CALIFORNIA STATE UNIVERSITY SACRAMENTO
DIVISION OF SOCIAL WORK
SWRK 215
Lynn B. Cooper
Mediation and Restorative Justice in
Mariposa Hall 5021
Social Work
278-7162
Fall 2011
cooperlb@csus.edu
www.hhs.csus.edu/HomePages/SW/CooperLB/
This seminar examines the principles, policies, goals and practice of mediation
and restorative justice in terms of social work practice. In 1992 NASW
established Standards for Social Work Mediators, since then mediation and,
more recently, restorative justice have been increasingly recognized as essential
for those working in the adult and juvenile criminal justice systems, especially
with victim offender programs, youth offenders, neighborhood justice centers,
family court, child welfare, schools, and community dispute resolution centers.
Studies have found that those involved in mediation and/or restorative justice
meetings/conferences as both participants and providers, express high levels of
satisfaction with both the process and the outcome. This holds true at all levels of
social work practice, with individuals, with groups, communities, and large
organizations. Mediation is recognized by NASW as an explicit social work
method. The class is experientially based, students will be expected to
participate in weekly class exercises and role plays.
The seminar is designed to provide students with the knowledge and practice
skills of mediation and restorative justice needed to work effectively with
individuals as both clients and providers of services, as well as within various
institutions, systems and communities
The seminar will give a basic understanding of: the role of social workers in the
field of mediation and restorative justice; core theoretical bases and principles
and skills of mediation and restorative justice; a social work model for mediation
and restorative justice; uses of mediation and restorative justice in macro and
micro social work settings; and challenges in social work to mediation and
restorative justice. At the end of the semester students will:
 Understand the historical development of mediation and restorative justice
in general and specifically within the social work profession;
 Understand mediation and restorative justice as social work practice
methods;
 Understand the power of dialogue, peacemaking, and transformation as
distinct from problem solving.
 Have the knowledge and skills needed to successfully develop and
participate in mediation and restorative justice with individuals, institutions,
systems and communities;
 Demonstrate an understanding of power and power differentials related to
gender, race, ethnicity, religion, national status, age, ability, language and

socioeconomic status and the influence on mediation and restorative
justice practices;
Demonstrate an understanding of common strategies for resolving
conflicts between individuals, within families, between groups, in the work
place and institutional settings, and within communities.
Course Readings
Cooper, L.B. (2011). Handouts from Instructor
Readings posted on SacCT
Kruk, E. (Ed.) (1997). Mediation and conflict resolution in social work and the
human services. Chicago: Nelson-Hall Publishers.
Umbreit, M.S., Vos, B., Coates, R., B., Brown, K. A. (Editors), (2003).
Facing violence: The path of restorative justice and dialogue. Monsey, NY:
Criminal Justice Press.
Zehr, H. (2002). The little book of restorative justice. Intercourse, PA: Good
Books.
Course Requirements
1. Lead a small group discussion on the assigned readings (50 points).
Students will be assigned responsibility for leading a discussion of the
week’s readings. On the assigned day, selected students will turn in an
outline with the following information about the week’s readings: Do not
comment on each individual article
 Key themes;
 New and challenging ideas;
 Connections between the week’s readings and previously
assigned class readings;
 Specific relevance of the readings to social work practice
(micro, mezzo, macro);
 Additional questions/concerns.
This assignment will be discussed in class.
2. Take one social action to stop violence (attend a rally or demonstration,
write a letter to the editor, Congressperson, etc.) (50 points) Turn in a
description of the action that you have taken. Explain why you selected it,
what you hope to accomplish with this action, and how mediation or
restorative justice could make a difference in stopping violence. If you
write a letter, turn in a copy of the letter along with your explanation. Due
Week 6.
3. Write a paper focusing on how the principles of mediation and restorative
justice can be applied to a situation in either your field placement or a
workplace setting. Include a discussion of how could the conflict have
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been handled differently, and how the situation was resolved. Refer to the
course readings in your paper. This paper will be discussed in class. Due
Week 15.) (100 points)
4. Actively engage in class role plays and mediation exercises. (50 points)
250-225=A, A-; 224-200=B+, B, B-; 199-175=C+, C, C-; below 174=F
ADA Provisions
Students who have a learning disability or experience other reasons that might
interfere with their ability to complete the class requirements, need to make an
appointment and discuss this with the instructor. Students with documented
learning difficulties can obtain special accommodations for course materials,
testing facilities, and equipment by contacting the Office of Services to Students
with Disabilities (SSWD) for coordination of academic accommodations. The
SSWD is located in Lassen Hall, Room 1008. Their phone number is 916-2786955 (voice) or 916-278-7239 (TDD).The instructor should be advised of these
accommodations so as to better assist the student with his/her learning need
Ethical Practice
As developing social work professionals, it is expected that you are familiar with
and adhere to the NASW Code of Ethics. This code for professional behavior
and conducts should guide your actions in class and in the field agency setting.
