Receptivity to restorative justice: A survey of goal importance, process effectiveness, and support for victim–offender conferencing

Abstract

As the use of restorative justice processes continues to grow in the West, it is helpful to understand the factors that influence people's support for the use of restorative processes. Working from a conflict goals perspective, this study explores how support for the use of victim–offender conferencing following instances of first‐time, nonviolent offending by youth is influenced by perceived importance of justice outcomes, perceived effectiveness of conventional and restorative processes at accomplishing those outcomes, and perceived appropriateness of conventional and restorative processes. It concludes with a discussion of implications for restorative justice research and advocacy.

Police perceptions of restorative justice: Findings from a small‐scale study

“…RJ is about offender accountability, victim healing, and community safety, through mediation and dialogue whenever possible.” A widely recognized definition was put forward by Marshall (), who, when researching RJ for the Home Office in the United Kingdom, defined it as “a problem solving approach to crime which involves the parties themselves and the community generally, in an active relationship with statutory agencies” (p. 5). While there is no universal definition of RJ, Marshall's is widely accepted as it refers to the parties involved (both victim and offender) as well as the community and statutory agencies, and thus supports the general consensus that RJ “prioritizes individual, relational, and community restoration” (Greg, , p. 3) in the aftermath of a crime or harmful event. In the interests of clarity and simplicity, Marshall's () definition of RJ was used for this paper.…”

“Students can change a school”: Understanding the role of youth leadership in building a school culture of peace

“…Identifying sources of oppression and considering the macro‐ and micro‐power dynamics influencing the students' environment are a central theme, and most critical peace educators consider a student's ability to analyze power dynamics and roots of injustice to be a top educational and social justice outcome. For example, Paul and Swan () provide insight into public perceptions of the victim‐offender conferences so often associated with restorative justice (RJ) practices used in schools and the community. Hansen and Umbreit () provide a timely and useful review of the literature thus far, demonstrating the effectiveness of RJ and discussing research that is still needed.…”

Introduction to restorative justice colloquy

“…For example, Umbreit and Hansen (2018) consider the historical body of research delineating the effectiveness of victim‐offender mediation within the criminal justice system over the past forty years. Paul and Swan's () study demonstrates public support for conferencing in the criminal justice system that provides evidence of its perceived benefits and an appetite for conferencing among the public. Restorative practices also have expanded greatly from initial applications like providing a diversionary approach out of the criminal justice system or a more participatory approach to the justice process and sentencing.…”