Saturday, February 19, 2011

[Interview_2] Zukiswa Wanner

South African writer, Zukiswa Wanner is the author of The Madams (Oshun Books, 2006); Behind Every Successful Man (Kwela Books, 2008) and Men of the South (Kwela Books, 2010).

She is also the founder of the Read SA campaign, a campaign encouraging South Africa to read.

Her first novel, The Madams was shortlisted for the 2007 K Sello Duiker Award.

In this interview, Zukiswa Wanner talks about her latest novel, Men of the South, which has been shortlisted for the 2011 Commonwealth Writers’ Prize:

How would you describe Men of the South?

In an age where the world is battling with equal rights, Men of the South is a story of the struggles that modern day man is struggling to come to grasps with despite his apparent advantages over his female counterpart.

While, in retrospect, and to most readers, it may appear that my more powerful characters are the first two protagonists, the story was actually a backward thing and came about as a response to the world-famous 2008 negrophobic attacks in South Africa.

The first draft took me the usual two to three weeks it takes me to write but given that there is always edits to do before final publication date, I would say a year and a half.

Which were the most difficult aspects of the work you put into the novel?

I think it was the adjustment from being one male character to another. With three protagonists, I had to work very hard not to make the characters sound as though they were the same guy.

The way I wrote it was experimental as I had never written using the male voice in a novel before - let alone three male voices. So to make it work, I had to focus and do extensive research on the particular character I was working on at any point in time, id est the stay-at-home dad; the gay male in the closet; or, the educated immigrant forced to take a job that's below their qualifications.

Which aspects of the work did you enjoy most?

I think I really got into Men of the South and the characters in a way that I have not with any of my other books.

It was also the only book that I have since read post publication many times and enjoyed -- not as my work but as "quite an interesting piece of art."

I believe I have very far to go as a writer but, somehow, reading this book, for me, was like watching yourself in the mirror and thinking, "Wow. I am growing."

What sets Men of the South apart from other novels you've written?

What I mention above. The fact that it was the one book that I have written that I could read post-publication from beginning to end.

It is also my first book where I have not focused on women's issues (and that is not to say I am a post-modern anti-feminist female) but tried to understand the other side of the coin that is manhood. In some ways it was easy for me as I am a mother to a son and kept putting my son in the shoes of all the different male characters in my book.

The other two books have been focused on contemporary social commentary of what bothers me as a woman. So in some way, I think of Men of the South as the male answer to The Madams and Behind Every Successful Man but this time not as spoken by what some women might think is a biased male voice but more from another woman writing in a way she perceives menkind.

In what way is it similar to the others?

I think Men of the South's greatest similarity to my other fictional work is that its set in contemporary South Africa.

I have been referred to in some parts of South African media as Lit-Lite because the language is as accessible as that on television. My vision for books is making them accessible and enjoyable to people who would generally not pick up a book.

When I start preaching to the converted that are the literati, I think I will start thinking of myself as irrelevant.

That said, although the issues my characters deal with from the first book to the present are presented in a non-preachy way, they are not any less serious for that.

And, despite its setting, one of the other constant comments I have been told about my work from people all over the world is that although the characters are South African and mostly black, the readers can identify with the characters in my books. It is a revelation of the similarity of the human condition.

How did you chose a publisher for the novel?

I didn't so much as chose a publisher for Men of the South. I worked with Kwela for my second book (Behind Every Successful Man) and I had a good relationship with the whole team so we both didn't see any need to terminate it (and, I hope, they liked my manuscript).

What will your next book be about?

I am working on two manuscripts and I am not sure which I will let out first so I cannot for sure tell you what my next book will be about.

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Friday, February 11, 2011

[Interview] Zoë van Zwanenberg

Zoë van Zwanenberg is director of Zwan Consulting and project coordinator for the Centre for Confidence and Well-Being.

She is also the author of Leadership in Social Care (2009, Jessica Kingsley Publishers).

In this interview, she talks about her work:

How did you first become involved in social care?

I first became involved through my work with the National Health Service in the UK, where I was head of organizational development and I was involved in developing partnership working at a strategic level. When I then moved on to become chief executive of the Scottish Leadership Foundation, I was asked to undertake a study into leadership and management challenges in social care and support the development of a national approach to leadership development for the sector in Scotland.

What do you think are the main challenges currently facing social care practitioners and managers?

The current financial situation is going to give double pressures to both practictioners and managers, demand for services is likely to increase as demographics increase the elderly population, and unemployment and debt add problems for children and families. At the same time, budgets for service provision are going to be squeezed -- practitioners and managers are going to have be to be very focused about focusing provision without loss of quality and relationships with partner agencies are going to become even more important.

These are leadership and management challenges for practitioners and managers.

Clarity of purpose, clear direction, standards and focus on outcomes will have to drive work, with relationships as the key ingredient.

Why are leadership and place-based development so important in social care?

