Atlas›Domain XV · Nature, philosophy, social & rites of passage›Guide 066
Guide XV-066

Family group conferencing

1989New Zealand
A 31 · L 58 · M 1121 interventions in the Trinity explorer
Client cardCompare
[source: …] where a claim comes from[uncertain] not confirmed in a primary source[synthesis] the writer's reconstruction

1. Introduction

Version followed: the New Zealand youth justice family group conference (FGC) as the Oranga Tamariki Practice Centre currently publishes it under the Oranga Tamariki Act 1989 (originally the Children, Young Persons, and Their Families Act 1989); the Family Rights Group Family Group Conference: Quality standards (October 2022) for the UK model; and, for the restorative preparation and risk steps a therapist supports, the Scottish Best Practice Guidance for Restorative Justice Practitioners (version 1.9, August 2007). The child-protection (care and protection) use of FGC is covered in Domain V 148; this guide covers the justice and restorative use and cross-refers there.

Family group conferencing is a legislated decision-making meeting, not a psychotherapy. In New Zealand it brings together the child or young person (tamaiti or rangatahi), parents, guardians or caregivers, whānau or wider family, other key people and, where there is alleged offending, the victim; participants hear information, discuss concerns and make a plan [source: Oranga Tamariki, About family group conferencing]. Oranga Tamariki describes the youth justice conference as a restorative process that balances the young person's wellbeing (oranga), public safety, the victim's interests and the young person's accountability, held "in the least intrusive way possible" [source: Oranga Tamariki, YJ FGC holding the conference]. The Youth Court lists the same four primary considerations [source: Youth Court of New Zealand, Youth justice principles and processes].

Origins as the official source states them: the 1988 report Pūao-te-Ata-tū described a "profound misunderstanding" of the child's place in Māori society and identified institutional racism; the 1989 Act then gave whānau a statutory role in planning and decision-making. Oranga Tamariki states that FGC draws on whānau decision-making and tikanga Māori but is not itself an Indigenous or Māori model [source: Oranga Tamariki, About family group conferencing]. The same page records later critiques: a 2020 Ombudsman finding that conferences reflected social workers' aspirations more than partnership with families, a 2021 Ministerial Advisory Board (Te Kahu Aroha) finding that FGC did not always support family-led decision-making, and a 2021 Waitangi Tribunal finding that conferences can lack tikanga and whānau often lack adequate information.

Core idea of how change happens, as the sources frame it: the family network, given full information and private time, makes a better and more owned plan than professionals alone; the young person faces the people harmed and takes responsibility; the plan addresses both the harm ("putting things right" for the victim) and the causes of the offending [source: Oranga Tamariki, YJ FGC holding the conference; FRG Quality standards 2022]. Evidence status in one line: a Campbell review of ten randomised trials of face-to-face restorative justice conferencing found a modest, cost-effective reduction in repeat offending and higher victim satisfaction with fewer post-traumatic stress symptoms among victims who took part [source: Strang et al. 2013, Campbell Systematic Reviews]; whether those trials include the New Zealand statutory FGC format is [uncertain: not verified]. New Zealand's Independent Children's Monitor reports mixed outcomes for youth justice FGCs in 2023/24 [source: Aroturuki Tamariki, FGC findings 2023/24].

The psychotherapist's place: the conference is convened and run by a statutory youth justice coordinator (New Zealand) or an independent FGC coordinator (UK). The therapist's work is around it: assessing readiness and safety, preparing and accompanying a client who is a victim, a young person who caused harm, or a family member, trauma-informed support before and after, coordination with the coordinator, and working with what the conference means in the client's life. A therapist does not convene or facilitate a conference without the coordinator training and appointment the service requires [synthesis; FRG Standard 1 requires FGC training, induction and supervision for coordinators].

2. Framework

This is a statutory process with phases set by legislation and policy, not a course of therapy sessions. The sources give no number of therapy sessions; statutory convening timeframes exist (s 249) and are set by the Act and court directions [source: Oranga Tamariki, YJ FGC holding the conference]. Below, each conference phase is paired with the therapist's parallel task [therapist tasks: synthesis].

Phase 1: Referral. Youth justice conferences are convened on a Police or other enforcement-agency referral (including an "intention to charge" conference), when directed by the Youth Court or Family Court, or when the Act requires one [source: Oranga Tamariki, About FGC; YJ FGC holding the conference]. Where the alleged offence could carry 10 years' imprisonment or more, a youth advocate must be appointed for an intention-to-charge conference (s 248A) [source: Oranga Tamariki, convening]. Therapist task: learn which kind of conference it is and what is at stake legally; encourage the young person's family to use the youth advocate; obtain consent before any contact with the coordinator.

