WATERFORD RESTORATIVE PRACTICE NETWORK

“Supporting the Development of Waterford as a Restorative Community”

Waterford Responses to Waterford Issues

info@wrpn.ie www.wrpn.ie

Tel: 0879809985 Block 4, Unit 2, Lacken Road Business Park, Kilbarry, Waterford

‘On behalf of the Waterford Restorative Practice Network I am delighted to introduce our Strategic Vision for the development of a restorative community within Waterford. For us, Restorative Practices are a way of working with people that promotes empathy, encourages positive personal behaviour and builds healthier relationships. It also allows us as a community to manage conflict inclusively, respectfully and consistently with all those affected. This approach can be used in a variety of settings including, Dispute/Conflict resolution, Human Resource Management, Customer Relations, Pre-schools, Schools, Parenting, Domestic Violence, Youth Work, Social Inclusion Work, Work with Early Schools Leavers, Third Level Education, Community Development, Family Support, Social Work, Law Enforcement, Probation, Mediation (Family and Corporate), Homeless Services, Anti Social Behaviour, Neighbourhood Disputes etc. Restorative practices focus on repairing harm when relationships are damaged but also foster healthy and supportive relationships by affirming positive actions. Those leading the initiative are people who have experienced the benefits of RP and believe that the broader use of RP in Waterford City and County by service providers will benefit the people, the community and the quality of life for people living and working in Waterford. Our Vision document outlines the practical steps being taken by the Network and its partners to achieve the ambition of using restorative practices within all aspects of working, family, community and social life. Indeed WRPN vision will be integral in Waterford’s Local Economic & Community Plan (LECP) as part of a healthier and safer Waterford. We have also developed a strong working relationship with Waterford’s Children & Young Person Services Committee, Joint Policing Committee and Social Inclusion Community Activation Programme (SICAP). WRPN acknowledges the huge efforts and inputs of the network members, our partners within the statutory, private and community sector and RP practitioners within Waterford in bringing the vision to its current stage and values their continuing support for the strategy. We look forward to the journey ahead.

Ken Sauvage

Chairperson

WRPN

Waterford Restorative Practice Network

Waterford Restorative Practice Network (WRPN) comprises a group of multi agency

representatives from the statutory and community, youth and voluntary sectors with a shared

vision to build and support a restorative community across Waterford City and County.1 All these

representatives and their organisations are “champions” of restorative practices and processes as

a means of a) enhancing the quality and efficiency of the delivery of services, b) using best

practice approaches, c) ensuring the maximum benefits of those services and supports for

individuals, families and communities and, most importantly, d) developing on-going and long

term practices for healthy and supportive human interactions – Restorative practices focus on

repairing harm when relationships are damaged but also foster healthy and supportive

relationships by affirming positive actions

The Network was formally established in 2014 following extensive consultation with a range of

stakeholders including Gardai, Tusla, Probation Service, Community, Youth and Voluntary groups,

Waterford City and County Council, Educational institutions such as Local schools and School

Completion Programmes and Further/adult education providers et al.

The training of RP practitioners has already begun through subsidised training programmes

accredited through the International Institute for Restorative Practices EU (IIRP EU).

The following strategy document outlines this vision and the practical steps which are being

taken by the Network to achieve it over the next five years.

The document aims to inform readers about

the nature of Restorative Practice (R.P.)

the aims of the WRPN and its work

practical steps for the implementation of the strategy

the ways in which R.P. can support the social, educational, health and welfare needs of

communities, families and individuals – benefits of R.P.

what a restorative community looks like

how R.P. can support and enhance strategic planning and implementation for statutory

and community groups across a broad range of disciplines and issues

the history of Restorative Practice and Restorative Justice

the links between R.P. and Restorative Justice (R.J.)

1 A list of WRPN Members is provided at the end of the document

What is Restorative Practice?

Restorative Practice is a way of working with people that is based on the philosophy that when

people are given ownership and responsibility for their actions, there is a greater likelihood of

positive, long-term interaction with other people, the development of empathy with others and

the establishment of healthy and productive communities.

The fundamental premise of R.P. is that when relationships between people have been harmed,

those involved in repairing that harm are happier, more cooperative and more likely to make

long-term, positive changes within that relationship, when things are done by and with them,

rather than to or for them. This is particularly the case if the relationship involves one party

coming from a position of authority. R.P. uses informal and formal processes to proactively build

relationships and a sense of community to prevent future conflict and wrongdoing.

The development of R.P. within communities has significant implications for all aspects of society

— in families, classrooms, schools, prisons, workplaces, associations, governments and even

whole nations — because by developing more positive, longer-lasting relationships, R.P. aids

organisations and their constituents to function more effectively.

‘Restorative practice is a social science that studies how to build social capital and achieve

social discipline through participatory learning and decision-making. The use of restorative

practices helps to:

reduce crime, violence and bullying

improve human behaviour

strengthen civil society

provide effective leadership

restore relationships

repair harm’

(International Institute for Restorative Practices - IIRP)

‘Restorative practice is used in a wide range of settings including criminal justice agencies,

educational settings, and community services, statutory and voluntary organisations.