If we see leadership as being about clarity of purpose/outcome and the ability to align different individuals to a shared vision of what that should be, this is clearly core to the work of social care staff, as they work with individuals and families to enable them to achieve the best that is possible.

Place is, in my view, critical as the particular circumstances and context for each family and individiual are an essential element of understanding their issues and their ambitions. Work with individuals and famillies is never context free, and ensuring that we have a clear focus on place and on ensuring that work is specific in that way, we are more likely to be able to set realistic amibitons and align services to meet those desires.

The issues are different if you are working with a family in an inner city sink estate to if you are working with a family on a remote island, and these two extremes are just the outer ends of the spectrum. We need to work at all points along the spectrum and to understand what the impact of the differences are on both what we do and how we do it.

Could you tell us about the Centre for Confidence and Well-Being?

The Centre for Confidence and Well-Being was established in December 2004. Originally set up as a company limited by guarantee it was later granted charitable status on educational grounds.

The Centre's mission is to help bring about a transformation in Scottish culture so that it supports more:
  • Optimism (for self, others and Scotland),
  • Self-belief (an important ingredient in "can-do" attitudes),
  • A "growth mindset" (essential for people to realize their potential),
  • Resilience ( required in helping people keep going when life is difficult),
  • Positive energy (essential for relationships, team working and collaboration),
  • Sense of purpose/meaning (important for motivation and well-being),
  • Giving (an antidote to a "me" centered world and a source of personal energy and inspiration), and
  • Wisdom (important for leadership, good decision-making and for advancing the confidence agenda).
The Centre's work is guided by the following principles:
  • Creative and entrepreneurial,
  • Positive and optimistic,
  • Rigorous in our approach,
  • Values led/committed, and
  • Guided by common sense.
The Centre has a history of providing the following:
  • Robust research,
  • Reports and documents that can influence policy and policy makers,
  • Reports, documents and books that are user focused and accessible to the general public,
  • Seminars and conferences that bring together leading edge research with issues of practical application, and
  • Management and delivery of multiple projects.
The Centre works with a small core group of professional staff supported by a range of specialist associates. The Centre has well developed web resources to support its work and a dedicated secretariat team.

What do you enjoy doing in your spare-time?

I am chair of Scottish Ballet and the arts are my real love, so I spend much of my time listening to music, reading, going to ballet, opera, concerts and theatre and art galleries. With what time is left, I work in the garden, sew and spend time with friends travelling, mainly in Europe.

(c) Jessica Kingsley Publishers 2011

This article was first published in the Jessica Kingsley Publishers Social Work Newsletter in October 2009

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Friday, February 4, 2011

Uncovering Leicestershire's hidden literary talent

Dr Corinne Fowler is an author and a lecturer at the University of Leicester's School of English.

She is also the lead person behind Grassroutes: Contemporary Leicestershire Writing, a project which aims to raise public awareness of Leicestershire’s diverse literary culture and foster local, national and international critical recognition for the writing.

The project is being supported by the National Lottery through Arts Council England and will deliver its aims by summer 2012 through five main outputs, namely:
Dr Fowler was encouraged by recent studies on Britain’s writing, as well as her own research, which revealed a great imbalance between London and regional writers’ readerships, fuelled by prevailing readers’ perceptions of regional black and ethnic minority writers.

“Recent research suggests that our publishing industry distorts our sense of Britain’s literary landscape. Not only this, but that Black, Chinese and Asian writers outside London struggle to achieve literary recognition or gain access to wide readerships,” she said.

Professor Martin Halliwell, Head of the University of Leicester's School of English commented:
Grassroutes is a fantastic project that will showcase the many literary talents in Leicestershire.
Dr Corinne Fowler is collaborating with a wide range of regional organisations to develop a visible forum for transcultural writing in the East Midlands.
The regional organisations that have partnered with Grassroutes include The Asian Writer; Charnwood Arts; the Centre for Transcultural Writing and Research at Lancaster University; Embrace Arts at the University of Leicester; the Leicester Library Service; the Literature Network; Mainstream Partnership; Short Fuse Fiction; Word!; and, Writing East Midlands.

"We are really excited that this project will be directed through the School of English. It will be a major resource for both new and established writers and will be of significant benefit to the writing community across and beyond the UK," Dr Halliwell said.

For more information, please contact Dr Corinne Fowler or visit the Grassroutes website.

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Saturday, January 29, 2011

[Interview_2] Alice Lenkiewicz

Alice Lenkiewicz is the author of Men Hate Blondes (origional plus, 2009), a poetry collection; and, Maxine (Bluechrome Publishing, 2005), a novella.

In addition to being a writer and a poet, she is also an artist and a poetry and art magazine editor.

In an earlier interview, she spoke about the series of events that led to her setting up Neon Highway, the magazine she edits with Jane Marsh.

Below, Alice Lenkiewicz talks about some of the ways in which she approaches her work as a writer:

How would you describe your writing?