Phase 2: Convening and preparation. The coordinator consults whānau (face to face where possible) about time, place, attendees, roles, purpose, the summary of facts and the need to speak to the youth advocate if facts are disputed; consults every affected victim face to face, explaining that attendance is voluntary and offering a range of participation options; gathers Police information, education and health screens and, in specified cases, a social worker's assessment report; uses safety and wellbeing screening tools; identifies cultural needs and advisors; and holds a hui ā-whānau before conferences on serious or multiple related offences [source: Oranga Tamariki, convening]. Victims are entitled to bring a support person. Where sexual violence is involved, specialist support is consulted first and delay may be considered if that serves the victim [source: Oranga Tamariki, convening; supporting a victim survivor of sexual violence]. Therapist task: readiness and safety assessment, preparation of the client, and a written or verbal contribution if the client consents. Criterion to move on: the client has made an informed, uncoerced choice about whether and how to take part, and has a safety and support plan [synthesis].

Phase 3: Holding the conference. In order, as Oranga Tamariki sets it out: (a) the coordinator establishes whether the young person admits the offence; if not, no decision or plan may assume guilt and the matter returns to the referrer; (b) opening: legislation, process, roles, rights, confidentiality, privilege and publication explained, everyone's safety checked (adjourn if needed); (c) strengths-based information sharing, including victim impact and public-safety risk; (d) private family time, offered to whānau, from which victims are excluded; (e) plan development, led by the young person and whānau; (f) agreement, closing and review arrangements [source: Oranga Tamariki, YJ FGC holding the conference]. Therapist task: usually none in the room; attend only if the client asks and the entitled participants agree (as a victim's support person or an information giver) [source: convening policy on information givers; role choice synthesis].

Phase 4: Plan, agreement and follow-up. Plans must be proportionate, hold the young person responsible, consider public safety, address wellbeing needs, and name actions, responsible people, timeframes, review arrangements and an adult to support the young person; reparation to the victim must be raised. The coordinator checks that the young person and whānau genuinely understand and agree (s 263); non-agreement is recorded without identifying who disagreed and goes back to the referrer or court. Plans are distributed within 5 working days and every plan has a review date [source: Oranga Tamariki, YJ FGC holding the conference]. Therapist task: debrief, aftercare, support the client's part of the plan, and continue the therapeutic work the conference opened.

UK model in outline. The Family Rights Group standards set out: a coordinator independent of decision-making and resource allocation; voluntary participation with consent from a person with legal authority, which can be withdrawn; a family-led, strengths-based process with the family choosing date, time and venue; private family time always offered; the child or adult as the central focus with advocacy at all stages; preparation of all participants, who meet the coordinator beforehand; safety planning; safe plans agreed and resourced at the meeting; and the family plan as the only written document produced [source: FRG Quality standards 2022]. These standards do not mention youth justice use specifically [source: FRG Quality standards 2022].

Restorative meeting structure the therapist should know. The Scottish guidance describes three kinds of process (direct meetings, indirect communication such as shuttle dialogue or letters, and support with no communication between parties) and a direct meeting moving through facts, consequences and the future; it places FGCs among indirect forms [source: Best Practice Guidance (Scotland) 2007]. How this classification maps onto New Zealand practice is [uncertain: not verified].

