DOCUMENT RESUME

ED 434 981 UD 033 158

TITLE Guide for Implementing the Balanced and Restorative JusticeModel

INSTITUTION Department of Justice, Washington, DC. Office of JuvenileJustice and Delinquency Prevention.

REPORT NO NCJ-167887PUB DATE 1998-12-00NOTE 97p.

CONTRACT 95-JN-FX-0024PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Adolescents; Case Studies; Correctional Rehabilitation;

*Juvenile Justice; Models; Program Implementation; YoungAdults

IDENTIFIERS *Restoration

ABSTRACTThe Balanced and Restorative Justice Model (BARJ) outlines

an alternative philosophy, "restorative justice," and a new mission thatrequires juvenile justice professionals to devote attention to enablingoffenders to make amends to their victims and the community, increasingoffender competencies, and protecting the public through processes in whichvictims, the community, and offenders all participate. This document isintended to assist juvenile justice professionals in implementing a BARJapproach in their work. It contains practical information and tools to enableprofessionals to implement the model and criteria by which practitioners canjudge practice in terms of BARJ principles. The guide also contains concreteexamples and case studies to assist juvenile justice professionals at alllevels in examining how their roles can change to promote a balanced andrestorative approach to juvenile justice. Three appendixes list sources foradditional information, describe the program of Deschutes County, Oregon, andpresent a sample offender disposition from Deschutes County. (SLD)

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I I

Office of Juvenile Justiceand Delinquency Prevention

The Office of Juvenile Justice and Delinquency Prevention ( OJJDP) was established by the President and Con-gress through the Juvenile Justice and Delinquency Prevention (JJDP) Act of 1974, Public Law 93-415, asamended. Located within the Office of Justice Programs of the U.S. Department of Justice, OJJDP's goal is toprovide national leadership in addressing the issues of juvenile delinquency and improving juvenile justice.

OJJDP sponsors a broad array of research, program, and training initiatives to improve the juvenile justicesystem as a whole, as well as to benefit individual youth-serving agencies. These initiatives are carried out byseven components within OJJDP, described below.

Research and Program Development Divisiondevelops knowledge on national trends in juveniledelinquency; supports a program for data collectionand information sharing that incorporates elementsof statistical and systems development; identifieshow delinquency develops and the best methodsfor its prevention, intervention, and treatment; andanalyzes practices and trends in the juvenile justicesystem.

Training and Technical Assistance Division pro-vides juvenile justice training and technical assist-ance to Federal, State, and local governments; lawenforcement, judiciary, and corrections personnel;and private agencies, educational institutions, andcommunity organizations.

Special Emphasis Division provides discretionaryfunds to public and private agencies, organizations,and individuals to replicate tested approaches todelinquency prevention, treatment, and control insuch pertinent areas as chronic juvenile offenders,community-based sanctions, and the disproportionaterepresentation of minorities in the juvenile justicesystem.

State Relations and Assistance Division supportscollaborative efforts by States to carry out the man-dates of the JJDP Act by providing formula grantfunds to States; furnishing technical assistance toStates, local governments, and private agencies;and monitoring State compliance with the JJDP Act.

Information Dissemination Unit informs individualsand organizations of OJJDP initiatives; disseminatesinformation on juvenile justice, delinquency preven-tion, and missing children; and coordinates programplanning efforts within OJJDP. The unit's activitiesinclude publishing research and statistical reports,bulletins, and other documents, as well as overseeingthe operations of the Juvenile Justice Clearinghouse.

Concentration of Federal Efforts Program pro-motes interagency cooperation and coordinationamong Federal agencies with responsibilities in thearea of juvenile justice. The program primarily carriesout this responsibility through the Coordinating Coun-cil on Juvenile Justice and Delinquency Prevention, anindependent body within the executive branch thatwas established by Congress through the JJDP Act.

Missing and Exploited Children's Program seeks topromote effective policies and procedures for address-ing the problem of missing and exploited children.Established by the Missing Children's Assistance Actof 1984, the program provides funds for a variety ofactivities to support and coordinate a network of re-sources such as the National Center for Missing andExploited Children; training and technical assistanceto a network of 47 State clearinghouses, nonprofitorganizations, law enforcement personnel, and attor-neys; and research and demonstration programs.

The mission of OJJDP is to provide national leadership, coordination, and resources to prevent juvenile victimizationand respond appropriately to juvenile delinquency. This is accomplished through developing and implementing pre-vention programs and a juvenile justice system that protects the public safety, holds juvenile offenders accountable,and provides treatment and rehabilitative services based on the needs of each individual juvenile.

Guide for Implementingthe Balanced and Restorative

Justice Model

Report

Shay Bilchik, AdministratorOffice of Juvenile Justice and Delinquency Prevention

December 1998

4

U.S. Department of JusticeOffice of Justice Programs

Office of Juvenile Justice and Delinquency Prevention810 Seventh Street NW.Washington, DC 20531

Janet RenoAttorney General

Raymond C. FisherAssociate Attorney General

Laurie RobinsonAssistant Attorney General

Shay BilchikAdministrator

Office of Juvenile Justice and Delinquency Prevention

The Balanced and Restorative Justice Project is supported by a grant from the Office of Juvenile Justice andDelinquency Prevention ( OJJDP) to Florida Atlantic University and is a joint project of the Center for Restor-ative Justice & Mediation at the University of Minnesota School of Social Work and Florida Atlantic Univer-sity. This document was prepared under grant number 95JNFX-0024.

Points of view or opinions expressed in this document are those of the authors and do not necessarilyrepresent the official position or policies of OJJDP or the U.S. Department of Justice.

The Office of Juvenile Justice and Delinquency Prevention is a component of the Office of JusticePrograms, which also includes the Bureau of Justice Assistance, the Bureau of Justice Statistics, the--National Institute of Justice, and the Office for Victims of Crime.

Foreword

America has made great strides in developing an effective youth policythanks, in large measure, tojuvenilejustice and other youth service professionals who are using what works, developing new approaches, and ap-plying research and evaluation information to control juvenile crime and improve our juvenile justice system.

OJJDP's Comprehensive Strategy for Serious, Violent, and Chronic Juvenile Offenders provides anoverarching approach to addressing juvenile crime and victimization. The Strategy emphasizes prevention andearly intervention and the development of a system of graduated sanctions that holdsyouth accountable and

protects communities.

The Balanced and Restorative Justice (BARJ) Model is an effective tool for achievingyouth accountabilityand enhancing community safety. BARJ can be used to combat delinquency in your State, county, or city. The

three priorities of BARJpublic safety, accountability, and competency developmentrecognize both victimand offender restoration as critical goals of community justice. Achieving these goals leads to improved qualityof life and increased safety for individuals and communities alike.

The Guide for Implementing the Balanced and Restorative Justice Model is the result of years of collaborative effortsby OJJDP's BARJ Project and juvenile justice professionals across the Nation, and will serve as a valuable

resource for those seeking to carry out this constructive approach.

Shay BilchikAdministratorOffice of Juvenile Justice and Delinquency Prevention

Acknowledgments

The Guide for Implementing the Balanced and Restorative Justice Model is the result of 5 years of joint development,training, and technical assistance efforts by the Balanced and Restorative Justice (BARJ) Project and juvenilejustice professionals throughout the United States. The BARJ Project team has learned much from the manyjuvenile justice practitioners who have been willing to take risks, try new approaches, and test the ideas of theBARJ approach in daily work. The BARJ team members are indebted to those practitioners who have joinedthem in walking down the learning path.

Assistance in producing this Guide has been provided by Jane Johncox, Dakota County, MN; Susan Day,West Palm Beach, FL; and Deborah Brockman Galvin, Deschutes County, OR. Numerous juvenile justiceprofessionals from BARJ Project demonstration sites and other innovative jurisdictions across the UnitedStates, Canada, and Great Britain provided information about their programs and processes. Juvenile justiceprofessionals, victim advocates, and policymakers who reviewed the material and made valuable commentsinclude Sandy Duncan, Stephanie Haider, George Kinder, Bruce Kittle, Anne McDiarmid, Carolyn McLeod,Jim Moeser, Caroline Nicholl, Brenda Urke, Maddy Wenger, and Earl Wright. Lillian Abelson gathered in-formation about resources, practices, and program examples, and Robert Schug provided word processingassistance and supported the preparation of this document.

Balanced and Restorative Justice Project

Principal InvestigatorsGordon Bazemore, Community Justice Institute, Florida AtlanticUniversity, Fort Lauderdale, FL

Mark Umbreit, Center for Restorative Justice & Mediation, University ofMinnesota, St. Paul, MN

Primary ConsultantsMark Carey, Dakota County Community Corrections, Hastings, MN

Andrew Klein, Quincy District Court, Quincy, MA

Dennis Maloney, Deschutes County Department of Community Justice,Bend, OR

Principal WriterKay Pranis, Minnesota Department of Corrections, St. Paul, MN

EditorRachel Lipkin, Center for Restorative Justice & Mediation, University ofMinnesota, St. Paul, MN

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Table of Contents

Foreword iii

Acknowledgments

Tables and Figures

About the Balanced and Restorative Justice Project xi

Introduction 1

Purpose of This Document 1

Overview of the Balanced and Restorative Justice Project 3

Balanced and Restorative Justice Philosophy 5

Principles of Restorative Justice 5

The Restorative Justice Vision 5

The Balanced Approach Mission 5

Transforming the Current Juvenile Justice System Into a More Restorative Model 6

Getting Started: Steps in Organizational Change 7

Balanced and Restorative Justice Practice: Accountability 9

Characteristics of Restorative Accountability Strategies 9

Restorative Accountability Practice Definitions 10

Promising Programs: Accountability 11

Common Problems in Choosing Accountability Strategies 15

Recommended Participants for Implementation 15

Roles for Juvenile Justice Professionals 16

Expected Outcomes 16

Benefits to Juvenile Justice Professionals 16

Guiding Questions for Juvenile Justice Professionals 17

Balanced and Restorative Justice Practice: Competency Development 19

Characteristics of Restorative Competency Development 19

Restorative Competency Development Practice Definitions 21

Promising Programs: Competency Development 22

Common Problems in Competency Development Programming 25

Recommended Participants for Implementation 25Roles for Juvenile Justice Professionals 25Expected Outcomes 26Benefits to Juvenile Justice Professionals 26

Guiding Questions for Juvenile Justice Professionals 26

Balanced and Restorative Justice Practice: Community Safety 27

Characteristics of Restorative Community Safety 27Restorative Community Safety Practice Definitions 29

Juvenile Offender-Focused Community Safety Practice:Graduated Community-Based Surveillance 29

Community-Focused Community Safety Practice 30Promising Programs: Community Safety 31

Common Problems in Choosing Community Safety Strategies 32

Recommended Participants for Implementation 33Roles for Juvenile Justice Professionals 33Expected Outcomes 33Benefits to Juvenile Justice Professionals 33

Guiding Questions for Juvenile Justice Professionals 34

Putting the Pieces Together 35

Weaving the Strands of Accountability, Competency Development, and Community Safety 35

Balanced and Restorative Justice in Practice 35

Role Changes in Balanced and Restorative Justice 39

New Roles for Victims, Communities, Juvenile Offenders, and Juvenile Justice Professionals 39

Changing Decisionmaking Roles: New Options 39

Skills and Knowledge Needed by the Juvenile Justice Professional 40Juvenile Justice Professional Role-Change Examples 40

Juvenile Justice Professionals Engaging the Community 40Identification and Involvement of Key Stakeholders 42Long-Term Prevention Activities 42

Creation of Partnerships for Prevention 42

A Change in Countywide Systems Toward Restorative Justice 43

A Move From Community "Corrections" to Community "Justice" 44Community Policing: Solving Problems 45

Getting Help: Strategies for Involving Stakeholders 47Guiding Principles 47

Measuring Outcomes 51

Guiding Questions for Measuring Outcomes for Individual Dispositions 51

Guiding Questions for Measuring Outcomes for the Juvenile Justice System 51

Balanced and Restorative Justice Practice Tools 53

Quality Restorative Justice Practice 53

Grounding Interventions in Key Restorative Justice Values 53

Community Justice Officer Position Description 53

Sample Disposition 56

Balanced and Restorative Justice Case Management Guide 56

Case Studies That Demonstrate Change Toward a Balanced andRestorative Justice Model 59

Dakota County Comm Unity Corrections, Dakota County, MN: Organizational Change 59

Overview of the Dakota County Restorative Justice Effort 59

Dakota County Within the Context of the Larger Balanced and Restorative Justice Effort 60

Organizational Change: Eliciting Staff Support 61

Implications for Other Jurisdictions 62

Department of Juvenile Justice, Palm Beach County, FL: Expanding the Victim Component 62

Overview of the Palm Beach County Restorative Justice Effort 62

Palm Beach County Within the Context of the Larger Balanced and Restorative Justice Effort 62

Case Study: Expanding the Victim Component 63

Implications for Other Jurisdictions 64

Community Intensive Supervision Project (CISP), Allegheny County Juvenile CourtServices, Pittsburgh, PA: Involvement of the Community 64

Overview of CISP 64

CISP Within the Context of the Larger Balanced and Restorative Justice Effort 65

CISP Strengths Related to the Balanced and Restorative Justice Approach 65

Case Study: Building Links With Neighborhoods and Community Residents 66

Implications for Other Jurisdictions 67

Bumps in the Road: Issues and Challenges 67

AppendixesAppendix A: For More Information A-1

Appendix B: Deschutes County Department of Community Justice Position Description B-1

Appendix C: Sample Disposition C-1

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Tables and Figures

Tables

Table 1 Key Competencies 20

Table 2 Differences Between Individual Treatment and Competency Development Practices 21

Table 3 Range of Community Safety Interventions for Use by Juvenile Justice Professionals 28

Table 4 Weaving the Strands Together 37

Table 5 New Roles in the Balanced and Restorative Justice Model 41

Table 6 Quality of Restorative Justice Practice Continuum 54

Table 7 Balanced and Restorative Justice Case Management Guide 56

Figure

Figure 1 The Balanced Approach 6

About the Balanced and RestorativeJustice Project

The Balanced and Restorative Justice (BARJ) Project began as a national initiative of the Office of JuvenileJustice and Delinquency Prevention (OJJDP) in 1993 through a grant to Florida Atlantic University (FAU).

In 1994, FAU developed a partnership arrangement with the Center for Restorative Justice & Mediationthrough a subcontract with the University of Minnesota. The goals of the project are to provide training andtechnical assistance and develop a variety of written materials to inform policy and practice pertinent to thebalanced approach mission and restorative justice.

The Guide for Implementing the Balanced and Restorative Justice Model is part of a series of policy and practice mono-graphs and training materials for the field. Other publications in the series include:

Balanced and Restorative Justice, Program Summary (1995) (available through NCJRS).

e Balanced and Restorative Justice for Juveniles: A Framework for Juvenile Justice in the 21st Century (published for

OJJDP by the Balanced and Restorative Justice Project).

Balanced and Restorative Justice Project Training Guide (published for OJJDP by the Balanced and Restorative

Justice Project).

Balanced and Restorative Justice Report Cover Design

This Report's cover design features three unique abstract icons created tosymbolize the three major conceptual components of the philosophical frame-work for balanced and restorative justice (BARJ): accountability, competencydevelopment, and community safety. The icon that represents accountability showsbalance; for example, a negative action on the part of an offender is balanced bya positive response from coparticipant implementors of the BARJ approach.The icon for competency development shows steps leading upward, a positive direc-tion that represents self-improvement on the part of the offender. The icon forcommunity safety symbolizes protection, which is represented by the two shielding

elements that surround an interior sphere.

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Introduction

The debate over the future of the juvenile court andthe juvenile justice system has historically been be-tween proponents of a retributive, punitive philoso-phy and advocates of the traditional individualtreatment mission. Both approaches have failed tosatisfy basic needs of individual crime victims, thecommunity, and juvenile offenders.

The Balanced and Restorative Justice (BARJ)Model outlines an alternative philosophy, restorativejustice, and a new mission, "the balanced approach,"which requires juvenile justice professionals to de-vote attention to:

Enabling offenders to make amends to their vic-tims and community.

Increasing offender competencies.

Protecting the public through processes in whichindividual victims, the community, and offendersare all active participants.

The BARJ Model responds to many issues raised bythe victims' movement, including concerns that vic-tims have little input into the resolution of their owncases, rarely feel heard, and often receive no restitu-tion or expression of remorse from the offender.

The balanced approach is based on an understand-ing of crime as an act against the victim and thecommunity, which is an ancient idea common totribal and religious traditions of many cultures.Practitioners have used techniques consistent withthis approach for years; however, they have lacked acoherent philosophical framework that supportsrestorative practice and provides direction to guideall aspects of juvenile justice practice. The BARJModel provides an overarching vision and guidancefor daily decisions.

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Juvenile justice professionals, including probationand parole officers, prosecutors, judges, case manag-ers, and victim advocates, recognize the need forjuvenile justice system reform. People who work onthe front lines of the system are faced daily with thefrustration of seeing growing numbers of youngpeople involved in criminal behavior, youth wholeave the system with little hope for real change, andcountless crime victims and community memberswho are left out of the process. That frustration hasinspired many of these professionals to work towardchanging organizational culture, values, and pro-grams to reflect a more balanced and restorativeapproach to juvenile justice.

The BARJ Model is a vision for the future of juve-nile justice that builds on current innovative prac-tices and is based on core values that have beenpart of most communities for centuries. It providesa framework for systemic reform and offers hopefor preserving and revitalizing the juvenile justicesystem.

Implementation must begin with consensus build-ing among key stakeholders and testing with smallpilot projects to develop the model. This evolution-ary process can build on existing programs andpractices that reflect restorative justice principles,such as victim-offender mediation, family groupconferencing, community service, restitution, andwork experience.

Purpose of This DocumentThis document is intended to assist juvenile justiceprofessionals in implementing a BARJ approach intheir work. The BARJ mission includes attention toeach of three components:

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ACcountability.

Competency development.

Community safety.

For each of these three components, the Guide forImplementing the Balanced and Restorative Justice Modeloutlines:

Key characteristics of appropriate practices.

Promising practice examples, including practicedefinitions and existing programs.

Common problems faced in attempting to imple-ment the model.

Possible allies for implementation.

Roles for juvenile justice professionals.

Expected outcomes.

Benefits to juvenile justice professionals.

"Guiding questions.

Appendix A to this Report includes key re-

sources that expand upon each of the above

variables as they relate to each of the three BARJ

components of accountability, competency de-velopment, and community safety.

The Guide presents practical information and toolsto enable juvenile justice professionals to implementthe BARJ philosophy and mission. The informationin this document is based on the experience of juve-nile justice practitioners in several BARJ Projectpilot sites and in other jurisdictions where this newvision for juvenile justice has inspired experimenta-tion and testing of new ideas.

The document is a guide only, not a prescription.There is no single "right way" to implement theBARJ Model. Within the general principles and val-ues of restorative justice, implementation may varybased on local resources, traditions, and culture. Theprocess of change toward a balanced and restorativesystem is one of continual learning and assessment.

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The BARJ aPproach'is a way of thinking about howthe community responds to crime, not a set of direc-tions. Because practitioners know their own commu-nities and are aware of local resources, values, andcultures, they arethe experts in determining how toapply these ideas within their own jurisdictions incollaboration with other stakeholders.

Once the BARJ goals and objectives are under-stood, practitioners can assess where the greatestopportunitie's are for taking the first steps. Movingtoward a BARJ system is an evolutionary process,taken one step at a time. Local conditions will dic-tate which first step, has the greatest probability ofsuccess on which to build further steps.

The Guide provides criteria by which practitionerscan judge current or proposed practice in terms ofBARJ principles. It also provides examples of ap-propriate programs and practices. However, theseexamples can never be definitive, because creativepractitioners and communities are continually devis-ing new strategies for achieving BARJ goals.

To effectively evaluate any new or existing practice,practitioners must 'understand the guiding values ofthe approach and be familiar with the characteristicsof interventions that adhere to restorative justicevalues. It is not sufficient to know just technique.Practitioners must also understand underlying val-ues and principles.

For a more indepth discussion of the underlyingtheoretical concepts, see Balanced and Restorative Jus-tice (Program Summary), Balanced and RestorativeJustice for Juveniles: A Framework for Juvenile Justice inthe 21st Century, and Balanced and Restorative JusticeProject Training Guide.

This document provides concrete examples to assistjuvenile justice professionals at all levels in examininghow their roles can change to facilitate greater victiminvolvement, community partnerships, and positivedevelopment for offenders. For example, probationofficers can work more directly with victims of crimeby coordinating a victim-offender mediation program.Judges can share decisionmaking with the commu-nity by supporting community panels to hear cases.Police officers can collaborate with schools and com-munity members to help set up positive community

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service projects that allow offenders the opportunityto build valuable competencies. Victim advocates canwork with juvenile justice professionals to set up vic-tim impact panels.

The information in this document is intended tostimulate the reader's thinking and to assist in thejourney of continual discovery of new possibilitiesfor a balanced and restorative response to crime.Readers are encouraged to use the Guide's frame-work to design new programs and processes that fittheir individual environments.

Overview of the Balanced andRestorative Justice ProjectIn its 4-year history, the BARJ Project has providedassistance to numerous juvenile justice systems andprofessionals across the country. Training and tech-nical assistance have been provided in numerousState and local jurisdictions across the UnitedStates.

The BARJ Model is gaining support in communitiesand juvenile justice systems nationwide. A dozenStates have balanced approach or restorative justicelegislation, another half dozen are reviewing billsthat would change their juvenile justice codes, andnumerous States and local jurisdictions haveadopted restorative justice policies.

Project monographs and other materials have foundtheir way into policy documents at the State level.The importance of this legislation and policy is that itsends a message to local practitioners already inter-ested in implementing restorative justice, giving thema green light to proceed with implementation of theseideas.

Although the scope of the BARJ effort is national,to ensure that all training and technical assistancematerial was grounded in real-world practice, threeprimary jurisdictions were chosen that were willingto demonstrate the BARJ Model in their local sys-tems. For the past 3 years, the BARJ Project hastargeted developmental assistance toward thesethree demonstration sitesPalm Beach County, FL;Dakota County, MN; and Allegheny County (Pitts-burgh), PA. Each site has received technical assis-tance visits, written material, and training both onand offsite. Recently, the project has supported ex-changes between managers and senior staff in vari-ous jurisdictions that have allowed informationsharing between sites. For the past 2 years, theproject has also funded a part-time coordinator foreach demonstration effort. These individuals havebeen instrumental in coordinating training, develop-ing local policy and new programs, attracting grantfunds for program demonstration, and providing_outreach to community and crime victim groups.Each jurisdiction has made measurable progress inmoving toward the restorative vision of a balancedapproach to community justice.

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Balanced and Restorative Justice Philosophy

The foundation of restorative juvenile justice prac-tice is a coherent set of values and principles, a guid-ing vision, and an action-oriented mission.

Principles of Restorative JusticeCrime is injury.

Crime hurts individual victims, communities, andjuvenile offenders and creates an obligation tomake things right.

All parties should be a part of the response to thecrime, including the victim if he or she wishes, thecommunity, and the juvenile offender.

The victim's perspective is central to decidinghow to repair the harm caused by the crime.

Accountability for the juvenile offender meansaccepting responsibility and acting to repair theharm done.

The community is responsible for the well-beingof all its members, including both victim andoffender.

All human beings have dignity and worth.

Restoration repairing the harm and rebuildingrelationships in the communityis the primarygoal of restorative juvenile justice.

Results are measured by how much repair wasdone rather than by how much punishment wasinflicted.

Crime control cannot be achieved without activeinvolvement of the community.

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The juvenile justice process is respectful of age,abilities, sexual orientation, family status, anddiverse cultures and backgroundswhether ra-cial, ethnic, geographic, religious, economic, orotherand all are given equal protection and dueprocess.

The Restorative Justice VisionSupport from the community, opportunity to de-fine the harm experienced, and participation indecisionmaking about steps for repair result inincreased victim recovery from the trauma ofcrime.

Community involvement in preventing and con-trolling juvenile crime, improving neighborhoods,and strengthening the bonds among communitymembers results in community protection.

Through understanding the human impact oftheir behavior, accepting responsibility, express-ing remorse, taking action to repair the damage,and developing their own capacities, juvenile of-fenders become fully integrated, respected mem-bers of the community.

Juvenile justice professionals, as community jus-tice facilitators, organize and support processes inwhich individual crime victims, other communitymembers, and juvenile offenders are involved infinding constructive resolutions to delinquency.

The Balanced Approach MissionFigure 1 is a graphic representation of the balancedapproach mission.

Figure 1. The Balanced Approach

Accountability

Restorative Justice

Community Safety

Competency Development

Clients/Customers Goals Values

Victims

Youth

Community

Accountability

Competency development

Community safety

When an individual commits an offense, theoffender incurs an obligation to individualvictims and the community.

Offenders who .enter the juvenile justice systemshould be more capable when they leave thanwhen they entered.

Juvenile justice has a responsibility to protectthe public from juveniles in the system.

Adapted from Maloney, D., Romig, D., and Armstrong, T. 1998. Juvenile Probation: The Balanced Approach. Reno, NV: National Council of JuvenileandFamily Court Judges.

Transforming the Current JuvenileJustice System Into a MoreRestorative ModelJuvenile justice professionals have the power totransform juvenile justice into a more balanced andrestorative justice system. By developing new roles,setting new priorities, and redirecting resources,juvenile justice professionals can:

Make needed services available for victims ofcrime.

Give victims opportunities for involvement andinput.

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Actively involve community members, includingindividual crime victims and offenders, in makingdecisions and carrying out plans for resolvingissues and restoring the community.

Build connections among community members.

Give juvenile offenders the opportunity and encour-agement to take responsibility for their behavior.

Actively involve juvenile offenders in repairingthe harm they caused.

Increase juvenile offenders' skills and abilities.

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Getting Started: Steps inOrganizational ChangeThe new roles and daily practices for juvenile justiceprofessionals described in this Guide will be mosteffective if implemented as a part of comprehensivesystemic change in juvenile justice. System-levelleadership in organizational change will set the cli-mate for line staff commitment to a new vision.

At the most general level, jurisdictions implementingthe model need to:

Develop consensus around common goals andperformance objectives of the balanced approachmission.

Assess current practices and policies for consis-tency with those goals and objectives.

Establish action steps and benchmarks for gaug-ing progress and ensuring movement toward thegoals and objectives.

Begin using the mission actively each day to guidedecisions.

To accomplish significant reform, the BARJ Modelmust be understood as an alternative that replaces,rather than adds to, existing practices and policies.BARJ is a framework for strategic planning ratherthan a new service or program.

The following is a list of key activities that jurisdic-tions find necessary for implementing their desiredsystem reforms toward a more balanced and restor-ative justice model:

Identify the stakeholders in the work of juvenilejustice.

Involve representatives of the stakeholders in allplanning.

Assess the current status of the agency with re-spect to BARJ policies and practices by asking:

O How are resources spent?

O What are the current performance outcomesfor agency intervention?

O Who benefits (victims, community members,juvenile offenders, juvenile justice professionals)?

O How do staff spend their time?

O What are community perceptions about juve-nile justice?

O What are victim perceptions about juvenilejustice?

O Who has input into disposition decisions?

O What is the level of community involvement inthe juvenile justice process?

O What factors determine case handling?

Identify discrepancies between current practicesand BARJ goals and objectives.

Identify the most promising opportunities forchange.

Set specific goals based on the information youhave gathered.

Create an ongoing advisory process involvingstakeholders.

Measure results.

Modify plans periodically based on results.

Changes in practice must go hand in hand withchanges in the value system. Implementing this newapproach will be evolutionary, and some practiceswill look similar on the surface but will be guided bydifferent values. Consequently, it is essential thatpolicy and practice be tested against restorative val-ues on a regular basis.

Frequently referring to and reflecting on the overallvision will assist in keeping changes on track. It is a6oimportant that specific implementation plans be devel-oped at the grassroots level through a community-based process that engages all stakeholders.

There is no single blueprint for this model. For changeto be meaningful, implementation ofthe BARJ ap-proach should be guided by the needs of each jurisdic-tion and its community members. Implementation mayappear different in different jurisdictions, but if theprocess of planning and implementation is closely tied

to the restorative framework, common values will be

reflected, leading to similar outcomes.

