Strengths in circles booklet

STRENGTHS CIRCLESIN

STRENGTHS CIRCLESIN

By Sue Roffey and Russell Deal

www.innovativeresources.org

STRENGTHS CIRCLESIN

STRENGTHS CIRCLESIN

By Sue Roffey and Russell Deal


8 STRENGTHS IN CIRCLES

First published in 2015 by:

St Luke’s Innovative Resources62 Collins Street KANGAROO FLAT Victoria 3555 AustraliaPh: 03 5446 0500 Fax: 03 5447 [email protected]: 97 397 067 466

© St Luke’s Innovative Resources & Sue Roffey 2015

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior written permission of the publisher.

ISBN: 978 1 920945 79 4

Editor: Karen Masman BedfordGraphic designer: Mat Jones

DEDICATIONTo all those teachers and schools who are running Circles in their classes and across their schools, and to the children they teach.

STRENGTHS IN CIRCLES iii

FOREWORD

STRENGTHS IN CIRCLES iii

by Dr Bill Rogers

Strengths in Circles is a well-researched, well-developed and engaging contribution to the use of ‘circle groups’.

Conducting meaningful ‘circle groups’ in school contexts needs a sound psychological basis and a purposeful framework and structure to enable humane, democratic and inclusive learnings. The authors, Sue Roffey and Russell Deal, have clearly achieved a resource that gives a comprehensive and enabling structure for such groups.

The fundamental basis for their approach is the ASPIRE framework, an acronym for the six key emphases in their model: Agency, Safety, Positivity, Inclusion, Respect, and Equality. Each of these emphases has ‘teaching cards’ – an innovative resource – to focus and develop the six key emphases of ASPIRE. Sue and Russell bring an experienced, knowledgeable and humane focus to the building of social, emotional and relational strengths within well-guided, supported and resourced ‘circle groups’.

The ASPIRE framework, the teaching cards and the practical guidelines for their usage will enable a sound and valuable resource to schools; indeed to any community that takes seriously the use of ‘circle groups’.

I can wholeheartedly recommend this card set, particularly to educators. I hope it will find its place in schools to give guidance and focus to those strengths advocated in this incisive and exemplary resource.

BILL ROGERSDr Bill Rogers is a teacher, education consultant and author. He conducts in-services and seminar programs across Australasia, New Zealand, Europe and the United Kingdom in the areas of behaviour management, effective teaching, stress management, colleague support and teacher welfare. He has also worked extensively as a mentor-coach in classrooms; team-teaching in challenging classes in Australia and the United Kingdom. He is a Fellow of the Australian College of Education and Honorary Life Fellow of All Saints and Trinity College: Leeds University, and Honorary Fellow at the Graduate School of Education: Melbourne University.

www.billrogers.com.au

8 STRENGTHS IN CIRCLES iv STRENGTHS IN CIRCLES

CONTENTS Foreword by Bill Rogers: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiiIntroduction: The Synergy of Strengths and Circles . . . . . . . . . . . . . . . . . . . . 5

Strengths Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Circles Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Valuing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Circle Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7ASPIRE Acronym .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

ASPIRE Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Agency .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Positivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Inclusion .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Respect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Embedding the ASPIRE Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14The Complete Array of Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Two Broad Methods for Distributing Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Spread, Scan and Select . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Random Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Taking Care Before You Begin .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Ideas for Using the Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23Guidelines and Reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24Stories of Strengths, Possibilities and Solutions . . . . . . . . . . . . . . . . . . . . . . . .24Choosing a Single Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Group Choice of a Card . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Choosing Multiple Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Choosing an ASPIRE Theme .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Circle Strength of the Week .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Ball of Wool . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Talking Stick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Gratitude Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Authors and Acknowledgements.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Sue Roffey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33Russell Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34

The Publisher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

STRENGTHS IN CIRCLES iiiSTRENGTHS IN CIRCLES 5

The past thirty years have seen the emergence of many great ideas for working with people. Many of these ideas can be considered to fall under the umbrella of ‘strengths-based practice’.

STRENGTHS APPROACHESThere are many ‘strengths approaches’, each of which may incorporate different emphases, techniques and applications to a wide variety of settings. Strengths-based practice is now thought of as a significant social movement within the broad world of human services, and it is populated by an organic, evolving and loose coalition of practitioners.

While differences abound, there are several common threads that are woven through this movement, notably a desire to fully respect, employ and celebrate the expertise, skills, capabilities, assets and resources of whoever we are working with.

Strengths approaches are aspirational in their search for ways to avoid practices that focus on problems and diminish people by seeing them through a filter of deficits and failures. Problem-focused practices tend to be reinforced by power-over structures, hierarchies, professional privilege, and exclusionary language that positions the practitioner as ‘the expert’—with the expectation that the client will be a passive recipient of this expertise.

INTRODUCTION:THE SYNERGY OF STRENGTHS AND CIRCLES

‘The use of circles in groups is timeless and is an integral part of many indigenous cultures. Circles approaches to working with groups draw on this tradition and fit seamlessly with the array of strengths approaches.’

