Specialist Teaching Service

For some members of circles the act of trying to help another person is its own reward, and in the longer term it is hoped that a more balanced, mutually rewarding relationship can develop. In the medium term, or where a ‘self sustaining’ relationship does not emerge, circle members can feel that the enterprise is a one way street - all ‘give’, and little ‘get’. A number of strategies can help in sustaining motivation:

It is important that all members of the circle (including the focus child) receive recognition and encouragement for the efforts they make. The fact that they may sometimes feel they are getting nowhere, or are receiving no thanks from the focus child, needs to be openly acknowledged. The circle's long term willingness to stick with the focus child may carry a vital message for that child: in the longer term its impact may be as powerful as the specific skills and strategies targeted by the group.

Circles sometimes set themselves extremely ambitious targets - and manage to achieve them (as when one circle decided to refrain from any ‘play’ fighting so as to prevent the focus child being drawn into real fights). Achieving targets and seeing change and progress in the circle child seems to be a major source of satisfaction. On occasions the adult will need to intervene to help the group set realistic and attainable targets. The adult may also need to help the group negotiate with school staff to ensure that their chosen strategies are acceptable and supported.

Two of the projects' circles have explicitly moved towards becoming mutual support groups. In the evaluation, circle participants quite often referred to their use of the circle to resolve personal difficulties causing them concern. Adults need to be aware of the circles' potential for this sort of support and, if possible, to involve the focus child in the process of helping another circle member. Though it poses ethical dilemmas, in some circumstances it may be appropriate for the circle to meet without the focus child. This seems particularly useful where the focus child is giving relatively little back to the group or actively rejecting their attempts to help.

It is important for the facilitator of the circle to allow the circle to evolve in its’ own way whilst keeping sight of the original aims.

We hope that this paper encourages you to consider ‘Circles of Friends’ as a strategy for use in you particular situation. We are extremely positive about all the circles we have been involved in. If you would like any further information please contact:

The Autism Outreach Team
Rothley House
Coalville Business Park
Jackson Street
Coalville
Leics
LE67 3NR

Tel: 01530 513600

Newton C, Taylor G and Wilson D (1996) Circles of friends: An inclusive approach to meeting emotional and behavioural needs Educational Psychology in Practice 11:4

Bliss T and Tetley J (1994) Circle Time Lame Duck Enterprises: Bristol