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Balanced and Restorative Justice Practice:Accountability

The BARJ Model defines accountability as takingresponsibility for your behavior and taking action torepair the harm. Accountability in the BARJ Modeltakes different forms than in the traditional juvenilejustice system. Accountability in most juvenile justicesystems is interpreted as punishment or adherenceto a set of rules laid down by the system. However,neither being punished nor following a set of rulesinvolves taking full responsibility for behavior ormaking repairs for the harm caused. Punishmentand adherence to rules do not facilitate moral devel-opment at a level that is achieved by taking fullresponsibility for behavior.

Taking full responsibility for behavior requires:

Understanding how that behavior affected otherhuman beings (not just the courts or officials).

Acknowledging that the behavior resulted from achoice that could have been made differently.

Acknowledging to all affected that the behaviorwas harmful to others.

Taking action to repair the harm where possible.

Making changes necessary to avoid such behaviorin the future.

In the BARJ Model, accountability goals are oftenmet through the process itself as much as throughactions decided by the process. To be accountablefor behavior is to answer to individuals who areaffected by the behavior. Face-to-face meetings withcommunity members or victims in which an offendertakes responsibility and hears about the impact onothers constitute significant forms of accountability.

To fully acknowledge responsibility for harm to oth-ers is a painful experience. It is, however, a processthat opens up the opportunity for personal growththat may reduce the likelihood of repeating theharmful behavior. It is difficult to accept full respon-sibility for harming others without a support systemin place and a sense that there will be an opportu-nity to gain acceptance in the community. Therefore,accountability and support must go hand in hand.

Support without accountability leads to moralweakness. Accountability without support is a form

of cruelty.

Stan BaslerOklahoma Conference of Churches

Characteristics of RestorativeAccountability StrategiesStrategies that lead to restorative accountabilitygoals:

Focus on repair of harm to the victim.

Provide a process for making amends to thecommunity.

Provide a process for greater understanding ofhow the incident affected others.

Offer a meaningful way for the juvenile to takeresponsibility for the actions.

Encourage apology or expressions of remorse.

Involve the victim and the community in deter-mining the accountability measures.

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Restorative AccountabilityPractice Definitions0 Victim-Offender Mediation and Dialogue.

Victim-offender mediation/dialogue is a processthat provides interested victims of property crimesand minor assaults with the opportunity to meetthe juvenile offender in a safe and structured set-ting. The goal of victim-offender mediation is tohold the juvenile offender directly accountable forhis or her behavior while providing important as-sistance to the victim.

With the help of a trained mediator (usually acommunity volunteer), the victim is able to tellthe juvenile offender how the crime affected himor her, to receive answers to questions, and to bedirectly involved in developing a restitution plan.

The juvenile offender is able to take direct re-sponsibility for his or her behavior, to learn of thefull impact of the behavior, and to. develop a planfor making amends to those violated. Cases canbe referred both pre- and postadjudication.

A written restitution agreement or plan is usuallygenerated during the mediation but is secondaryto discussion of the full impact of the crime onthose affected, often in the presence of the juve-nile offender's parents.

These types of programs may be called "victim-offender meeting,"."victim-offender conferencing,"or "victim-offender reconciliation' programs.

Family Group Conferencing. Based on tradi-tions of the Maori of New Zealand, a familygroup conference is a meeting of the communityof people who are most affected by a crime orharmful behavior. The conferences are coordi-:nated by trained facilitators. The victim, the juve-nile offender, and the victim's and offender'sfamilies and friends participate. All have the op-portunity to speak about how the crime has af-fected their lives. Other affected communitymembers may also be involved. The purpose ofthe meeting is to decide, as a group, how' the harmwill be repaired by the offender. The meeting mayoccur before or after sentencing or as an alterna-

tive to going through the traditional juvenile jus-tice system.

Peacemaking Circles. A peacemaking circle is acommunity-directed process, in partnership withthe juvenile justice system, for developing consen-sus on an appropriate disposition that addressesthe concerns of all interested parties. Peacemak-ing circles use traditional circle ritual and struc-ture from Native-American culture. They create arespectful space in which all interested commu-nity members, victim, victim supporters, offender,offender supporters, judge, prosecutor, defensecounsel, police, and court workers can speak fromthe heart in a shared search for understanding ofthe event and to identify the steps necessary toassist in healing all affected parties and preventfuture occurrences.

Circles typically involve a multistep procedure,including application by the offender to the circleprocess, a healing circle for the victim, a healingcircle for the offender, a disposition circle to de-velop consensus on the elements of a dispositionagreement, and followup circles to monitorprogress of the offender. The disposition plan mayincorporate commitments by the system, commu-nity, family members, and the offender.

Financial Restitution to Victims. Restitution istechnically the return of goods or money stolen orthe repair of damaged property. Financial restitu-tion is an attempt to repay or restore to the victimthe value of what was lost. Victims must be directlyinvolved in determining the amount of losses.

Personal Services to Victims. Personal servicesto victims are 'services provided directly to vic-tims, such as house repairs, lawnwork, and sea-sonal chores. Personal services can stronglyreinfOrce personal accountability for juvenile of-fenders by making them responsible directly tovictims. It is the victim's right to choose whether ajuvenile offender will perform personal service.

Community Service. Community service is pro-ductive work performed by juvenile offenders thatbenefits communities, such as equipment repairs inparks, winterizing homes for the elderly, and other

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upkeep, repair, and maintenance projects. Often,community service projects enhance conditions forthe less fortunate in communities.

Restorative community service provides anopportunity for the juvenile offender to makeamends to the community in a way that is valuedby the community. When the community workservice experience allows youth to create new,positive relationships with members of the com-munity, the fabric of the community is strength-ened. The process also works to increase thejuvenile offender's investment in the community.Successful community work service helps tochange the juvenile offender's negative view ofthe community to a positive one.

Community members and the offender recognizethe offender's capacity, to contribute to the gen-eral well-being of the community. Communitywork service must have personal meaning to boththe community and the youth performing it. Thebest examples are projects that use youth as men-tors, resources, leaders, and interactive commu-nity members. Whenever possible, crime victimsshould be asked about what specific type ofcommunity service the offender should perform(i.e., their choice of a particular charity, church,or agency that is important to them).

Written or Verbal Apology to Victims andOther Affected Persons. An apology is a writtenor verbal communication to the crime victim andthe community in which a juvenile offender accu-rately describes the behavior and accepts fullresponsibility for the actions.

Victim or Community Impact Panels. Thesepanels are forums that offer victims and othercommunity members the opportunity to describetheir experiences with crime to juvenile offenders.Participants talk with juvenile offenders abouttheir feelings and how the crime has affected theirlives. Panels may be conducted in the communityor in residential facilities and may meet severaltimes to help offenders better understand the fullhuman impact of crime in communities.

Community or Neighborhood Impact State-ments. These statements drafted by community

members provide an opportunity for citizenswhose lives are affected by crime to inform thecourt, community reparative board, or offenderhow crimes affect the community's quality oflife. Community impact statements have beenused in crimes that are thought of as victimless,such as drug offenses.

Victim Empathy Groups or Classes. The victimempathy class is an educational program designedto teach offenders about the human consequencesof crime. Offenders are taught how crime affectsthe victim and the victim's family, friends, andcommunity, and how it also affects them and theirown families, friends, and communities. A keyelement of the classes is the direct involvement ofvictims and victim service providers. They telltheir personal stories of being victimized or ofhelping victims to reconstruct their lives after atraumatic crime.

Promising Programs:Accountability

Institute for Conflict Management; Orange, CA.The Institute for Conflict Management is spon-sored by the St. Vincent de Paul Society, a church-related and community-based social serviceagency. Prior to bringing a victim and offendertogether, a mediator meets separately with eachparty to listen to each story, explain the process,and invite participation. During the mediationsession, the victim and offender discuss the crimeand its impact on their lives. They devise a planfor the offender to make amends.

This program began in 1989 as a relatively smallprogram. Today, it represents the largest victim-offender mediation program in North America.Recently, the program received a county grant formore than $300,000 to divert more than 1,000juvenile offenders from an overcrowded courtsystem.

The program provides 30 to 40 hours of class-room training for community volunteers whoserve as mediators. An evaluation by Neimeyerand Shichor (1996) found that 99 percent of itsmediation sessions resulted in a successfully

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negotiated agreement and that 96.8 percent ofthese agreements were successfully completedor nearing completion.

Juvenile Reparation Program; Center for Com-munity Justice; Elkhart, IN. The JuvenileReparation Program (JRP) targets older juve-niles who may have previously failed in the juve-nile justice system and risk continuing theirnegative behavior into adulthood.

JRP staff assist the youth in developing a con-tract, which routinely includes accountabilitystrategies such as restitution to the victim, volun-teer service as symbolic restitution to the commu-nity, and specific self-improvement strategies. Thecontract may also include face-to-face mediationwith the victim.

To address community safety goals, the youth arerestricted to their homes, except when attendingapproved activities such as school, employment,or counseling. Community volunteer telephonemonitors ensure that the youth follow these rulesand provide added encouragement.

Victim Offender Reconciliation Program(VORP) of Nashville; Nashville, TN. TheCouncil of Community Services, an alliance ofprivate and public social service and advocacyagencies, established VORP of Nashville in 1989with a broad base of support from individuals,religious organizations, and the justice system tooffer victim-offender mediation and alternativesto incarceration. The program has trained morethan 100 volunteer mediators and offers conflictresolution classes twice per week at juvenile courtthat count toward community service hours forthe juveniles who attend.

As a community-based program, VORP of Nash-ville is committed to assisting the juvenile court inimplementing the BARJ Model. Mediators areavailable onsite at the courts and attend the gen-eral sessions court at least once per week. Policeofficers and judges can refer cases directly, andjuvenile offenders under age 12 are automaticallyreferred for mediation.

The program has two neighborhood communitymediation sites, with plans to expand to other

neighborhoods, thus allowing the communitygreater access to alternative methods of conflictresolution.

Victim-Offender Meetings; Victim RestorationProgram; Dakota County Community Correc-tions; Dakota County, MN. The Victim Restora-tion Program of Dakota County CommunityCorrections provides opportunities for crime vic-tims to meet face to face with the juvenile offend-ers who violated them. They can talk about theoffense and its full impact and develop a plan forrestoring victim losses. Community volunteers aretrained in victim-offender mediation skills, withan emphasis on the use of victim-sensitive com-munication and procedures. Volunteers complete35 training hours and are expected to accept 8 to10 cases per year.

Crime Repair Crew; Dakota County Commu-nity Corrections; Dakota County, MN. As aform of community service to hold juvenile of-fenders accountable, Dakota County CommunityCorrections has established the Crime RepairCrew. The crew, under the direction of a trainedcoordinator, consists of juvenile nonviolent of-fenders. The crew is contacted by police, if a vic-tim wishes, to immediately repair any damage andclean up at a property crime scene. The crew isavailable to respond at any time, on short notice.The crew offers juvenile offenders the opportu-nity to "give back" to the community while learn-ing skills in construction and painting.

Each job affords crew members the opportunityto learn how criminal activity impacts communityresidents. The program differs from existing workcrew operations in that work is performed notonly for government and nonprofit organizationsbut also for businesses and private citizens whoselives have been interrupted by criminal activity.

Restorative Justice Program; Youth ServiceBureau; Forest Lake, MN. As part of the Restor-ative Justice Program, juvenile offenders appearbefore a panel of community volunteers, read aletter of apology, list expenses related to theiroffense, and hear from community membersabout how the crime affected the community.Victims or victim representatives may attend the

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panels. The program allows juveniles to take re-sponsibility for and reflect on their actions whilebeing held accountable to the community. Forexample, juvenile offenders develop a contractthat includes a community service project to becompleted in conjunction with their parents andfamily members. They attend peer personal-goalgroups, write research papers on offense-relatedtopics, and attend educational programs withtheir parents regarding their offense. The pro-gram is usually reserved for first-time offenders oflesser property crimes, including shoplifting, van-dalism, and age-related offenses. Participants aretypically 11, 12, or 13 years old.

Navaho Peacemaker Court; Navaho Nation(Arizona, New Mexico, Utah). In 1982, the Na-vaho Nation created a horizontal system of justicethat promotes equality, balance, and preservationof relationships. In the Navaho tradition, dishar-mony exists when things are "not as they shouldbe." The Navaho Peacemaker Court includessongs, prayers, history, and stories. A "peace-maker," generally a designated elder or other re-spected community member, guides the victim,offender, and support community to harmony bypersuasion, not coercion. Peacemakers, who havestrong values and morals that are based on Na-vaho teachings, act as guides to identify how'har-mony can be regained through communitysolidarity.

Nez Perce Peacemaker Project; Nez PerceTribal Court; Idaho Legal Aid Services, Inc.;Lewiston, ID. The Nez Perce PeacemakerProject offers tribal members a more traditional,culturally appropriate alternative to court. Theproject trains law students and tribal members tocomediate disputes. Cases are referred by the NezPerce Tribal Court to the project, where they arescreened and the involved parties are preparedfor the eventual mediation session. Tribal media-tions include victims, offenders, and other familyand tribal members who are affected by the con-flict. Agreements to restore victim losses are mu-tually determined by all parties.

Community Justice Corps; Department ofCommunity Justice; Deschutes County, OR.Numerous projects of the Deschutes County, OR,

Department of Community Justice exemplify theidea of "community service as a resource." Forexample, the Community Justice Corps super-vises adult and juvenile probationers and paroleeswho work on a variety of human service andpublic works projects. Through community ser-vice, adults and youth make amends to the com-munity for their offenses while gaining valuableskills. In these projects, youth have worked withvolunteer builders and carpenters to help con-struct a homeless shelter (after raising money formaterials) and a domestic abuse crisis center.Offenders provide important long-term benefits .

to their community, learn about the needs of othercitizens (including those victimized by violentabuse), develop skills, and have positive interac-tions with law-abiding adults. The corps also pro-motes community safety, because the offender'stime during community service is occupied underadult supervision for significant portions of theday and evening.

Reparative Probation Program; VermontDepartment of Corrections. Intended for of-fenders convicted of misdemeanor or nonviolentfelony crimes, the Reparative Probation Programdirectly involves community members meetingface to face with offenders to negotiate a "repara-tive agreement" that specifies how offenders willmake reparation to their victims and other com-munity members.

A judge, using an administrative probation orderwith the condition that the offender has no fur-ther involvement in criminal activity, sentencesthe offender to the Reparative Probation Pro-gram following adjudication of guilt with a sus-pended sentence. The offender's requirement tocomplete the program is also a special conditionof probation.

Following sentencing, the probation departmentconducts a brief intake, including informationabout the crime, criminal history, and the extentof damages/injuries. The offender then appearsbefore a five- or six-member community repara-tion board in the community where the crime wascommitted. During the meeting, the nature of theoffense, its impact, and restitution are discussed.

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The offender leaves the room while the boarddeliberates on the sanctions. The offender subse-quently rejoins the meeting to discuss the pro-posed agreement. All parties agree and sign theagreement. The board may then meet with theoffender from time to time to monitor progress.

If the agreement is satisfied, the board recom-mends the offender's discharge from probation.If the offender fails to satisfy the agreementwithin the required period, he or she may bereturned to the court for further action or con-tinued supervision.

Travis County Neighborhood ConferenceCommittees; Austin, TX. Neighborhood Confer-ence Committees are community citizen panels thathear youth diversion cases and help families andyouth resolve legal issues. Committee members arevolunteers who live or work within a community(as defined by ZIP Code). Eligible cases includefirst-time offenders for residence and nonweaponmisdemeanors. The committee holds separate in-terviews with the youth and his or her parents togain a better understanding of the family's life andpossible causes of the criminal act. The committeedetermines sanctions appropriate for each offenseand each family situation. A contract is created thatall participants sign to enable restoration of loss tothe neighborhood, restitution to the victim, andreintegration and acceptance of the juvenile intothe community after completion of the agreement.Participation in the process is voluntary.

Restorative Justice Program (Family GroupConferencing); Woodbury Police Department;Woodbury, MN. The Woodbury Police Depart-ment Restorative Justice Program is a juvenilediversion program operated by the police depart-ment that intervenes prior to prosecution/courtintervention. Juvenile crimes are investigated byofficers in a traditional way, that is, with cases pre-pared for prosecution and investigations and peti-tion forms completed prior to restorative justiceprogram consideration. (All cases considered fordiversion in this program must be prosecutable.)

A trained police officer screens all juvenile casesto determine if they will be diverted. Screeningcriteria include:

O Seriousness of the offense.

O Past record of the youth.

O Attitude of the youth.

O Attitude of the youth's parents.

To participate in the program, offenders mustadmit their offenses. Each case is screened indi-vidually using the above four criteria as guidesnot as hard-and-fast rules.

Once the case is referred to the RestorativeJustice Program, all necessary participants arecontacted. The juvenile offender, the offender'sparents, the victim, and the victim's family andfriends are invited to participate in a communityconference using the family group conferencingmodel. The process is explained to all participantsvia telephone and followup letter. Personal visitsare made only when absolutely necessary. If allagree to the process, a conference is scheduled.

The conference is facilitated by trained officers.Facilitators direct conversations between partici-pants and protect them from unfair treatment dueto adult/juvenile power imbalances or revictimi-zation. Facilitators never attempt to force a settle-ment in the conference or agreement process.

The conference concludes with a written agree-ment signed by the juvenile offender and victim tomake restitution to the victim and/or community.Comments from supporters at the conference areencouraged. The agreement must be fulfilled in atimely manner and any breakdown in the processprior to completion results in a referral to court.Agreements are monitored by the police depart-ment to ensure that they are fulfilled.

Conferences are always voluntary for both thevictim and offender. (The traditional court pro-cess is also an option.) Once a conference is com-pleted and the agreement is satisfied, the case isclosed.

Impact of Crime on Victims Program; Stateof California, Department of Youth Author-ity. The goal of the Impact of Crime on VictimsProgram is to increase juvenile offenders' un-derstanding of the personal harm caused by

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crime. Program objectives for youthful offend-ers are to:

O Prevent further victimization.

O Create offender awareness of the impact thatcrime has on the victim, the family, and thecommunity.

O Teach offenders how to make positivedecisions.

The program involves 60 hours of classroom in-struction using small-group discussion, lectures,victim and victim advocate speakers, video pre-sentations, case studies, role-play, reading, writ-ten exercises, and homework.

The curriculum covers property crime, domesticviolence, elder abuse, child maltreatment, sexualassault, robbery, assault, homicide, and gangviolence.

4, Community Justice Project; WashingtonCounty, MN, Department of Court Services.The Washington County Community JusticeProject, which is part of the county's probationdepartment, conducts victim-offender conferencesat both diversion and postdisposition stages. Ap-proximately 70 percent of the cases referred dur-ing 1996 were mediated. Of cases referred, morethan 70 percent were juvenile cases. Referralsoriginated primarily from probation officers,judges, prosecutors, and victim advocates. Fiftypercent of referrals were felonies, and 50 percentwere misdemeanors.

In addition to conducting victim-offender confer-ences, project mediators are available to conductconferences in matters that have not been crimi-nally charged, such as group conflicts in schoolsor neighborhoods.

The project also sponsors community forums onrestorative justice and issues that concern spe-cific neighborhoods. For example, mediatorshave facilitated dialogue within schools experi-encing tension due to issues such as race andethnicity. Project staff are involved in extensiveoutreach to the community and actively providetechnical assistance in conflict management andconferencing to educators, law enforcement, and

social service providers in surrounding jurisdic-tions. The program recently completed a newtraining manual.

Common IProbDems in ChoosingAccountabiOi ty StrategiesO. Confusing Community Safety Strategies and

Accountability Strategies. From a restorativejustice perspective, punishment or restrictions onfreedom are not forms of accountability becausethey do not involve an offender's accepting re-sponsibility or taking direct action to repair harm.Restrictions on freedom may serve communitysafety goals, but they do not contribute to accept-ing responsibility, increasing understanding of thehuman harm, or making amends.

O Deciding on Strategies To Repair Harm With-out Offering Opportunity for Input From Vic-tims. Accountability should focus on repairingthe harm of the incident. If victims wish to par-ticipate, they are in the best position to define theharm of the crime and suggest possible repara-tion. Absent victim input, strategies for reparationmay be inappropriate.

O Having Only the Justice System DetermineAccountability Sanctions Without StakeholderInvolvement. Answering to the community andto the victim puts a human face on the crime andis a more powerful form of accountability thanjust answering to the system. Without communityand victim involvement, an opportunity for amore personal message to the offender is lost.ComMunity involvement also increases the possi-bility for ultimate reintegration of the juvenileoffender.

Recomr ne nded Participants forOmpOementation

Support system of juvenile offender (e.g., family,extended family, neighbor, coach, and clergy).

O Victim and victim support system (e.g., family,extended family, neighbor, coworker, and faithcommunity member).

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Victim advocacy groups (e.g., Mothers AgainstDrunk Driving, Parents of Murdered Children,and victim assistance programs, for assistancewith impact panels or victim empathy classes,staff training, and planning and advisory groups).

Community members (e.g., panel members, vol-unteer mediators, and planning and advisorygroups).

Nonprofit organizations in the community(e.g., community service sites).

Employers (e.g., owners or managers of worksiteswhere the offender can earn monies for restitutionand learn job skills).

Law enforcement personnel.

School personnel.

Roles for Juvenile JusticeProfessionals

Facilitate victim-offender mediation or familygroup conferences. This role requires skilltraining.

Organize community volunteers to facilitatevictim-offender mediation or family group con-ferences. Volunteers can be recruited throughcommunity fairs, faith communities, advertise-ments, and civic groups.

Solicit input from victims to determine the natureof the harm and possible ways of making amends.

Create employment opportunities for juvenileoffenders to earn monies for restitution. Workwith local businesses or the chamber of commercefor short-term job opportunities.

Develop sites for community work service, par-ticularly work that is highly valued by the com-munity (e.g., work that eases the suffering ofothers is particularly revered).

Develop victim empathy groups or classes withinput and assistance from victim services or vic-tim advocacy groups. Request curriculum that isavailable from the Office for Victims of Crime,U.S. Department of Justice.

Help create victim impact panels.

Organize volunteer community panels, boards, orcommittees that meet with the offender to discussthe incident and offender obligation to repair theharm to victims and community members.

Facilitate the process of apologies to victims andcommunities.

Invite local victim advocates to provide ongoingvictim-awareness training for probation staff.

Expected OutcomesRepayment of material losses to victim.

Visible contribution to the community.

Victim sense of acknowledgment of the harm andsome degree of repair.

Community sense of juvenile offender's havingmade some degree of amends.

Increased juvenile offender awareness of thebehavior's impact on other people.

Benefits to Juvenile JusticeProfessionals

Greater victim satisfaction with performance ofjuvenile justice professionals.

Greater community satisfaction with the juvenilejustice system.

Increased fulfillment of requirements by the juve-nile offender because he or she recognizes thatthe accountability strategies in the BARJ ap-proach are fair and reasonable.

Increased options for creative forms of account-ability because of input from the victim, commu-nity, and offender.

A broader group of people who feel responsibilityfor ensuring fulfillment of the accountability strat-egies as a result of their involvement in the sup-port system of the offender or other involvementin the process.

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Opportunities to facilitate a process that pro-motes a greater sense of closure for the victim andpersonal growth of the offender.

Guiding Questions for JuvenileJustice Professionals

How do we increase the offender's understandingof the effect of the incident on the victim, thevictim's family, the offender's own family, and theneighborhood?

How do we encourage offenders to take responsi-bility for their actions?

How do we help the crime victim to feel that sheor he did not deserve what happened?

How do we increase opportunities for victims todefine the harm (physical, emotional, financial)from the incident and create ways for the offenderto repair the harm where possible, if the victimdesires?

How do we offer opportunities for the offenderand encourage him or her to make repairs to thevictim and the community?

How do we involve the community in creatingopportunities for the offender to take responsibil-ity and repair the harm?

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Balanced and Restorative Justice Practice:Competency Development

Competency is the capacity to do something wellthat others value. Juvenile offenders, like otheryoung people, need to become competent, caringindividuals who are concerned for those aroundthem. Once juvenile offenders have been held ac-countable for rectifying their behavior with theirvictims, the BARJ approach provides opportunitiesfor them to belong, contribute, form close relation-ships, make meaningful choices, develop transfer-able skills, and mentor others while avoidingharmful behavior.

To allow them to practice and demonstrate compe-tency, juvenile offenders need meaningful commu-nity roles that contribute to the well-being of others.The cycle of reciprocity (doing favors for one an-other) is the basis of community, and this requiresthe capability to perform functions of value toothers.

Restorative accountability practice can also buildcompetencies. Restorative community service allowsyouth to develop competencies by learning newskills and work habits. A youth who participates in avictim-offender mediation session may gain personal

It is not enough to develop strategies to prevent

dangerous things, such as substance abuse, or to

preach against behaviors that place youth in

jeopardy. We must be equally adamant about

stating and enabling goals that we wish young

people to achieve: postsecondary education,

community involvement, civic contribution, andleadership roles.

Source: Pittman and Fleming. 1991. A New Vision:Promoting Youth Development.

skills and insight about conflict management. Victimempathy classes may increase the interpersonal skillsof a juvenile. A sense of competency is fundamentalto a healthy relationship with family and community.See table 1 for a list of key competencies.

Characteristics of RestorativeCompetency Development

Strategies build on the strengths of offenders,families, and communities.

Youth are given a role in work, family, and com-munity that instills a sense of belonging, useful-ness, and control.

Youth have active roles that allow them to prac-tice productive behavior.

Cognitive learning and decisionmaking are inte-grated with active, experiential, and productivepursuits.

Treatment and services (e.g., counseling) are usedas supports for the overall restorative processrather than in isolation.

Youth work and interact with law-abiding adultsin the community (especially the elderly).

Delinquent and nondelinquent youth and adultsare mixed whenever possible to avoid the imageof programs for "bad kids."

Activities are designed with input from the com-munity (e.g., employers, civic groups, and reli-gious institutions).

Activities are chosen that can be continuedpermanently.

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Table 1. Key Competencies

Vocational Preparation and experience for work, career, and family lifeUnderstanding and value of work, leisure, and family life.Awareness of life's options and steps for making choices.

Education, Knowledge,Reasoning, and Creativity

Adequate credentials, basic academic skills, and eligibility forand awareness of opportunities for continued learning andadvancement.Broad base of knowledge and ability to appreciate anddemonstrate creative expression.Good oral, written, and computing skills and ability to learn.Interest in lifelong learning and achieving.

Personal/Social, ConflictManagement, andCommunication Skills

Intrapersonal skills, such as the ability to understand emotionsand practice self-discipline.Interpersonal skills, such as working with others and developingand sustaining friendships through cooperation, empathy,negotiation, and conflict management.Developing judgment skills and a coping system.

Decisionmaking, Reasoning,and Problem Solving

Ability to make good decisions in daily interactions, to manageanger and emotions, and to solve problems creatively.

Citizenship Understanding of the history and values of one's Nation,community, and racial, ethnic, or cultural group.Desire to be ethical and to be involved in efforts that contributeto the broader good.

Health/Recreation Good current health status and evidence of knowledge, attitudes,and behaviors that will ensure future well-being, including non-violence, exercise, good nutrition, and effective contraceptive andsafe sex practices.

Adapted from Pittman and Fleming. 1991. A New Vision: Promoting Youth Development.

Opportunities are provided for youth to help theirpeers, younger children, and the less fortunate.

Group experience and teamwork are emphasizedfrequently.

Table 2 contrasts examples of competency develop-ment practices with individual treatment interven-tions. Balanced and restorative competencydevelopment allows young offenders to become ac-

tive participants in the process. As such, youth builda sense of personal ownership in the outcome.

