Costello
Day 2 — 11–11:50 AM / Meighen Rm.
The IIRP’s director of training and consulting will present how restorative practices are critical in building a positive workplace culture and responding effectively to incidents of conflict and wrongdoing. Whether you work in a school or an office or a prison, restorative management will make it a better place to work.

NIMBY! Sex Offenders! Violent Offenders! Refugees!: Not in My Backyard
Janelle Gilbert-Fuller
Day 2 — 11–11:50 AM / Mackenzie Rm.
There is a visceral community response when reparative social-change agents approach the idea of involving restorative principles in planning for issues such as offender  re-entry or refugee settlement. Safety concerns bring rejection of the thought of offenders  returning to neighborhoods, or war- scarred foreigner children influencing our children. The reality is that offenders return to our communities every day and refugees are settled at the direction of governments. How can restorative practices assist victims, neighbors, law enforcement and government to move the discussion beyond “Not in my backyard”? Janelle Gilbert-Fuller, from Vermont, USA, discusses restorative strategies to guide community outreach when handling highly volatile issues. Examples will be given from challenges in building and maintaining support for Winooski Community Justice Center programs and in supporting police response to community concerns in the face of serious crime.

Canada’s LifeLine Inreach Program
John Rives
Day 2 — 11–11:50 AM / Laurier Rm.
LifeLine Inreach brings successful “lifers” living in the community back inside prisons to assist incarcerated lifers to adapt to their new identities. The process begins with the key message: “Stay sane, stay alive, stay out of trouble.” Adjusting to this new reality while immersed in guilt, remorse and the chaotic environment of prison is an inherently restorative process—the reestablishment of self. LifeLine actively works towards the renewal of relationships behind the walls and the extension of these developments into the community. This reconnection is the foundation on which lives are rebuilt in preparation for the possibility of earning a release and a lifetime of parole supervision. Drawing from his personal and professional experience, John Rives examines the four stages of the life sentence and reflects upon the lifer’s ongoing struggle for identity. The life-altering effect of crime on victims, offenders and society provides the context for his discussion.

Developing Your Own Model of Restorative Cautioning: The Irish Police Experience
Finbarr Murphy, Andy Tuite
Day 2 — 11–11:50 AM / Diefenbacker Rm.
In 2002, the concept of restorative justice was first introduced into the Irish juvenile justice system on a legislative basis. After six years and over 1,500 cautions, the Irish police have developed a comprehensive model of restorative cautioning for dealing with a broad range of youth offending. This session explores the challenges faced in introducing a new concept into an organization and identifies the barriers that one can expect to encounter. Through telling real life stories, the presenters demonstrate how the Garda model works, and invite those in attendance to engage in discussion on how they might develop a restorative model to suit their own culture and environment.

12–1 PM — Lunch

1–1:50 PM — Breakout Sessions

Systems and Circles: Connecting Communities, Schools, Courts and Prisons in the Brazilian RJ Pilot Projects
Dominic Barter
Day 2 — 1–1:50 PM / Cabinet Rm.
Since the beginning of 2005, a select group of municipal areas in Brazil have sought to develop restorative systems connecting diverse, yet interrelated, services for young people. Bringing to life this network of support, and facilitating the spread of restorative principles within it, is an ongoing challenge and rich source of learning. In this session, presenters will sharing some of what they’ve encountered in the creation and sustaining of effective, compassionate community care. The dialogue will continue with an invitation to attendees to think creatively about their own (future or present) restorative systems.

The Restorative Practice Framework: An Introduction
Bruce Schenk, Terry O’Connell
Day 2 — 1–1:50 PM / MacDonald Rm.
As a way of thinking and being, the restorative practice framework provides a construct for acting restoratively in a community. With application in various settings such as schools, facilities, community programs, workplaces, faith communities and families, the aim of the framework is to manage conflict and tension by focusing on repairing harm and strengthening relationships as a way of building community. Using a Socratic engagement style, it incorporates explicit practice, being firm and fair, the continuum of restorative practice, fair process, and the restorative questions and checklist. Schools embracing this framework report a safer, more connected environment with higher student achievement as existing and new practices are framed through the restorative lens. This interactive workshop describes key aspects of the restorative practice framework with application to your setting.

Working Restoratively with Families in a Challenging School Community
Louise Oddy, Kay Cawley, Irene Fay, Joanne Faulkner
Day 2 — 1–1:50 PM / Algonquin A
Collingwood Primary School is an inner-city primary school in a socially deprived area in the city of Hull, UK. The school moved from “failing” to “outstanding” in two years and has been recognized for its pioneering work in developing social and emotional wellbeing. The transformation of Collingwood Primary School and its work in the field of restorative practices has inspired a city-wide project. The school uses restorative practices at every level. This workshop looks at how the success of working restoratively with children in school has been extended to working effectively with families, thus improving outcomes for the children and their families in the community. The workshop explores aspects of building community through developing positive relationships and resolving conflicts by engaging families in restorative processes.

Mainstream Implementation of Restorative Justice Within Neighborhood Policing in the UK
Sandie Hastings
Day 2 — 1–1:50 PM / Algonquin B
This interactive session examines the implementation of restorative justice within neighborhood policing in the Leicestershire Constabulary, United Kingdom. It will demonstrate how the experience gained from developing all aspects of restorative justice—including conference facilitation, shuttle mediation and reparation placements in the youth-offending arena—provide the knowledge, skills and experience to extend the concept into a more generic setting. Experience gained as a Fulbright Scholar in the USA provided the opportunity to observe peace circle training in schools and to facilitate restorative justice within neighborhoods. This led to the introduction of a restorative justice pilot program in a UK police force. Live case studies provide evidence of the success of this program to date; training materials used for the implementation of the process will be examined and discussed. The facilitator is keen to share ‘what works,’ what does not work, and why, utilizing the evidence-based best practice formula.