I have found that what I read and how I write are different things. When creating a process of writing poetry and fiction I am quite interested in the ‘cut up’ method and using various techniques that are considered postmodern, such as playing and challenging the traditional idea of linear text, creating a variety of discourses, mixing different genres, taking note of the voice and the author and how this will affect the overall viewpoint. I enjoy challenging the idea of singular identity with inter-textual references.

Postmodern theory opened up a new ways of seeing the world and provided me with interesting ways of experimenting with language and plot. I experimented with this in my novella, Maxine, the idea of multiplicity and ‘self’. Identity and place were important parts of this book, drawing attention to the idea of metafiction.

I also experimented with the idea of fact and fiction, prescriptive versus descriptive language, the authoritative voice and the subversive voice, the idea that nothing is finite, the displacement of self, identity and place, the various ways of interpreting time.

Maxine was my final MA thesis and was written in context with the Writing Studies course I was on, that focused on theorists such as Foucault and Roland Barthes.

I am also interested in Surrealism, reinterpreting the dream and the subversive nature of fairytales and the sublime.

When it comes to poetry I am quite diverse. Sometimes I write in traditional forms and sometimes I will go outside the norms playing and experimenting with the language yet again in multiple ways. .

I read a variety of works, both traditional and alternative. I enjoy the Victorian novel and poetry such as Keats and Donne, Emily Dickinson and Sylvia Plath. I also enjoy reading works by Gertrude Stein, Albert Camus, Kafka and Carlos Williams as well as more contemporary poets such as A.C. Evans, and poets from my own magazine, Neon Highway.

I have come to appreciate language as a tool for understanding and enquiry. Language can be about sound and exploring the visual. It does not always have to make immediate sense. It’s a complex subject. But I think a variety of techniques are necessary to explore in order for writers to gain the most out of understanding their own writing process and also to find out what it is they actually enjoy.

Who is your target audience? And, what motivated you to start writing for this audience?

I am very open with the idea of my audience. I enjoy variety and I don’t celebrate the idea of being instructive or factual in my approach. I find that once you label yourself a certain kind of writer with a certain technique then people find it harder to approach your work. For instance, at one point I was known for being an ‘experimental poet’ which can get in the way of people’s thought processes and there have been times when people have said they didn’t understand what I had written when in fact it had been a traditional sonnet following traditional rhythm and metre, so it can lead to some surprisingly awkward and confusing situations.

I don’t mind people saying they don’t understand something but it needs to be for the right reasons. Also, I like to think that people can make their own minds up and therefore I feel it is up to the audience how they interpret and read my work.

On a more general level, my work could be seen as more feminist or for those who enjoy reading poetry or illustrated works, as I tend to illustrate and provide artwork and write about women’s submission and empowerment as part of my theme. But, again, it is up to the reader how they would interpret this.

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Friday, January 14, 2011

[Lists] Publishing Africa

Below (in alphabetical order) is a list of some of the publishing houses that have an online presence that specialise on African literature:

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    Friday, January 7, 2011

    [Interview] Sarudzai Mubvakure

    Zimbabwean occupational therapist, Sarudzai Mubvakure is the author of A Disappointing Truth (Grosvenor House Publishing, 2008) and Amelia’s Inheritance (the Lion Press Ltd, 2010).

    In this interview, Sarudzai Mubvakure talks about her writing:

    Do you write everyday?

    When I am working on a project such as a book I write everyday even if it means writing one sentence.

    I have a full time job.  Therefore, I do my writing in the evenings.

    My session actually starts in the morning and carries on throughout the day. The reason why it starts in the morning is because that is the time I take to create the progression of the story in my mind. Throughout the day, I just jot down points as a reminder of what I have imagined. When evening comes, it is just a matter of writing down what I imagined during the day.

    How many books have you written so far?

    I have written two books so far.

    The first is A Disappointing Truth published by Grosvenor House Publishing in 2008. This is a suspense novel that chronicles the life of a mixed-race English woman called Sarah Witt who was born in 1972 to a black Zimbabwean house cleaner and a white English colonialist.

    The death of her parents leads her to New York City where tragedy strikes again. She is raped by her music college mentor, Jentzen Smithe.

    Years later she discovers a shocking connection between her dead parents and the rapist. This connection is too close for comfort. The revelation of who Jentzen is could lead to the disappointing truth concerning who her real father is; however, an old family friend is determined to stop this truth from being revealed.

    My second and latest novel is Amelia’s Inheritance published by the Lion Press Ltd in January 2010. The novel is a 202 pages long and is set in 1960's and 70's Rhodesia.

    The story is told through the voice of Amelia Gruber, a 20-year-old white woman who has been left to fend for herself following a series of tragedies in her family. She is left with a housemaid called Sisi and she becomes one of the hidden population of poor whites in the country.