In contrast, in traditional individual treatment ap-proaches, young offenders are seen as recipients ofservices. Traditional individual treatment interven-tions listed in the table may be necessary for an indi-vidual youth. However, in restorative justice, theseinterventions are used most effectively to support

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Table 2. Differences Between Individual Treatment and Competency Development Practices

Individual Treatment Competency Development

Group and family counseling Peer counseling, leadership development, serviceprojects, and family living skills

Drug therapy and drug education Youth as drug educators and drug researchers

Remedial education Cross-age tutoring (juvenile offenders teach youngerchildren) and educational action teams

Job readiness and job counseling Work experience, service crews, employment, jobpreparation, and career exploration

Recreational activities Youth as recreation aides and recreation planners

Outdoor challenge programs Conservation projects, community developmentprojects, recycling, and community beautificationprojects

Cultural sensitivity training Youth-developed cultural education projects

Youth and family mediation Conflict resolution training and youth as schoolconflict mediators

Mentoring and "big brother" programs Work with adult mentors on community projects andintergenerational projects with the elderly

Adapted from G. Bazemore and P. Cruise. 1995.

competency development strategiesnot instead ofor as a prerequisite for competency development.

Competencies are best developed when young of-fenders have the opportunity to become providersof service to others in the communitynot just pas-sive consumers of services. Through the competencydevelopment process, young offenders have the po-tential to view themselves and be viewed by thosearound them as community assets and resourcesrather than as liabilities or threats to community life.

Restorative CompetencyDevelopment Practice Definitions

Work Experience in Jobs Involving MeaningfulSkills. Meaningful skills are those that have valuefor the community and transfer competencies tooffenders that enhance the offender's ability to

make future contributions to the community as avalued citizen.

Service Learning. Service learning involvesdoing worthwhile work in the community, witha purposeful outcome that the offender canrecognize. This work meets a real need in thecommunity, is positively acknowledged by thecommunity, and achieves clear educational out-comes. Service learning aids the development ofwork skills, social competencies, and reliabilitythat the offender can transfer to compensatedwork.

Participation in Resource and Action Teams(Planning and Problem Solving for Real Is-sues). Rather than being viewed as recipients ofservices, youth are seen as true resources for andrepresentatives of the community. Juvenile jus-tice professionals may facilitate a process where

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juveniles have the opportunity to identify needsin the community and work together to imple-ment a needed service or change.

Cognitive and Decisionmaking Skills Training.Cognitive and decisionmaking skills training ad-dresses specific deficit areas that may hamper anoffender's ability to analyze situations and makereasonable decisions about his or her behavior.Attention is given to improving the youth's moralreasoning, which means decisionmaking pro-cesses (as opposed to a religious definition ofmorality).

Developmental deficits related to self-control,cognitive style, interpersonal problem solving,critical thinking, and values are addressedthrough psychoeducational and social learningtechniques to help juvenile offenders rehearseboth new behavioral and thinking techniques.

Programming areas also help youth examine anddefine their current beliefs, thinking, and valuesand the impact these attributes have on theirlives. Anger management and empathy develop-ment may be components of cognitive anddecisionmaking skills training. Attention is givento beliefs and reasoning that inform an offenderabout "right" and "wrong" in his or herdecisionmaking process.

Dispute Resolution and Mediation Trainingand Practice. Training youth to become media-tors or facilitators for victim-offender mediationand family or larger group (e.g., school)conferencing is an excellent means of buildingcompetencies for choosing alternatives to violenceto settle disputes and to improve communicationand listening skills.

Emotional Control Training. Emotional controltraining is designed to foster social and moralgrowth in offenders. The overriding goal is tohelp juvenile offenders rise above past behaviorsand reenter the community as productive mem-bers who are connected to others. Emotional con-trol training involves cognitive and socialcompetencies, including self-control, cognitivestyle, interpersonal problem solving, criticalthinking, and values.

Promising Programs: CompetencyDevelopment

Community Justice Corps; Deschutes CountyDepartment of Community Justice; DeschutesCounty, OR. Probation officers created this com-prehensive community work service program tooffer juvenile offenders the opportunity to giveback to their community while gaining valuablecompetencies. The corps has built a 70-bed shel-ter for the homeless, stocked firewood for thecounty's impoverished elderly, and performedmany other services.

ALIVE (A Look in the Victim's Eyes);Deschutes County Department of CommunityJustice; Deschutes County, OR. A core compe-tency required in the BARJ philosophy is empa-thy for others. If juvenile offenders can developa genuine sense of empathy for their victims, thelikelihood of their continued criminal behaviorcan be reduced. In Deschutes County, youngoffenders complete a six-session course designedto build empathy for victims. The program is par-ticularly useful in advance of victim-offender me-diation. Offenders engage insole- playing anddiscussion groups and hear from victims in aneffort to boost their sense of empathy.

Neighborhood Citizens Committee; LongBeach, CA. The Neighborhood Citizens Commit-tee (NCC) was organized to address the problemof increased criminal activity by juveniles, both innumbers and severity. NCC works within the LosAngeles Probation Department to involve parentsand juveniles in alleviating troublesome aspects offamily life and guide the juveniles toward a moremeaningful future.

NCC consists of community volunteers dedicatedto helping youth who have committed minor of-fenses. The volunteers listen to the youth andtheir families, give attention to the juvenile as anindividual, and supervise community service thatstresses responsibility, contributes to society, andhelps the youth develop an awareness of theworld around him or her through exposure tonew people, places, and events.

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Juveniles referred by the juvenile justice systemare placed on a 6-month contract during whichthey perform community service. Leisure timeis structured, and the youth are encouraged toset future goals for themselves. They are givenreading assessments, tutored, and monitoredthroughout the contract period. NCC also re-ceives referrals from schools and from law en-forcement regarding juveniles who have neverbeen arrested but who may need adult super-vision and positive redirection.

NCC recently formed a roundtable discussiongroup for male juvenile offenders who have nofather or other positive role model in their lives.Another NCC committee plans social activitiesfor juveniles and their parents where they discusstopics such as job applications, interview dressand behavior, and back-to-school competencies,including attitude, attendance, and study habits.

Community Intensive Supervision Program(CISP); Service and Action Projects With theBloomfield-Garfield Corporation; AlleghenyCounty, PA. The Garfield CISP community workprovided by juvenile offenders has become anintegral service to the community. Projects in-clude "Get Out to Vote" and "Paint Your HeartOut," in which CISP youth and staff painted twohomes in the Garfield and Homewood communi-ties for low-income, elderly, and disabled commu-nity members. Other projects include envelopestuffing for the Bloomfield-Garfield Corporation(a local nonprofit organization); distributing fliersto neighbors about community events; removinggraffiti from walls and cleaning and weeding va-cant lots in the Garfield community; painting thejuvenile court and family court in downtownPittsburgh; shoveling snow for neighborhoodbusiness residents; collecting old telephone booksfor recycling; distributing food to the elderly andother community members in Garfield; participat-ing in the Martin Luther King community cel-ebration; and many other community efforts thathelp to meet the needs of the greater community.

CISP community service provides an excellentlearning experience for CISP youth and for com-munity members, who continue to express positivecomments regarding these community projects.

CISP Drug Awareness Education; AlleghenyCounty, PA. Juvenile offenders who either havegraduated from CISP or are at advanced levels inthe program are active in mentoring and instruct-ing newer participants.

Youth Restoration/Back on Track Program;Palm Beach County, FL. Youth Restoration/Back on Track is a collaboration between thePalm Beach County Sheriff's Office, municipalpolice departments, the Florida Department ofJuvenile Justice, and community organizations,such as The 100 Black Men of Palm BeachCounty and MAD DADS of Greater DelrayBeach Youth. Side by side with adult mentors inthe community, youth plan, implement, and man-age community service projects that directly ben-efit local neighborhoods and fulfill court-orderedcommunity service hours. Juvenile offenders inthis program also earn money toward restitutionfor victims.

Examples of projects in Palm Beach include thefollowing:

O More than 50 youth participated in a restora-tion and beautification project of the BartonMemorial Park, a historical black cemetery.

O The playground of a shelter for HIV-positiveand AIDS-infected children was cleaned andupgraded.

O Homes of many elderly and disabled residentswere painted and landscaped.

O Youth performed skits and folktales at a cul-tural fair designed to teach tolerance and cul-tural sensitivity.

O Youth planned and implemented a voterregistration drive. Earnings from this project,provided through stipends paid by the Leagueof Women Voters, were used for victimrestitution.

South Florida Youth Environmental ServiceProgram; Palm Beach County, FL. The coreof this program features paid work experienceand also unpaid community service, in whichserious juvenile offenders work with nationalpark staff to maintain and restore portions of the

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Loxahatchee Wildlife Preserve in the FloridaEverglades. Educational curriculums that empha-size environmental preservation and environmen-tal career exploration are incorporated into thiscompetency-building experience.

Accountability to victims is addressed by directpayments that are deducted from offender pay-checks (or payment into a victims fund whenoriginal victims cannot be located). The programincorporates victim-awareness classes and victimpanels to enable youth to learn more about theimpact of their criminal behavior and to developempathy.

Montana Conservation Corps; Helena, MT.The Montana Conservation Corps matchesyoung offenders with AmeriCorps (a Federalyouth-for-community-service agency) workerswho, together, perform environmental resto-ration, national park maintenance, and socialservices in crews of six youth and six adultmentors. Program youth complete communityservice requirements, pay restitution, and workon decisionmaking, conflict management, andleadership skills in the applied setting of thecommunity service project. AmeriCorps workersalso mentor youth for 8 to 10 hours per week.

Expanded Life Choices Programming forWomen Under Supervision; Dakota CountyCorrections Department; Dakota County, MN.Expanded Life Choices is offered for women whoare under court supervision. The program is de-signed to be a bridge to skills needed to changepersonal patterns of behavior. It encourages thepositive development of skills that women can usein different situations rather than providingsimple answers for individual problems.

Topics include:

O Introduction and assessment of sources oflearned behavior.

O Self-esteem.

O Communication.

O Values.

O Changes/problems and decisions.

O Conflict management.

O Power and control.

Each session is 2 hours in length, and attendanceis reported the next day.

* A-B-C Cognitive Change Program; DakotaCounty Corrections Department; DakotaCounty, MN. This program has four components:

O Part I assists offenders in examining and defin-ing their current beliefs, thinking, and valuesand the impact these attributes have on theirlives. The goal is to support group members inidentifying faulty, inappropriate, or distortedbeliefs and thinking that lead to problematic orillegal behavior.

O Part II focuses on anger management and ef-fective problem-solving skills.

O Part III has offenders examine their relation-ships with others and their victim empathy.

O Part IV assists group members in setting goalsand developing a prevention plan.

Carver-Scott Educational Cooperative Servicesand STS (Sentence to Serve)PLUS Programs;Carver County Court Services; Chaska, MN.STSPLUS is designed to reduce recidivism fordelinquent youth, improve the lives of youth inthe community, reduce the number of schooldropouts, enhance education and vocationalskills, and reconnect youth to the communitythrough service learning projects.

Youthful offenders are among the participants inthe Carver-Scott Educational Cooperative, whichis a collaborative program involving educators,social services, law enforcement, public health,and juvenile justice professionals.

Youth are given school credit based on their expe-rience with community service projects. In addi-tion, a portion of their court-ordered communitywork service is pardoned when they adhere totheir personalized educational plan.

Two recent community service projects involvedplanning and cultivating crops on a working farmand assisting in building housing for women withj-ilren who are leaving violent relationships.

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For the farming project, youth researched anddecided what crops would be grown and whatmethods of farming were necessary for the bestyields. They also contacted local produce retail-ers and arranged to have their crop of sunflow-ers and pumpkins sold. They learned aboutmarkets, finance, planning, and teamwork andalso made strong connections with members oftheir community.

Youth are also involved at the farm in raisinghorses and serving as riding guides for disabledriders. This experience teaches them how to carefor the horses, build relationships, and serve thecommunity.

For the housing program, youth researched issuesrelated to family violence and learned about theneeds of women leaving violent relationships.Together with community members and underthe direction of program staff, youth helped toconstruct homes for families in transition. Duringthe process, they learned about alternatives toviolence and conflict management.

Co mon Problems inCo petency DevelopmentProgramming

Assuming That Treatment and RemediationAre the Same as Competency Development.Treatment and remediation may be needed tosupport competency development, but youth donot become competent by completing treatmentprograms. Treatment and remediation typicallyare grounded in a deficit orientation, which as-sumes that young offenders have little to con-tribute to their communities. Competencydevelopment must focus on strengths.

Programming for Competency Development inIsolation From the Community. Competencydevelopment must involve practicing skills incommunity settings and should be designed toincrease interaction with conventional adultsother than the service provider. Valued competen-cies are defined by community needs and norms.

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Using Traditional Passive Learner Models.Youth must learn and practice competencythrough active, experiential learning that pro-duces tangible results and includes a reflectioncomponent.

Using Programs That Do Not Build Transfer-able Skills. Youth must be able to demonstratecompetencies that are valued by the communityand useful in conventional settings.

Stating Conditions of Supervision Only in theNegative (e.g., "Shall Nots") and Imposing Pas-sive Requirements (e.g., Attend Counseling orReport Weekly). The absence of bad behavior ordeficits is not competency. Competency is theenhancement and building of strengths, re-sources, interests, potentials, and positive at-tributes. A key question to consider is, "If youtake away an undesirable behavior, what are youleft with?"

Recommended Participants forImplementation

School staff.

Employers.

Community service programs.

Adult mentors.

Family.

Staff from skill-based community programs (e.g.,victim-offender mediation programs).

Roles for Juvenile JusticeProfessionals

Assess youth, family, and community strengths,resources, and interests.

Develop work and service opportunities for allyouth under supervision.

Develop community partnerships with employers,religious institutions, clubs, and civic groups to

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provide work and service roles for youth onsupervision, and recruit supervisors.

Advocate for a new school curriculum that buildson the strengths and interests of delinquent youthand allows for school credit for creative commu-nity service experience.

Find creative, active roles for youth in treatmentprograms as helpers to other youth.

Develop projects in which youth can be trained inareas such as mediation, conflict management,and drug prevention and then educate others.

Arrange speaking engagements for youth who aresucceeding in competency development activities.

Involve youth in program-planning groups andcommittees with juvenile justice staff and otheradults in the community.

Involve youth in voter registration and other pro-grams that teach and reinforce citizenship.

Conduct or facilitate decisionmaking skills, con-flict management, and cognitive training coursesfor offenders and individuals who work with of-fenders.

Juvenile justice professionals can play a critical rolein facilitating competency development by providingopportunities for youth to practice and demonstratecompetency. However, because juvenile offenderswill not develop transferable competencies withintraditional treatment programs and probation case-work, community partnerships are a crucial compo-nent in implementing competency developmentpractices.

Expected OutcomesIncreased capacity of young offenders to contrib-ute productively to their communities.

Increased capacity of adults and communitygroups to accept and integrate delinquent youth.

Measurable increase in educational, occupational,social, and decisionmaking abilities of juvenileoffenders.

Increased bonding to conventional adults.

Improvements in self-image and public image ofdelinquent youth.

Clear demonstration by offenders of skills valuedby the community.

Increased involvement of community members inthe juvenile justice system.

Benefits to Juvenile JusticeProfessionals

Increased community satisfaction with the juve-nile justice system as a result of measurable in-creases in competency of delinquent youth.

Enhanced image of juvenile justice workers asassets to the community because of their ability tofacilitate transformation of delinquent youth intocommunity assets.

Increased number of conventional adults in thecommunity who become invested in the success ofthe juvenile offender.

Personal satisfaction derived from facilitatingpositive change in the juvenile offender.

Guiding Questions for JuvenileJustice Professionals

How do we increase the juvenile offender's skillsfor living successfully in the community?

How do we demonstrate the juvenile offender'scompetencies to the community?

How do we engage the juvenile offender andcommunity members together in activities inwhich they experience a sense of competency andcontribution to one another?

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Balanc a est restive ttiCommunity Safety

Community safety in the BARJ Model refers toboth immediate and long-term safety. Achievingcommunity safety requires practices that reduce riskand promote the community's capacity to managebehavior. Balanced and restorative communitysafety is not focused only on short-term externalcontrol of individual juvenile offenders. It requiresequal attention to working with adults and youth tochange behavior. Reducing risk often focuses onindividual offenders, but building community capac-ity to manage behavior focuses on adults and organi-zations within the community. Community safety isachieved when community members live in peace,harmony, and mutual respect and when citizens andcommunity groups feel that they personally can pre-vent and control crime.

Many strategies used for accountability and compe-tency development goals can also contribute to com-munity safety goals. For example, communityservice, through structuring time and increasing thejuvenile's investment in the community, contributesto community safety. Most forms of competencydevelopment involve structured activities with adultsupervision, which reduce the opportunity to offend.Accountability strategies emphasize taking responsi-bility for behavior, which reinforces internal behav-ior controlthe most effective way to achievelong-term community safety. A major goal of compe-tency development strategies is to establish a placeof value for the juvenile in the community that cre-ates an incentive for abiding by the norms of thecommunity. Therefore, the community safety goal isdependent upon effective accountability and compe-tency development strategies.

stke PTacttc

Characteristics of RestorativeCom uni tv Safe ty

The opportunity to commit offenses is restrictedby community surveillance or by involvingknown juvenile offenders in structured, super-vised, and productive activities.

Juvenile justice professionals use a consistentcontinuum of sanctions in response to a juvenileoffender's failure to comply with supervisionconditions.

The level of restriction matches the level ofrisk (i.e., the higher the risk, the more time isstructured).

Response to breaches of safety measures is swiftand focused.

Strategies do not rely solely on the juvenile justicesystem but engage the community in protectingitself (e.g., crime watch, block clubs, andmentoring).

Behaviors associated with the risk of delinquencyfor a particular individual are monitored (e.g.,drug testing).

Community safety interventions do not undulyrestrict the agency's attainment of goals related toaccountability and competency development.

Juvenile justice professionals seek to better un-derstand a community's fear of young people anddevelop strategies that involve youth and adults incollaborative problem solving.

To improve community safety programs, offenderbehavior is carefully monitored by professionalsand other adults in the community.

Strategies include working with schools to reduceviolence and promote mediation, conflict resolu-tion, parenting training, school safety, and restor-ative practices.

To build the community's capacity for controllingand preventing crime, strategies include workingwith churches, synagogues, mosques, schools, andcivic and community groups in education,mentoring, and positive youth development.

Youth connections to positive community mem-bers are strengthened.

Community members know each other, mutuallyagree about behavioral tolerance limits, and worktogether to prevent crime.

Interventions do not increase the risks to thecommunity from juvenile offenders. For example,interventions should not escalate anger, modelunhealthy power and control dynamics, establishunhealthy peer groups, or increase a youth's isola-tion from conventional community members. Inother words, interventions should do no furtherharm.

To put restorative community safety practices into abroader perspective, table 3 illustrates a range ofjuvenile justice community safety interventions fromleast to most cost effective.

Table 3. Range of Community Safety Interventions for Use by Juvenile Justice Professionals

Type of Prevention Strategy Goal Cost Effectiveness

Tertiary Prevention Incarceration.Surveillance.0 Electronic monitoring.0 Tracking.0 Random drug testing.

Reduce short-termjuvenile offending

Low cost effectiveness

Secondary Prevention Continuum of graduatedsanctions: "progressiveresponse system."Structuring juvenile offenders'time in competency development,reparative activities."Natural surveillance" andcommunity guardians.0 Employers.0 Educators.0 Relatives.0 Mentors.

Reduce long-termoffending

Medium cost effectiveness

Primary Prevention Community problem solving.Mediation and disputeresolution.Capacity building.New roles and leadershipexperiences for all youth.

Prevention High cost effectiveness

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Restorative Community SafetyPractice Definitions

Juvenile Offender-Focused CommunitySafety Practice: Graduated Community-Based SurveillanceRestorative community safety practice is based onthe belief that youth who have strong connections totheir communities and who care about the people intheir neighborhoods are less likely to offend. Wher-ever possible, restorative community safety supportscreating relationships between youth and membersof the community that inhibit offending.

Certain young offenders may require incarceration;however, restorative community safety seeks to in-crease opportunities for youth to remain in the com-munity. Juvenile justice professionals can implementany number of the community-based surveillancemeasures defined below in relation to the severity ofthe offense and the risk posed by a particular youth.

Unlike traditional incarceration, the restorativecommunity safety practices defined below thatfeature community-based surveillance all serve tostructure the time of juveniles, provide adult super-vision, and support relationships between youth andthe community. The goals of each of the definedpractices are to (1) limit the opportunities for youthto reoffend and (2) strengthen rather than severconnections to their community.

Increasingly, juvenile justice professionals are find-ing that supervision can be most efficiently accom-plished in structured group settings. For example,working with youth in education programs, servicecrews, and victim-awareness, competency develop-ment classes provides an effective alternative to indi-vidual counseling and surveillance.

Monitored School Attendance. To ensure thatjuvenile offenders attend classes, monitors orcounselors visit schools daily to check on atten-dance, behavior, and academic performance. Re-storative juvenile justice programs place a highpriority on a youth's educational performance.Monitoring is one way to ensure that perfor-mance standards are met, thereby helping juve-

nile offenders develop competencies. Monitoringalso serves to structure a juvenile's time underadult supervision and reduce the opportunity fornew offenses.

Monitored Employment Attendance. Jobattendance may be monitored by an offender'semployer and reported to his or her probationofficer. Monitoring involves the community(employer) in supervising and structuring thejuvenile's time. Juveniles who maintain goodwork attendance gain skills and earn income thatcan be used to pay restitution to crime victims.

Monitored Program Attendance. Depending onthe program, attendance is monitored by juvenilejustice professionals, community volunteers, men-tors, or program facilitators. Monitoring ensuresthat youth are participating in positive activitiesand limits their chances to reoffend.

Supervised Community Work Service. A super-vised structured work experience for youth, de-signed to build relationships with communitymembers, serves the community, builds offendercompetencies, and also serves community safetygoals by providing adult supervision and strength-ening ties to the community. Community workservice offers youth the opportunity to be valuedby others for their contributions.

Supervised Recreation. Supervised recreationis another means of intensive monitoring ofoffender behavior and serves to deter offending.Supervised recreation helps youth to developappropriate recreational and relational skills,such as sportsmanship and 'conflict resolution,and good health.

An additional component of supervised recreationis participation in cultural events. Pride in theirculture and community enables youth to thinkmore critically about how an offending behaviormight show disrespect to self, family, and commu-nity. Participation may include, but not be limitedto, attending movies, sporting events, and othercultural events. These outings expose youth tovarious music, art, theater, and other educationalexperiences in the community and help shape posi-tive values and community pride. Participation is

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supervised by juvenile justice professionals andcommunity volunteers.

Community Guardians. An adult communitymember assumes responsibility for monitoringsome juvenile offender activities. For example, acommunity guardian may escort or chaperonejuveniles attending cultural or recreational events.Community guardians provide adult mentoringand supervision and foster relationships and asense of belonging to the community.

Family Monitoring. Offender families monitorassociated behaviors (e.g., substance abuse, an-ger, and withdrawal) and report to juvenile justiceprofessionals. This practice limits a youth's oppor-tunity to reoffend and helps build competency forboth the juvenile offender and his or her family.Through assessment, the agency identifies serviceneeds that can provide support for enhancingfamily competency in areas of setting limits, inter-acting with schools, supporting their children'sinvolvement in successful activities, and develop-ing other positive parenting approaches that pro-mote competency in the youth and reduce the riskof subsequent delinquent behavior.

Day Reporting Centers. As an alternative tosecure facilities or residential placement, offend-ers are allowed to remain in their homes over-night and must report to a day reporting centerfor structured programming during the day. Theprogram may include education, skill building,tutoring, community service, or employmentactivities.

Electronic Monitoring. Offenders are moni-tored by means of an electronic device that isusually worn around the ankle. The most com-mon devices transmit a signal that can be re-ceived by a probation officer when driving by ayouth's residence, school, or place of employ-ment, or the signal may be connected to a resi-dential phone line. Other forms of monitoringsystems are available.

Electronic monitoring enables probation officersand others working with juvenile offenders tomaintain geographic awareness of a youth whosemovements or activities may be restricted to cer-

tain locations or environments, such as whenunder house arrest.

* House Arrest With Random Checks Performedby Juvenile Justice Staff or Others. Sentencingto house arrest allows a juvenile offender to returnto his or her home but restricts movement in thegreater community. Random checks, performed byjuvenile justice staff, volunteers, or others, are con-ducted through electronic monitoring that identi-fies the youth's location.

* Random Urinalysis Conducted by Juvenile Jus-tice Staff or Others. Random urinalysis is con-ducted to monitor for offending behavior. If testingindicates a violation, juvenile justice professionalsintervene. Tests are often conducted randomly onoffenders whose offenses are related to drug use.Random testing acts to deter offending behaviorwhile youth are being supervised.

For youth who do not fulfill their obligations to re-pair the harm that they caused to victims of crimeand the victimized community, who continue to of-fend, or who pose a high risk to others, residentialplacement or confinement in a secure facility maybe used.

Residential Placement. Offending youth are sentto an out-of-home placement in a residential facil-ity that may include release during the day forsupervised activities.

Confinement in a Secure Facility. The tradi-tional lockup facility is used for highest risk youthand those who repeatedly fail to comply with keyobligations and responsibilities.

Community-Focused CommunitySafety Practice

The following community-focused community safetypractices require the building of partnerships andinvolvement of community members.

Partnerships With Community Police. To assistwith juvenile offender surveillance, parental sup-port, and mentoring efforts, community membersin partnership with law enforcement and proba-tion serve as role models to aid the youth in fulfill-ing their obligations under restorative justice.

"Beat Probation" or "Neighborhood Super-vision." Probation agents are assigned to geo-graphical areas (neighborhoods) instead of tocaseloads that are scattered throughout a city.The juvenile justice professional thereby viewsthe community as his or her client or consumer ofservices. This practice encourages the develop-ment of community partnerships between juvenilejustice professionals and community membersthat allow the professionals to more effectivelyjoin with the community in working with offend-ers to help prevent recidivism and promote com-munity connections. Whenever possible, juvenilejustice professionals assist the community in ad-dressing underlying problems beyond the indi-vidual offender (a problem-oriented versusincident-driven approach).

Walter Dickey, in Community Justice: Striving forSafe, Secure, and Just Communities (1996), charac-terizes major community concerns as oftenincluding:

O Situational crime prevention (i.e., monitoringhot spots where youth often appear, such asshopping malls).

O Street order and quality of life.

O Intimidating gangs.

O Apartment complexes as sources of disorder,such as drug traffic.

O Repeat victimization.

O Drug houses.

O Lack of housing, jobs, and education in com-munities where offenders are concentrated.

Beat probation changes the persons involved incommunity problems, the role of government, thepriorities of juvenile justice professionals, themethods of supervision, and the places that super-vision occurs in order to meet the needs of thecommunity.

Peer Mediation and'Dispute Resolution inSchools. Schools and community members teachyouth conflict management skills and alternativesto violence. Learning these valuable skills whenthey are young deters these youth from future

violence, builds their self-esteem, and helps themdevelop empathy.

Anger Management and Mediation Courses forTeachers and Parents. Community safety is en-hanced when the adults who work with juvenileoffenders understand critical thinking processesand can model those skills.

Alternatives to Suspension and Expulsion.Most juvenile burglaries happen in the daytime.As both parents more often work outside thehome, many homes are left vulnerable to thesetypes of breakins. If juveniles are kept in school,their opportunity for offending is restricted.

In BARJ, schools provide alternatives to suspen-sion and expulsion that build competencies inyouth. For individuals who are suspended orexpelled, mandatory community work serviceis ordered, preferably involving experiences thatbuild competencies and have personal meaningto the juvenile.

Community Guardians and "Natural Surveil-lance." Community members contribute to re-storative community safety by helping to guideyoung people toward activities that build com-munity and develop self-esteem and potentialwhile monitoring and mentoring youth on com-munity supervision.

Promising Programs:Community Safety

Community Intensive Supervision Program;Allegheny County, PA. Designed to provide analternative to institutionalization for youth undercourt supervision, this program uses the followingstrategies to address community safety concerns:monitored school attendance, required attendanceat the CISP neighborhood center 7 days a weekfrom approximately 4 p.m. to 9 p.m., electronicmonitoring, and drug and alcohol testing. Exten-sive community service opportunities providestructured supervised time.