3. Guiding principles

  • Voluntariness for victims, at every stage. Victim attendance is voluntary and valued [source: Oranga Tamariki, convening]; participation must be free of coercion, pressure or unfair inducement at the invitation, during the meeting and when agreeing outcomes [source: Scotland 2007]. Practical meaning: the therapist's job is to protect the client's freedom to say no, including late.
  • People can change their minds. For victim survivors of sexual violence, views are sought on their terms and "it is ok for them to change their mind" [source: Oranga Tamariki, sexual violence guidance]. Practical meaning: revisit consent at each contact, not once.
  • The young person's wellbeing, accountability, the victim's interests and public safety are held together. [source: Youth Court; Oranga Tamariki]. Practical meaning: the therapist of a young person supports accountability; the therapist of a victim does not have to care about the young person's rehabilitation.
  • No assumption of guilt without admission. If the young person does not admit the offence, no plan may assume guilt [source: Oranga Tamariki, holding]. Practical meaning: do not prepare a young person to apologise for something they deny; route disputed facts to the youth advocate.
  • Whānau-led decision-making. Plans are led by the young person and whānau, who are encouraged to bring their own solutions; Oranga Tamariki frames practice around whakapapa, rangatiratanga and tikanga [source: Oranga Tamariki, holding; About FGC]. Practical meaning: strengthen the family's own planning; do not hand them a professional plan.
  • Private family time is the family's. Victims are excluded from it [source: Oranga Tamariki, holding]; the UK standards make it always available [source: FRG 2022]. Practical meaning: a therapist does not attend it unless the family itself invites them and the service allows it [synthesis].
  • The young person's voice. Their participation is encouraged and assisted, with views presented by a representative or in another form if they cannot or will not speak [source: Oranga Tamariki, convening]. Practical meaning: help the young person find and rehearse their own words.
  • Victim safety includes emotional and psychological safety. Victims are not left alone with the young person or whānau without express consent; be alert to grooming, coercion, intimidation and veiled threats [source: Oranga Tamariki, holding; sexual violence guidance]. Practical meaning: plan exits, support and signals, and pass safety concerns to the coordinator.
  • Specialist handling of family and sexual violence. Consult specialist and cultural services before contacting a sexual-violence victim survivor; treat restorative justice as a longer-term goal and do not expect an early apology letter [source: Oranga Tamariki, sexual violence guidance]; family and sexual violence need more thorough, ongoing risk assessment and alertness to manipulation, minimisation and coded messages [source: Scotland 2007]. Practical meaning: these are the main contraindication flags; see interventions 4 and 5.
  • Suitability rests on the responsible person's willingness. A process is suitable only if the person responsible is, at least initially, willing to acknowledge their part and the harm, show remorse and make amends [source: Scotland 2007]. Practical meaning: assess this honestly before encouraging a meeting.
  • Power imbalance is a risk factor. Listed with prior history between participants, mental health, substance use, resilience and expectations [source: Scotland 2007]. Practical meaning: name and assess it explicitly.
  • Coordinator independence and role clarity. The UK coordinator has no other professional role with the family [source: FRG 2022]. Practical meaning: a therapist who already treats a family member should not also coordinate; for multiple relationships see the APA Ethics Code Standard 3.05 [source: APA Ethics Code].
  • Culture and tikanga. Follow whānau tikanga, consider victims' cultural protocols, use interpreters and cultural advisors (e.g. a kairaranga ā-whānau or Pacific advisor) [source: Oranga Tamariki, holding; convening]. Practical meaning: ask about cultural needs early; use the DSM-5-TR Cultural Formulation Interview where helpful [synthesis].
  • Limits of confidentiality. Information may be shared where withholding it would place a child or adult at significant risk [source: FRG 2022]; confidentiality, privilege and publication rules are explained at the conference [source: Oranga Tamariki, holding]. Practical meaning: agree in writing what the therapist will and will not share, and when safeguarding overrides it [synthesis].
  • Children: consent, assent and safeguarding. If a victim is a child, a parent or guardian must be involved [source: Oranga Tamariki, convening]; consent for health assessments comes from parents or guardians for under-16s and from young people 16 and over who can make an informed decision [source: Oranga Tamariki, convening]. Practical meaning: seek the child's assent as well as legal consent, follow mandatory reporting duties where they apply, and never name minors in any record shared beyond need [synthesis].

4. Intervention inventory

The published sources describe the coordinator's procedures, not a therapist's. The inventory below therefore gives therapist-side procedures built around those published steps; where a step comes from a source it is cited, and the therapist adaptation is marked [synthesis]. The conference itself (opening, information sharing, private family time, plan, agreement) is run by the coordinator and is described in section 2, not here.

4.1 Role clarification and orientation

  • Purpose / when: first contact after a client mentions an FGC, as a victim, a young person who caused harm, or a family member. Prevents role confusion and false expectations [synthesis].
  • Steps: (1) Establish which conference: youth justice (Police referral, intention to charge, court-directed) or care and protection (see V 148) [source: Oranga Tamariki, About FGC]. (2) Establish the client's position: victim, young person, parent or caregiver, wider whānau. (3) Explain that the coordinator runs the conference and that you are the client's therapist, not a conference participant unless invited. (4) Explain what you can and cannot share, and that safeguarding can override confidentiality [source: FRG 2022, Standard 6]. (5) Agree what the client wants from therapy around the conference.
  • Example language (illustrative): "The conference is run by the coordinator. My job is to help you decide what you want to do, get ready if you go, and make sense of it afterwards. I won't speak to anyone about you without your agreement, except if someone's safety is at risk."
  • Watch for: a client who assumes you will advocate for a particular outcome; a parent who wants you to persuade a young person; a victim who thinks attendance is compulsory. Working: the client can state who runs the conference and what your role is.