Developing a Community Embracing Diversity: When Neighbors Are Not Neighborly
James Termotto, Michael Coniff
Day 2 — 1–1:50 PM / Algonquin C
This presentation is about creating a sustainable peace in communities that are experiencing a lack of it, most often due to heightened cultural, ethnic or racial differences, or merely from its neighbors not being neighborly. Many residential neighborhoods consist of diverse populations. Some experience slow population changes with long-standing residents, while others see rapid turnover with former owner-residences being turned into rental properties. As population concentrations change, new cultural influences enter neighborhoods and often affect the intrinsic nature and balance of that neighborhood. This can lead to problematic differences. As these difficulties enter the picture, how does a community find the harmony it needs? This presentation will discuss the nature of community and the root factors that result in a lack of harmony. How to converge such diverse, independent, intra-cultural populations into a consensus-building, inter-cultural community? Methods to bring about a positive quality of life for all are examined.

A Two-Tiered Approach in Developing Restorative Practices for School Communities
Jeffery Thornborrow, Sean Ruddy, Todd Gribbon
Day 2 — 1–1:50 PM / Algonquin D
The objective of this presentation is for participants to learn the benefits of using a restorative approach in a school setting. It also offers a method to create similar programs. The session is a combination of lecture format, interactive activities and informative dialogue created during the presentation. Content includes: 1) various participant activities that demonstrate restorative processes, and 2) practice-based evidence from participating schools and students that have led to an understanding of current service strengths and areas in need of improvement. During the session, the presenters review the implementation method used in their local communities and invite participation from workshop attendees to look at their local needs and challenges in establishing a similar service. This presentation is one that builds capacity in its participants and inspires them to create options for a similar program to thrive in their community while supporting them in such an endeavor.

Victims’ Participation in Restorative Justice Debate: Lessons from Nigeria
Don John O. Omale
Day 2 — 1–1:50 PM / St. Laurent Rm.
The international debate as to whether restorative justice is in the interest of victims of crime is ongoing. The  internationalization of restorative justice is a development of equal interest. However, African contributions to these developments are scanty, if not lacking, in the international literature and discourse. Restorative justice as a global paradigm could lose its flavor if African contributions continue to be ignored and obscured. This paper presents findings from a triangulated research in Nigeria that surveyed the opinions of victims of crime, and the opinions of criminal justice professionals on restorative justice as an alternative paradigm.

Nishnawbe-Aski Legal Services Restorative Justice Program
Betty Anne Achneepineskum, Leahan Parrott
Day 2 — 1–1:50 PM / Meighen Rm.
Nishnawbe-Aski Legal Services delivers the restorative justice program to 15 of the 49 Nishnawbe-Aski Nation communities. Generally, upon receiving a diversion from the courts or community, a justice circle is set-up. This allows the offender and his/her supporters, the victim and his/her supporters, community elders, local front-line workers, and community members to meet and discuss how the “wrong” has affected others. Ultimately, the group determines how the harms can be repaired for the benefit of not only the victim but for the community at-large. By diverting specific criminal offences to a restorative justice circle, the community is given more empowerment over crime and its resolution. Finally, the conference agreement comes from the participants, not the facilitator. The circle acknowledges the effects of crime on victims by making offenders aware of the consequences of their actions and holds them responsible; it provides collective support for the victim; replaces ineffective conventional court systems and process with more people-based community accountability conferencing; allows participants to repair the damage that was caused by the offender, and minimizes further harm that may be caused by the offender.

Rights-Based Restorative Practice: From Compliance with International Standards to Local Program Evaluation
Shannon Moore, Richard Mitchell
Day 2 — 1–1:50 PM / Mackenzie Rm.
This workshop introduces participants to Rights-Based Restorative Justice (Moore, 2007; Moore & Mitchell, 2007a, b) and the Rights-Based Restorative Practice Evaluation Tool Kit (Moore, 2008). The presenters aim to promote compliance with international standards, developed under the auspices of the United Nations, by articulating the intersection between children’s rights (CRC) and the basic principles of restorative justice, both in theory and application. The authors argue that rights-based restorative justice contributes to ethical-democratic practice with young people. Adopting such practices promotes accountability to international law and programming that is focused upon building solidarity with young people as they reconnect with community.

Trainer’s Forum
Sue Klassen, Joan Mitchell
Day 2 — 1–1:50 PM / Laurier Rm.
Are you currently training, or preparing to train others to be restorative practices facilitators? Join these presenters to learn what they’ve found effective, and what’s worked well for them. They will share training outlines for community conferencing, advanced community conferencing, peace circle, and advanced peace circle trainings, as well as a list of helpful resources, and role-plays they’ve used. Attendees will be invited to share resources, too. Bring handouts for others of what’s worked for you, or share advice during the session. A contact list of trainers will be created, and later sent to participants for networking purposes. Whether you’re a new or veteran trainer, you’re sure to come away with new ideas for more effective facilitator trainings.

Practical Findings When Implementing Restorative Justice in the Classroom
Kimberly Haney
Day 2 — 1–1:50 PM / Diefenbaker Rm.
At this session, results are shared from a research study that focuses on the perspectives of the administrators and teachers at school sites throughout the United States. Data collected from interviews and questionnaires at public schools in Colorado, Pennsylvania and Minnesota offer themes centered on the practice of restorative justice. Secondly, the suggestion for implementing the practice in classrooms and schools is given. Continual research will be addressed from the students’ perspective.

2–2:50 PM — Breakout Sessions

Developing a Restorative Team: Where the Journey Must Begin
Terry O’Connell, Lesley Oliver
Day 2 — 2–2:50 PM / Cabinet Rm.
This workshop explores why being part of a restorative team is essential to becoming an effective restorative practitioner. It details the journey of a manager of a SWIT [student wellbeing and inclusion team] group who, after being attracted to restorative practices, was challenged about its implications for the group’s own practice. Over the past three years, this group has been able to integrate restorative practices into their team processes. This, in turn, has had a significant impact on their work with schools, students and their families.

