Welcome to Restorative Practices International,
a professional association
created by practitioners for practitioners.
CONNECTING
PRACTITIONERS
As a network, our focus is on strengthening connections and a sense of belonging, and providing opportunities for growing our practice.
Restorative Practices
For the purposes of RPI, we use the term practice as a collective to encompass all fields of practice including but not limited to: policing, corrections, courts, juvenile justice, community, schools, families, environment, organisations and workplaces. As a social movement, intent on reform, we value the experience and wisdom of practitioners in these varying fields.
Our Purpose
We support our members to deepen their awareness and integration of Restorative Practices to transform individuals and society.
Facebook Posts
Often it is nothing more than a fist bump, hug or kind word that makes the difference in a student’s day. This costs nothing but is so valuable!![]()
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Join the “Maslow Before Bloom” Facebook group: facebook.com/groups/maslowbeforebloom
"Queensland already has the highest rate of youth detention in Australia, with little to show for this in terms of improved community safety or meeting the needs of young people and victims of crime." – Dr. William Wood. Criminologist and RPI Board Member.
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Let's welcome our new members:![]()
Rachel Hays,![]()
Aurora Bee,![]()
Zola Mitchell,![]()
Megan Kinkade,![]()
Bianca Leigh Parks,![]()
Carmen Zeisler,![]()
Julia May,![]()
Alyce O'Neill,![]()
KT Dee,![]()
Jennifer Kirkham,![]()
Marion Riehemann
I’m a Dean at a high school. Several years ago I started a Peer Court program. It’s alway been taught by someone else and that person worked in tandem with me as I oversee the program. With budget cuts at play, the person whose taught the class for years has been excessed. The expectation is now for me to teach the class. I’m a former teacher and principal, so I don’t mind teaching it, it’s just not feasible with my primary roles as a Dean. Need ideas on how to make this work.
My “Why”…![]()
I did not enjoy school at all. I spent most of my time in the hallway, in the principal’s office, in the nurse’s office, or in the counselor’s office. The combination of ADHD and being twice-exceptional made my schooling either too easy, too hard, or too much to deal with. We moved frequently and I became used to not putting down roots or trying to connect too much, as I knew we wouldn’t be there very long. I could walk into a new school and it would take me only a few minutes to figure out the climate of a school and how this experience would likely go. Many times I sat in the office for a long period of time waiting for someone to talk to me or take me to my class. Sometimes I would be told that my reputation preceded me (this was not a good thing). I knew my role and I did my best to fulfill what was expected of me. When I became an educator, my hope was that I could affect positive change for all kids and ensure that other students didn’t suffer through what I did. I tried very hard each day to give students a clean slate. I challenged their reputations. I worked so hard to help them experience success, connections, kindness, and love. That is my “why” and why I’m so committed to “Maslow Before Bloom” and “Whatever It Takes”.![]()
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Join the “Maslow Before Bloom” Facebook group: facebook.com/groups/maslowbeforebloom
This content isn't available right now
When this happens, it's usually because the owner only shared it with a small group of people, changed who can see it or it's been deleted.