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Introduction
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Learning objectivesLecture1.1
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About the Restorative Justice for All (RJ4All) International InstituteLecture1.2
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My Voice – My Future: Positive FuturesLecture1.3
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Statutory obligation to involve young peopleLecture1.4
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Baseline Questionnaire
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MODULE 1: Induction to restorative justice
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Module 1: Induction to restorative justiceLecture3.1
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The Fall and Rise of restorative justiceLecture3.2
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Restorative justice theoryLecture3.3
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A range of definitionsLecture3.4
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Being reflective about restorative justiceLecture3.5
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An overarching ethosLecture3.6
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Some Basic PrinciplesLecture3.7
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Power sharingLecture3.8
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Conflicts in conceptionLecture3.9
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Restorative justice practiceLecture3.10
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Restorative justice and preventionLecture3.11
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Minimising conflictLecture3.12
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Goals of Liberal Education and the Practice of Restorative JusticeLecture3.13
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Restorative Justice standardsLecture3.14
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Reflecting on your own work with young peopleLecture3.15
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MODULE 2: Understanding violent youth radicalisation
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What is violent radicalisation?Lecture4.1
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Radicalisation, violent radicalisation and extremismLecture4.2
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Violent extremism, religious fundamentalistm, terrorismLecture4.3
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Definition for violent radicalisation?Lecture4.4
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The process of radicalisationLecture4.5
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Forms of extremismLecture4.6
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General dataLecture4.7
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International and European legal frameworkLecture4.8
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Which groups of people do you think are most susceptible to radicalisation?Lecture4.9
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What are the causes?Lecture4.10
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Pull and Push factorsLecture4.11
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Other causes of violent radicalisationLecture4.12
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Are there any solutions?Lecture4.13
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Module 3: Human rights and the prevention of violent radicalisation
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Youth participation and preventionLecture5.1
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What are human rights?Lecture5.2
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Convention on the Rights of the ChildLecture5.3
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Parties to the conventionLecture5.4
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CRCLecture5.5
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Right to participate and to be heardLecture5.6
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What are the positive aspects of listening and participation?Lecture5.7
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Are you a good listener?Lecture5.8
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What does a good listener have to do with restorative justice?Lecture5.9
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MODULE 4: The role and power of education
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Formal and informal educationLecture6.1
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Forms of educationLecture6.2
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Art. 29 Convention of the Rights of the ChildLecture6.3
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The pedagogy of the oppressedLecture6.4
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Non formal education (NFE)?Lecture6.5
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Educational EU policiesLecture6.6
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Non-formal education instrumentsLecture6.7
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Useful websites – non formal educationLecture6.8
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MODULE 5: Positive Psychology, the Good Lives Model & Prevention
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Headlines in the newspapers …Lecture7.1
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What is positive psycology?Lecture7.2
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Positive psychologyLecture7.3
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Good Lives ModelLecture7.4
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The Good Lives Model and young peopleLecture7.5
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Youth work: Young person centeredLecture7.6
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What makes a positive experience?Lecture7.7
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Fauzia storyLecture7.8
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See the strengths in young peopleLecture7.9
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The five victims of terrorLecture7.10
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How does the GLM, positive psychology and restorative justice relate to violent youth radicalisaton?Lecture7.11
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The vulnerability of the individualLecture7.12
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Empathy & the possibilitiesLecture7.13
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The “assumptions” and the realityLecture7.14
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The role and limitations of restorative justiceLecture7.15
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Where do we go from here?Lecture7.16
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MODULE 6: Stereotypes - Prejudices - Discrimination
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Restoring ourselvesLecture8.1
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What is a stereotype?Lecture8.2
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What is a prejudice?Lecture8.3
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How can we define discrimination?Lecture8.4
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Human right perspectiveLecture8.5
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Countering prejudice and discrimination through educationLecture8.6
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Developing critical thinkingLecture8.7
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CASE STUDIES
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Case study 1: BashirLecture9.1
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Case study 2: MariosLecture9.2
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Case study 3: ALecture9.3
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Case study 4: RosaLecture9.4
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Case study 5: SLecture9.5
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Test
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Test exercise 9 questionsQuiz10.1
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Case study test exercise: thinking of Bashir’s case study 4 questionsQuiz10.2
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Useful resources
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Reading listLecture11.1
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Preventing Radicalisation to Terrorism and Violent ExtremismLecture11.2
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Evaluation questionnaire
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Diversity formLecture12.1
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Post evaluation questionnaireLecture12.2
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Case study 2: Marios
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Case study 4: Rosa