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Undercover Teams: Redefining reputations and transforming bullying relationships in the school community

01 Jan 2010-
TL;DR: In this article, the authors describe the process by which a transformation of bullying identity occurs and explain this with reference to narrative approaches to mediation and conflict resolution, and show how the school counsellor and a selected group of students co-author a new story through a carefully-structured series of meetings.
Abstract: Traditional responses to bullying behaviour in schools usually focus on attempting to change the behaviour of the victim or make modifications to the school systems. The ‘Undercover Teams’ approach provides specified means for those bullying to develop positive relations with the victim and other students in their class and thereby rewrite the bullying story. In this article we describe the process by which a transformation of the bullying identity occurs and we explain this with reference to narrative approaches to mediation and conflict resolution. We show how the school counsellor and a selected group of students co‐author a new story through a carefully structured series of meetings, and we use real life examples to show how these changes occur.

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Citations
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Journal ArticleDOI
TL;DR: In this article, an analysis of archival data retrieved from a school counselor's careful recording of student responses during the conducting of 35 "undercover anti-bullying teams" reveals a highly positive qualitative account of the success of these teams.
Abstract: An analysis of archival data retrieved from a school counselor’s careful recording of student responses during the conducting of 35 “undercover anti-bullying teams” reveals a highly positive qualitative account of the success of these teams. A targeted, non-punitive, restorative process calls forth peer influence to transform the bullying relation in a short time-frame. The bullies are involved in the transformation and the victim is never required to confront the bullies. Student responses show that participants value the chance to help a peer, take up the responsibility of stopping bullying responsibly, and victims are happy with the results.

11 citations


Cites background from "Undercover Teams: Redefining reputa..."

  • ...It invites those who are bullying “to develop positive relationships with the victim and other students and thereby rewrite the bullying story” (Williams, 2010, p. 1)....

    [...]

  • ...An undercover anti-bullying team (Williams, 2010; Williams & Winslade, 2007; Winslade & Williams, 2012) is a unique approach to bullying....

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  • ...Williams (2010) published a further account and illustrated it with another story andWinslade andWilliams (2012) included a similar version in their book on school conflict resolution....

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01 Jan 2018
TL;DR: Inclusionary ways of responding to interactive troubles in schools can also be produced, given a school culture that nurtures relational ways of engagement as discussed by the authors, and argues thoroughly for their use.
Abstract: Responding to interactive troubles in schools can create processes of exclusion and marginalization. Certain basic assumptions can become knitted into school culture in ways that give rise to specific exclusionary practices. However, it does not have to be this way. Inclusionary ways of responding to interactive troubles can also be produced, given a school culture that nurtures relational ways of engagement. This article presents such relational practices and argues thoroughly for their use.

10 citations


Cites background from "Undercover Teams: Redefining reputa..."

  • ...There is compelling research support for the efficacy of restorative practices (Drewery & Winslade, 2005; McGarrigle, 2005; Kecskemeti, 2011), as well as other relationship-focused approaches such as narrative mediation and undercover anti-bullying teams (Winslade & Williams, 2012; Williams, 2010)....

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DOI
10 Dec 2013
TL;DR: This article examined the undercover anti-bullying team process for whether it produces greater openness to difference and challenges the discursive logic of bullying, arguing that bullying discourages dissensus and polices social norms more than it deviates from them.
Abstract: Bronwyn Davies and her colleagues have argued for a Foucauldian analysis of bullying relations in schools as an alternative to the common assumption of pathological moral character in the bully. In a Foucauldian analysis, bullying works to maintain discursive categories of normality through marking those who differ as other. Bullying discourages dissensus and polices social norms more than it deviates from them. This paper takes up this analysis and examines the undercover anti-bullying team process for whether it produces greater openness to difference and challenges the discursive logic of bullying.

3 citations

References
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Book
01 Jan 1990
TL;DR: White and Epston as mentioned in this paper assume that people experience problems when the stories of their lives, as they or others have invented them, do not sufficiently represent their lived experience, and therapy then becomes a process of storying or restorying the lives and experiences of these people.
Abstract: White and Epston base their therapy on the assumption that people experience problems when the stories of their lives, as they or others have invented them, do not sufficiently represent their lived experience. Therapy then becomes a process of storying or restorying the lives and experiences of these people. In this way narrative comes to play a central role in therapy. Both authors share delightful examples of a storied therapy that privileges a person's lived experience, inviting a reflexive posture and encouraging a sense of authorship and reauthorship of one's experiences and relationships in the telling and retelling of one's story.