Affect and Script: Building Relationships and Communities, Part I
Susan Leigh Deppe
Day 2 — 2–2:50 PM / MacDonald Rm.
This presentation will show how restorative practices work, by drawing on the affect and script paradigm of Silvan S. Tomkins. The presentation is divided into two successive sessions. Participants should attend both. In Part I, participants will learn about the nine innate affects, biological emotion programs triggered by patterns of neural stimulation, and how they motivate us. The affects combine with life experience to form scripts, powerful emotional rules, of which we are usually unaware. The session briefly examines the language of emotion, biological factors that affect emotion (e.g., drugs), empathy and intimacy. Attendees will discover what motivates people to connect with each other. Teaching methods include lecture/slides, vignettes, video/DVD, group discussion; handout and reference list provided.

Durham Regional Police Pre-Charge Youth Diversion Program and Restorative Justice
Deborah Knight, Jill Dallaire, Kelly-Anne Dugas
Day 2 — 2–2:50 PM / Algonquin A
This session provides an overview of the Durham Regional Police’s pre-charge youth diversion program, which includes a restorative justice component. This program was developed in partnership with local community agencies and the Ministry of Children and Youth Services. Presenters highlight how restorative justice conferencing has been utilized in the youth diversion program to help restore relationships between youth, families and communities in dealing with issues of bullying, theft, mischief and minor assaults. Additionally, they will provide information on training initiatives undertaken to educate officers, school boards and other key community partners in restorative justice practices.

Building Positive Climates for Learning through a Restorative Mindset
Pam Turnbull, Sandy Haliburton, Beate Planche
Day 2 — 2–2:50 PM / Algonquin B
Join these presenters in a dialogue that explores how one District School Board in Ontario is creating a system approach to developing positive climates for learning. The building of school cultures where a restorative mindset can emerge is a complex and organic combination of “grass roots” and “top down” initiatives. The team will illustrate that respectful and inclusive classrooms can be built through the intentional use of embedded supports such as social emotional literacy, tribes training, bullying prevention, explicit character development and the appreciation of cultural diversity.  The system’s primary goal remains the improvement of teaching-and-learning environments and increased student achievement.  However, the journey that nurtures the growth of healthy relationships offers much opportunity for growth in the affective domain as well.

Calgary Community Conferencing: Participant Experiences and Comparative Impact
Avery Calhoun
Day 2 — 2–2:50 PM / Algonquin C
Due to the current conservative climate and the prominence of “get tough” attitudes toward people responsible for wrongdoing, documenting of outcomes of restorative justice programs is critical. Like many restorative programs, the long-term goals of Calgary Community Conferencing include reducing recidivism, restoring relationships, and enhancing community safety. Movement toward these goals, while essential, is difficult to measure meaningfully. One program evaluation alternative involves specifying more immediate benefits for program participants. Through a series of program evaluation efforts, Calgary Community Conferencing has identified intermediate outcomes related to accountability, relationship repair, and closure. In this workshop, the presenters describe the development of these outcomes and report the results of study examining the different effects associated with participating in a restorative compared to a conventional justice process among young people and victims. These results provide empirical evidence that shows restorative processes are associated with more positive participant outcomes when compared with mainstream responses,

Grassroots Community Model: Addressing a Rural County’s Challenges
Margaret Micolichek
Day 2 — 2–2:50 PM / Algonquin D
This session will present a grassroots initiative that arose from a rural communy’s need to address the climbing population of its residents being involved with the criminal justice system. The project seeks to address ways to divert juveniles and adults from the system through work with probation and the local schools, and mentoring adults in re-entry from the county jail. By implementing problem-solving circles and community conferencing, over 50 juveniles have avoided court, 20 adults have avoided jail time, and 18 adults have made more successful reentries. The mentor model developed by the Restorative Justice Project of the Midcoast, Belfast, Maine, USA, is beginning to be replicated in surrounding counties, as well as in a statewide initiative working with schools.

Research on Restorative Justice, Offender Treatment and Recidivism
Tanya Rugge
Day 2 — 2–2:50 PM / St. Laurent Rm.
The Corrections Research Unit of Public Safety Canada has an interest in supporting and evaluating restorative justice programs across Canada. The unit has been conducting restorative justice research for many years, and is one of the leading restorative justice research teams in Canada. To date, solid research specifically examining the effectiveness of restorative justice programs has been minimal. The research department is attempting to address this gap in knowledge and has conducted several evaluations of various types of restorative justice programs over the past eight years. This presentation summarizes the research and highlights recent research results, specifically regarding restorative justice, and the importance of offender treatment, and recidivism. Challenges currently facing both researchers and restorative justice practitioners in advancing the restorative justice approach in Canada will also be discussed.

Using Narrative Methods of Therapy and Mediation in Restorative Conferencing in Schools
Gerald Monk
Day 2 — 2–2:50 PM / Meighen Rm.
The presentation is in two parts. First, the presentation shows how a narrative approach builds on the foundational principles of restorative practice while incorporating strategies to avoid the use of deficit discourses and the use of totalizing language. The second part of the presentation details how facilitators can use a structured narrative method for a restorative conference in schools. An example is given on how a narrative conference is conducted.

Reconnecting with Self and Community: Counseling Praxis Meets Restorative Practice
Shannon Moore
Day 2 — 2–2:50 PM / Mackenzie Rm.
This workshop explores the intersections between restorative practice and counseling psychology and aims to share insight regarding how we can support participants in restorative justice to reconnect with self and their community. The presentation also focuses on how restorative practice may be applicable in contexts not traditionally associated with this form of conflict transformation. Shannon Moore’s empirical research in prison, community and mental health settings, as well as practice as a counseling psychologist informs the narrative of this workshop.

