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Education

Restorative Messenger Newsletter

Avon and Somerset Police RJ Coordinators Newsletter Last month marked International RJ week (20/11-27/11) and we hope you kept an eye on our activities! Our main aim was to raise awareness of RJ with the general public. This is because nationally not enough people have heard of RJ and this acts as a large barrier […]

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Realising Restorative Justice – Human Rights and Personal Realities

Realising Restorative Justice – Human Rights and Personal Realities 9th International Conference of the European Forum for Restorative Justice 22-24 June 2016 Marian Liebmann This conference takes place every two years and is a wonderful chance to meet all sorts of people involved in restorative justice across Europe. There were ...

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Road Sharing A Restorative Approach

‘Road Sharing – A Restorative Approach’ was an innovative project funded by the Office of the Police and Crime Commissioner through Bristol City Council Crime Reduction Team, linked to Bristol’s status as European Green Capital for 2015. It was undertaken by Bristol Mediation.

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Does Your School Use Restorative Approaches To Tackle Conflict?

Does your school use restorative approaches to tackle conflict?

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Restorative Bristol

RB Logo & strap

In December 2013, Restorative Bristol produced a report following on from its launch in December 2012.

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Dr Duncan Gillard

Dr Duncan Gillard talks about some of the difference between restorative justice and restorative approaches in schools.

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Gillian Douglas Talks About Restorative Bristol

Previous Restorative Bristol Chair, Gillian Douglas talks about her hopes for Bristol and her commitment to help make the city a restorative one.

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Exclusion Avoided

Shirehampton Primary School Crest

At Shirehampton Primary School they pride themselves on quality education they provide their pupils. Several pupils have joined the school having found it challenging to manage their feelings and behaviour in other contexts

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Experiences of Restorative Justice in Settings with Children and Young People

Submitted by Duncan Edward Gillard to the University of Exeter as a thesis for the degree of Doctor of Educational Psychology in Educational, Child & Community Psychology, in September 2011 Read this document

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