Massachusetts Probation Agencies TargetDrunk Driving. Each year, tens of thousands ofAmericans are killed by drunk drivers, and many

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more are injured in drunk-driving crashes. Proba-tion agencies in Massachusetts have targeted cer-tain bars that are known to have served drunkdrivers before their arrests and have supplied thenames of the bars to licensing boards. The Statehas also abolished "happy hours" after probationagencies documented how the practice generateda disproportionate number of drunk drivers.

Police and Probation Working in the Commu-nity Operation Night Light; Boston, MA.Operation Night Light is a cooperative effortbetween the Youth Violence Task Force and theMassachusetts Department of Probation thatsends teams of police and probation officers onregular home, school, or worksite visits to enforcecurfews or court-designated area restrictions andensure that youth on probation are complyingwith the terms of their probation. The visits pro-vide for an interactive relationship between theprobation officer and the probationer, strengthenrelationships between police officers and proba-tion officers, get parents involved in theirchildren's probation, and serve notice to otheryouth that police and probation officers are seri-ous about their mission.

New Chance Program; Dakota County, MN.As an alternative to out-of-home placement andsecure detention, juveniles attend an extendedday-treatment program that includes school, lifeand communication skills development, health,substance abuse treatment, recreation, commu-nity work service, and tutoring. Evenings arespent at home under electronic monitoring andparental supervision.

Belle Glade and Pleasant City Beat Probation;Palm Beach County, FL. Modeled after problem-oriented policing, the juvenile justice programassigns workers to a specific neighborhood orcommunity center to assist in solving communitysafety problems and supervising structured groupactivities such as community service.

Common Problems in ChoosingCommunity Safety Strategies

Use of Secure Confinement for JuvenileOffenders, Especially Property or DrugOffenders, Whose Community Safety Risk CanBe Managed in the Community. In this scenario,the level of restriction does not match the level ofrisk, incarceration creates the possibility of anunhealthy peer group, cost is high for the level ofrisk, opportunity for repaying the victim andcommunity is severely reduced, and isolationfrom conventional community members is in-creased. Although incarceration may limit oppor-tunity for offending in the short term, the effectsmay increase the risk of future offending.

Use of Strategies That Rely Solely on theJuvenile Justice System. Safety strategiesbased solely on the juvenile justice system limitthe options for a variety of responses, are lesscost effective, and fail to maximize opportunitiesto reconnect youth to the community. Addition-ally, measures that rely solely on the juvenile jus-tice system perpetuate the cycle of communitydependence on the system to solve problems sepa-rately from the community, which weakens thecommunity's own problem-solving capability.

Failure To Respond Swiftly to Breaches ofSafety Measures. Community perceptions ofsafety depend upon confidence in the system torespond to breaches of safety. If the system failsto respond swiftly, public trust in the system iseroded, which often prompts calls for more dras-tic responses.

A Prevailing Focus by Juvenile Justice Profes-sionals on Case Management Instead of Neigh-borhood Problem Solving. Traditional casemanagement strategies place primary responsibil-ity for juvenile offenders on the juvenile justicesystem rather than engaging the community infinding creative solutions to the problem. A focuson individual cases fails to address larger causesof crime in the community.

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O Failure of Juvenile Justice Professionals To BeInvolved in the Planning or Implementation ofPrevention Strategies. Juvenile justice profes-sionals are in a position to make a valuable impacton preventing criminal behavior through restor-ative practice. Rather than just reacting to crime,juvenile justice professionals have the ability toserve as resources and educators to strengthencommunity safety and build partnerships withschools, communities, social service agencies, andthe families and youth in their community.

Recommended Participants forImplementationO School staff who provide supervision for a large

part of a youth's day.

O Community programs for youth that provideadult supervision.

O Recreation and sports programs with adultsupervision.

O Employers.

O Individual community members who are willingto be mentors or community guardians.

O Local law enforcement, especially officers as-signed to community-based policing efforts.

O Family members.

Ries for Juvenile JusticeProfessionals* Develop and implement a continuum of sanctions

for supervised juvenile offenders who violateconditions of compliance on probation or duringaftercare.

O Promote youth development and communityproblem solving.

O Gather information about victim and communityfears and develop strategies to address thosefears.

Work with juvenile offenders, school staff, mem-bers of community groups, offenders' families,law enforcement, and employers to ensure struc-tured day and night community supervision ofjuvenile offenders.

O Develop role as a "resource" to schools and com-munity groups for mediation, parent training, andother conflict resolution efforts.

O Work collaboratively with others to address com-munity conditions that contribute to crime.

Expected utcomesO No further offenses by youth while on supervision.

* Reduced levels of fear in the community and forvictims.

Increased community understanding of juvenilejustice.

0 Increased competency, victim empathy, and inter-nal controls for juvenile offenders who are undersupervision.

Increased connections to conventional communitymembers.

Increased sense of belonging to the community.

Decreased school violence and increased school-and community-based conflict resolution.

Increased community involvement and ownershipin managing the behavior of all youth in thecommunity.

Benefits to Juvenile JusticeProfessionalsO Increased victim and community satisfaction be-

cause community safety is seriously addressed.

Increased responsibility for community safetyshared by numerous institutions and individuals,thereby alleviating the burden of sole responsibil-ity on the juvenile justice professional.

Increased number of adults monitoring the be-havior of delinquent youth.

Decreased opportunity for delinquent youth toreoffend while on supervision.

Increased sense of efficacy in addressing commu-nity safety issues.

Guiding Questions for JuvenileJustice Professionals

How do we restrict the opportunities for juvenileoffenders to commit offenses? (How well is thejuvenile offender's time structured under commu-nity supervision, day and night?)

How do we build relationships that inhibitoffending?

How do we involve multiple systems and commu-nity members in managing the behavior of thejuvenile offender?

How can we be seen as community resources forschools and community groups?

How do we promote youth development?

Have we identified members of the communitywho are concerned and involved in improving thecommunity? Have we built relationships withthem?

Are we involved in community problem solving? Dowe know how to listen and work collaborativelywith community members to identify concerns andengage victims, offenders, and other communitymembers in addressing the community's needs?

Have we developed and do we use a continuum ofsanctions other than incarceration for supervisingjuvenile offenders who violate their conditions ofprobation or aftercare?

Puffin j the gleces Together

Weaving the Strands ofAccountability, CompetencyDevelopment, and CommunitySafetyDiscussion of the BARJ approach has been dividedinto separate components of accountability, compe-tency development, and community safety to describeand clarify those objectives. In practice, however,strategies may overlap and contribute to more thanone objective. Interventions that achieve more thanone objective are preferable, because the impact canbe mutually reinforcing and more cost effective.

When applying interventions, it is important to rec-ognize that different techniques may impede or en-hance one another. Therefore, a careful analysis ofcost, expected outcomes, and the interactive effect ofpossible strategies is critical.

Table 4 on page 37 provides a framework for analyz-ing the contributions of various strategies to each ofthe three objectives of the BARJ mission. A similaranalysis can be done for other strategies that are notincluded in this Report.

Balanced and RestorativeJustice in PracticeCoparticipants in a BARJ system are crime victims;citizens, families, and community groups; juvenileoffenders; and community juvenile justice profes-sionals. Roles associated with each coparticipantgroup in the BARJ approach include the following:

Crime victims.

O Receive information, support, assistance, com-pensation, and services.

O Are involved and encouraged to provide inputinto the BARJ process, particularly into howjuvenile offenders will repair the harm done.

O Have the opportunity to meet with juvenile of-

fenders in a safe environment and tell their storyto the offenders and others if they so desire.

O Receive restitution and/or other reparationfrom the juvenile offenders.

O Provide guidance and consultation to juvenilejustice professionals on planning and advisorygroups.

O Feel satisfied with the justice process.

Citizens, families, and community groups.

O Play an advisory role to courts and communityjustice systems and/or play an active role indisposition through one or more neighborhoodsanctioning processes.

O Are involved to the greatest extent possible inholding juvenile offenders accountable andproviding offender rehabilitation opportunitiesand community safety initiatives.

0 Provide support to victims.

O Provide support to juvenile offenders as men-tors, employers, and advocates.

O Work with juvenile offenders on local commu-nity service projects.

O Provide work so that juvenile offenders can payrestitution to victims and create service opportu-nities that develop skills and also allow juvenile

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offenders to make meaningful contributions tothe quality of community life.

O Assist families in supporting the offender tofulfill his or her obligation to repair the harmand increase his or her competencies.

O Address social conditions that cause and sup-port crime and violence within communities.

O Monitor and supervise juvenile offenders to thegreatest extent possible in the community.

Juvenile offenders.

O Face the personal harm caused by their crimesby participating in victim-offender mediationor family group conferencing, if the victim iswilling, or through other victim-awarenessprocesses.

O Complete restitution to their victims.

O Provide meaningful service to repay the debt totheir communities.

O Complete work experience and active and pro-ductive tasks that increase skills and improvethe community.

O Improve decisionmaking skills and becomeinvolved in prevention efforts.

Community juvenile justice professionals.

O Understand and integrate restorative justicevalues throughout their work.

O Measure program and practice effectiveness byhow well needs of individual victims, othercommunity members, and juvenile offendersare addressed.

O Develop regular reporting system on criteriasuch as restitution and completion of commu-nity service, juvenile offender skill develop-ment, and coparticipant satisfaction.

O Become active members of the community andwork with community groups, families, andindividual citizens to:

Develop meaningful offender work and ser-vice opportunities.

Recruit community mentors and supervisorsfor youth.

Recruit and train community volunteers andcoordinate victim-offender mediation anddialogue with them.

O Provide consultation and training to schools ondispute resolution, anger management, criticalthinking skills, and delinquency prevention.

O Develop, in partnership with victims, commu-nity, and offenders, a continuum of alternativesto placement in a correctional facility for pro-bation violations.

O Creatively develop, with direct input from vic-tims, community members, and offenders, pro-grams that strengthen communities.

The subsection, Balanced and Restorative Justice in Practice, isadapted from Bazemore, G. 1997 (May). What's new about thebalanced approach? Juvenile and Family Court Journal. Reprintedwith permission.

Table 4. Weaving the Strands Together

InterventionAccountability

BenefitsCompetency

Development BenefitsCommunity

Safety Benefits

Community Service Makes amends to thecommunity

Develops skills, includingwork skills (experiential)

Structures time, involvescommunity in supervision

Victim-OffenderMediation

Answers personally tothe one harmed and makesamends

Develops communicationand conflict resolutionskills and empathy

Reduces victim fear in mostcases and increases under-standing of crime

Small or Large GroupConferencing (FamilyGroup Conferencing)

Makes amends to allimpacted by the offense

Develops communicationand conflict resolutionskills and empathy

Reduces victim fear in mostcases and increases under-standing of crime

Monitored SchoolAttendance

Builds skills Structures time, communitysupervises

Victim Empathy Classes Increases understanding ofimpact of own behavior

Increases interpersonalskills

Structures time

Residential Placement May address some skills Provides high level ofsupervision

Electronic MonitoringRestricts movement to reduceopportunities to offend

Secure DetentionRemoves youth fromopportunity to offend

Drug TestingReduces likelihood ofbehavior associated withsubstance abuse

Work Experience Generates revenue topay restitution

Teaches work and socialskills

Structures time under adultsupervision

Cognitive Skills Classes Increases understandingof responsibility forbehavior and the impactof behavior

Improves decisionmakingand critical thinking skills

Structures youth's time

Source: Pranis, K. 1997.

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Role Changes in Balanced and RestorativeJustice

New Roles for Victims,Communities, Juvenile Offenders,and Juvenile Justice ProfessionalsVictims, community members, juvenile offenders,and juvenile justice professionals move from operat-ing in isolation to working together on coordinated,collaborative activities for planning and implement-ing policy, programs, and individual interventions.

The victim role shifts from being a witness orobserver to being an active participant in findingan appropriate response.

The community role shifts from a passive positionto active participation in managing the juvenile'sbehavior and supporting the victim.

The juvenile offender role shifts from passiveavoidance to active taking of responsibility.

The juvenile justice professional role shifts fromattempting to directly manage the juvenile's be-havior to facilitating community processes thatmanage the juvenile's behavior.

In encouraging role changes for juvenile justice pro-fessionals, it is important to recognize the multipleways in which juvenile justice professionals can ap-ply restorative justice, regardless of job title or tradi-tional area of practice.

For example, victim-offender mediation practicemay be initiated and supervised by probation offic-ers, by prosecutors in a county attorney's office, orby victim-assistance advocates within a departmentof community safety. Indeed, law enforcement offic-ers are developing family group and large groupconferencing programs in collaboration with localschools and community resources.

In expanding and changing roles, juvenile justiceprofessionals need to base their work on restorativejustice values and continually assess how well theyare facilitating community involvement, includingindividual victims of crime, and assisting juvenileoffenders in building competencies and becoming apart of the community. See table 5 on page 41 forexamples of new roles within the BARJ Model.

Changing Decisionmaking Roles:New OptionsDecisionmaking on an appropriate set of obligations(or sanctions) by which the juvenile offender cansatisfy accountability, competency development, andcommunity safety objectives can be shaped by:

Direct participation by the victim and juvenileoffender in dispositional decisions through victim-offender dialogue.

Direct participation by the victim, juvenile of-fender, and their respective communities of carein dispositional decisions through family groupconferencing or similar community sanctioningand dispute resolution processes, including peace-making sentencing.

Direct participation by selected communitymembers in decisions through community panels(e.g., Vermont's reparative boards).

Direct victim and community input through vic-tim and community impact statements to thecourt.

Indirect victim and community input throughclient satisfaction surveys by juvenile justiceprofessionals.

Indirect victim input through a victim representa-tive who speaks on behalf of the victim in thedecisionmaking process.

O Leadership from judges and prosecutors in facili-tating restorative alternatives to the traditionalcourt system, such as circle sentencing andVermont's reparative boards.

Skills and Knowledge Needed bythe Juvenile Justice ProfessionalO Understanding of the victim experience.

O Conflict management and mediation skills.

O Knowledge of community organizations, leaders,and processes.

O Knowledge of youth development and the compe-tency framework.

O Ability to work with multidisciplinary groups andpossession of facilitation skills.

O Communication skills.

* Knowledge of job opportunities in thecommunity.

O Ability to supervise and support communitymembers and organizations that work withjuveniles.

O Knowledge of program resources in thecommunity.

o Ability to identify extended support networks ofvictims and juvenile offenders.

O Ability to initiate change and then pass leadershipto others.

Juvenile Justice ProfessionalRole-Change ExamplesThe following promising practices reflect how thechanging roles of juvenile justice professionals inBARJ practice result in greater community involve-ment; support, and ownership in the outcomes.

Juvenile Justice Professionals (Engagingthe Community

Identifying a Problem. In central Minnesota, aprobation officer became frustrated with the fail-ure of available interventions to change the be-havior patterns of offenders from a particularcommunity. Offenders were in and out of thesystem repeatedly, both on new offenses and onviolations of conditions of probation or super-vised release. Looking for a solution, the officerbegan discussions with a social service providerwho runs a job skills program.

O Restorative Justice Planning. The probationofficer (agent) and social service provider decidedto explore restorative justice options. The agentobtained written material on various restorativejustice program models from the restorative jus-tice planner at the Minnesota Department of Cor-rections. He then shared and discussed somerestorative justice material with a local judge.Having engaged the judge's interest, the agentidentified key leaders in the target communityand key players in the justice system. In conjunc-tion with the social service provider, the agentorganized a seminar to introduce restorative jus-tice and possible program models to the group.The agent recruited speakers, sent invitations,made personal contacts to encourage attendance,and facilitated the meeting.

Facilitating the Community Planning Meeting.Meeting participants expressed an interest infurther exploring the circle sentencing model.With the help of' the social service provider, theagent organized and facilitated a series of monthlymeetings that enabled the group to:

O Become more knowledgeable about a commu-nity process of responding to crime known ascircle sentencing.

O Identify a target offender population for theprocess.

O Identify other interested community members.

O Begin planning implementation steps.

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Table 5. New Roles in the Balanced and Restorative Justice Model

Sanctioning ThroughAccountability

Rehabilitation ThroughCompetency Development

Enhancement ofCommunity Safety

Juvenile Offender Must accept responsibilityfor behavior and activelywork to restore loss tovictims (if victims wish)and the community andface victims or victimrepresentatives (if victimswish) and communitymembers

Actively participates as aresource in service rolesthat improve quality oflife in the community andprovide new experiences,skills, and self-esteem as aproductive resource forpositive action

Becomes involved in con-structive competency build-ing and restorative activitiesin a balanced program whileunder adult supervision,develops internal controlsand new peer and organiza-tional commitments, andhelps others escape offend-ing patterns of behavior

Victim Actively participates in allstages of the restorativeprocess (if victim wishesand is able), documentspsychological and finan-cial impact of crime, par-ticipates in mediationvoluntarily, and helpsdetermine sanctions forjuvenile offender

Provides input into therehabilitative process,suggests community ser-vice options for juvenileoffenders, and participatesin victim panels or victim-awareness training forstaff and juvenile offend-ers (if victim wishes)

Provides input regardingcontinuing safety concerns,fear, and needed controls onjuvenile offenders and en-courages protective supportfor other victims

Community Member Participates as volunteermediator/facilitator andcommunity panel member,develops community ser-vice and compensatedwork opportunities forjuvenile offenders withreparative obligations, andassists victims and sup-ports juvenile offenders incompleting obligations

Develops new opportuni-ties for youth to makeproductive contributions,build competency, andestablish a sense ofbelonging

Provides "guardianship"of juvenile offenders,mentoring, and input tojuvenile justice systemsregarding safety concerns;addresses underlying corn-munity problems thatcontribute to delinquency;and provides "naturalsurveillance"

Juvenile JusticeProfessional

Facilitates mediation,ensures that restorationoccurs (by providing waysfor juvenile offenders toearn funds for restitution),develops creative/restor-ative community serviceoptions, engages commu-nity members in the pro-cess, and educatescommunity on its role

Develops new roles foryoung offenders that al-low them to practice anddemonstrate competency,assesses and builds onyouth and communitystrengths, and developscommunity partnerships

Develops range of incen-tives and consequences toensure juvenile offendercompliance with supervisionobjectives, assists schooland family in their efforts tocontrol and maintain juve-nile offenders in the corn-munity, and developsprevention capacity of localorganizations

Adapted from Bazemore and Washington. 1995. Charting the future for the juvenile justice reinventing mission and management. Spectrum, The

Journal of State Government. 68(2):51-66.

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Over the course of these meetings, the agentgradually eased himself out of the primal-3, leader-ship role, while remaining vigilant to ensure thatthe process did not lose momentum.

0 Carrying on the Process. The social service pro-vider applied for a grant on behalf of the group toobtain training in circle sentencing. Communitymembers committed themselves to participateand recruit others. (Circle sentencing requiressignificant involvement of the community.) Theagent now provides support and encouragementas the community moves forward in its prepara-tion to conduct circles. The agent also identifiespossible cases for which the circle process mightbe effective. Throughout the process, the agenthas facilitated communication among the commu-nity, other system players, and State resources.

This example illustrates the role of the justiceprofessional as a change agent in bringing to-gether available resources, the community, andthe system to develop new solutions to difficultproblems.

Identification and Involvement ofKey Stakeholders

0 Collaborative Planning. The Faribault County(MN) Local Coordinating Council includes keydecisionmakers from education, human services,corrections, private youth service providers, andlaw enforcement. The council handles case plan-ning and case management for current juvenilecases from participating agencies through a pro-cess that includes meeting with the juvenile and atleast one parent monthly. The parents and childare equal players in the process. Cases range fromyouth having difficulty in school to youth return-ing to the community from an out-of-home place-ment. Relationships with the family that may beconfrontational at first have later developed intosupportive relationships. On occasion, parentshave asked for continuation of the meetings afterthe council was prepared to close the case, be-cause it had become a source of support for thefamily.

Long-Term Prevention Activities

Community Involvement and Education.Juvenile justice professionals from CISP'sGarfield Center in Allegheny County, PA, ac-tively engage the community in crime preventionand community strengthening. The center offersmany community activities, including family sup-port group meetings, parent effectiveness train-ing, open houses, a violence prevention program,and a Martin Luther King, Jr., Day celebration.

For example, juvenile justice professionals offerparent effectiveness training for juvenile offend-ers under their supervision and for other youthin the area. Because CISP staff have found thatmany offenders are parents of young childrenand are in need of parenting education in additionto safe sex and reproductive health education,CISP offers its classes to the wider communityas a preventative to possible future violence.

Creation of Partnerships for PreventionIn 1995, an unoccupied new addition to a seniorcitizens apartment complex in Dakota County, MN,was burned to the ground by three males, ages 14,16, and 18. The three youth were charged with ar-son. The oldest admitted the charge and spent 6months in jail. The two juveniles were placed onprobation. All were ordered to apologize in someway to the community and to pay restitution.

Providing for Restorative Justice Accountability.The Dakota County, MN (BARJ Model Site),Victim-Offender Meeting Program contacted thesenior residents and invited them to an informa-tional meeting about the victim-offender meetingprocess. Thirty residents attended the meeting,which was facilitated by the juvenile justice pro-fessional who directs the Dakota County program.Of the residents who attended, 10 expressed inter-est in meeting face to face with the boys who hadburned their building. The facilitators also metwith each of the boys and explained the process tothem. The juveniles agreed to meet with the seniorsbut only if each met with the group alone, withoutthe other juveniles present.

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Telling the Impact of the Crime. At the meeting,the seniors told the boys how their lives had beenchanged forever by the fire. They recalled wakingup that March morning to the fierce orange glowoutside their windows. They told of how they had toleave all 'their worldly possessions and run out of thebuilding, some in their nightgowns. The seniors re-counted how it felt to experience the heat from thefire and watch their blinds melt to the window. Theytalked about the terror of not knowing if they weregoing to escape in time.

Just "Goofing Around." The seniors heard the boysexplain that they never meant to start a fire. Theboys were just "goofing around" by starting paperon fire and then putting it out.

At the time of the fire, the eldest of the three wasengaged to be married and was looking forward tostarting a career with the U.S. Marine Corps. Fol-lowing a 6-month jail term for burglary and arson,he now works two jobs and attends college. His lifewill never be the same.

Repairing the Harm to the Community. The insur-ance companies paid for most of the financial lossfrom the fire, leaving a minimal amount for the boysto pay. However, the seniors requested that the twooldest boys go out and teach others about the dan-gers of "playing with fire." It was suggested that theboys might be able speak before groups of youngpeople about their experience. The juvenile justiceprofessional agreed to help the boys fulfill that re-quest in order to make amends to the seniors andthe community.

Following Through. After contacting severalschools, the juvenile justice professional found thata videotape would be the most effective way for theboys to reach a large number of students. Cabletelevision stations were willing to provide technicalassistance; however, it was necessary to find a pro-ducer who would either donate time or find inves-tors willing to donate a large amount of money forthe project.

The juvenile justice professional enlisted the help ofthe St. Paul Companies, a national insurance com-pany based in the area, and the Insurance Federa-tion of Minnesota to produce the video.

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The fire marshal from the community where the fireoccurred helped determine the best ages to target foran arson prevention video. It was decided that thevideo would target youth who were similar in age tothose who started the fire. In preparation for thevideo, the juvenile justice professional arranged for afocus group consisting of children and youth to pro-vide input on content. A second focus group ofteachers and school administrators provided inputfrom an educational perspective. It was decided thatthe video would feature one of the boys who startedthe fire and that a supplemental written curriculumwould be developed as a teaching aid. In addition, itwas agreed that the youth would participate in thevideo project under the condition that his identitywould not be revealed.

Taping included a reenactment of the youth's arrestand incarceration. The juvenile justice professionalwas present at the video shoot with the youth. Thearresting officer was interviewed, as were seniorswho had participated in the meeting with the boys.

The production and film crew were supplied by theSt. Paul Companies. Five insurance companies fi-nanced the production, and copies were distributedto fire marshals throughout Minnesota. To order thisvideo, see appendix A (page A-14).

A Change in Countywide SystemsToward Restorative JusticeJuvenile Justice and Human Services JointEffort. During 1996 and 1997, the Dane County,WI, Department of Human Services and JuvenileCourt have joined forces in enlisting social workers,law enforcement, human services administrators,district attorneys, public defenders, and juvenilecourt judges to team up to implement the BARJModel throughout their county in an effort to re-form their juvenile delinquency supervision system.Areas of development and planning include:

Involving the Community in Preventing andResponding to Juvenile Delinquency. DaneCounty intends to present and discuss BARJin a variety of community forums. Communityoutreach efforts are being directed at educators,students, service clubs, policymakers, law

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enforcement, civic organizations, and other inter-ested citizen groups. Discussions focus on howBARJ principles can be implemented and on theroles community members and organizations canplay in preventing and responding to delinquentbehavior.

Developing a Victim-Offender ConferencingProgram. Dane County is developing a juvenilevictim-offender conferencing service program toprovide victims of crime an opportunity to ex-plain directly to offenders, in a safe and facili-tated meeting, the impact of the offense and toask questions of the offender. Planning, develop-ment, and implementation of this service will beoverseen by a group of professionals and citizensrepresenting a variety of systems and communi-ties. Their goal is to integrate restorative justiceand victim-centered justice into the already suc-cessful system of restitution and community ser-vice work performed by juvenile offenders inDane County.

Designing a Consistent Risk and StrengthsAssessment Process for Youth. Dane Countyis conducting research on risk for youth and isexamining factors that contribute to recidivism,nature of the offense, and characteristics of thejuvenile and family that will impact interventionstrategies. Juvenile justice staff and communitymembers are also developing "Youth as Re-sources" projects, which allow young offendersto demonstrate competency in the community.

Educating County Staff About the Balancedand Restorative Justice Approach ThroughMeetings, Newsletters, and Other Communica-tions. To educate county staff, the juvenile justicedepartment holds conferences, publishes a news-letter dedicated to the balanced approach, andinvolves staff in developing restorative policiesand practices.

Tailoring the Model to the Needs of TheirCounty. The county plans to include the conceptof family competency in their programming relat-ing to families, including learning to set limits,interacting with schools, supporting their child'ssuccessful activities, and other positive parentingapproaches to promote competence in youth.

Reducing Institutionalization. Services for Chil-dren Come First (CCF), which serves childrenwith severe emotional disturbance, include inten-sive supervision, immediate onsite crisis response,backup plans for school disruptions, mentoring,and short-term residential stabilization. Careplanning is based on the balanced approach and isachieved by intense coordination by a team in-cluding school, community, family, and other rel-evant agencies. Part of the program includesfocusing on juveniles at high risk of correctionalplacement, with applications of related intensitysupervision (e.g., home detention, electronicmonitoring, and community supervision).

A Move From Community "Corrections"to Community "Justice"Deschutes County, OR, has long been committed toa BARJ approach to juvenile justice. To support itsshift from a retributive to a more restorative system,Deschutes County has worked to change how thecommunity views its juvenile justice department andhow juvenile justice professionals view themselves.Changing roles reflect changing goals and objec-tives. The following goals and objectives are now apart of Deschutes County's focus on communityjustice:

Program Development. With community justice,the program focus shifts from a corrections em-phasis on offenders to a balanced emphasis on thecommunity, crime victims, and offenders. Thus,program initiatives reflect this balance. For ex-ample, program development is now required tobuild an array of community crime preventionand community restoration programs, victim par-ticipation and compensation services, and effec-tive offender control and recidivism-reductionefforts.

Public Information. At the heart of communityjustice is the community. An ill-informed commu-nity should not be expected to respond with en-thusiasm to the community justice movement.Therefore, Deschutes County is making a sub-stantial effort to educate the public about thegoals and objectives of community justice. Themost informed public is thought to be an involved

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public. Therefore, extensive effort is being madeto have community members organized and activewith their public relations strategies. Special ef-forts are being made to have community membersdescribe community justice to other residents viaservice club presentations, neighborhood gather-ings, and religious events.

Staff Development. Many of DeschutesCounty's community corrections officers aretrained probation officers. To serve victims andjoin hands with community members in crimeprevention, extensive training is now required toassist in professional development of the officersfor their new role as community justice officers.

Leadership Development. Deschutes Countyhas formed a new community safety council thatconsists of citizens, judges, law enforcement offi-cials, criminal defense attorneys, prosecutors,corrections officials, victim advocates, humanservice professionals, and elected officials. Lead-ership development training will be focused onthe community safety council, which will hence-forth be known as the community justice council.

