Hello Lyn and group,
in addition to all the references that have been mentioned regarding work with
children, I suggest you take a look at Judith Hemming's work in the UK. Her web
site is www.nowherefoundation.org . If I recall correctly, a report on her work
appeared in one of The Knowing Field Issues (I don't have the exact reference
with me, but I am sure others will provide it).
Saludos,
Tomás Kohn
----- Original Message -----
From: Lyn Fishback
To: ConstellationTalk@xxxxxxxxxxxxxxx
Sent: Saturday, February 09, 2008 5:03 PM
Subject: [SPAM] Re: [ConstellationTalk] children in a classroom setting
Thank You Alison,
I would be very interested in the work Ms Boutellier
has done and is doing. For that matter, I would love
to hear about any other hands on classroom experiences
with young children.
Lyn
--- Alison Rose Levy <LevyAR@xxxxxxxxxxxxx> wrote:
>
> Hi Lyn:
>
> It sounds like you are doing great work.
>
> I am forwarding your email to Annelies Boutellier, a
> Netherlands based
> constellator, who has worked in the school system
> for many years, and even
> written a recent book (in Dutch) for teachers.
>
> I¹m not sure if she is currently reading
> Constellation talk but I am sure
> she would interested in what you are doing, and
> there is much you both could
> share.
>
> Best,
>
> Alison
>
>
> On 2/9/08 1:57 PM, lyn fishback at
> lynfishback@xxxxxxxxx wrote:
>
> >
> >
> >
> >
> > Hello,
> >
> > I have been a teacher in an inner city public
> school setting for
> > many years. Three years ago I began attending
> constellations
> > conducted by Dr. Andy Stuck in Columbus Ohio. It
> immediately became
> > apparent that many of the young children in my
> care were bringing to
> > school with them a great deal of hurt and need.
> >
> > After many discussions I decided to take the
> training program
> > offered last year. Since then it has been my hope
> and plan that I
> > can integrate into my classroom many of the ideals
> inherent in
> > systemic solutions. Given the conditions of
> teaching in a public
> > school system and respecting those conditions, I
> have chosen to
> > introduce concepts of orders in our everyday
> interactions.
> >
> > I understand that these are not classic
> constellations, however the
> > young age of the children, 7-8 years, and the
> privacy concerns it
> > has been necessary for me to do what I can given
> the circumstances.
> >
> > In a nutshell, these have been our experiences.
> >
> > - A great effort was made to bring the families
> into the classroom,
> > and keep them present throughout the year. This
> was done by having
> > the parents send in family photos. These were
> first shared then
> > displayed under a clear plastic desk cover. The
> desk served as a
> > general supply center for the students. A popular
> area.
> >
> > - The language of the orders has become
> commonplace. I talk with
> > them about time and space, give and take, about
> belonging and
> > conscience.
> >
> > - I have used the idea of helping statements and
> cadence to move
> > through some difficult classroom conflicts. This
> is very well
> > received and has allowed me to offer a solution
> with mutual respect.
> >
> > - I have had the children learn to express their
> wants and what
> > their lives would be like were things to change.
> We do this through
> > writing and sharing if they choose.
> >
> > - We have used analogies and metaphors to help
> them understand their
> > respective place in a huge family system, and that
> their place will
> > always be theirs.
> >
> > There have been many more successful applications
> of the family
> > systems work within my classroom. Again, no
> formal constellations
> > have been attempted, however any teacher knows how
> necessary it is
> > to prepare the children and the environment for
> something as new and
> > foreign as this. It is my plan to continue moving
> toward
> > implementing these orders in whatever way possible
> to benefit these
> > children and ultimately their families.
> >
> > Thank you all for your thoughts. Lyn
> >
> >
> >
>
>
>
>
> [Non-text portions of this message have been
> removed]
>
>
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