4.2 Readiness and safety assessment: victim

  • Purpose / when: before a victim client decides whether and how to take part.
  • Steps: (1) Review the published risk factors with the client: expectations, motivation, mental health and substance use, disability or ill health, emotional resilience, prior history with the young person or family, and power imbalance [source: Scotland 2007, C3]. (2) Ask about current safety, threats, contact and any protection orders; Oranga Tamariki asks coordinators to consider revictimisation where family violence or protection orders are involved [source: Oranga Tamariki, convening]. (3) Assess trauma symptoms and current stability with your usual clinical measures [synthesis]. (4) Ask what the client hopes will happen and what they fear. (5) Summarise: ready now, ready with conditions, or not now.
  • Example language (illustrative): "Some people find meeting the young person helps; some find it sets them back. Let's look at what you're hoping for, what worries you, and how steady you've been feeling lately."
  • Watch for: hopes the process cannot meet (for example, an expectation of a particular sentence or a full explanation); escalating intrusive symptoms when the conference is discussed; pressure from relatives. Working: the client can weigh options without being flooded.

4.3 Readiness assessment: the young person who caused harm

  • Purpose / when: when you treat the young person and they face a youth justice FGC.
  • Steps: (1) Clarify admission: if the young person disputes the facts, route this to the youth advocate; the conference may not assume guilt without admission [source: Oranga Tamariki, holding]. (2) Assess the three suitability elements: willingness to acknowledge their part and the harm, remorse, and willingness to make amends, noting these can deepen over time [source: Scotland 2007, C1]. (3) Assess mental health, suicide risk and substance use; Oranga Tamariki uses screening for those 12 and over after significant trauma or where these are a concern, and specialist advice for under-12s or those with intellectual disability or communication impairment [source: Oranga Tamariki, convening]. (4) Assess language, learning and communication needs that will affect participation [source: Oranga Tamariki, holding]. (5) With consent, share relevant findings with the coordinator.
  • Example language (illustrative): "In the conference people will talk about what happened. Before that, I want to understand what you think happened, how you feel about it, and what you'd want to do about it."
  • Watch for: shame that shows as bravado or shutdown; suicidal thinking as the date nears (follow standard risk assessment, safety planning and lethal-means counselling on storage and removal; in the US 988, in the UK and Ireland Samaritans 116 123, elsewhere local crisis services); a young person agreeing to things only to please adults. Working: the young person can say in their own words what they did and who was affected.

4.4 Contraindication screen: family violence, sexual violence, coercion and power imbalance

  • Purpose / when: with every client, before encouraging any face-to-face contact.
  • Steps: (1) Ask directly about family violence, sexual harm, intimidation and threats, including within the wider family. (2) If sexual violence is involved: the Oranga Tamariki guidance asks professionals to consult sexual harm crisis support services before contacting the victim survivor, to consider delaying where that serves the victim, and to treat restorative justice as a longer-term goal [source: Oranga Tamariki, sexual violence guidance]. (3) Look for grooming, coercion, blackmail, intimidation and veiled threats, which may be hidden, and for family members in dual roles or other victims or people who caused harm in the wider family [source: same]. (4) In family and sexual violence the Scottish guidance calls for more thorough, ongoing risk assessment, co-facilitation, multi-agency work and alertness to manipulation, minimisation and coded messages [source: Scotland 2007, Section 2]. (5) If the risk is unacceptable and cannot be managed, the process should not proceed or should end safely [source: Scotland 2007, C3]; tell the client this is a legitimate outcome.
  • Example language (illustrative): "Has anyone in the family put pressure on you about this, or said things that felt like a warning? Even small comments matter here."
  • Watch for: a victim who minimises because they are protecting family; a family that presents as united while one member is frightened. Working: risk is named, shared with the coordinator with consent (or under safeguarding duty), and reflected in the plan.

4.5 Informed-choice conversation about participation options

  • Purpose / when: after assessment, so the client chooses how, not only whether, to take part.
  • Steps: (1) Lay out the range the sources describe: being kept informed only; views conveyed by a representative or a statement; remote attendance by phone or video or from another room; attendance with a support person [source: Oranga Tamariki, convening; holding]. (2) Explain that victims can take part in all parts of the conference except private family time and are entitled to be told about plan progress [source: Oranga Tamariki, holding; convening]. (3) Note that an entitled person cannot be excluded, but alternatives such as phone, video or another room can be discussed [source: Oranga Tamariki, convening]. (4) Explain that withdrawal is possible at any time [source: Scotland 2007, C6]. (5) Let the client decide; record the decision in your notes.
  • Example language (illustrative): "You don't have to be in the room for your voice to count. You could write something, have someone speak for you, join by video, or come with a support person. You can also change your mind."
  • Watch for: a choice made to please the coordinator or family; a choice made in a low mood that the client later regrets. Working: the client can explain why their choice suits them.

