Thesis part 2 lit rev content and references

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CHAPTER 1: INTRODUCTION
There has been an increasing dissatisfaction with the current U.S. criminal justice
system in recent decades (Hopf, 1999; Viano, 2000). The responses to crime, such as
harsh punishment, death penalty and mandatory sentences have not been helpful however
in decreasing crime (Consedine, 1993). We remove offenders from society by
imprisoning them for lengthy periods of time. Then we return them to society, without
money and jobs, and often as more dangerous criminals than prior to imprisonment.
Many of them have broken family relationships, no support networks, and a bleak future
to look forward to (Consedine, 1993). Victims have been dissatisfied and society has
been concerned about the growing recidivism rates, which has led to a growing
movement for change in the past decade (Barajas, 1998). The concept of restorative
justice, a paradigm shift in thinking about crime and justice, has made its way into the
criminal justice system (Godwin, 1998). Restorative justice is a problem solving
approach to crime, which involves victims, community and offenders as primary
stakeholders (The Office of Juvenile Justice and Delinquency Prevention, 1997).
Restorative justice principles can be applied in various ways in correctional
facilities and agencies as well as in human service organizations. As the first state in the
nation, Minnesota established a Restorative Justice unit in the Department of Corrections
in 1994 (Personal communication, Kay Pranis, Director of Restorative Justice, Minnesota
Department of Corrections, 10.17.01). Restorative justice requires a change in the way of
thinking about crime as well as a change in organizational culture in correctional
agencies, including prisons. There may be various barriers to change, including lack of
knowledge about restorative justice. To adopt restorative justice in the prison system, it

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is important that managers and leaders understand and accept the principles (Umbreit &
Carey, 10.06.01).
This chapter will introduce and define the concept of restorative justice and
present the key issues. Four research questions, which guide the study, will also be
presented.
The purpose of the study
The purpose of this exploratory study is to assess correctional managers’ and
leaders’ attitudes towards and acceptance of restorative justice, their perception about
their own knowledge about restorative justice, their perceptions of barriers in
implementing restorative justice principles, and to assess to what degree they believe
restorative justice is an appropriate direction for the Department of Corrections in the
future.
In the last 20 years, restorative justice has been slowly but solidly introduced as a
problem solving approach to crime in the U.S. It is a victim-centered response to crime
that provides opportunities for involvement for those who are most directly affected by
the criminal act. Those affected are the victim and the offender and their families, but
also representatives of the community (Marshall, 1998). Restorative justice thereby
examines individuals’ crime and problems in the context of their social environment,
which is of importance for the profession of social work. One of the characteristics of
social work is the effort to examine problems in their social context, and to involve
people’s families, communities and social network (Raemer, 1998).
Prisons are communities, and the key to humane prison service is the staff, the
corrections system’s most valuable resource (Camp, Camp & Fair, 1996). Many justice

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professionals and correctional staff have felt that the retributive system does not work,
and this can lead to frustration, stress, cynicism and burnout in staff, which affects their
work in the prison system (Camp, Camp & Fair, 1996). Restorative justice is another
way of thinking, a paradigm shift. With the strong culture of disciplinary hearings and
authoritarian operational style of correctional staff, change can take a long time. To
move the correction system to implement this (new) way of thinking is not easy (Umbreit
& Carey, 2001). An organizational change is required as well as creative leadership,
long-term commitment, and a process that requires collaboration from all staff members
(Umbreit & Carey, 2001).
Correctional managers and leaders may have several barriers to change, including
lack of knowledge about restorative justice. Upon review of the literature, no research
has been found on assessing knowledge, barriers and acceptance of restorative justice
principles regarding correctional managers and leaders. This study will thereby try to
start filling this gap.
Research questions
Four research questions will be addressed in this study: 1) What are the
perceptions of correctional managers’ and leaders’ own knowledge about restorative
justice? 2) Do correctional managers and leaders believe that restorative justice is an
appropriate direction for the Department of Corrections in the future? 3) What do
correctional managers and leaders believe are the barriers against implementation of a
restorative justice framework? 4) What do correctional managers and leaders view as the
best strategies for change in implementing restorative justice?

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Summary
This chapter has introduced the purpose of this study as well as given some
background information about the issues that lead to the above stated research questions.
The following chapter, Chapter two will present a literature review, including a
presentation of some restorative justice models and the theoretical frameworks supporting
this study. Research methodology will be presented in Chapter three, and findings from
the data collection will be presented in Chapter four. Finally, in Chapter five, the
findings, as well as the strengths and limitations of this study will be discussed.
Implications for the fields of corrections and social work will be discussed, and
suggestions for further research will be given.

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CHAPTER 2: LITERATURE REVIEW
The literature review section will give a historical background of crime, justice
and punishment as well as outline values and principles of restorative justice. Forces
supportive to restorative justice will be briefly discussed, and examples of restorative
justice models, programs, and practices will be presented, as well as limitations and
cultural implications. Restorative justice in correctional facilities and organizational
change will be discussed, theoretical frameworks will be outlined and findings from
research will be discussed.
The history of crime, justice and punishment
Civilization has known crime for thousands of years. “Criminality is purposeful
human behavior” (Reynolds, M, 05.30.02, p.2). Religions of Semitic origin – Judaism,
Islam, and Christianity – have rules about and against human behavior in their old
scriptures (Burke, 1996). One example from the Bible, the Old Testament, is the story of
Cain killing his brother Abel. Many other writings in the Bible also talk about crime and
punishment (Consedine, 1995). Punishment for crimes can be traced back as far as 2050
B.C., where Ur-Nammu’s Code allowed for a punishment system that was proportionate
to the crime. (The timetable of world legal history, 12.18.01). The code of Hammurabi,
1700 B.C, included restitution as punishment for property crime. Early systems viewed
crime as harm, and offenders had to be accountable for their crime by making amends to
the victims and their families. This way, early systems applied restorative justice
principles when dealing with crime (Bazemore, 1998). Old civilizations like the Greek,
the Roman and the Arab also used restorative approaches with crime, even to homicide.

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Restorative approaches have been “the dominant model of criminal justice throughout
most of human history of all the world’s peoples (Braithwite, 1998,p.323)
A change in the view of crime and punishment arose in the 13th
century, in the
Middle Ages. William the Conqueror of England wanted more political power,
especially over the church, and during his regime, crime became increasingly viewed as
crime against the government rather than against people. In the late Middle Ages, the
Norman conquest of Europe also led to moving away from restorative justice
(Braithwaite in Tonry, 1998). State justice became established all over Europe, and in
the eighteenth century it was the norm, but not accepted by all citizens. However, the
French Revolution and the Enlightenment supported state justice, and contributed thereby
to our prevailing justice system, the retributive justice system (Zehr, 1995).
The retributive system
Through the lens of retributive justice (the prevailing system of justice), crime is
viewed as a violation against law, and its focus is on what laws are broken and how to
punish the lawbreaker. This view considers the state as the victim (Richardson, 1997).
Establishing blame or guilt and to administer pain or punishment is the goal of justice in
this system. In the process of justice, intentions outweigh outcomes. Consensus is not
the goal, but rather who wins and who looses (Zehr, 1997). Van Wormer (2001,p.32)
states: "retributive justice weighs the crime and the severity of the crime above all else,
including the motive and age of the perpetrator.” Focus is on the act more than on the
intent, and the concept of guilt is tied to plea-bargaining. The justice process rewards the
party who has the best and most aggressive and successful lawyer (van Wormer, 2001).

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The United States is viewed as a violent and punitive nation by other
industrialized nations, and the United States’ fundamental value of punitiveness is
difficult for outsiders to understand: “The death penalty, harsh mandatory sentencing
laws for drug users and dealers, the exposure of inmates to violence within the prison –
these are just a few examples that come to mind” (van Wormer, 2001, p.14).
Imprisonment
Prisons have been known as a place to learn new criminal skills for years. It is a
place to engage in new friendship and to plan new crimes. It is also a place where many
offenders have been urged or threatened to try drugs for the first time. Prisons brutalize
people and destroy relationships (Consedine, 1993). Offenders in prison have to follow
orders and rules, and decisions are made for them. They cannot longer control their own
life and make their own decisions. Family relationships can be difficult to maintain.
Having a spouse, a parent or a child in prison can even be harder for the family than for
the offender. For some offenders, serving a prison sentence have increased their anger
and bitterness, decreased their social and emotional skills, and turned them into criminals
that are even more dangerous by the time of release (Consedine, 1995).
Statistics reveal that the United States is the nation which incarcerates the most
people. As of February, 2002, the rate was 690 per 100,000 of the national population
(King’s College London 05.31.02). Many people support the high rates of imprisonment,
because they believe it is necessary to control crime. However, increasing the rate of
imprisonment may have an unfavorable effect on crime, because “the relationship
between incarceration and crime remains inconsistent” (Haney, 10.18.01, p.1). Most of
the prisoners in the United States’ prisons come from poor neighborhoods; they are

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lacking sufficient education, and often suffer from unemployment. In many prisons, the
prisoners face situations with insufficient medical care, as well as lack of rehabilitation,
education, and vocational programs. The majority of those who are released have
received little guidance to cope with their stressful lives, and it is therefore not surprising
that about 60% of them reoffend (Haney, 10.18.01).
A study conducted on the effect of prison on criminal behavior, found no
evidence that imprisonment reduced recidivism. This study reviewed 50 North American
studies from 1958 to 1999 that examined how imprisonment and longer sentences
affected recidivism. More than 300,000 offenders were involved. Findings revealed
that longer prison sentences actually increased recidivism rates by 3%. Another finding
was that low-risk offenders were more likely to reoffend than high-risk offenders, and
thereby the study gave some support to the theory about prisons as “schools of crime”
(Gendreau, Goggin & Cullen, 1999).
Penal philosophies
Purposes of punishment have been discussed by researchers for years, and the
discussion continues. Three main purposes of punishment are: retribution, deterrence and
reform (Bae, 1993). Retribution focuses on the past, and the belief is that breaking the
laws merits punishment. This is the dominant belief in today’s criminal justice system.
Deterrence, on the other hand, is utilitarian, oriented to the future, and justified by
prevention. The belief is that imposing pain on people keeps them from committing
crime in the future (“tough on crime”). The third belief about punishment is reformatory.
The belief is that the offender suffers from a disease, and that treatment and training will
change the offender’s behavior, so he or she will refrain from continuing to commit crime

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(Bae, 1993). Incapacitation is another penal philosophy, and is aimed at control rather
than influence, and it is viewed as crime prevention. The belief is that keeping offenders
away from society will protect communities and potential victims from more crime from
that offender (Nagin, 1998).
The present criminal justice system has added a less popular ideology, and that is
to restore victims and communities and repair the harm of wrongdoing. Crime is not a
problem for the criminal system, but a problem for the community, and “the criminal
justice system cannot deliver improved public safety without active involvement of the
community” (Pranis, 1998, p.42). The criminal justice system has legal authority over
the offender, but the community can be viewed as having moral authority, which can help
offenders change behavior and work toward repairing harm (Pranis, 1998). The ideology
of restoration in the criminal justice system stems from the restorative justice framework,
and “if the role of the criminal justice system is to facilitate repair harm of crime where
possible and to organize interventions of support for victims and support and
accountability for offenders which strengthen communities, then restorative values and
principles need to be applied to all kinds of crime” (Pranis, 1998, p42). Simply stated,
restoration involves a change in the role of the criminal justice system.
Restorative justice
Restorative justice is a renewal of a different approach to crime that has been
slowly but solidly introduced internationally over the last 20 years. The modern
restorative justice movement can be traced back to an experiment in Kitchener, Ontario,
Canada, with a victim-offender reconciliation program (Braithwaite, 1998). All
principles in restorative justice draw upon wisdom from cultures around the world, like