8 STRENGTHS IN CIRCLES 6 STRENGTHS IN CIRCLES

Strengths approaches attempt to maximise respect and understanding, autonomy and agency, honesty and transparency. They aim to uncover and enhance skills, and transfer decision-making to the client. Strengths approaches are inherently democratic and maintain an ever-present vigilance with regard to fairness and social justice.

Strengths approaches draw upon ‘best practice’ ideas wherever they might be found but commonly incorporate concepts from solution-focused and narrative approaches, Appreciative Inquiry, Intensive Family Services, Asset-based Community Development, Open Space Technology and Positive Psychology.

CIRCLES APPROACHESThe use of circles in groups is timeless and is an integral part of many indigenous cultures. ‘Circles approaches’ to working with groups draw on this tradition and fit seamlessly with the array of strengths approaches. Circles approaches aim to maximise participation in groups by creating safe spaces for participants to talk honestly and be heard, collectively learn and find solutions, and build the confidence and skills of all. Circles approaches are forward-looking, change-oriented and inherently democratic. They are increasingly being used in primary and secondary school classrooms and discussion groups, in restorative justice programs, in mediation, with indigenous communities and in a diverse array of group facilitation processes. A common factor in the success of circles approaches across this broad range of applications is the valuing of relationships by building the quality of collaboration and respect within the group.

STRENGTHS IN CIRCLES 7

VALUING PROCESSCircles approaches acknowledge that process is as important as content for the success of any endeavour—and a critical component of process is how well people collaborate with each other. Initiatives often start out with good intentions but fail to achieve sustainable outcomes because the focus has been singularly on content—what is done, rather than process—how it is done.

Strengths in Circles is a readily-usable resource that offers a safe (and hopefully, enjoyable) opportunity for people to reflect on how they are working together and what they might do to maximise the effectiveness of their team.

‘Learning to Be’ and ‘Learning to Live Together’ are two of the four pillars of education for the 21st Century (Delors, 1996). However, the focus in schools is often on the other two pillars—‘Learning to Know’ and ‘Learning to Do’ (the knowledge and skills of the academic curriculum).

Although academic success opens doors, it does not guarantee that individuals will flourish in their lives, nor does it build healthy

communities that benefit everyone. Social and Emotional Learning (SEL) or ‘relationship education’ as it is often called, is becoming increasingly needed in schools as families and communities sometimes struggle to model or teach the skills needed to establish and maintain healthy, supportive relationships.

CIRCLE SOLUTIONSCo-author of Strengths in Circles, Sue Roffey, has developed ‘Circle Solutions’—a philosophy and pedagogy to help ensure that Social and Emotional Learning happens in a safe space. The Circle framework is active, reflective and discursive (Roffey, 2014). Participants think and talk together about issues not incidents. Very little takes place with individuals; activities are almost all in pairs, small groups or the whole circle. Discussions often use the third person and no one is expected to disclose personal information unless they choose to do so. No single person is put on the spot where a response is demanded; all participants are given multiple opportunities to contribute. Many Circle activities are based on games, promoting positive connection with others


and providing the opportunity to solve whole class issues from a constructive and solution-focused perspective. Circles practitioners believe that this is a more effective way of promoting pro-social behaviour than ‘anti-bullying’ strategies as it gives responsibility to everyone for the emotional climate of their class. Circles grow ‘solutionaries’—people with answers to things that matter.

The Strengths in Circles cards grew out of this Circle Solutions approach to working with groups of people of all ages to maximise full participation in finding solutions and making decisions that are respectful, strengths-based and optimistic.

ASPIRE ACRONYMPeople using the Strengths in Circles card set will notice that the cards are arranged into six colour-coded suits. There are seven cards in each suit—forty-two cards in the complete set. Each of the six suits corresponds with a letter of the acronym ASPIRE (developed by Sue Roffey from Circle Solutions). In this way, the ASPIRE acronym provides the framework for the Strengths in Circles cards.

The ASPIRE acronym is based on principles arising from research on factors that promote positive relationships across a wide range of contexts at work, at home and at school. (Roffey, 2012).

The ASPIRE principles make explicit issues that may be implied but not actively addressed in many teams. They act as reminders of values and behaviours that are at the heart of effective groups, thus providing a natural scaffolding for arranging and sorting the cards in the Strengths in Circles set. (Please see the next section of this booklet for more information about the ASPIRE principles.)

Strengths in Circles is a simple yet powerful tool that group work practitioners, facilitators, trainers, human service workers, supervisors, managers and team builders will find useful for establishing respectful, strengths-based conversations that enhance collaboration, open up possibilities and create change.


ASPIRE PRINCIPLES‘In the Circle Solutions model issues are addressed but never incidents—there is no naming, blaming or shaming. It is not a space for sorting out a problem but a safe place for defining and designing learning environments that are good places to be.’

As mentioned in the previous section of this booklet, the ASPIRE acronym provides the values and behaviours made explicit in the Circles Solutions approach. As such, it provides a natural framework for the six suits that make up the Strengths in Circles cards.

The ASPIRE acronym stands for:

AGENCY SAFETY POSITIVITY INCLUSION RESPECT EQUALITY

Following is a description of what each of the ASPIRE principles means in practice in a circle.