Restorative practice can be used anywhere along the continuum of supports from prevention

and early intervention, right through to victim offender mediation for serious harm’

(http://www.restorativepracticesireland.ie)

‘Simply put, to be “restorative” means to believe that decisions are best made and conflicts are

best resolved by those most directly involved in them. The restorative practices movement

seeks to develop good relationships and restore a sense of community in an increasingly

disconnected world. These practices have been applied in justice systems, families, workplaces

and neighbourhoods as well as in schools’

(Bob Costello, Joshua Wachtel and Ted Wachtel (2009); The Restorative Practices Handbook,

Library of Congress)

Restorative practices are highly structured in content and technique, require a range of skills and

follow a clear and logical sequence. They can be used within formal and informal settings and

within a myriad of sectors including public, community, private, health, educational et al.

Whilst many practitioners may use approaches which can be identified as acting in a

reconciliatory or restorative manner, extensive training is necessary to ensure that R.P principles

and methods are used accurately and effectively.

Restorative Practice (R.P.) training is geared to enabling those working with people within

communities, neighbourhoods, organisations and businesses to enhance relationships whether in

a professional or voluntary capacity.

Broadly speaking, the continuum of R.P. encompasses five elements:

Affective Statements - Restorative Conversations – express feelings, promote empathy

Affective Questions - Restorative Conversations – determine events and effects

Impromptu Conferences – bringing small groups together to talk about an incident, its

impact and what to do next

Restorative Circles – build relationships and solve problems – facilitating everyone to

have their say in what should happen next

Restorative Conferences – formal, structured process which brings together victim,

offender and their supporters

These elements can be incorporated in to a myriad of settings wherever there is human

interaction, ranging from conflict situations, planning strategies, staff meetings, classrooms, one-

to-one and group communications, family relationships, community and voluntary work,

customer relations and customer service, HR practices and organisational policy contexts, local

government, justice systems, youth groups et al.

Affective Statements

These are brief comments about how others were impacted by the person’s behaviour and are

used by the “affected” person to directly and immediately show another person how they have

been affected by their choices and behaviour.

‘Parents were given tools to communicate more effectively with their son/daughter increasing

the young person’s protective factors. One parent noted that the process ‘helped smooth things

out and things improved between them’. In talking to her son he stated that he felt he ‘heard

what his mother had to say but that there were a lot of things that had happened in the past

that hurt both of them.’ He felt it had helped him ‘say what he wanted to say and for the first

time he thought he was heard.’ Majella Keating, PACT Project Co-ordinator, WSTCYS.

Affective Questions

This is the next step in the continuum of R.P. supports where the wrongdoer and the person who

was harmed are asked who was affected and how they were affected etc.

‘I find that using Restorative Practice benefits the pupils by allowing both parties to a dispute to

have their voices heard. It gives ownership of the process to the victim and while it can be

difficult for the perpetrator in facing the other party the effect on the child is more beneficial

than being reprimanded by a teacher. I also find that using Restorative Practice helps to keep

me calm and it guides me on a clear path when trying to resolve difficulties.’ Michael Walsh,

Principal Mount Sion Primary School

Small Impromptu Conferences

Bringing together a small group of people to talk about an incident, its impacts and what to do

next

‘Earlier this year I was part of an informal RP conference... in the conference was myself, Ken,

Kingo and Johnny.

in the meeting we basically went over the wrongdoer’s behaviour, who he thought it was

affecting and how... the wrong doer was reluctant to see the problems his behaviour was

causing until the harmed person got his turn to explain and as he spoke it was like a light bulb

coming on for the wrongdoer as he finally got to realise the impact of his behaviour on the

harmed person and also how it affected himself; it was very informal but worked with the same

guidelines given with the RP training and worked perfectly’ Dean Hynes - Support Worker, Treo

Restorative Circles

Using a circle promotes connectivity and can be used simply as a “check-in” process or to discuss

in more detail an incident which aims to build the relationships and solve the problem. Everyone

in the circle has a chance to speak and input in to what should happen next.

‘RP has improved the capacity for Project staff to respond regularly to issues within groups of

bullying and aggressive outbursts, defusing incidents before they escalate. So much so, as soon

as staff pre-empt an incident and call the group into a circle the young people self regulate and

resolve issues before we even ask the question ‘what happened’?’ Majella Keating, PACT

Project Co-ordinator, WSTCYS

Formal Conferences

This is a formal, structured process which requires a lot of preparation. Formal conferences bring

together all parties in an incident and are facilitated by a trained R.P. practitioner using a list of

structured questions which keep the conference on track.

‘I and Sean Fisher (Probation Officer) were asked to facilitate an RP conference in YouthReach

in Tramore on Wednesday 11th of February 2015.

It was decided by the Manager in Youthreach that this was the best way forward to deal with 5

young lads training there. These young people had been found to have taken pills (Valium) 2

weeks beforehand during their day in the centre.