Ethical violations (e.g., disrespect for colleagues) may result in failure of this
course, particularly if the instructor or the field instructor has previously advised a
student of the violation(s).
Plagiarism: Plagiarism is a form of cheating. At CSUS plagiarism is the use of
distinctive ideas or works belonging to another person without providing
adequate acknowledgement of that person’s contribution. Regardless of the
means of appropriation, incorporation of another’s work into one’s own requires
adequate identification and acknowledgement. Plagiarism deprives the author of
rightful credit and gives credit to someone who has not earned it.
Acknowledgement is not necessary when the material used is common
knowledge. Plagiarism at CSUS includes but is not limited to: not only word-forword copying, but also the "mosaic" (i.e., interspersing a few of one’s own words
while, in essence, copying another’s work), the paraphrase (i.e., rewriting
another’s work while still using the other’s fundamental idea or theory);
fabrication (i.e., inventing or counterfeiting sources), ghost-writing (i.e., submitting
another’s work as one’s own) and failure to include quotation marks on material
that is otherwise acknowledged; and representing as one’s own another’s artistic
or scholarly works such as musical compositions, computer programs,
photographs, paintings, drawing, sculptures, or similar works.
Writing Style: Other than those specified in the assignment requirements, apply
the basic APA (American Psychological Association) style for all written
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assignments both in the main text and in citing references. Copies of the APA
manual are available in the library. All written assignments should be typed
double-space, using a 12 point font. They must be mechanically and stylistically
acceptable. Serious deficiencies in areas such as spelling, punctuation,
sentence structure, and coherent organization will result in lower grades. See the
following APA tutorial for citations.
http://flash1r.apa.org/apastyle/basics/index.htm
Sample references: http://flash1r.apa.org/apastyle/basics/data/resources/samplereferences2.pdf
Always keep a copy of the papers you turn in.
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Course Syllabus
Week 1
September 1
Introduction and overview of seminar; historical
perspective on mediation and restorative justice
Readings:
In Kurk, Appendix. NASW. Standards of Practice for Social Work Mediators.
Week 2
September 8
Theories of power and theories of conflict
Readings:
In Kruk, Chapter 1 (Introduction).
SacCt:
Kropf, N. P. (2011). Justice, restoration, and social work. In E. Beck, N. P. Kropf,
P. Leonard Blume. (Eds.), Social work & restorative justice. Skills for
dialogue, peacemaking, and reconciliation. (pp.15-30) NY: Oxford Press.
Week 3
September 15
Mediation
Readings: Start Umbreit, M.S., Vos, B., Coates, R., B., Brown, K. A. (Editors).
(2003). Facing violence: The path of restorative justice and dialogue.
Complete by 9/29
SacCT:
Harper, C. (2006). Mediator as peacemaker: The case for activist
transformative-narrative mediation. University of Missouri
Journal of Dispute Resolution, 595-618.
Garcia, A.C., Visa, K., Whitaker, S.P. (2002). Disputing neutrality: A
case study of a bias complain during mediation. Conflict Resolution
Quarterly, 20(2), 205-231.
Weeks 4 and 5
September 22/29 Models of mediation; skills building
Readings:
Continue reading Umbreit et al. (2003). Facing violence. Complete by 9/29
Wemmers, J-A., Cyr, K. (2005). Can mediation be therapeutic for crime
victims? An evaluation of victims’ experiences in mediation with young
offenders. Canadian Journal of Criminology and Criminal Justice, July,
527-544.
Guest Speaker:
Professor Ernest Uwaziee (9/22)
Division of Criminal Justice
Director Center for African Peace & Conflict Resolution
Video: Opening Statement
http://www.youtube.com/watch?v=Y1ABs7QfMYo&feature=related
Week 6
October 6 Restorative Justice; skills building
Readings:
Zehr, The little book of restorative justice.
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SacCT:
Umbreit, M.S. Coates, R.B., Vos, B. (2007). Restorative justice dialogue: A
A multi-dimensional, evidence based practice theory. Contemporary
Justice Review, 10(1), 23-41.
Van Wormer, K. (2003). Restorative justice: A model for social work practice with
families. Families in Society, 84(3), 441-448.