AGENCYWhen people have agency they make their own decisions. This is about choice, but also about taking responsibility. Where education is didactic, young people are told how to think, what to do and how to do it. They are encouraged to choose ‘good’ behaviour


and make the ‘right’ decisions because this fits with what adults think is best. The Circles pedagogy is more in line with Socratic learning—discussion that leads to critical thinking and the development of ideas. People learn about different options, reflect on these and then decide for themselves. This enables them to choose behaviour and then take responsibility for the choices they make. It is learning from the inside out about how to be and how to live together well—not control from the outside in.

A major feature of Circle Solutions as a pedagogy is the focus on group work and collaboration. This means that the whole class takes responsibility for the emotional climate. It is not up to one or two people but everyone.

SAFETYWorking with others in safe, respectful groups reduces anxiety about making mistakes and increases a sense of trust and confidence. It is easier to experiment, take risks and present shared ideas when you are supported appreciatively by a partner or group

and when you do things together. It is also easier to make a stand or stick up for someone when there are clear, respectful principles and behaviours that the group has agreed to abide by.

In the Circle Solutions model issues are addressed but never incidents—there is no naming, blaming or shaming. It is not a space for sorting out a problem but a safe place for defining and designing learning environments that are good places to be. Role play, stories, games or hypothetical discussions are ways to reflect on issues so students learn objectively alternative ways of handling situations. It is also acceptable to ‘pass’ if you wish. This right to stay silent is critically important for some individuals who will speak when they have the confidence, feel safe and believe their voice will be heard. If they are in the Circle they are still listening, watching and learning, not opting out. They will speak when the time is right for them to do so.

Trust is a precious but fragile value in relationships. It is easily broken. Students may need to build up trust slowly over time.


POSITIVITYPositive psychology with its emphasis on wellbeing, resilience and flourishing is having a powerful influence on both strengths-based and solution-focused approaches.

Strengths: Many young people do not think well of themselves, even those from supportive backgrounds may feel they do not meet expectations. Others may perceive classmates negatively and not be able to acknowledge the strengths others have. There are many ways Circles can help students identify, name, develop and find ways to use their own strengths and recognise others. Developing a ‘strengths literacy’ in this manner, helps enable Circle participants to make more effective and intentional choices about who they want to become.

Solutions: We live in a problem-saturated culture. Although there are challenges to be overcome, it might be better to start with a solution, a possibility or a hopeful picture of the future rather than with the problem. Envisaging where you want to go and what you

want to happen takes you outside the problem and leads naturally to consideration of the steps you might take to get there.

Emotions: When people’s feelings are acknowledged and accepted in a group, everyone involved tends to flourish. Such positivity generates trust, and can lead to moments of exuberance, excitement and shared humour. Laughter releases oxytocin into our bodies—the neurotransmitter that makes us feel good. This promotes connectedness and resilience. Laughing together in Circles is one of the main reasons students love them. Positive emotions also enhance creativity, problem-solving and coping skills (Fredrickson, 2009).

Recognising and respecting our own emotions and empathising with those of others enable people to understand and connect with each other. Emotions, when managed well, can create focus and facilitate creativity and problem-solving. They can lead to a sense of belonging, of being valued, feeling safe, comfortable, cared for, respected and loved.


Of course, there are times in any coalition of people when ‘difficult’ or ‘challenging’ emotions may suddenly bubble up or slowly gather momentum over a period of time. However, when held and received in the environment of a safe and supportive group, even uncomfortable feelings can lead to transformative learning. When a group has a supportive structure and set of agreed principles to draw on, even tough times can eventually generate positive outcomes.

INCLUSIONIn Circles all participants sit together and the expectation is that everyone will work with everyone else. This breaks up cliques, helps people get to know those they would not otherwise communicate with and facilitates new understandings of each other.

Feeling that we belong is one of the most important factors in resilience. We know how good it feels to be warmly welcomed (and many of us also know what it feels like when the opposite happens).

It is the most vulnerable children and adults in our communities who are most likely to be marginalised and left out. Some have experienced chronic negative events in their lives and others have experienced acute and often traumatic events. When working in schools it is important to keep in mind that some children may not have good role models for healthy relationships and others may be tolerated rather than loved. Such students may not be compliant or courteous and they may not conform. They may be aggressive, distracted and insolent. It can be difficult to like young people who behave in ways that are unacceptable in school. High expectations for behaviour are appropriate but rejecting poor behaviour is different from rejecting the student. Circles are not just for the ‘good’ kids – they are for everyone. The aim is to keep all students connected.


RESPECTWhen you ask people how they want to be treated by others, most say they want to be respected. When asked to define what this means for them, they say being accepted, being listened to, not being judged.

Although being respectful means listening to what others have to say, this can only happen when there are opportunities to speak. Circles provide opportunities for participants of all ages to speak about things that concern them, issues that touch on their lives. Good listening is active rather than passive. You are not just there waiting for your turn to speak but are interested in, and actively responding to, what has been said. Respect also applies to what is said—both to others and about others. Respect entails acknowledging feelings, efforts, strengths and the culture and contexts that are meaningful to people. It is showing by words and actions that you value who someone is, where they are from and what they can offer. Personal positives are the opposites of put-downs.

