A restorative justice process also aims to empower victims to participate effectively in dialogue or mediation with offenders. Victims take an active role in directing the exchange that takes place, as well as defining the responsibilities and obligations of offenders. Offenders are likewise encouraged to participate in this exchange, to understand the harm they have caused to victims, and to take active responsibility for it. This means making efforts on their parts to set things right, to make amends for their violations, by committing to certain obligations, that may come in the form of reparations, restitution, or community work. While fulfilling these obligations may be experienced as painful, the goal is not revenge, but restoration of healthy relationships between individuals and within communities that have been most affected by the crime.
Restorative justice techniques also aid offenders with identifying his or her role along with excepting responsibility for his or her actions, while allowing the victim to identify with his or her assailant. Restorative justice programs support the criminal justice system by placing the offender in a position to realize and accept responsibility for his or her actions. The programs also allow victims and community members to project his or her perspectives pertaining to the incidents;, thus allowing both parties to identify, and understand both sides of the
Also, the goal is to help to understand which approach might suit best the client depending on their needs and specific situations. These therapies are found to be truly helpful for victims, but to fully understand the effectiveness of these programs is imperative to have knowledge of how they truly function (Walker, L. 1994). Both client-centered approach and existential therapy are considered to have a positive impact on victim’s life by improving the victim’s self-awareness, self-trust and forward evolution (Schneider, H. 1982). Client centered Approach In general, Sexual assault
Also, because some clients might be traumatized, it is important for the crisis worker to be comfortable in dealing with stressful situations. It is important for the crisis counselor to identify the problems a client presents by asking open ended questions in order to figure out the most information possible on the precipitating event. Questions that begin with “what” or “how” are the most effective in a case. (Kanel, 2006, p. 73) For example, “How may I assist you?” or “What do you believe is the primary problem?” Even though close-ended questions allow the interviewer to gather factual information, they should be aware that they might make the client feel attacked or defensive. (Kanel, 2006, p. 73) A crisis worker should always act in an ethical way.
VICTIM ADVOCATE I chose victim advocate for my profession because I’m very passionate about this field in criminal justice system. It’s so often that people that are victimized to a point where there unable to have a voice to speak on their own behalf. That’s where a victim advocate comes in. We aspire to empower and assist survivors of crime in their recovery. On behalf of victims, we act as liaisons between victims and a variety of justice system departments and personnel.
To successfully accomplish this, offenders are trained to alter their views in a pro-social direction, realize the negative consequences of their actions both for themselves and others, establish a less distorted view of their deviant behavior, develop more acceptable responses to meet their needs, and learn strategies to control deviant sexual arousal (Marshall, & Barbaree, 1990). As with any corrective measure in individuals, the effectiveness of these approaches rests in part on the offender’s cooperation and dedication to the treatment process. The old saying goes: a person cannot change unless he has the
Guilt, shame, attributions, conciliatory behavior, perceived forgiveness from victim or higher power, and severities of the offense are some of the many processes that constitute self-forgiveness. These processes causes the offender or the offended to account to more positive reprimands and fewer ongoing negative reprimands of the transgression than do offenders who have not forgiven themselves. Hall and Fincham explain that three levels of self-forgiveness and self-respect must ensue to involve restoration. First, self-forgiveness requires an objective fault or wrongdoing; second, negative feelings triggered by this offender must be overcome; and, third, and internal acceptance of oneself must be achieved. (Hall & Fincham, 2005) This means that in self-forgiveness, the offender acknowledges his or her essential worth and its sovereignty for his or her contravention.
), An introduction to crime and criminology, 3rd edn, Pearson Australia, French Forest, NSW, pp. 303-317. The authors review previous studies on restorative justice and the observations of the outcomes. They look at range of evidence that concludes restorative justice does have the potential to reduce recidivism. It does explore the negative view and how offenders can remain indifferent to their actions even after hearing how their actions affected the victims life.
Restorative justice involves a different approach to that of other interventions as effectiveness focussing on victim satisfaction along with the rates of recidivism (Stephenson, et al. 2007:p166) The important aims and outcomes of restorative justice described by the Youth Justice Board are: ➢ The satisfaction of victims with the intention of reducing the fear of crime and victims feeling that they have been compensated in some way for the harm and distress suffered. ➢ The engagement with the young person to make sure that they understand the consequences of their behaviour, the opportunity to consent and repair the harm caused ➢ Increasing the confidence and their involvement of the public in the criminal justice system (Stephenson, et al. 2007:p162). Restorative Justice has been embedded since the reformation of the Youth Justice System in 1998, as evidence implies that this area of work
Didactic methods are also less costly than other sex offender treatments. This approach equips the sex offender with the skills needed to succeed after treatment ends as well. The educational aspects of didactic methods allow offenders to learn what their triggers are and come up with goals that will allow them to meet their needs. There are also some weaknesses that didactic treatment methods possess. It has been criticized to be too complex and sophisticated for some of the sex offender population.