4.6 Coordination with the coordinator

  • Purpose / when: once the client consents; the coordinator holds the process and safety planning.
  • Steps: (1) Obtain written consent specifying what you may share. (2) Contact the coordinator; share only what the client agreed plus anything safeguarding requires. (3) Pass on practical needs: interpreter, cultural support, communication aids, venue, seating, entry and exit points, breaks [source: Oranga Tamariki, sexual violence guidance; holding]. (4) Ask what the client will be told and when, including how the summary of facts will be shared. (5) Agree how you will hear about the outcome, with the client's consent.
  • Example language (illustrative, to the coordinator): "My client has agreed I can tell you she would prefer to join from a separate room and needs to be able to leave without passing the family."
  • Watch for: drifting into advocacy for an outcome; sharing more than consented. Working: the coordinator confirms the arrangements and the client knows them.

4.7 Information-giver contribution (with consent)

  • Purpose / when: when the coordinator or family asks for professional input, or the young person's therapy is relevant to the plan.
  • Steps: (1) Clarify your status: information givers attend to contribute and stay for the whole conference only if entitled people agree [source: Oranga Tamariki, convening]. (2) Agree content with the client in advance. (3) Write or speak in a strengths-based, plain-language way, as the policy asks of information sharing [source: Oranga Tamariki, holding]. (4) Offer what therapy can realistically provide, not promises. (5) Leave for private family time.
  • Example language (illustrative): "He's been coming regularly and has worked hard on understanding his anger. Therapy can continue as part of the plan if the family wants it."
  • Watch for: waiting lists that make a plan unworkable (the Independent Children's Monitor reports mismatched counselling waits [source: Aroturuki Tamariki 2023/24]). Working: the plan reflects services that actually exist.

4.8 Preparing the young person to speak

  • Purpose / when: before the conference, for a young person client.
  • Steps: (1) Use the four areas the policy names: what was happening for them, why they offended, how they feel, and the impact on others [source: Oranga Tamariki, convening]. (2) Prepare them for what will be said about them [source: same]. (3) Rehearse in their own words; do not script. (4) Discuss options if speaking is too hard: a representative or another form [source: same]. (5) Remind them they can ask their youth advocate questions [source: Oranga Tamariki, holding].
  • Example language (illustrative): "Let's practise saying it the way you'd say it, not the way an adult would. What would you want the person you hurt to hear from you?"
  • Watch for: apologies that are coached rather than meant; the young person taking on blame for co-offenders; flooding with shame. Working: the young person can speak briefly and specifically about harm caused.

4.9 Preparing a victim's statement of impact and needs

  • Purpose / when: a victim who will attend, or who wants their views conveyed.
  • Steps: (1) Help the client clarify their needs, as the Scottish guidance asks of the person harmed [source: Scotland 2007, C6]. (2) Help them decide what they want the young person and family to know: effects, questions, wishes about reparation. (3) Draft in the client's words; the therapist does not edit for tone except at the client's request [synthesis]. (4) Decide who delivers it. (5) Plan for not getting the response they hope for.
  • Example language (illustrative): "What do you most want them to understand about what this did to you? And is there anything you need from them?"
  • Watch for: pressure to forgive; a statement written to protect the young person's family. Working: the client recognises the statement as their own.

4.10 Preparing for the summary of facts

  • Purpose / when: before any participant hears the summary of facts; it can be very triggering for a victim survivor [source: Oranga Tamariki, sexual violence guidance].
  • Steps: (1) With consent, ask the coordinator how and when the summary will be shared; the guidance asks that options be discussed with the victim survivor and their support person [source: same]. (2) Ask whether the young person's plea will be known beforehand; the guidance asks that it be shared with the victim survivor in advance [source: same]. (3) Rehearse a grounding response. (4) Agree a signal for a break.
  • Example language (illustrative): "You may hear the facts read out. Would you rather read them first with me, or have them summarised?"
  • Watch for: dissociation, panic, anger; a client surprised by a denial. Working: the client knows what will be said and has a plan for hearing it.

4.11 Day-of regulation and safety plan

  • Purpose / when: in the final session before the conference, for any client attending.
  • Steps: (1) Agree grounding skills the client already uses [synthesis]. (2) Plan travel, arrival and separate waiting so the victim is not left alone with the young person or whānau without express consent [source: Oranga Tamariki, holding]. (3) Agree a break or time-out signal with the support person and, via the coordinator, the room; separate time-outs are part of the Scottish meeting plan [source: Scotland 2007, D2]. (4) Plan what to do after: who the client will be with, contact numbers, and the first follow-up session. (5) Where strong emotions are expected to stay unresolved, the policy asks for a plan for physical and emotional safety [source: Oranga Tamariki, holding]; contribute to it with consent.
  • Example language (illustrative): "If it gets too much, what will you do, who will you signal, and where will you go?"
  • Watch for: a client with no one to be with afterwards. Working: the client can describe the plan without notes.

