Chapter 1: Understanding Restorative Justice
Estimated time: 20 to 25 minutes
Video to watch: Story and Inspiration: Restorative Justice Volunteers Speak (YouTube, about 5 minutes).
Learning Goals
Explain why community presence is essential in RJ.
Name the core behaviors of an effective panel volunteer.
Practice using open questions and active listening that support accountability.
Your Role in Plain Language
Panels work when the community shows up. You are not a judge or a lawyer. You are a neighbor who helps keep the conversation human, respectful, and focused on repair. Your presence communicates that the wider community cares about safety, dignity, and accountability.
What Volunteers Are
A community voice that notices ripple effects and invites responsibility.
A steady presence that helps people feel safe enough to be honest.
A guide who asks questions that open understanding and move toward repair.
Core Skills You Will Use
Active Listening
Be quiet after you ask a question. Give people time to think.
Show understanding with tone, posture, and eye contact.
Reflect what you hear, especially moments of accountability or insight.
Summarize and ask if you got it right.
Remain neutral and supportive while keeping appropriate boundaries.
Checklist for Volunteers
Before the Meeting
Read the case information provided by staff.
Arrive early, help set the space so people can see each other, and review ground rules.
What Volunteers Are Not
Not prosecutors and not defense.
Not therapists and not case managers.
Not decision makers who impose punishments.
Questioning with Intent
Use open questions that invite reflection.
Be curious and avoid assuming you already know the answer.
Seek information that serves the purpose of the meeting.
Avoid preaching or telling long stories about your own experience.
Inclusive Practice
Build rapport without assumptions. Avoid questions that assume everyone has disposable income, the same traditions or religion, the same level of education, or positive family experiences. Use warm icebreakers that work for many backgrounds, such as “What is something you are good at?” or “What is one place in town that feels relaxing for you?”
Micro-Scripts You Can Try
Opening the room: “Thank you for being here. Our goal is to understand what happened and create a plan that helps repair harm.”
Inviting accountability: “Looking back, what would you do differently next time?”
Centering the harmed party: “What do you think the person harmed might need to begin to feel okay?”
Surfacing ripple effects: “How did this affect people beyond the two of you?”
Moving toward solutions: “What would making this right look like in real life?”
Boundaries and Support
If emotions rise, slow down, breathe, and reflect back what you heard.
If someone becomes unsafe or the conversation leaves the purpose of the meeting, the facilitator will step in.
If you are unsure whether an idea is restorative or feels punitive, ask the group to connect the idea to a need that was identified.
If you feel stuck, ask for a short pause so staff can support the group.
During the Meeting
Welcome everyone and model respectful tone.
Ask open questions and listen for responsibility, needs, and ideas.
Encourage the responsible party to propose repairs.
Keep the harmed party’s needs visible, whether they are present or not.
After the Meeting
Confirm that the agreement is specific, realistic, and time-bound.
Thank participants and note any feedback or follow-ups to share with staff.
Reflect on what went well and what you would adjust next time.
Example in Practice
Vandalism at a park restroom. Instead of telling the responsible person to repaint, ask, “What could you do to make this right?” The person proposes repainting with a staff-approved color, replacing a damaged towel dispenser, and volunteering at a community cleanup. Because the ideas come from the responsible person, ownership and follow-through are more likely.