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INNER CIRCLE At AISB

INNER CIRCLE At AISB. Started Organically…. Designed to support one higher-needs child socially Developed due to parent concern, child’s expressed sadness about his social world Involved the child at inception and in process, and with his input-but not at all times

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INNER CIRCLE At AISB

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  1. INNER CIRCLEAt AISB

  2. Started Organically… • Designed to support one higher-needs child socially • Developed due to parent concern, child’s expressed sadness about his social world • Involved the child at inception and in process, and with his input-but not at all times • First involved only his class • Was entirely voluntary • Met weekly (but was divided by classes) • Evaluated its goals • Grew to the entire grade level due to peer concern • Was ultimately a success for the child and peers • Moved with the child to the next grade level; involved more students second year; processes continued.

  3. Changed Form its Third Year • Was conceived to support any child in need at any time in any grade 1st-4th (5th grade had another format for peer support) • Involved every child as a member during the year • Needs broadened to include new/arriving kids, anyone socially isolated, anyone needing support at recess, cafeteria • Simple conflict resolution process was third tier task for grades 2nd-4th (and 5th)

  4. Continues… • To meet weekly on designated days/times • Includes ¼ of the Elementary students for one quarter of the year-then continues for them as they wish outside of meetings (Once in Inner Circle, Always in Inner Circle!) • Addresses the difficulty of being new from their own experiences, and what might have helped them • Provides a chart of new kids (updated) and asks them to mark those for whom efforts of welcome are made • Asks members to broaden support to new individuals within the grade level • Asks members to be vigilant leaders on playground and within school in general • Is ready to return to original purpose as needed (occurring now) • Offers activities to educate socially-emotionally, with discussion and games (more work to do!)

  5. Teaches Simple Conflict Resolution • Uses a simple protocol • Is practiced in our group meetings • Never used in physical altercation • Used only when welcomed • Is documented after the event

  6. In the future… • Continue to systematize the program • Develop more curriculum to be used within the short 8-9 week span each child is an active member • Further liason with teachers about what is happening in our sessions and report responses and successes

  7. And for all of us…

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