What Do Restorative Practices and a School District Have in Common? Peacemaking Circles!
Leigh O’Brien, Robert Lupisella
Day 2 — 2–2:50 PM / Laurier Rm.
Partners in Restorative Initiatives (PiRI), a non-profit in Rochester, New York, has been instrumental in introducing restorative practices to western New York State. Though the organization began its work in criminal justice, it now also works with schools to proactively build positive relationships before conflicts occur. Several years ago, seven members of New York’s Avon Central School District attended a PiRI training, including the principal of the primary school. There was some initial skepticism, but after using circles in a few classrooms with great results, some Avon staff approached PiRI to explore ways of developing not just a restorative school but a restorative school district! That was really a challenge, but since the district only had three schools — a primary, middle and high school — PiRI was willing to take it on. Now in year two of the three-year Avon project, the presenters will candidly discuss the successes and frustrations experienced to date, evaluation data from year one, and continued plans for implementation of this collaborative project.

Exploring Indigenous Laws and Legal Systems for the Purpose of Reintegrating and Revitalizing
Sylvia McAdam, Kahkakew Larocque
Day 2 — 2–2:50 PM / Diefenbacker Rm.
When Europeans arrived in what is now Canada, they found Indigenous tribes that had complex “legal systems” and laws. These tribes and these systems continue today. The laws guided and created a society in which understanding and adhering to human laws, the earth laws, animals laws, and spiritual laws all came together to promote continued justice for creations of the Creator. The presenters, Indigenous persons from the Cree tribe, have worked extensively in identifying and restoring Indigenous laws in a contemporary environment. Identifying and returning to these indigenous laws may be the foundation of restoring justice, peace and equality for all nations; empowering and restoring ancient remedies in a contemporary failing system of justice.  Upon agreeing that the current system has failed Indigenous people, we can look towards exploring alternative methods of justice. Which brings the issue back to Indigenous Laws and “legal systems”.

3–3:50 PM — Breakout Sessions

Two Years On: Adapting the Australian Real Justice Framework to the Canadian School Setting
Terry O’Connell, Bruce Schenk
Day 2 — 3–3:50 PM / Cabinet Rm.
In their 2006 Bethlehem conference workshop, the presenters outlined a plan to introduce a restorative practice framework that had been developed by Real Justice Australia in Australian schools into the Kawartha Pine Ridge School Board in Ontario, Canada. Briefly, the framework provides a clear practice rationale, common language, and ways of facilitating sound teaching and learning. It seeks to ensure that behavioral issues are dealt with as an opportunity for learning by 1) ensuring that consequences are relevant and supportive, 2) by fostering individual responsibility, and 3) helping develop empathy. At the 2007 IIRP conference in Budapest, a one-year report was given. This presentation will update attendees on the many developments that have taken place in both countries over the last twelve months.

Affect and Script: Building Relationships and Communities, Part II
Susan Leigh Deppe
Day 2 — 3–3:50 PM / MacDonald Rm.
This presentation will show how restorative practices work, by drawing on the affect and script paradigm of Silvan S. Tomkins. The presentation is divided into two consecutive sessions. Participants should attend both. Building on Part I, Part II explores personality development and scripts. The affects combine with life experience to form scripts, powerful emotional rules, of which we are usually unaware. Participants will learn common ways affects are managed, especially shame. Tomkins’s blueprint for emotional health will explain why restorative practices work. The session examines common emotional patterns in restorative practices and how healthy communities help people change. Teaching methods include lecture/slides, vignettes, video/DVD, group discussion; handout and reference list provided.

Achieving Safer Stronger Neighborhoods: Come and Hear How We Did That and How It Works
Valerie Keitch, Louise Wright
Day 2 — 3–3:50 PM / Algonquin A
The session looks at what is needed to set up a successful restorative panel. It examines the blocks that need to be overcome and how partnership working is instrumental to success. The panel process is discussed in detail and case studies are examined. The towns involved are small market towns in the west of England that had anti-social behavior problems and a perception by the public of low police numbers. The partnership with social housing providers is spotlighted, and attendees can hear how the restorative partners are embracing restorative practices in their dealings with customers. A serving police officer will outline the police role and demonstrate how the panel enhances his job. The session provides a practical example of restorative practice in action, and includes a DVD that shows community leaders discussing why they know restorative practices works.

Communities Within Communities: A Three-Way Partnership Between School- and Community/Court-Based Restorative Programs
Virginia Wiley, Ann-Marie Deas, Christine McCardell
Day 2 — 3–3:50 PM / Algonquin B
This presentation will detail a unique three-way working partnership between a public school board, a Catholic school board and a community/court-based restorative justice program. It will demonstrate the importance of understanding that schools are actually small individual communities within the larger community and that restorative measures must be present in both. The workshop will highlight the development and implementation of a formal joint restorative measures protocol between the three organizations. It will demonstrate how this partnership serves to build capacity within all three institutions allowing for maximized delivery of restorative practices–based solutions. Discussion will focus on both bridges and barriers encountered throughout the development process and will relate how this successful partnership, which recognizes each school as having its own unique culture, was achieved.

Peacemaking Circles in Schools: Building Community Before Conflict
Nicole Rizzo, Amy Manning
Day 2 — 3–3:50 PM / Algonquin C
Working in classrooms can present itself as a daunting task. Restorative justice practitioners are typically called in after critical incidents have already occurred. Peacemaking circles are often utilized to help resolve conflict among groups of participants. Learn with us as we present strategies that have worked to build community within classrooms prior to conflict situations. Participants have the opportunity to experience, hands-on, several community-building techniques that can be easily integrated into restorative programming.