Research and Evaluation. Studying the effects,benefits, and shortcomings of a community-centered focus on crime prevention, interven-tion, and corrections will aid ongoing programdevelopment. Research and evaluation designmust be tailored to community justice, whichincludes outcomes related to community mem-bers, victims of crime, and offenders.

Systems Modification. Community justice is ashift in philosophy and practice. To succeed, theentire criminal justice system must participate,with community members playing a leadershiprole. The shift to community justice requires a criti-cal analysis of intervention priorities, adoption ofnew practices in place of unproductive or counter-productive practices, and a commitment to inter-dependence by the criminal justice community.

Community Policing: Solving ProblemsShoplifting Program; Milton Keynes, England.Police have often led in changing their role to createa more restorative response to crime. This initiative

is exemplified by a police department in a large ur-ban area in England.

For fiscal year 1994-95, a comprehensive audit ofexpenditures across criminal justice agencies wasundertaken that revealed how money was spent bythe criminal justice system.

The audit revealed that the criminal justice systemspends the vast majority of resources processingthe cases brought to it and attempting to ensuredue process but little on the prevention of crime(including the prevention of reoffending andrevictimization) or service to victims, witnesses,and offenders.

The system spends time consulting with itself andobtaining information (often from the offender) inorder to make decisions, but not much is done toaddress the needs of offenders, victims, or communi-ties. The system seems primarily occupied withspeeding the passage of cases and offenders.

The audit was conducted following the implementa-tion of problem-solving policing in Milton Keynes,England, after it was recognized that police effortswere often hampered by the lack of a clearly definedunderlying purpose of the criminal justice system.

The audit was difficult to implement because of thesystem's large number of agencies and its diversemanagement and financial information systems. Forthe first time, resource allocations have been madetransparent for practitioners and the public alike.

For example, less than 1 percent of the overall bud-get is used for victim support and less than 1 percentis spent on intervention for young offenders. Thesenumbers have provoked considerable debate aboutthe purpose of the justice system and its currentdeployment of resources.

Milton Keynes police discovered that most offenders,youth and adult, began with shoplifting. It was de-cided that a problem-solving approach to shoptheft(shoplifting) offenders was needed to identify theunderlying problems as soon as someone came to thenotice of the police. Traditionally, the police had givenwarnings (a police "caution") and prosecuted in onlythe more serious cases. The police also wanted toexperiment with involving retailers (the victims) in

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handling shoplifting cases so that the offenderslearned the consequences of their behavior on others,and for themselves. In 1994, the Milton KeynesRetail Theft Initiative began, in which retailers andshop thieves are brought face to face by the police.Subsequent mediation sessions allow the retailers toexpress their feelings and concerns, and many offend-ers are unaware of the impact of their behavior on theretailers.

The offenders learn that shop theft is an offense thathas implications for their victims, the wider commu-nity, and for themselves. At the sessions, offendersrespond to the approach, which enables them to talkfrankly about what is going on in their lives thatmay be provoking their behavior.

Aside from mediating between the two parties (witha parent or guardian present in juvenile cases), thepolice try to identify the underlying problem. Inmore than 3 years since the initiative was launched,the police have determined many of the reasons whyoffenders steal from shops. For young people, peerpressure, bullying, and even parental abuse may bealmost daily occurrences. In the case of adults, alco-

hol and drug abuse, marital problems, and bereave-ment have surfaced as underlying reasons.

To deal with these issues, the police, in partnershipwith other local agencies, have developed a series ofprograms that include antibullying programs; "Pro-tective Behaviors," which teaches young people tomake decisions independently without succumbingto outside pressure; youth counseling; and a prisonawareness program, which alerts offenders at risk ofreoffending to what life is like inside prison.

The Home Office evaluation of the retail theft initia-tive showed that recidivism rates were reduced sub-stantially (by well over a third) and the costs ofconducting the mediation sessions and implementingother programs were easily offset by not prosecutingcases through the criminal justice system. Victimsreported greater satisfaction with the program and,after their involvement, began recognizing the needsof the offenders instead of viewing all as needingpunishment. The shift in perception has helped at-tract funding for intervention programs. The initia-tive has stimulated wide interest in the concept ofvictim-offender mediation and community policing.

5 4

Getting Help: Strategies for involvinStakeholders

The juvenile justice system cannot succeed in chang-ing the behavior of juvenile offenders or improvingcommunity safety without the active involvement ofthe community. The community has tools, resourCes,and power that the system does not have. Juvenilejustice system activity must be built around a core ofcommunity activity.

This new relationship between the community andthe juvenile justice system is shaped by several keyideas:

The community is the source of moral authorityor influence.

The community is the center of decisionmakingwhenever possible.

The community is the center of action.

Formal government is the source of legal author-ity (as contrasted with the moral authority of thecommunity).

The government is in a position of broader over-sight than the community.

The government is the guardian of individualconcerns (in contrast with community responsi-bility for collective concerns).

The purpose of the legal authority is to affirm thecommunity's authority and provide a mechanism forresponding to offenders' failure to comply with re-quirements of the sanction. The community's moralauthority is central and the State's legal authority issecondary and a backup. Legal authority that is notclearly grounded in the community's moral authorityas demonstrated by active community involvementis hollow and ineffective.

In general, communities manage individual behaviormore effectively than governments do. However,communities need government support and re-sources and the perspective of an oversight mecha-nism that is separate from the community.

Because formal government processes have gradu-ally assumed much authority and power, the juvenilejustice system also has a leadership responsibilityin moving from the current approach to one inwhich the community is the lead partner. Thesystem needs to:

Assist in developing the transformed communityrole through information, education, and techni-cal assistance.

Link communities with others that have commoninterests and goals to share experience andknowledge.

Lead a process of clarifying the statewide visionand goals for the juvenile justice process.

Monitor community activities to ensure that val-ues of the State and Nation are honored (e.g.,fairness and appropriate due process).

Guiding PrinciplesThe following principles should guide efforts to gaingreater commitment to restorative justice values inthe community.

Special outreach efforts to victims groups areimportant because victims have historically beenleft out of the juvenile justice process. Victimsgroups have had to fight the system for nearlyevery gain they have achieved. Consequently,many victims and their advocates are skeptical

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that an initiative of an agency serving juvenileoffenders can genuinely have victim interests atits center. An unwavering commitment to involvevictims despite obstacles that may be encounteredis critical to ensure that the outcomes are genu-inely restorative.

Victims and community members should be in-cluded on advisory boards, councils, and commit-tees for implementing the BARJ Model. (Workgroups that include only juvenile justice andagency professionals should be avoided.)

Restorative justice should not be mandated in atop-down authoritarian process.

The work of putting the principles of restorativejustice into practice must be accomplished at thelocal level and must involve all stakeholders.

The appropriate role of national, State, or regionalleadership is to articulate the vision, disseminateinformation, and provide support and technicalassistance to jurisdictions attempting to evolve intoa more restorative approach. National and Stateagencies can also implement pilot programs todemonstrate application of the principles. TheFederal Government and State governments areresponsible for monitoring outcomes to ensurefairness, equity, and effectiveness of processesdesigned at the local level.

The process of implementing restorative ap-proaches must model the principles themselves(e.g., victims must have a voice, and the commu-nity must be involved).

A clear understanding by practitioners and stake-holders, including the community, of the philo-sophical underpinnings of the approach isessential to ensure that changes are substantiveand not merely cosmetic. Program implementa-tion without an explicit understanding of underly-ing values often leads to undesirable results.

Each juvenile justice professional and communitymember has opportunities to contribute to a re-storative vision in the community even withoutmaking major system changes.

The community contains natural allies in fieldsoutside juvenile justice who can bring depthand credibility to the advocacy of a restorativeapproach.

Energy is most effectively expended in workingwith individuals who are interested in trying re-storative approaches. Seeds sown in fertile soilproduce the most impressive results, which, byexample, will convince skeptics more readilythan direct persuasion.

There is no single roadmap or blueprint for build-ing a restorative system.

A feedback loop between stakeholder and leader-ship is important.

The juvenile justice system and the communitymust be prepared to make mistakes.

PrOponents of the BARJ Model do not have an-swers to all questions raised by the principles ofrestorative justice. The process of searching foranswers should involve dialogue with all whohave an interest in the question.

Putting the principles and strategies to work to buildcommunity support and participation requires sev-eral basic community organizing skills:

Find Your Natural Allies in the Community.

0 Talk to individuals interested in violence pre-vention, underlying causes of crime, social jus-tice, stronger neighborhoods, a sense ofcommunity, and children's issues. You arelikely to find some who resonate to restorativejustice values and see great potential for ad-dressing some of their own interests throughthat framework.

0 Listen to the interests of others. Ask them howrestorative justice fits with their interests.Learn to use language that makes connectionsfor the audience. When speaking to educators,talk about the connections between restorativejustice and school discipline problems. Whentalking to law enforcement, talk about thenatural fit between community-based policing

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and restorative justice. When speaking to busi-ness people, talk about restorative justice in thelanguage of total quality management or effec-tive government and economics.

O Identify the common ground for othersdonot assume that it is obvious to them. Explainwhy restorative justice matters to them, basedon their own interests.

O Engage people in a discussion of their ownworries, fears, and concerns and identify,where possible, how a restorative approachprovides a potential solution to that problem.

* Avoid Becoming Identified With a ParticularPolitical Label.

O Find community allies on both ends of the po-litical spectrum. Restorative justice is consis-tent with fiscal conservativism, the call for areduced role for government, and an emphasison personal accountability. On the other hand,the reduced emphasis on physical punishmentand the call for community accountability areconsistent with traditional liberal values.

O Seek out respected leaders with divergentpoints of view as key supporters of restorativejustice.

Listen to Those Who Disagree.

O The entire community is a stakeholder in theissue of community safety, so everyone de-serves to be respectfully heard in the processof deciding the direction of the system. Listencarefully so that you can understand the objec-tions. Develop an explanation that responds tothe objections for use when speaking to othergroups.

O Acknowledge the need to have dialogue andexplore further on issues for which you do nothave answers. Be prepared to learn from theobjections raised. BARD is an emerging model,and proponents should be responsive to validobjections.

O Probe beneath surface objections to identifyunderlying issues that may be more readily

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resolved than is initially apparent. For ex-ample, what may appear to be a desire forretribution is often actually a concern forpublic safety. A restorative approach cannotdeliver retribution but can potentially deliverat least as much community safety as the cur-rent system.

O Deal With Victim Issues First.

O If those raising objections are victims groups oradvocates, then use the above skills over andover again.

O Be willing to engage in dialogue with victims orvictim advocates on their "turf" repeatedly.Offer to come back to hear their concerns.Articulate their concerns in your own words tobe sure you understand.

O Ask a sympathetic victim supporter to help youunderstand the issues being raised. Seek victiminput for any proposed policy and programchange. Learn about victim issues and the ex-perience of victimization.

O Listen to victim stories. Use victim stories inyour public speaking. In written materials oroverheads, for example, list items related tovictims before those related to offenders.

O Balance Focus With Flexibility.

O It is critical to be clear and consistent about thevalues and vision of the BARJ approach, butthere are multiple ways to achieve the vision.Be prepared to modify your approach if it isnot working and other more promising avenuesappear. Success may depend more on beingresponsive to opportunity than on detailedlong-range action plans.

O Monitor Your Own Assumptions andStereotypes.

O Promoting a new paradigm requires breakingout of your own paradigms in many ways. Un-expected sources of support and opportunitiesmay be missed if you do not become aware ofyour own assumptions about others and con-sciously put those aside.

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Measurin utcomes

Desired outcomes are defined by the vision. Actualoutcomes will be determined by the quality of theprocessnot just what gets done, but how it isdone. If the process of responding to an offender ishumiliating or demeaning, the outcome is unlikelyto be a respectful attitude by the offender. If theprocess of responding to a victim is patronizing ordiscounts the victim's voice, the outcome is unlikelyto be the recovery of personal power. Respectfulprocess treats each participant as equal in humandignity and in capacity to contribute to construc-tive solutions. Respectful process for victims facili-tates the recovery of a sense of personal power.Respectful process for offenders encourages themto experience responsible use of their personalpower to own their behavior, to make amends, andto help others.

Measuring outcomes is a way of checking the sys-temholding the system accountable to the vision.Paying attention to what gets measured is a power-ful strategy for promoting change. Line staff taketheir cues about what is really important from whatgets measured and reported.

Guiding Questions forMeasuring Outcomes forIndividual Dispositions

What is the level of victim satisfaction with theoverall disposition?

How much repair was achieved for the victim?

How much repair was achieved for thecommunity?

What is the level of the juvenile's understandingof the impact of the offense on others?

4, What are the measurable increases in competencyfor the juvenile offender?

What bonds among victim, community members,families, and the juvenile offender have been cre-ated or strengthened?

What positive roles in the community were cre-ated for the juvenile offender?

Does the disposition structure the juvenile's timebased on the risk to reoffend?

4. Has the juvenile fulfilled the requirements of thedisposition?

O Has the juvenile refrained from committing anynew offenses?

O Did the disposition provide roles for communitymembers in promoting accountability and com-munity safety?

Guiding Questions forMeasuring Outcomes forthe Juvenile Justice System

What percentage of cases provide for active vic-tim input into the terms of the disposition?

What percentage of cases provide for active com-munity input into the terms of the disposition?

What percentage of cases provide for activejuvenile offender input into the terms of thedisposition?

How many community members participate inpolicymaking, case decisionmaking, or implemen-tation of dispositions?

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What percentage of cases involving financial lossrequire payment of restitution by the juvenile?

What percentage of restitution ordered is paid?

What percentage of community work service iscompleted?

'What percentage of cases are referred to media-tion/dialogue? How many mediate? How manyreach agreement? What percentage of agreementsare successfully fulfilled?

What percentage of cases involve other organiza-tions or individuals to assist in monitoring thejuvenile's activities and behavior (e.g., schools,family members, recreation programs, and treat-ment programs)?

What is the level of involvement of juvenile jus-tice staff in community problem-solving effortsaimed at preventing delinquent behavior?

What percentage of juveniles continue to volun-teer at the sites where they completed their com-munity service?

What percentage of community service assign-ments involve juveniles working side by side withconventional adult volunteers?

What level of responsibility does the communityfeel for addressing the problem of delinquentyouth and community safety?

Does the community have expectations for posi-tive contributions from delinquent youth?

Are the levels of fear in the community abating?

What percentage of juveniles reoffend while onsupervision? Within a 2-year period?

Are resources spent in a way that supports ac-countability, competency development, andcommunity safety equally?

Balance an starTools

Quality Restorative JusticePractice

tt! Live J Mice Practice

Restorative justice emphasizes the importance ofelevating the role of crime victims and communitiesin the process of holding offenders accountable fortheir behavior, while offering offenders the opportu-nity to make amends directly to the people and com-munity they violated.

Financial restitution, community service, victim-offender mediation, and the more recent developmentof family group conferencing are widely understoodto illustrate restorative justice practice. The manner inwhich these interventions are implemented, however,is likely to influence the degree to which the interven-tions are experienced as restorative by victims, com-munities, and juvenile offenders.

It is overly simplistic to conclude that specific inter-ventions are either totally restorative or not restor-ative at all, particularly if such an assessment isbased solely upon a program's description. Instead,it is more likely that most of these interventions,and others, can be viewed along a continuum fromhaving a least restorative to most restorative impacton crime victims, other community members, andoffenders.

Grounding Interventions in KeyRestorative Justice Values

Unless an intervention is clearly grounded in restor-ative justice values and its procedures are designedto maximize the use of those values, it can easily becompromised to meet primarily traditional, retribu-tive justice system political, bureaucratic, or eco-nomic needs, rather than meeting the needs of those

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most affected by crimethe victim, victimized com-munity, and juvenile offender.

Cooptation of programs could easily lead to the "fastfood" version of restorative justice practice, whichwould provide a "quick fix," remain offender fo-cused, use victims as "props" rather than active part-ners, and have little patience to listen to victims'stories, validate their needs, or invite their participa-tion in the process.

Without adequate community involvement, juvenilejustice professionals could continue to be serviceproviders instead of facilitators of community jus-tice. A seemingly restorative practice could remain aprimarily punitive exercise that keeps offenders inpassive roles and stigmatizes them rather than re-spectfully allowing them to take responsibility andearnestly make amends.

Table 6 illustrates how common restorative justiceinterventions might be implemented from "least re-storative" to "most restorative."

Community Justice OfficerPosition DescriptionTo realize greater systemic reform toward a bal-anced and restorative system of juvenile justice, theDeschutes County, OR, Department of CommunityJustice has transformed its probation officer posi-tions into "community justice officer" positions. Therevised position description, which is included asappendix B, illustrates how juvenile justice profes-sionals can change the way they view their work,their responsibilities, and their performance goals toserve victims, community members, and offenders.

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Table 6. Quality of Restorative Justice Practice Continuum

Intervention Least Restorative Impact Most Restorative Impact

Financial Restitution No phone or in-person contact with 0 In-person or phone contact to hear thevictim to receive his or her input. victim's story of how the crime affectedWritten input only. him or her and to identify his or her

Offender makes payment to court need for restitution or other concerns

and has no sense of making amends (this could be followed up with written

to the victim. documentation).

Restitution viewed as punishmentrather than reparation.

Restitution requirement presented tooffender as way to repair harm.

4, Restitution used as a way to increaseoffender's understanding of the concretenature of victim loss.

Community Service Court orders a specific number 0 In-person or phone contact to hear theof hours of community service victim's story of how the crime affectedwith no victim or community him or her and to ask if there is a par-input. ticularly meaningful type of community

Service projects are demeaning. service that the victim would like to see

Community service viewed by the offender complete.

the community and offender as 0 Involvement of community in identify-punishment. ing projects valued by the community

and the offender.

Projects that involve offenders and com-munity members working side by side.

The contribution of offenders is ac-knowledged in public.

Service includes a reflection componentthat helps community and offenderunderstand community service as aprocess for giving back to thecommunity.

Service gives opportunity for offenderto gain or enhance meaningful compe-tencies and skills.

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(continued)

Table 6. Quality of Restorative Justice Practice Continuum (continued)

Intervention Least Restorative Impact Most Restorative Impact

Victim-OffenderMediation

or

Family GroupConferencing

Agreement Driven: Offender Focus

Entire focus is upon determining theamount of financial restitution to bepaid, with no opportunity to talk di-rectly about the full impact of theoffender's crime upon the victim andthe community.

No separate preparation meetings withthe victim and offender prior to bring-ing the parties together to discuss ex-pectations and needs.

No choice given to victims about wherethey would feel safest and most com-fortable to meet or whom they wouldlike to be present.

Victims given only written notice toappear for mediation session at presettime, with no preparation.

Mediator or facilitator describes theoffense, and offender then speaks, withthe victim simply asking a few ques-tions or responding to questions of themediator.

Highly directive style of mediation orfacilitation, with the mediator talkingmost of the time, continually askingboth the victim and offender questions,but little if any direct dialogue betweenthe involved parties.

Low tolerance of moments of silence orexpression of feelings.

Voluntary for victim but required ofoffender regardless of whether he orshe takes responsibility.

Settlement driven and brief (15 to 20minutes).

Dialogue Driven: Victim Sensitive Focus

O Primary focus is on providing an opportu-nity for victim and offender to talk di-rectly to each other, to allow victims toexpress the full impact of the crime upontheir lives and to receive answers to im-portant questions they have, and to allowoffenders to learn the real human impactof their behavior and to take direct re-sponsibility for making things right.

O Restitution is important but secondary totalking about the impact of the crime.

Victims are continually given choicesthroughout the process, such as where tomeet and whom they would like to havepresent.

o Separate preparation meetings with vic-tim and offender prior to bringing themtogether, with emphasis upon listening tohow the crime has affected them, identi-fying their needs, and preparing them forthe mediation or conference session.

Nondirective style of mediation or facili-tation, with mediator not talking most ofthe time; high tolerance of silence; anduse of a humanistic or transformativemediation model.

* High tolerance for expression of feelingsand full impact of crime.

Voluntary attendance for victim and of-fender.

O Trained community volunteers serve asmediators or comediators along withagency staff.

Dialogue driven and typically about anhour in length (or longer).

Adapted from Umbreit. 1997. Restorative justice: Interventions' impact varies; manner of implementation critical. In The Crime Victim Report.

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Sample DispositionThe Deschutes County, OR, Department of Com-munity Justice has developed a balanced and restor-ative format for developing case dispositions. Asample disposition of a juvenile offender who admit-ted to theft of a vehicle parked at a senior citizenhousing project is included as appendix C. The vic-tim agreed to mediation, and the disposition reflectsthe victim's suggestions.

Balanced and Restorative JusticeCase Management GuideThe BARJ Case Management Guide shown in table7 was modified from one originally developed by theDeschutes County, OR, Department of CommunityJustice for juvenile justice professionals to compre-hensively apply BARJ principles to their work withyouthful offenders. The Guide takes the juvenilejustice professional through assessment, planning,supervision, and outcome-measurement functions,while considering the three components of the bal-anced approach accountability, competency devel-opment, and community safety.

Table 7. Balanced and Restorative Justice Case Management Guide

Accountability Competency Development Community Safety

Assessment

1. Is the victim identifiable? 1. Is the offender employed? 1. Is the offender a warrantable2. Can the victim determine loss? 2. If not, is the offender about to risk to remain in his or her

3. Is the loss amount within rea- secure work on his or her own own home?

sonable limits to be repaid? or does he or she need job- 2. Do the parents have the capa-

4. Is the victim willing to seeking skills? bility to control the behavior of

participate in victim-offender 3. Is a therapeutic program needed the offender?

mediation? to enable youth or parents to 3. Is there need for supervised

5. Is the offender's attitude take part in skills programs? home detention backup?

appropriate for victim-offendermediation/dialogue?

4. What are the youth's strengthsand interests that may be fur-

4. What behavior will prompt theuse of detention?

6. Is victim empathy training ther developed? 5. Are there any adults in therequired prior to offender'sparticipation in victim-offender mediation/dialogue?

5. What opportunities exist for thejuvenile to teach others fromthe experience?

youth's life who may currentlyor potentially have a positiveinfluence?

7. What is the level of under-standing by the offender of

6. With what communities doesthe youth identify?

the harm to the victim and thecommunity?

7. What portion of the juvenile'stime is spent in structured

8. Does the victim wish todesignate a form of communityservice?

activities?

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(continued)

Table 7. Balanced and Restorative Justice Case Management Guide (continued)

Accountability Competency Development Community Safety

Planning

I. What level of restitution orderis reasonable?

1. What specific living, learning,or working skills programs will

1. What resources can be identi-fied to ensure surveillance and

2. What will be the repayment be arranged for the youth? monitoring of the youth?

schedule? 2. Is there a need for individual 2. Are there grandparents or

3. What consequences will be tutoring? neighbors who can help super-

imposed if the restitution order 3. What job skills program is vise the youth?

is not followed? available for the offender? 3. Is there a need to identify

4. Is interaction with the victimadvisable or desired by the

4. Is there an appropriateparenting-skills program for the

detention backup space if thehome detention efforts fail?

victim? offender's parents? 4. What reporting requirements

5. Is there a particular community 5. Are mentors available to work should be imposed?

service activity that is related to with the youth? 5. What should specific responsi-

the offense? 6. What community resources will bilities of the parents be to

6. What community service will be used? ensure compliance with rules?

be required and who willsupervise?

7. Can the community service bedesigned to provide learning

6. How can the parents accesssupport from the system when

7. What strategy will be used to opportunities or skill building? they have difficulty with corn-

increase the juvenile's aware- 8. How can the juvenile be in-pliance by the youth?

ness of the harm of the offense? volved in planning, leadership,and teaching others?

7. What community activitiescan be used to provide super-vision and structure to thejuvenile's day?

Supervision

1. Has the restitution contractschedule been followed?

1. Has the youth or family corn-pleted the skills programs?

1. Has the youth followed allhome detention orders?

2. Have community service hoursbeen performed?

2. What evidence exists that thecompetencies are gained?

2. Has the youth demonstrated theability to control delinquent

3. If the responsibilities are notperformed, what consequences

3. Is there need to enroll the youthor family in more indepth

behavior when there has beenfree time?

should be imposed? programs? 3. What long-term controls can

4. Is the offender fulfilling corn-mitments made to the victim?

4. Is there need to utilize a thera-peutic program to enable the

the family adopt to remedy theproblems?

youth to take part in skillsprograms?

4. Has the youth developed anydeeper connections with thecommunity?

5. What adults will supervise ormentor the youth?

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(continued)

Table 7. Balanced and Restorative Justice Case Management Guide (continued)

Accountability Competency Development Community Safety

Measures of Success

1. Did the victim express satisfac-tion with the system's response

1. Is the youth and/or family usingthe skills taught to succeed in

1. Did the youth refrain from anew offense?

and the youth's subsequent home, school, and work? 2. Is the family more capable ofbehavior? 2. Is the youth replacing his or her providing successful supervi-

2. Has the youth made concreteamends to the victim and the

offense-behavior pattern withcompetencies and habits that

sion and control of all childrenin the family?

community? meet his or her needs? 3. Does the youth feel connected3. Does the youth express and

demonstrate an understandingof the link between his or

3. Has the youth developed apositive relationship with anadult mentor?

or have a greater sense ofbelonging to his or hercommunities?

her offense behavior andconsequences?

4. Are community membersinvolved in supervision andcontrol of the youth in thecommunity?

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Cos Shodriez t Demonstrate C a an d e Towarda &armed and est3= >rative J Mice p odel

In many ways, the demonstration efforts of theBARJ Project discussed below have shown thata great deal of time is needed to implement changeas complex as that prescribed by restorative justicevalues. Given the expectations for each site, thereis room for disappointment at how slow progresshas been in completing basic steps of action plans.Although significant change has occurred in aware-ness of the values and goals of restorative justice,even this awareness seems thin once outside thecircle of senior management and those assigned tospecial units and programs. There are new pro-grams and small examples of responses to casesthat encompass all principles of restorative justice.However, on a given day, it might be difficult for avisitor to observe what is new and different aboutimplementation of the BARJ Model.

Part of what is new is the enthusiasm about the pos-sibilities of a new type of juvenile justice interven-tion and revitalized thinking that views increasedvictim and community involvement as a neededshot in the arm. As a site coordinator in one juris-diction put it, "There is more, and less, here thanmeets the eye." There is, for example, great excite-ment about plans for the future about BARJ initia-tives. Conversely, there is less than meets the eye inthat many of the most innovative efforts are in theearliest stages of implementation, or only beingtalked about. The critical observer would note, forexample, that a list of new programs and policiesdoes not necessarily characterize the way mostcrime victims, offenders, and citizens are treated bythe system at the present time. However, there isalso more than meets the eye in that practitioners inindividual probation units and special programs aredeveloping innovative, restorative programs thatoften go undocumented and unrecognized.

It is impossible, in this document, to adequatelysummarize the experience of these jurisdictions inimplementing restorative justice. The case studiesthat follow illustrate aspects of the experiences ofAllegheny, Dakota, and Palm Beach Counties intheir journeys toward a more balanced and restor-ative justice system.

Dakota County CommunityCorrections, Dakota County, MN:Organizational Change

Overview of the Dakota CountyRestorative Justice EffortHistory. Dakota County's systemic restorativejustice effort began in 1993. Previously, restorativejustice principles and programming had existed ona continuum among staff from those who werecommitted to those with little or no commitment.Restorative justice practices were seen in programssuch as victim-offender mediation, restitution, andthe youth repay crew. While these programs wereoperating, a large segment of juvenile justice pro-fessionals in Dakota County Community Correc-tions had limited understanding and commitmentto restorative justice principles and practices.

The paradigm shift from a retributive model to arestorative justice model for Dakota County Com-munity Corrections began under the creative andvisionary leadership of the Dakota County Commu-nity Corrections director who, over the past fewyears, has led the department on the journey to de-velop a vision. The resultant vision became the pro-cess of implementing restorative justice principles

and practices from which a new model of probationhas begun to evolve.

Purpose. The transformation process began withan assessment of the level of receptivity among stafffor adopting a restorative justice framework. It wasapparent that if the majority of the staff could notalign themselves with this framework, then it wouldbe futile to proceed with the goal of implementingrestorative justice.

