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Circle solutions, a philosophy and pedagogy for learning positive relationships : what promotes and inhibits sustainable outcomes?

By Sue Roffey and Florence McCarthy

Abstract

Educators are increasingly aware that the efficacy of social and emotional learning\ud (SEL) is dependent on implementation factors, not just program content. These include\ud the philosophy underpinning an intervention, the beliefs as well as the skills of\ud facilitators, and the classroom/whole school context in which the intervention takes\ud place. This article outlines the philosophy and pedagogy of Circle Solutions and presents\ud findings from research where 18 undergraduate students supported and developed\ud ‘Circle Time’ in 8 Greater Western Sydney primary schools for a university module on\ud community service. The study indicates that when there is full teacher participation\ud within the principles of the Circle philosophy, together with active school support that\ud promotes relational values, the learning outcomes for positive relationship building are\ud more sustainable.peer-reviewe

Topics: Education -- Study and teaching, Resilience (Personality trait), Social skills, Emotional intelligence
Publisher: Centre for Resilence & Socio-Emotional Health
Year: 2013
OAI identifier: oai:www.um.edu.mt:123456789/6148
Provided by: OAR@UM

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