    Being an underachieving recluse, Amelia finds it hard to secure employment and this adds to the frustrations in her life. In one of the sub-plots of the novel, Amelia befriends a young black lawyer called Peter Mudondo and this adds more controversy to her life in the midst of a country where racial tension and segregation tangible.

    Amelia eventually secures employment in the household of a wealthy landowner, Maxwell Stern. However, Maxwell Stern represents an organisation that Peter Mudondo is continuously fighting against in court. Amelia is faced with the dilemma of loyalty to her employer or loyalty to Peter with whom she has a strong relationship. At the end of the story, in the midst of the land struggle, more shocking secrets are revealed about Amelia's family and the strange connection between Maxwell Stern and the things that happened to Amelia's family.

    How long did it take you to write Amelia’s Inheritance?

    It took me three months to write and complete the novel.

    Amelia’s Inheritance touches on contemporary Zimbabwean history and the complexities of  Zimbabwean society in the 1960’s and 70’s.

    It was published in the United Kingdom in January 2010 by the Lion Press Limited, which is a publishing house that mainly focuses on African Literature.

    I felt that the Lion Press Ltd would be best suited to publish Amelia’s Inheritance because they would have the expertise to appropriately introduce the book to the right target audience.

    Working with the Lion Press has been advantageous all round. The Lion Press has played a key role in identifying and promoting Amelia’s Inheritance as an educational resource for young people in Zimbabwe.

    Which were the most difficult aspects of the work you put into the book?

    Promoting your own work is a challenge in a sea of a million authors with millions of great books.

    It is a challenge to get your voice heard; a challenge to get people to see that what you have to offer is indeed worth it if they take the time to listen and read.

    There is the temptation to give up sometimes. However, I have learnt to turn criticism into ‘Growth Points’. These are things that can only make me a better author.

    I believe that the key to being a successful author or creator is to believe in your product, believe in yourself and not giving up. The setbacks or knock backs are stepping stones to prominence. If you hang on the light will eventually break forth!

    What sets  Amelia’s Inheritance apart from other things you've written?

    It is written in the first person and the main character narrates the story. All my other work has been in the third person.

    When did you start writing?

    I started writing my first book in 1998. I got as far as Chapter 2 and saved the work on a floppy computer disc. I did not go back to writing it until 2006 but by 2006 I had lost the floppy disc and had to rely on my memory.

    I maintained the theme. However, the nature of Chapter 2 was completely different from the original.

    I wrote everyday for a year between 2006 and 2007.

    My first book was such a large volume, 718 pages in total. I thoroughly enjoyed creating the characters and constructing the plots. I had a strong desire to share what I had achieved and I began approaching literary agents. I hoped that if an agent was interested in my work, they would be able to present it to some of the large publishing houses that only accept proposals via an agent.

    I also approached publishing houses that allowed authors to approach them directly.

    However, after writing several query letters and sending several portions of my manuscript, I received a massive, disappointing rejection. It was disheartening. The feedback seemed to be the same throughout. No one felt that they could market my work enough for it to be a success. They could not identify the target audience that would push my work to prominence.

    After some research I decided to follow the self-publishing route. I read all the negative reviews about self publishing, for example, how the writing world looks down upon self–published work as substandard. However, I was encouraged when I realised that John Grisham’s bestselling first novel, A Time To Kill, and The Shack by William Young, which have both sold millions of copies, were initially self published. The key to self publishing is the ability to market your work effectively. Marketing is incredibly expensive business. But with a great product, some intelligence, cash and good friends, you can make it work!

    How would you describe your writing?

    My novels are chiefly suspense. My most recent novel is in first person, which I thoroughly enjoy as it engrosses the reader into the world of the character that is narrating the story.

    I don’t’ really target a particular audience when I write. I enjoy the moment of creating a story and then looking back to see who the story is targeting.

    I have found that my stories appeal to those that enjoy suspense. My stories are a take on the interracial relationships in 1960’s and 70’s Rhodesia with a family secret or two in the midst of them!

    Which authors influenced you most?

    Jane Austen, because of her wit; the passionate way in which she writes and her ability to describe human emotions with such clarity. I thoroughly enjoyed reading Persuasion.

    John Grisham, his writing makes the reader get lost in the world of the characters he creates. Absolutely brilliant. His plots are the work of a genius.

    Charles Dickens, his stories take his characters from penury to prosperity. I like the idea of someone who has gone through hardship to come out shining in prosperity.

    How have your personal experiences influence your writing?

    I am a born again Christian. Christianity is all about leaving your old life and taking on a new one. The old life of poverty, illness and sickness is replaced by the new life of God which has hope, prosperity, health and wealth. Hence my stories are largely influenced by these themes of coming out of poverty, coming out of obscurity and coming from lies to truth.

    In addition to that, I thoroughly enjoy the history of Zimbabwe; especially the political history. My father was a part-time politician who lived in exile in the United Kingdom for several years. Therefore, I got an insiders view of what took place to shape the Zimbabwe we have today. It was something that fascinated me from an early age.