16 people attended the conference; 5 young people, 6 of their parents, 2 teachers, the Principal

and 2 Waterford, & Wexford Education Training Board WWETB managers.

Sean introduced the concept of what the meeting was going to be about and he then asked the

young people the questions in turn. When they had finished I then asked the parents, the

teachers, the Principal and the WWETB managers their questions.

It was a very emotional conference; everybody took part and answered honestly. The young

people were shocked as to how much of an impact their actions had on so many people.

It was a successful conference. The outcome was that the young people attend weekly with a

drug counsellor and until trust was restored there would be no leeway around start times and

tea breaks.

Everyone was happy with the outcome.

After the meeting we all went to the canteen for tea. Chatting with the young people they

realised that this was an opportunity for them, not a punishment. They also said they would

definitely attend another one as they saw the value in how it worked.

So overall it was a hugely successful conference’ Jenny Croke, Support Worker, Treo

What are the aims of the WRPN and its work – what practical steps are needed to achieve the

vision?

For Waterford City and County to become a restorative community requires R.P. approaches,

techniques and methodologies to be clearly understood, learned and implemented across all

levels of statutory and community based organisations. R.P. must become an “ordinary” part of

planning, policy development and service provision – an established and instinctive approach to

working with communities, families and individuals.

This translates to a framework of practice which recognises the differing and overarching levels at

which service delivery and interaction with families, communities and individuals occurs within

Waterford, namely:

WRPN views the process of working towards a restorative community as encompassing five

overlapping but distinct phases which adhere broadly to a five year timeline 2015 – 2019 and aim

to move the strategy from the “paper to the pavement” with the final phase exploring the

maintenance of R.P. processes as an established aspect of service planning and delivery.

Work has already begun within these areas, particularly in the roll of out an initial pilot phase, the

delivery of a significant body of training resulting in R.P. practitioners, R.P. facilitators and R.P

assessors currently operating within Waterford, the establishment of the WRPN and the on-going

and successful collaboration between stakeholders and partners to date.

Service level Direct Services on the Ground; areas of work practice in

terms of service and support delivery -

clearly demonstrate the breadth of

service

Organisational level overseeing,

managing and implementing

service and support delivery –

demonstrate the practicalities of operating R.P.

within organisations

Local and regional level

Development of policy frameworks, strategic planning and rolling out of service provision

models – integrating R.P. approaches and

mechanisms within policy and

implementation processes

Phase One (2015)

Explain

Objective Plan

Raise awareness of R.P. in Waterford City & County

Identify range of statutory and community based stakeholders Facilitate RP seminars and workshops Produce of information literature and promotional materials (including

Strategy/Vision documents) Formal Launch of WRPN Establish R.P. Surgeries/Information outlets/Social media opportunities,

for the public to learn about R.P. and be aware of R.P. usage in the Community

Develop linkages with community, voluntary, commercial and statutory agencies, organisations and companies to ensure a clear understanding of R.P. principals is established

Develop series of annual events/conferences to continuously promote and clarify R.P. in the city and county

Identify and collaborate with strategic partners

Establish WRPN Recruit new multi-disciplinary RP partners as representatives on WRPN Ensure wide representation across sectors and promote gender balance

and cultural diversity

Develop linkages with other R.P. centres nationally and internationally

Identify and develop the work of the WRPN

Develop and oversee financial systems to effectively run the WRPN as a not-for-profit organisation

Appoint officers, roles, areas of responsibility and sub-structures as required

Identify resources required for implementation of strategic vision Oversee funding applications and process on-going funding/income

generated monies to the WRPN Ensure the work of WRPN is undertaken effectively via the

establishment and implementation of WRPN governance and protocols Develop and implement annual action plans using outcome planning

models Source sustainable funding for a support worker for the WRPN and

establish employer and management support roles and mechanisms, job specification et al

Develop on-going evaluation and progress reporting systems to monitor the work of the WRPN and oversee the implementation of the strategy and annual work plans

Phase Two (2016)

Teach

Objective Plan

Develop R.P. Training programme

Consolidate links with R.P. Training providers – IIRP EU and Restorative Practices Ireland

Identify potential recipients of R.P. training Promote, advertise and inform organisations and communities about

training opportunities Source appropriate funding for delivery of R.P. training across city and

county

Deliver R.P. Training Deliver RP training to community, voluntary, commercial and statutory professionals and volunteers

Train sufficient RP Facilitators to deliver further RP training within organisations

Train a panel of RP trainers to operate as Assessors

Develop post R.P. training supports

Develop, establish and support R.P. Working Groups/Peer Mentoring Groups for trained practitioners, within communities

Establish mechanisms for effective management and administration of working/peer support groups

Provide appropriate resource materials, advice and information as required

Contribute to best practice

Identify, collate and disseminate instances of best practice via R.P. working groups/peer mentoring groups

Collaborate with national and international training providers within the development of training provision, accreditation and training methodologies – participate in regional, national and international studies and research projects

Phase Three (2017)

Demonstrate

Objective Plan

Support the use of R.P. in the community and develop and strengthen links with R.P. partners