4.12 Accompanying as a support person

  • Purpose / when: only if the client asks, the role is allowed, and accompanying does not compromise your therapeutic role. Victims have the right to bring a support person [source: Oranga Tamariki, convening].
  • Steps: (1) Discuss with the client whether a friend, relative or advocate would serve better [synthesis]. (2) Confirm with the coordinator and agree your status (support person or information giver). (3) In the room, support the client; do not speak for them unless they ask; do not offer solutions (the Scottish guidance tells facilitators to avoid offering their own solutions [source: Scotland 2007, D2]; the same restraint suits a support person [synthesis]). (4) Leave when private family time begins if you are there with the family [source: Oranga Tamariki, holding]. (5) Debrief promptly.
  • Example language (illustrative): "I'll sit beside you. I won't speak unless you ask me to. If you look at me and touch your sleeve, I'll ask for a break."
  • Watch for: the client turning to you for answers; your own reactions to the young person or family; perceived alliance with one side. Working: the client speaks for themselves and later says your presence helped.

4.13 Preparing a parent or whānau member for private family time

  • Purpose / when: a client who is a parent, caregiver or whānau member of the young person.
  • Steps: (1) Explain that private family time is the family's own time to talk and plan, without the victim [source: Oranga Tamariki, holding] and, in the UK standards, always offered [source: FRG 2022]. (2) Help the client identify supportive family members, including from maternal and paternal lines, whom the coordinator may invite [source: Oranga Tamariki, convening]. (3) Help them think about practical supports the young person needs: an adult to support the plan is required [source: Oranga Tamariki, holding]. (4) Explore conflict, shame or blame among relatives and how the client will handle it in the room [synthesis]. (5) Encourage legal advice where needed [source: Oranga Tamariki, convening].
  • Example language (illustrative): "When the professionals leave, it'll be your family deciding. Who in the family can really help, and who might make it harder?"
  • Watch for: a parent who plans to dominate or to disown the young person; family violence within the family group. Working: the client arrives with concrete ideas for the plan.

4.14 Supporting apology and reparation without pressure

  • Purpose / when: a young person who wants to make amends, before or after the conference.
  • Steps: (1) Distinguish feeling sorry from a planned act of repair. (2) Help the young person consider reparation that is realistic, measurable, supported and proportionate to the harm [source: Scotland 2007, D4]; reparation must be raised at the conference [source: Oranga Tamariki, holding]. (3) If a letter is planned, support an honest, respectful letter that addresses the other person's concerns; it is checked for hidden messages and handed over only when the recipient agrees [source: Scotland 2007, D1]. (4) In sexual violence, an apology letter is not appropriate at an early stage [source: Oranga Tamariki, sexual violence guidance]. (5) Never pass a letter to a victim yourself [synthesis].
  • Example language (illustrative): "Saying sorry is one part. What could you actually do that would make a difference to them, and that you can keep to?"
  • Watch for: apology used to seek forgiveness or relief; coded or self-justifying content. Working: the young person offers repair that centres the victim's needs.

4.15 Immediate debrief after the conference

  • Purpose / when: at the earliest session after the conference, for any client.
  • Steps: (1) Check safety and current state first. (2) Invite the client's account: what happened, what surprised them, what they felt. (3) Review the plan or non-agreement: non-agreement is recorded without identifying who disagreed and the matter goes back to the referrer or court [source: Oranga Tamariki, holding]. (4) Name strong reactions as common; the Scottish guidance asks practitioners to acknowledge that strong feelings are common [source: Scotland 2007, C6]. (5) Plan next steps and any onward referral.
  • Example language (illustrative): "Before we talk about the plan, how are you right now, in your body and in your mood?"
  • Watch for: delayed reactions in the following days; disappointment with the young person's response; relief that masks distress. Working: the client can tell a coherent story of the day.

4.16 Aftercare and plan follow-through

  • Purpose / when: in the weeks after the conference, until the plan's review date.
  • Steps: (1) Track the client's part of the plan (a young person's commitments, a parent's support role) [synthesis]. (2) Remind a victim of their right to be told about plan progress [source: Oranga Tamariki, convening]. (3) Note the review date; every plan has one [source: Oranga Tamariki, holding]. (4) When services in the plan stall, help the client raise it with the coordinator or social worker; the Independent Children's Monitor reports funding gaps, service shortages and long waitlists [source: Aroturuki Tamariki 2023/24]. (5) Explore whether further communication is needed to close the matter, as the Scottish guidance does at follow-up [source: Scotland 2007, D5].
  • Example language (illustrative): "The plan said the counselling would start this month. Has it? If not, shall we work out who to ask?"
  • Watch for: demoralisation when plans are not delivered; a young person who stops attending other parts of the plan. Working: the client knows where the plan stands.

