Equipping Young People To Choose Non Violence

This 12 session photocopiable programme is designed to help young people aged 10+ to reduce their violent and aggressive behaviour. Grounded in restorative justice principles, it encourages them to take responsibility for their behaviour, helps them recognize the effects of their actions, and teaches them conflict resolution skills.

Equipping Young People to Choose Non-Violence is a 12-session programme for those working with young people aged 10+ whose use of violent or aggressive behaviour is problematic. Designed to be used individually, the programme is grounded in restorative justice principles and encourages the young person to take responsibility for their behaviour. It also supports them in recognizing the effects of their actions and in identifying ways to repair the harm caused, and teaches them new skills in dealing with conflict and avoiding future violence. A theory section explains the value and evidence base and provides guidance on delivering the programme. Each session is clearly laid out with identified objectives, how to begin and end the session, and photocopiable handouts are included. This will be of great use to all those working with young people involved in violent behaviour, including youth offending teams, social workers, youth workers and school counsellors.

A nonviolent environment provides many benefits to its population. Although all industries can reap the rewards of nonviolence, its positive impacts can particularly be examined in applied disciplines like conflict resolution, child development, criminal justice, and social work. Creating a Sustainable Vision of Nonviolence in Schools and Society is a unique reference source that discusses the value that nonviolent spaces can add to educational institutions and societies. Featuring extensive coverage on relevant topics including conflict skills, intersectional dialogue, mentoring, co-existence, and police brutality, this is an outstanding resource of academic material for educators, academicians, graduate students, and researchers seeking to expand their knowledge on nonviolent methods and techniques for educational environments.

The use of violence within relationships, families or communities is a major public health issue across the world. As such, it will continue to require global, strategic and preventative measures across educational, social care and criminal justice systems. This book draws on the author’s gritty practice experience, social work values, knowledge and research to provide detailed guidance on how to best respond directly to those who carry out this common violence. Eight face-to-face conversations between a social worker and the person using violence are depicted and used to present the necessary elements for a dialogue which continually seeks to promote non-violence. These conversations pick up on some key messages from the successful Northern Ireland Peace Process and are firmly rooted in social work practice. They will also contribute to the difficult risk decisions that always need to be taken when violence is being used. The reader is offered choice and discretion as to how these conversations can be used by social workers, from short opportunity-led interactions to a lengthier, more structured interventions – promoting non-violence. Offering a positive response to the challenge of ‘common’ violence in a clear and accessible manner, this book should be considered essential reading for students, researchers and practitioners. The author's royalties will be donated to a third world charity project working with victims of domestic violence.

Children Who Commit Acts of Serious Interpersonal Violence explores risk management and successful intervention for children in public care who have committed, or are at risk of committing, acts of serious violence. The contributors identify different subgroups of children who are difficult to place, including those who sexually offend and those who murder, and outline the key characteristics and patterns of need they display. They provide an overview of the risk factors leading to extremely violent behaviour and discuss the complexities of diagnosis and definition from a multidisciplinary perspective. The book proposes strategies for effectively managing these children, drawing evidence from international practice and research projects. It highlights the limitations of current structures and makes recommendations for future development. Children Who Commit Acts of Serious Interpersonal Violence will be a key reference for those individuals and organisations working with potentially dangerous children, and will encourage the reader to think creatively about good practice.

Advances in digital and other technologies have provided ample positive impacts to modern society; however, in addition to such benefits, these innovations have inadvertently created a new venue for terrorist activities. Examining violent extremism through a critical and academic perspective can lead to a better understanding of its foundations and implications. Violent Extremism: Breakthroughs in Research and Practice is a critical source of academic knowledge on the social, psychological, and political aspects of radicalization and terrorist recruitment. Highlighting a range of pertinent topics such as counterterrorism, propaganda, and online activism, this publication is an ideal reference source for researchers, analysts, intelligence officers, policymakers, academicians, researchers, and graduate-level students interested in current research on violent extremism.

Restorative practice is a proven approach to discipline in schools that favours relationships over retribution, and has been shown to improve behaviour and enhance teaching and learning outcomes. However, in order for it to work, restorative practice needs a relational school culture. Implementing Restorative Practice in Schools explains what has to happen in a school in order for it to become truly restorative. Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice. Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered. Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks. Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.

The development of new policy on the British Values and the Prevent Duty in the early years has raised many questions about appropriate implementation. As a formal part of the Early Years Foundation Stage, educators are now required to deliver this instruction in classrooms, nurseries, and other early years settings. In response, Kerry Maddock has established an informed practitioners guide with strategies to interpret and implement this legislation into the early years environment. Through case studies, research, and interviews with OFSTED inspectors, the author provides a detailed explanation of the Prevent Duty, as well as what the government means by promoting fundamental British values and sets our clear guidance and an in-depth framework in delivering these in every day practice. A combination of early childhood philosophy with educational policy expertise, make this an essential handbook for professionals working in an early years setting.