Restorative justice is an approach that offers offenders, victims and the community an alternative pathway to justice instead of the formal adversarial process in common law court jurisdictions. Restorative justice focuses upon the safe participation of victims in resolving the aftermath of crime with the offender. The approach encourages people to accept responsibility for the harm caused by their actions and an opportunity to make themselves accountable to those they have harmed. Restorative approaches recognize the harm that criminal behaviour has upon both the victim and greater community. Restorative justice though entering the lexicon of modern criminology during the mid-1950’s has a much older provenance with it being present in many indigenous and ancient cultures throughout the world. Restorative justice offers therapeutic benefits to the victims of crime as well as benefits to those who have committed crime.

Dr. Fischer traces the process of transformation from the neurochemistry of motivation and John Schumann's derivative stimulus appraisal theory, where need comes from relevance, the potential for self and social status, novelty, pleasantness, and, above all, the ability to cope. Technology tools – learning management systems, video and audio recording, use of films and videos for culture study, and relevant applications (apps) – are discussed as means to develop coping with the language and culture, thereby increasing the probability of learner transformation to intrinsically motivated persons able to appreciate and learn from others and continue that process throughout their adult lives.

This chapter examines central features of teacher written and oral feedback, peer response and automated feedback to student writing, exploring the potential effectiveness of different methods and the main issues for teachers.