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the Native American cultures in the United States, Aboriginal/First Nation Culture in
Canada and indigenous cultures in Australia and New Zealand as well from the Kpelle
people in Liberia, and many African tribes (Wright, 1991).
Definitions of restorative justice
Restorative justice can be defined as "a process whereby parties with a stake in a
specific offence resolve collectively how to deal with the aftermath of the offence and its
implications for the future" (Marshall, 1998, p.1). Another definition is: “Restorative
justice places both victim and offender in active problem-solving roles that focus upon
the restoration of material and psychological losses to individuals and the community
following the damage that results from criminal behavior” (Umbreit, 1994, p.2).
Restorative justice can also be stated as a victim-centered approach to crime, in which the
victim, offender and community engage in a process where offenders are made
accountable, so that harm can be repaired and healing started. This definition emphasizes
that the process is victim-centered, offenders accountable, and that healing is a part of the
process in addition to repairing harm. Whatever definition used, it is totally different
from retributive justice. Defining retributive justice puts emphasis on crime as a
violation against the state by breaking a law, compared to restorative justice, where crime
is viewed as harm or violation to people and relationships, or as an act against another
person and the community. Restorative justice focuses on problem solving and on
repairing harm rather than on establishing blame or guilt (The Office of Juvenile Justice
and Delinquency Prevention, 1997).

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Restorative justice principles
The principles of restorative justice are: personal involvement from the people
most directly involved, viewing problems related to crime in their social context,
problem-solving in a preventative orientation, and flexibility in practice. The goal of
restorative justice is to reach consensus when it comes to outcome (Marshall, 1998).
Zehr & Mike (1997) have identified ten values and principles as guidelines for
providers who want to work towards restorative justice. These values and principles are:
1. Focus on the harms of wrongdoing more than the rules that have been broken;
2. Show equal concern and commitment to victims and offenders, involving both in
the process of justice;
3. Work toward the restoration of victims, empowering them and responding to their
needs as they see them;
4. Support offenders while encouraging them to understand, accept and carry out
their obligations;
5. Recognize that while obligations may be difficult for offenders, they should not
be intended as harms, and they must be achievable;
6. Provide opportunities for dialogue, direct or indirect, between victims and
offenders as appropriate;
7. Involve and empower the affected community through the justice process, and
increase its capacity to recognize and respond to community bases of crime;
8. Encourage collaboration and reintegration, rather then coercion and isolation.
9. Give attention to the unintended consequences of our actions and programs; and
10. Show respect to all parties, including victims, offenders and justice colleagues.

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The retributive justice system and restorative justice system can be seen as
criminal justice system on each end of a continuum. Criminal justice today is not entirely
retributive, and not fully restorative (Zehr, 1997). The dominant system is retributive,
but various restorative justice programs and models are implemented in the criminal
justice system worldwide (Zehr, 1995).
Minnesota Department of Corrections and restorative justice
Minnesota department of Corrections established a restorative justice unit in
1994, as the first state in the nation. Restorative justice was taught in the Prison
Academy some years ago, but today, no regular mandatory training in restorative justice
is offered for staff at the facilities or at Central Office in the department (Personal
communication, Kay Pranis, director of Restorative Justice, Minnesota Department of
Corrections, 10.17.01). The Minnesota Department of Corrections has for many years
been known as operating human correctional institutions, which are safe for both staff
and inmates. The adult and juvenile prison population is currently about 6,500 all
together, while offenders in other settings are approximately 20,000. Totally, the
department has more than 3,700 employees, and 300 of them work at the Central Office
(Minnesota Department of Corrections, 2001).
Minnesota Department of Corrections is a service and regulatory agency, and
their mission is as follows: “To develop, provide and promote effective correctional
practices that contribute to a safer Minnesota” (Minnesota Department of Corrections,
2000, p3). Goals included are: “a humane/safe environment for staff and offenders;
offender accountability; community safety through shared responsibility; operational
effectiveness; and sound public policy” (Minnesota Department of Corrections, 2000,

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p.4). These goals’ underlying values are similar to values in restorative justice, like the
offender being accountable and community involvement. The Department of Corrections
has supported restorative practices statewide, “but has not attempted to implement any
particular program or chart a particular sequence of actions toward restorative justice”
(Pranis, 1998, p.45). Restorative practices also exist in some the prisons, and Shakopee
Correctional Facility (for women), has implemented many of them. Other prisons, like
Faribault and Stillwater, still have minimal restorative practices implemented (Personal
Corrections, 10.17.01).
Forces supportive to restorative justice
Movements
Victims’ rights movement. The victim’s rights movement began as one of the
grassroots movements in the early 1970s to reform the criminal justice system, because
victims felt left out of the criminal justice process (Personal communication, Kay Pranis,
Director of Restorative Justice, Minnesota Department of Corrections, 10.17.01; Viano,
2000). The primary goal for this movement was (and still is) to ensure that the victims
have the same access and treatment as the offender has in the criminal justice system, and
to ensure that victims are treated with the same respect as offenders, and protect the rights
of the community rather then the offender’s right only (Viano, 2000). Restorative justice
elevates the role of the victim, and a basic principle is that the victim is one of the
primary stakeholders in the justice process (Zehr, 1997). The victims’ rights movement
has plowed the way for victims into the criminal justice process.

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Feminist movement. This was another grassroots movement that emerged in the
early 1970s, and together with the civil rights’- and the victims’ rights movement, it was
a force in helping victims get back some lost ground (Viano, 2000). Feminist values and
principles also have similarities with those of restorative justice: equal value to all people
as human beings; loving, sharing and caring; and the personal is the political (Harris,
1987). Restoring relationships is essential in restorative justice. Principles like loving,
sharing, and caring are principles that relationships are based on; and are therefore
important in the process of restoration and healing. Equal value to all emphasizes that all
human beings are equally important in society, and therefore should be equally
considered in the process of justice.
Other forces
Community policing. Community policing emerged from the idea of starting the
London Metropolitan Police Department in the 1820s in the U.K. In the last 20 years,
police-experiments, evaluation of the purpose of the police, and pressure from society for
change, “the idea is beginning to blossom” in the U.S. (Harbaugh, 1998, p.128). It can be
defined as “an organizational philosophy and management approach that promotes
community, government, and police partnership; proactive problem solving and
community engagement to address the causes of crime” (Harbaugh, 1998, p.113). The
core elements are: problem solving; community partnership; and organizational
transformation. Police agencies need to understand these principles to be effective, and
police officers need to be taught the skills necessary. Police officers still have to react to
violence in the society, but their main assignment is to work together with stakeholders in
the community to find solutions to problems together (Harbaugh, 1998). Problem solving

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and involving stakeholders is essential also in restorative justice, and community policing
is thereby an important force that allows for restorative justice principles to be applied.
Total quality mamagement. Total quality management (TQM) is a purposeful
large scale systems change (Packard, 1995), and a business management philosophy “that
embraces the company wide application of principles, practices, and systems designed to
ensure complete customer satisfaction” (Bowditch & Buono, 2001, p.24). TQM requires
a change in the way of thinking about organizations (Packard, 1995). Fundamental
importance is given to employee participation in a problem solving and decision making
process (Packard, 1995). Restorative justice also emphasizes active roles and
participation of all stakeholders in a problem solving process, and like restorative justice,
TQM requires a change in the way of thinking.
Some restorative justice models, programs and practices
Restorative justice is a problem-solving approach to crime with a set of principles,
and underlying assumptions that guide its many different forms. Specific examples of
various forms are victim-offender mediation, family group conferencing, community
sentencing circles, victim empathy classes for offenders, building offender competency
and peacemaking circles (Seminar, U of M, 1999).
Face-to-face models and programs
Victim-offender mediation. Victim-offender mediation is a mediated dialogue
between victim and offender, and it is the oldest and most well known expression of
restorative justice principles in this century. The model is widely used in North-America,
Canada and Europe (Umbreit, 1994). Mediation between victims and offenders is held to
start a healing process, and to give the offender a chance to actively make steps to repair

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the harm he has done towards the victim. This reparation includes apology, and goes
much further than financial compensation. The offender has to explain how and why he
had decided to do harm, and he has to listen to the victim’s story as well as respond to it.
The meeting deals with emotional needs as well as material needs. The negotiation part
allows flexibility, and agreements are often more creative than a court process. These
meetings are facilitated by a skilled and well-trained mediator (Marshall, 1998).
Group conferencing. These models are similar to victim-offender mediation, but
usually more people are involved. The family group conferencing model is based on a
Maori tradition from New Zealand, and is mostly used with juvenile offenders in
diversion from the court process. Family conferencing can be seen as an extension of
victim-offender mediation, because it includes the offender’s and the victim’s family or
community surrogates, and professionals may be involved. Emphasis is not only on the
victim’s suffering and how the offender can repair harm, but also on the offender’s and
the victim’s families to express their emotions and needs, and how they can encourage
and support the offender in changing behavior. This practice may be a more powerful
tool than victim-offender mediation, because the offender’s social network is involved,
and changes are more likely to continue (Marshall, 1998).
Circles. Circles have come forward as a tool to increase community involvement
in the justice process, and they are based on the talking circles from the native peoples in
North America. Circles differ from other forms of groups by the “circle keeper” passing
a talking piece around clockwise for the participants to speak, instead of the “traditional”
role of a group facilitator (Pranis, 2000). Circles can take various forms, but they all
integrate many of the values and principles in restorative justice (Coates, Umbreit & Vos,

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2000). Circles have been used as a community-directed sentencing process, as a vehicle
for support for victims, and as a tool for understanding and healing (Pranis, 1997). The
circle process can be utilized at all stages in the justice process as well as in prisons, and
it is based on American Indian and First Nation traditions. The process equalizes the
power between participants as well as enhances the relationship between the emotional,
spiritual and physical dimensions (Pranis, 1997; Coates, Umbreit & Vos, 2000).
Other restorative practices
Victim impact classes . Victim impact classes are held in some prisons. The
program focuses on the harm that has been done to the victim and the community. The
goal is to teach offenders to take responsibility for the crime they have done and to
understand the impact the crime has had on victims and their families. Additional goals
for the program are to teach offenders personal safety skills, to bond with positive people
and to pay back to the community (Restorative justice pamphlet, n.d.).
Offender competency building. Vocational and educational training, anger
management classes, sex offender education, chemical dependency treatment, cognitive
skills training and parenting classes are some of the programs that aim at building
offender competency in correctional facilities. Competency building is conducted to help
offenders to understand and to take responsibility for the harm they have been doing, and
to help restoring their likelihood to be a law-abiding person (Restorative justice
pamphlet, n.d.).
Traditional practices. Restitution and community service are traditional practices
with elements of restorative justice. Restitution is direct payment to repair the material
harm the victim has suffered from. Offenders can be required to do community work,