4.17 Meaning-making and integration in ongoing therapy

  • Purpose / when: after the conference, or when a past conference comes up in later therapy [synthesis].
  • Steps: (1) Explore what the conference meant: for a victim, safety, voice, justice, disappointment; for a young person, shame, guilt, identity and responsibility; for a family, loyalty and blame. (2) Distinguish guilt about the act from global shame about the self. (3) Link to the client's wider history (trauma, prior system contact, care experience). (4) Support a narrative that holds both accountability and possibility for a young person, and both harm and recovery for a victim. (5) Revisit as needed; the sexual-violence guidance notes that healing often takes longer than statutory timeframes [source: Oranga Tamariki, sexual violence guidance].
  • Example language (illustrative): "When you look back on the conference now, what stays with you most?"
  • Watch for: premature closure; a victim who feels the process served the young person more than them. Working: the client can place the conference within their own story.

4.18 Cultural formulation and collaboration with cultural advisors

  • Purpose / when: whenever culture, language, tikanga, faith or community shape how the client experiences the process.
  • Steps: (1) Ask about cultures, languages, communication needs and important family, hapū and iwi or community connections, as coordinators are asked to identify [source: Oranga Tamariki, convening]. (2) Use the DSM-5-TR Cultural Formulation Interview to explore the client's understanding of the harm and of repair [synthesis]. (3) With consent, suggest the coordinator involve a kairaranga ā-whānau, senior Māori practitioner, or Pacific or other cultural advisor [source: Oranga Tamariki, convening]; the sexual-violence guidance names Te Toka Tūmoana for Māori and the Va'aifetū model for Pacific families, and advises an interpreter only if the family agrees to the person [source: Oranga Tamariki, sexual violence guidance]. (4) Do not offer tikanga yourself unless you hold that cultural authority [synthesis].
  • Example language (illustrative): "Are there ways of doing this that matter in your family, or people whose presence would make it feel right?"
  • Watch for: the critiques that conferences can lack tikanga [source: Oranga Tamariki, About FGC, citing the Waitangi Tribunal]; assumptions based on ethnicity. Working: the client feels the process recognises who they are.

4.19 Working with a client who declines or withdraws

  • Purpose / when: a victim who will not take part, or any client who withdraws.
  • Steps: (1) Affirm that declining is legitimate; no process may go against anyone's wishes [source: Scotland 2007, C5]. (2) Explore whether the client wants their views passed on in another way [source: Oranga Tamariki, convening]. (3) Note that the conference can proceed without them and the reasons are recorded [source: Oranga Tamariki, convening]. (4) Offer support with no communication between the parties, which the Scottish guidance names as a valid option [source: Scotland 2007, D3]. (5) Address guilt about "letting down" others.
  • Example language (illustrative): "Saying no is a real choice, not a failure. Would you like anything said on your behalf, or nothing at all?"
  • Watch for: later regret; pressure from relatives or professionals. Working: the client is at peace with the decision or knows they can revisit it.

4.20 Safeguarding and reporting decisions

  • Purpose / when: whenever preparation or debrief reveals risk to a child or adult.
  • Steps: (1) Know your jurisdiction's mandatory reporting duties [synthesis]. (2) Recall that confidentiality may be overridden where withholding information would place a child or adult at significant risk [source: FRG 2022, Standard 6]. (3) Tell the client, where safe, what you will share and why [synthesis]. (4) Inform the coordinator or social worker through proper channels. (5) Record your reasoning.
  • Example language (illustrative): "What you've told me means I need to let the social worker know, because a child may not be safe. I'll tell you exactly what I'm going to say."
  • Watch for: threats to a victim; new offending; self-harm. Working: risk is managed without unnecessary loss of the relationship.

4.21 Dual roles: when the therapist is also a trained coordinator or facilitator

  • Purpose / when: a therapist who also works as an FGC coordinator or restorative facilitator.
  • Steps: (1) Do not coordinate a conference for a family you treat; UK coordinators have no other professional role with the family [source: FRG 2022, Standard 1]. (2) Hold the training, induction, supervision and practice oversight the service requires [source: FRG 2022, Standard 1]. (3) Use co-facilitation and case supervision as the Scottish guidance describes [source: Scotland 2007, C2, D5]. (4) Check professional indemnity insurance covers the facilitator role [synthesis]. (5) Apply APA Ethics Code Standard 3.05 on multiple relationships [source: APA Ethics Code].
  • Example language (illustrative): "Because I see your son in therapy, I can't be the coordinator for this conference. Another coordinator will run it."
  • Watch for: pressure from a service to fill both roles. Working: roles are separated and documented.

