Gerald Monk

Toward Discursive Presence

Abstract Many approaches to self-supervision are conducted within a liberal humanist framework which configures the individual as an autonomous unitary being. From this perspective, the self is located within an individualistic framework, dislocated from the socio-cultural and socio-historical context. As a result, the impact of culture on the self-supervisor can sometimes be ignored or underestimated leading to culturally inappropriate actions with clients. This article introduces a social constructionist metaphor, demonstrates its relevance to the field of self-supervision, and highlights its value as an orientation to enhance the cultural sensitivity of therapy. In addition, a social constructionist metaphor offers a new range of self-supervision practices that pay special attention to the multiplicity, contextuality, and active construction of meaning. a series of practical tools are presented to assist therapists to become more critical, intentional, reflexive and socially just in their work.

What’s Love Got to Do With It?

Standing at the altar, two persons united in love prepare to begin their new life together as a married couple. The groom wears a black tuxedo with a white vest and white tie, while the bride wears a white silk satin strapless gown. Both bride and groom are flanked by their respective bridesmaids and groomsmen. As the string quartet plays “Here Comes the Bride”, the father escorts his daughter down the aisle while the groom waits expectantly. The pastor guides the bride and groom through the ceremony, inviting them to proclaim a set of vows, “The Book of Common Prayer,” to one another: I, (name) take thee, (name) to bemy wedded (husband/wife), to have and to hold from thisday forward , for better, for worse, for richer, for poorer, in sickness andin health, to love and to cherish andto obey,’ ’til death do us part, accordingto God’s holy ordinance; andthereto I give thee mytroth.

Constructing a restorative school district collaborative

Abstract This action research initiative showcases the impact of a collaborative process involving educators who are delivering restorative practice to schools in the second largest school district in California. Three restorative practice action-oriented cycles engage educators in developing leadership capabilities to implement a restorative practice approach in targeted schools. Data shows through collaborative participation, restorative educators and stakeholders transform their ideas into restorative action.