RP 550: Transforming Relational Harm Syllabus

Course Description

This course is an approved elective for the Education Specialization and the Community Engagement Specialization, and it is the requisite first course for the Relational Facilitation for Healing Trauma Certificate.

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.

Notes:

• This course requires participation in weekly synchronous skill-building experiences with the instructor and a willing participant with whom to practice compassionate witnessing.
• Students who have completed RP 535 Restorative Responses to Adversity and Trauma may not register for RP 550 Transforming Relational Harm.
• People have been exposed to various levels of trauma in their lives. This course considers the use of restorative practices in cases of grief, trauma, and adversity. We advise students to consider establishing an emotional support system for themselves while taking this course.

Prerequisite for the Master of Science Degree or Graduate Certificate in Restorative Practices

• RP 500 or RP 504

Prerequisite for Graduate Certificate in Relational Facilitation for Healing Trauma

• None

Credit Hours: 3

This is a 3-credit course; instruction time is measured by Carnegie units. Students can expect to spend
a total of 42 hours in direct instruction activities (45 hours if a final examination is given), which can include in-class seat time and/or online interaction with faculty and classmates in Moodle, plus approximately 90 hours in indirect instruction outside of class (course readings, research, projects, writing, reflection and analysis, etc.).

Course Delivery Modality: Online, 10 Weeks

This course is delivered fully online via the Moodle Learning Management System over 10 weeks.
The Zoom sessions on Sundays are mandatory for all students; during these sessions, we will practice compassionate witnessing together. Students choose to attend either Sunday mornings or Sunday evenings, U.S. Eastern time.  

Course Outcomes

Upon successful completion of the course, students will be able to:

1. Facilitate restorative groups using compassionate witnessing and mindful practices .
2. Evaluate readings about how adversity, trauma, and grief impact relationships.
3. Formulate reflective feedback on compassionate witnessing.
4. Evaluate current research findings findings about how restorative practices transforms relational harm.

Course Materials

The articles, documents, and other learning materials located in Moodle, the IIRP’s online learning platform, are provided for students’ personal use for educational purposes.

Some materials may be copyrighted; they are used in this course with permission of the rightsholders.

No course materials may be shared or redistributed without permission from the rightsholders. Please direct any questions in this area to the Librarian.

Required Readings

It is the student’s responsibility to obtain textbooks. (Check local or online bookstores.)
* Available in both print and e-book editions.

* Rosenberg, M. (2005). The surprising purpose of anger. Puddle Dancer Press.

* Siegel, D. J. (2014). Brainstorm: The power and purpose of the teenage brain. Jeremy P. Tarcher/Penguin.

These required readings are provided in Moodle:

Long, W. C. (2011). Trauma therapy for death row families. Journal of Trauma & Dissociation, 12(5),
482-494. https://doi.org/10.1080/15299732.2011.593258

McCold, P. (2000). Toward a holistic vision of restorative juvenile justice: A reply to the Maximalist model. Contemporary Justice Review, 3(4), 357-414.

Neff, K. D., & Vonk, R. (2009). Self compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77(1), 23-50. https://doi.org/10.1111/j.1467-6494.2008.00537.x

Retzinger, S., & Scheff, T. (2000). Shame and shaming in restorative justice. Red Feather Journal of Postmodern Criminology, 8, 1-15. http://www.critcrim.org/redfeather/journal-pomocrim/vol-8-shaming/scheff.html

Rundell, F. C. (2021, Summer). Processing trauma using the Relational Care Ladder. IIRP Presidential Paper Series, 4, 1-20. https://www.iirp.edu/images/pdf/Processing_Trauma_Using_the_Relational_Care_Ladder.pdf

Rundell, F. C. (2022). Systemic racism: A transgenerational trauma haunting the soul of South Africa. Samuel DeWitt Proctor Institute for Leadership, Equity, & Justice. https://proctor.gse.rutgers.edu/sites/default/files/SystemicRacism_SA_0.pdf

Rundell, F. C., Sheety, A., & Negrea , V. (2018). Managing trauma: A restorative process. In E. Sengupta & P. Blessinger (Eds.), Refugee education: Integration and acceptance of refugees in mainstream education (pp. 17-31). Emerald Publishing. https://doi.org/10.1108/S2055-364120180000011004

Weingarten, K. (2003). Common shock: Witnessing violence every day — how we are harmed, how we              can heal. Dutton.

