Restorative practice, which evolved from restorative justice, is a new field of study that has the potential to positively influence human behavior and strengthen civil society around the world. “The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them” (International Institute for Restorative Practices).
Peta Blood and Margaret Thorsborne are both highly respected in the field of restorative practices for their developmental work in the implementation of restorative practices in educational and workplace settings. Margaret Thorsborne is the director of Margaret Thorsborne and Associates and Transformative Justice Australia. She is an expert on school and workplace bullying and has helped with the introduction of restorative practices into schools and workplaces in Australia (Margaret Thorsborne) Peta Blood lives in Sydney Australia. Together Thorsborne and Blood co-founded Restorative Practices International (RPI) which is the words first international membership organization for restorative practitioners (Blood & Thorsborne, 2013).
Implementing Restorative Practices in School, explains what has to happen in a school in order to become restorative. The book is divided up into three sections. The first section explains the prospective gains of restorative practice in schools, recounting encouraging results for students and teachers. Section two studies the process of understanding and dealing with change, providing practical guidance on the emotional barricades that may be encountered along the process. To end with, section three provides eight steps and guidance in order to attain a restorative school that stays.
Implementing Restorative Practices in Schools begins with a brief history of Restorative Practice in schools. The theory and philosophy of restorative justice is explained, which we have gone over heavily in class. This book ends with a scenario of what a truly restorative school might look like, sound like, and feel like (Blood & Thorsborne, 2013, p.58).
Section two is about managing the change process so that everyone can understand what is involved. It is important the staff see that change will worth the effort because of the improved educational outcomes for learning by maximizing interest and enjoyment, and minimizing the more toxic emotions that impede learning and job satisfaction (Blood & Thorsborne, 2013, p.67) This chapter introduces Rodgers (2003) Diffusion Model of Innovation. It explains in great detail the different types of people who make up a school: innovators, early adopters, early majority, late majority, and laggards (Blood & Thorsborne, 2013, p.74) After reading each category I have found that I relate the most with the innovators. I am always on the lookout for new and promising...