The key for organizational change was collaborationbetween staff and management. As a result, early inthe process, staff became involved in reviewing in-formation and selecting a new model for communityjustice.

Target Population. Leadership (not limited to man-agement) within the department was the primarytarget for change. For BARJ to become the prac-tice, department leadership needed a clear under-standing of the model and how it would impact theorganization. In addition to targeting leadershipwithin the department, it was essential to educateand continually update the entire department.

Key Element. The key element in this organizationalchange was strong influential, creative, passionate,and visionary leadership, with a commitment to along journey and a collaborative process.

Dakota County Within the Context ofthe Larger Balanced and RestorativeJustice EffortOn January 5, 1995, the department adopted a newmission statement that reflects the department'scommitment to restorative justice. The mission state-ment, the result of more than 2 years of work, readsas follows:

We are committed to preventing crime andrepairing harm caused by crime. We promote:

Community safety and crime prevention in thecommunity.

Accountability and opportunity for positivechange of the offender.

Justice for the victim.

Respectful treatment for all involved.

Overview of Committees. Department progress isguided by five implementation committees, orgroups. Each committee is at a different stage ofdevelopment based on their assigned tasks.

Group OneAssessment and Case Planning.The assessment and case planning group contin-ues to review appropriate tools to guide practiceand service delivery. Risk/needs assessment andcase planning can impact accountability, compe-tency development, and community safety inter-ventions. An effective risk/needs tool can predicteach offender's risk to recidivate, identify thetarget areas of treatment and interventions, andassist in holding offenders accountable to thevictim and community.

The completed risk/needs assessment will directcase planning in each of the areas of restorativejustice.

Group TwoIntake Support. The intake sup-port group launched a pilot project to mainstreamthe intake process. Presently, there are two intakespecialists, located in the county's Apple Valleyoffice and the Hastings office. Their role is toprovide more efficient service by shortening clientwaiting time and eliminating the need to meetwith a probation officer. This process allows theintake probation officers more time on the mostserious high-risk cases.

Group ThreeCommunity Work Service. Theprimary focus of the community work serviceimplementation committee is the development ofrevenue-producing community work serviceprojects that will support the development ofadditional projects that are "good for the soul."Such projects will target community needs simi-lar to those addressed by Habitat for Humanity.In addition to teaching transferable skills, com-munity work service often provides a vehicle forempathy development by exposing the youth towork that helps others in need. Projects nowunder development include chore services andwoodworking. Obstacles and barriers that must

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be addressed with revenue-producing commu-nity work service include:

O Generating enough funds to have the projectbecome self-sufficient.

O Ensuring appropriate supervision as a meansto avoid problems or liabilities.

O Eliciting business community "buy-in" to avoidhaving the project viewed as a threat to theirown revenue.

O Avoiding interference with public/private em-ployment opportunities, either union or non-union, whether the interference is perceived orreal.

O Identifying a worksite/space.

O Establishing a relationship with the communitythat is strong enough to engender a comfortlevel for offender-provided chore services.

O Maintaining a group of qualified offenderslarge enough to meet the demands of the ser-vices being provided.

Group FourVictim Restoration Unit. Thevictim restoration unit is responsible for deter-mining restitution, arranging victim-offendermeetings, and providing information, support,and referrals to victims. The unit is also taskedwith enhancing the department's awareness ofvictim issues.

Group Five Restorative Justice Marketing/Financing Committee. The restorative justicemarketing/financing committee was formed to:

O Examine grant funding and the development ofa restorative justice foundation.

O Elicit input from staff to identify needed com-munity supports, with the goal of facilitatingthe positive adjustment of their clients in thecommunity.

O Explore business partnership with othercommunity-based agencies.

O Plan and implement communications strategiesto keep staff and stakeholders informed abouthow BARJ is progressing in Dakota County.

The first edition of the department's Restorative Jus-tice Reporter was distributed in November 1995. Thepurpose of the newsletter is to facilitate the flow ofrestorative justice information and to recognize thework of the department staff.

Organizational Change:Eliciting Staff SupportThe timeline for implementing restorative justiceproceeded through five phases of development:

Phase I: Information. Key staff presented con-cept (mid-1993 to March 1994).

Phase II: Organization. Action groups weredeveloped that represent each area of restorativejustice accountability, competency development,community safety (January 1994). Mission groupwas developed (January 1994).

Phase III: Vision. Key people presented recom-mendations of each action group (September1994).

Phase IV: Action. The mission group presentedthree possible mission statements at all-staffmeeting (December 1994). Restorative justiceimplementation committees were developed(January 1995).

Phase V: Implementation. Mission was adopted(October 1995). Restorative justice mission andlogo were developed. Completion of the missionstatement was celebrated (January 1996). Strate-gies for cognitive behavioral interventions forcompetency development were presented (Janu-ary 1996).

Major Strength of the Organizational ChangeProcess in Dakota County. The major strength inthis organizational change process was the use ofall-day training sessions with national consultantswho were credible and knowledgeable and hadmade similar departmental changes in regard torestorative justice principles and practices. In addi-tion, the entire department was encouraged to par-ticipate in this collaborative effort. Approximately80 percent of the department currently supportsrestorative justice practices.

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Plans for Strengthening Weak Areas. The plancurrently is to continue strengthening staff supportof restorative justice through continued education,training, and support, with a primary focus on com-petency development. In that area, probation staffparticipated in implementing cognitive behavioralinterventions with offenders with the overall goal ofreducing recidivism. To support that process, staffwill continue to participate in skill-developmenttrainings.

Implications for Other JurisdictionsDeveloping and implementing restorative justice is achallenging task that requires commitment to a longjourney, which allows sufficient time for staff toprocess their concerns and offer input. Success de-pends on clear and specific goals and collaborationamong staff. In addition, it requires the involvementof other systems that are impacted by changes madein the correctional department.

Department of Juvenile Justice,Palm Beach County, FL: Expandingthe Victim Component

Overview of the Palm I each CountyRestorative Justice EffortPalm Beach County is the third most populatedcounty in the State of Florida. Between 1980 and1990, the county grew by nearly 50 percent. Thepopulation age 19 and under is projected to increase32 percent from 1990 to the year 2000. In 1990, thepopulation age 19 and under was 75.8 percent Cau-casian, 22.5 percent African-American, and 1.6 per-cent other races. A total of 11.2 percent of thispopulation was reported to be of Hispanic origin.

Palm Beach County's involvement in the BARJeffort began in 1993 with the hiring of a new juve-nile justice manager. He brought the BARJ missionand philosophy to the county's district IX system.He began by educating the major stakeholdersjudges, staff, public defenders, case managers, andthe State's attorney. In 1993, Palm Beach Countywas selected as a pilot site for the national BARJProject. Since then, district IX has worked to insti-

tutionalize a balanced approach to restorative justicethroughout the county's juvenile justice system. Thiseffort has required collaboration between case man-agement and residential facility staff, communityactivists, the nonprofit sector, law enforcement,victim-services providers, the court system (i.e.,judges, public defenders, and State's attorneys),local businesses, and other government entities.

Three basic strategies have been used to build thesystem's capacity to actualize the three componentsof restorative justice. First, the district IX adminis-tration and the BARJ site coordinator have workedto develop partnerships and system infrastructurethat support the translation of BARJ philosophiesinto programmatic activities. Education of keystakeholders in the district has also required contin-ued dialogue, debate, and forums for continued com-munication on district activities. Finally, much efforthas been expended on developing resources such asleadership talent among the staff and new fundingsources to support new restorative initiatives.

Palm Beach County Within the Contextof the Larger Balanced and RestorativeJustice EffortAccountability. Accountability in juvenile justicerequires balanced attention among victims, commu-nities, and offenders. It also requires that juvenileoffenders be held accountable to the persons whowere directly injured by their delinquent activityand to communities that suffer when these youthfuloffenders do not participate as productive citizens.Accountability in juvenile justice also includes hold-ing the community accountable to its young people.The community-at-large is responsible for providingits youth with structures and opportunities thatteach them how to be productive, successful mem-bers of society and how to get what they need with-out hurting others. Communities must also provideyouth with opportunities to practice the skills theylearned.

Responsiveness to the victims of juvenile crime wasperhaps the most neglected aspect of restorativejustice in the county. Similar to most juvenile justicesystems in this country, juvenile justice in PalmBeach County allotted relatively little attention to

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the victims of juvenile crime and, in some cases,sought to avoid victims altogether. District IX hasworked to address this area of weakness.

Competency Development. In the area of compe-tency development, efforts have been made to movefrom traditional types of community service towardyouth development projects. In the past, communityservice has involved picking up trash, writing es-says, stuffing envelopes, and, in some cases, showingup with shovels. However, rarely has completion ofcommunity service hours required the youth to showup with lively and active minds.

District IX is developing its infrastructure to sup-port youth development projects that provideyouth with the opportunity to learn marketableskills, earn money for restitution, and act as re-sponsible members of their communities. For ex-ample, the Loxahatchee project is providing theopportunity for young men from a residential facil-ity to work in a wildlife refuge and learn aboutenvironmental planning and management. Youthinvolved in the project have also earned money topay restitution and, where relevant, child supportthrough a partnership with the U.S. Department ofthe Interior U.S. Fish and Wildlife Service.

District IX received two grant awards to supportservice projects for first- and second-degreemisdemeanants. The projects are modeled after anational crime prevention program called "Youth asResources," which involves youth in theconceptualization, planning, and management ofcommunity service projects. Two community-basedorganizations and one civic organization provideadult supervision for the projects. District IX sup-ports existing organizations that want to work withthe community's young people.

Community Safety. The Exodus project at PalmBeach County's Glades Glen Apartment complexinvolves onsite support services. A department ofjuvenile justice delinquency counselor has offices atthe apartment complex. Youth under juvenile justicesupervision report for afterschool activities between3:30 p.m. and 7 p.m. Activities include tutorial pro-grams, computer labs, individual and group counsel-ing sessions, employability skills development, andrecreational activities. The project supervisor is also

working with the local private industry council toprovide work opportunities so that restitution ispaid. Certain youth will receive Red Cross trainingand certification in child care in order to operate ababysitting program within the complex.

Other juvenile justice case management units makeregular presentations on crime prevention and theconsequences of crime to the elementary and middleschools. One case manager provides crisis interven-tion/anger control training to teachers, parents, andstudents at a local school. Counselors, under thedirection of a case management supervisor, visit atleast once per week with local school administratorsto monitor youth on community control and partici-pate in an early warning program designed to iden-tify at-risk young people. A supervisor and projectstaff assist school staff on a regular basis during thelunch period. These efforts represent effective part-nerships and mutually beneficial relationships be-tween the educational community and district IX.

Case Study: Expanding theVictim ComponentDistrict IX has worked to open new lines of commu-nication with victims and victim services advocatesand providers. In November 1995, all members ofthe Victims Coalition of Palm Beach County wereinvited to a roundtable discussion of victim issues.Victim advocates shared their concerns regardingvictim rights and will continue to provide a victim'sperspective on policy decisions.

In early December 1995, case management unitsand residential facility staff participated in victim-awareness training based on the work of the Na-tional Organization for Victim Assistance. One goalof the district administration is to develop an organi-zational culture that is sensitive and responsive tovictim needs. Case management counselors and allfacility staff are encouraged to be "the voice of vic-tims" when they speak to offenders, not allowingoffenders to depersonalize the victims of their crimesand educating offenders on the tremendous impacttheir actions have on innocent lives.

Two residential facilities participated actively in thevictim-awareness training, and they are working toupdate victim-awareness curriculums developed for

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offenders. Facility staff collect newspaper stories,educational material, and case scenarios on victim-ization as the basis for group discussion. District IXis collaborating with the Giddings State School inTexas to both update and streamline training mate-rial that may be used for juvenile institutions nation-ally and develop a questionnaire that will helpmeasure offender improvements in victim sensitivity.Efforts have built on earlier work by Ohio's Buck-eye Training Program.

In addition, district IX is working with the office ofthe State's attorney, residential facilities, and thecontracted clinical overlay staff of the local parent-child center to institutionalize a victim-dialogueprogram. The Palm Beach Youth Center, a maxi-mum security facility for committed juvenile offend-ers, has independently had crime victims, includingdrunk-driving victims, speak at the facility since1993. The State's attorney's office agreed to sendout notification of the program when cases areclosed out, except when deemed not in the best in-terest of the crime victim. Victims of juvenile crimeare provided the opportunity to tell their storiesthrough letters and victim impact panels. The clini-cal staff at the Youth Center are responsible forscreening and preparing participants for the victimimpact panels, in addition to working with facilitystaff and offenders to maximize the impact of thepanel presentations. Youth Center staff work toprovide victims with a sense of security and carewhen they visit the facilities.

The weak link in these efforts is direct victim in-volvement. Since early November 1995, noticeshave been sent to victims to enlist their involvement,with little response. As a result, both case manage-ment and facility staff have been asked to invitevictims of juvenile crime that they know to partici-pate. By asking only individuals that staff know, itis hoped that the process will avoid revictimizingvictims. The program also has plans to advertise onpublic access television.

Implications for Other JurisdictionsThe following are considerations for incorporatingvictim impact panels and victim awareness into facil-ity programs:

Facility staff must be sold on the idea of victimimpact panels, because they will be responsiblefor the necessary ongoing work with offenders.

Staff should be trained to spot possible reactions(e.g., the victim stance (by offender), closed-channelthinking, and sentimentality). Role-playing is anappropriate training tool in these cases.

Staff need training on victim issues so that victimawareness and sensitivity become an organiza-tional norm and part of the organizational culture.

Staff must be provided followup training afterexperiencing several victim impact panels to de-brief, answer questions, and reinforce key points.

Community Intensive SupervisionProject (CISP), Allegheny CountyJuvenile Court Services,Pittsburgh, PA: Involvementof the Community

Overview of CISP

CISP began in June 1990 as a component of Al-legheny County Juvenile Court Services. CISPis governed by the court of common pleas, familydivisionjuvenile section under the direction of thedirector of juvenile court services. CISP's purposeis to provide an alternative to institutionalizationfor youth under court supervision who continueto commit delinquent acts. A community-basedprogram, CISP uses highly structured supervisionand scheduling to control behavior.

The program began with three centers in Pittsburghneighborhoods. A fourth was added in April 1994,and a fifth opened in 1996.

Key elements of the program are:

Required school attendance.

Required attendance at the neighborhood CISPcenter 7 days a week from 4 p.m. to approxi-mately 9 p.m.

Electronic monitoring.

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Drug and alcohol testing.

Required community service.

Family counseling and support.

CISP Within the Context of theLarger Balanced and RestorativeJustice EffortAlthough not designed specifically around BARJprinciples, CISP incorporated aspects of the BARJapproach from its inception, thus making theprogram's transition to becoming a BARJ Modelsite relatively smooth. Consistent with BARJ prac-tices, project design emphasized achieving communitysafety without using secure custody. The programuses a comprehensive approach to monitoring andstructuring activities in the community to ensure thatthe juveniles involved will not reoffend while in theprogram. Also consistent with BARJ practices, theprogram was designed with a strong emphasis onhaving juveniles maintain ties to their community.Juveniles at each center are residents of the neigh-borhood where the center is located, and most staffare from the same neighborhood.

Although the project included education and treat-ment from its inception, the conceptualization ofthose components has been altered by involvementin the BARJ Project. For example, BARJ trainingand technical assistance helped staff discern poten-tial in the juveniles with whom they worked. Theyevolved from thinking of things to do to the youth(i.e., to "fix" them) to things the youth could do forthemselves and others. Staff began to recognize theyouth's skills. In the drug and alcohol treatmentcomponent, instead of viewing juveniles as recipi-ents of information needed to make better choices,staff view youth as potential teachers who canbecome involved in wider community preventionefforts.

The most visible changes have occurred in the areaof accountability to victims. Restitution has becomea much higher priority as a result of involvement inthe BARJ Project. However, more work is neededto increase victim awareness and involvement in theprocess of holding offenders accountable. These are

the areas where CISP is setting new expectationsand priorities to facilitate movement toward a morebalanced and restorative system. Accountability tocommunities through community service is wellestablished at all CISP sites. However, more work isneeded to increase community involvement and asense of community ownership in some sites. In gen-eral, BARJ has helped CISP expand its objectivesfrom primarily those focused on community safetyto additional goals that focus on accountability andcompetency development to weave all three strandstogether.

CISP Strengths Related to the Balancedand Restorative Justice Approach

Accountability. Every offense causes harm to thefabric of a community. Therefore, one importantaspect of accountability involves making amendsto the community. Fulfilling that obligation is astrong component of the program. Each partici-pating juvenile offender is involved in numerouscommunity service activities that are valued bythe community and that place the juvenile in aposition of making a contribution to the commu-nity. Several community service projects in allfive CISP centers are now considered a regularservice to these communities. Projects includepaintiiiig homes for low-income, elderly, or dis-abled community members; recycling old tele-phone books; tutoring younger children at a localreading center; removing graffiti from neighbor-hood walls; cleaning vacant lots; shoveling snowfor neighborhood business residents; registeringvoters in a "Get Out To Vote" project; assisting atthe community Christmas party; planting a gar-den in a once blighted lot; maintaining yards forelderly persons; and assisting with bulk mailingsfor community organizations.

Competency Development. CISP incorporatesstrong competency development elements in itsprogram. CISP youth are required to attendschool, and their progress is monitored. CISPcenters emphasize completing homework eachday and provide support through computers,tutors, and quiet places to work. Many of thecommunity service projects build competencies

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that are valuable for functioning in the commu-nity. For example, the gardening project involvesplanning and gardening skills and cooperation.Paint Your Heart Out activities involve paintingand teamwork skills and good work habits. Assis-tance in organizing and conducting communityevents develops planning, organization, and inter-personal relationship skills. CISP's drug andalcohol program is enlisting the juveniles asteachers who can take prevention messages tothe community.

' Community Safety. CISP effectively addressescommunity safety needs while keeping juvenilesphysically in the community through a compre-hensive approach to structuring time and moni-toring. All juveniles are required to attend schoolduring the week and are required to attend theCISP center 7 days a week. During those times,the youth are under constant adult supervision,which severely restricts their opportunities tocommit crimes and thus protects the communityfrom new offenses. The juveniles are also on elec-tronic monitoring at all times. Phone checks aremade at night to ensure that participants are athome. CISP staff visit schools daily to ensureattendance at school. Random testing for drugsand alcohol reinforces the prohibition on use ofchemicals, thus reducing one of the major riskfactors for reoffending.

Other Strengths Related to Restorative Jus-tice Principles. CISP has been extraordinarilysuccessful at staffing its program with peoplewho live in the neighborhood served by thecenter. Juvenile participants are largely African-American, and the staff are nearly all African-American. The staff truly understand the youth'scircumstances of living and are a part of theirfamiliar world. Therefore, the program isgrounded in a reality base and ties to the com-munity through its staff.

Case Study: Building Links WithNeighborhoods and CommunityResidents

One major change implicit in shifting to a more bal-anced and restorative system is a change in the rela-

tionship between the juvenile justice system and thecommunity. The CISP experience exemplifies boththe potential and the challenges of creating newlinks with communities in a new relationship.

In the BARJ Model, community ownership of theproblem of delinquency and community commit-ment are critical to being a part of the solution. Inmost jurisdictions today, communities send youthfuloffenders to the juvenile system to get rid of them.Communities expect the system to "fix" the juvenilesor to keep them away forever. However, the systemcannot "fix" juveniles without reference to the con-text of community, nor can it simply banish youthforever.

The CISP sites experience varying degrees of com-munity support and commitment to being part ofthe solution. For example, the Garfield Center hasan exemplary relationship with the Bloomfield-Garfield Corporation (BGC), a neighborhood-basedcommunity development group that constructs brickand mortar projects and also actively promotesyouth development. BGC's director believes thatthese young people are part of the community anda resource to the organization and the neighborhoodand refers to them as "extended staff." BGC involvesjuveniles in multiple activities, including communityservice, participation in community events, jobopportunities, and community forums and mediainterviews. BGC defends CISP against communitycriticism and advocates in the community for theyouth who are involved in the program. BGC con-sciously incorporates a role for CISP youth in itsproposals. For example, a Get Out To Vote projectincluded 10 paid positions for CISP youth to do thecanvassing work. A BGC construction proposalincluded a component to introduce six youth to theconstruction trades through experience with thecontractor. BGC treats CISP youth as an integralpart of the community and actively seeks ways toinvolve them in BGC activities.

BGC support is contingent on the program servingyouth from the neighborhood. If the program wassimply located in the neighborhood but served theentire city, BGC would be much less likely to viewthe youth as its responsibility. The strong relation-ship between the Garfield Center and BGC was

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initiated by BGC, although with concerns. BGC'sdirector had seen a newspaper article about a newprogram that was to be placed in the neighborhoodand wondered why BGC had not been involved orinformed. The director immediately contacted allwhose names were in the article and asked questionsabout the program. After extensive research, sheconcluded that not only could BGC support theprogram, but working with CISP would fit BGC'smission.

Although the initial interaction between BGC andCISP held the potential to be adversarial, CISPresponded cooperatively, provided information, andlistened to concerns. That response opened the doorto a long-term positive relationship. The GarfieldCenter's supervisor serves on BGC's board of direc-tors. Further, based on that positive experience, theGarfield Center developed mutually beneficial rela-tionships with other community organizations.

Nevertheless, at other CISP centers it has beenmore difficult to establish the program as an integralpart of the community. However, the Hill Centertook advantage of an opportunity provided by aresident who offered to help the juveniles develop agarden on a vacant lot. That project has provided afoundation for positive membership in the commu-nity by the program.

Implications for Other JurisdictionsCritical lessons learned from the CISP experience:

Neighborhood programs that serve neighborhoodjuveniles have a much better chance of gainingsupport than programs serving juveniles fromother neighborhoods.

Neighborhood relationships are strengthened bydrawing staff from the neighborhood.

O It is important to involve key neighborhoodgroups or individuals at the program's earliestplanning stages to develop ownership.

Respectful responses to initial adversity cantransform relationships into positive ones.

O Opportunities to build relationships in the com-munity may come in a variety of forms. It is

important to remain flexible and able to respondto overtures from community members.

O Community organizations can be the source ofcreative opportunities for the juveniles.

O Community organizations can begin to view thesejuveniles as assets to the community.

O Community service projects provide a way tobuild credibility with the community. The firststep in that process is asking the community forinput.

Bumps lin the Road:Dssues and ChallengesEach pilot site has experienced significant change asit carves a path toward a more balanced and restor-ative system. Progress along the path raises newissues and challenges.

In CISP, difficult questions have arisen regarding exitfrom the program.

Although CISP has been successful at managing thebehavior of the juveniles; keeping them in school,scheduled, and off drugs and alcohol; and givingthem constructive roles in the community throughcommunity service, the juvenile and his or her par-ents may have come to rely on the program to con-trol the juvenile's behavior. How does that controlget transferred back to the parent? Who can thejuvenile turn to in the community for support? Staffreport that some parents dread the program's con-clusion because the structure and control have beenbeneficial, and the parents may feel unable to pro-vide these essential ingredients themselves. Can thecommunity be engaged in the program in a way thatcontinues after the juvenile leaves the program?

At the Dakota County site, there is tension betweenthe sense that things are moving too slowly and thesense that they are moving much too quickly.

The value-driven nature of the BARJ approachengages some people at a deep emotional level. Itmay connect with a person's spirituality in a waythat energizes and motivates that person to want tomove quickly to the vision. Others may not share

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BEST COPY AVAILABLE

that passion and wish to move cautiously, easing intonew practices and behavior. Some staff may feelfrustrated by the slow pace while others may feelunable to get their bearings because the change is sorapid. Can an organization maintain the energy ofthe enthusiastic staff without alienating the morecautious staff?

The Palm Beach site has succeeded in increasingawareness of victim issues within juvenile justice prac-tice. Will that effort continue?

Staff have embraced the goal of increasing offenderawareness of victim impact through the victim impactpanels. Through working with victim advocates, thestaff began to notify victims of the possibility of par-ticipating on these panels but were disappointed bythe lack of response from victims. Enormous patienceis required in implementing new approaches involv-ing victims. Past experience with the justice systemoften prompts great wariness among victims. Thelength of time since the offense may discourage victiminvolvement. Many victims may simply never wish tointeract with juvenile offenders. All of these compli-cate the process of involving victims. Will juvenilejustice practitioners be willing to persist in findingsolutions to these barriers and to build relationshipsover a long period of time with victims and victimadvocates? To address this barrier, the Palm Beachsite is encouraging staff to invite known victims, in-cluding staff members who have been victimizedthemselves, to participate on victim impact panels.

Comprehensive involvement of victims in planningand implementation has not yet been accomplished

in the BARJ sites. Inertia, longstanding habits, un-certainty about how to involve victims, and a lack ofknowledge about victimization are all challenges toovercome. Although awareness is growing, muchremains to be done to achieve the full participationcalled for in the Balanced and Restorative JusticeModel.

For more information about the Balanced andRestorative Justice pilot sites, contact:

Mark Carey, DirectorDakota County Community CorrectionsJudicial Center1560 West Highway 55Hastings, MN 55033612-438-8290612-438-8340 (Fax)

Greg Johnson, Juvenile Justice ManagerDepartment of Juvenile Justice111 Georgia Avenue, Room 309West Palm Beach, FL 33401407-837-5135407-837-5141 (Fax)

George Kinder, CISP Program Coordinator519 Pennsylvania AvenuePittsburgh, PA 15221412-243-6886412-243-6590 (Fax)

Appendix A: For More Information

Organizations

Balanced and Restorative Justice ProjectA joint project of the Center for Restorative Justice & Mediation, School of Social Work, Universityof Minnesota, and the Community Justice Institute, College of Urban and Public Affairs, FloridaAtlantic University, funded by the Office of Juvenile Justice and Delinquency Prevention, U.S.

Department of Justice, Grant 95JNFX-0024.

Community Justice InstituteFlorida Atlantic UniversityCollege of Urban and Public AffairsUniversity Tower, Room 612C220 East Second AvenueFort Lauderdale, FL 33301954-762-5668954-762-5693 (Fax)E-Mail: bazemor@acc.fau.eduContact: Gordon Bazemore, Director

Center for Restorative Justice &MediationUniversity of Minnesota, School of Social Work386 McNeal Hall1985 Buford AvenueSt. Paul, MN 55108-6144612-624-4923612-625-8224 (Fax)E-Mail: ctr4rjm@che2.che.umn.eduInternet: ssw.che.umn.edu/ctr4rjmNewsletter: Balanced and Restorative Justice

Project Update

National Restorative Justice Training Institute

Contact: Mark Umbreit, Director

American Probation and ParoleAssociationP.O. Box 11910Lexington, KY 40578606-244-8203E-Mail: appa@csg.orgInternet: www.appa-net.orgJournal: Perspectives

American Youth Policy Forum1001 Connecticut Avenue NW, Suite 719Washington, DC 20036-5541202-775-9731E-Mail: ayp f@aypfInternet: www.aypf.org

76

Campaign for Equity-Restorative Justice111 High StreetBrattleboro, VT 05301802-254-2826E-Mail: jwlmrdng@sover.netInternet: www.cerj.org

Center for Peacemaking andConflict StudiesFresno Pacific University1717 South Chestnut AvenueFresno, CA 93702209-453-2064209-252-4800 (Fax)Internet: www.fresno.edu/pacs

Center for Youth Development andPolicy Research

Academy for Educational Development1875 Connecticut Avenue NW., Suite 900Washington, DC 20009202-862-1267E-Mail: cyd@aed.orgInternet: www.aed.org

Church Council on Justice & Corrections507 Bank StreetOttawa, Ontario K2P 1Z5Canada613-563-1688

Coalition for Juvenile Justice1211 Connecticut Avenue NW., Suite 414Washington, DC 20036202-467-0864202-887-0738 (Fax)E-Mail: JuvJustice@aol.comInternet: www.nassembly.org/html/mcm_cjj.htmlNewsletter: Juvenile Justice Monitor

Community Policing Consortium1726 M Street NW, Suite 801Washington, DC 20036800-833-3085202-530-0639 (Publications)202-833-9295 (Fax)E-Mail: nsapubs@communitypolicing.orgInternet: www.communitypolicing.orgNewsletter: Community Policing Exchange

Conflict Transformation ProgramEastern Mennonite University1200 Park RoadHarrisonburg, VA 22802-2462540-432-4490E-Mail: ctprogram@emu.eduInternet: www.emu.edu/units/ctp/highligh.htm

Correctional Options103 South Main StreetWaterbury, VT 05671-1001802-241-2796E-Mail: mdooley@doc.state.vt.us

Family and Corrections Network32 Oak Grove RoadPalmyra, VA 22963804-589-3036804-589-6520 (Fax)E-Mail: fcn@cstone.netInternet: www.fcnetwork.orgNewsletter: Family and Corrections Network Report

Genesee Justice ProgramNictimAssistance Program

Genesee County Sheriff's DepartmentCounty Building 1Batavia, NY 14020716-344-2550, ext. 2216

77

Institute for. Economic &Restorative JusticeP.O. Box 262Voorheesville, NY 12186518-765-2468E-Mail: gzellig@globa12000.net

Justice FellowshipP.O. Box 16069Washington, DC 20041-6069703-904-7312Newsletter: Justice Report

Mennonite Central Committee, CanadaVictim Offender MinistriesP.O. Box 2038Clearbrook, British Columbia V2T 3T8Canada604-850-6639604-850-8734 (Fax)E-Mail: mccbcvom@web.apc.orgNewsletter: Accord

Mennonite Central Committee, U.S.