Weingarten, K. (2012). Sorrow: A therapist’s reflection on the inevitable and the unknowable. Family        Process, 51(4), 440-455. https://doi.org/10.1111/j.1545-5300.2012.01412.x

Weingarten, K. (2023). Called to repair injustice: Connecting everyday practices to societal phenomena, creating momentum for solidarity and change. Family Process, 62(1), 6-34. https://doi.org/10.1111/famp.12839

These required videos are linked to in Moodle:

Baum, N. (2017, December). Beyond labels: Bridging differences through storytelling [Video]. TED. https://www.ted.com/talks/noa_baum_beyond_labels_bridging_differences_through_storytelling

Gallery144 Productions. (2010, October 14). Healing Neen - feature length [Video]. Vimeo. https://vimeo.com/15851924

Jackson, F. (2015, June 22). Don t flip yo lid [Video]. YouTube. https://youtu.be/he-fW9_3egw

Hervey, K. (Director). (2020). The prison within [Film]. Prison Within LLC; Raw Love Productions.

IIRP Graduate School. (2016, June 20). Compassionate witnessing example - Koury Cook [Video]. YouTube. https://youtu.be/GfeugQNeysM

IIRP Graduate School. (2016, January 4). Facing the demons [Video]. YouTube. https://youtu.be/hNVAJUxK3g8

IIRP Graduate School. (2015, December 1). Susan Deppe, M.D. [Video]. YouTube. https://youtu.be/oDNa2QMvwp8

IIRP Graduate School. (2019, October 29). Walter Long - Bethlehem 2019 [Video]. YouTube. https://youtu.be/MW7chQ4TuVM

ImagoRelationships. (2009, June 12). What is Imago Dialogue? [Video]. YouTube. https://youtu.be/f32wQXYXUGQ

Mindful Schools. (2015, January 26). "Just breathe" by Julie Bayer Salzman & Josh Salzman (Wavecrest Films) [Video]. YouTube. https://youtu.be/RVA2N6tX2cg

Plum Village App. (2012, April 21). 1st planting seeds: The power of mindfulness film trailer. [Video]. YouTube. https://youtu.be/aS_RdghyX0E

SteveIIRP. (2014, February 27). Kathy's story - part 1 [Video]. YouTube. https://youtu.be/2Sq-IxTlOrM

SteveIIRP. (2014, February 27). Kathy's story - part 2 [Video]. YouTube. https://youtu.be/rIUUDt5xhyM

SteveIIRP. (2014, February 27). Kathy's story - part 3 [Video]. YouTube. https://youtu.be/f2DXJCPcBCQ

SteveIIRP. (2014, February 27). Kathy's story - part 4 [Video]. YouTube. https://youtu.be/2kfIXbt-sA4

Stevenson, B. (2012, March). We need to talk about an injustice [Video]. TED. https://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice

TalkDocumentary. (2012, March 11). Jill Bolte Taylor: STROKE of insight: TED TALKS: documentary,lecture,talk: [Video]. YouTube. https://youtu.be/QTrJqmKoveU

TED. (2018, February 13). What comes after tragedy? Forgiveness | Azim Khamisa and Ples Felix [Video]. YouTube. https://youtu.be/85hbMtegrLc

TEDx Talks. (2018, February 27). Art, a catalyst for restorative justice | Brunilda Pali | TEDxLeuvenSalon [Video]. YouTube. https://youtu.be/nn9SJq2polw 

Suggested Readings

If needed, students should contact the Librarian at This email address is being protected from spambots. You need JavaScript enabled to view it. for help locating these items in their area.

* Available in both print and e-book editions.

* Bloom, S. L. (2013). Creating sanctuary: Toward the evolution of sane societies. (Rev. ed.). Routledge.

* Doidge, N. (2015). The brain’s way of healing: Remarkable discoveries and recoveries from the frontiers of neuroplasticity. Penguin.

Harris, N., Walgrave, L., & Braithwaite, J. (2004). Emotional dynamics in restorative conferences. Theoretical Criminology, 8(2), 191-210. https://doi.org/10.1177/1362480604042243

This suggested reading is provided in Moodle:

Wachtel, T. (2016). Defining restorative. International Institute for Restorative Practices. https://www.iirp.edu/images/2022/WachtelDefiningRestorative2016.pdf

Minimum Technology Requirements

Students need the following equipment and software:

• A computer or other device with video and audio capabilities.
• A headset or speakers, webcam, and microphone.
• The most recent versions of Microsoft Word and Adobe Reader.
• The ability to connect to Zoom video conferencing and Moodle Learning Management System.

Course Expectations

• Students must log in and participate each week in online activities.
• Students must participate in all live Zoom sessions to practice facilitation skills.
• Assignments must be completed by the due date according to the standards specified
  by the course instructor(s).
• Assignments must satisfy the standards specified by the course instructor(s).
• The course instructor(s) will decide on whether to allow any exceptions or extensions.

Generative AI Guidelines for This Course

Students are limited in how they may use generative artificial intelligence (GAI) tools, such as ChatGPT, in this course.