    What are the biggest challenges that you face?

    I believe that the biggest challenge that I have faced as a writer is rejection. However, after four years of writing seriously, I have come to learn that you have to be strong enough to believe in your own writing; just keep doing it and learning how to get better.

    It is difficult to please everyone. I believe that as I grow, my sphere of influence and readership will increase.

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    Sunday, January 2, 2011

    2010 Year in Conversation

    59 articles were posted on Conversations with Writers in 2010.

    That year the site received 10,765 visitors.

    The busiest day was February 23 which saw 85 readers viewing the site. The most popular post that day was [Interview] Siobhan Logan.

    The 5 most popular articles in 2010 were:

    Monday, December 27, 2010

    [Interview] Jan Horwath

    Jan Horwath is Professor of Child Welfare at the University of Sheffield

    Her books include The Child's World: The Comprehensive Guide to Assessing Children in Need (Jessica Kingsley Publishers, 2009) and Child Neglect: Identification and Assessment (Palgrave, 2007).

    She also co-authored Effective Staff Training in Social Care: From Theory to Practice (Routledge ,1998); Working for Children on the Child Protection Register: An Inter-Agency Practice Guide (Ashgate Publishing Limited, 1999) and Making Links Across Specialisms: Understanding Modern Social Work Practice (Russell House, 2003).

    Before becoming an academic, Jan Horwath worked as a practitioner, trainer and manager in both voluntary and statutory social work settings.

    In this interview, she talks about her work and the writing it inspired:

    How did you initially become involved in social work with children and families?

    As a young social work student I always intended working with children and families therefore, when I completed my training, I looked for a job that would enable me to focus on this user group.

    My first social work position was with a non-governmental organisation, Middlemore Homes, in Birmingham. The charity provided residential placements lasting between one and three years for families that had both a history of chronic neglect and the Local Authority was considering care proceedings. My job was to work intensively with a small number of families to improve parenting capacity and address the impact of neglect on the children. I particularly enjoyed having the opportunity to really get to know the families and to use a range of individual and group approaches.

    I maintained this interest in children and families whilst working as a generic social worker for both Manchester and Oxfordshire Local Authorities and continued to develop my group work skills by, for example, running groups for young people exhibiting challenging behaviours.

    A move to Sheffield provided me with an opportunity to further develop these skills with children and young people when I became an intermediate treatment officer. I am particularly proud of the pioneering work I engaged in with colleagues in Sheffield in the mid 1980s which included establishing groups for parents of young offenders. One of our most successful groups was for parents of young men who sexually abused. These experiences provided me with the foundation to go on and practice abroad; provide education and training and manage staff working in the child welfare field.

    How has practice with children and families developed and changed since the first edition of The Child’s World eight years ago?

    Whilst editing the chapters included in the second edition of The Child’s World, I was continually reminded of the significant research, policy and practice developments that have had an impact not only on social work practice but also on the practice of all professionals who come into contact with children and families.

    Not long after the first edition of The Child’s World was published Lord Laming’s inquiry report following the death of Victoria Climbiè and the Government’s response: Every Child Matters began to have a significant impact on policy and practice.

    As the book is about assessment practice I’ll focus on that area of practice.

    One of the most striking changes to assessment policy and practice is the broadening of focus of assessment in order to identify early concerns and children with additional needs. This has been achieved through the introduction of the Common Assessment Framework.

    There have been considerable changes to organisational and practice contexts which were designed to address concerns about weak accountability and poor levels of service integration. These changes have reinforced the contribution that practitioners from a wide range of disciplines can make to both assessing and meeting the needs of vulnerable children as well as children in need. The changes have also emphasised the role and responsibilities of senior managers in creating a climate that promotes effective practice.

    Practice has also changed as a result of increased research regarding, for example, the impact of issues such as domestic violence and drug and alcohol misuse on a carer’s ability to meet the needs of their child. We have also become increasingly aware of the impact of child maltreatment on brain development.

    Whilst Every Child Matters placed considerable emphasis on measuring outcomes to children, rather than focusing on processes and outputs, performance management systems in adult and children services have, in my opinion, continued to overemphasise processes and outputs, such as measuring the number of assessments completed within prescribed timescales, meaning that the focus on the child and their needs has taken second place.

    We have also continued to learn lessons from serious case reviews over the last eight years.

    Similar messages have emerged in terms of making sense of information and using professional judgement and ensuring staff receive adequate supervision. The recent death of Baby Peter highlighted the importance of assessing parents’ level of engagement in terms of motivation to change.

    Reflecting on all these developments, the most important learning point for me was made by Lord Laming in his inquiry report following the death of Victoria Climbiè in which he emphasised the importance of practitioners understanding what a day is like in the life of a child when assessing their needs.

