Evaluating Circle Time as a support to social skills development – reflections on a journey in school‐based research

Abstract

The authors of this article argue that deficit in socially skilled behaviour is often one of the distinguishing characteristics that sets people with intellectual disability apart from their non‐disabled peers. The need for social skills training to take place within the context of real life daily situations has been emphasised in more recent literature as essential in enabling people with an intellectual disability to generalise new skills. The researchers involved in this study, Catherine Canney, a senior educational psychologist, and Alison Byrne, a senior speech and language therapist, both work in a school for children with mild intellectual disability in Ireland as part of a multidisciplinary team. Analysis of teachers' referrals to the team indicated a significant and ongoing need for supporting social skills development among the students. The purpose of this study was to investigate the merits of Circle Time as a classroom intervention aimed at improving the social skills of students with a mild intellectual disability. The research is presented here as an evaluative case study reflecting this experience. Organisational and interactional issues arising are presented and discussed with the intention of supporting those involved in facilitating Circle Time with children who have special educational needs. The authors also identify avenues for future research.

‘Getting the kids back to school’: education and the emotional geographies of the 2007 Hull floods

“…Though there are a number of different approaches to circletime, in general its aim is to create an emotionally safe space for pupils to explore what they think and feel, and is bounded by strict ground rules for teachers and children, based on respect and safety from exposure or ridicule (Tew, 1998). This allows issues to be discussed and resolved in an environment where individuals are respected and valued, and is useful in helping children to develop enhanced selfesteem and improved interpersonal relationships (Lang, 1998;Tew, 1998;Kelly, 1999;Mosley and Tew, 1999;Canney and Byrne, 2006;Miller and Moran, 2007). As Lown (2002), indicates, circle-time has been given Department for Education and Employment 'approval' as an effective means of addressing the emotional and behavioural needs of children and young people.…”

Inclusive Special Education

“…• Promote positive relationships • Create a caring and respectful ethos • Help children develop their self-esteem and self-confidence • Provide efficient and effective systems and support • Facilitate happy lunchtimes and playtimes • Nurture the creativity in all children • Promote social and emotional development of all children Research on Circle Time is increasing and has reached a point where there are now studies that have used randomized control trials and produced findings demonstrating its effectiveness (Canney and Byrne 2006;Miller and Moran 2007). Therefore, Circle Time can now be considered an evidence-based practice.…”

FOCUS ON PRACTICE: Encouraging children to think in more inclusive ways

“…Circle Time. These activities were aimed at developing participants' awareness of themselves and of others (Canney & Byrne, 2006). For the purposes of this study, Circle Time activities were used as an opening for the whole session, so that the session could begin with positive thinking.…”