Restorative Practices in Hospitals: Reaching Closure When Things Go Wrong for Patients
Melinda Zipin
Day 2 — 3–3:50 PM / Algonquin D
What happens when a baby dies or a surgery is unsuccessful? Too often, nothing. The patient or family gets a brief, vague explanation from a doctor and is left to cope with the trauma alone. Sometimes the family sues for malpractice. As in the justice system, the needs of victims tend to be overlooked. This presentation outlines a model for taking restorative conferencing into hospitals. Patients and families who experience unwanted medical outcomes are offered the opportunity to meet with doctors and nurses involved in their care, along with extended family and community members. People have a chance to speak and be heard, and to learn what happened. The presentation also outlines the model from the hospital and medical staff’s view focusing on which departments and key players need to buy into the concept, and how the model benefits hospitals and doctors as well as patients and their families.

The Importance of Relational Theory for Restorative Justice
Jennifer Llewellyn
Day 2 — 3–3:50 PM / St. Laurent Rm.
Restorative justice, in the literature, is generally described as concerned with relationships. The significance of relationships for restorative justice theory and practice has, however, yet to be fully explored or explained. This session explores and explains restorative justice as, at its core, a relational theory of justice. In doing so, participants are introduced to the field of relational theory more broadly and its significance for understanding and grounding a restorative theory of justice. Approaching restorative justice as a relational theory of justice helps to clarify and make sense of a number of important issues in the theory and practice of restorative justice including: what it means to “restore” relationships, and the appropriate limits on restorative process outcomes. This session also introduces participants to two current research projects focused on relational theory and restorative justice.

What a Wiki: A Two-Week English Unit on Restorative Practice
Cindy Sargeant, Cynthia Rankin
Day 2 — 3–3:50 PM / Meighen Rm.
Cynthia Rankin and Cindy Sargeant are student success teachers at secondary schools in Peterborough with the Kawartha Pine Ridge District School Board. Both teachers were part of a curriculum writing team designed to make connections between restorative practice and Grade 9 English. Student achievement was part of the unit, which uses differentiated instruction in order to be suitable for locally developed, applied and academic classrooms. Cynthia and Cindy will address the process for developing the unit, the lessons themselves, and participate in discussing how this unit was taught and received as teachers participate in a wiki-based professional learning community.

Social Partnership Program: Developing Relationships for Sustained Peace in Northern Ireland
Brent van der Linde
Day 2 — 3–3:50 PM / Mackenzie Rm.
After years of conflict, Northern Ireland is looking for new ways to build trust, restore relationships and build a better future. The Social Partnership Program aims to help communities handle conflict in a constructive way, creating positive dialogue and restore hope in non-violent practice. Mediation Northern Ireland has been working for a decade with public sector organizations, local government and civic leaders, in support of building partnerships to deal with contention and conflict. At a time when there is interest in developing social capital and a model of community planning for Northern Ireland, this workshop outlines a model for enhancing effective partnerships. The belief is that  mediators can contribute to societal stability by strengthening relations between individuals with strategic significance or potential in society; by stimulating their curiosity about significant others; by supporting their creativity and helping them take risks for positive change.

Restorative Rejuvenation: Rebuild and Reconnect
Elizabeth Vastine, Susan Garcia Trieschmann, Terry McGinnis
Day 2 — 3–3:50 PM / Laurier Rm.
Participants are introduced in this session to restorative initiatives that cover the spectrum of development from start-up to the termination of one successful program due to funding difficulties.  Susan Trieschmann shares her community’s commitment to creating restorative programs in partnership with the local schools, police, and community organizations, to respond to its unique needs and challenges. Terry McGinnis discusses the origin, growth and dissolution of a countywide conferencing project that operated as a juvenile court diversion program for more than seven years.  Elizabeth Vastine tells of how restorative seeds have been planted and cultivated through the efforts of many practitioners, resulting in restorative efforts expanding into schools, treatment centers, detention centers, group home facilities, social service agencies, and communities throughout Cook County. The presenters emphasize lessons learned, and strategies to effectively create and sustain restorative approaches to rebuild community, to restore relationships, and to encourage collaboration.

A Case Study of Restorative Justice in Denver: Youth and District Collaboration Round the School-to-Prison Pipeline
Anita Wadhwa
Day 2 — 3–3:50 PM / Diefenbacker Rm.
This session explains how an education-organizing group in Denver, Colorado, USA, Padres y Jovenes Unidos (PJU, or Parents and Youth United), collaborated with the school district to expand restorative justice practices in schools. Youth in PJU, a group which works largely with the Latino immigrant community to reform schools, interviewed students who had been suspended and expelled, and collected and analyzed data about the disproportionate number of suspensions and expulsions of youth of color in Denver.  As a result, members of PJU have collaborated with the Denver Public Schools to craft a new discipline code based on restorative justice (http://padresunidos.org/eni). Using qualitative research, the presenter spotlights this case study in order to reveal how multiple players in Denver—parents, youth, school and district officials, community organizers, and national advocacy groups—impacted the implementation of restorative justice to reform school disciplinary practices and disrupt the flow of young people out of schools and into the criminal justice system.

DAY 3 — Friday, October 24, 2008

9–9:30 AM — Plenary Session

SPEAKER: Ted Wachtel — Restorative Practices in the Workplace
FILM: Toxic Talk: From Betrayal to Trust in a Workplace

9:40–10:30 AM — Breakout Sessions

Conferencing with Nonviolent Communication
Dominic Barter
Day 3 — 9:40–10:30 AM / Cabinet Rm.
The term nonviolent communication refers to a field of ongoing research into the uses of power in human relationships. Developed by Dr. Marshall Rosenberg and associates over the last 45 years, nonviolent communication (NVC) provides insights and skills that support all aspects of restorative practices—from program design to facilitator self-care. NVC has played a key role in the Brazilian restorative justice pilot projects, and is deeply grounded in the empathic conferencing process developed there. This session will look into the choices made in designing that process, and the way NVC informs the contribution of the facilitator as she or he seeks to co-create a true circle of shared power and self responsibility; navigates the presence and/or apparent absence of intense emotion; facilitates restorative dialogue; and supports concrete, doable action plans.