EQUALITYSitting in a circle with everyone having a turn values everyone in the group equally. The ability of the facilitator to be on the same level as everyone else and participate fully in all activities is a critical skill for effectiveness. The more equality that exists within a society, the more wellbeing is generated for all (Wilkinson & Pickett 2010). A school where everyone has an authentic voice promotes equality as well as group responsibility for serving everyone’s best interests—not just those of an elite few. Providing students with the space to collectively develop their own class guidelines and then vote on these enables them to reflect on the values that underpin community wellbeing. Unless students experience equality in school they are unlikely to realise what it means in practice at the socio-political level when they are old enough to vote. In this way, Circles promote social justice and citizenship.


EMBEDDING THE ASPIRE PRINCIPLESAll Social and Emotional Learning requires a congruent context if it is to be effective over the longer term. (Roffey, 2010) Circles need to be embedded in the school day, not just be a stand-alone time. This can be demonstrated in many ways. Students themselves decide on the values that they want to incorporate in their class and what is on the walls should reflect this and be an everyday reminder. Adults need to model the behaviour expected of students and use the Circle principles in all their interactions. When incidents happen students are asked what they have learnt in Circles that may help them resolve an issue or are asked if they want to think of how to get to a solution using Circle activities and processes. Teachers often say that Circles have transformed the culture in their class and this has left them more time to get on with teaching as students now have skills to sort out their own disputes and differences. www.circlesolutionsnetwork.com

THE COMPLETE ARRAY OF CARDS


There are 42 cards in the Strengths in Circles set. These are arranged in 6 suits based on the ASPIRE acronym, with 7 cards per suit. Here is the full set of cards.

AGENCY

1. We can change2. We give things a go3. We make a difference4. We look for our own solutions5. We think things through6. We use our strengths 7. We have choices

SAFETY

1. We are kind in what we say and do2. We build trust with each other 3. We look out for each other4. We can get help5. We forgive each other 6. We are reliable and honest 7. We learn from our mistakes


POSITIVITY

1. We notice what we have achieved2. We laugh together3. We are optimistic4. We celebrate together 5. We show gratitude 6. We want the best for each other7. We explore possibilities

RESPECT

1. We listen to each other2. We value differences3. We are all unique4. We hear each other’s stories 5. We do not put anyone down6. We give and receive feedback respectfully 7. We show interest in each other

EQUALITY

1. We stand up for what is fair 2. We are equals3. We each have a voice 4. We are strong together5. We share what we have6. We can all participate7. We all have rights and responsibilities

INCLUSION

1. We believe everyone has something to offer2. We welcome everyone3. We invite contributions4. We work with everyone5. We accept each other 6. We have goodwill towards each other 7. We challenge stereotypes


While there are endless creative activities using cards, they all fall into two broad methods of getting them into participants’ hands—deliberate or random selection.

SPREAD, SCAN AND SELECTFirstly, there is the method known as ‘Spread, Scan and Select’. Using this method, all or some of the cards are spread out, face up on a surface—often a table, desk or floor—and participants are invited to scan the cards and make a deliberate selection based on a particular question or prompt. The prompt can be as simple as, ‘Pick a card that catches your attention for some reason.’ Of course, you can invite participants to pick more than one card—or even a series of cards. (Later in this booklet, you will find lots of suggestions for prompts you can use or adapt.)

Spreading the cards out on the floor can create a different dynamic from spreading them out on a table where everyone is seated. Participants get a bird’s eye view of the cards, and they can be invited to walk around the cards or follow a line (or meandering path) of cards. Getting participants to move around the cards can also be achieved by placing the cards around the walls of a room, or on one or more tables that people then walk around while scanning the cards and making their selection.

TWO BROAD METHODS FOR DISTRIBUTING CARDS ‘Brain studies indicate that the human brain

functions differently when our bodies are in motion compared to when our bodies are at rest. Therefore, activities that involve significant movement can open up different pathways to learning and reflecting.’


Brain studies indicate that the human brain functions differently when our bodies are in motion compared to when our bodies are at rest. Therefore, activities that involve significant movement can open up different pathways to learning and reflecting (Sibley & Etnier, 2003). Notions of ‘multiple intelligence’ contained in the work of such education pioneers as Howard Gardner, also indicate that for those who may have a kinesthetic learning style, movement is a critical factor in being able to concentrate or absorb information. It is useful to keep in mind that in any group of people there will most likely be kinesthetic learners who don’t seem to learn as well when stationery. Plus, most people find it refreshing and fun to get up out of their seats, if possible—especially if they have been sitting for some time. For these reasons, facilitators are often looking to include activities that get participants moving, as well as those that create stillness and quiet.

Whether the cards are spread out on a table, wall or floor, the amount of time needed for scanning the cards can vary depending

on several factors. Generally, the larger the number of cards, or the more complex the cards, or the more complex the activity—the more time is needed for scanning the cards and making a selection. As always, it is preferable to move at a pace that suits most of the users. Managing time well is an important skill, and facilitators may find that more time is needed for an activity or for conversations to unfold than they anticipated.

RANDOM CHOICEThe second broad method for using the cards is ‘Random Choice’. Sometimes interesting learning occurs when a touch of random choice is introduced into a conversation using cards or other prompts. This method includes such activities as shuffling and dealing the cards, placing the cards face down on a surface, fanning the cards and having participants—often in pairs—randomly select a card, playing a range of games that involve hiding and finding cards, lucky dips, random cards on chairs, selecting a card with eyes closed, and so on.


