SD4S102 - Restorative Justice with children, young people and communities 01 Jul 2023 - 31 Aug 2029 | Version 1
Associated Module Information
| Module Code: | SD4S102 | ||
|---|---|---|---|
| Module Title: | Restorative Justice with children, young people and communities | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education, Early Years and Social Work | ||
| Faculty Sub Group: | Youth and Community | ||
| Module Leader: | Jonathan Airdrie | ||
| Module Team: | Mark Iggulden, Kelly McCarthy, Paul Lewis | ||
| First Intended Intake: | SEP 2023 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100466 - youth and community work | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Jul 2023 |
| Valid To | 31 Aug 2029 |
Module Aims
To critique traditional, informal small society and community led cultural practices which respond to conflict and examine how these have influenced the movement and shape of restorative approaches across countries, disciplines and services.
To provide a critical, comprehensive and advanced exploration of key concepts and issues in restorative justice theory, research and practice as applied to children and young people and contextualised to case studies from a range of services and disciplines.
For students to question and evaluate the potential benefits, limitations, risks and effectiveness of the use of restorative justice considering its alignment with other practices and approaches in justice, education and care.
Content Summary
Introducing restorative justice – origins, concepts and definitions
Roots and routes of Restorative justice
Justice for whom? Stakeholders in restorative justice
Restorative justice in theory
Restorative justice in practice – circles, conversations and community
Doing restorative justice in reality – case studies and hearing from facilitators
Law, policy and standards in restorative justice
Reintegrative and disintegrative shame and stigma ‘cwtches and nudges’
‘If crime hurts justice should heal’ – listening to victims
Restorative justice and competing paradigms, trauma informed practice, child first youth justice, inclusion and equity, social pedagogy and child centered care
Beyond justice:
Restorative approaches in education
Restorative approaches in care
Restorative approaches, organisational culture and change
Does restorative justice work?
Module mapped to the National?Occupational Standards for Youth Work (CLDSC, 2019) YW01, YW02, YW03, YW04, YW05, YW06, YW07, YW09, YW10, YW11, YW13, YW14, YW15, YW18, YW19, YW22, YW26.2,
Module mapped to the following course learning outcomes: A2 A3, A4, B1, B2, B3. B4, C1. C2, C3.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 30 |
| Tutorial | 2 |
| Independent Study | 80 |
| Directed Study | 28 |
| Formative Assessment - Scheduled | 30 |
| Formative Assessment - Independent | 30 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically engage with traditional concepts, understanding their influence on contemporary restorative justice theory, research and practice as applied to children and young people in a range of disciplinary contexts. |
| LO2 | Demonstrate knowledge and critical awareness of the potential benefits, limitations, risks and effectiveness of the use of restorative justice and related practices. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Oral Assessment | Oral Assessment (Internally assessed, Onsite) 1 | A time-constrained oral assessment providing an opportunity to reflect on professional practice and provide a verbal justification for actions taken or competencies developed. A small group spoken assessment (discussion) where students consider and navigate their way through a practice based restorative justice scenario seeking resolution and demonstrating the use of critical thinking and analysis. | 15 | N/A | 50 | No | 40 |
| Asynchronous Assessment | Literature/book/paper review 1 | A review of academic literature/book/paper. It should draw out the relevance and applicability of academic theory to the argument being developed related to the topics under consideration. A journal critique critically analysing aspects of restorative justice research, theory, policy or practice. | 0 | 2000 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Oral Assessment (Internally assessed, Onsite) 1 | ✔ | ✔ | |
| Literature/book/paper review 1 | ✔ | ✔ | |