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and this practice is restorative when the assigned work “is valued by the community”,
and “if the intend of requiring community service is to make amends to the community”
(Pranis, 1998, p.46).
Daily interaction. Restorative justice can be applied in daily interaction and
practice. Models and programs is not enough to create a restorative system. “It is the
cumulative effect of hundreds of small acts on a daily basis. It requires reexamining all
activities and interactions from a restorative perspective” (Pranis, 1998, p.47).
Restorative justice values are not meant to be applied only in specific programs or
activities, but rather in all parts of our lives, and in all our various relationships. They
can be applied in daily interaction with our children and other family members, as well as
with colleagues, neighbors and clients (Pranis, 2001). Restorative justice principles are
actually applied in various settings in the U.S today; such as in schools, in correctional
agencies, and in human service organizations (Personal communication, Kay Pranis,
Director of Restorative Justice unit, Minnesota Department of Corrections, 04.24.02).
Limitations in use of restorative justice models, programs, and practices
Restorative justice is based primarily upon voluntary participation and
cooperation upon both victim and offender. If only one of them is willing, the range of
options is reduced, and if both are unwilling, there is no other option than going through
the formal justice process. This limits the use of restorative justice practices. Another
limitation is that when the community is involved to a greater degree, the level of
resources and skills must be considered. Therefore, involving communities requires
education and training. Communities have changed into greater emphasis on autonomy
and privacy compared to years ago, when they were more integrated. Social injustice and

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inequality in and between communities may be a limitation as well. To be caring,
supportive and controlling under such conditions is restricted to certain degrees
(Marshall, 1998).
Cultural implications
There are several concerns about future application of restorative justice
principles, and two of them are "in an increasingly diverse population, cultural
differences can complicate the issue" and "there is a tendency to view issues with
historical blindness as to what has happened in the past" (Turpin, 1999, p.2). The impact
of racism is a factor that requires attention in the delivery of restorative justice services
(Umbreit & Coates, 1998). The social inequality of racism is out of the offender’s
control, and “holding offenders accountable for individual harm, without accountability
for the harms of social inequalities, risks reinforcing an unjust social order” (Pranis,
2001, p.287). Political imbalance is often associated with race, and in the United States,
this means that whites have more recourses and political power than other groups, while
there are imbalances among the minority groups as well (Umbreit & Coates, 1998).
When victim and offender come from different races, racial prejudices and blame might
likely occur. “While race cannot be equated with culture, it can be such a powerful
determining factor of communication and interaction patterns that it should not be
ignored as we are sorting out cultural differences” (Umbreit & Coates, 1998, p.9).
Racism may play a role in what victim and offender see as needs as well as
accountability, and it is important that the mediator/facilitator is highly understanding
about impacts of racism as well as his/her own beliefs and actions. Lack of knowledge
may lead to miscommunication and re-victimization (Umbreit & Coats, 1998).

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A huge barrier facing some offenders, victims and communities is the language
barrier. In Minnesota, this applies especially to Somali, Latino and Hmong communities.
Facing the criminal justice system without proper understanding of the language, gives
the offender fewer options. The demand for interpreters is huge, and this costs the justice
system financially (Williams, 11.16.01). It is not difficult to imagine that language
barriers may prevent offering restorative justice services to certain groups of people.
Restorative justice programs are primarily based on communicating values and needs as
well as reaching consensus, and language barriers and interpreters will obviously add
sources for miscommunication and misunderstanding to the process.
Different worldviews are other dangers for misunderstanding and
misinterpretation. The dominant values and worldview of the white population in the
United States may not be shared by other cultures (and not by all whites). The U.S.
dominant value of emphasizing individualism may conflict with the emphasis on
community and kinship networks held by American Indians, Mexican Americans and
Asian americans. This difference in views may have significant impact on how restoring
relationship and repairing harm is viewed, and it can lead to inequality in outcomes.
Attempts to repair harm can be threatened. Different religions may contribute to different
worldviews as well, and may interfere with the understanding of needs and restoration
(Umbreit & Coates, 1998). There are also differences within the cultures. A major
danger is over generalizing and stereotyping when discussing and learning about cultural
differences. How an individual view the world is shaped by many factors, such as gender,
race, economic status, and sexual orientation as well as other factors. These factors will

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play a significant role in how a participant in a restorative justice program views his or
her place in the program as well as what to expect as outcome (Umbreit & Coates, 1998).
Research findings
Some empirical research has been done on outcomes from restorative justice
models and practices, and the majority of those studies have concentrated on victim-
offender mediation programs (VOM). During the years 1980-1999, there are 40 known
empirical studies done worldwide on VOM, and 6 on family group conferencing
(Umbreit & Coates, 1999). These studies looked at various outcomes in addition to client
satisfaction, and some of them included recidivism. Various studies have been done after
1999, but upon review of the literature, only one article was found to include circles, and
only one article was found on evaluation outcomes from a prison setting applying
restorative justice. This study will highlight findings about recidivism and client
satisfaction from victim offender mediation, family group conferencing and circles from
a review of 63 empirical studies in 5 countries (United States, Canada, England, New-
Zealand and Canada) by Umbreit, Coates & Vos (2002). Findings from the one prison
study will be highlighted as well.
Recidivism.
Recidivism is a traditional measure to evaluate long-term impact of justice
programs. Findings from research show some mixed results, but overall, restorative
programs were found to be significantly more effective in reducing recidivism than
traditional responses, like incarceration and probation (Umbreit, Coates & Vos, 2002).
A study done by Umbreit & Coates in 1992 on youth participating in victim offender
mediation programs in four U.S. states, revealed that across the sites, 18 % of those who

22
participated in the programs compared to 27% of the comparison group reoffended. In
England, a long standing study on 90 youth going through victim offender mediation
(done by Wynne & Brown in 1998), showed that 87% had previous convictions before
mediation, and after a two-year follow up period, 68% of them had no convictions.
Stone, Helms & Edgeworth completed a study in 1998 of nearly 800 youth in Georgia,
U.S. in the period 1993-1996. No significant difference in recidivism was found for
those who went through mediation compared to those who did not (Umbreit, Coates &
Vos, 2002).
Most studies on family group conferencing revealed lower recidivism rates for
offenders participating in programs compared to comparison groups (Umbreit, Coates &
Vos). A study in Minnesota, done by Hines in 2000, revealed that of 281juveniles going
through conferencing between 1995 and 1999, only 33% reoffended compared to 72% of
non-participants. From a study in Canberra completed by Sherman, Strang & Woods in
2000, mixed results were revealed. For youth with violent offences going through the
program reoffending rates fell by 49% compared to 11% in the comparison group.
However, for drunk-driving offences, reoffending slightly increased for both participants
and comparison groups. For offences like shoplifting, no significant difference were
revealed (Umbreit, Coates & Vos, 2002).
Recidivism is not a primary focus in circles, but in Yukon, Canada, Mattews &
Larkin noted in 1999 that 80% decrease in recidivism was indicated after a two-year
follow-up of 64 clients. A study from Alberta, Canada, reported that only 2% out of 100
circle participants had reoffended after ten years (Umbreit, Coates & Vos, 2002).

23
Client satisfaction
Client satisfaction is found to be consistently high for both victims and offenders
across the countries, the cultures, and the sites in victim offender mediation programs. In
family group conferencing more variation is found, but satisfaction rates are still fairly
high (Umbreit, Coates & Vos, 2002). The lowest satisfaction rates in victim offender
mediation studies were found in England based studies. A study completed by Umbreit
& Roberts in 1996 found that of victims, 84 % reported satisfaction with outcomes from
the victim mediation process. An earlier England based study done by Dignan in 1990
found that 64 % of victims were satisfied, while 50% of the offenders reported
satisfaction (Umbreit, Coates & Vos, 2002).
A family group conferencing study in New Zealand completed by Maxwell &
Morris in 1993, found that less than 6 out of 10 victims were satisfied with the outcome,
while 9 out of 10 victims reported satisfaction in a study done in the U.S., by Fercello &
Umbreit in 1998 (Umbreit, Coates & Vos, 2002).
Few studies of circles had responses regarding satisfaction according to Umbreit,
Coates & Vos (2002). However, some participants in a circle in a First Nation
community in Manitoba, Canada, reported that they benefited from the process. In a
study done by Matthews & Larkin in Yukon, Canada, in 1999, victim satisfaction was
found rated very high (Umbreit, Coates & Vos, 2002).
Prison based study
Burns (2001) conducted a study at Shakopee Correctional Facility (for female
offenders) in Minnesota. Victims, offenders and community members were brought
together in a circle process for 9 weeks and “told their stories, and shared the anger, pain,

24
and grief that resulted form criminal acts in their lives” (Burns, 2001, p.2). Some of the
significant observations from the study were “positive changes in participants’ feelings
toward one another, and a greater willingness to consider and engage in restorative
responses to crime” (Burns, 2001, p.2). The study reported positive outcomes both for
victims and offenders (Burns, 2001).
Restorative justice in correctional facilities and organizational change
Implementing restorative justice principles does not mean that we will not need
correctional facilities. Prisons or other types of secure custody for offenders are still
necessary (Prisons and restorative justice, n.d.). Restorative justice programs and
principles are implemented in various degrees in some prisons, but mostly in juvenile and
female facilities (Personal communication, Kay Pranis, 10.17.01)
According to Newell (2001), restorative justice principles can be applied in
correctional facilities in various ways. He emphasizes the need for changing the
operational style from authoritarian, to a style that focuses on conflict resolution. Staff
matters will increasingly be addressed through this process as well, but the strong culture
of disciplinary hearing and authoritarian style of correctional staff will take time to
change (Newell, 2001). “Allowing people to make their own decisions increase their
power” (Daft, 2001, p.450). This means that giving more power to employees allows for
more productivity, and leads to empowerment, (Daft, 2001).
According to Umbreit & Carey (2001), it is more important to provide
opportunities for offenders to understand the human aspect of their behavior and to help
victims to get restitution than to severely punish offenders. The correction system we
have today is offender-driven. Not much attention is given to victims and communities.

25
By implementing restorative justice principles in correctional facilities offenders, victims
and communities will be in more problem solving roles than the prevailing retributive
systems offers. The focus will not be on offender concerns only, but on a three-
dimensional response to crime: offender, victim and community. However, this
implementation requires a new way of thinking and an organizational change (Umbreit &
Carey, 2001).
Theoretical framework
Theoretical frameworks applied in this study include: restorative justice theory,
ecological systems theory and organizational change theory.
Restorative justice theory
Restorative justice theory is a victim-centered response to crime that provides
opportunities for involvement for those who are most directly affected by the criminal
act. These are the victims and the offenders and their families, but also the community
(Marshall, 1998). Restorative justice views crime as harm, and justice as healing or
repairing. It is a problem-solving approach to crime, with a set of underlying
assumptions and principles (Seminar, U of M, 1999). The values and principles of
restorative justice are outlined earlier in this chapter, and these values and principles help
to operationalize the concept of restorative justice. Restorative justice suggests that there
is a need for “balance” between the needs of victims, offenders and communities.
Offenders are required to take responsibility and accountability by making amends to
victims and the community.