Further develop and maintain relationships and strategic linkages to promote and implement R.P. within existing structures and systems

Actively develop and discuss developmental models of practice with key decision makers within statutory and community based agencies and organisations

Support R.P. practitioners within fields of practice

Maintain and support R.P. Working Groups/Peer Mentoring Groups for trained practitioners, within communities

Establish processes and in-service training/refresher training opportunities for continuous professional and practice development

Adopt thematic approach via service delivery remits for practitioner support mechanisms

Support service providers and organisations

Develop systems and procedures to assist organisations incorporate R.P. approaches and techniques within HR, management and operational aspects of service delivery

Carry out regular progress meetings and provide opportunities for organisations to participate in learning and development events/meetings

Provide administrative support to organisations as required regarding resource materials, advice and information

Design evaluation and monitoring process

Develop evaluation methodologies for selected pilot areas of R.P. practice across multi-disciplined areas

Identify terms of reference for evaluation to include impacts on service users/participants, organisations, practitioners et al

Establish relevant overseeing body for evaluation process Source appropriate funding for evaluation process Adhere to tender and procurement protocols Select consultant/researcher Identify and establish monitoring procedures for use of R.P. within

practitioner fields of practice

Phase Four (2018)

Prove

Objective Plan

Pilot R.P. processes and incorporation of same across selected areas of service delivery

Identify and select organisations, departments and groups for participation in pilot phase of R.P. delivery – sectoral implementation of R.P.

Identify thematic areas for same regarding areas of service delivery e.g. education, youth, justice, health, family support et al

Establish pilot protocols for selected organisations including links with WRPN and wider stakeholders

Carry out evaluation of impacts of RP training & usage to ensure Best Practice

Carry out on-going evaluation of R.P. training within all systems of operation in community, voluntary, commercial and statutory agencies, organisations and companies

Hold regular progress meetings with consultant/researcher Encourage participation of all stakeholders in peer led learning and

development events

Administer and manage WRPN and wider body of R.P. networks

Establish and implement management and administrative functions of WRPN as R.P. becomes more widespread

Explore need for long term premises, personnel, reporting mechanisms and establish same

Define resource requirements for on-going support to practitioner networks

Provide on-going support to same

Phase Five (2019)

Embed

Objective Plan

Analyse evaluation findings to assess and demonstrate impacts of R.P.

Carry out detailed analysis of evaluation findings against terms of reference and criteria

Outline and approve series of recommendations arising from evaluation

Produce report to professional standard in hard copy and electronic form

Present findings to stakeholders Develop information literature for dissemination across stakeholders to

highlight the impacts of R.P. in communities and Best Practice principles in implementing R.P. across multi-disciplines

Develop practitioner and organisational policy documents and procedural handbooks

Design and disseminate user-friendly practice and policy literature based on evaluation findings, practitioner training handbooks et al

Customise literature where appropriate to reach widest audience within public, statutory, community and private sector

Embed the language of R.P. within same

Embed R.P. processes within organisational settings

Use evaluation findings to develop organisational protocols and policies for incorporating R.P. processes within organisational and management structures

Liaise with stakeholders to discuss and implement organisational requirements and support mechanisms

Develop training programmes as required

Embed R.P. processes within strategic planning and policy frameworks

Use evaluation findings to develop protocols and policies for incorporating R.P. processes within strategic planning and policy frameworks

Liaise with stakeholders as appropriate to design and develop practical tools for incorporating R.P. within regional and local strategic plans

Develop training programmes as required and on-going support mechanisms

Develop range of information/literature and processes for use in influencing policy and strategic planning

Explore further development of WRPN role and identify maintenance requirements for R.P. as a community-wide model of service delivery

Determine future role of WRPN Establish relevant structures and working procedures following same Develop further WRPN Strategic Plan for on-going work

How can Restorative Practices support the social, educational, health and welfare needs of

communities, families and individuals – What are the benefits of R.P?

Whilst R.P. may be most obviously identifiable within a conflict resolution and/or justice

framework, its impact and use is far more widespread.

1. Using R.P. approaches within families, social care and family support services enhances

sustainable and inter-generational relationships, builds mutual understanding, assists with

the construct of family structures and dynamics and aids understanding between all

family members.

2. Education, youth and childcare spheres benefit from R.P. practices by maximising the

potential of young people to clearly understand and articulate their feelings as they

navigate childhood and early adulthood. Conflict scenarios become something to work

through within an equality framework between young person and authority figures and

R.P methodologies supports the creation of spaces for children and adults to connect in a

meaningful and sustainable manner.

3. Health and welfare needs constitute the fundamental aspects of societal and community

well-being which, in turn, manifests itself in the fabric of healthy relationships between

citizens and health and welfare practitioners. Placing the emphasis on these relationships

transforms health and welfare issues to a collective response which supports social,

physical, emotional and mental well being.

