the same type of chair or cushion as everyone else. This helps to signal that what is happening is a special kind of classroom activity in which the teacher is a facilitator rather than a director. The teacher has a special responsibility to make sure that everyone's emotions are protected and that suitable activities are prepared. Uses Circle time can be used to help solve problems which have been identified by either the teacher or students. Issues and problems can be identified by brainstorming or by rounds such as, "the best thing about this school is..." and "the worst thing about this school is...". Then the idea is to make sure that if a real problem is identified at least one positive suggestion is agreed on before the session ends. Games and activities can be engaged in and are designed to promote trust, respect, empathy and understanding which offers participants the security and freedom to explore issues and find ways forward. Without adequate training, the process can become diluted and ineffectual or misused by teachers to try and shame children publicly and coerce them into 'behaving'. Children can become cynical and apathetic towards the process, detecting a divide between values and action and may come to see it as little more than another control mechanism. References Mosley, J. (1993) Turn Your School Round LDA: Wisbech, Cambridgeshire Mosley, J. and Tew, M. (1999) Quality Circle Time in the Secondary School – A Handbook of Good Practice. David Fulton Publishers: London Lloyd, G. and Munn, P. (eds) (1998) Sharing Good Practice: Prevention and Support for Pupils with Social, Emotional and Behavioural Difficulties. Moray House Publications: Edinburgh Educational environment Educational psychology Group processes