26
Ecological Systems Theory
Community involvement in the reintegration of the offender into the community
is based on ecological systems theory (Bazemore & Schiff, 2001). The essence of this
theory is that “individuals are engaged in constant transactions with other human beings
and with other systems in the environment, and that these various persons and systems
reciprocally influence each other’ (Hepworth, Rooney & Larsen, 1997, p.17). A major
focus of ecological systems theory is that it has a dual focus, which means that the focus
is not only at the person in the situation, but also at the system in its environment.
Coping behavior has to be matched in the “interface between the human system and its
environment” (Ashford, Lecroy & Lortie, 1997, p.87). A favorable outcome of
restorative justice is to seek for behavior change in the offender by the support from the
community.
Organizational change theory
Reynolds (1994) states that employee resistance often contributes to failure to
change. He argues that this happens because managers fail to communicate enough, and
to address employees’ barriers and concerns regarding change before they implement
changes. Managers have to assess how ready the organization is for change, and that can
be done by assessing staff’s behavior and attitudes (Armenakis, Harris & Mossholder,
1993). To achieve change at the organizational level is difficult without change at the
individual level. This is an important concept for managers to remember, as unsuccessful
initiatives to change may have a damaging effect on employees (Michael & Lawson,
2000).

27
“Restorative justice is a way of thinking, a way of behaving, and a way of
measuring. Until we can change the way we think…., we can’t change behavior. We
can’t change measure the changes until our behavior changes” (Umbreit & Carey 2001,
p.3). As restorative justice is a philosophical framework and another way of thinking
compared to the retributive criminal justice system that exists in our society, this
statement is important to acknowledge. Umbreit & Carey (2001) propose a framework to
prepare for a restorative justice planning process. “One of the first steps in preparing for
a restorative justice planning process is making sure that the agency leadership
understands what restorative justice is” (Umbreit & Carey, 2001,p.3). Further, they
propose that the leadership assesses the agency’s readiness for change. Motivation for
positive change, risks that might trigger negative change, pressures that exist and
workload are important factors to address in this assessment.
The next task will be to present the concept and principles of restorative justice to
the correctional staff (Umbreit & Carey, 2001). The organizational method to implement
restorative justice will depend on the existing stage of the organization. Involving and
supporting all the staff members is stated as an important factor, and barriers may exist
even when staff engages in full participation (Umbreit & Carey, 2001). Another
suggestion from these authors is that with no regard to the implementation plan, time is
needed when such a fundamental change is involved. Restorative justice can be seen as a
threat to current thinking, and correctional staff needs time to think about and reflect on
this principles. Consistent, effective and careful communication is a must in this process
(Umbreit & Carey, 2001).

28
According to Newell (2001), restorative justice principles can be applied in
correctional facilities in various ways. He emphasizes the need for changing the
operational style from authoritarian to a style that focuses on conflict resolution. Staff
matters will increasingly be addressed in this process as well, but the strong culture of
disciplinary hearing and authoritarian style in corrections will take time to change, and
individuals may be resistant to change (Newell, 2001). Implementing restorative justice
requires a new way of thinking, and according to Umbreit & Carey (2001), an
organizational change is required.
These frameworks would be appropriate for the research problem because the
questions posed include the correctional managers’ and leaders’ barriers, and the
acceptance and knowledge about restorative justice. Utilizing a survey that includes
questions about these factors will examine perceptions about restorative justice among
correctional managers and leaders. Based on the findings, training and introduction of
the concept can be planned, as well as implementation of the framework and
organizational change.
Gaps in literature
Upon review of the literature, no study has been done to examine perceptions
about restorative justice among correctional managers and leaders in a correctional
facility in Minnesota. There were no studies found on whether organizational change had
been implemented in agencies applying restorative justice, nor about employee
satisfaction with restorative justice. Another gap in the literature is the lack of empirical
studies done on restorative justice applications in prison settings. No articles were found
on research about recidivism rates or other outcomes after offender participation in prison

29
based restorative justice programs upon or after release. There is a lack of literature on
issues of social inequalities in restorative justice (Pranis, 2001). Research on race and
class in the United States' criminal justice system exists, but upon review of the literature,
nothing was found on cultural issues in referrals to restorative justice programs, nor was
it found in discussions of outcomes. There are several concerns about future application
of restorative justice principles, and one of them is an increasingly diverse population
(Turpin, 1999). Barriers like language, racism, and different worldviews were not found
to be analyzed or considered upon literature review.
Research questions
This study examines correctional managers and leaders acceptance and perceived
knowledge about restorative justice as well as perceptions of barriers against
implementing a restorative justice framework in their organization. The study also
examines whether correctional managers and leaders view restorative justice as an
appropriate framework for the Department of Corrections, and what strategies for change
they might view as useful for implementing another framework
Four research questions will be addressed:
(1) What are the perceptions of correctional managers’ and leaders’ own
knowledge about restorative justice?
(2) Do correctional managers and leaders believe that restorative justice is an
appropriate direction for the Department of Corrections in the future?
(3) What do correctional managers and leaders believe are the barriers against
implementation of a restorative justice framework?

30
(4) What do correctional managers and leaders view as the best strategies for
change in implementing restorative justice?
Summary
This chapter has given a historical background of crime, justice and punishment,
outlined values and principles of restorative justice, mentioned forces supportive to
restorative justice, and presented examples of restorative justice models, programs, and
practices as well as limitations and cultural implications. Restorative justice in
correctional facilities and organizational change has been discussed, theoretical
frameworks outlined and findings from research discussed. The following chapter will
present the research methodology.

31
CHAPTER 3: METHODOLOGY
This chapter will present the research methodology. Key concepts will be defined
and the research design including instrument development, data collection and data
analysis will be explained. The sample and the study population will be presented,
strengths and limitations of the design discussed, and measurement issues explained, as
well as procedures for protecting the study participants.
Conceptual and operational definitions of important concepts/units of analysis
The units of analysis are individuals in the organization. Important concepts are:
restorative justice, knowledge, managers and leaders, acceptance and barriers, and
organizational change. Restorative justice principles were defined in the literature review
section. The concept of knowledge includes training, self-learning, and understanding.
Managers and leaders are the individuals who have their daily work place at three
facilities (Faribault, Shakopee and Stillwater) at the Minnesota Department of
Corrections, and who are listed as managers and supervisors in the human resource unit
at the Department of Corrections. Acceptance means how supportive managers and
leaders are to the concept of restorative justice and how supportive they are to implement
a restorative justice framework in the organization. Barriers are obstacles viewed by
managers and leaders to implement a restorative justice framework. The concepts will
be operationally defined by utilizing self-reporting scales including a Likert-type scale
with various degrees of agreement as well as choosing from various options listed in the
questionnaire.

32
Research design
This is an exploratory study utilizing a cross-sectional survey-design. The survey
is a self-administered mail questionnaire, and includes both close-ended and open-ended
questions. Focus is on the knowledge about restorative justice as well as acceptance of
implementing a new philosophical framework and barriers against it, and on beliefs about
direction for future change and strategies for change.
Characteristics of the study population
The population studied in this research is 41 managers and leaders at Faribault
Correctional Facility, 23 managers and leaders at Shakopee Correctional Facility, and 53
managers and leaders at Stillwater Correctional Facility.
Sample population
All data for this study were obtained by utilizing a self-administered
questionnaire mailed to all the 117 managers and leaders at Faribault Correctional
Facility, Shakopee Correctional Facility and Stillwater Correctional Facility. A self-
addressed return envelope was submitted as well as a fax-number.
The locations of the study are:
Shakopee Correctional Facility, Minnesota. This facility houses all adult women
offenders committed to the commissioner of corrections in Minnesota. The population in
September 3001 was 329. The facility has 11 buildings, including several living quarters
for inmates at all custody levels. At the time of the study, there were 23 managers and
supervisors listed. This organization’s vision has been developed by staff, and it involves
restorative justice principles. Restorative justice is involved in daily practice, as well as
in programs and practices (Minnesota Department of corrections, 2001).

33
Faribault Correctional Facility, Minnesota. This is a medium-security male prison
with a minimum-security unit located outside the secure perimeter. The inmate
population was 1,115 in September 2001. It has ten living quarters for inmates, and one
of them is adapted to meet the needs of the department’s geriatric population. At the time
of the study, there were 41 managers and supervisors listed. Restorative justice
principles are applied to some extent, by involving offenders in community service
projects (Minnesota Department of Corrections, 2001). There have also been restorative
justice principles applied in programming conducted by volunteers (Personal
communication, Kay Pranis, Director of Restorative Justice, Minnesota Department of
Stillwater Correctional Facility, Minnesota. This is the largest close-security
correctional facility in the state of Minnesota for adult male felons. The inmate
population was 1,292 in September 2001. The facility has several living quarters for
inmates, including a minimum-security unit for selected offenders nearing time for
release. At the time of the study, there were 53 managers and supervisors listed.
Restorative justice has not been widely applied, but victim advocates and volunteers from
the community have accommodated victim offender mediation sessions. Victim issues
are also a part of a regular group offered to offenders, and some programming involving
restorative justice principles have been offered routinely (Minnesota Department of
Corrections, 2001).
Data collection instrument development
A survey instrument was utilized in this study for the purpose of collecting
information about managers’ and leaders’ perceptions of knowledge about restorative

34
justice and their beliefs about direction for change, perceived barriers towards and
acceptance of implementing this philosophical framework, the strengths of their
organization as well as strategies for change. The questionnaire was designed by the
researcher with input from staff at the Minnesota Department of Corrections. The
questionnaire has both closed and open-ended questions, so that some qualitative data
could be collected in addition to quantitative data. The instrument was pre-tested with a
small group of managers and leaders at the Department of Corrections’ Central Office.
Those leaders had all previous experience as managers/leaders in correctional facilities.
Other professionals were asked to assist in reviewing the survey instrument as well. A
few adjustments were done after pre-testing the instrument, and another question was
added.
The questionnaires were sent to respondents by mail, and a follow-up letter was
mailed after ten days. The questionnaire had adequate space between the questions, and
the instructions were clear. The last page included an expression of appreciation for
respondents’ participation in the study as well as instructions about how to return the
completed questionnaire.
Measurement issues. Controlling systematic error was done by using unbiased
language in the design of the survey (i.e., culturally sensitive and non-sexist language).
Many of the variables measured perceptions rather than behavior, and therefore it was
important to control for systematic error (Rubin & Babbie, 2001). Social desirability bias
also can often lead to systematic error, and by using a mail-survey instead of face-to-face
interview, this bias was easier to avoid. Random error was controlled by using words and
terms that respondents would understand easily. Feedback from professional researchers

35
as well as from other professionals was obtained to control for measurement errors
(Rubin & Babbie, 2001).
Nominal level of measurement was used for identifying observations of those
classified into labeled categories. The ordinal level of measurement was used for the
purpose of providing information about orders of categories. Most of the variables
analyzed in this study are discrete variables. This is because the variables cannot take on
any value within an interval, such as continuous variables can do (Weinbach & Grinnell,
1991). However, length of time working in the field of corrections was included, and this
will be a continuous variable because it can be placed anywhere within an interval (Rubin
& Babbie, 2001)
Procedure for protection of human rights
The cover letter to participants included information about voluntary
participation, and it was emphasized that completing the survey had no benefits or risks
attached. It was also assured that participants could discontinue their participation if they
felt uncomfortable at any time, or if they did not wish to continue. Information about the
purpose of this study as well as ensuring anonymity for participants was included, and so
was information about how raw data would be filed, and for how long.
Data analysis procedures
Open-ended questions cannot be coded in advance such as with the close-ended
questions. Content analysis was therefore used for the open-ended questions, to analyze
those data. Univariate analysis was utilized for examining each variable, and frequency
tables was developed for questions at the nominal level of measurement. Bivariate
analysis was utilized to look at the relationship between two variables. Cross-tabs were

36
used for the purpose of explaining differences and similarities in the observations, such as
responses to restorative justice as an appropriate future direction and personal support for
implementation.
Strengths and limitations of the research design
The strengths of this design is that until this study, no data had been found about
correctional managers and leaders perceptions and knowledge about restorative justice,
nor data about whether they view restorative justice as an appropriate direction for the
Department of Corrections. Another strength of the design is that it can be utilized in
other correctional settings than prisons, such as field services and county jails.
This is a cross-sectional study, and data were therefore gathered only at one point
of time. This is a limitation of the study, because training or repetition of restorative
justice may be introduced after the data had been gathered. Another limitation may be
the lack of definition of the concept of restorative justice in the survey instrument. If the
concept is not a part of daily language, individuals may differ in the understanding of the
concept.
Summary
This chapter has described the research methodology, including definitions of key
concepts, instrument development, data collection and data analysis. The sample and the
study population were described, strengths and limitations of the design discussed,
measurement issues addressed, and procedures for protecting the study participants
explained. The following chapter will discuss the research findings.

