Inside the Restorative Justice Black Box: The Role of Memory Reconsolidation in Transforming the Emotional Impact of Violent Crime on Victims

Bolitho, Jane

doi:10.2139/ssrn.3414151

Cited by 6 publications

(9 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Future research should fill this gap in the literature to better understand how RJ may benefit victims. In particular, it may be necessary to examine how RJ can contribute to victim recovery as it remains as "black box" (Bolitho, 2017). Since not all victims may get recovered through RJ depending on the impact of offending (Daly, 2005), research on how, in what condition, and for whom RJ helps recovery is needed.…”

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

See 1 more Smart Citation

How Does Restorative Justice Work? A Qualitative Metasynthesis

Suzuki

Yuan

2021

Criminal Justice and Behavior

View full text Add to dashboard Cite

A systematic effort to answer in what ways and contexts the claims of restorative justice (RJ) prove persuasive is lacking. We address this gap through a metasynthesis of qualitative studies. Drawing on 26 studies identified through the systematic literature search, we identified three overarching themes to understand “how RJ works”: (1) opportunities for humanization, learning, and putting emotions of victims and individuals who committed a crime at the center of conflict-solving, (2) support networks and mechanisms for communication, and (3) life-changing journey enshrined in healing. We develop a line of argument showing how the micro-, meso-, and macro-elements of RJ interact with each other. While offering reflections on the limitations of existing literature around this key issue, we conclude with implications for advancing research of RJ.

show abstract

Section: Limitations and Future Research Directionsmentioning

confidence: 99%

“…While existing literature backed by these meta-analyses provided systematic knowledge of what RJ can do, "how RJ works" remains unknown (e.g., Bolitho, 2017). This is not a new problem; rather, it was indicated by some scholars more than a decade ago.…”

mentioning

confidence: 99%

How Does Restorative Justice Work? A Qualitative Metasynthesis

Suzuki

Yuan

2021

Criminal Justice and Behavior

View full text Add to dashboard Cite

show abstract

“…If one steps out of the laboratory, however, one might encounter some evidence of the possible utilization of reconsolidation in psychotherapeutic work (Bolitho, 2017; Ecker, 2015; Ecker, Titic, Hulley, & Neimeyer, 2012; Shapiro, 2002).…”

Section: Clinical Implications Of Reconsolidation-based Behavioral Ma...mentioning

confidence: 99%

“…Additional studies have suggested that the more difficult the working memory task, the larger the disruptive effects (e.g., Littel, Remijn, Tinga, Engelhard, & van den Hout, 2017a, 2017b). It is interesting that, in addition to memory-reconsolidation therapy and EMDR, reconsolidation mechanism was also suggested to account for some of the beneficial emotional impacts of restorative justice practices (Bolitho, 2017). In this victim-oriented practice, exposure to the perpetrator (in a safe and mediated space) might trigger the reactivation of the traumatic event.…”

Section: Clinical Implications Of Reconsolidation-based Behavioral Ma...mentioning

confidence: 99%

Behavioral disruption of memory reconsolidation: From bench to bedside and back again.

Drexler

Wolf

2018

Behavioral Neuroscience

View full text Add to dashboard Cite

During the postretrieval reconsolidation "window", memories can be disrupted, strengthened, or updated using various pharmacological and behavioral manipulations. Behavioral manipulations are more ecologically valid, thus allowing better understating of memory modification under natural conditions, but they can also be less potent compared to pharmacological interventions. In this review we present the current human and animal literature, aiming to understand the modulatory factors (i.e., task relevance, complexity, intensity) that promote reconsolidation disruption in purely behavioral means. The reviewed studies have suggested that both very simple tasks and more complex learning paradigms can be used to disrupt or update memory reconsolidation, even of stronger emotional memories. Stress exposure is a possible interference task, yet the conflicting results leave many open questions regarding its required timing and intensity. Going from bench to bedside and back again, we point to the need for more research in clinical populations to establish the therapeutic potential of reconsolidation-based treatments. Several findings from outside the laboratory offer promising leads for future research. (PsycINFO Database Record

show abstract

“…Consequently, positive emotional behaviors, coming from the suggested principles of good practice will support students to meet a challenge with optimism and strength and respond to other people with sincerity and enjoyment (Gumora & Arsenio, 2002). According to (Bolitho, (2017), emotional experiences are ever-present and significant and possibly even dangerous in academic settings, as emotion controls virtually every aspect of learning. Assessments, assignment, and deadlines have connected with different emotional states that incorporate frustration, nervousness, and boredom.…”

Section: The Role Of Emotions In Learningmentioning

confidence: 99%

Academic Emotions And Performance of the Senior High School Students: Basis for Intervention Program

Destacamento¹

2018

SHERJ

View full text Add to dashboard Cite

Emotions are ever-present in academic settings and can significantly influence learning and achievement. Since the classroom is an emotional place, students often experience emotions in school. This study determined the effect of academic emotions in academic settings such as attending class, studying lesson, and taking test/exam towards academic performance to find remedies and effective measures aim to yield an intervention program to improve the learning experience of the students. Descriptivecorrelational and descriptive-comparative research design has used in this study. Stratified random sampling was employed. The researcher collected data using an adopted questionnaire from Achievement Emotions Questionnaire. A total of 185 Grade 12 Senior High School Students were involved. Data were analyzed using the Descriptive Analysis, Multiple Linear Regression Analysis, Pearson Correlation Analysis, t-Test, and ANOVA. The study established that there was a significant relationship between the academic emotions and academic performance of the senior high school students. Results also revealed that as the level of academic emotions at attending class, studying lesson and taking test/exam increases, the academic performance of the students also increases. 12.8% of the variability is accounted for by the model with predictors comprising a level of academic emotions in studying lessons and level of

show abstract

Inside the Restorative Justice Black Box: The Role of Memory Reconsolidation in Transforming the Emotional Impact of Violent Crime on Victims

Cited by 6 publications

References 68 publications

How Does Restorative Justice Work? A Qualitative Metasynthesis

How Does Restorative Justice Work? A Qualitative Metasynthesis

Behavioral disruption of memory reconsolidation: From bench to bedside and back again.

Academic Emotions And Performance of the Senior High School Students: Basis for Intervention Program

Contact Info

Product

Resources

About