It is amazing how fruitful and meaningful random selections can be for people. Time and again they see connections between randomly selected cards, and they find useful and significant next steps and prompts in cards that come to them through a random method of selection. Often an element of whimsy and serendipity enters the conversation, and is welcomed and appreciated by participants.

Questions built around random selection can include:• Even though the cards you now have in your hand were not deliberately selected, can you think of a time when one (or more) of the cards was particularly relevant to your group, community or family?

• Do these cards have any significance or special relevance right now?

• Would you have deliberately chosen these cards in relation to a group you are part of?

• Looking at all the cards you have in your hand, do you think they relate to each other? Are they complementary in any way?

• What do you think might change if a group you are part of became even better at the subject mentioned on one of the cards you chose at random?

‘Sometimes interesting learning occurs when a touch of random choice is introduced into a conversation using cards or other prompts.’


There are no set ‘rules’ for using any of the card sets published by Innovative Resources. However, in this booklet we do offer suggestions and ideas for using the cards to open up rich reflection and conversations. We invite facilitators to use or adapt these ideas as they see fit. We hope these suggestions will act as springboards for people to create their own respectful and engaging activities.

Before using the cards with others, however, there are some important things to keep in mind. Firstly, no hands-on conversational tool works for everyone. Each of us has our own personal taste in language, metaphor and graphic style. Even when great care is taken, a resource or activity simply may not work for a particular individual or group.

It is important to keep in mind that conversations and reflections about values, emotions, hopes and dreams—no matter how skilfully they are introduced and facilitated—can give rise to unexpected

memories and associations. Powerful emotions can begin to tumble out. Before facilitating an activity using the cards, we suggest you take time to consider the following:

• Your own comfort with the cards. Does the resource work for you? Are you comfortable using it yourself? Can you imagine introducing it to colleagues, family and friends?

• Your knowledge of the materials. Are you familiar with the cards? Have you used cards before? What did you discover? Do you need to use all of the cards for each activity or will you use them selectively?

TAKING CARE BEFORE YOU BEGIN‘It is important to keep in mind that conversations and reflections about values, emotions, hopes and dreams—no matter how skilfully they are introduced and facilitated—can give rise to unexpected memories and associations.’


• Your knowledge of your group. Does your knowledge of the culture, age and literacy of those in the group suggest that they are likely to relate well to the cards?

• The safety of the setting. Do you believe you have created a ‘safe space’ for people to talk openly and honestly? If you are introducing the cards to a group, what are the dynamics and mood of the group? Is there respect in the group? Is the timing right? Have ground rules such as listening to others and confidentiality been established? Have you thought about how you will enable people to ‘pass’—that is, to feel free not to comment if they wish? What if the cards elicit strong emotions—if this happens, how will you help ensure that these are acknowledged and people are appropriately supported during or after the session?

• Valuing people’s own interpretations. Have you thought about how to support people’s own interpretations of meaning while keeping the door open to consider other possibilities?

• Your expectations. How do you imagine conversations will flow? What if something different happens? Do you have an alternative plan if something isn’t working?

• Inclusiveness: How will you help ensure that ‘quiet voices’ in a group are heard?

• Setting the context: Have you thought about how to best introduce the cards? Do you want to introduce them with a particular activity? Or will you simply leave the cards on a table or shelf (or a notice board) where adults or students might find them and begin a spontaneous conversation?


• Time management: Have you allocated enough time for each activity? How will you conclude an activity while ensuring that each person has a turn to contribute?

• Variation: Have you thought about how to create variation in the conversations—for example, pair shares, paired interviews, small group activities or engaging with the whole group (perhaps in giving feedback)? Have you considered a mix of random choice and deliberate selection of cards, and a mix of quiet and active activities?

• Evaluation: What do you think constitutes ‘successful’ or ‘unsuccessful’ use of the cards? How will you find out what worked for participants?

• Follow up: Is there any follow up that you might do with an individual or group?


While it is always important to be respectful, there are neither mandatory instructions nor prescribed rules for using Strengths in Circles. The cards are a tool for building discussion, encouraging reflection and changing practice. Values and behaviours are the focus of the conversations rather than disclosing personal information or highlighting problems.

Ways of incorporating the Strengths in Circles cards successfully into a group conversation depend upon many factors such as the size of the group, the age of participants, how well participants know each other, how much time is available and any significant issues the group may be facing.

Respectful conversation is the most important element of a group’s processes. The cards are offered as an accessible, simple and fun tool for building these kinds of conversations, but if for any

reason they are found to be irrelevant or inappropriate, please put them aside.

As outlined previously, there are six ASPIRE principles reflected in the suits of the cards: Agency, Safety, Positivity, Inclusion, Respect, Equality. There are seven cards in each suit, each of which names a key component of that principle, giving a total of 42 cards in the whole set.

IDEAS FOR USING THE CARDS

‘Each individual card can be a rich source of conversation within a group.’