4,683 citations

Book
01 Jan 2007
TL;DR: Maps of Narrative Practice as mentioned in this paper provides a practical and accessible account of the major areas of narrative practice that White has developed and taught over the years, so that readers may feel confident when utilizing this approach in their practices.
Abstract: Maps of Narrative Practice provides brand new practical and accessible accounts of the major areas of narrative practice that White has developed and taught over the years, so that readers may feel confident when utilizing this approach in their practices. The book covers each of the five main areas of narrative practice-re-authoring conversations, remembering conversations, scaffolding conversations, definitional ceremony, externalizing conversations, and rite of passage maps-to provide readers with an explanation of the practical implications, for therapeutic growth, of these conversations. The book is filled with transcripts and commentary, skills training exercises for the reader, and charts that outline the conversations in diagrammatic form. Readers both well-versed in narrative therapy as well as those new to its concepts, will find this fresh statement of purpose and practice essential to their clinical work.

1,031 citations


"Undercover Teams: Redefining reputa..." refers background in this paper

  • ... These types of questions that helped her to build up a ‘landscape of identity’  (White, 2007) are usually put in the subjunctive mood, and they begin the process where Yvette considers what kinds of relationship she would prefer....

    [...]

  • ...These types of questions that helped her to build up a ‘landscape of identity’ (White, 2007) are usually put in the subjunctive mood, and they begin the process where Yvette considers what kinds of relationship she would prefer....

    [...]

  • ... As a result, they become recruited into the  Team and as outsider‐witnesses (White, 2007) by observing the conversations and actions around them and assist in contributing to the rewriting of a new narrative for their class....

    [...]

  • ...Monitoring serves the same purpose that Michael White’s use of ‘definitional ceremonies’ (White, 2007) serves where the group becomes the audience that Team members re‐tell their stories to and provide opportunities to acknowledge each other’s successes....

    [...]

  • ...As a result, they become recruited into the Team and as outsider‐witnesses (White, 2007) by observing the conversations and actions around them and assist in contributing to the rewriting of a new narrative for their class....

    [...]

Book
17 Apr 1988
TL;DR: De Shazer's computer analysis of therapy sessions, which provides a map for analyzing situations and finding solutions, is presented in this paper, where the reader can move easily from the map to the territory and back again.
Abstract: Once therapist and client are focused on investigating solutions rather than problems, therapy inevitably becomes brief-sometimes only on session. Engaging cases, often with surprising twists, illustrate this practice-based theory of brief therapy with a wide range of complaints. Some of these, such as drug addiction or severe marital record, previously have been thought to be too "difficult" for brief therapy. however, as de Shazer shoes time and again, once therapist and client together discover "what works," obstacles in the pathway to solutions disappear. An innovation is de Shazer's computer analysis of therapy sessions, which provides a map for analyzing situations and finding solutions. Pieces of the computer program are highlighted with individual cases, enabling the reader to move easily from the map to the territory and back again. Both theoretically stimulating and clinically sound, de Shazer's investigations turns up clues with the potential to revolutionize the way psychotherapy is thought about and practiced.

809 citations

Book
17 May 1997
TL;DR: In this paper, the authors describe a basic theory of collaborative narrative play, as well as verbal and nonverbal techniques that clear the way for stories of hope, possibility, and change.
Abstract: This book describes a basic theory of collaborative narrative play, as well as verbal and nonverbal techniques that clear the way for stories of hope, possibility, and change. Compelling case examples, drawn from the authors' work, will appeal to parents and educators as well as therapists.

231 citations

Book
01 Jan 2000
TL;DR: In this article, the authors present the nine hallmarks of narrative mediation: Negotiating Discursive Positions, Tracing Discursive Positioning through a Conversation, Working with Cultural Narratives in Mediation, Outsider-Witness Practices in Organizational Disputes with Allan Holmgren, Employment Mediation with Alison Cotter, Restorative Conferencing in Schools, Conflict Resolution in Health Care Epilogue.
Abstract: Preface 1 How to Work with Conflict Stories: Nine Hallmarks of Narrative Mediation 2 Negotiating Discursive Positions 3 Tracing Discursive Positioning Through a Conversation 4 Working with Cultural Narratives in Mediation 5 Divorce Mediation and Collaborative Practice with Chip Rose 6 Outsider-Witness Practices in Organizational Disputes with Allan Holmgren 7 Employment Mediation with Alison Cotter 8 Restorative Conferencing in Schools 9 Conflict Resolution in Health Care Epilogue References About the Authors Index

78 citations