Office of Community JusticeP.O. Box 50021 South 12th StreetAkron, PA 17501717-859-3889E-Mail: mailbox@mcc.orgInternet: www.mennonitecc.ca/mcc/Journal: Conciliation Quarterly

Mothers Against Drunk Driving (MADD)

P.O. Box 541688Dallas, TX 75354-1688800 GET MADD (800-438-6233)E-Mail: info@madd.orgInternet: www.madd.org

Murder Victims' Families for Reconciliation

P.O. Box 208Atlantic, VA 23303-0208757-824-0948Internet: members.aol.com/fcadp/archives/mvfnlitm

National Center for Conflict ResolutionEducation110 West Main StreetUrbana, IL 61801800-308-9419217-384-4322 (Fax)E-Mail: info@nccre.orgInternet: www.nccre.org

National Council of Juvenile andFamily Court JudgesP.O. Box 8970Reno, NV 89507orThird Floor1041 North Virginia StreetReno, NV 89557702-784-6012Internet: www.ncjfcj.unr.eduJournal: Juvenile and Family Court Judges Journal

National Service Learning Clearinghouse

University of MinnesotaDepartment of Work, Community, and Family1954 Buford Avenue, Room R-460St. Paul, MN 55108800-808SERV (800-808-7378)612-625-6277 (Fax)E-Mail: serve@tc.umn.eduInternet: www.nicsl.coled.umn.edu

National Institute of Justice810 Seventh Street NW.Washington, DC 20531202-307-2942Journal: National Institute of Justice JournalInternet: www.ojp.usdoj.gov/nij/

For NIJ journal and catalog, please contact:

National Criminal Justice Reference Service(NCJRS)NCJRS User ServicesBox 6000Rockville, MD 20849-6000800-851-3420E-Mail: askncjrs@ncjrs.orgInternet: www.ncjrs.org/

National Organization for VictimAssistance (NOVA)1757 Park Road NW.Washington, DC 20010800TRYNOVA (800-879-6682)202-232NOVA (202-232-6682)202-462-2255 (Fax)E-Mail: nova@try-nova.orgInternet: www.try-nova.orgNewsletter: NOVA Newsletter

National Resource Center forYouth MediationThe New Mexico Center for Dispute Resolution800 Park Avenue SW.Albuquerque, NM 87102-3017800-24YOUTH (800-249-6884)505-247-0571505-242-5966 (Fax)E-Mail: nmcdr@igc.apc.orgNewsletter: Dispute Resolution NeWEI

National Resource Center forYouth Services

College of Continuing EducationUniversity of Oklahoma202 West Eighth StreetTulsa, OK 74119-1419800-274-2687 (Information Center)E-Mail:hlock@ou.eduInternet: www.nrcys.ou.edu/

National Victim Center

2111 Wilson Boulevard, Suite 300Arlington, VA 22201703-276-2880Info-link: 800FYICALL (800-394-2255)

(Information Line)E-Mail: nvc@mail.nvc.orgInternet: www.nvc.orgNewsletter: Net Works

National Youth As Resources NetworkNational Crime Prevention Council1700 K Street NW., Eighth FloorWashington, DC 20006-3817202-466-6272202-296-1356 (Fax)E-Mail: farmbry@ncpc.orgInternet: www.ncpc.orgContact: Maria T. Nagorski, Deputy Director

National Youth Leadership Council1910 West Country Road BSt. Paul, MN 55113800FONNYLC (800-366-6952)651-631-3672651-631-2955 (Fax)E-Mail: nylcusa@aol.comInternet: www.nylc.org

Neighbors Who CareP.O. Box 16079Washington, DC 20041703-904-7311E-Mail: Llampman@neighborswhocare.orgInternet: www.neighborswhocare.org

79

The Network: Interaction forConflict ResolutionConrad Grebel CollegeWaterloo, Ontario N2L 3G6Canada519-885-0880519-885-0806 (Fax)E-Mail: nicr@watservl.uwaterloo.caNewsletter: InteractionInternet: watservl.uwaterloo.ca/nicr/

Office for Victims of Crime (OVC)810 Seventh Street NW, Eighth FloorWashington, DC 20531202-616-6573 or 202-307-5983800-627-6872 (Clearinghouse)Newsletter: OVC Advocate: Advocating for the

Fair Treatment of Crime VictimsInternet: www.ojp.usdoj.gov/ovc/

Office of Juvenile Justice andDelinquency Prevention (OJJDP)

810 Seventh Street NW.Washington, DC 20531202-307-0751800-638-8736 (Juvenile Justice Clearinghouse)301-251-5212 (Fax)800-638-8736 (Fax-on-Demand: Select 1 for

automated ordering, select 2 for fax-on-demandinstructions.)

Internet: www.ncjrs.org/ojjhome.htmJournal: Juvenile JusticeListserv: JUVJUST

To subscribe to JUVJUST:e-mail to listproc@ncjrs.orgleave the subject line blanktype subscribe juvjust your name

or write:

Juvenile Justice Clearinghouse/NCJRSBox 6000Rockville, MD 20849-6000800-638-8736E-Mail: askncjrs@ncjrs.orgInternet: www.ncjrs.org/ojjhome.htm

Presbyterian Criminal Justice Program

100 Witherspoon StreetLouisville, KY 40202-1396502-569-5810E-Mail: parti@pcusa.orgContact: Kathy Lancaster

(Contact for "Restoring Justice" videotape.)Newsletter: Justice Jottings

Public/Private Ventures

399 Market StreetPhiladelphia, PA 19106215-592-9099Newsletter: Public/Private Ventures News

REAUUSTICE

P.O. Box 229Bethlehem, PA 18016610-807-9221E-Mail: usa@realjustice.orgInternet: www.realjustice.orgNewsletter: RFALJUSTICE Forunz: A family group

conferencing newsletter

Restorative Justice AssociationOregon Council on Crime & Delinquency2530 Fairmount BoulevardEugene, OR 97403541-484-2468541-484-0729 (Fax)

Restorative Justice InitiativeMinnesota Department of Corrections1450 Energy Park Drive, Suite 200St. Paul, MN 55108-5219651-642-0329651-642-0457 (Fax)Internet: www.corr.state.mn.us/Newsletter: Restorative Justice Newsletter

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Restorative Justice InstituteP.O. Box 16301Washington, DC 20041-6301703-404-1246703-404-4213 (Fax)E-Mail: grichardjd@aol.comNewsletter: Full Circle

Restorative Justice ProjectFresno Pacific University1717 South Chestnut AvenueFresno, CA 93702209-453-2064209-252-4800 (Fax)E-Mail: pacs@fresno.eduInternet: www.fresno.edu/pacs/rjp.html

Search InstituteThresher Square West, Suite 210700 South Third StreetMinneapolis, MN 55415-1138800-888-7828E-Mail: si@search-institute.orgInternet: www.search-institute.orgMagazine: Assets

Victim Offender Mediation Association(VOMA)

c/o Restorative Justice InstituteP.O. Box 16301Washington, DC 20041-6301703-404-1246703-404-4213 (Fax)E-Mail: voma@voma.orgInternet: www.voma.orgNewsletter: VOMA Quarterly

Victim Offender Reconciliation Program(VORP) Information and Resource Center19813 Northeast 13th StreetCamas, WA 98607-7612360-260-1551360-260-1563 (Fax)E-Mail: martyprice@vorp.comInternet: www.vorp.com

Youth Build USA

58 Day StreetP.O. Box 40322Somerville, MA 02144617-623-9900E-Mail: webmaster@youthbuild.orgInternet: www.youthbuild.orgNewsletter: The YouthBuild Bulletin

Books and Publications

Book Chapters, Journal ArticlesBazemore, G. 1991. New concepts and alternative

practice in community supervision of juvenileoffenders: Rediscovering work experience andcompetency development. Journal of Crime andJustice 14 (2) :27-52.

Bazemore, G. 1994. Developing a victim orientationfor community corrections: A restorative justiceparadigm and a balanced mission. Perspectives:Special Issue 18(3):19-24.

Bazemore, G. 1997 (Winter). What's new about thebalanced approach? Juvenile and Family Court Jour-nal 48(0:1-22.

Bazemore, G. 1997. Circles, boards, conferencesand mediation: Scouting the new wave in com-munity justice decisionmaking. Federal Probation61(2):25-37.

Bazemore, G., and Maloney, D. 1994. Rehabilitatingcommunity service: Toward restorative servicein a balanced justice system. Federal Probation58:24-35.

Bazemore, G., and Quinn, T. 1996. Boot camps orwork camps? A restorative justice approach toresidential programming. In Juvenile and AdultBootcainps. American Correctional Association.

Bazemore, G., and Schiff, M. 1996. Communityjustice/restorative justice: Prospects for a newsocial ecology for community corrections. Interna-tional Journal of Comparative and Applied CriminalJustice 20(2):311-335.

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Bazemore, G., and Senjo, S. 1997. Police encounterswith juveniles revisited: An exploratory study ofthemes and styles in community policing. Policing:An International Journal of Police Strategies & Man-agement 20(1):60-82.

Bazemore, G., and Umbreit, M.S. 1995. Rethinkingthe sanctioning function in juvenile court: Re-tributive or restorative responses to youth crime.Crime and Delinquency 41(3):296-316.

Brown, M., and Polk, K. 1996. Taking fear of crimeseriously: The Tasmanian approach to communitycrime prevention. Crime and Delinquency 42(3):398-420.

Guarino-Ghezzi, S. 1994. Reintegrative police sur-veillance of juvenile offenders: Forging an urbanmodel. Crime and Delinquency 40(2):131-153.

Guarino-Ghezzi, S., and Klein, A. 1997. Protectingcommunity: The public safety role in restorativejuvenile justice. In Restoring Juvenile Justice, editedby G. Bazemore and L. Walgrave. Monsey, NY:Criminal Justice Press.

Harris, M.K. 1987. Moving into the new millen-nium: Toward a feminist vision of justice. ThePrison Journal 67(2) :27 -38.

Immarigeon, R. 1997. The impact of restorativejustice sanctions on crime victims. In RestoringJuvenile Justice, edited by G. Bazemore and L.Walgrave. Monsey, NY: Criminal Justice Press.

Klein, A. 1989. The curse of caseload management.Perspectives 13(1):27-28.

Klein, A. 1991. Restitution and community workservice: Promising core ingredients for effectiveintensive supervision programming. In IntensiveInterventions With High-Risk Youths: Promising Ap-proaches in Juvenile Probation and Parole, edited byT. Armstrong. Monsey, NY: Criminal JusticePress.

Maloney, D., and Bazemore, G. 1994. Making adifference: Community service helps healtroubled youths. Corrections Today (Decem-ber):75-76, 78 -79, 82-84, 149.

Maloney, D., Romig, D., and At nistrong, T. 1988.Juvenile probation: The balanced approach. JuvenileFamily Court Journal 39(3):1-57. (Also reprinted in1989 as part of Juvenile Justice Textbook Series.National Council of Juvenile and Family CourtJudges, P.O. Box 8970, Reno, NV 89507).

Maloney, D., and Umbreit, M. 1995. Managingchange: Toward a balanced and restorative justicemodel. Perspectives (Spring):43-46.

McShane, M.D., and Williams, F.P. 1992. Radicalvictimology: A critique of the concept of victim intraditional victimology. Crime and Delinquency32(2):258-272.

Moore, D.B. 1996. Criminal action-official reaction:affect theory, criminology, and criminal justice. InKnowing Feeling, edited by D.L. Nathanson. NewYork, NY: W.W. Norton.

Neimeyer, M., and Shichor, D. 1996. A preliminarystudy of a large victim offender reconciliationprogram. Federal Probation 60(3):30-34.

Nugent, W.R., and Paddock, J.B. 1995. The effectof victim-offender mediation on severity ofreoffense. Mediation Quarterly 12(4):353-367.

Pranis, K. 1997. Communities and the justice sys-tem: Turning the relationship upside down.VOMA Quarterly. Washington, DC: The Restor-ative Justice Institute.

Pranis, K. 1997. The Minnesota restorative justiceinitiative: A model experience. The Crime VictimReport 1(2). Kingston, NJ: Civic ResearchInstitute.

Quinn, T.J. 1996. Restoring Justice in America'sCounties. Washington, DC: National Institute ofJustice.

Quinn, T.J. 1997. Restorative justice addressesoverall goal of justice. The Crime Victim Report1(2). Kingston, NJ: Civic Research Institute.

Reske, H.J. 1995. Victim-offender mediation catch-ing on. ABA Journal (February):14-15.

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Rubin, T.H. 1997. Restitution helps victims andoffenders but needs review. The Crime Victim Re-port 1(1). Kingston, NJ: Civic Research Institute.

Schiff, M. 1997. Effects of restorative justice inter-ventions on offenders. In Restoring Juvenile Justice,edited by G. Bazemore and L. Walgrave. Monsey,NY: Criminal Justice Press.

Schneider, A.L. 1986. Restitution and recidivismrates of juvenile offenders: Results from four ex-perimental studies. Criminology 23(3):533-552.

Schneider, A.L., and Schneider, P.R. 1984. Compari-son of programmatic and 'ad hoc' restitution. Jus-tice Quarterly 1:259-547.

Schneider, P.R. 1983. Juvenile restitution as a solesanction or condition of probation: An empiricalanalysis. Journal of Research in Crime e3Delinquency19(1):47-65.

Schneider, RR., and Bazemore, G. 1985. Researchon restitution: A guide to rational decision mak-ing. In The Guide to Juvenile Restitution, edited byA.L. Schneider. Washington, DC: U.S. Depart-ment of Justice, Office of Justice Programs,Office of Juvenile Justice and DelinquencyPrevention.

Stuart, B.D. 1996. Circle sentencing in Canada: Apartnership of the community and the criminaljustice system. International Journal of Comparativeand Applied Criminal Justice 20(2).

Umbreit, M.S. 1994. Victim empowerment throughmediation: The impact of victim-offender media-tion in four cities. Perspectives 18(3):25-28.

Umbreit, M.S. 1995. The development and impactof victim-offender mediation in the United States.Mediation Quarterly 12(3):263-276.

Umbreit, M.S. 1995. Holding juvenile offendersaccountable: A restorative justice perspective.Juvenile and Family Court Journal (Spring):31-42.

Umbreit, M.S. 1997. Restorative justice: Interven-tions' impact varies, manner of implementationcritical. The Crime Victim Report 1(2). Kingston,NJ: Civic Research Institute.

Umbreit, M.S., and Carey, M. 1995. Restorativejustice: Implications for organizational change.Federal Probation 59(1):47-54.

Umbreit, M.S., and Coates, R.B. 1993. Cross-siteanalysis of victim-offender mediation in fourstates. Crime e3Delinquency 39(4):565-585.

Umbreit, M.S., and Niemeyer, M. 1996. Victim of-fender mediation: From the margins toward themainstream. Perspectives (Summer):28-30.

Umbreit, M.S. and Stacey, S.L. 1996. Familygroupconferencing comes to the U.S.: A comparisonwith victim-offender mediation. Juvenile & FamilyCourt Journal 47(2):29-38.

Umbreit, M.S., and Zehr, H. 1996. Restorative fam-ily group conferences: differing models and guide-lines for practice Federal Probation 60(3):24-29.

Books and Monographs

Adler, C., and Wundersitz, J., eds. 1994. FamilyConferencing and Juvenile Justice: The Way Forward orMisplaced Optimism? Canberra, Australia: Austra-lian Institute of Criminology.

Barajas, E., ed. 1996. Community Justice: Striving forSafe, Secure, and Just Communities. National Insti-tute of Corrections, U.S. Department of Justice.

Bard, M., and Sangrey, D. 1986. The Crime Victim'sBook. Secaucus, NJ: Citadel Press.

Bazemore, G., Pranis, K., and Umbreit, M. 1997.Balanced and Restorative Justice for Juveniles: AFramework for Juvenile Justice in the 21st Century.Center for Restorative Justice & Mediation. St.Paul, MN: University of Minnesota.

Bazemore, G., and Umbreit, M. 1994. Balanced andRestorative Justice. Program Summary. Washing-ton, DC: U.S. Department of Justice, Office ofJustice Programs, Office of Juvenile Justice andDelinquency Prevention.

Bazemore, G., and Walgrave, L. 1997. Restoring Ju-venile Justice. Monsey, NY: Criminal Justice Press.

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Boles, A.B., and Patterson, J.C. 1997. Improvingmmunity Response to Crime Victims: An Eight-Step

Model for Developing Protocol. Thousand Oaks, CA:Sage Publications.

Braithewaite, J. 1989. Crime, Shame and Reintegration.New York, NY: Cambridge University Press.

Burnside, J., and Baker, N. 1994. Relational Justice:Repairing the Breach. Winchester, England: Water-side Press.

Butts, J.A., and Snyder, H.N. 1991. Restitution andJuvenile Recidivism. Pittsburgh, PA: NationalCenter for Juvenile Justice.

Communities: Mobilizing against crime. Makingpartnerships work. 1996 (August). National Insti-tute of Justice Journal. (Contact NCJRS, listedabove, for a copy of this issue.)

Davis, R.C., Lurigio, A.J., and Skogan, W.G. 1997.Victims of Crinze. Thousand Oaks, CA: SagePublications.

Finn, P., and Lee, B. 1987. Serving Crime Victims andWitnesses. Washington, DC: U.S. Department ofJustice, Office of Justice Programs, NationalInstitute of Justice.

Galaway, B., and Hudson, J., eds. 1990. CriminalJustice, Restitution and Reconcilta. Hon. Monsey, NY:Criminal Justice Press.

Galaway, B., and Hudson, J., eds. 1996. RestorativeJustice: An International Perspective. Monsey, NY:Criminal Justice Press.

Gilligan, J. 1996. Violence. New York, NY: G.P.Putnam's Sons.

Hudson, J., Morris, A., Maxwell, G., and Galaway,B., eds. 1996. Family Group Conferences: Perspectiveson Policy & Practice. Monsey, NY: Criminal JusticePress.

Immarigeon, R. 1994. Reconciliation Between Victimsand Imprisoned Offenders: Program Models and Issues.1.

Akron, PA: Mennonite Central Committee, U.S.

Klein, A. 1996. Alternative Sentencing: A Practitioner'sGuide. Cincinnati, OH: Anderson PublishingCompany.

BEST COPY AVAILABLE

Lampman, L., ed. 1996. Helping a Neighbor in Crisis.Washington, DC: Neighbors Who Care.

McKnight, J. 1995. The Careless Society: Communityand Its Counterfeits. New York, NY: Basic Books.

Messmer, H., and Otto, H-U., eds. 1992. RestorativeJustice on Trial: Pitfalls and Potentials of Victim-Offender Mediation International Research Perspec-tives. Norwell, MA: Kluwer Academic Publishers.

Pennsylvania Coalition Against Rape. 1996. VictimEmpowerment: Bridging the Systems of Mental Healthand Victim Service Providers. Washington, DC: U.S.Department of Justice, Office of Justice Pro-grams, Office for Victims of Crime.

Schneider, A.L. 1985. Guide to Juvenile Restitution.Washington, DC: U.S. Department of Justice,Office of Justice Programs, Office of JuvenileJustice and Delinquency Prevention.

Schneider, A.L. 1990. Deterrence and Juvenile Crime:Results From a National Policy Experiment. NewYork: Springer-Verlag.

Spungen, D. 1997. Homicide: The Hidden Victims, aGuide for Professionals. Thousand Oaks, CA: SagePublications.

Stoneman, D., and Calvert, J. 1990. Youthbuild: AManual for the Implementation of the Housing-RelatedEnhanced Work Experience Program. New York, NY:The Coalition for Twenty Million Dollars.

Umbreit, M.S. 1994. Victim Meets Offender: The Impactof Restorative Justice and Medal' tion. Monsey, NY:Criminal Justice Press.

Umbreit, M.S. 1995. Mediating Interpersonal Conflicts:A Pathway to Peace. West Concord, MN: CPIPublishing.

Umbreit, M.S., and Greenwood, J. 1997. Guidelinesfor Victim Sensitive Victim Offender Mediation. Wash-ington, DC: U.S. Department of Justice, Officeof Justice Programs, Office for Victims of Crime.

Van Ness, D.W. 1986. Crime and Its Victims. DownersGrove, IL: Intervarsity Press.

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Van Ness, D.W., and Strong, K. 1997. Restoring Jus-tice. Cincinnati, OH: Anderson Publishing.

Viano, E.C. 1990. The Victimology Handbook. NewYork, NY: Garland Publishing.

Wright, M. 1996. Justice for Victims and Offenders: ARestorative Response to Crime, 2d ed. Winchester,England: Waterside Press.

Wright, M., and Galaway, B. 1989. Mediation andCriminal Justice. Newbury Park, CA: Sage Press.

Young, M. 1995. Restorative Community Justice: A Callto Action. Washington, DC: National Organizationfor Victim Assistance.

Zehr, H. 1985. Retributive Justice, Restorative Justice.Elkhart, IN: Mennonite Central Committee, U.S.,Office of Criminal Justice.

Zehr, H. 1990. Changing Lenses. Scottsdale, PA:Herald Press.

Zehr, H., Van Ness, D., and Harris, M.K. 1989.Justice: The Restorative Vision. Elkhart, IN: Menno-nite Central Committee, U.S., Office of CriminalJustice.

Other Journals and NewslettersCommunity Corrections ReportCivic Research Institute, Inc.P.O. Box 5854490 Route 27Kingston, NJ 08528

Crime Victim ReportCivic Research Institute, Inc.P.O. Box 5854490 Route 27Kingston, NJ 08528

Juvenile Justice UpdateCivic Research Institute, Inc.P.O. Box 5854490 Route 27Kingston, NJ 08528

Mediation Quarterly(Sponsored by the Academy of Family Mediators)To order, contact:Customer ServiceJossey-Bass, Inc., PublishersSan Francisco, CA 94104415-433-1767

Overcrowded Times: Solving the Prison Problem(Periodical)Castine Research CorporationP.O. Box 110Castine, ME 04421207-326-9521

Standards of Mediation/Dialogue PracticeAmerican Bar Association Endorsement of Victim-

Offender Mediation/Dialogue Programs (Approvedby the ABA House of Delegates, August 1994.)

National Association of Social Workers. 1993.Standards of practice for social work mediators.NASW, 1-8.

Training Manuals

Claasen, R., and Zehr, H. 1989. VORP Organizing: AFoundation in the Church. Elkhart, IN: MennoniteCentral Committee, U.S., Office of CriminalJustice.

McLeod, C. 1997. Conferencing: Victim Offender; Smalland Large Group. Washington County CommunityJustice Project, P.O. Box 6, Stillwater, MN55082,612-430-6900.

Quill, D., and Wynne, J. 1993. Victim d OffenderMediation Handbook. London, England: Save theChildren. (Available at Center for Restorative Justice& Mediation.)

REALJUSTICE (family group conferencing), P.O. Box229, Bethlehem, PA 18016,610-807-9221,E-Mail: realjust@aol.com (Training manuals,videos, resources).

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Stuart, B. 1997. Building Community Justice Partner-ships: Community Peacemaking Circles. Availablefrom: Aboriginal Justice Section, Department ofJustice of Canada, Ottawa, Ontario K1A OH8Canada, 613-941-4105. Ottawa, Ontario: © 1997Minister of Public Works and Government Ser-vices Canada.

Umbreit, M.S. 1996. Advanced Victim Sensitive Media-tion in Crimes of Severe Violence: Training Manual.St. Paul, MN: Center for Restorative Justice &Mediation, University of Minnesota.

Umbreit, M.S., and Greenwood, J. 1997. Guidelinesfor Victim Sensitive Victim Offender Mediation.St. Paul, MN: Center for Restorative Justice &Mediation-, University of Minnesota.

Umbreit, M.S., Greenwood, J., and Lipkin, R.1996. Introductory Training: Victim Offender Media-tion and Dialogue (In Property Crimes and Minor Ad-souks). St. Paul, MN: Center for RestorativeJustice & Mediation, University of Minnesota.

Victim Offender Mediation Training Package. Commu-nity Justice Initiatives Association, 101-20678Eastleigh Crescent, Langley, British Columbia,V3A 4C4, 604- 534 -5515.

Training Resources

RESTTA (Restitution Education, SpecializedTraining, and Technical Assistance Program)publications are available through the JuvenileJustice Clearinghouse, 800-638-8736, at nocharge, unless otherwise noted:

Guide to Juvenile Restitution NCJ 098466,$15.00

Juvenile Restitution Management Audit NCJ115215

Liability and Legal Issues in Juvenile RestitutionNCJ 115405

National Directory of Juvenile Restitution Program-ming NCJ 105188

National Trends in Juvenile Restitution Program-ming NCJ 115214

Accountability in Disposition for Juvenile DrugOffenders NCJ 134224

Restitution and Juvenile Recidivism NCJ 137774,Out of Print

The Restitution Experience in Youth Employment:A Monograph and Training Guide to Jobs Compo-nents NCJ 115404

Restitution Improvement Curriculum: A Guidebookfor Juvenile Restitution Workshop PlannersNCJ 110007, Out of Print

Victim-Offender Mediation in the Juvenile Justice

System NCJ 120976

Balanced and Restorative Justice Project Selected ReadingsPacket. Center for Restorative Justice and Media-tion, University of Minnesota, School of SocialWork, 386 McNeal Hall, 1985 Buford Avenue,St. Paul, MN 55108-6142.

Bazemore, G. 1992. Program Brief: Accountability inDispositions for Juvenile Drug Offenders. Monograph.Washington, DC: U.S. Department of Justice,Office of Justice Programs, Bureau of JusticeAssistance. NCJ 134224.

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Bazemore, G., and Schneider, P.R. 1985. Researchon Restitution: A guide to rational decision mak-ing. In The Guide to Juvenile Restitution: A TrainingManual for Restitution Program Managers. Washing-ton, DC: U.S. Department of Justice, Office ofJustice Programs, Office of Juvenile Justice andDelinquency Prevention.

Bazemore, G., et al. 1988. Restitution by Juveniles:Information and Operating Guide for Restitution Pro-grams. Washington, DC: U.S. Department ofJustice, Office of Justice Programs, Bureau ofJustice Assistance.

Beers, S. 1994. Overcoming Loss: The Other Vktnns ofHomicide. 509 North Seventh Street, Allentown, PA:18102 Crime Victims Council of the LeHigh Valley.

Lord, J.H. 1990. Victim Impact Panels: A Creative Sen-tencing Opportunity. Ft. Worth, TX: MothersAgainst Drunk Driving.

Mackey, V. 1990. Restorative Justice: Toward Nonvio-lence. Louisville, KY: Presbyterian Justice Pro-gram, Presbyterian Church U.S.A.