    What, in your opinion, are the main challenges facing social workers today?

    Those in the profession have always been aware of the many challenges social workers encounter. However, in the past few months, these challenges have really come under the political and public spotlight.

    The interim report of the social work taskforce, for example, outlines many of the challenges and indeed there are many. For example, complex cases, a demoralised workforce; lack of clarity regarding the role of the social worker; an emphasis on performance management and the very negative portrayal of social workers in the media. Yet against this backcloth frontline staff are undertaking some excellent work and not only safeguarding but also promoting the welfare of numerous children.

    For me the biggest challenge is recognising effective practice and in the same way that we have begun to pay more attention to resilience amongst children and young people we should be considering what makes for a resilient workforce. Why is it that some practitioners can continue to work effectively with service users when others in the same or similar settings struggle?

    What do you do in your spare time?

    Living in Sheffield with the Peak District on the doorstep it is hardly surprising that I spend much of my spare time walking those hills and dales. I also enjoy walking long distance paths and my current project is the Thames Path. However since the end of June I have been spending much of my spare time with my first grandchild, Oscar. He is an absolute delight and no I'm not biased.

    (c) Jessica Kingsley Publishers 2010

    This article was first published in the Jessica Kingsley Publishers Social Work Newsletter in September 2009

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    Monday, December 20, 2010

    [Interview] Eva Gordon

    Fantasy and paranormal romance author, Eva Gordon lives in Northern California.

    Her books include the kabbalistic fantasy, The Stone of the Tenth Realm as well as the three novels that make up her Wolf Maiden Chronicles series: Werewolf Sanctuary (Vanilla Heart Publishing, 2009); Beast Warrior: Viking Werewolf (Vanilla Heart Publishing, 2009), and White Wolf of Avalon: Werewolf Knight (Vanilla Heart Publishing, 2010).

    In this interview, Eva Gordon talks about her writing:

    When did you start writing?

    I started seriously writing about 7 years ago. I enjoyed telling stories to my high school students and realized my imagination took me to wonderful places.

    I wanted to share my stories and getting published became my goal.

    I joined a critique group, and began to edit and edit. I then sent out my query letters to both agents and publishers. A small UK Press published my first fantasy novel, but we dissolved our contract because they no longer had printing rights in the US.

    How would you describe your writing?

    Paranormal romance and fantasy writing. Paranormal/Fantasy Romance. The majority are historical.

    My target audience are adults - most likely woman though men enjoy my novels as well.

    I love all types of stories but books with a great romance make reading them much more enjoyable. I like happily-ever-after.

    Which authors influenced you most?

    So many, from Jane Austen to Frank Herbert.

    However Michael Crichton and Diane Gabaldon touched a chord. Like me they were trained in the sciences and I like their style of grabbing you into the story.

    How have your personal experiences influenced your writing?

    My passion for wildlife, especially wolves, ravens and horses inspired me to go in a direction that would include them. I love wolf and werewolf lore and do workshops on both topics.

    My degrees in zoology and biology influenced my writings by adding a bit of science here and there.

    My women characters are often academic or healers. I have taught AP Biology and Anatomy Physiology so women in my stories are smart and independent. They have the brain and their love interest has the brawn.

    What are your main concerns as a writer?

    Finding the time to promote, because like most writers I would rather create stories and nothing else.

    However, I do set time apart for promotional work and have learned that this is my time to connect with social groups and have fun.

    What are the biggest challenges that you face?

    The lack of money from the countless hours of work and dedication. This amount of energy in any other work situation would have made me a CEO by now.

    Do you write everyday?

    At least five to six days a week.

    I first check my e-mails and put them in folders for later. Then I sit in my office and begin.

    I start by looking at my outline and the story plays out like a movie I am watching. I never know what the characters will do until I watch them in my imaginary movie. I then translate the visual into the written word.

    I aim for at least 2,000 words a day.

    I also do research since most of my paranormal novels are historical. I end the day when I have reached my scene goal or, if overwhelmed, I end it when 2,000 words have been completed.

    How many books have you written so far?

    I have four fantasy novels.

    The first, The Stone of the Tenth Realm is a kabbalistic fantasy first published by a UK Press. I am now out of contract and am trying to sell and I will let you know later.

    The next three are part of my Wolf Maiden Chronicles series:
    What would you say your latest novel is about?

    White Wolf of Avalon: Werewolf Knight takes place during Arthurian Times.

    It is Book 3 in the Wolf Maiden saga and revolves around intrigue and circumstances within the lycan secret society in Arthur’s Britain.

    In the novel, Bledig, a werewolf raised by humans, only wants to be a knight in King Arthur’s court but is told he must unite a pack against evil lycan lord, Gorlagon. He refuses to follow his destiny until he meets Annora, a woman philosopher and his destined mate.

    How long did it take you to write White Wolf of Avalon: Werewolf Knight?

    The rough draft usually takes about three/four months but I edit daily.