37
CHAPTER 4: FINDINGS
In this chapter, the data from the 40 returned usable questionnaires will be
analyzed, and the findings for the four research questions will be presented. Out of 117
surveys sent, 40 were returned. This means that the response rate was 34%, which can be
considered as fair, and findings therefore should be interpreted with caution.
Demographics
Study population
The study population selected was correctional managers and leaders at three
correctional facilities in the Minnesota Department of Corrections. This population was
selected because the intention of the study was to explore their perceptions of own
knowledge about restorative justice, perceived barriers of implementing a restorative
framework in a prison setting, and to find out whether correctional managers and leaders
believe restorative justice is an appropriate direction for the Minnesota Department of
Corrections.
At the time of the study, there were 41 mangers and leaders at Faribault
Correctional Facility, 23 managers and leaders at Shakopee Correctional Facility, and 53
managers and leaders at Stillwater Correctional Facility.
Level of education. Out of the 40 respondents, 20 (50%) indicated that they had
a Bachelor’s Degree. Seven indicated they had a Master’s Degree was indicated (17,5%),
five an Associate Degree (12.5%), five a High School Degree (12.5%), and three
indicated some college in addition to high school (7.5%).
Current field of work. Of the 38 who reported their field of work, 11 (27.5%)
indicated the field of security; 11 (27.3%) administration; 8 (20.0%)

38
health/treatment/case management/religious services; 5 (12.5%)clerical/support; and 3
(7.5) educational/vocational industry. Two of the respondents (5.0%) did not indicate
where they worked in their organization.
Analysis
Perceptions of own knowledge
The first question addressed by the study was: What are the perceptions of
correctional managers’ and leaders’ own knowledge about restorative justice?
A total of eight statements were included on the questionnaire to explore this
question, and they all included a Likert-scale. One statement was about self-
understanding of restorative justice; five statements incorporated values and principles
from the restorative justice theory, involving stakeholders, restoration and offender
accountability; one statement included change in role for the criminal justice system, and
the last statement included application of the values and principles in daily interaction
with offenders.
The Likert-scale gave the respondents five degrees of responses: strongly agree,
agree, disagree, strongly disagree and don’t know (DK) to all the statements. In this
analysis, strongly agree and agree were combined into a response called agree, while
disagree and strongly disagree were combined into a response called disagree for the
eight statements to explore the question about perceptions of correctional manager’s and
leaders’ own knowledge.
The agreement with the statements was extremely high among the respondents.
For two statements, where victim and community were identified as important
stakeholders, 100 % (n=40) of the respondents agreed. The statement about

39
understanding the basic values and principles of restorative justice was agreed upon by
38 (95.0%) of the respondents. Only 1 respondent did not agree, and one reported not
knowing. The statement about a change in role of the criminal justice system received the
least agreement, but was still very high (n=30; 75.0%). Table 1 shows the frequency of
the responses that agreed and disagreed to the value statements, and the frequency of
those who did not know.
Table 1
Perceptions of correctional managers’ and leaders’ own knowledge about restorative
justice
________________________________________________________________________
Restorative justice statements Agree Disagree DK NR
________________________________________________________________________
I understand the basic values and 38 1 1
principles of restorative justice (95.0%) (2.5%) (2.5%)
The victim is an important stake- 40
holder in restorative justice (100.0%)
The community is an important 40
stakeholder in restorative justice (100.0%)
The offender is an important stake- 38 1 1
holder in restorative justice (95.0%) (2.5%) (2.5%)
Restorative justice involves a 30 6 2 2
change in role of the criminal (75.0%) (15.0%) (5.0%)
justice system
Restorative justice focus on 35 3 2
restoration, not on punishment (87.5%) (7.5%) (5.0%)
Restorative justice emphasizes 38 1 1
the offender taking responsibility (95.0%) (2.5%) (2.5%)
for behavior
Restorative justice principles can 36 2 2
be applied in daily interaction with (90.0%) (5.0%) (5.0%)
offenders, not only in separate
programs

40
First learned about, and involvement in restorative justice
To further examine participants’ knowledge about restorative justice, questions
were asked about where they had first learned about restorative justice, and what
restorative training or practices they had been involved in.
The respondents were asked to respond to a question about where they first had
learned about restorative justice, and what training or practices they have been involved
in. They also were given the opportunity to indicate any combination of the choices
given. The category “other” included a possibility for specification. Respondents
specified “participation in programs” and “own research” under “other” to the question
about where they first had learned about restorative justice. To the question about
involvement in training or practices, the respondents who circled “other” specified
participation in “victim impact panel” and “other programs, like Big Brothers”. Several
of the respondents circled more than one option to both of these questions, and therefore
the total number is more than 40.
More than 70% (n=29) of the respondents had first learned about restorative
justice from training through the Department of Corrections, and almost 50% had first
learned about it through readings. Three of the respondents circled that they had not
learned about restorative justice. The question about involvement in restorative justice
training and practices revealed that training in basic restorative justice principles was the
primary involvement for the respondents (67.5%). Seven respondents had not been
involved in any training or practices. Of those 7, 1 was from Shakopee, 1 from Faribault,
and 5 from Stillwater.

41
Table 2 shows the frequency of where participants had first learned about
restorative justice. Table 3 shows the frequency of what involvement they have had in
training or practices.
Table 2
Where first learned about restorative justice
Option Frequency Valid Percent
________________________________________________________________________
Training through DOC 29 72.5%
(Department of Corrections)
Reading about it 19 47.5%
Training/seminar from other sources 9 22.5%
From college class 9 22.5%
From professional conference 12 30.0%
From colleagues 12 30.0%
Other 3 7.5%
Not learned about restorative 3 7.5%
Justice
N=40. Total may add to greater than 40 due to respondents’ choice of more than 1 option.

42
Table 3
Involvement in restorative justice training or practices
________________________________________________________________________
Training in basic restorative 27 67.5%
justice principles
Family group conferencing 10 25.0%
Community conferencing 10 25.0%
Victim services/victim support 7 17.5%
Victim-offender dialogue/meeting/ 3 7.5%
conferencing
Peace making/sentencing circles 3 7.5%
Other 3 7.5%
None of the above 7 17.5%
N=40. Total may add to greater than 40 due to respondents’ choice of more than 1 option.

43
Implementation of restorative justice
A question to explore the respondents’ perception of whether the organization
already was implementing restorative justice principles was asked. The options yes and
no were given together with an encouragement to explain what they were doing involving
restorative justice principles if they answered yes. Content analysis was completed, and
themes that emerged were grouped according to the respective facilities.
Shakopee Correctional Facility. All 6 of the respondents reported that restorative
justice principles already were implemented. Themes and examples of programs and
practices specified were: teen panels; victim impact panels; group conferencing;
programs where inmates talk to children; programs where inmates create items to donate
to organizations; and restorative justice principles applied in daily interaction and
practice.
Faribault Correctional Facility. Out of the 17 respondents, 11 indicated that
restorative justice principles already were implemented. Of the remaining respondents 4
answered no to the question, 1 was unsure, and 1 did not respond. Themes and examples
of programs and practices given were: restorative justice training for staff; offenders
talking to high-school children; offender involvement in community projects; donations
to the community; victim-offender dialogue, victim groups/victim speakers; and
restorative justice principles applied in treatment/therapy groups.
Stillwater Correctional Facility. To the question about whether restorative justice
principles already were implemented in the organization, 9 out of 17 respondents
answered yes, 4 answered no, 2 were unsure and 2 did not respond. Some of the themes
and examples given by those who answered yes were: restitution; victim-offender

44
meetings; victim impact panels; some programs for offenders involving restorative justice
principles; and restorative principles applied in case-management.
Restorative justice as an appropriate future direction
The question “Is restorative justice an appropriate direction for future in the
Department of Corrections?”, was followed by an encouragement to explain the answer.
Content analysis was therefore completed to analyze this question, and to transform
qualitative data into quantitative data. Two categories emerged, and they were coded
“yes” and “unsure”. The majority (57.5%) believed restorative justice to be an
appropriate direction for the future, while 25% of the respondents were unsure. None of
the respondents answered that they did not believe this is the direction for the future.
Five participants did not respond, and two of the responses were determined as invalid,
and to not be included in the analysis because of difficulty understanding the meaning
and handwriting. Table 4 shows the frequency of those categories from the 33 usable
responses as well as the frequency of invalid and no responses.
Table 4
Restorative justice as an appropriate direction for the Department of Corrections
Category Frequency Valid Percent
________________________________________________________________________
Yes 23 57.5%
Unsure 10 25.0%
Blank (No response) 5 12.5%
Invalid responses 2 5.0%

45
Explanations given in the responses positive to restorative justice as an
appropriate direction for the future were determined into the following categories: 1) yes,
because the current system does not work; 2) yes, because it addresses offender
accountability, behavior change, recidivism, restoration, and reentry to society; 3) yes,
but with reservations to sorts of crime, level of custody in the facility, and amount of
work; 4) yes, because of the need to change the value of punishment; 5) clearly yes, or
gradually implementation.
For the category “unsure”, the respondents’ explanations were determined into the
following categories: 1) unsure, because preventive work should be more important than
work with offenders; 2) unsure, because of lack of effectiveness; 3) unsure, because of
factors like budget, staff and measuring effectiveness.
To explore the relationship between the respondents’ beliefs about restorative
justice as an appropriate direction for the Department of Corrections and their perspective
regarding personal support of, and personal responsibility for implementation of
restorative justice in their organization, two cross tabulations were done. A third cross
tabulation was done to explore the relationship between respondents’ beliefs about
direction, and restorative justice reflecting their own values and beliefs. Restorative
justice as an appropriate future direction was used as the constant variable in these three
cross tabulations.
As shown in Table 5, all 23 (63.9%) respondents who indicated that they believe
restorative justice to be an appropriate future direction for the Department of Corrections,
also indicated that restorative justice reflects their own values and beliefs. The majority

46
of the respondents unsure about restorative justice as future direction also indicated that
restorative justice reflects their own values and beliefs.
Table 5
Restorative justice as an appropriate direction: Restorative justice reflects my own values
and beliefs
Degree of how restorative justice reflects own values and beliefs
Restorative justice Reflects Do not Don’t NR Total
as appropriate own values reflect own know
direction for the and beliefs values and
future beliefs
_______________________________________________________________________
Yes 23 23
Unsure 7 1 1 1 10
Blank (No response) 4 1 5
Invalid response 2 2
Total 36 2 1 1 40
Table 6 indicates that all 23 (69.7%) respondents who believe in restorative
justice a direction for the future also personally support implementation of restorative
justice in own facility/organization. More than 50% of those who were unsure (6 out of
10), and those who did not respond to the question about direction also indicated
personally support for implementation.

