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Restorative practices
Restorative practices is a social science that integrates developments from a variety of disciplines and fields — including education, psychology, social work, criminology, sociology, organizational development and leadership — in order to build healthy communities, increase social capital, decrease crime and antisocial behavior, repair harm and restore relationships.
==Overview==
The social science of restorative practices offers a common thread to tie together theory, research and practice in diverse fields such as education, counseling, criminal justice, social work and organizational management. Individuals and organizations in many fields are developing models and methodology and performing empirical research that share the same implicit premise, but are often unaware of the commonality of each other’s efforts.
For example, in criminal justice, restorative circles and restorative conferences allow victims, offenders and their respective family members and friends to come together to explore how everyone has been affected by an offense and, when possible, to decide how to repair the harm and meet their own needs.〔McCold, P. (2003). A survey of assessment research on mediation and conferencing. In L. Walgrave (Ed.), Repositioning Restorative Justice (pp. 67–120). Devon, UK: Willan Publishing.〕 In social work, family group decision-making (FGDM) or family group conferencing (FGC) processes empower extended families to meet privately, without professionals in the room, to make a plan to protect children in their own families from further violence and neglect or to avoid residential placement outside their own homes.〔American Humane Association (2003). FGDM Research and Evaluation. Protecting Children, 18(1–2).〕 In education, circles and groups provide opportunities for students to share their feelings, build relationships and solve problems, and when there is wrongdoing, to play an active role in addressing the wrong and making things right.〔Riestenberg, N. (2002, August). Restorative measures in schools: Evaluation results. Paper presented at the Third International Conference on Conferencing, Circles and other Restorative Practices, Minneapolis, MN, USA.〕
These various fields employ different terms, all of which fall under the rubric of restorative practices: In the criminal justice field the phrase used is “restorative justice”;〔Zehr, H. (1990). Changing Lenses: A New Focus for Crime and Justice. Scottdale, PA: Herald Press.〕 in social work the term employed is “empowerment”;〔Simon, B. (1994). The Empowerment Tradition in American Social Work. New York, NY: Columbia University Press.〕 in education, talk is of “positive discipline”〔Nelsen, J. (1996). Positive Discipline (2nd ed.). New York, NY: Ballantine Books.〕 or “the responsive classroom”;〔Charney, R. (1992). Teaching Children to Care: Management in the Responsive Classroom. Greenfield, Massachusetts: Northeast Foundation for Children.〕 and in organizational leadership “horizontal management”〔Denton, D. (1998). Horizontal Management. Lanham, MD: Rowman and Littlefield.〕 is referenced. The social science of restorative practices recognizes all of these perspectives and incorporates them into its scope.
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