Peter Lang

Getting Round to Clarity: What Do We Mean by Circle Time?

The use of circle time is becoming increasingly widespread in this country, but what exactly it involves and should achieve is subject to a wide range of interpretations. Such a situation can make the identification of what should count as good or appropriate practice very hard to undertake. This paper describes three examples of the development of circle time in other countries. These models are used as a means of critically reflecting on practice here. Some key points raised are the importance of the relationship between theory and practice and between specific processes and their outcomes. Lack of evaluative research and adequate training are also identified as significant issues.

Counselling, counselling skills and encouraging pupils to talk: Clarifying and addressing confusion

Abstract The context in which counselling approaches operate in schools is outlined. The issues that arise from the location of counselling skills and the practice of counselling in the framework of pastoral care and of personal and social education are discussed both from a historical perspective and in terms of the current educational climate. Ways in which counselling and counselling skills might be more appropriately and effectively used in schools are considered.

Preparing Teachers for Pastoral Care and Personal and Social Education: To Train or Educate?

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book review: Children and Bullying: How Parents and Educators Can Reduce Bullying at School Rigby, K. Oxford: Blackwell, 2008, 232 pp. ISBN 978 1 4051 6254 8 (pbk), 978 1 4051 6253-1 (hbk) Cyber Bullying: Bullying in the Digital Age Kowalski, R.M., Limber, S.P. and Agatston, P.W. Oxford: Blackwell, 2008, 218 pp. ISBN (pbk) 978 1 4051 5992 0, ISBN 978 1 4051 5991 3 (hbk)

My fi rst reaction on seeing the two new books reviewed here was ‘do we really need yet more books on bullying?’ However, after looking through them I felt that both the books did have something to offer, all be it in very different ways. The fi rst Children and Bullying brings some new approaches and insights to an area about which a large literature already exists, whilst Cyber Bullying deals with an aspect of bullying that has emerged as a result of development and spread of communication technology. Its particular signifi cance is that it adds to an understandably limited but nevertheless very important literature. First, I will discuss the book which I feel has the most to offer in terms of insights and practical ideas, though Children and Bullying’s lack of consideration of cyber bullying emphasizes the importance of the second book. Ken Rigby describes the intended audience for Children and Bullying as ‘The book is intended for parents who are prepared to think through the complex issues that cling to the subject of bullying’ (p. xi), extended later as ‘Bridging the gap between parents and educators if there is one’ (p. xii). In spite of the author’s expressed intentions I feel that Peter Smith’s comment on the book on the back cover that it is ‘a valuable resource’ is more appropriate. To me it seems unlikely that very many parents will read it from cover to cover, but as resource for work in schools with all those working in the school and with parents it is potentially very valuable. This is both in terms of practical ideas and strategies presented