This contribution seeks to bring together three themes in a descriptive and exploratory manner: (a) community service orders, (b) traffic offences and (c) restorative justice; the Dutch situation is central. To this end, the Dutch legal regulation regarding community service orders is first explained. Attention is also paid to existing empirical research on the effectiveness of community service orders in terms of reduction of recidivism (section 2). Furthermore, the sanctioning of traffic offences is discussed as well as the consequences for this of the current bill that seeks to sharpen criminal liability for serious traffic offences (section 3). Subsequently, it is examined which restorative justice provisions or modalities are available and how restorative community service orders are and can be designed (section 4). Finally, I describe my ideal when it comes to the sanctioning of traffic offences in the form of a continuum in which a special role is reserved for restorative community service orders (section 5). The contribution ends with a conclusion (section 6).

In deze bijdrage wordt onderzocht wat er vanuit een ‘herstelgericht’ perspectief te zeggen is over de afwikkeling van medische schade. Biedt restorative just culture aanknopingspunten voor een afwikkeling van medische schade die beter aansluit bij de behoeften van betrokkenen?

How does the police deal with conflict resolution and (referrals to) mediation? Is this perceived as relevant within the new national police organization? This article elaborates on work processes within the National Police, including ZSM-settlements, the punitive aspects of police culture and the impoverishment of neighborhood-oriented police work. It is concluded that there is little room within the police for responsive approaches to crime and social unsafety. However, there are still police professionals who question ‘assembly line’-processing of criminal cases, support restorative justice strategies and try to improve the citizen-empowerment in neighbourhoods.

This article introduces the concepts of play and playfulness within the context of legal-philosophical education. I argue that integrating play and playfulness in legal education engages students and prepares them for dealing with the perpetual uncertainty of late modernity that they will face as future legal professionals. This article therefore aims to outline the first contours of a useful concept of play and playfulness in legal education. Drawing on the work of leading play-theorists Huizinga, Caillois, Lieberman and Csikszentmihalyi, play within legal education can be described as a (1) partly voluntary activity that (2) enables achievement of learning goals, (3) is consciously separate from everyday life by rules and/or make believe, (4) has its own boundaries in time and space, (5) entails possibility, tension and uncertainty and (6) promotes the formation of social grouping. Playfulness is a lighthearted state of mind associated with curiosity, creativity, spontaneity and humor. Being playful also entails being able to cope with uncertainty. The integration of these concepts of play and playfulness in courses on jurisprudence will be illustrated by the detailed description of three play and playful activities integrated in the course ‘Introduction to Legal Philosophy’ at the Vrije Universiteit Amsterdam.

In the United States, the term disproportionate minority contact (DMC) is used to refer to the disproportionate number of minority youth who come into contact with the juvenile justice system. Statistics on DMC in the United States put the issue on the political agenda and measures have been taken to reduce the inequality. In the Netherlands, there are some studies on the representation of ethnic minority groups in suspect statistics, but data regarding all ethnic groups at various stages of the juvenile justice chain are lacking. Due to this lack of information, DMC is not mentioned in Dutch research literature and is not a political issue. Therefore, the purpose of this article was to explore whether DMC existed in the Netherlands and whether elements of the US policy could be applied to the Dutch situation. To investigate this, the likelihood (odds ratio (OR)) was calculated for young people with a migration background to be registered and held as a suspect, to participate in an alternative punishment program (Halt) and their likelihood of incarceration. It turned out that the OR for young people with a non-Western migration background to be registered as a suspect was more than three times as high, with an OR of 5 or higher for some ethnic groups. The chances of a Halt-settlement were much lower for young people with a non-Western background. The odds of ending up in a youth prison was over six times higher for youngsters with a non-Western background compared to their Dutch native peers. For young people of Caribbean and Moroccan origin the likelihood was more than ten times higher. These results showed that DMC is present at all examined stages in the Dutch juvenile justice chain. The large overrepresentation of young people with a migration background (especially of Moroccan and Caribbean origin) shows that further research is needed in order to develop programs to reduce DMC. To establish this, it is important to register the ethnic origin of the individuals at all stages of the juvenile justice chain.

‘Sovereignties’ provides clear insights in various aspects of sovereignty, but Waltermann’s approach hides certain issues from view.

The Halt-intervention is an extra-judicial intervention for young people who have committed a minor offense. This article zooms in on the results of a literature review concerning the efficacy of offering an apology, one of the core elements of the Halt-intervention. Offering an apology leads to more insight into the consequences of their behavior and it increases the sense of moral norms. Shame and guilt play a crucial role in this process. The effect of the excuse can be increased by good mediation between perpetrator and victim, good preparation of the conversation, and the drafting of a contract. These instructions can also be applied when offering an apology in other interventions.

The Dutch Custodial Institutions Agency (DJI) strives for a more restorative prison culture in the Netherlands, incorporating a more victim-oriented and restorative way of working in prisons. To this end, DJI has asked for a plan and process evaluation of three restorative courses among (juvenile and adult) prisoners in the Netherlands: Puinruimen, SOS and DAPPER. This article first offers an overview of the most important findings of this evaluation which was finalized in 2016. Based on the findings of the plan evaluation, a cautious yet clearly positive picture emerges of the design and substantiation of each of the three courses examined. That is, an extensive description and substantiation exists of each course. In addition, evidence exists in the (limited) scientific literature for one of the goals that each of these courses have formulated: to increase prisoners’ awareness of the consequences of crime for victims. The literature also suggests that creating trust among participants and a safe group process during the course is helpful in attaining the goals formulated. The process evaluation of the execution of the three courses in practice further strengthens the cautious, yet positive picture painted by the plan evaluation. An examination of the experiences of the courses’ participants lends further support to the observation that these courses can attain part of their goals. For example, after the course participants were more positive about the added value of victim-offender mediation for them personally than before.
Aside from these findings, this article also argues for a deeper consideration of the constructive roles that both emotions guilt and shame can play in the restorative process of prisoners during these courses. The article ends with a number of recommendations for restorative courses in prison and a sketch of the current state of affairs in the Netherlands regarding these courses.