Restorative justice evaluation proposal

It also brings harm to communities, people and relationships. As a framework of justice, it must address the harms meted and the wrongdoings in response. The best way to restore justice is by engaging the involved parties if they are willing to meet and discuss the harms and strategies of finding a solution. Other approaches can be used if the parties are unwilling to meet. However, meetings are essential for introducing transformational changes into the lives of the people involved. It is a cooperative effort involving victims and defendants in which the latter are informed and enlightened about the impact of their criminal actions. The crime victims, therefore, get the opportunity to work unanimously with the defendants in trying to dissuade defendants from committing similar crimes in retaliation.

This paper, therefore, explores the two main phases in the practice of restorative justice. First is the opportunity for the crime victims to communicate with defendants. Second, it presents the community with the opportunity to develop a sentence and encourage the defendant to take a different path in the future. Crime fundamentally violates interpersonal relations and rapport with other people The principle observes that whenever there is a crime in the community, it harms people are harmed and become victims who call for the need to restore peace. The people who are directly affected are the primary victims. Family members of the victims, witnesses, offenders, and the affected community are also classified as victims (Braithwaite, 2016). The main stakeholders in the justice process are the victims, offenders and the community.

It is thus important to address the crime because it has affected the relationships of the stakeholders. The obligations are meant to make things right. However, painful or difficult the obligations are they must never result in vengeance or revenge. Restitution should be prioritized for victims over sanctions. The state can be fined as part of their obligation. Offenders must actively participate in addressing their needs. It can be achieved by encouraging face to face encounters if such is desirable or exploit alternative approaches if the encounter is impossible (Gavrielides, 2017). The victims have the role of defining the terms and conditions for exchange. In the process, the agreement must be leveraged over imposed outcomes to present opportunities for remorse, forgives and reconciliation.

The process heals and repairs the harms caused by addressing the competencies and needs of the offenders. Community members must actively participate in the process it belongs to the community. They should not be judged as they share their perspectives. The can follow up to confirm the authenticity of the information given if need be. • Applicable in minor disruptions like the school environment • Addressing institutional concerns and worries • Addressing worries in the community • Need for a debriefing of the involved parties Restorative discussion It is conducted by the most powerful person, mediator or counselor, and the offenders. It entails expressing the rising concerns and listening to the needs and feelings of the offender. The objective is to unearth the reasons for the inappropriate behavior of the offender and cause inappropriate behavior in question.

Offenders learn the impact of their actions and develop a plan to amend or repair the violations. Victim-offender conferencing is conducted through mediations. What is mediation? Mediation is a private, non-binding and voluntary dispute resolution process in which a neutral person helps the involved parties to reach their negotiated settlement (Brown, 2017). It is a decision-making process of restorative justice facilitated by a qualified person who can be emergent or a contracted mediator. In mediation, conflicts are perceived less negatively but more as facts of life. For instance, it helps co-tenants to discuss and reframe issues to establish alliances among themselves and with landlords and take a joint action to pursue common interests. School-based mediation is an example of institutional mediation where peer mediation of conflict resolution is taught to prefects to help other students develop appropriate social responses and anger management when in the face of conflict (Fronius et al.