    The novel was published by Vanilla Heart Publishing in March 2010 because a small Indie seemed like a good starting place. Small Indies are more open to new writers. Very helpful to newbie questions.

    One disadvantage small publishers present is that there is no distribution at book stores or chains such as Target so one must go to the bookstore to request a signing. Most folks buy books because they see them out in the front of the store and that is the disadvantage of a small publisher.

    What sets Werewolf Knight apart from other things you've written?

    It’s still a paranormal romance historical/fantasy novel but with problems only found during King Arthur’s times. Unlike the earlier stories my male protagonist does not want to be a lycan.

    Since it is part of a series, the secret lycan universe is the same. There is always an alpha lycan looking for his human female mate, a wolf maiden with the mark of the lycan print.

    And what will your next book be about?

    Lycan Gladiator, which takes place during Roman times.

    I am also working on my Stone Trilogy and a Raven Shifter trilogy. And another lycan contemporary in the series is also in the works.

    What would you say has been your most significant achievement as a writer?

    Getting published and getting some really great reviews.

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    Thursday, December 2, 2010

    5 Tips for Making Good Money as a Freelance Writer

    By Ellen Berry

    The marketplace is full of opportunities for writers. There are always new messages that need to be communicated or old messages that need to be communicated in a new way. There are always people and businesses who need help looking good through the use of good writing. When economic times are challenging, the need to spread the word about products, services, and causes increases exponentially.

    The following are 10 lessons I learned in the 12 or more years I've been doing work as a writer (in some capacity or another):
    1. Know your options - When I dreamed of being a writer in college, I had no idea there were so many options available to me. Certainly I read about careers in marketing, communications, journalism, and technical writing, but I didn't realize that I could be successful and happy doing them. Were I to do it over again, I would have shadowed people at work, taken more practical application classes rather than theory, and participated in internships as often as possible to get a real-world sense of writing as a commodity. Among the many areas that writing is used in business, I've made good money:
      • Helping people organize and write content for their websites
      • Working with trainers to create training manuals
      • Writing guides and FAQs for using products and websites
      • Interviewing clients to figure out what they want and then communicating it to the technical team (requirements gathering)
      • Doing research and then summarizing results in reports
      • Creating copy for brochures, flyers, ads and marketing letters
      • Writing articles designed to attract readers and links to websites
      • Scripting multimedia pieces and voice-overs
      • Writing surveys, interviewing subjects, and summarizing survey results
      • Optimizing website content for Search Engine Optimization (SEO)
      • Tracking pertinent news items and summarizing them in original stories for websites
      • Writing policies in ways people can easily understand and creating posters to motivate them to follow policies (awareness)
      • Analyzing how processes happen and documenting them (business analysis)
      • Writing reviews of movies, products, TV shows, books, stores, new businesses, conferences, travel destinations, hotels, restaurants, etc.
      • Creating PowerPoint presentations and writing speeches and sales pitches
      • Freelancing as a journalist for local papers, online ezines and reference guides
      • Writing press releases
      • Editing and proofreading
      • Creating resumes, cover letters and portfolio websites
      • Writing and editing grant applications
    2. Think of yourself as a writer - Although I did a lot of writing for my work, I didn't think of myself as a writer. People came to me with writing projects, but I thought of myself as someone in marketing or training or business analysis or web development. I was hesitant to box myself in by calling myself a writer - I was worried that I would limit my earning potential - or access to team-based projects that created something bigger than writing by myself ever could. But eventually my employers, colleagues. and clients started referring to me as a writer, and introducing me to other people as a writer. I took the hint, and it opened up many more opportunities to do what I love doing. I have since narrowed the scope of what I do even further by becoming a subject matter expert in areas that are particularly interesting to me, which makes it easier to find writing jobs (since there are fewer people who can write at the same level of detail or use the same skills).
    3. Become a quick study - Along with creativity, knowledge of how to write in a journalistic style, knowledge of AP Style and Chicago Manual of Style, and a keen editorial eye, analytical skills have been important in helping me make more money.When an employer or client comes to me with a writing project, their primary concern is my knowledge of the topic - they don't want to waste time or money for writing that seems superficial or uninformed. So I've learned how to start a project by asking the right questions, finding the answers, and analyzing the results. As an example, if I was hired to write about forestry (something of which I have little familiarity), I would adopt the role of an overachieving teaching student by taking introductory courses in forestry in order to be able to turn around and teach the material. I'd learn as much as I could as fast as possible, and then regurgitate it in a way that made sense to me, a new learner.