47
Table 6
Restorative justice as an appropriate future direction: Personal support of implementation
of restorative justice in own organization
Degree of personal support of implementation of restorative justice
Restorative justice Personally Do not Don’t NR Total
as appropriate support support know
direction for the imple- imple-
future mentation mentation
________________________________________________________________________
Yes 23 23
Unsure 6 1 2 1 10
Invalid response 2 2
Total 35 1 3 1 40
As shown in Table 7, respondents’ feelings about personal responsibility for
contributing to implementation of restorative justice had more variation than the two
previous tables. However, the majority (15) of the respondents who believe restorative
justice to be a future direction still indicate that they feel personal responsibility for
contributing to the implementation. Four respondents who believe in restorative justice
as future direction, answered that they do not feel personally responsible for contribution.

48
Table 7
Restorative justice as an appropriate direction: Personally responsible for contributing to
implementation
Degree of personal responsibility for contribution to implementation
Restorative justice Feel Do not feel Don’t NR Total
as appropriate Personally personally know
direction for the responsible responsible
future
_______________________________________________________________________
Yes 15 4 4 23
Unsure 4 3 2 1 10
Invalid response 1 1 2
Total 22 11 6 1 40
Benefits of implementation
To explore what benefits correctional managers and leaders could perceive by
implementing restorative justice in their organization, an open-ended question was asked.
Content analysis was completed, and grouped in categories for the respective prisons.
Shakopee Correctional Facility. Four out of six answered this question. A main
theme appeared: benefits for society by offender being accountable, repairing harm, and
restore relationships.
Faribault Correctional Facility. Of the 17 respondents, 12 specified benefits, and
5 had no response. Three main themes emerged: 1) offender accountability that leads to
repairing harm and restoring relationships; 2) change of offender behavior leading to
reducing recidivism; and 3) positive changes for a better work environment.

49
Stillwater correctional Facility. Out of the 17 respondents from Stillwater, 8
specified benefits, 5 were unsure about benefits, and 4 had no response. Three themes
emerged, and those were 1) change of offender behavior leading to reduced
imprisonment and recidivism, and 2) positive changes for a better work environment, and
3) increased public support.
Barriers against implementation
To answer this question the respondents were given the opportunity to choose
between a range of options, and to specify any combination of these options.
Respondents were also given the option of the category “other”, and were asked to
specify their choice. In this category, “lack of direction and legislative support” was
specified as well as “issues with security uniform, security level of facility and
punishment bias.” “Lack of evidence that it works” was also in that category. One
respondent did not answer this question.
Table 8 shows that three areas emerged as the perceived barriers to
implementation. They were work-load (67.5%), lack of funding (57.5%), and lack of
knowledge by staff (50.0%). None of the other choices showed a greater number than 11
(27.5%). Lack of support from management/leadership was only chosen by 4 respondents
(10.0%), and only 3 respondents thought that the readiness of the facility/organization
was a barrier (7.5%).

50
Table 8
Perceived barriers to implement restorative justice in the organization
________________________________________________________________________
Work-load 27 67.5%
Lack of funding 23 57.5%
Lack of knowledge by staff 20 50.0%
Lack of support from colleagues 11 27.5%
Disagreement with the philosophy 10 25.0%
No interest in restorative justice 9 22.5%
Restorative justice is too time consuming 8 20.0%
Restorative justice diminishes security 6 15.0%
Other 6 15.0%
Lack of support from management/leadership 4 10.0%
The facility/organization is not ready 3 7.5%
N=40. Total may add to greater than 40 due to respondents’ choice of more than 1 option

51
Organizational strengths.
In addition to exploring perceived barriers to implement restorative justice in the
organization, organizational strengths were explored as well. An open-ended question
was asked, and content analysis was applied to explain the findings from the respondents
in the three different prisons.
Shakopee Correctional Facility. Four out of the six possible respondents specified
what they perceived as strengths of their organization in implementing restorative justice.
Two themes emerged: 1) Staff-commitment to restorative justice, and incorporation in
daily practice, and 2) good relationships with volunteers and community.
Faribault Correctional Facility. Out of the 17 possible respondents from
Faribault, 11 described what they perceived as organizational strengths in implementing
restorative justice, while 6 did not respond to the question. Two main themes appeared:
1) Support from a good and strong leader and a management team with a willingness to
change, and 2) experienced correctional officers and other staff who are interested in
change.
Stillwater Correctional Facility. Of the respondents from Stillwater 8 out of 17
describe strength. Five did not respond, 2 were unsure about strengths, and 2 of the
answers were determined not usable. The two main themes that appeared were somewhat
similar to those from Faribault’s respondents: 1) Open-minded management, and 2)
knowledgeable and supportive staff.
Best strategies for implementing restorative justice.
To explore this, a range of options to choose from was given to the respondents.
They were given the opportunity to indicate any combination of the choices, and the

52
option “other” with an encouragement to specify was given as well. This category
revealed “funding and more staff”, “involving community members” and “convincing
parties” as useful strategies. One respondent did not answer this question.
Table 9 shows the frequency of the choices of the respondents, and “introductory
training to staff about restorative justice” has the greatest number at 35 (85%). “Use
authority and power” has the lowest frequency at 5 (12.5%).

53
Table 9
Strategies useful in implementing restorative justice in the organization
________________________________________________________________________
Introductory training about 34 85.0%
restorative justice to staff
Give staff time to absorb 26 65.0%
new principles
Develop an action/change plan, and 25 62.5%
develop shared vision and goals
Increase information 24 60.0%
Involve all staff in the process 23 57.5%
of change
Assess the organization’s readiness 21 52.5%
for change, and be supportive to all
staff during the process
Extensive internal and external 18 45.0%
Communication Create staff
excitement
Use dialogue and consensus building 16 40.0%
Change rules, procedures, and 14 35.0%
job description
Engage outside consultants 11 27.5%
Other 7 17.5%
Use authority and power 5 12.5%

54
For the 34 respondents who chose “introductory training about restorative justice
to staff” as a strategy for implementing restorative justice in the organization, another
question was given to explore their perceptions of what staff should receive that training.
Again several options to choose from were given, including the category “other” with
encouragement to specify. This category had only one response (2.5%), which indicated
to include staff at Minnesota Department of Corrections, Central Office in the
introductory training. Table 10 shows the respondents’ choices with all staff included in
introductory training as the significant greatest number, n=27 (67.5%).
Table 10
Introductory training about restorative justice to staff
Staff Frequency Valid Percent
________________________________________________________________________
All staff 27 67.5%
Case managers’ treatment staff/therapists,
and all staff in direct contact with 8 20.0%
offenders
Religious services, leaders and 7 17.5%
management
Corrections officers/security staff, 6 15.0%
and education staff
Health care 3 7.5%
Others 1 2.5%

55
Closing statements
Findings from the analysis of the study have been presented in this chapter.
Major findings were that the majority of the respondents believed that they understand
the basic values and principles of restorative justice, and that it reflects their own values
and beliefs. There were also indications of support for restorative justice as a future
direction for the Department of Corrections, and for personal support of implementation.
Major perceived barriers against implementation were: “work-load”, “lack of funding”,
and “lack of knowledge by staff”, while “introductory training about restorative justice to
staff” was indicated as the most useful strategy in implementing restorative justice.
The following chapter will contain a discussion of the findings as well as a
discussion of strengths and limitations of the study. Implications for the field of social
work and for the Department of Corrections and recommendations for further research
will be discussed.

56
CHAPTER 5: DISCUSSION
Overview
The purpose of this study was threefold. The first purpose was to assess
managers’ and leaders’ attitudes toward, acceptance of and perceptions of own
knowledge about restorative justice. This is the first step to ensure when implementing
change in the organization, and is therefore important for organizational change (Umbreit
& Carey, 2001). The second purpose was to assess their perceptions of barriers and helps
in implementing restorative justice in their organization, and the third purpose was to
assess to what degree they believe restorative justice to be an appropriate direction for the
Department of Corrections.
A discussion of the findings for the research questions will be presented in this
chapter. Strengths and limitations of the study will be discussed, and implications for the
field of social work and for the Minnesota Department of Corrections will be included as
well as recommendations for further research.
Findings
Perceptions of own knowledge
The researcher found it very interesting that agreement with the statements was
overall very high. The statements “I understand the basic values and principles of
restorative justice” and “restorative justice emphasizes the offender taking responsibility
for behavior” both received 95% agreement. One respondent disagreed, and one reported
“don’t know” in both statements. The statements “the victim is an important stakeholder
in restorative justice” and “the community is an important stakeholder in restorative
justice” both received 100% agreement, so the respondents who had disagreed or

57
reported not knowing, still held the value of the importance of victim- and community
involvement in the criminal justice process. Victims and community are primary
stakeholders in restorative justice in addition to the offender (The Office of Juvenile
Justice and Delinquency Prevention, 1997), and involving the community in the
reintegration of the offender is based on the ecological systems theory (Bazemore &
Schiff, 2001).
It was interesting, however, that one respondent disagreed (95% agreed and 1
reported “don’t know”) to the statement “the offender is an important stakeholder in
restorative justice” while acknowledging both victim and community as primary
stakeholders. The statements “restorative justice principles can be applied in daily
interaction with offenders, not only in separate programs” also had a fairly high
agreement rate (90%), which was surprising, knowing from personal communication with
correctional employees that restorative justice often is viewed as programs, not as an
overall philosophy. According to Pranis (1998), restorative values are not meant to be
applied only in specific programs, but rather in all parts of our lives, and in all our
various relationships (including offenders and colleagues). It seems that most of the
respondents had a clear understanding of, and agreement with this view.
To the statement “restorative justice focus on restoration, not on punishment”
three respondents (7.5%) disagreed. This was surprising because of the fact that
restorative justice literally includes the word restore. However, consideration should be
give to the embedded value of punitiveness in the U. S. society (van Wormer, 2001) in
responses to this statement. The statement that received the least agreement rate, was
“restorative justice involves a change in the role of the criminal justice system.” Of the