GUIDELINES AND REMINDERSThe Strengths in Circles concepts can be read as statements of the values embedded in the processes of any respectful, inclusive group. They can also be framed as important guidelines or reminders for how the group agrees to operate.

Strengths in Circles is a wonderful tool for establishing ‘behavioural agreements’ or guidelines within a group or team. These agreements create an important foundation for the group to work in a cohesive and respectful way. They become the ‘contract of behaviour’ to which the group agrees to hold itself accountable. For this reason, groups may find it very useful to discuss some, or all, of the card concepts right at the beginning before the group ‘gets down to business’.

It can also be crucial to pause the activity of a group every now and then to reorient the group to its agreements. Or this can be built into every meeting of the group. For example, at the start of each session one card or ASPIRE theme could be chosen and briefly discussed to provide a reminder of the group’s values and

agreements. In this way, the cards can provide a group ritual that kicks off each meeting and helps keep the agreed values at the forefront of participants’ thinking.

STORIES OF STRENGTHS, POSSIBILITIES AND SOLUTIONSOne of the key tenants of strengths-based, solution-focussed practice is that it focusses on what is going well rather than what is not working. It tackles challenges from the viewpoint of strengths and where we are heading, rather than on deficits and where we have been. For this reason, the strengths-based nature of Strengths in Circles leads to sharing stories of when ASPIRE themes or Strengths in Circles card concepts have worked well, rather than stories of their absence or failure.

With this in mind, participants might be asked questions about individual cards or the ASPIRE principles from this strengths-based, solution-focused perspective:

• Can you think of a time when you were part of a group that did this concept (or theme) really well?


• What do you think made it possible for that group to do so well?

• Was there a particular person who demonstrated or exemplified this value?

• In what situations do you find it easiest to live out this value?

• What is already happening in your class/school/community group/ family that you could build on even more?

• Which cards do you think describe behaviours that would make the most positive difference in your group, team, or class?

• Imagine the best possible group or class—which card concepts do you think you would notice and appreciate seeing in operation most?

• How could you (or your group) do even one tiny step towards this today?

There are numerous ways of exploring the ASPIRE principles and the concepts on each of the 42 cards. This exploration can take place in a wide variety of settings including small groups and pairs.

It is a good idea when creating the group conversations to consider placing participants in contact with people from outside their usual social circles or tight friendships, so they have fresh perspectives each time.

Small groups or pairs can then report their findings to the whole Circle. This can be done in a wide variety of creative ways including using sentence starters where each member of the small group or pair is asked to complete a sentence. Alternatively, one person can be nominated to feed back to the whole group, or post-it-notes can be placed on the wall for others to read.

‘One of the key tenants of strengths-based, solution-focussed practice is that it focusses on what is going well rather than what is not working.’


Creative activities can include the following: • Acronym poems where people write down words or phrases that apply to the concept beginning with each letter of one of the ASPIRE Principles. For instance, RESPECT could be: Reaching out Empathy Sincerity Practising kindness Engaging with interest Collaboration Trust.

• Y charts: What would you see, feel and hear if this was happening? The word or phrase the pair are discussing appears in the centre of the Y and for each spur of the Y the pair talks about, and writes down, what they think they would see, hear and imagine people feeling if this was happening. Sometimes the Y chart becomes an X chart with the extra spur relating to what people might be thinking if this was happening.

A context is chosen—in your class, in your school, in your family, in your community, at your place of work. You might also like to invite participants to discuss what they would see, hear, feel and think if this was NOT happening. The comparison can be powerful and remind people why they would choose to promote this.

• What would you notice if this concept walked into your classroom? What would be different? This is a similar activity to the one above, but adds a different dimension.

• A collage that represents the words on the card.

• A group statue that shows the meaning of a card. This, of course, entails a good deal of discussion in the group.

• A jointly devised story, poem or cartoon that illustrates the value of a card.

• Photographs that illustrate a card.

• Debates on what a card might mean for individuals, schools, communities, families and society in general.


CHOOSING A SINGLE CARD

Each individual Strengths in Circles card can be a rich source of conversation and activity within a group. A particular card may be chosen by the facilitator based on which concept they think is most relevant to the group at this particular time. Alternatively, one member of the group might be invited to choose a card, or the whole group might make the choice … or a card may be chosen at random. (A fun random-choice method is to place all the cards in a bag and invite a group participant to select a card in a ‘lucky dip’. Teachers might like to invite a different student to pick a card out of the bag each morning as a way to begin the day).

There are many ways to build a conversation around a single card. For example, if the card from the Respect suit, ‘We do not put anyone down’ is chosen, useful questions for the group to discuss might include:• What do you think constitutes a ‘put down’?• Why do you think ‘no put downs’ is one of the three guidelines for Circles?

• When might an attempt at humour be experienced as derogatory?• How might someone feel if they are subject to a put down?• What do you think the consequences of a put down might be? In the short-term? In the long-term?• Who should decide if something is a put down?• What is your responsibility if you hear a put down that is directed at you?• What if it is directed at someone else?• What options do you have in responding?• Can you think of an example of someone who has responded to a put down very appropriately?

• What is the opposite of a put down?

If put downs is an important issue for the group, sufficient time needs to be allocated to the conversation so that all viewpoints can be explored. If put downs is not a significant issue, the group can move on to another Strengths in Circles card.


