A report on the IIRP’s first participatory symposium, which brought together 42 professionals to share and strategize about how to implement and sustain restorative practices in a wide range of settings. Accompanied by a video of the event.

Throughout Latin America there are growing efforts to confront the social consequences of poverty and violence. Restorative practices provides an outlook that is appealing to many who are working to bring people together to resolve problems and transform the nature of society.  This two-part article discusses how individuals in Latin America are implementing restorative practices in their organizations, schools and communities. Part one discusses Nicaragua, Panama and Colombia. Part two talks about Mexico and Peru and references work in Brazil.

Throughout Latin America there are growing efforts to confront the social consequences of poverty and violence. Restorative practices provides an outlook that is appealing to many who are working to bring people together to resolve problems and transform the nature of society.  This two-part article discusses how individuals in Latin America are implementing restorative practices in their organizations, schools and communities. Part one discusses Nicaragua, Panama and Colombia. Part two talks about Mexico and Peru and references work in Brazil.

The fourth commencement of the International Institute for Restorative Practices (IIRP) Graduate School, on June 25th, 2011, in Bethlehem, Pennsylvania, USA, included 35 graduates and a crowd of 230-plus family and friends. Just two days before, the Middle States Commission on Higher Education granted the IIRP official accreditation status. This article includes a link to a video of a "talking circle" with 10 graduates speaking about their IIRP experience.

View the conference schedule and presentation materials (where provided).

The IIRP’s two-year Whole-School Change Program is being implemented in 22 schools across the US. In this article by Laura Mirsky, teachers, administrators and other school staff talk about their experiences with the Whole-School Change implementation process and share stories about how restorative practices is affecting their school communities and themselves. Some preliminary data is included, as well.

The principal of Lancaster Catholic High School, in Lancaster, Pennsylvania, USA, tells how his use of restorative practices with school staff, parents, students and the entire school community brought about his advancement to principal and has enhanced the school since then.

Through a combination of grassroots efforts and government support, Nova Scotia, Canada, has the potential to become "a restorative province." This article by Mary Shafer and Laura Mirsky tells how the restorative approach is being implemented in schools and communities and includes interviews with education and agency professionals.

When a student committed suicide at the University of Vermont, the school community was well prepared to deal with the tragedy because they had been trained in the use of restorative practices such as responsive circles. This article by Joshua Wachtel tells how these processes were brought into play.

IIRP  | 2010-10-29 |

View the conference schedule and presentation materials (where provided).