I can recommend each of the following books. I have found each of them useful in the school context. Please note that I have no financial interest in any of these publications.
Restorative Practices in Schools explains what has to happen in a
school in order for it to become truly restorative.
Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice.
Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered.
Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks.
Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.
and why does restorative practice (RP) work? This book presents the
biological theory, affect script psychology (ASP), behind RP, and shows
how it works in practice in different settings. ASP explains how the
central nervous system triggers 'affects' which are the basis of all
human motivation and emotion. The book presents a clear explanation of
what ASP is, how it relates to RP, and how ASP helps practitioners to
understand relationships, emotions and dynamics in their work. The
chapters are based around case studies which demonstrate RP in criminal
justice, organizational and education settings. They show how theory
links to practice, and how having a deep understanding of the theory has
helped practitioners to be successful in their work. Providing an
accessible explanation of how RP works, this book will be invaluable to
all RP practitioners in any setting, as well as RP students and
Section 1. The Theory Underpinning Restorative Justice.
1. Caring, Restorative Practice and the Biology of Emotion. Vernon C. Kelly, Jr
2. Interpersonal Caring, Social Disciple and a Blueprint for Restorative Healing. Vernon C. Kelly, Jr
Section 2. The Theory in Action in Communities and the Criminal Justice System.
3. Being Emotional, Being Human: Creating Healthy Communities and Institutions by Honoring our Biology. Lauren Abramson
4. Restorative Practice in a Policing Environment: Understanding Affect Will Help. John Lennox
5. Forgiveness. Katy Hutchison
6. A Necessary Discovery: Why the Theory is Important. Matthew Casey, Bill Curry, Anne Burton, Katherine Gribben
Section 3. The Theory in Action in Organizational Settings.
7. Keep Calm and Carry On: From Fear to Fun Over Two Years in a British Youth Arts Organization. Sian Williams
8. Drama Queens. Margaret Thorsborne
Section 4. The Theory in Action in Education.
9. Affect and Emotion in a Restorative School. Graeme George
10. They Suck, School Sucks, I Suck: The Secret Emotional Life of a Child with a Brain that Learns Differently. Bill Hansberry
From the publisher: Schools that have adopted the ancient principles of restorative justice in their approach to behaviour management report better relationships with young people, greater engagement in learning and a greater development of social and emotional competence among learners. No surprise, then, that interest in restorative practices is growing. It’s all about relationships. Wrongdoing is viewed through a ‘relational lens’. All those responsible for and affected by the behaviour are involved in solving the problem. Working in conference with a teacher/facilitator, participants come to understand the harm done to people and relationships. Accepting that such harm creates obligations and liabilities, they then focus on repairing the damage and putting things right.
From the publisher: "Restorative approaches are about more than just repairing relationships when things go wrong, they are also about making and maintaining relationships and they inform a style of teaching just as much as they do an approach to problem solving and conflict resolution. By giving everyone a voice, considering everyone’s thoughts, feelings and needs and believing in people’s ability to find solutions to their own problems by working together, young people will develop the language and skills they need to properly engage with their peers.The Restorative Classroom invites classroom teachers and teaching assistants to reflect on themselves, on their role, their purpose and their intention in the classroom and on their current style of engagement with their students. It combines a focus on the making, maintaining and repairing of relationships in the classroom with the development of social responsibility and a mutually supportive learning community in that classroom."
From the publisher: "In this, her first book, Nancy Riestenberg writes warmly and with long experience about the challenges facing school communities and how restorative measures—specifically Circles—create a safer space for learning and development for all. Using stories direct “from the hallways,” she brings heart to subjects that are often divisive and controversial: bullying and other violence, suspension, drug use, staff conflicts, and more. Throughout the book, Nancy’s focus is on strategies that actually work for the whole school community: students, parents, administrators, teachers, and the community in which they live."
From the publisher: "Working Restoratively in Schools has been written with an understanding of on-the-ground school discipline from a classroom and school administration level. Suitable from Kindy to Secondary, this guidebook addresses many of the questions that schools have about the ongoing and sustainable implementation of Restorative Justice (RJ). Divided into 4 sections, this guidebook covers a wide range of topics from the basics of RJ, through to school-wide processes for embedding RJ in policy and practice. Written by Bill Hansberry - a classroom teacher and consultant, and drawing on the expertise of other well respected educators and consultants, this is a must-have resource for any school or centre that is serious about developing safer and more connected learning communities."
From the publisher: "The Restorative Practices Handbook is a practical guide for educators interested in implementing restorative practices, an approach that proactively builds positive school communities while dramatically reducing discipline referrals, suspensions and expulsions. The handbook discusses the spectrum of restorative techniques, offers implementation guidelines, explains how and why the processes work, and relates real-world stories of restorative practices in action."