58
40 respondents, 75% agreed while 6 respondents (15%) disagreed, 2 reported not
knowing, and 2 did not respond. To the researcher, the fairly high agreement rate was
surprising. In the literature, a change in the role of the criminal justice system was not
found discussed very often. From Pranis’ (1998) discussion of the role of the criminal
justice system, a conclusion can be drawn that a change that recognizes more than legal
authority is involved.
The questions “where did you first learn about restorative justice” and “what
restorative training or practices have you been involved in” were asked to further
examine the respondents’ knowledge about restorative justice, and from where they had
obtained their knowledge.
Where first learned about restorative justice. Out of the 40 respondents, 29
(72.5%) reported training through the Department of Corrections as where they had first
learned about restorative justice. The second highest frequency was “from reading about
it” (47.5%), and 30% had first learned about it from professional conference/colleagues.
Three of the respondents reported that they had not learned about restorative justice.
Because of limitations of the survey design, it was not possible to explore whether
those who had received training through the Department of Corrections had received that
training as mandatory or voluntary training, nor whether the training was given by the
Prison Academy for new employees, or later in their career. As stated by Umbreit and
Carey (2001), one of the first steps in planning for change is to make sure that leaders and
managers understand the values and principles of restorative justice. Minnesota
Department of Corrections has had an established restorative unit in Central Office since
1994, but no regular mandatory training in restorative justice has been given to

59
employees since the Prison Academy included some training a few years ago (Personal
Communication, Kay Pranis, Director of Restorative Justice, Minnesota Department of
Corrections, 10.17.01). From the findings in this study, a conclusion can be drawn that
the Department of Corrections cannot be sure that all their managers and leaders
understand restorative justice.
Involvement in restorative justice training and practices. Responses given
indicate that the majority (82.5%) had been involved in restorative justice one way or
another. Only 7 respondents (17.5%) reported that they had not been involved in
anything related to restorative justice. Interestingly, 29 respondents indicated that they
had received training in restorative justice through the Department of Corrections, but
only 27 indicated training in basic restorative justice principles as involvement in
restorative justice. This may be due to the language used in the options given (lack of
clarification), or it may be because training they had received through the Department of
Corrections did not teach them about basic principles. Involvement in family group
conferencing was reported by 25% of the respondents, while victim services/support was
reported by 17.5%. Again, limitations of the survey design did not allow for exploring
whether the reported involvement had been through the Department of Corrections, or in
their personal life. Involvement in other types of restorative justice programs or practices
was not reported very frequently.
Overall, the responses in this study revealed a high level of perceived knowledge
about restorative justice among correctional managers and leaders in the three prisons
surveyed. This is an important factor in working towards an organizational change to
implement a restorative justice framework (Umbreit & Carey, 2001). Due to limitations

60
in the survey design, it is not possible to decide whether the reported level of knowledge
is actual knowledge, because only perceived own knowledge was measured.
Implementation of restorative justice principles
Shakopee Correctional Facility. Of the 6 respondents from Shakopee in this
study, all answered this question, and they all reported that restorative justice principles
already were implemented. This was not surprising, because the researcher knew from
pamphlets and personal communication with Kay Pranis, Director of Restorative Justice,
Minnesota Department of Corrections; that Shakopee already had implemented
restorative justice principles (10.17.01). Responses from Shakopee also indicate that
restorative justice principles are implemented in daily interaction with the inmates, not
only in programs and practices. None of the respondents from the other facilities did
report that restorative justice was applied in daily interaction with inmates. According to
Pranis (1998), restorative justice can be applied in daily interaction and practice, and that
programs and models are not enough to create a restorative system. The researcher
believes that the more restorative justice principles, models and programs that are
implemented, the easier they are to recognize and to implement in daily interaction. In
the Shakopee Correctional Facility, restorative justice has been known and applied, and
that may be the reason for recognizing the principles in daily interaction with inmates.
However, because of the low return rate from Shakopee (26%), results must be
interpreted with caution, and it is therefore difficult to draw a conclusion from the
findings.
Faribault Correctional Facility. For the researcher, it was interesting that
responses from Faribault were mixed. The majority indicated that restorative justice

61
principles were implemented, while 4 respondents reported no implementation. There
have been some programs implementing restorative justice principles in the facility, and
top management is supportive to restorative justice (Personal communication, Kay
Pranis, Director of Restorative Justice, Minnesota Department of Corrections, 04.24.02).
It is therefore somewhat surprising to the researcher that 4 respondents indicate that
restorative justice is not implemented. This might be due to lack of information about
what programs or models are offered to the offenders, or lack of knowledge about what
types of programs that include restorative justice principles. Another explanation might
be lack of internal communication and information. Managers often fail to communicate
enough to employees (Reynolds, 1994), but this lack of communication may also happen
between managers and level of managers.
Stillwater Correctional Facility. Fewest indications about implementation of
restorative justice principles came from respondents at Stillwater Correctional Facility.
Only 9 respondents out of 17 indicated that restorative justice principles were
implemented. There was not much going on involving restorative justice at Stillwater
Correctional Facility when the survey was sent out, and this facility has not been known
as a promoter of restorative justice (Personal communication, Kay Pranis, Director of
Restorative Justice, Minnesota Department of Corrections, 04.24.02). The researcher did
therefore not expect many indications for restorative justice implemented in this facility.
It was satisfying that a few respondents had recognized some implementation. Again,
there might be a lack of internal communication and information, as well as a lack of
knowledge about programs offered, and it is therefore difficult to draw a conclusion from
the findings.

62
Restorative justice as an appropriate future direction
The U.S. current criminal justice system has experienced a rising dissatisfaction
from victims and society overall (Hopf, 1999; Viano, 2000). Growing recidivism rates
has been a concern, and a growing movement for change has emerged in the past decade
(Barajas, 1998). Responses from this survey indicate that professionals in the
correctional system also are supportive to a change in direction, in this case towards
restorative justice. Responses from those who answered “yes” to restorative justice as a
future direction for the Department of Corrections indicated that in their opinion the
current system does not work; there is a need to reduce recidivism; and there is a need to
change the value of punishment.
Offender accountability, restoration, offender behavior change, and offender
reentry to society are some of the principles included in restorative justice (Zehr & Mike,
1997). These principles also emerged in some of the “yes” responses to the question
about restorative justice as an appropriate future direction. However, 2 respondents also
gave reservations to levels of crime and custody, in addition to gradual implementation.
The category “unsure” revealed reservations like staff and budget as well as more
importance to preventive work rather than work with offenders. Lack of effectiveness and
difficulty with measuring how it works were other examples. Restorative justice focuses
on the future (Marshall, 1998); on repairing harm and restoring relationship (Zehr &
Mike, 1997); and involving community as a moral authority to help offenders change
behavior (Pranis, 1998). This will help to prevent future criminal behavior, and is
therefore a preventive intervention as well. When it comes to lack of effectiveness and
measurement problems, findings from research on victim-offender mediation and family

63
group conferencing indicate significant effectiveness in reducing recidivism as well as
fairly high client satisfaction for program participants compared to those going through
the traditional system (Umbreit, Coates & Vos, 2002). It seems to the researcher that this
information has not reached the respondents. Another reason for these reservations might
be the lack of research on restorative justice outcomes in a prison context.
Crosstabulation was conducted to explore the relationship between the
respondents’ belief about restorative justice as an appropriate future direction for the
Department of Corrections and their perspective regarding restorative justice reflecting
their own values and beliefs. All of the 23 respondents who believed restorative justice
to be an appropriate future direction for the Department of Corrections also responded
that restorative justice reflects their own values and beliefs. Of the 10 respondents who
were unsure about the future direction, 7 reported that restorative justice reflects their
own values, and beliefs. Only two responded that restorative justice does not reflect their
own values and beliefs. One of them was from Faribault, and one from Stillwater.
Restorative justice is another way of thinking about crime and justice (Godwin, 1998),
and to achieve change at the organizational level is difficult without change at the
individual level (Michael & Lawson, 2000). Out of 40 respondents, 36 altogether
reported that restorative justice reflects their own values and beliefs, which is a good
indicator for change at the individual level, and will be helpful for change at the
organizational level.
Another crosstabulation was done to explore the degree of personal support of
implementation of restorative justice according to what they believe is an appropriate
direction for the future. Again, 23 of those who reported that they believe restorative

64
justice to be an appropriate future direction also reported personal support for
implementation. Altogether, 35 out of 40 respondents reported personal support for
implementation of restorative justice in their organization. It was interesting that also
those who were unsure about whether restorative justice was an appropriate future
direction, reported personal support for implementation. Employee resistance often
contributes to failing to change, and this is because managers often fail to communicate
enough, as well as fail to assess staff’s behavior and attitudes (Reynolds, 1994). With a
fairly high number of managers and leaders reporting personal support for
implementation, a conclusion can be drawn that they will be supportive to change, and
thereby able to be loyal in following important steps towards change.
A final crosstabulation was conducted to explore the relationship between
managers’ and leaders’ degree of personal responsibility for contribution to
implementation and what they believe about restorative justice as an appropriate future
direction. This relationship had more variations than the two previous explored
relationships. Still, the majority of those who believe in restorative justice as a direction
for the future reported personal responsibility for contributing to implementation (15 out
of 23). Overall, 22 out of 40 responses reported personal responsibility for contributing
to implementation, while 11 reported that they do not feel personally responsible. Four
of those who reported believing in restorative justice as a future direction, reported that
they did not feel personally responsible for contributing to implementation.
The researcher believes that that the authoritarian style with downward power and
chains of command in correctional agencies, disempowers employees, and leads to less
productivity. The respondents who do not feel personally responsible for contributing to

65
implementation may feel that they do not have power to make change. Allowing
employees to make decisions on their own, will increase their power (Daft, 2001, p.450).
This means that giving more power to employees allows for more productivity, and leads
to empowerment, (Daft, 2001). An organizational change with more power to staff might
lead to more productivity, and more positive feelings about personal responsibility for
contributing to implementation of restorative justice.
Benefits in implementation
Out of the 40 respondents, 24 specified benefits. Findings were grouped in
categories for the respective prisons, because each prison can be viewed as a separate
organization
Shakopee Correctional Facility. Four out of six respondents specified benefits,
and one main theme emerged: benefits for society by offender being accountable,
repairing harm, and restoring relationships. Restorative justice focuses on restoration of
relationships and repairing harm (Umbreit, 1994) by the offender being encouraged to
understand harm done and change behavior to carry out obligations to repair harm (Zehr
& Mike, 1997). The responses from Shakopee indicate that this is a benefit for the whole
society, not only individuals in their organization.
Faribault Correctional Facility. Out of the 17 participants from Faribault, 12
specified benefits. Three themes emerged from these responses, and one of them was
similar to the theme of the responses from Shakopee. The other two were: change of
offender behavior leading to reduced recidivism; and positive changes for a better
environment. Interactions with all human beings and systems in the environment lead to
reciprocal influence (Hepworth, Rooney & Larson, 1997). A change from authoritarian

