Graduate Course Schedule

This course explores the fundamental principles, philosophy, theories, practices, models and skills of restorative practices. Special emphasis will be placed on proactive and responsive circles, restorative conferencing and the informal application of these processes.  Issues critical to the development of restorative practices, such as models of human interaction, theories of behavior and current research will be considered. Students will assess the role of human emotion, especially shame, in social relationships.

Students taking this course will complete 18 hours of coursework online after attending the 4-day Basic Restorative Practices event. 

Students will implement and evaluate a restorative practices project that builds on their previous experience.  Students will acquire restorative skills through readings, lecture, self-assessment and an interactive online process.

Prerequisite: Participation in two professional development days — Introduction to Restorative Practices and Using Circles Effectively — taken after January 1, 2009. 

This course introduces students to a wide range of possible applications for restorative justice and other restorative practices in varied settings including criminal justice, education and youth services, higher education, social work and workplaces. Students explore the potential, as well as the limitations, risks and obstacles to restorative practices through reading, online videos, interactive online discussion and writing assignments.

This course is designed to give students practical strategies for intervention with at-risk youth.  The course will explore evidenced-based practices such as Aggression Replacement Training® and Life Space Crisis Intervention (LSCI).  The online experience builds on the guided practice portion of the course by examining social and emotional learning theories as they relate to the philosophical framework of restorative practices.

Students will complete 30 hours of coursework online after attending the 2-day Aggression Replacement Training® event.  Register for the 2-day event at a date and location convenient to you »

This course explores a deeper application of restorative practices as it relates to emotion and harm.  Students will use group process, emotional dynamics, compassionate witnessing and mindful practice to address a wide continuum of harm.  Students will explore neuroscience and how harm impacts the brain.  Through the learning process, students will begin to understand how harm, human neuroscience and emotional experiences affect relationships.

This course requires participation in synchronous skill-building experiences with the instructor and a willing participant with whom to practice compassionate witnessing.

This course explores the fundamental principles, philosophy, theories, practices, models and skills of restorative practices. Special emphasis will be placed on proactive and responsive circles, restorative conferencing and the informal application of these processes.  Issues critical to the development of restorative practices, such as models of human interaction, theories of behavior and current research will be considered. Students will assess the role of human emotion, especially shame, in social relationships.

Students taking this course will complete 18 hours of coursework online after attending the Introduction to Restorative Practices, Using Circles Effectively, and Facilitating Restorative Conferences.

Students will implement and evaluate a restorative practices project that builds on their previous experience. Students will acquire restorative skills through readings, lecture, self-assessment and an interactive online process.

Students in this course will develop skills and competencies to design scientific inquiry in restorative practices. Students will review research concepts and principles and explore research designs and methods appropriate for answering different types of restorative practice questions. Students will select a topic intended to advance the restorative practices field of study and conceptualize and design a research project. Students also will learn essentials of writing research proposals.

This course introduces students to a wide range of possible applications for restorative justice and other restorative practices in varied settings including criminal justice, education and youth services, higher education, social work and workplaces. Students explore the potential, as well as the limitations, risks and obstacles to restorative practices through reading, online videos, interactive online discussion and writing assignments.

An intensive group experience, this course will immerse students in a culture of restorative practices in class.  The course will emphasize self-assessment of both personal and professional styles and growth in restorative practices. Students will also learn to facilitate and implement a professional learning group.

Students will complete 30 hours of coursework online after attending the Restorative Leadership Development: Authority with Grace event.

This course explores a deeper application of restorative practices as it relates to emotion and harm. Students will use group process, emotional dynamics, compassionate witnessing and mindful practice to address a wide continuum of harm.  Students will explore neuroscience and how harm impacts the brain. Through the learning process, students will begin to understand how harm, human neuroscience and emotional experiences affect relationships.

This course requires participation in synchronous skill-building experiences with the instructor and a willing participant with whom to practice compassionate witnessing.

Students in this course will learn about the synergy between restorative practices and the field of community health. They will understand how restorative practices can improve social factors that are known to influence health and well-being, including connectedness and belonging, personal and collective efficacy, sense of community, resilience, and flourishing. Students will learn how restorative practices can strengthen community health efforts by fostering meaningful and sustainable cross-sector collaborations and developing the community’s capacity to advance the well-being of its members. Individual plans will be created to use restorative practices to address these social determinants of health within a community of the student’s choice.

This course focuses on the basic communication process in problem management and crisis intervention. Life Space Crisis Intervention, which helps individuals identify patterns of self-defeating behavior, is viewed through a restorative lens. Role plays of restorative responses facilitate an understanding of the process. Students will learn to apply Life Space Crisis Intervention with individuals in the moment of crisis.

This course requires participation in synchronous skill-building experiences with the instructor and a willing participant with whom to practice questioning skills.