A further example might be the card ‘We share what we have’ from the Democracy suit:

• What are the benefits of sharing?• What might be shared in a classroom?• What might be shared in a relationship?• Are there times when sharing is not a good idea? (When someone has food allergies, for instance.)• What does it feel like to share with others?• What does it feel like when others are generous?• What are your responsibilities if someone shares with you?

GROUP CHOICE OF A CARDIf it is decided that the group as a whole will choose a concept the selection process can be started by spreading all the cards on the floor and inviting the group to place a sticker on the card of their choice. Cards without stickers can be eliminated and the process of sequential voting with stickers can continue until only one card is left.

CHOOSING MULTIPLE CARDSBy spreading the cards on the floor or on a table, participants can each choose a card of most interest to them. There are a myriad of ways that facilitators might initiate the activity such as the following:

• Choose a card that jumps out at you for any reason.

• Choose a card that is particularly meaningful to you right now.

• Thinking of a great group or team that you may be part of now (or were part of in the past), choose a card that says something about why you think this group works so well.

• Choose a card that puzzles you.

• Choose a card that you think is really important for any group or team.

• Think of a person in your school, family or community and choose a card that says something about what you particularly admire about how that person is with other people.


Each participant can then be invited to lead the conversation about the meaning and significance of that card for the group members, starting with each participant’s own reason for choosing that card.

CHOOSING AN ASPIRE THEMERather than choosing from the entire 42 cards in the whole set, one of the ASPIRE themes can be chosen and the 7 cards in the suit used to explore that theme:

• How does each card concept help us to understand the meaning of this theme?

• Has anything been left out; should other concepts be included?

• Are some of the concepts easier to understand than others?

• Are some easier to put into practice?

• Which concepts do you think should be a priority for this group?

Many activities can be built around a single suit. For example, each member of the group can select one of the seven cards in that suit, pair up with another group member and research and report back on that concept. Research topics could include:

• Find a series of quotes with a key word from your card in them.

• Find dictionary definitions of key words in your card.

• Find synonyms and antonyms for key words on your card.

• Find song titles or book titles with key words from your card.

• Tell/write an anecdote from your own experience where you learnt something about the concept on your card.

CIRCLE STRENGTH OF THE WEEKSome of the concepts and words in Strengths in Circles are quite sophisticated and complex (even for adults!). However, with simple explanations and fun activities these concepts can be readily understood by most children—even very young ones.


Most children have an innate sense of what is fair, and they (like anyone) feel very deeply the injustices and exclusions that occur in their own lives, whether at home or at school. Inviting them to put themselves in others’ shoes (as the cards do) is an essential part of developing empathy and caring for the feelings of others.

It is important to allow plenty of time to tease out the meaning of each ASPIRE principle with every child in a group. There are a number of simple activities that can bring the Circles concepts alive for younger children in fun and vibrant ways:

Choosing a ‘Circle Strength of the Week’ allows for one concept to be the focus in each group session. In pairs, participants can be invited to:

• provide, in their own words, a definition of what the concept means

• give examples of when they have seen people they know putting that concept into practice

• notice throughout the day when this concept is being practised well in the classroom (or there can be a discussion at the end of the day to look back on the day in the light of the concept)

• use the wombat characters from the cards as examples to draw their own pictures of wombats (or other characters) enacting the various concepts on the cards

• post their drawings on a wall or draw them directly into a ‘Circles Journal’. A Circles Journal can be made by a group, a pair or by each child individually to chart the meaning and significance of their experience in the Circle. It might include some writing, drawing, painting, collage, stickers, colouring-in or other creative activities.


Examples of Classroom ActivitiesBALL OF WOOLChoose the card ‘We are all unique’ from the RESPECT suit:• Using numbered pegs, each student picks a peg from the bucket.• Number 1 starts with a ball of wool and passes to Number 2. As they do this, they identify something they have in common.• Continue until everyone has had a turn and the wool is passed back to Number 1.• Highlight the strengths of the group that reside in their similarities.• Then highlight the additional strengths of the group that reside in their differences.• Invite students to have a conversation with the person they passed the wool to and find 2 differences between them (for example, interests/food).• Repeat passing the wool activity, this time sharing differences to link the group.

TALKING STICKChoose the card ‘We are kind in what we say and do’ from the SAFETY suit:

• Using a talking stick, invite each student to complete the sentence ‘Someone is kind when …’

• Using the ideas generated by the group, play ‘Swap places if you have seen someone in our class …’

• Invite students to be on the look-out for these kinds of behaviours over the next week (in other lessons, in the playground, between classes).

• In future lessons, invite students to give examples of the kindness behaviours they have been noticing.

• Create a visual display, for example, a kindness wall.


GRATITUDE ACTIVITY This activity can work well with even very young students. Choose the card ‘We show gratitude’ from the POSITIVITY suit:

Everyone is asked to talk in pairs about things that others do for them that they might be thankful for. One section at a time would be more manageable.

• What do people at home (parents, grandparents, brothers, sisters, others) do?

• What do people at school (teachers, cleaners, those in the office, others) do?

• What do people in the community (shopkeepers, bus drivers, others) do?

