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The IIRP currently offers two degrees in the emerging field of restorative practices: a Master of Restorative Practices and Education (MRPE) degree and a Master of Restorative Practices and Youth Counseling (MRPYC) degree. Both master’s degree programs share a core curriculum that represents the first part of the coursework for each degree and the basis for a 12-credit graduate certificate program. The balance of either master’s degree is a curriculum specifically in Restorative Practices and Education or Restorative Practices and Youth Counseling, respectively. 30 credits are required for completion of either degree.
The IIRP is dedicated to the development of a graduate degree-granting institute for the education of professionals and for research in the emerging field of restorative practices.
Register for graduate courses here.
Program Learning Objectives
- Knowledge and skill in restorative processes, from basic to advanced and from informal to formal.
- Awareness of history, philosophy, theory and significant research about restorative practices.
- Strategies for self-evaluation and professional growth.
- Approaches to counseling/education that empower young people/students to take responsibility for their choices.
- An understanding of contemporary counseling/educational practices and theories.
- An awareness of problems experienced by young people/students and their families.
- Proficiencies in technological capabilities and information literacy appropriate to the graduate study of restorative practices.
- Opportunities to contribute to the academic knowledge about restorative practices in youth counseling/education.
Information on the One-Year Fast-Track Master's Degree Program for Full-Time Students here.
Information on the Non-Degree Graduate Certificate in Restorative Practices here.
Information on Application and Admission to Master’s Degree Program here.
Scholarship information here.
Master's Degree Curricula
| Core Curriculum (12 credits) |
Credits |
| YC/ED501 |
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Basic Restorative Processes—Introduction (prerequisite for all courses) |
1.0 |
| YC/ED502 |
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Basic Restorative Processes—Restorative Conferencing |
1.0 |
| YC/ED503 |
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Basic Restorative Processes—Family Group Decision Making |
1.0 |
| YC/ED504 |
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Transdisciplinary Foundations of Restorative Practices |
3.0 |
| YC/ED510 |
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Professional Learning Group Seminar: Restorative Project |
3.0 |
| YC/ED520 |
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Professional Learning Group Seminar: Restorative Skills |
3.0 |
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| —AND— |
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| Restorative Practices and Youth Counseling Curriculum (18 credits) |
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| YC610 |
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Seminar: Youth Counseling Evaluation and Research |
3.0 |
| YC620 |
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Restorative Practice in Communication and Intervention |
3.0 |
| YC630 |
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Individual Counseling: Practices for Empowering Youth |
3.0 |
| YC640 |
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Restorative Practices with Families and Communities |
3.0 |
| YC650 |
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Alcohol and Other Drugs: Working with Abuse and Addiction |
3.0 |
| YC660 |
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Final Professional Learning Group Seminar |
3.0 |
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| —OR— |
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| Restorative Practices and Education Curriculum (18 credits) |
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| ED611 |
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Seminar: Education Evaluation and Research |
3.0 |
| ED621 |
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Restorative Practices and the Teacher |
3.0 |
| ED631 |
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Restorative Practices and the Learner |
3.0 |
| ED641 |
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Issues and Innovations for Restorative Education |
3.0 |
| ED651 |
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Educating Individuals with Special Needs |
3.0 |
| ED661 |
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Final Professional Learning Group Seminar |
3.0 |
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| Total Master’s Degree Program Credits Required |
30.0 |
Credits and Course Hours
With the exception of three 1-credit courses in Basic Restorative Processes, all the other IIRP graduate courses earn 3 credit hours and consist of 45 hours of class time, including final examinations.
Currently IIRP offers classes only on a whole-day basis—from 8:30 a.m. to 4:30 p.m., including lunch and other breaks. They are offered primarily on weekends, but also on weekdays in the summer. The courses are participatory, stimulating and relevant. They address many learning styles by employing a variety of engaging approaches including readings, lecture, reflection, videos, role-play, group discussion, small-group exercises, problem solving and case study.
The whole-day classes are designed to keep things moving. They also minimize the time and travel cost of commuting to and from campus by consolidating classes into larger units of instruction. Whole-day classes are cost-effective for those students commuting substantial distances.
As a new institution, IIRP is especially open to adjusting the configuration of its course hours based on feedback from its students. We will survey our students in an effort to match their needs and preferences in upcoming terms.
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