- Showing 4 posts filed under: Juvenile [–] published between Mar 01, 2011 and Mar 31, 2011 [Show all]
I am sorry for breaking into your house
Editor's note: This letter was written as part of the Marathon County Restorative Justice Program, which connects juvenile and young adult offenders with crime victims. Victims work with the offender to resolve the issue and determine restitution.
Though this letter is published here anonymously, the identities of both J and Mr. M. were verified by Carrie Vergin, executive director of the Restorative Justice Program.
Private homes shun restorative justice
Vulnerable children are being unnecessarily criminalised because of a reluctance to deploy restorative justice techniques in private children's homes, a report has warned.
Government statistics show that between 40 and 49 per cent of children entering custody have been in care at some point despite the fact they make up just 0.5 per cent of the total population of children.
Restorative justice as an alternative approach to juvenile offences
from the article by Our American Generation:
Restorative justice is an especially advantageous alternative for juvenile offenders because it necessarily involves the consideration of potential extenuating circumstances that may have impacted a young individual’s decision-making. The retributive model fails to effectively handle juvenile offending largely because it lacks this holistic perspective that is needed to identify the root causes of delinquency. By examining the motivations behind delinquency and the totality of circumstances that surround juveniles, an overall better understanding of conflict is reached and offender rehabilitation is much more attainable.
Non-formal education in the Middle East: Giving adolescents a second chance
In May 2005 violence exploded during a soccer game among students who had just enrolled in their town’s first NFE class. Angry over a lost goal, Humam kicked his younger teammate Ayman to the ground. This kind of violence early in the programme jeopardized the entire approach to alternative education. Ayman was a shy, defenseless boy. Other boys like him might feel threatened, and the safety of the learning environment might dissolve if violence went unchecked.
The teaching facilitators decided that the violent incident would best be resolved by the students themselves ruling on justice for the harmed and a penalty for the offender. They announced a trial – with students taking the roles of judge, jury, prosecution and defense – and explained the legal process to the two boys and the other students.