Talking Circles for Adolescent Girls in an Urban High School

Abstract

Restorative Practices (RP) in schools is a new and emerging field. Meeting in Circles to build friendships, develop emotional literacy skills, resolve conflict, or learn interactively are some of the core components of these programs. This article describes a 2-year study of 12 weekly Talking Circles organized under the auspices of a RP program in an urban high school with 60 adolescent girls. Primary data sources included 257 hr of participant observations in Talking Circles and individual, semi-structured interviews with 31 students. The Relational Cultural model, rooted in the work of Jean Baker Miller, served as the conceptual framework for understanding teens’ interactions within the Circle’s unique set of social conditions in a school environment. Findings demonstrated that Talking Circles provided a safe space for peers helping peers, and that the girls improved their listening, anger management, and empathic skills, which led to greater self-efficacy. It appears that Talking Circles could provide another venue for developing social-emotional literacy skills and growth-fostering relationships in schools.

Perceptions of restorative practices among black girls: talking circles in an urban alternative middle school.

“…The findings of this study indicated that some of the circle keepers did not maintain the integrity of the circle process and provide mature steady support to the girls. This is in contrast to previous research (Schumacher, 2014).…”

“…All five informants revealed talking circles were perceived as safe collaborative spaces to encourage peer relationships. This is consistent with extant research on RP talking circles (Schumacher, 2014).…”

“…The most common types of RP circles in schools are peacemaking circles, which aim to restoratively address interpersonal conflict or antisocial behavior, and classroom circles, which aim to build community spirit and deal with behavioral issues on the spot, before they escalate (Costello, Wachtel, & Wachtel, 2010). A two-year study of 12 weekly talking circles with 60 adolescent girls was conducted in a multiethnic high school situated in a transient and impoverished town (Schumacher, 2014). The primary data sources included 257 hours of participant observations in talking circles and individual semi-structured interviews with 31 student participants, who ranged in age from 14 to 18 and met between 15 and 33 times.…”

“…The study used qualitative coding described by Charmaz (2006). The results demonstrated that talking circles provided a safe space for peers to help peers, with girls improving their listening, anger management, and emphatic skills, which led to greater self-efficacy (Schumacher, 2014). Schumacher's study was the first systematic qualitative study of talking circles organized under the support of an RP program in schools.…”

“…Schumacher's study was the first systematic qualitative study of talking circles organized under the support of an RP program in schools. Talking circles provide a microcosm where students can be themselves, unobstructed by judgement, and can tap into the very essence of what it means to be human: to care, to listen, and to be heard (Schumacher, 2014).…”