Restorative Leadership: Institutional Change
Paul Carlile, Estelle Macdonald
Day 3 — 9:40–10:30 AM / MacDonald Rm.
This workshop, drawing on experiences from the Hull (UK) Restorative City Project, explores the challenges and opportunities when working with leaders who are committed to developing a restorative leadership style and a restorative organization. It begins with the belief that people will, when provided with the right levels of challenge and support, take responsibility for making the critical decisions required. In the case of establishing a restorative organization, the process includes:  Establishing core values and beliefs amongst the workforce and clients; agreeing to explicit protocols and procedures that underpin day-to-day practices; and securing improvement against a results-based accountability framework.

Youth Violence Intervention: Empowering Affected Communities to Develop Local Assertive Restorative Conferencing Projects
John Cutro
Day 3 — 9:40–10:30 AM / Algonquin A
This session explores outcomes and lessons learned in moving inner-city Albany, New York’s Youth Violence Intervention Restorative Conferencing (YVIRC) project at Trinity Institution closer to operation by the members of the affected communities themselves. The project recruits those dedicated individuals already dealing with youth and adult violence on a daily basis. They are trained and certified as IIRP conference facilitators, then receive practice-specific culturally competent assertive engagement/serious incident training. This is followed by paid field supervision and practice, financially supported by sponsoring human service agencies and other investors. The YVIRC model was presented at the 2006 IIRP annual conference along with video excerpts (which will be repeated) of a conference dealing with inner-city violence. Exploration is underway for taking the model “on the road” to inner-city locales and other communities ready to invest in empowering and supporting those most capable of stopping the violence, those closest to its epicenter.

Understanding and Avoiding the Potential for Harm in Restorative Practices
Dora Smith, Mark Klemens
Day 3 — 9:40–10:30 AM / Algonquin B
The presenters from Partners in Restorative Practices (PiRi) provide a brief explanation of community conferencing and peacemaking circles, followed by a discussion of six scenarios in which the potential for harm (either for the victim, offender, or community) has arisen. PiRI conducts community conferences to address conflicts in neighborhoods and schools. Presenters discuss the way the process of the circle can be harmful. PiRI also holds peacemaking circles to foster the growth of community in schools, churches and neighborhoods, and explore the harm that can occur in these situations as well. Presenters will engage the audience in discussing their own experience in restorative practice, exploring ways to avoid the potential for harm and overcome obstacles.

The Doables: Practical Applications for Working with Children Under 12
Rick Kelly, Deborah Sliwinski, Nicole Hanlon, Mandi Mayhew
Day 3 — 9:40–10:30 AM / Algonquin C
This session focuses on “the doables”—the practical applications and restorative tools that have been developed when utilizing a restorative framework with children under 12 in Toronto’s inner-city schools. The presentation also highlights the ways in which settings and systems that serve and surround children are transformed and positively impacted when restorative practices (RP) is used. The tools developed address thinking processes, feelings, the impacts of harm, and restorative and reparative actions. Those profiled and offered include such elements as restorative words and questions; restorative feeling sheets; restorative time outs and places; restorative problem-solving sheets; restorative conferences/circles; and restorative stories. Each of these tools has been used and tested in real-world situations. In addition, this discussion addresses how RP has, and can, be used as a platform for transforming classrooms, peacemaker programs, school playgrounds, summer camps and the culture of a children’s mental health centre.

An Organic Approach to Building a Restorative School Culture: Our Journey
Sudeshna Dutta, Vicky Essebag, Karen Schuur
Day 3 — 9:40–10:30 AM / Algonquin D
Our journey to cultivate a restorative school culture began two years ago, prompted by a board initiative (RAYS—Restorative Approaches in York Region Schools). Today, restorative practices permeate our school environment. From the beginning, we recognized the importance of using an organic and holistic approach in order to meaningfully impact our school’s very traditional culture. Through a multi-dimensional grassroots implementation, we utilized a variety of educational and role-modeling opportunities with staff, students and parents. Using anecdotes of our success and challenges, we will share: how we fostered a restorative school culture from the start of the process; communicative strategies that restoratively engage individuals i.e. restorative questions, formal and informal circles, and solution-focused counseling; and the focus of our training workshops for staff, parents and students.

Building Restorative Faith Communities
Bruce Schenk, Mark Vander Vennen
Day 3 — 9:40–10:30 AM / St. Laurent Rm.
Faith communities often struggle to deal with conflict and tension among members that result in harm, hurt and broken relationships, in spite of being places that promote healing, reconciliation and peace. Through a format of presentation and shared dialogue, this session relates the ongoing journey of a number of restorative practitioners who are working with a variety of faith communities across Ontario, Canada. Incorporating a restorative practice framework, the workshop explores ways in which explicit practice and common language, as an expression of the core values and beliefs of the community, can help foster healthy relationships and strengthen communities of faith. Connections are made to conflict transformation theory and how congregational struggles present an opportunity for growth and a deepening of relationships.

The Motivation of Resistant Offenders
Gordon C. White
Day 3 — 9:40–10:30 AM / Meighen Rm.
At the pre-conference, offenders may deny or deflect responsibility for their actions in spite of what they may have previously said to referring agencies such as the police. Or, offenders may present as sullen or defiant. If we relax attitudes that seek early acknowledgment of harm doing, then the pre-conference interview can focus on recruiting the motivation required for productive involvement in an RJ process. Such a shift will also accommodate a broader range of cases. This session shows how to reduce defensiveness in ‘difficult’ offenders and develop a greater inclination towards respectful engagement with volunteers and the victim. The presenter will outline a systematic method, provide a handout guide, and if time allows, demonstrate a section of the method.