5. Handling problems

  • A victim feels pressured to attend. Sources: attendance is voluntary and participation must be free of coercion or unfair inducement, including the threat of other consequences [source: Oranga Tamariki, convening; Scotland 2007, C1]. Response: name the pressure, separate the client's wishes from others', offer the full range of options (4.5), and with consent tell the coordinator the client needs more time or a different form. Illustrative: "Whose voice is it that says you should go?"
  • Coercion, grooming or veiled threats surface. Sources: actively manage coercion from anyone, including the young person's supporters or the victim's own whānau [source: Oranga Tamariki, sexual violence guidance]; stop or end safely where risk cannot be managed [source: Scotland 2007, C3]. Response: safety plan, safeguarding report where required (4.20), and inform the coordinator; support the client to decline or delay.
  • The young person denies or disputes the facts. Source: no plan may assume guilt without admission; the matter returns to the referrer [source: Oranga Tamariki, holding]. Response: stop apology work, refer to the youth advocate, and keep therapy focused on the young person's wellbeing and legal stress [synthesis].
  • Shallow or coached remorse. Response: slow down; explore the gap between what the young person says and feels; do not push a meeting before the suitability elements are present [source for elements: Scotland 2007, C1; response: synthesis].
  • Overwhelm or dissociation before or during the conference. Response: return to stabilisation; postpone if needed; the policy allows adjournment so everyone feels safe [source: Oranga Tamariki, holding]; delays are possible only for "special reasons" and the sexual-violence guidance describes holding the conference within timeframes and reconvening later [source: Oranga Tamariki, convening; sexual violence guidance]. Practical step: help the client choose a remote or represented option rather than miss out [synthesis].
  • Re-traumatisation afterwards. Response: treat as a trauma reaction, not a failure; increase session frequency if indicated and clinically appropriate; screen for PTSD and depression; review whether follow-up communication should be indirect only [synthesis]. Avoid seeking views in ways that risk re-traumatising the client [source: Oranga Tamariki, sexual violence guidance].
  • No agreement on a plan. Source: non-agreement is recorded without identifying who disagreed and the matter goes back to the referrer or Youth Court; agreed parts are still recorded [source: Oranga Tamariki, holding]. Response: help the client tolerate uncertainty and prepare for the next legal step [synthesis].
  • The plan is not delivered. Source: funding gaps, service shortages and waitlists are reported [source: Aroturuki Tamariki 2023/24]. Response: help the client raise it at review; avoid the client blaming themselves [synthesis].
  • The young person does not keep to the plan (non-adherence). Response: explore obstacles without collusion; involve the supporting adult the plan names; know that non-compliance may have legal consequences handled by the coordinator, Police or court [source for supporting adult: Oranga Tamariki, holding; response: synthesis].
  • Family conflict or a parent who dominates private family time. Response: prepare the parent (4.13); if family violence is present, raise it with the coordinator before the conference [source for family-violence checks: Oranga Tamariki, convening; response: synthesis].
  • Whānau feel unheard or the process feels professional-led. Sources: the Ombudsman, Te Kahu Aroha, the Waitangi Tribunal and the Independent Children's Monitor all reported this problem [source: Oranga Tamariki, About FGC; Aroturuki Tamariki 2023/24]. Response: validate it; help the family list their own solutions and the people they want present; ask the coordinator about a hui ā-whānau or cultural advisor [source: Oranga Tamariki, convening].
  • A young person with disability or communication needs. Source: disabled young people faced barriers, including access to communication support [source: Aroturuki Tamariki 2023/24]; coordinators are to arrange communication support and interpreters [source: Oranga Tamariki, holding]. Response: document needs and pass them on early with consent [synthesis].
  • Rupture: the client feels you sided with the other party. Response: name it, ask what happened, own any part, and restate your role (4.1) [synthesis].
  • Your own reactions (countertransference) to the offence or the family. Response: supervision; the Scottish guidance builds in case supervision and practitioner support [source: Scotland 2007, D5, Section 3]; adapted to therapists [synthesis].
  • Sexual-violence cases. Specialist services lead; restorative outcomes are a longer-term goal; no early apology letter; plan for more than one conference if needed [source: Oranga Tamariki, sexual violence guidance]. Where the person responsible is an adult, adult restorative processes and their standards apply rather than youth justice FGC [synthesis].
  • Requests to run a conference yourself. Response: decline unless trained and appointed as a coordinator in that service (4.21) [synthesis; FRG 2022, Standard 1].
  • A child victim. Source: a parent or guardian must be involved; for a victim survivor under 18 the legal guardian is contacted to decide the best approach [source: Oranga Tamariki, convening; sexual violence guidance]. Response: seek the child's assent as well as consent, keep language developmentally appropriate, and follow safeguarding duties [synthesis].

Sources

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