• What do other students in this class do?

• What are the different ways of showing gratitude to someone?

Mix everyone up so that they are next to someone different. Going round the Circle, each person turns to the person on their right and finishes this sentence stem: ‘I would like to thank you for…’

Give students a moment or two to think of something to say. If they get lost for words ask others in the Circle to help out with ideas.

Other gratitude activities can be thank you letters from the class to the person who cleans the classroom or to the person who cuts the grass.


AUTHORS AND ACKNOWLEDGEMENTSSUE ROFFEYSue Roffey has been a teacher, parent, educational psychologist, academic and consultant. She is a prolific author on issues of behaviour, relationships and wellbeing in schools. She is Associate Professor at the University of Western Sydney (adjunct) and founder of Wellbeing Australia and Circles Solutions.

‘I would like to thank Ali Palmer for helping develop the drafts of the cards and for some of the suggested classroom activities. She is an enthusiastic exponent of Circle Solutions and a brilliant trainer—as well as a great friend and colleague. My thanks also to Bill Rogers for the foreword. It is a real honour to have an educator of his calibre show support for this initiative. Special thanks to my husband, David, for his flair and inspiration about the ASPIRE acronym.

‘I am grateful to my collaborators on this project—Russell Deal and Karen Masman Bedford—and all those at St Luke’s Innovative

Resources who share my values and passion for the authentic wellbeing of our young people and their future. It was both fun and heart-warming working with them.

‘Finally, I would like to acknowledge all those teachers and schools who are running Circles in their classes and across their schools and from whom I have learnt such a lot, especially about what works and the principles that underpin effective practice. This booklet is dedicated to them and the children they teach.’


RUSSELL DEALRussell is the founder and Creative Director of St Luke’s Innovative Resources. He has contributed to the writing and publication of over sixty conversation-building tools over a thirty-year career at St Luke’s. In 2013 Russell was awarded an Order of Australia Medal for service to social work education and the community.

‘Working with Sue to bring to life a conversation-building tool that embodies her passion for Circles has been a delight. Everyone at Innovative Resources greatly appreciates the opportunities we have to collaborate with great thinkers and practitioners. Sue is both.

‘It was a privilege to help bring to life such an original resource that is sure to touch many people’s lives and assist many groups to truly flourish.’


Innovative Resources was established in 1992 as the publishing arm of St Luke’s Anglicare in Bendigo, Central Victoria, Australia. In 2014 St Luke’s was amalgamated with Anglicare Victoria and Innovative Resources continued its role as a unique social work publisher under this new auspice.

Innovative Resources takes pride in producing original, high quality, conversation-building tools used by diverse human service professionals in many different countries and cultures. These include counsellors, teachers, youth workers, mental health professionals, mentors, life coaches, community builders, trainers, group and team facilitators, human resource professionals, managers and supervisors.

Innovative Resources’ books, cards sets and stickers emphasise: • strengths and solutions rather than deficits and constraints • the expertise that clients bring• the application of respect in all matters• a commitment to working towards fairness and social justice• tools to help ensure that all voices are heard• the power of visual metaphors to prompt conversation and storytelling about values, strengths, feelings, goals and next steps.We offer training and workshops in strengths-based practice as well as in the creative use of resources in working with children, adolescents, families, individuals, groups, schools and communities. Contact us to talk about offering training for your organisation.


THE PUBLISHERST LUKE’S INNOVATIVE RESOURCES


Delors, J 1996, Learning: the treasure within, International Commission on Education for the Twenty-First Century, UNESCO, Paris.

Fredrickson, B 2009, Positivity: ground-breaking research to release your inner optimist and thrive, OneWorld Publications, Oxford.

Roffey, S 2010, ‘Content and context for learning relationships: a cohesive framework for individual and whole school development’ in Educational and Child Psychology 27, (1) pp. 156-167.

Roffey, S (ed) 2012, Positive relationships: evidence based practice across the world, Springer, Dordrecht.

Roffey, S 2014, Circle solutions for student wellbeing, Sage Publications, London.

Sibley, B and Etnier, J 2003, ‘The relationship between physical activity and cognition in children: a meta-analysis’, Paediatric Exercise Science 15, pp. 243-25.

Wilkinson, R & Pickett, K 2010, The spirit level: why equality is better for everyone, Penguin Books, London.

REFERENCES

St Luke’s Innovative Resources www.innovativeresources.org

Innovative Resources is a not-for-profit publisher; all sales support the child,

youth, family, and community services provided by Anglicare Victoria.

These cards belong in the toolkit of any teacher or group facilitator. They are powerful reminders of how groups can build connection, respect, honest communication and …creative and collaborative solutions.

Each Strengths in Circles card contains a strengths-based building block for putting Circles into practice—in schools, teams, organisations and communities.

STRENGTHS IN CIRCLES IS AN INVALUABLE RESOURCE FOR CREATING SAFE AND RESPECTFUL CONVERSATIONS WITHIN ANY GROUP.

42 cards arranged into 6 suits based on the ASPIRE acronym:

• AGENCY• SAFETY• POSITIVITY• INCLUSION• RESPECT• EQUALITY

STRENGTHS CIRCLESIN

Documents

Strengths in circles booklet