Polly Long
David Karp
College Student Misconduct, Restorative Justice, and Student Development
Presenter: David Karp
Implementing RJ in a community setting is different than in a business setting, a K-12 school, or in a university. Universities are quintessentially liberal environments that embrace academic freedom and personal autonomy with a population of emerging adults who are predisposed to experimentation and uninhibited self-expression. The United States enrolls 21 million students in 4500 educational institutions. Large universities manage thousands of student misconduct cases per year, often in parallel with criminal court processing. Student conduct is the responsibility of student affairs administrators who are guided by principles of student development and personal autonomy. Conduct administrators have nearly universally adopted a disciplinary approach called the “model code of student conduct.” This approach is based on motivational interviewing coupled with an eclectic mix of retribution, deterrence, incapacitation, and restorative justice. This session will discuss how RJ is being integrated into model codes, focusing on successful implementation practices in this unique setting.
Kelly McGrath
Panel presentation from the Florida Restorative Justice Association on how various members are working towards connection in the community. The River Phonenix Center for Peacebuilding uses RJ in the Gainesville community. The Community Connections Program uses RJ as a diversion for teens who have conflict with the law or in schools. The Miccosukee Land Co-op uses RJ to resolve neighborhood conflicts and rebuild connection.
Martha Brown
The purpose of this mixed methods multisite case study is to understand the relational ecology of urban schools adopting school-wide restorative approaches and the changes that occur throughout the schools as a result of the reform implementation process. This mixed methods multisite case study was designed in partnership with educators, researchers, and administrators at the Oakland Unified School District (OUSD) for the explicit purpose of increasing the immediate usability of the findings. Brown's case study was conducted within the context of a larger, district-wide evaluation of restorative justice throughout Oakland schools. Brown’s study provides a rich and detailed description of life in two urban middle schools - information that may enhance and/or augment findings of the larger evaluation and influence future research and policy within the district and in schools nationwide.
Kelly McGrath
This meeting is to welcome Florida's restorative justice facilitators and advocates to the Florida Restorative Justice Association. Contact is Kelly McGrath,, 850-766-2769
J. Renee Trombley
Promoting the Power of Peacemaking Circles and Making Connections in the Classroom – Taking Advantage Of Restorative Justice Techniques in Academia

The use of restorative justice programming, and in particular the use of peacemaking circles, continues to be a growing practice that can be witnessed in a variety of settings across multiple academic disciplines. The utilization of peacemaking circles in the classroom is a natural choice for many reasons, including the process it provides for critical discussions of course content, promoting inclusiveness and community building within the classroom, and allowing students to have a first-hand experience with the power of restorative justice programming. This paper examines thematic content provided by self-administered surveys from students across several different criminal justice courses that utilized a peacemaking circle process as a key component in course delivery and provides a discussion of relevant findings and recommendations.

Dr. J. Renee Trombley, Assistant Professor in Criminal Justice
Southern University of New Orleans

Toran Hansen
Abstract limited to approximately 150 words (1,500 characters). Be sure to include your name and contact info with your abstract.
Rev. Sunshine Daye
Rev. Sunshine Daye 562.712.5683 562.435.8184
Spirituality and RJ
Restorative Justice is a philosophy, a way of life and a change of heart. Spiritual living is a philosophy, living from the heart and seeking Oneness in our differences. My workshop will address the connection between spiritual living and restorative justice.
Thalia González
Scholars have explored restorative justice practices in a multitude of settings. Much of the discourse has focused on restorative justice as an alternative to traditional punitive and retributive processes. Whether restorative or punitive, justice processes that seek to address harm are not apart, above, or outside social, cultural and political relations. The goal of this presentation is to argue that the ontology of restorative justice should not be bound only to a transformational process related to repairing harm, but rather viewed as a liberating moment of politicization. Thus, restorative justice is not simply a matter of redemptive politics in which subordinated people overcome the past. Instead, it allows for a connection between the lived experiences of a past harm to a present vision of overcoming oppression by dominant structures of authority to build more sustainable communities.
Ted Lewis
Abstract limited to approximately 150 words (1,500 characters). Be sure to include your name and contact info with your abstract.
Sherry Weinstein
Peace Education Program

This workshop is an introduction to the Peace Education Program (PEP), an innovative educational program that has been held in over 100 correctional facilities in more than 20 countries since 2008.

The purpose of PEP is to help inmates discover their own inner resources – innate tools for living such as inner strength, choice and dignity – and the possibility of personal peace.

PEP is an application of restorative justice in an intrapersonal way – the individual learns ways to make peace with himself or herself first – and that leads to forgiving or making peace with others.

PEP is facilitated by volunteers, and has a 10-session curriculum that consists of videos and written materials, each focusing on a particular theme. These workshops are non-religious, and are offered free of charge to correctional facilities.

For more information, contact:

Sherry Weinstein, Director of the Peace Education Program
Ross London
Abstract limited to approximately 150 words (1,500 characters). Be sure to include your name and contact info with your abstract.
Leslie Neale
Leslie Neale, director/producer
"Unlikely Friends" documentary

Unable to screen my documentary, "Unlikely Friends," due to a family emergency at the last conference, I would like to present it to the 2015 NACRJ Conference.

I have been traveling with "Unlikely Friends" around the country, participating in panels on Restorative Justice.

Narrated by actor, Mike Farrell, "Unlikely Friends" tells the ground-breaking stories of victims of brutal crimes who, through forgiveness, unexpectedly become friends with those who hurt them.