4. R.P. approaches within community settings foster social capital and community cohesion

by placing the emphasis on the relationships and interactions between all community

stakeholders; this fosters supportive neighbourhoods and promotes understanding and

the celebration of diversity within communities. R.P. provides for genuine engagement

with decision making structures, requires real participation amongst stakeholders and

builds the capacity of communities to build and maintain healthy and supportive

environments – thereby actively promoting the principles of community development

work and adhering to fair process2.

2

Engagement—involving individuals in decisions that affect them by listening to their views and genuinely taking their opinions into account

Explanation—explaining the reasoning behind a decision to everyone who has been involved or who is affected by it

Expectation clarity—making sure that everyone clearly understands a decision and what is expected of them in the future - (Kim & Mauborgne, 1997)

‘The explanation of RP in relation to conflict was really useful & I feel this will be very beneficial in my mentoring role & personal life’ ‘The information on RP was excellent, can apply it in all areas of life – work, home, family’ ‘The RP training helped me understand conflict in a meaningful way and gave me the tools to help resolve the conflict’ ‘I’m really surprised at how simple and usable RP is. Great skills to learn and can be used in everyday situations’ Quotes from Le Chéile Mentoring & Youth Justice Support Services volunteer mentors on training from ‘Restorative Approach to Parenting’ course

'We find that Restorative Practices style questioning has been great for de-escalating conflict

quickly. The success of this process is that the "harm-doer" is given a chance to explain events

from their perspective and hears, sees and feels what effects their behaviour is having on, not

only the direct victim, but others who may be indirectly affected. This is all done in a calm,

respectful and non-accusatory manner' Suzanne Griffin, Principal of St Paul's Boys National

School

‘Staff noted that young people were encouraged to set personal limits and maintain healthy

boundaries by enabling them to cope with difficult people and situations (e.g.: drug misuse,

school difficulties and family issues). Staff use RP as an ethos throughout all communication

with young people and the community. Staff found the Restorative practice method more user-

friendly and easy to see reduced impulsivity, behaviour, increased empathy and reflection.

Young people were enabled to examine and discuss their reasons for wanting to change their

behaviours and attitudes. Staff and families noted an increase of young people demonstrating

distinct changes. RP approaches enabled staff to challenge young people weekly in terms of

anger management and positive negotiation. Young people experienced positive role models

through the normal weekly activities which resulted in improved relationships with families and

communities. Staff noted young people demonstrated how they can work with others, make

decisions and work together as a team effectively. The young people benefited from the staff

training and reported to staff how they were both happy with how the incident was dealt with,

happy that it was all over and they could move on. Staff benefited through developing the

skills to facilitate the process and in turn the young people responded to it positively’ Majella

Keating, PACT Project Co-ordinator, WSTCYS.

Evidence of R.P. as Best Practice

Research carried out in Tallaght (Fives et al, 2013) found that there was a 43% reduction in

overall disputes in home, schools and families through the use of restorative practices. The same

report shows that 87% of those that had undertaken RP training reported being better able to

manage conflict and 82% reported being better able to manage other problems within their

workplace or family structure as a result of undertaking the training.

Restorative techniques like mediation and conferencing have been used to solve conflicts

between neighbours and within families (Gellin and Joensuu, 2011). In schools, restorative

techniques have been shown to improve the attitudes of students towards learning, boost their

morale, encourage them to take responsibility for their actions, improve relationships between

teachers and students, enhance school culture, and improve pupils’ grades (Wearmouth et al.,

2007; Gellin, 2011).

Research from the United Kingdom (Mirsky, 2009, Carlile, 2008) has demonstrated a wide range

of benefits arising from the integration of restorative practice across disciplines and sectors.

These have included:

Improved school attendance (primary and secondary);

Improved school attainment (primary and secondary);

Improved behaviour and attitudes among students (primary and secondary);

Reduction in the number of young people categorised as “Not in Education, Employment or

Training”;

Improved attendance and morale among teachers and school staff (primary and secondary);

Increased stability in foster care placements and residential care;

Increased resolution of community disputes and reduction in disorder at community level;

and

Improved attendance and morale among staff and personnel of services dealing with

children and young people.

(Sourced from Childhood Development Initiative – A Community Wide Restorative Practices

Programme Implementation Guide, 2014)

'I am continually amazed by our children and their capacity for compassion and understanding.

I find Restorative Practice helps us as educators to connect with our pupils and to find

meaningful resolutions to conflict. The whole concept is a productive learning curve for all

involved.' Catherine Whelan, Class Teacher, Mount Sion Primary.

‘I use it informally nearly everyday, for example participants come in and they tell me

something has happened (lost their house, kicked out of home/hostel, had a fight with another

participant outside of the project etc) I always sit with them to look at 'What happened?' and

'What needs to happen now to make this situation better for you?'

Participants here are used to punitive practices such as getting thrown out of school or getting

time for offences. Through using RP in Treo we offer a more respectful alternative to dealing

with misbehaviours. I believe that our participants thrive on this approach as they are listened

to; it teaches them the practices of self-discipline, empathy and conflict resolution.