From the publisher: "A 'just' school is a place where victims and offenders and their respective communities of care are active participants in processes that ensure equal justice and fairness. Victims are empowered to have their needs met and to have their experience validated. Offenders are able to tell their stories and be given the chance to make amends. And finally, the community of care may seek ways to ensure that the incident does not happen again. This book takes you through the restorative practice process with chapters on: deciding whether to conference or not, conference preparation, convening the conference, managing the emotional dynamics, what if? Appendices and case studies."
From the publisher: "Based on the above philosophy, this book shows how the approach may be applied to classroom practice. Chapters include: working proactively; classroom conferences; individual, small and medium group conferences; facilitating conferences; what if? Appendices include: classroom script; the No Blame conference script; classroom conference report; classroom conference evaluation; letters to parents; case studies and recommended reading."
From the publisher: "This book is the third in the school series of books on Restorative Justice. The guiding principles of restorative justice provide for a different response to bullying. When harm is done (deliberate or otherwise) it needs to be fixed. These principles are not based on definitions of bullying behaviour or measure of frequency and intensity. The authors believe that can bring about repair and healing, and in the long term, make the school a safer place."
From the publisher: "Advocates of restorative justice question the state's ability to deliver satisfactory justice. This provocative volume looks at the flourishing restorative justice movement and considers the relationship between restorative justice and civil society. Genuinely international, it addresses aspects of civil society including schools, families, churches and private workplaces and considers broader issues such as democracy, human rights, access and equity. It presents the ideals of restorative justice so that victims, offenders, their families and communities might have more representation in the justice process."
From the publisher: “The Little Book of Restorative Justice is for those who have heard the term and are curious about what it implies and for those who are involved in the field but are becoming unclear or losing track of what they are trying to do. I hope to help bring clarity about where the restorative justice ‘train’ is heading and, in some cases, to nudge the train back onto the track.”
From the publisher: "Although written without knowledge of the conferencing process, Australian criminologist John Braithwaite's book Crime, Shame and Reintegration provides a sociological explanation for why conferencing works so well. Braithwaite explains that the desire to avoid shame aids in the development of conscience and social bonds. He distinguishes between two types of shame: stigmatizing shame which rejects and permanently labels offenders and reintegrative shame which only rejects the offender's deed but not the offender himself.
From the publisher: "This collection of articles from the Restorative Practices eForum - the IIRP's internet publication with thousands of subscribers around the world - conveys the power of restorative practices to transform schools into positive, vibrant communities while dramatically reducing discipline referrals, detentions and suspensions. The articles include accounts of personal experiences, implementation and research in schools from the United States and Canada to the United Kingdom, Europe, Australia and Asia."
From the publisher: "Donald Nathanson' book provides the psychological explanation for why conferencing works. A Philadelphia psychiatrist, author and lecturer, he wrote Shame and Pride before he was aware of conferencing, explaining and building upon the affect and script theories of the late Silvan S. Tomkins. Nathanson has become an advocate of conferencing. When a crime is committed, Nathanson said in an interview, everyone involved experiences very extreme negative affect, but the court process fails to address this. Conferences, on the other hand, allow for the free expression of affect, which helps people move beyond the negative to the positive and deal with the adverse emotional consequences of the crime."
From the publisher: "A procedural guide to coordinating and facilitating restorative conferences, structured meetings between offenders, victims and both parties’ family and friends, in which they deal with the consequences of the offense and decide how best to repair the harm. The handbook covers the process of selecting cases, inviting participants, making preparations and running the conference itself. It is useful to anyone who wants to learn to facilitate conferences in school, criminal justice and other settings. Originally published in 1999."
From the publisher: "This book addresses a number of key themes and developments in restorative justice, and is based on papers originally presented at the 6th International Conference on Restorative Justice in Vancouver. It is concerned with several new areas of practice within restorative justice, with sections on restorative justice and youth, aboriginal justice and restorative justice, victimization and restorative justice, and evaluating restorative justice. Contributors to the book are drawn from leading experts in the field from the UK, US, Europe, Canada, Australia and New Zealand."
From the publisher: "This Kete (resource booklet) is a response to the interest shown by colleagues in schools in New Zealand, as well as by colleagues internationally, in the foundational work we at the University of Waikato School of Education did in restorative conferencing and restorative practices in schools in the early 2000s. This Kete was prepared with a view to informing those who may be considering introducing the practices into their school. It gives an overview of the philosophy of restorative practice, describes the process of restorative conversation (including formal conferencing), and offers recommendations about things to consider in introducing the practices into schools. The Kete contains resources that can be used to guide the development of understanding and facilitation of restorative conversations. We offer you these resources in the hope that they will help you forward your own work on developing practices of respect in your school."