Monsei;i13., Owen, G., Zierman, C., Lambert, L.,and Iiyman, V. 1995. What Works in PreventingRural Violence: Strategies, Risk Factors, and Assess-ment Tools. St. Paul, MN: Amherst H. WilderFoundation Publishing Center.

Satisfying Justice: A Compendium of Initiatives, Programsand Legislative Measures. 1996. Ottawa, Ontario,Canada: Church Council on Justice and Correc-tions. Order for $30 U.S. from Church Council on Justiceand Corrections, 507 Bank St., Ottawa, Ontario, Canada.K2P 1Z5, 613-563-1668; 615-257-6129 (Fax).

Silcox, H. 1995. A How-to Guide to Reflection: AddingCognitive Learning to Community Service Programs.Holland, PA: Brighton Press, Inc., 64 LempaRoad, Holland, PA 18966,215-357-5861.

Umbreit, M.S. 1993. How to Increase Referrals toVictim-Offender Mediation Programs. Winnipeg,Manitoba, Canada: Fund for Dispute Resolution.

Umbreit, M.S. 1995. Mediation of Criminal Conflict:An Assessment of Programs in Four Canadian Prov-inces. St. Paul, MN: Center for RestorativeJustice & Mediation, University of Minnesota.

Umbreit, M.S., and Coates, R.B. 1992. VictimOffender Mediation: An Analysis of Programs inFour States of the U.S. St. Paul, MN: Center forRestorative Justice & Mediation, University ofMinnesota.

Umbreit, M.S., and Roberts, A.W. 1996. Mediation ofCriminal Conflict in England: An Assessment ofSer-vices in Coventry and Leeds. St. Paul, MN: Centerfor Restorative Justice & Mediation, Universityof Minnesota.

Young, M. 1993. Victim Assistance: Frontiers and Fun-damentals. Washington, DC: National Organiza-tion for Victim Assistance.

VideotapesThe following video resources, except where noted,are available for sale through:

Center for Restorative Justice & MediationUniversity of Minnesota, School of Social Work386 McNeal Hall1985 Buford AvenueSt. Paul, MN 55108-6144612-624-4923; 612-625-4288 (Fax)E-Mail: ctr4rjm@che2.che.umn.edu

Dakota County Victim Offender Meeting ProgramThe victim-offender mediation process used by theVictim Offender Meeting Program at DakotaCounty (MN) Community Corrections Department,which uses trained community volunteers as media-tors, is presented. Role-plays of premediation meet-ings with the offender and victim are presented,along with the actual mediation session.

Model of Entire Victim-Offender Mediation ProcessDr. Mark Umbreit models the entire victim-offendermediation process, including calling and meetingthe offender, calling and meeting the victim, andconducting a followup victim-offender meeting. Ex-cellent core training tape for role-playing the entireprocess. (80 minutes.)

07

Restorative Justice: A Victim Awareness Resource, 'TheImportance of Listening to Crime Victims"Features the personal stories of three victims/survivorsof crime that reveal how crime affects victims and theirfamilies. Stories are told by survivors of a home bur-glary, a car theft, and violent assault. Dr. Marlene A.Young, Executive Director of the National Organiza-tion for Victim Assistance, shares her thoughts on theimportance of listening to victims of crime. Excellentresource for victim-offender dialogue and victimawareness training. (32 minutes.)

Restorative Justice: For Victims, Communities &OffendersEdited, shortened version of the PresbyterianChurch USA's video Restoring Justice, which in-cludes a new, brief presentation of what we havelearned about the impact of restorative justice onvictims, communities, and offenders. Specific pro-gram models are presented. Excellent resourcefor illustrating how restorative justice values andpractices benefit crime victims, communities, andoffenders. (25 minutes.)

Restorative Justice: Victim Empowerment ThroughMediation & Dialogue°Victim-offender mediation is briefly described, withan emphasis on the benefits for those victims whovoluntarily choose to meet the offender. Commentsby a diverse group of victims who have participatedin mediation are presented, including their initialneeds, what occurred in the mediation session, andtheir description of the benefits. Several key re-search findings are briefly highlighted. Excellentresource for gaining support from individual victimsand victim advocates.

Victim-Offender Mediation OverviewA 6-minute video format explaining the victim-offender mediation concept and process. Producedby The Center for Victim-Offender Mediation of theMinnesota Citizens Council on Crime and Justice.Written by Dr. Mark Umbreit, the video follows aburglary case through the victim-offender mediationprocess and places local program efforts in the con-text of the growing network ofvictim-offender pro-

°Available through University College, 315 Pillsbury DriveSE., 314 Nolte Center, Minneapolis, MN 55455-0139,612-625-1855,612-624-5891 (Fax).

grams throughout the country. A basic resource forpublic presentations. (6 minutes.)

Victim-Offender Mediation SimulationSimulation of a mediation session with an emphasison modeling an empowering (nondirective) style ofmediation. This tape is effective for presentations togroups or funding sources interested in learningmore about victim-offender mediation. (28 minutes.)

Community Intensive Supervision Project(CISP)

CISP VideoThis video highlights the features of a nonresi-dential supervision and treatment program forserious juvenile offenders. Family support andthe building of personal relationships are dis-cussed, along with a strong treatment program,educational achievement, and community res-toration. (21 minutes.)

Project Success (CISP Community Garden)CISP youth filmed this video, which documentsa creative community service projecta com-munity garden. The garden was planned anddeveloped by youth at the CISP Project and theHill District Community in Pittsburgh, PA.Through this project, youth developed key com-petencies while giving back to their community.

For information on these two videos, contact:

George Kinder, CISP Program CoordinatorCISP Project519 Penn AvenuePittsburgh, PA 15221412-243-6886412-243-6590 (Fax)

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Deschutes County, OR, Programs

Save Our StreetsA segment of FOX Television's "Save OurStreets" depicting the Deschutes County Juve-nile Justice Program. Deschutes County,Bend, OR.

Deschutes National Forest

Deschutes County Adult Corrections Work TeamProgramVideo footage depicts activities in which workteams conduct restorative community workservice.

For information on these three videos, contact:

Deborah BrockmanDepartment of Corrections1128 NW. HarrimanBend, OR 97701541-385-1723

The Balanced ApproachFilmed and produced by juveniles who participatedin the South Florida Youth Environment Service atthe Loxahatchee Wildlife Refuge. This video de-scribes the principles of balanced and restorativejustice and illustrates positive competency develop-ment. For a copy, send a blank tape and returnmailer, including postage, with a request for a copyof The Balanced Approach to:

Daryll OlsonFlorida Department of Juvenile Justice

District 9111 South Sapodillo Avenue, Suite 207West Palm Beach, FL 33401

The Balanced Approach to Restorative JusticeThe South Dakota Unified Judicial System presentsits commitment to a more balanced and restorativeapproach to juvenile justice. This tape provides avery good overview of the BARJ model, with sev-eral examples of programs. To order, contact:

Video Production Services325 East Dakota AvenuePierre, SD 57501

Circle Sentencing, Yukon Justice ExperimentDocumentary on circle sentencing practiced in theYukon, Canada. Judge Barry Stuart leads the appli-cation of circle sentencing practice based on thetraditions of the native people (First Nation) ofCanada. For a copy, please contact:

Northern Native Broadcasting, Yukon4228A Fourth AvenueWhitehorse, YukonCanada YJA1K1403-668-6332

Glimmer of HopeThis video presents the journey toward healing ofthe family of a young girl who was brutally kid-naped, raped, and killed. Produced by the NationalFilm Board of Canada, this documentary about afamily in Minnesota portrays many expressions ofrestorative justice, including mediated dialogue ses-sions with the involved offenders. Excellent resourceto show how restorative justice principles were ap-plied in one of the most serious crimes imaginable.(51 minutes.)

Films for the Humanities and SciencesP.O. Box 2053Princeton, NJ 08543-2053800-257-5126609-275-3767 (Fax)E-Mail: custserve@films.comInternet: www.films.com

Marked By FireVideo and discussion guide, produced as a result of amediated agreement between the survivors of anarson and the juveniles who set the fire. Also in-cludes footage on the story of a young survivor of adifferent fire. Example of a productive outcomefrom victim-offender mediation and dialogue. Cost is$14.00, including shipping and handling. To order,contact:

Marked By FireInsurance Federation of Minnesota55 East Fifth Street, Suite 750St. Paul, MN 55101612-292-1099612-228-7369 (Fax)

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Portrait of a ReconciliationVictim-offender training video. (55 minutes.) $35U.S: plus shipping. Series of manuals and train-ing package also available from:

Community Justice Initiatives Association20678 Eastleigh Crescent, Suite 101Langley, British ColuMbia V3A 4041 Canada604-534-5515 or 534-6773604-534-6989 (Fax)E-Mail: cjibc@axionet.com

Restoring JusticeProduced in 1996 by the National Council ofChurches for broadcast on national television,Restoring Justice is one of the best videos availablefor explaining what restorative justice is and whatit can mean for victims, community, and offenders.Program examples are excellent. Tape runs 50 min-utes without commercial breaks. Available from:

Presbyterian Criminal Justice Program100 Witherspoon StreetLouisville, KY 40202-1396502-569-5810Contact: Kathy Lancaster

Tough JusticeFamily Group Conferencing,New ZealandVideo and resource kit available. (The resource kitincludes the video.) To order contact:

Publications CoordinatorP.O. Box 24-005Wellington, New Zealand64-184-499-2928

Victim Impact Panel ProgramPresents the concept of the victim impact panel incases of drunk-driving crashes. Provides good mate-rial on how the panels work, how to set them up,and the effect on those experiencing them. (13 min-utes.) Available from:

Mothers Against Drunk Driving (MADD)P.O. Box 541688Dallas, TX 75354-1688800 GET MADD

PamphletsJustice: The Restorative Vision, by Howard Zehr, DanVan Ness, and M. Kay Harris (1989).

Mediating the Victim Offender Conflict, by Howard Zehr(1982).

Retributive Justice, Restorative Justice, by Howard Zehr(1985).

VORP Organizing: A Foundation in the Church, by RonClaassen and Howard Zehr with Duane Ruth-Heffelbower (1989).

These pamphlets are available through:

Mennonite Central CommitteeOffice of Community JusticeP.O. Box 50021 South 12th StreetAkron, PA 17501717-859-3889

Bibliographic ResourcesMcCold, P. 1997. Restorative Justice: An Annotated

Bibliography. Alliance of NGOs on Crime Preven-tion and Criminal Justice. Working Party onRestorative Justice. Monsey, NY: Criminal Jus-tice Press.

Available through the National Criminal JusticeReference Service, 800-851-3420:

National Criminal Justice Reference Service. 1996.Restorative/Community Justice: A Theoretical Perspec-

tive (Topical Search). #TS011686.30 bibliographiccitations from the NCJRS Abstract Database.

National Criminal Justice Reference Service. 1996.Restorative/Community Justice: A ProgrammaticPerspective (Topical Bibliography). #TB010629.Up to 200 citations from the NCJRS AbstractDatabase.

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Appendix B: Deschutes County Department ofCommunity Justice Position Description

Position:Reports To:Department:

Community Justice OfficerManager, Juvenile DivisionCommunity Justice

SummaryThe community justice officer shall work to restorecrime victims, promote safe and secure communities,and supervise and rehabilitate juvenile offenders.Work is performed within the framework of commu-nity/balanced and restorative justice, that is, ad-dressing needs of juveniles and their families withinthe three primary areas of accountability, compe-tency development, and public safety.

Nature and ScopeThis is senior-level professional work that requiresthe application of specialized knowledge in the areasof dynamics of victimization, community organizingand development, and juvenile corrections. Workmay be performed in stressful situations, occasion-ally during odd hours (e.g., evenings and week-ends). Incumbents are expected to apply extensiveknowledge of Federal, State, and local laws andregulations that apply to situations involving juve-niles and their families. Tasks are governed by estab-lished policies, procedures, statutes, regulations, andgeneral managerial direction. Incumbents exerciseindependent judgment when applying policies andprocedures in vaguely defined situations. Decisionson search and seizure and detainment may requiresupervisory approval. Incumbents work under thesupervision of the Manager, Juvenile Division. Er-rors in judgment may have significant impact onbehavioral change and the legal aspects of the situa-tion, violation of a juvenile's civil rights, publicsafety, and community relations. Judgmental errors

may also expose the incumbent to potential physicalharm from offenders.

Distinguishing CharacteristicsThe community justice officer is a professional coun-seling position associated with restoring crime vic-tims, promoting safe and secure communities, andsupervising and rehabilitating juvenile offenders.Supervision and rehabilitation of juvenile offendersincorporates community/balanced and restorativejustice principles of accountability, competency de-velopment, and public safety.

Essential Responsibilities (MayInclude Any or All of theFollowing)

Responsibility to VictimsAssess needs of victim to assist in determiningvictim-support services necessary for restoration.

Receive and evaluate new referrals and refer ap-propriate cases to victim-offender mediation.

Enforce compliance with and fulfillment ofthe Victim Offender Mediation Programrequirements.

Followup contact with victim to determine levelof satisfaction with the department of communityjustice.

Assist in holding offenders accountable to victims/community by supervising work teams of juvenileoffenders performing restorative communitywork service.

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Responsibility to CommunityServe as a role model for youth in the community.

Initiate, participate in, and support youth devel-opment and prevention activities that preventcrime and delinquency.

Lead a work team of juvenile offenders assignedto restorative community work service. Ensurethat community service projects are completed byoverseeing and monitoring overall productivityand quality of work.

Assist in conducting remote tracking of clientsand documentation of client files.

Prepare reports as required by the supervisor,including performance observations and behaviorevaluations. May be required to testify on youthbehavior in court proceedings.

Provide client data to the Deschutes CountyCommission on Children and Families to assist indevelopment of early intervention and preventionprograms.

Provide data to the Deschutes County Commis-sion on Children and Families and participate inthe planning process for the commission's com-prehensive plan.

Establish and maintain contacts with social ser-vice agencies and community organizations thatmay be able to provide assistance and rehabilita-tion to juvenile offenders.

Whenever possible, refer younger siblings of ju-venile offenders to community early interventionand prevention resources.

Prepare and recommend the disposition of eachcase within established department priorities(i.e., victim-offender mediation, restorative com-munity work service, and competency develop-ment program recommendations). If necessary,present to the court for official action.

Propose and initiate restorative community workservice projects and sites that enhance a sense ofcommunity.

Provide advice and training for law enforcementagencies on matters pertaining to juveniles, deter-mination of charges, and the appropriate methodof dealing with each case.

Perform other related duties as necessary to carryout the objectives of the position.

Responsibility to OffendersEnsure the safe work habits of offenders.

Prioritize and organize the daily work schedulefor a work team of juvenile offenders.

Discipline youth according to established policy.

Provide group supervision to youth in work andrecreational activities.

Transport offenders to work, recreation, or otherlocations.

Conduct indepth assessment interviews withthe juvenile and family to determine circum-stances of the offense and to obtain informationon matters such as financial status, employmenthistory, and prior arrest records. Counsel juve-niles on a one-on-one basis. Encourage familymembers to participate in the offender's reha-bilitation and adjustment process. Maintainchronological records of the counseling andsupervising sessions.

Investigate the facts of each case and conductpersonal interviews with juveniles, family mem-bers, schools, attorneys, social agencies, and otherauthorities as needed.

Prepare documents and reports of findings forcontested juvenile court hearings. Secure judicialtime, consult with the district attorney, participatein pretrial conferences with defense attorneys,summon and interview witnesses, and make ar-rangements for presentation of evidence. Partici-pate in the presentation of these cases as needed.

Facilitate participation of juveniles and families(where appropriate) in programs that lead to thedevelopment of internal discipline to interruptcriminal behavior patterns (public safety).

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Facilitate participation of juveniles and familiesin victim-offender mediation (where appropri-ate) to ensure the highest level of accountabilityto victims. Initiate victim-support services ifneeded. Provide mediation outcome to the courtwhen appropriate. Utilize restorative communitywork service sites and projects to ensure thehighest level of accountability to the community(accountability).

Facilitate participation of juveniles in programsthat prepare them to become responsible citizens.Programs should address issues of education, jobskill development and training, victim empathy,community-service commitment, and the estab-lishment and practice of standards of acceptablebehavior within the community (competencydevelopment).

Refer juveniles to treatment programs, such asfoster care, youth care centers, and institutions.Monitor progress of juveniles placed in theseprograms.

Qualifications

Knowledge and SkillsPosition requires thorough understanding of thedynamics of victimization and the ability to commu-nicate empathetically with crime victims. Requiresthorough knowledge of community organizing anddevelopment. Requires thorough knowledge of de-

linquent behavior and family problems of juveniles.Working knowledge of the judicial system relatingto Oregon's juvenile case law and the special re-quirements for working with other legal and socialservices agencies. Well-developed human relations,interviewing, counseling, and writing skills. Work-ing command of the English language sufficient toprepare clear and meaningful reports, documentwork activities, and communicate effectively withwork teams. Must have completed level 1 first aidand CPR training (which is specific to DeschutesCounty).

Experience and TrainingIncumbents typically have a bachelor's degree insocial work, sociology, criminology, corrections,or psychology and have 5 to 8 years of progressivelyresponsible experience in delivering counselingservices.

AbilitiesRequires the ability to perform the various aspectsof the job, including the following: ability to commu-nicate effectively; ability to organize communityactivities that prevent crime and delinquency; abilityto facilitate a counseling session and to prepare adisposition report; ability to teach interviewing andcounseling skills; ability to work on call, possess avalid driver's license, and transport clients; and abil-ity to render level 1 first aid and CPR.

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Appendix C: Sample Disposition

Deschutes CountyDepartment of Community Justice

Case Summary

Juvenile Name: John Smith Juvenile Case No.: 96-999

DOB: 01-01-80 Juvenile Counselor: Bob LaCombe

Offense Description: Mr. Smith admits to illegally entering Mrs. Jones's vehicle and dismantling the ignitionlock to start the car. Mr. Smith then drove the stolen car to a friend's home. The parents of Mr. Smith's friendtelephoned the police, who apprehended Mr. Smith, without incident, as he attempted to leave the premises ofhis friend.

Disposition: The court hereby orders Mr. John Smith to complete the following conditions of probation: Thecourt recognizes and greatly appreciates the input of Mrs. Jones, the victim of this crime. The term of proba-tion is to be 18 months from this date. The court will entertain a motion to terminate this order from the de-partment of community justice in the event Mr. Smith satisfactorily completes conditions prior to thecompletion of this probationary period.

Goal RequirementsCommunity Safety

1. Mr. Smith will complete a term of 30-days house arrest with exceptions granted only for school, approvedskill groups, and work to earn restitution payments.

2. Mr. Smith will refrain from any law violations for a period of at least 90 concurrent days.

3. Mr. Smith will complete a 10-week theft talk class without absence.

4. Mr. Smith will meet with a neighborhood mentor once a week to discuss his schedule, activities, andprogress on his plan.

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Accountability

1. Restitution: Mr. Smith will pay Mrs. Jones $250 to reimburse her for the cost of repairing her vehicle igni-tion. He will also pay her $150 for the cost of replacing her car keys and replacing and rekeying her homedoor locks. These payments will be made at the rate of $25 per week. Upon completion of the payments,Mr. Smith will send a letter to Mrs. Jones describing what he has learned from this experience.

2. Community Service: Mr. Smith will work to earn the money to pay for five club antitheft devices. Thesedevices will then be raffled at the senior citizen housing unit's annual holiday party. Mr. Smith will attendthe party and present the devices to the winning seniors.

3. Understanding the Harm: Mr. Smith will attend and complete, without absence, the department of com-munity justice victim empathy class.

Competency

1. Mr. Smith will enroll in the school district's career planning class and report to the court his plan, in writ-ing, to pursue a career following high school completion.

2. Mr. Smith will lead a focus group discussion of juveniles who have committed auto theft to explore themotivations for auto theft and report the results at the annual crime-prevention coordinators meeting.

it U. S. GOVERNMENT PRINTING OFFICE: 1998-454-819/95273

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Publications From 0JUDPOJJDP produces a variety of publications-Fact Sheets, Bulletins, Summaries, Reports,and the Juvenile Justice journal-along withvideotapes, including broadcasts from the juve-nile justice telecommunications initiative.Through OJJDP's Juvenile Justice Clearing-house (JJC), these publications and other re-sources are as close as your phone, fax,computer, or mailbox.

Phone:

800-638-8736(Monday-Friday, 8:30 a.m.-7:00 p.m. ET)

Fax:

301-519-5212Online:

OJJDP Home Page:

www.ncjrs.org/ojjhome.htm

E-Mail:

puborder@ncjrs.org (to order materials)askncjrs@ncjrs.org (to ask questionsabout materials)

Mail:

Juvenile Justice Clearinghouse/NCJRSP.O. Box 6000, Rockville, MD 20849-6000

Fact Sheets and Bulletins are also availablethrough Fax-on-Demand.

Fax-on-Demand:800-638-8736, select option 1, select option 2,and listen for instructions

To ensure timely notice of new publications,subscribe to JUVJUST, OJJDP's electronicmailing list.

JUVJUST Mailing List:e-mail to listproc@ncjrs.orgleave the subject line blanktype subscribe juvjust your name

In addition, JJC, through the National CriminalJustice Reference Service (NCJRS), is therepository for tens of thousands of criminal andjuvenile justice publications and resources fromaround the world. They are abstracted andmade available through a data base, which issearchable online (www.ncjrs.org/database.htm). You are also welcome to submitmaterials to JJC for inclusion in the data base.

The following list highlights popular and re-cently published OJJDP documents and video-tapes, grouped by topical areas.

The Office of Juvenile Justice and DelinquencyPrevention Brochure (1996, NCJ 144527 (23pp.)) offers more information about the agency.

The OJJDP Publications List (BC000115) offersa complete list of OJJDP publications and isalso available online.

OJJDP sponsors a teleconference initiative,and a flyer (LT 116) offers a complete list ofvideos available from these broadcasts.

Corrections and DetentionBeyond the Walls: Improving Conditions ofConfinement for Youth in Custody. 1998,NCJ 164727 (116 pp.).

Boot Camps for Juvenile Offenders. 1997,NCJ 164258 (42 pp.).

Disproportionate Minority Confinement: 1997Update. 1998, NCJ 170606 (12 pp.).

Juvenile Arrests 1996. 1997, NCJ 167578(12 pp.).

Juvenile Court Statistics 1995. 1998,NCJ 170607 (112 pp.).

CourtsOffenders in Juvenile Court, 1995. 1997,NCJ 167885 (12 pp.).

RESTTA National Directory of Restitutionand Community Service Programs. 1998,NCJ 166365 (500 pp.), $33.50.

Youth Courts: A National Movement Telecon-ference (Video). 1998, NCJ 171149 (120 min.),$17.00.

Delinquency Prevention1997 Report to Congress: Title V IncentiveGrants for Local Delinquency PreventionPrograms. 1998, NCJ 170605 (71 pp.).

Allegheny County, PA: Mobilizing To ReduceJuvenile Crime. 1997, NCJ 165693 (12 pp.).

Combating Violence and Delinquency: TheNational Juvenile Justice Action Plan (Report).1996, NCJ 157106 (200 pp.).

Combating Violence and Delinquency: TheNational Juvenile Justice Action Plan (Sum-mary). 1996, NCJ 157105 (36 pp.).

Mentoring-A Proven Delinquency PreventionStrategy. 1997, NCJ 164834 (8 pp.).

Mentoring for Youth in Schools and Communi-ties Teleconference (Video). 1997, NCJ 166376(120 min.), $17.00

Mobilizing Communities To Prevent JuvenileCrime. 1997, NCJ 165928 (8 pp.).

Reaching Out to Youth Out of the EducationMainstream. 1997, NCJ 163920 (12 pp.).

Serious and Violent Juvenile Offenders. 1998,NCJ 170027 (8 pp.).

Treating Serious Anti-Social Behavior in Youth:The MST Approach. 1997, NCJ 165151 (8 pp.).

The Youngest Delinquents: Offenders UnderAge 15. 1997, NCJ 165256 (12 pp.).

GangsGang Members and Delinquent Behavior. 1997,NCJ 165154 (6 pp.).

Youth Gangs: An Overview. 1998, NCJ 167249(20 pp.).

Youth Gangs in America Teleconference(Video). 1997, NCJ 164937 (120 min.), $17.00.

General Juvenile JusticeComprehensive Juvenile Justice in StateLegislatures Teleconference (Video). 1998,NCJ 169593 (120 min.), $17.00.

Developmental Pathways in Boys' Disruptiveand Delinquent Behavior. 1997, NCJ 165692(20 pp.).

Exciting Internships: Work Today for a BetterTomorrow. 1998, NCJ 171696 (6 pp.).

Guidelines for the Screening of Persons Work-ing With Children, the Elderly, and IndividualsWith Disabilities in Need of Support. 1998,NCJ 167248 (52 pp.).

Juvenile Justice, Volume III, Number 2. 1997,NCJ 165925 (32 pp.).

Juvenile Justice, Volume IV, Number 2. 1997,NCJ 166823 (28 pp.).

Juvenile Justice, Volume V, Number 1. 1998,NCJ 170025 (32 pp.).

Juvenile Justice Reform Initiatives in the States1994-1996. 1997, NCJ 165697 (81 pp.).

A Juvenile Justice System for the 21st Century.1998, NCJ 169726 (8 pp.).

Juvenile Offenders and Victims: 1997 Updateon Violence. 1997, NCJ 165703 (32 pp.).

Juvenile Offenders and Victims: A NationalReport. 1995, NCJ 153569 (188 pp.).

Keeping Young People in School: CommunityPrograms That Work. 1997, NCJ 162783(12 pp.).

Sharing Information: A Guide to the FamilyEducational Rights and Privacy Act andParticipation in Juvenile Justice Programs.1997, NCJ 163705 (52 pp.).

Missing and Exploited ChildrenCourt Appointed Special Advocates: A Voicefor Abused and Neglected Children in Court.1997, NCJ 164512 (4 pp.).

Federal Resources on Missing and ExploitedChildren: A Directory for Law Enforcement andOther Public and Private Agencies. 1997,NCJ 168962 (156 pp.).

In the Wake of Childhood Maltreatment. 1997,NCJ 165257 (16 pp.).

Portable Guides to Investigating Child Abuse:An Overview. 1997, NCJ 165153 (8 pp.).

Protecting Children Online Teleconference(Video). 1998, NCJ 170023 (120 min.), $17.00.

When Your Child Is Missing: A Family SurvivalGuide. 1998, NCJ 170022 (96 pp.).

Substance AbuseBeyond the Bench: How Judges Can Help Re-duce Juvenile DUI and Alcohol and Other DrugViolations (Video and discussion guide). 1996,NCJ 162357 (16 min.), $17.00.

Capacity Building for Juvenile SubstanceAbuse Treatment. 1997, NCJ 167251 (12 pp.).

The Coach's Playbook Against Drugs. 1998,NCJ 173393 (20 pp.).Drug Identification and Testing in the JuvenileJustice System. 1998, NCJ 167889 (92 pp.).

Juvenile Offenders and Drug Treatment:Promising Approaches Teleconference (Video).1997, NCJ 168617 (120 min.), $17.00.

Preventing Drug Abuse Among Youth Telecon-ference (Video). 1997, NCJ 165583 (120 min.),$17.00.

Violence and VictimizationChild Development-Community Policing:Partnership in a Climate of Violence. 1997,NCJ 164380 (8 pp.).

Combating Fear and Restoring Safety inSchools. 1998, NCJ 167888 (16 pp.).

Epidemiology of Serious Violence. 1997,NCJ 165152 (12 pp.).

Guide for Implementing the ComprehensiveStrategy for Serious, Violent, and ChronicJuvenile Offenders. 1995, NCJ 153681(255 pp.).

Serious and Violent Juvenile Offenders: RiskFactors and Successful Interventions Telecon-ference (Video). 1998, NCJ 171286 (120 min.),$17.00.State Legislative Responses to Violent JuvenileCrime: 1996-97 Update. 1998, NCJ 172835(16 pp.).

White House Conference on School Safety:Causes and Prevention of Youth ViolenceTeleconference (Video). 1998, NCJ 173399(240 min.), $17.00.

Youth in ActionPlanning a Successful Crime PreventionProject. 1998, NCJ 170024 (28 pp.).

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Washington, DC 20531

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