I facilitated a formal RP circle in Co. Waterford, at the end of the conference the young wrong-

doer said "I’m sorry I didn't know that all of you were affected by it". He showed great empathy

and in return the victim and others who were affected showed empathy to him. It was a very

successful conference and everyone was a winner. There was a lot of preparation work done

before the circle which helped the process also’ Fiona Laffan, Project Worker, Treo

What does a Restorative Community look like?

The strategy names the central vision of the WPRN thus:

“The whole of Waterford City and County becomes a Restorative Community”

A Restorative Community is a healthy community

WRPN views a healthy community in the context of the human interactions and relationships

which are evidenced by the premise of the Ottawa Charter 1986, World Health Organisation,

namely ‘created and lived by people within the settings of their everyday life; where they learn,

work, play and love’

The following principles are based on a number of constructs used worldwide to try and define

such communities, most notably the work of Trevor Hancock and Leonard Duhl, (2009) Ontario

Healthy Communities Coalition.

Restorative Communities are based on the following principles

Health is a state of complete physical, mental and social well being

Social, environmental and economic factors are important determinants of human well being and relationships and are inter-related

People cannot achieve their fullest potential unless they are able to take control of those things which determine their well being

All sectors of the community are inter-related; sectors need to share their knowledge, expertise and perspectives and work together to create a healthy and restorative community

A Restorative Communities process involves

Equitable community engagement Inter-sectoral partnerships Political commitment Healthy and representative public policy Asset-based community development

Qualities of a Restorative Community include

Peace, equality and social justice

Access to services and facilities

Opportunities for learning and development

Strong, mutually supportive relationships and networks

Workplaces that are supportive of individual and family well

being

Wide participation of residents in decision making

Strong sense of community

Strong and respectful relationships between residents and

service providers – non adversarial

Diverse and vital economy

Responsible use of resources to ensure sustainability and

equality of access to same

‘I believe a Restorative Community would be a community of people who firstly have a greater

understanding of the effects of wrongdoing on others and secondly a community who

acknowledge any wrongdoing they themselves have caused. All stakeholders would have a

voice.

People within this community would in my opinion communicate better with each other

resulting in more harmonious mental health and well being. People who feel harmed or people

who are immersed in conflict should hopefully feel more fulfilled by going through the

Restorative practice process. It is undeniable that when matters of conflict and personal or

psychological damage are allowed to fester without resolution it can result in more serious

issues’ Sinead Donohue, Garda

‘For me a Restorative Waterford would;

Inclusively, respectfully and consistently manage conflict.

Promote empathy from a very young age which would enable more people of all ages in our

communities to self regulate.

RP would be the default approach of any organisation in contact with people

Accept ongoing support, expertise & guidance to enhance restorative approaches &

outcomes’ Ken Sauvage, Project Manager, Treo

How can RP support and enhance strategic planning and implementation of service delivery for

statutory agencies and community groups across a broad range of disciplines and issues?

Restorative Practice becomes a universally recognised and accepted practice across ALL

service provision within the city and county of Waterford

Restorative Practice mechanisms and methodologies are stitched in to organisational

plans, strategies and ways of working

Restorative Practice becomes a recognised culture within and across all service provision

and service providers

Restorative Practice methods and processes are owned by all practitioners and service

providers – buy-in to restorative practices is genuine

Restorative Practice becomes the foundation of all service planning

There is recognition that service delivery across all areas of professional, social, business,

community and family life is made up of a series of personal interactions and relationships

– Restorative Practice places these relationships and interactions at the heart of planning,

implementation, work practice and service delivery

Why is this important for organisations, institutions and service providers?

1. Building healthy, functioning relationships within professional and organisational settings

aids strategic planning, increases efficiency and influences policy and practice towards

building constructive relationships with stakeholders, customers and service users.

2. Utilising R.P. within local authority and democratic structures develops opportunities for

real engagement with citizens and provides meaningful frameworks and forums for

genuine participatory democracy. Relationships which traditionally have encompassed a

sense of power imbalance e.g. between residents and local authorities can be actively

enhanced providing for a genuine dialogue and solution-focussed outcome.

3. R.P promotes creativity, innovation and critical analysis by developing interactive and

non-authoritarian environments within meeting spaces and planning sessions; this

transfers outside the immediate working environment and encompasses increased

collaboration amongst agencies and organisations.

4. Such environments foster collaborative working practices within organisations and across

wider networks thereby supporting organisations and community groups to maximise the

impact and effectiveness of service delivery and community activity. In terms of the policy

context, the public reform agenda of the current Government emphasizes both ensuring

greater productivity and increasing collaboration, and has ‘leading, organising and

working in new ways’ as a core commitment (Department of Public Expenditure and

Reform, 2011, p. 3).

5. R.P. actively supports non-threatening conflict resolution mechanisms to reduce tension

within the workplace and fosters mutually beneficial and respectful professional working

relationships.