“Unlikely Friends” explores how the power of forgiveness between victim and perpetrator can affect change within the criminal justice system by paving roads to reconciliation and rehabilitation.

These extraordinary stories reveal a deeper understanding of the human need for healing through forgiveness in cases of violent crime and how this powerful act could have a positive effect on the penal system and all of society.

*Please contact for viewing of film.
Danielle Sered
“Something Else is Possible: Using Restorative Justice to Address Serious and Violent Felonies as an Alternative to Incarceration.” Danielle Sered will discuss her experience directing Common Justice, a restorative justice-based alternative to incarceration and victim service program for serious violent felonies based in Brooklyn, NY. Common Justice, a project of the Vera Institute of Justice, offers an alternative to the traditional court process to both those harmed by and responsible for felonies such as assault, robbery, and burglary. Project staff brings together people immediately affected by a crime to acknowledge the harm done, address the needs of the harmed party, and agree on sanctions other than incarceration to hold the responsible party accountable. The project seeks to repair harm, break cycles of violence, and decrease the system’s heavy reliance on incarceration. Danielle will discuss Common Justice’s trauma-informed work with young men and women of color harmed by crime, as well as their work to hold those responsible for violence accountable in a way that upholds their dignity, reduces the likelihood of further harm, and supports the healing of all involved. She will discuss their collaboration with the criminal justice system, and will discuss a new effort Common Justice is launching to anchor a national learning collaborative for people working with young men of color who have survived violence.
Marilyn Armour
Marilyn Armour
Mechanisms of Action in Bridges to Life (BTL)
This presentation will delineate the mechanisms of action underlying the success of a 12-week in-prison community-facilitated group program between offenders and crime victims. The recidivism rate for the program’s 19,000 graduates is low (17%), suggesting that it could offer a useful model for other re-entry programs. The aims of the study were to examine change in offenders’ self-concept, social identity and motivation to change their criminal behavior and (2) to identify key components in the intervention that influence this change. Researchers assigned to small groups as "co-facilitators" gathered data about change processes using participant observation, semi-structured interviews, and psychological assessments at three time points. A model of the change process provides previously unrealized insight into the underlying mechanisms by which BTL, and potentially other restorative justice programs, may function to create behavioral change and reduce recidivism.
Marilyn Armour
Marilyn Armour marmour@utexas.eduThe Spiritual Components of Restorative Justice
The concept of spirituality in restorative justice practice is often fuzzy and poorly understood. This presentation reports on the results from a content analysis of restorative justice texts specific to religion and spirituality. The study found nine distinct components including transformation, connectedness/belonging, common human bond, repentance, forgiveness, making right a wrong, balance/harmony, rituals, and unexplained spiritual phenomena. The conceptual clarification of the relationship between spirituality and restorative justice gives mediators/facilitators more tools to deepen their interactions with victims, offenders and community members. Delineation of the nine components offers researchers a framework for the development of tools that can be used to assess participant’s experiences in restorative justice dialogues.
Marilyn Armour
Marilyn Armour marmour@utexas.eduEd White Middle School:
Study of the Implementation Process over Three Years
Although schools that use restorative practices frequently report dramatic changes in student behavior, there is little information on the school’s experience of the implementation process. This presentation reports on a study of the outcome and formative results of introducing a whole-school model into a highly punitively-oriented school sequentially over three years beginning with the sixth grade and adding a grade level each year. Besides information on at-risk student behaviors, school climate, and the experiences of teachers and administrators, the presentation will focus on the additive effects of restorative practices specific to the change process, the impact on the feeder system between elementary and secondary schools, and issues of sustainability. The strategic use of this study to effect state-wide change will also be described.
Amy Nemmetz
A Win-Win: Criminal Justice Students facilitate Restorative Justice Programming with Inmates

Amy Nemmetz, Assistant Professor, University of Wisconsin-Platteville (

Compelling offenders to recognize the harm they have caused and subsequent steps to repair the harm are imperative components of restorative justice. With the support of a local restorative justice organization, twenty-five University of Wisconsin-Platteville undergraduate criminal justice students created and facilitated a victim impact restorative justice curriculum for 75 inmates at a minimum security prison in the fall of 2014. Several components of the programming were eye opening for the students, inmates, and correctional institution staff members. As a result of the strong rapport and success, a follow up restorative justice gardening curriculum will be facilitated by students this spring. This presentation will include highlights from the two restorative justice projects, data results, correctional institution feedback, community partner involvement, and plans for future programming.
Audrey Stang
Building Sustainable Communities Through Restorative Justice
Children’s Service’s Council of Broward
In 2014, Broward County, FL earned certification as a 4 STAR Local Sustainable Community. Sustainable Communities have best practice human service delivery including violence intervention programs and strategies to support at-risk families and youth. They strive toward equity of opportunity for all members.
Disparate treatment of black youth in Broward’s schools and at all points in the juvenile justice system have fed the “Schoolhouse to Jailhouse Pipeline” causing young black males to lose their futures at an alarming rate. However, recent community efforts are creating new ways of addressing harmful behaviors with greater equality. This presentation will focus on best practice “system rebuilding” in Broward County that promotes greater use of non-arrest alternatives (PROMISE Program) and non-judicial handling of arrests (civil citation/ diversion) utilizing Restorative Justice practices to heal harms, reduce disparity and strengthen communities.

Audrey Stang, Director of Program Services
Children’s Services Council of Broward
954 377-1137
Aditi Das
Abstract limited to approximately 150 words (1,500 characters). Be sure to include your name and contact info with your abstract.
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