At CDI, our commitment extends to interpreting, translating, and sharing our knowledge. A vital aspect of this endeavour involves sharing our insights and discoveries with the academic community. Below, we present a selection of articles and journal submissions that reflect our ongoing contributions.
Resources
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Teachers can use these two short courses (10 hours each) with students in 1st and 2nd years to train them to use Restorative Practices, values, and skills for strengthening relationships and resolving conflict. The courses are called “Friendship Champions” and “Friendship Masters” and can be delivered as part of a school’s wellbeing curriculum. They are designed to significantly improve four of the eight Junior Cycle Key Skills—Managing Myself, Working With Others, Staying Well, and Communicating—and all of these learning outcomes were met during the pilot phase of these courses. The teacher handbooks contain detailed instructions for delivering the courses, and the accompanying student journals will support learners in putting restorative skills into action in their class, school, home, and community.
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Teachers can use these two short courses (10 hours each) with students in 1st and 2nd years to train them to use Restorative Practices, values, and skills for strengthening relationships and resolving conflict. The courses are called “Friendship Champions” and “Friendship Masters” and can be delivered as part of a school’s wellbeing curriculum. They are designed to significantly improve four of the eight Junior Cycle Key Skills—Managing Myself, Working With Others, Staying Well, and Communicating—and all of these learning outcomes were met during the pilot phase of these courses. The teacher handbooks contain detailed instructions for delivering the courses, and the accompanying student journals will support learners in putting restorative skills into action in their class, school, home, and community.
Download Here
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Thinking about how to put what we
learn into practice and how we communicate in our own daily lives is how we
grow, connect, and create positive change.
The intention of this Journal is to offer you opportunities to do this in meaningful
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As with your Student Journal in First Year, the intention of this Journal is to offer
you exercises for practising restorative skills and opportunities to reflect on your
learning as you progress in becoming a Friendship Master. -
This Implementation Guide is modelled on the Childhood Development Initiative’s Implementation Guide for a Community-Wide Restorative Practices Programme (CDI, 2014) and is based on both research into best practice and CDI’s and the authors’ experiences of working to introduce and embed restorative practices into organisations.
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This updated Quality Assurance Framework is an important contribution to developing capacity, systems, and infrastructure that support restorative practice’s growth, evolution, and sustainability.
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This review aims to inform the selection of such an intervention in the Tallaght region.
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This review provides an overview and comparison of the different delivery mechanism options currently available for delivering general, scalable, youth-focused psychological support to adolescents.
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A photovoice project by Dr Maria Quinlan and Patrick Bolger detailing the experiences of homeless families.
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A handbook based on the archiving of documents associated with CDI and in the process, establishing best practices in qualitative data archiving.
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A Framework for Ensuring Adherence to Best Practice Standards in Delivering Restorative Practices by Dr. Kieran O’Dwyer.
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Written by Dr. Brid McGrath and Robin Hanan, this toolkit sets out the processes, legislation, and best practices that can guide you in archiving data.
Journals
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Author: Quinn, M
A non-research perspective on sharing data. Archiving Evaluation Data Children’s Research Digest, Volume 4, Issue 3 -
Authors: Casey, C., McNally, S., O’Keeffe, A., and Quinn, M.
This article first appeared in The Irish Review of Community Economic Development Law and Policy, Volume 2, Issue 1, June 2013, pp. 63–70, published by the Northside Community Law and Mediation Centre. -
Author: Casey, C.
This article was published by the Edward Kennedy Institute, Maynooth University, in their Journal of Mediation and Applied Conflict Analysis, Issue 1, Volume 1, January 2014. -
Authors: McNally, S. & Smith, G.
This article first appeared in An Leanbh Óg: The OMEP Ireland Journal of Early Childhood Studies, Volume 7, April 2013, pp. 119–127.
An Leanbh Óg is edited by Rosaleen Murphy, Patricia Radley, and Anna Ridgway. It is published by the Irish committee of OMEP, l’Organisation Mondiale pour l’Education Préscolaire/The World Organisation for Early Childhood Education. -
Authors: Kelly, M., and Reid, A-M.
This is an article published in the Reading Association of Ireland journal.