Course assignments are designed for students to make connections between the learning materials and their own lived experiences through analysis, action, and reflection. GAI tools cannot produce authentic personal responses and should not be used to write your discussion forum posts, reflections, or research chapters.

If you wish, you may still use GAI as a “thought partner” to brainstorm, organize your thoughts, and/or refine your language and grammar.

Please refer to the IIRP’s Generative AI Information for Students for more information.

Course Calendar

The course calendar displays assignment deadlines and Zoom sessions and can be exported to calendar apps. The course calendar can be accessed from several locations on every Moodle page.

The course schedule is subject to change. Students will be notified of any changes to the schedule in a timely manner.

Grading

The final course grade will be determined as follows:

 Grades will be reported as follows:

Late Work

Weekly discussion forums provide a critical means of sharing and reflecting on our learning together.
As such, it is the expectation that students will complete and submit discussion forum assignments promptly so that members of the learning community can review and respond to each other’s work in
a timely manner. Should a complication arise that may impact your ability to turn in an assignment on time, please reach out to your course instructor via email as soon as possible to discuss adjustments to support your individual learning goals and progress.

In general:

• Reading Discussion Forum grades will be reduced by one point per day late.
• Reflection Post grades will be reduced by one point per day late.
• Research Chapter submissions will be reduced by two points per day late.

Incompletes

Students who are concerned they might not finish their coursework before the end of the term
should discuss with their course faculty if it is appropriate to arrange for an Incomplete. In certain circumstances, students may have an extension to finish their coursework and receive a passing grade
if their assignments are satisfactorily completed according to the adjusted schedule.

Dropping a Course

Students must submit a course withdrawal form by the deadline in order to drop a course. Time frames and financial implications of dropping a course are detailed in the Academic Catalog.

Course Communication (Netiquette)

All communications between faculty, students, staff, and administrators at the IIRP are expected to reflect the values of restorative practices and the IIRP’s commitment to diversity, equity, inclusion, and belonging. Email, discussion forum posts, and other electronic communications should be conducted in a collegial manner, demonstrating the same respect you would in a face-to-face conversation or professional email to your professor, supervisor, colleague, client, or student.

IIRP Graduate School Policies

Students are expected to read and abide by all policies of the IIRP Graduate School. Please reference
the Academic Catalog and Student Handbook for further information.

Academic Integrity

The IIRP expects its students to perform their academic work honestly and fairly. In addition, a student should neither hinder nor unfairly assist the efforts of other students to complete their work successfully. Please reference the Student Handbook for further information about Academic Integrity.

Code of Conduct

The IIRP recognizes the basic rights and responsibilities of the members of the Institute and accepts its obligation to preserve and protect those rights and responsibilities. Further, the Institute must provide for its members the opportunities and protections that best serve the nature of the educational process. Please reference the Student Handbook for further information about the Code of Conduct.

Student Support Services

The IIRP is committed to creating a learning environment that meets the needs of its diverse student body. The Office of Student Services has resources to assist you in many areas, including advising, registration, tuition payment, and academic support. If you anticipate or experience any barriers to learning in this course, please discuss your concerns with your course faculty or Student Services (This email address is being protected from spambots. You need JavaScript enabled to view it.).

Our faculty are involved and interested in the development of each student and do their best to help students if they are experiencing difficulty. Students should reach out to their advisor for guidance.

The IIRP Graduate School Library also has resources available to assist students in a variety of skills.

Tutor.com

The IIRP has contracted with Tutor.com for writing support and quantitative statistics tutoring.

At the top section of every Moodle course, students can follow the link to Tutor.com and choose to:

1. Chat online with a live tutor (available 24/7).
2. Schedule a virtual meeting to discuss questions.
3. Upload a paper for review and feedback.

The IIRP Library lists additional details about services provided by Tutor.com.

Each student is allotted a total of three (3) hours of free support per academic year. A student who needs additional time should email Student Services at This email address is being protected from spambots. You need JavaScript enabled to view it..

Note: Tutor.com is a third-party service provided as a convenience for students; it is not affiliated with
the IIRP. Tutors can assist with writing style, grammar, and mechanics; they cannot assess subject content.

Turnitin

Some courses enable Turnitin (”turn it in”) for specific assignments. Turnitin is a tool that compares submitted writing with content found on the internet, in various published works, and in papers submitted by other students to determine how similar the texts are.

Text that is similar to other work but is not correctly cited is a form of plagiarism. Students can upload a draft of their paper anytime prior to the assignment deadline to view their Similarity report. If a student determines their paper requires corrections, they can upload a revised version of their work for grading. Using Turnitin is a way for students to feel confident that they have cited source materials appropriately in their academic papers.