10:40–11:30 AM — Breakout Sessions

Building Capacity for Restorative Approaches in York Region Schools Using Strategic Methods
Angie Dornai, Helen Fox
Day 3 — 10:40–11:30 AM / Cabinet Rm.
How do you go about effecting change in a large educational organization? The York Region District School Board has, within the past 2 years, begun to successfully change the culture of almost 200 schools. This has been achieved through strategic planning and partnering with key stakeholders in the organization. Additionally, by building on the enthusiasm of existing staff, volunteers have become the catalyst for change. The focus for this district school board is student achievement though literacy. Restorative approaches has provided a framework to enhance the mission, vision and values of the Board, thereby contributing to overall student achievement and success. By aligning the implementation of restorative approaches with the Board’s Plan for Continuous Improvement, the successes achieved have been with a minimum of additional expense. Join Helen Fox, superintendent of education (Safe & Supportive Schools) and Angie Dornai, head of alternative education (Restorative Approaches Facilitator), for a lively and engaging discussion.

Restorative Practices and Domestic Violence: Doing It in a Different Context
David Mathews
Day 3 — 10:40–11:30 AM / MacDonald Rm.
This session examines a process for integrating restorative practices with domestic violence services. It takes into account the significant history of grass roots movements to maintain the high priority given to the victims of intimate partner violence, to hold abusers accountable, and to involve community stakeholders. In addition, strategies and methods for using restorative practices in other contexts outside of the criminal justice system will be discussed. At the Domestic Abuse Project in Minneapolis, Minnesota, the staff is integrating restorative practices and domestic violence services carefully and without excuse. There are four threads being weaved together that currently guide the project’s work: Cultural accessibility and relevancy, family focus, strengths base, and restorative practice integration. This presentation describes how these threads are being woven into the overall services of this domestic violence program to enhance the services and better accomplish the mission of the organization.

The Challenge of Embedding Restorative Practice at a School District Level: An Australian Case Study
Lesley Oliver
Day 3 — 10:40–11:30 AM / Algonquin A
In 2005 the South West Metro School District embarked on an ambitious quest to introduce and develop restorative practices (RP) across 35 school sites. This presentation features key aspects that contributed to its success, including: 1) the training and development process for district staff, teachers, leadership, students and parents; 2) the critical role of school leadership in creating a restorative culture; 3) practical applications in the classroom in relation to circle work and classroom governance; 4) links to the school curriculum and learning outcomes; and 5) research and evaluation as an important tool for clarifying goals, measuring outcomes and validating the credibility of RP.  While the majority of schools embraced the message of RP, different contexts and mechanisms provided a range of challenges in achieving successful outcomes. Certain principles, however, remained constant and are shared in this workshop.

Building Accountability in Your World of Dreams: Dynamic Realized Efforts to Attain and Maintain Success
Elvenia Gray-Sandiford
Day 3 — 10:40–11:30 AM / Algonquin B
This session focuses on the work of Elvenia Gray-Sandiford of Canada’s Congress of Black Women, and the support given, though not exclusively, to youths of the Afro-Canadian community. Her clients, mostly single mothers, have achieved academic success in spite of various challenges. In addition to facilitating dialogue about taking responsibility for their choices, attitude, and behavior, program services also include the sharpening of ones’ empathy, respect and neutral aid skills. Elvenia connects her clients to community partners who assist in confidence-building and developing action ideas about social issues. These interactions foster a more positive youth/adult network—one of the many goals of the restorative practice in which she is involved. The programs empower youth to believe in themselves, their abilities and their highest human potential, and to develop coping and communication skills. Relationships with their teachers, parents and peers are strengthened, thus resulting in a reduction of school dropout rates.

CATCH — Children at the Critical Hour: Early Intervention for 9 to 11  Year Olds
Sylvia Dearing, Matthew K. McNeil
Day 3 — 10:40–11:30 AM / Algonquin C
CATCH, Children at the Critical Hour, is an early intervention for children aged 9 - 11, who engage in activity that would be considered an offense if they were older or who exhibit behavior that could lead to harm to self and others. Presenters will provide an overview of the program itself—what actually happens in these modified restorative justice processes, type and source of referrals, and outcomes. Some time will be spent on the reasons for CATCH development, the steps taken to motivate community on a common need, challenges and successes along the way, and where the program may lead.

Lead from Where You Stand: Bringing Restorative Practices to Your Organization
Shelley Steele, Shelley Wallace-Steacy
Day 3 — 10:40–11:30 AM / Algonquin D
Learn how a system went from limited knowledge of restorative practices to embracing it in philosophy and practice. The presenters take you through their journey of being trained as restorative practices facilitators to developing and implementing a pilot project for restorative practices within their organization. Through this initiative, hundreds of staff and community members have been trained as facilitators. Learn how restorative practices has become the impetus to an inclusive discipline philosophy within not only a school system but in the community as well. This restorative approach has lead to a sustainable and useable method of practice within the Hastings Prince Edward District School Board, as well as in the community. The trainers will help participants recognize how they can adopt restorative practices within their settings. The presenters will also offer ideas regarding implementation on both a small and large scale, and as a model for prevention and discipline.

Restorative Practice in the Small Rural Community of Innisfail, Alberta, Canada
Jean-Jacques Beauchamp
Day 3 — 10:40–11:30 AM / St. Laurent Rm.
Demonstrating the difference between restorative justice and youth justice, this workshop covers such issues as the importance and impact of the victim’s input; why the basics of restorative justice should be tough and used in the same format; why uniformity is very important to the participants; and why the time frame is so critical to the victims and offenders.  The facilitators discovered when they first started to organize a forum or community circle that agreement on a meeting place became the number one priority. Accessibility, assurance of anonymity, perceived intimidation and safety were major concerns. Also covered in the session is the challenge of finding volunteers and supporters; the acceptance of restorative justice as an alternative to the traditional justice system; how to appreciate and thank volunteers; and why choosing volunteers carefully is crucial to the integrity of the program.

