This 2002 book addresses one of the most controversial topics in restorative justice: its potential for dealing with conflicts within families. Most restorative justice programs specifically exclude family violence as an appropriate offence to be dealt with this way. This book focuses on the issues in family violence that may warrant special caution about restorative justice, in particular, feminist and indigenous concerns. At the same time it looks for ways of designing a place for restorative interventions that respond to these concerns. Further, it asks whether there are ways that restorative processes can contribute to reducing and preventing family violence, to healing its survivors and to confronting the wellsprings of this violence. The book discusses the shortcomings of the present criminal justice response to family violence. It suggests that these shortcomings require us to explore other ways of addressing this apparently intractable problem.

The availability of practical applications, techniques, and case studies by international therapists is limited despite expansions to the fields of clinical psychology, rehabilitation, and counseling. As dialogues surrounding mental health grow, it is important to maintain therapeutic modalities that ensure the highest level of patient-centered rehabilitation and care are met across global networks. Research Anthology on Rehabilitation Practices and Therapy is a vital reference source that examines the latest scholarly material on trends and techniques in counseling and therapy and provides innovative insights into contemporary and future issues within the field. Highlighting a range of topics such as psychotherapy, anger management, and psychodynamics, this multi-volume book is ideally designed for mental health professionals, counselors, therapists, clinical psychologists, sociologists, social workers, researchers, students, and social science academicians seeking coverage on significant advances in rehabilitation and therapy.

This inspiring collection of accounts from educators and students is “an essential resource for all those seeking to build an antiracist school system” (Ibram X. Kendi). Since 2016, the Black Lives Matter at School movement has carved a new path for racial justice in education. A growing coalition of educators, students, parents and others have established an annual week of action during the first week of February. This anthology shares vital lessons that have been learned through this important work. In this volume, Bettina Love makes a powerful case for abolitionist teaching, Brian Jones looks at the historical context of the ongoing struggle for racial justice in education, and prominent teacher union leaders discuss the importance of anti-racism in their unions. Black Lives Matter at School includes essays, interviews, poems, resolutions, and more from participants across the country who have been building the movement on the ground.

Addresses the need for a moral revolution and a renewed ethic of justice, responsibility, and community. Recognizes impressive examples in dioceses, parishes, and schools across the country.

This book examines the role that community-based educators in violence-affected cities play in advancing Dr. Martin Luther King Jr.’s radical nonviolent vision for racial and social justice. This work argues that nonviolence education can help communities build capacity to disrupt and transform cycles of violence by recognizing that people impacted by violence are effective educators and vital knowledge producers who develop unique insights into racial oppression and other forms of systemic harm. This book focuses on informal education that takes place beyond school walls, a type of education that too often remains invisible and undervalued in both civil society and scholarly research. It draws on thousands of hours of work with the Connecticut Center for Nonviolence (CTCN), a grassroots organization that presents an ideal case study of the implementation of King’s core principles of nonviolence in 21st-century urban communities. Stories of educators’ life-changing educational encounters, their successes and failures, and their understanding of the six principles of Kingian nonviolence animate the text. Each chapter delves into one of the six principles by introducing the reader to the lives of these educators, providing a rich analysis of how educators teach each principle, and sharing academic resources for thinking more deeply about each principle. Against the backdrop of today’s educational system, in which reductive and caricatured treatments of King are often presented within the formal classroom, CTCN’s work outside of the classroom takes a fundamentally different approach, connecting King’s thinking around nonviolence principles to working for racial justice in cities deeply impacted by violence. This book will be of much interest to students of conflict resolution, race studies, politics and education studies, as well as to practitioners in the field.