Instructions for using Turnitin are provided with any assignment that has Turnitin enabled.

Students with Disabilities

The International Institute for Restorative Practices (IIRP) adheres to the principles and mandates of the Americans with Disabilities Act of 1990, as amended, and the Rehabilitation Act of 1973.

The IIRP will review requests for accommodations for a student whose condition meets the legal definition of a disability under the ADA and who is considered otherwise qualified for IIRP admission. In addition, when required by law, the IIRP will facilitate access to individuals with disabilities to ensure the delivery of and access to its educational programming. Special classroom set-ups, alternate testing, and other accommodations for students with documented disabilities are available on a case-by-case basis.

The IIRP is not required by law to change the “fundamental nature or essential curricular components of its programs in order to accommodate the needs of disabled students.” It is the responsibility of students with disabilities that impact their ability to access the IIRP’s educational programs to request accommodations. This should be done well in advance of need in order to give the IIRP a reasonable amount of time to evaluate the request and, if determined to be appropriate, implement the accommodation.

Please submit your request by completing the accommodations form. If you prefer, you may instead send an email to This email address is being protected from spambots. You need JavaScript enabled to view it.. The Dean of Student Services, Associate Dean of Administration, and Provost will review your request and respond to you within 48 business hours.

Technical Support

Your course faculty is able to answer questions that may arise regarding Moodle and other technologies used in this course. For technical support with Moodle, please visit our Moodle FAQ page, and consult Zoom Support for guidance about Zoom video conferencing.

Our Helpdesk (This email address is being protected from spambots. You need JavaScript enabled to view it.) is staffed during our regular business hours: Monday through Friday, 8–4:30 U.S. Eastern time, excluding holidays.

• Student Portal (including lost password)
• Moodle and other course-related technology issues

Health and Well-Being

The IIRP faculty and staff care about you and strongly encourage anyone who may need assistance with any issue, including mental or physical health; drug, alcohol, or other addiction; domestic, sexual, or other violence; life events; or general stress, to seek appropriate support.

Taking courses at the IIRP is powerful and inspiring – but it can also be stressful, due to either competing demands on students’ time or content presented in courses exploring issues of trauma or violence.

If this course is a significant source of stress for you, please contact your course faculty.

For all other areas of concern, the IIRP advises you to seek appropriate care providers and resources in your community or online. Please refer to the Student Handbook for more information about Health and Well-Being.

Commitment to Diversity, Equity, Inclusion, and Belonging

Dignity manifests in relationships when all people have voice, agency, and a sense of belonging. Members of our learning community have insights gained from aspects of their personal stories such as geographic location, age, ethnicity, religion, parental status, family and relationship structure, formal educational attainment, physical and mental health, socioeconomic status, gender identity and gender expression, and political affiliation. All people experience harm; we know that by attending to the needs created by that harm, we may be able to restore trust and repair relationships.  As curious learners, we also must be cognizant of systemic harm and be humble as we examine our own biases, their impacts, and our actions to create a more compassionate and just future.

The IIRP draws knowledge from many sources, including Indigenous cultures from around the world, and we recognize that we have not always done this in partnership with those cultures. Cultural appropriation creates an epistemic injustice, silencing people’s voice and limiting knowledge creation to those who are legitimatized by the dominant culture. It erases people’s contributions and heritage, especially of diasporic and marginalized communities, perpetuating these patterns of appropriation.

To fully realize our mission, we must embrace diversity, promote equity, model inclusion, and nurture a sense of belonging. We strive to intentionally amplify the voices of marginalized people who have been silenced – including Indigenous, Black, Asian, and other people of color, women, LGBTQIA+ people, disabled people, neurodiverse people, and many other communities. We recognize and celebrate the efforts of those whose contributions have been historically hidden or forgotten.

Our Reparative Actions

• Faculty and staff create learning environments that value the many ways of knowing and producing knowledge and embed the principles of diversity, equity, inclusion, and belonging into our graduate curricula.
• We cultivate welcoming, supportive, curious, and bold spaces where we respectfully listen to every voice. Faculty, staff, trustees, and learners honor the similarities and differences that are represented in our diverse shared space and challenge our communities to have authentic conversations around difficult topics.
• We recognize our responsibility to provide accessible educational programs. We will also expand the capacity of our Impact Scholarships and explore other ways to minimize financial barriers for our graduate students.
• We forge a reciprocal partnership with the Lenape Nation of Pennsylvania, upon whose traditional lands our school is located, referred to as Bethlehem, PA.
• We commit to equitable hiring processes and supporting the development of all our employees through the cultivation of defined competencies that fortify our commitment to advance diversity, equity, inclusion, and belonging.