Case Study/Role Play
Film: Long Night’s Journey Into Day (95 minutes)
Week 7
October 13 The adult criminal justice system
Readings:
In Kruk, Chapter 16 (Victim-offender mediation)
SacCT:
Umbreit, M. S. (1993). Crime victims and offenders in mediation: An emerging
area of social work practice. Social Work, 38(1), 69-73.
Wright, M. (1998). Restorative justice: From punishment to reconciliation-The
role of social workers. European Journal of Crime, Criminal Law and
Criminal Justice, 6(3), 267-281.
Guest Speaker:
Jaimee Karroll
Insight Prison Project
Week 8
October 20 The juvenile justice system
Readings:
SacCT:
Abrams, L.S., Umbreit, M., Gordon, A. (2006). Young offenders speak about
meeting their victims: Implications for future programs. Contemporary
Justice Review, 9(3), 243-256.
Baffour, T. (2006). Ethnic and gender differences in offending patterns:
Examining family group conferencing intervention among at-risk
adolescents. Child and Adolescent Social Work, 23(5/6), 557-578.
Video: Meeting with a Killer
Week 9
October 27 Family conflict: Divorce and custody; domestic
violence
Readings:
In Kruk, Chapters 2 (couples and family disputes), 3 (divorce), 4 (parenting
disputes in divorce), 5 (stepfamilies), 6 (Parent-child) Students will be assigned
specific chapters to report on to class.
SacCT:
Flynn, D. (2005). The social workers as family mediator: Balancing power in
cases involving family violence. Australian Social Work, 58(4), 407-419.
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Smith, J., Ross, H. (2007). Training parents to mediate sibling disputes affects
children’s negotiation and conflict understanding. Child Development,
78(3), 790-805.
Case Study/Role Play
Week 10
November 3
Family conflict: Parents and Children;
CPS
Readings:
In Kruk, Chapters 7 (child protection) and 8 (adoption).
SacCT:
Ashford, J.B., Faith, R.L. (2004). Testing models of justice and trust: A study
of mediation in child dependency cases. Social Work, 28(1), 18-27.
Daly,K., Nancarrow, H. (2009). Restorative justice and youth violence toward
parents. In J. Ptacek (Ed.) Restorative Justice and violence against
women. NY: Oxford Press.
Waites, C., MacGowan, M.J., Pennel, J., Carlton-LaNey, I., Weil, M. (2004).
Increasing the cultural responsiveness of family group conferencing.
Social Work 49(2), 291- 300.
Case Study/Role Play
Guest Speaker:
Karrie Biehle, MSW
Child and Family Policy Institute
Weeks 11 & 12
November 10/17 Mediation in different settings
Readings:
Kruk, Chapters 9 (aging), 10 (health care settings), 11(mental health) (read for
11/10)
Kruk, Chapters 12 (disabilities), 14 (education) (read for 11/17)
SacCT:
Kurtz, S., Stone, J.L., Holbrook, T. (2002). Clinically sensitive peer-assisted
mediation in mental health settings. Health and Social Work, 27(2), 155159. (11/10)
Hopkins, B. (2002). Restorative justice in school. Support for Learning, 17(3),
144-149. (11/17)
School-based restorative justice as an alternative to zero-tolerance policies:
Lessons from West Oakland. (2011). READ Executive Summary. (11/17)
Video of RJ program at Cole Middle School: http://bit.ly/gzH22y
Video: Adult Guardianship Mediation: An Introduction (The Center for Social
Gerontology)
Guest Speaker:
Nettie Pardue (Nov 10)
Director of Programs
Outward Bound Center for Peacebuilding
outwardboundpeace.org
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Mary Struhs, MSW (11/17)
Learning Support Services Coordinator
Hiriam Johnson High School
Case Study/Role Play
Week 13
November 24
THANKSGIVING
Week 14
December 1
Large group community mediation; Workplace
issues
Readings:
In Kruk, Chapter 13 (community mediation); Chapter 15 (workplace harassment)
SacCT:
Dzur, A., Olson, S. (2004). The value of community participation in restorative
justice. Journal of Social Philosophy, 35(1), 91-107
Case Study/Role Play
Guest Speaker:
Susan Sherry, MSW
Executive Director
California Center for Collaborative Policy
Week 15
December 8
Mediation, Restorative Justice and social
change
Readings:
In Kruk, Chapters 17 (social policy), 18 (intercultural disputes)
SacCT:
Daly, K. (2003). Making variation a virtue: Evaluating the potential and limits of
restorative justice. In Weitekamp, E. G. M., Kerner, H-J. Restorative
justice in context. International directions and practices. UK: Willan
Publishing.
Video:
As we forgive
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