From the publisher: "From a teaching background herself, Belinda Hopkins is at the forefront of the development of restorative justice in the UK, and in this practical handbook she presents a whole school approach to repairing harm using a variety of means including peer mediation, healing circles and conference circles. She provides clear, practical guidance for group sessions and examines issues and ideas relating to practical skill development for facilitators. Clearly structured and with photocopiable sheets, this book is an excellent resource for teachers, school counsellors and youth workers seeking a more positive and effective way to deal with conflict in educational settings."
From the publisher: "This book introduces a whole school approach to addressing the problems of bullying and violence in schools. Author Brenda Morrison proposes a continuum of responsive and restorative practices for building safe school communities. The first, most proactive, level of practices aims to develop all students’ social and emotional competencies, to enable students to resolve their differences in caring and respectful ways. The second level of practices widens the circle of care around the participants. Typically this level of response occurs when the problem has become more protracted or has involved (and affected) a larger number of people, and involves other members of the school community stepping in to assist in the resolution of the conflict or concern. The third and final level of practices involves the participation of an even wider cross-section of the school community, including parents, guardians, social workers, and others who have been affected. This tertiary level of intervention is normally only used for serious incidents within the school. Morrison explains the thinking behind the suggested responses and shows how they can be implemented by practices such as a responsible citizen program and restorative justice circles and conferences."
From the publisher: "Shame and guilt have captured the attention of scholars and clinicians for generations, but have only recently begun to be subjected to systematic empirical scrutiny. This book reports on the growing body of knowledge on these key self-conscious emotions, integrating findings from the authors' original research program with other data emerging from clinical, social, personality, and developmental psychology. The authors demonstrate that shame and guilt have significant-and surprisingly disparate-implications for many aspects of human functioning, with particular relevance for interpersonal relationships. The book examines such compelling topics as the varying levels of empathy shown by "shame-prone" and "guilt-prone" individuals; links to anger, hostility, and aggression; and effects of shame and guilt on psychological adaptation and moral behavior. Clinical applications of the research are discussed in depth, as are methodological and assessment issues; developmental considerations; and implications for parenting, education, and social policy."
From the publisher: "Silvan S. Tomkins was indeed one of history's most original psychologists, a tireless scientist who contributed much to that discipline. "Affect Imagery Consciousness" was his life's work and consumed him from the mid 1950s through the end of his life in 1991. With this book, he took on an enormous task; he sought to explore emotions, or affects, why we had them, why we paid attention to them, and how they motivated us to respond to situations in our daily lives.Tomkins believed that "all life is 'affective life,' all behavior, thought, planning, wishing, doing...there is no moment when we are free from affect, no situation in which affect is unimportant." He identified nine innate affects that humans possess, and from these, discovered a set of four highly specific behavioral requirements known as "The Tomkins Blueprint for Individual Mental Health", which states: as humans, we are motivated to savor and maximize positive affect. We enjoy what feels good and do what we can to find and maintain more of it; we are inherently biased to minimize negative affect; the system works best when we express all of our affects; and, anything that increases our power to accomplish these goals is good for mental health, anything that reduces this power is bad for mental health.These nine affects and this blueprint serve as a foundation for much of Tomkins' research and theories discussed in the volumes of "Affect Imagery Consciousness".
Restorative Schools, Restorative Communities Janet Clark, Speechmark, 2012 Amazon
From the publisher: "This book is aimed at all professionals interested in developing restorative approaches in their school, from those considering starting to those who have implemented programmes and want to evaluate and improve their practice. The content includes a brief background to its introduction in the UK in the 1990s and the influence of the pioneering work of colleagues in Australia and New Zealand. From the earliest emphasis on restorative justice, the book outlines the wider educational model of restorative approaches used in today's schools. The book guides the reader through the stages of evaluating their current restorative practice with a suggested framework of how to get started and how to evaluate progress, illuminated by case studies from across the UK. Areas such as staff training and development are considered, as well as how to involve young people. The role of the wider community and key players are explored, their involvement in schools and how schools in turn can work within the community. Importantly, the book identifies the need to include parents and careers as a crucial factor for embedding restorative practice in the school and community setting. The case studies show how schools' behaviour policies have moved from a punitive and blameful culture to one of repairing relationships and solving problems. They also highlight improvements in the school climate, including increased attendance and a fall in fixed term exclusions. This practical book is suitable for both primary and secondary schools. The accompanying CD includes an introductory Power Point for staff as well as capable resources including checklists, action plans, referral forms, information guides, evaluation sheets and exemplar contracts."