‘I’m delighted Le Chéile volunteer mentors have been trained to use restorative language in

their approach to mentoring both young people and parents and I’m hopeful this approach will

help empower the people we work with develop an understanding of how an RP approach can

help work through conflicts and take ownership of behaviour’

‘As part of our services to the families of the young people we work with I’m really excited to be

rolling out our first Restorative Parenting Course in the Summer of 2015. I’m hopeful this will be

an enjoyable, practical and reflective course for parents to find out about their own response to

conflict and RP techniques which will help them in their approach to parenting’ Heather

Sinnott, Le Chéile Mentor Co-ordinator – South East region

‘Waterford Gardai are embracing Restorative Practice. We see it as a tool to unify communities

and bring them together, giving them a voice in building safer and better communities. In

partnership we strive to build resilient communities and use RP where possible to heal the harm

caused by crime and anti-social behaviour. Internally we see it as a positive tool to build

relationships creating a positive and focused workforce who provide an excellent service to our

customers’ Anthony Lonergan, Inspector, An Garda Siochana, Waterford

‘Barnardos really welcome the RPN as an effective way of working with children young people

and families, Barnardos staff use it informally with families, and it is a positive way of resolving

conflict and ensuring that both parties get heard, are understood and agree a way forward. It is

very effective in helping resolve and restore relationships within families as it results in better

understanding into feelings behind behaviours and both the parent and the child/young person

are supported talk about an incident that may have caused conflict, they are supported to say

how they feel and how they can agree to move on from it, the result being that everyone feels

listened to and understood thus reducing further conflict.’ Úna Conroy - Project Leader,

Barnardos Family Support Project

‘I regard Restorative Practice as a critical enabling competence and process that will further

enhance the capabilities of Waterford Gardaí in the efficient and effective pursuit of our public

facing strategic objectives – (1) Prevention of Crime and Danger, (2) Growth of Community

Spirit, Resilience & Confidence, and (3) Delivery of High Quality Service Experience to Citizens

and Communities. The delivery of excellent public value by the Gardaí is best approached

through active cooperation, collaboration and co-creation by a wide range of public and

community agencies working and achieving together. Restorative Practices affords us a

common person centred framework and a shared progressive language that is developmental,

growth promoting and life enhancing for all participants. Its interrogative engagement with

current presenting interpersonal challenges prioritises personal responsibility, reflection,

empathy and responsibility taking – skills and characteristics that seem essential to personal

growth and community strength. It represents a most progressive balancing contribution to

existing reactive criminal justice approaches that are dominated by retribution and shame

focused correction of offenders’.

P.V. Murphy, Chief Superintendent, Waterford.

‘As a manager of a large Family Resource Centre I really look forward to engaging with R.P. as

an approach – it is transferable across all aspects of our family support services, counselling,

childcare and programme work’ Manager, St. Brigid’s Family & Community Centre

Brief History of Restorative Practice and Restorative Justice

Restorative practice has its roots in restorative justice, a way of looking at criminal justice that

emphasizes repairing the harm done to people and relationships rather than only punishing

offenders (Zehr, 1990).

In the modern context, restorative justice originated in the 1970s as mediation or reconciliation

between victims and offenders. In 1974, Mark Yantzi, a probation officer, arranged for two

teenagers to meet directly with their victims following a vandalism spree and agree to restitution.

The positive response by the victims led to the first victim-offender reconciliation program, in

Kitchener, Ontario, Canada, with the support of the Mennonite Central Committee and

collaboration with the local probation department (McCold, 1999; Peachey, 1989).

The concept subsequently acquired various names, such as victim-offender mediation and victim-

offender dialogue as it spread through North America and to Europe through the 1980s and

1990s (Office of Victims of Crime, 1998).

Restorative justice echoes ancient and indigenous practices employed in cultures all over the

world, from Native American and First Nation Canadian to African, Asian, Celtic, Hebrew, Arab

and many others (Eagle, 2001; Goldstein, 2006; Haarala, 2004; Mbambo & Skelton, 2003; Mirsky,

2004; Roujanavong, 2005; Wong, 2005).

Eventually modern restorative justice broadened to include communities of care as well, with

victims’ and offenders’ families and friends participating in collaborative processes called

conferences and circles. Conferencing addresses power imbalances between the victim and

offender by including additional supporters (McCold, 1999).

The family group conference (FGC) started in New Zealand in 1989 as a response to native Maori

people’s concerns with the number of their children being removed from their homes by the

courts. It was originally envisioned as a family empowerment process, not as restorative justice

(Doolan, 2003).

In North America it was renamed family group decision making (FGDM) (Burford & Pennell,

2000).

In 1991 the FGC was adapted by an Australian police officer, Terry O’Connell, as a community

policing strategy to divert young people from court. The IIRP now calls that adaptation, which has

spread around the world, a restorative conference. It has been called other names, such as a

community accountability conference (Braithwaite, 1994) and victim-offender conference

(Stutzman Amstutz & Zehr, 1998).

In 1994 Marg Thorsborne, an Australian educator, was the first to use a restorative conference in

a school (O’Connell, 1998).

The International Institute for Restorative Practices (IIRP) grew out of the Community Service

Foundation and Buxmont Academy, which since 1977 have provided programs for delinquent and

at-risk youth in south eastern Pennsylvania, USA.

