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. 

PREREQUISITE:  ALL REQUIRED MASTER'S DEGREE PROGRAM COURSEWORK

In the capstone course, students create a culminating multimedia project that describes how restorative practices positively influences human behavior and strengthens civil society. Students also identify potential gaps in this emerging social science. Projects are developed in a highly interactive group process where students support each other in writing and presenting their capstone project. As a professional learning community, faculty and students engage in discussion about each presentation to help the group review the processes, philosophy, theory and research in restorative practices.

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 »

In this course, students will develop an understanding of social construction theory and narrative theories that empower the facilitation of decision making.  Students will learn to organize and maintain conversations with others to address their needs and enhance their potential, through enriched narrative conversations that acknowledge the individual or group.

This course requires participation in synchronous skill-building experiences with the instructor and a willing individual with whom to practice six different narrative maps.

This course offers the opportunty for the student to apply restorative practices in the mode of action research to a real world probllem in the student's own sphere of influence. This course requires the identification of such a problem, a scan of environmental factors, the framing or defining of that problem, and the creation of an action plan addressing the problem and assessing the results of the project.

REQUIRES CONSENT OF ADVISOR

NOTE:  Students electing to take RP 695 will also need to register for RP 696 in order to implement and complete their research project.  Neither course's credits will be awarded until both are completed.

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.