66
style to a focus on conflict resolution will also lead to addressing staff matters, not only
offender matters (Newell, 2001).
Stillwater Correctional Facility. Less than 50% of the respondents specified
benefits, and two of the three themes that emerged were similar to responses from
Faribault: reduced recidivism and imprisonment due to changed offender behavior; and
better work environment. The third theme was: increased public support.
Barriers against implementation
It was not surprising to the researcher that work-load was perceived as the barrier
most frequently chosen by the respondents (27 out of 40). Two other options had fairly
high frequency: lack of funding (57.5%), and lack of knowledge by staff (50%). Lack of
knowledge by staff may be a barrier to change according to Umbreit & Carey (10.06.01),
and this statement is congruent with the responses from the study. Other perceived
barriers were lack of support from colleagues; disagreement with the philosophy;
restorative justice is too time consuming; it diminishes security; and others (ranging from
27.5% to 15%). The category “other” included “punishment bias” and “lack of evidence
that it works”, which both were discussed earlier in this chapter. In this category, two
respondents also indicated that correctional staff in uniforms were viewed as “cops”, and
therefore a barrier against implementation. Lack of direction and lack of legislative
support were also indicated as barriers against implementation by one respondent.
Lack of support from management/leadership was only chosen by 4 respondents,
and the barrier with the lowest frequency was “the facility/organization is not ready”.
Assessing the organization’s readiness for change is one of the first steps in
implementing restorative justice (Umbreit & Carey, 2001). This study does not address

67
what has been done at the organizational level in implementing change, and therefore it is
unknown whether readiness for change is assessed. However, indications from the
findings do not emphasis lack of readiness as a significant barrier against change.
Perceived organizational strengths
The researcher found it important to include an exploration in organizational
strengths to implement restorative justice as well as exploring barriers. Again, because
the three sites are three different organizations, responses from the respective facilities
will be discussed separate. By the 40 that participated in this study, 23 clearly specified
organizational strengths.
Shakopee Correctional Facility. Four out of six responded, and the themes that
emerged revealed that implementation of restorative justice seems to be extensive. Staff
commitment to restorative justice and incorporation in daily activities was specified as
strengths. The other category was: good relationship with volunteers and community.
Involving community is one of the guidelines for restorative justice providers (Zehr &
Mike, 1997), something that Shakopee seem to have understood and implemented.
Faribault Correctional Facility. Eleven out of 17 specified strengths with their
organization, and the two themes were: support from management; and experienced staff
interested in change.
Stillwater Correctional Facility. Stillwater had the lowest response rate on this
question. Eight of 17 respondents clearly described strengths. The themes emerging
were similar to Faribault’s, namely: open-minded management, and knowledgeable and
supportive staff.

68
Best strategies for implementing restorative justice
The clearly most frequent option chosen for the question about what the
respondents viewed as best strategies for implementation was: introductory training about
restorative justice for staff (85%, n=34). Other strategies that had high frequency were:
give staff time to absorb new principles (65%); develop an action/change plan (62.5%);
develop shared vision/goals (62.5%); increase information; and involve staff in the
process (57.5%). After initial steps in preparing for change to a restorative justice
framework (making sure that leadership understands, and assessing readiness for change),
presenting concepts and principles are the next step (Umbreit & Carey, 2001). This
seems to be supported by the finding in this study, with introductory training to staff
perceived as a strategy by 85% of the respondents. Giving staff time to absorb, and
involving all staff in the process as well as being supportive to staff are to important
factors in the process (Umbreit & Carey, 2001), which again is supported by the findings.
That more than 50% chose assessing readiness for change as a useful strategy
surprised the researcher, because responses from earlier questions had indicated that staff
is interested in change, lack of readiness was the least frequent option chosen for
perceived barriers. Other options, like create staff excitement; change rules procedures
etc.; consensus building; and outside consultants had all less than 45% frequency. The
least frequent choice was: use authority and power. Newell (2001) suggest changing the
authoritarian style used in correctional institutions to one that focuses on conflict
resolution. The low frequency on this option as useful for change may indicate support
for a change in style.

69
Introductory training
To explore what staff the respondents perceived should be trained in restorative
justice, those who had chosen that option were required to choose from another range of
options to indicate who should receive training. There was a significant high frequency
of option “all staff” (67.5%). Several of the respondents that chose other options
combined choices, but none of the others had a frequency higher than 20%. One
respondent included ‘other”, and indicated that staff at Central Office should be trained as
well. Today, restorative justice is not mandatory training for all staff, and the Prison
Academy does not include restorative justice training for new employees (Personal
Strengths and limitations of the study
Upon review of the literature, no study has been done to examine perceptions
about restorative justice among correctional managers and leaders in a correctional
facility in Minnesota. This is a strength of this study as well as the fact that the
questionnaire is designed to be utilized in other correctional settings as well.
Three major limitations are clear in this study: sample size; return rate; and
language. The sample size was quite small. Only 117 leaders and managers in three
prisons were invited to participate. In addition, the response rate was fair; only 34%,
which both limit generalization of the findings. According to Rubin and Babbie (2001), a
response rate of at least 50% is considered acceptable for analyzing and reporting, and
this study had a much lower response rate.

70
Language was also a major limitation. First, there were no definition of
restorative justice included, and then lack of clarification was apparent in some of the
statements and questions given. For some respondents, it might have been unclear that
restorative justice principles can appear in various settings and interactions, not only in
programs and practices that are clearly restorative. Use of terminology might have held
respondents back from answering as well.
Another limitation of this study is that it only surveyed three correctional facilities
one time (cross-sectional). This will limit the generalization of the study, because the
different correctional facility organizations in Minnesota have varied knowledge,
acceptance and barriers to restorative justice.
Implications for Minnesota Department of Corrections
Because of the low return rate, findings must be interpreted with caution.
However, the researcher believes it is safe to draw a conclusion based on this study, and
that is that the level of perceived knowledge among leaders and managers seems to be
high. This is the first step to ensure when implementing change in the organization. It
also seems to the researcher that it is safe to say that the study indicates some support for
restorative justice as an appropriate future direction, and that managers and leaders
surveyed are quite supportive to implementation of the principles in their own
organization.
Based on these conclusions, some recommendations can be given. First, the
Department of corrections might consider ensuring that all staff receives introductory
training in restorative justice by implementing it as mandatory for new employees in the
Prison Academy. Second, the hiring process should be reviewed, and include a screening

71
of potential employees’ knowledge and acceptance of restorative justice. Third, an
examination of practices and policies in the respective prisons (and Central Office) could
be done to get an overview of how frequent restorative justice values and principles are
integrated, or can be integrated. From the literature review we know that restorative
justice can be applied in daily interaction and practice, and that models and programs are
not enough to create a restorative system. “It is the cumulative effect of hundreds of
small acts on a daily basis. It requires reexamining all activities and interactions from a
restorative perspective” (Pranis, 1998, p.47). Fourth, findings from former research that
indicates support for restorative justice could be presented to all staff, giving some
evidence that it works. Finally, the research and evaluation unit could be engaged in
further research on restorative justice in the prisons (e.g. on change in offender behavior).
Implications for practice and the field of social work
Restorative justice examines individuals’ crime and problems in the context of
their social environment, which is of importance for the profession of social work.
Restorative justice principles emphasize working towards restoration for victims and
communities as well as emphasizing offender being accountable. Social workers
understand the principles of systems theory and the person in the environment, and will
thereby be skilled in working with restorative services. One of the characteristics of
social work is the effort to examine problems in their social context, and to involve
people’s families, communities and social network (Raemer, 1998).
The social work profession has an obligation to address the need of all human
beings, to improve services and to work towards social justice (Loewenberg, Dolgofft &

72
Harrington, 2000). Social workers should therefore be obligated to take the lead for
working towards implementation of restorative justice services in correctional facilities.
Being incarcerated prohibits normal contact with family, employers, and social
networks. Offenders in prison cannot control their own life and make their own decision,
and decisions are made for them. They often feel powerless, and cannot longer control
their own life and make their own decisions (Consedine, 1995). Taking personal
responsibility for own actions and own life empower individuals (van Wormer, 2001).
Restorative justice emphasizes offenders taking responsibility for their criminal behavior
and to work towards change, which leads to empowerment. Social workers with their
empowerment perspective as well as strength perspective then have a thorough
understanding of restorative justice, and are clearly well suited to lead the promotion of
restorative justice in correctional facilities as well as in social work everywhere.
New patterns have emerged for leadership in social work and human service
organizations, with more focus on decentralization of authority (power), encouragement
of innovation and initiative, as well as managing uncertain environment with lack of
recourses (Hasenfeldt, 1992). Social workers have the skills to be managers and leaders,
with their orientation towards empowerment and strengths. As both professionals and
leaders, they can promote restorative justice values and organizational change. Social
work ethics, such as: work towards social justice; promote respect and fairness; enhance
service delivery and effectiveness; believe in self-determination; and stop discriminatory
practices (Lowenberg & Dolgoff, 2000) are all similar to restorative justice principles.
They are also important values in leadership and organizational change.

73
Recommendations for further research
There is a need for research on race, ethnicity and culture in the criminal justice
process to display possible inequalities based on above mentioned issues, both in the
prevailing justice process as well as in the restorative justice process. Furthermore,
research on values, beliefs and attitudes of justice professionals and restorative justice
practitioners may help in future development of cultural competency training.
Another recommendation would be to take a closer look at cultural and diversity
issues in the offender population. This is needed to ensure that inequalities and social
injustice can be prevented in the delivery of restorative justice services as well as in the
overall justice system. Also, future research looking for a wider range of key words
instead of using restorative justice would help acknowledging processes and practices
from tribal and indigenous culture. This would also lead individuals to easier recognition
of restorative justice.
A final recommendation would be to conduct studies that can measure actual
knowledge instead of only perceived knowledge about restorative justice. A qualitative
study with focus groups would be one option. Another would be a survey which could be
conducted, including mixed statements and questions from both restorative and
retributive justice to see how respondents define differences.
Summary
All restorative justice principles draw upon wisdom from ancient, tribal and
indigenous cultures around the world, such as the Native American cultures in the United
States, Aboriginal/First Nation Culture in Canada and indigenous cultures in Australia
and New Zealand as well from the Kpelle people in Liberia, and many African tribes

74
(Wright, 1991), which is important to acknowledge. The focus in this study has been
correctional agencies in the United States, and dissatisfaction with the current criminal
justice system has lead to a growing movement for change towards implementation of
restorative justice (Barajas, 1998). Implementing restorative justice is a paradigm shift; a
new way of thinking, and requires organizational change. The first step in
implementation is to ensure that leaders and managers understand the concept of
restorative justice (Umbreit & Carey, 2001). This study has examined correctional
mangers’ and leaders’ perceptions of restorative justice.
Major findings in this study were:
 high level of perceived knowledge of restorative justice;
 some support for restorative justice as an appropriate future direction;
 introductory training about restorative justice to staff as indication for the most
useful strategy in implementing restorative justice;
 perceived barriers against implementation were: “work-load”, “lack of funding”,
and “lack of knowledge by staff”.
The researcher found the results from this study encouraging, and believes that
the time has come for the Minnesota Department of Corrections to make restorative
justice more important in their daily work as well as in future planning. Restorative
justice can be applied in daily interaction with offenders in prison, and the researcher
would like to emphasize that she believes that correctional officers and other staff can
make a difference in the criminal justice system, and act as role models for offenders in
changing behavior. Encouragement, respect, and empowerment of offenders and
employees could have a positive effect on productivity and work environment.

75
Disciplinary actions by offenders in prisons could be handled from a restorative justice
perspective instead from the punitive perspective, which exists today, and would be a
good way to measure effectiveness. Prisons are communities, and it is time for all
individuals in this community to participate as stakeholders in the decision making
process, and to work together to solve problems and repair harm.

76
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