Restorative Opportunities: Victim-Offender Mediation in Serious Crime
Tania Petrellis, Renee Laframboise
Day 3 — 10:40–11:30 AM / Mackenzie Rm.
Restorative Opportunities (RO) is a Correctional Service of Canada (CSC) program based on the principles of restorative justice. The program offers victim offender mediation (VOM) services in serious crime to address the harms caused by a criminal offense with those directly or indirectly affected. This workshop provides program information and presents CSC policy and protocols for the provision of VOM services in relation to victims, offenders and community members.

11:40 AM–12:30 PM — Breakout Sessions

We Can Do Something: Creating and Implementing Restorative Opportunities in Your School and Board
Laurie Corrigan, Brenda McDonald
Day 3 — 11:40 AM–12:30 PM / Cabinet Rm.
Brenda McDonald and Laurie Corrigan, two Catholic educators trained as restorative practice trainers, are secondary vice principals who use the IIRP continuum to implement and administer restorative practices in both traditional and non-traditional environments. From affective questioning to formal conferencing, they are particularly interested in sharing their experiences in awareness growing and building capacity in school and board settings.

Children Advocacy Through Family Mediation and Restoration
Grace A. Kelly, Paulene Gayle-Betten
Day 3 — 11:40 AM–12:30 PM / MacDonald Rm.
This session provides an overview of “Children Advocacy: Through Family Mediation and Restoration Program” (CAFMR), one function offered through the Northern Caribbean University’s Community Counseling and Restorative Justice Centre (CCRJC), located in Mandeville, Jamaica. The program seeks to address specific needs of children in need of care, protection and a safe environment. CCRJC currently provides an interdisciplinary prevention and intervention program designed to assist persons who are affected, directly or indirectly, by the ill effects of crime and violence. Essentially, CAFRM is a comprehensive program designed for the total rehabilitation of the families of both victims and perpetrators of all ages. CAFMR seeks to provide counseling and therapy, mediation, psycho-social/educational, and self-empowerment services to restore families. This intervention strategy allows for the utilization of various restorative justice treatment modalities such as the direct approach, the indirect mode and family group conferencing.

Social Alchemy: The Way for Community Justice Magic
Arthur Lockhart
Day 3 — 11:40 AM–12:30 PM / Algonquin A
This workshop is geared to people who are trying to bring to life an idea, a dream, hope or project specifically related to community and social justice issue(s). This highly experiential session will take people through the 10 key elements of social alchemy: (capacity, community, connection, humor, flow, crazy wisdom, spirit, sacredness, voice, transformation). Social alchemy demonstrates the process for people to move in very pragmatic ways through the archetypal obstacles (apathy, cynicism, anger, fear, oppression, failure) that can block creative community justice-building initiatives. This is a course about movement from imagination to implementation. This workshop will include videos/DVDs highlighting case studies, as well as Social Alchemy: The guidebook for community justice magic.

The Power of the Alternative Story in Storying and Restorying Within a Restorative Pathway
Ron Cronin-Lampe, Kathy Cronin-Lampe
Day 3 — 11:40 AM–12:30 PM / Algonquin B
Kath and Ron Cronin-Lampe have worked both in education and social services (Youth Justice) within New Zealand. They are currently work together in one of the most challenging schools in Hamilton, N.Z, and have created a restorative pathway that is assisting the adults within the school to examine their practices and thinking. The results have given adults the skills to communicate restoratively with the students. Central to the thinking is the idea: The Problem is the Problem and the Person is Never the Problem. Kath and Ron believe that externalizing the issues, and searching and storying the alternative stories, give adults enormous insights into the lives of youth and their families.

Winnipeg Youth Justice Committees: Restorative Justice Values and Practices
Colleen Pawlychka
Day 3 — 11:40 AM–12:30 PM / Algonquin D
Canada’s Youth Criminal Justice Act (YCJA) provides legislative direction, encouraging and allowing the use of restorative initiatives through extra-judicial measures, and most specifically expanding the role of Youth Justice Committees (YJCs). This interactive workshop session includes three components that explore the impact of this legislative direction on youth justice committees. The first component is a brief presentation on the formation and evolution of YJCs and Winnipeg’s referral process. The second workshop component is an overview of recent research conducted on Winnipeg’s YJCs through interviews and participant observation. The session presenter examined practices currently conducted to fulfill the YCJA mandate, and assessed the degree to which these practices accurately reflect a restorative justice approach. The third component of the workshop invites participants to explore the implications of the research findings and develop new directions in their own work on justice committees as well as other areas of restorative justice practice.

Equity Is in the Eye of the Beholder: Social Exchange in Community Restorative Practices
Barbara Benoliel
Day 3 — 11:40 AM–12:30 PM / St. Laurent Rm.
Social exchange and equity theory both speak to the process of restoration. For restorative processes to operate in any society there has to be some tacit consensus on general values and what is equitable to maintain the delicate balance of the “scales of justice.” A value is assigned to a good or an interest, which is then balanced against the social consequences to produce some equity that results in a resolution. Sometimes, this makes restorative processes feel like bargaining in a flea market. Are your skills being used to “balance” the two sides into a win/win? In balancing individual and community interests do we prioritize some more highly than others? This interactive workshop applies social exchange and equity theory to restorative process in community settings. Using a case study and exercise, with an introduction to the theory, participants will apply social exchange to generate “equity” in resolving a conflict.

Building Restorative Community in Secondary Schools: Practical Suggestions from Our Practice
Tracey Hughes, Andrew Bigg
Day 3 — 11:40 AM–12:30 PM / Meighen Rm.
Andrew Bigg and Tracey Hughes are experienced high school teachers who are part of a restorative practices core team at Peterborough Collegiate and Vocational Institute, Ontario, Canada. In this session they share their journey as a pilot secondary school that embraces restorative practice. Andrew and Tracey were part of a team of teachers who developed a full-day workshop for Grade 9 students in restorative practice. The one-day workshop developed for the Grade 9 students is designed to set the behavioral expectations for students starting out in high school. Come and share their insights and experiences.

12:30–1:30 PM — Closing Session and Lunch