Initially founded in 1994 under the auspices of Buxmont Academy, the Real Justice programme,

now an IIRP programme, has trained professionals around the world in restorative conferencing.

In 1999 the newly created IIRP broadened its training to informal and proactive restorative

practices, in addition to formal restorative conferencing (Wachtel, 1999). Since then the IIRP, an

accredited graduate school, has developed a comprehensive framework for practice and theory

that expands the restorative paradigm far beyond its origins in criminal justice (McCold &

Wachtel, 2001, 2003).

Use of restorative practices is now spreading worldwide, in education, criminal justice, social

work, counselling, youth services, workplace and faith, community applications (Wachtel, 2013).

Defining Restorative – IIRP; Ted Wachtel, President and Founder

What are the links between Restorative Practice and Restorative Justice?

The IIRP distinguishes between the terms Restorative Practice and Restorative Justice. It views

Restorative Justice as a subset of Restorative Practices. Restorative Justice is reactive, consisting

of formal or informal responses to crime and other wrongdoing after it occurs. The IIRP’s

definition of restorative practices also includes the use of informal and formal processes that

precede wrongdoing, those that proactively build relationships and a sense of community to

prevent conflict and wrongdoing. Where social capital—a network of relationships—is already

well established, it is easier to respond effectively to wrongdoing and restore social order—as

well as to create a healthy and positive organisational and community environment. Social capital

is defined as the connections among individuals (Putnam, 2001), and the trust, mutual

understanding, shared values and behaviours that bind us together and make cooperative action

possible (Cohen & Prusak, 2001).

Restorative approaches can be used at any point on the continuum of supports, from prevention

and early intervention, right through to victim-offender mediation and serious offences. Where

on this continuum the intervention occurs may slightly alter the approach. Restorative

practice can be defined as an approach to restoring good relationships when there has been

conflict or harm that attempt to incorporate either offender awareness of the harm they have

caused, or offender efforts to pay back the community for that harm, without necessarily

engaging in restorative justice or in any way repairing harm done to their own victims.

Restorative Justice is a process whereby parties with a stake in a specific offence resolve

collectively how to deal with the aftermath of the offence and its implications for the future.

Restorative justice can be an alternative to, or used in conjunction with, other criminal justice

responses.

‘Restorative practice has its roots in restorative justice, a way of looking at criminal justice that

emphasizes repairing the harm done to people and relationships rather than only punishing

offenders’ (Zehr, 1990).

Examples of Restorative Justice methods include restorative conferencing which is a structured

meeting between offenders, victims and both parties’ family and friends, in which they deal with

the consequences of the crime or wrongdoing and decide how best to repair the harm. Neither a

counselling nor a mediation process, conferencing is a victim-sensitive, straightforward problem-

solving method that demonstrates how citizens can resolve their own problems when provided

with a constructive forum to do so (O’Connell, Wachtel, & Wachtel, 1999)

“Sarah recklessly left a cigarette smouldering on a slide in a children’s park. This caused

extensive damage to the slide which had to be replaced. The locals, but in particular the

playground committee, were very angry about this. A Restorative conference was held between

the Chair of the committee and the girl involved. A written letter of apology was given to the

committee and an agreed sum of money was saved by Sarah to give to the committee to

reinforce her apology. All were happy with the outcome”.

‘Patrick was assaulted on his way home from school one day by two boys known to him. He

was very traumatised by the event as was his mother...They and the parents of the two youths

involved agreed to attend a restorative conference. The process went well and was very

emotional for two of the mothers involved. Apologies were given and a promise was given

never to harm Patrick again which was so important for his mother to hear. All parties found

the experience very helpful’ Sinead Donohue, Garda, Waterford

Glossary of Terms

DSP Department of Social Protection

FRC Family Resource Centre

IIRP International Institute for Restorative Practice

P.O. Probation Officer

R.J. Restorative Justice

R.P. Restorative Practice

SCP School Completion Programme

Tusla Child & Family Agency

WHO World Health Organisation

WIT Waterford Institute of Technology

WPPN Waterford Public Participation Network

WRPN Waterford Restorative Practice Network

WSTCYS Waterford & South Tipperary Community Youth Service

WWETB Waterford and Wexford Education & Training Board

Participating members of WRPN

An Garda Siochana

Tusla, Child & Family Agency

Waterford City & County Council

School Completion Programme

Probation Service

Treo Port Lairge Ltd.

Barnados WIT

St. Brigid’s Family Resource

Centre

Le Cheile Mentoring & Youth Justice Support Services

Waterford South Tipperary

Community Youth Service

Waterford Public Participation Network

Inspector Anthony Lonergan Sinead Donohue

Claire McNamara

Vinnie O’Shea

Andy Battell Sharon Walsh

Mary Goode

Ken Sauvage Vanessa Crowley

Úna Conroy

Dr. Niamh Maguire

Anne Goodwin

Heather Sinnott

Majella Keating

John Hawkes

The contribution of all members of the WRPN is acknowledged and highly valued