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.

Restorative justice is a dynamic and innovative way of dealing with conflict in schools, promoting understanding and healing over assigning blame or dispensing punishment. It can create an ethic of care and justice that makes schools safer and happier, not only through reducing conflict, but also in terms of developing active citizenship skills, good self-esteem, open communication and team work in students. 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.

This work helps in rethinking behaviour management through the use of restorative justice methods in the classroom. This clearly presented manual takes practitioners in gradual stages through the harsh realities of confronting wrong-doing and injustice in school. The traditional approach seeks simply to apportion blame and punish the wrongdoer. There is now strong evidence that restorative justice can be effective in reducing problem behaviour, and in engendering a sense of fairness and justice among all stakeholders in the school community. The book provides: an explanation of restorative justice and behaviour management; a wide range of restorative practice measures; step-by-step instructions for planning and facilitating individual, small group and whole class conferences; frequently asked questions and answers; key master documents that can be adapted; and, case studies. It is full of practical suggestions and techniques for dealing with problem behaviour, whether trivial or serious. It is suitable for ages 7-16.

Restorative justice is an innovative approach to addressing conflict and bullying, as well as disruptive, challenging and criminal behaviour. A restorative approach in a care setting shifts the emphasis from managing and responding to anti-social behaviour to the building, nurturing and repairing of relationships, and encourages the young person to accept responsibility and put things right. In this photocopiable resource, Belinda Hopkins identifies the practical benefits of employing the restorative approach. In extreme cases, this can mean dealing with serious incidents effectively without recourse to the police and the criminal justice system. For day-to-day interactions the approach builds on the principles of social pedagogy and 'restorative parenting', and offers a fresh look at encouraging self-regulation through the promotion of pro-social behaviour and greater involvement of the young people themselves in making choices that address everyone's needs. Just Care is essential reading for residential care managers and staff, social workers, youth offending team managers and those with responsibility for foster care training and development.

Restorative practice is an innovative approach to thinking about, and addressing, conflict and bullying, as well as disruptive, challenging and criminal behaviour. The approach is increasingly used to transform the culture of organisations, institutions and services and the way people communicate with one another. In this book, ten practitioners describe a restorative encounter as seen through the lens of their own theoretical model. The book's unique structure is modelled on a restorative practice known as Circle Time- comprising of a Check-in, a Main Activity, and a Check-out. In the Check-in the practitioner explains how their own theoretical model informs their practice; in the Main Activity they comment on the same case studies to highlight how each theory can deepen our understanding of what might be happening and why; and in the Check-out they reflect on what they have learned from reading each other's contributions. This is a unique exemplar of how restorative theory and practice can influence how practitioners think, learn and write about restorative practice. This will be an invaluable resource for restorative practitioners working across sectors including education, social services, youth offending or policy.