      Developing an analytical mind takes time and focus (a college education helps tremendously), but is essential for many different kinds of professional writing - especially technical writing and business analysis.
    4. Grow your skillset - There are core competencies for professional writers that can greatly enhance earning potential and employability. Many colleges and universities offer major courses of study in these fields:
      • Information design is the science behind how information is organized and displayed in order to make it the most accessible for the spectrum of readers. (The importance of information design was widely discussed after it was revealed that the White House received repeated warnings in executive briefings about a potential terrorist attack prior to 9/11, but the warnings were missed because they were buried far down in reports that were dense with text.)
      • Search engine optimization (SEO) is the science of using keywords, key phrases, content organization, links, and other Web elements to make websites more visible to search engines. Without well-done SEO, people who search the Web may have difficulty finding a website that has the content for which they're searching - or it may be far down on a list of results.
      • Technical writing is used to write software manuals, help and FAQ guides in software and on websites, and diagrams or flow charts to depict processes. But many employers and clients don't know that's what technical writing is, and they will post jobs and search for job candidates using the term "technical writing" even though what they're really looking for is copywriting or instructional writing. For jobs that are truly technical writing, a common requirement is knowledge of industry-standard software for technical writing and help or FAQ generation.
      • Instructional design is the science of writing instructional material so that it is easily learned and retained by different levels and groups of learners, and guidance for instructors in order to teach material consistently and efficiently.
    5. Promote your personal brand - To find employers and clients, it takes a combination of push and pull - not only hunting down jobs, but communicating your availability, capability, and uniqueness as a writer. You may be an outstanding writer, but if people aren't aware of what you can do, they may overlook you. It's important to define what you do early on, and put a brand to it - an identity that communicates what you do and how it is unique in the marketplace. Consider your brand - your reputation - whenever you publish anything online (even if you're just updating your Facebook status).Something I wish I had done early on was to consider myself in business for myself, even when working for others. I would have taken on the role of being self-employed and created a company name (it's easy and affordable to become a sole proprietor) so that I could receive tax benefits, but mostly because that identity helps me take myself seriously and feel in control of my career.
    About the author

    Ellen Berry is a member of BrainTrack's writing team. She writes articles about a number of education and career topics, and has contributed content to BrainTrack's Career Planning Guide.

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    Friday, November 26, 2010

    [Interview] Arthur Gwagwa

    Arthur Ernest Gwagwa was born in Chivhu, Zimbabwe.

    Currently, he lives in London where he works as a mental health and family solicitor.

    In this interview, Arthur Gwagwa talks about his books, His Story & Her Story (The Lion Press, 2010) and Turning Point (The Lion Press, 2010):

    How would you describe the two books have written so far?

    His Story & Her Story (The Lion Press, 2010) is the product of combined semi-autobiographies which attempt to tell the stories of migration and related issues in a very imaginative, creative and interesting manner.

    It goes on to discuss general critical social issues in black and ethnic minority communities of Britain, France and the USA as well as issues of ethnicity, race and culture in former colonies such as Zimbabwe, Jamaica and South Africa.

    The book also conceptually analyses the stories of migration from a social science perspective and it shares some well-tested ideas and concepts that would help migrants, black people (especially black boys and ethnic minorities) in realizing their full potential under adversity.

    Although His Story & Her Story contains hard truths which may hurt, telling a lie would have been worse.

    On the other hand, Turning Point (The Lion Press, 2010) is a medley of 34 very short inspirational and multicultural family stories. The stories can be read in conjunction or individually and in no specific order. These stories reveal ways that have been shown to be helpful when interacting with children and young people. The stories can help children and young people learn about decision-making as well as help them learn how to appreciate and be proud of who they are and discover and realise their potential; maintain the right perspective in times of change;  as well as work with others and deal with disappointments.

    The strategies that are shared in this book can also help children, young people and families solve relationship problems, handle difficult situations and become more confident.

    The central ideas behind the stories in Turning Point come from well-tested principles drawn from motivational psychology and they try to capture these five aspects of a person’s existence:
    • Where they are coming from (Heritage),
    • Why they were born (Purpose),
    • What they can achieve (Potential),
    • Who they are (Identity), and
    • Where they are going (Destiny).
    How did you choose a publisher for the books?

    I worked on the two books simultaneously.

    I began His Story & Her Story on 18 May 2010. Although I was done within two months, it took me another month of developmental editing before His Story & Her Story was published on 21 August 2010. At the same time, I had started gathering ideas for Turning Point together with my daughter. For its own part, Turning Point took me about a month to write although I continued editing it until 7 September 2010.

    When you are choosing a publisher you follow your intuition.

    It’s not so much about money although money is a crucial consideration. You want a publisher you can personally work with, who understands your work and you as a writer. You want a publisher who shares your values and world viewpoint.

    The only disadvantage is that when your publisher becomes your friend also, you might lose focus in the process.

    There is always a need for balance.

    Which were the most difficult aspects of the work you put into His Story & Her Story?

    I found writing about the Zimbabwean political situation in Chapter 1 very difficult.

    I am aware that there are polarised views on what exactly happened in Zimbabwe and who to apportion blame to and I have friends on both sides of the political divide.

    I also make conclusions about the existence of racism in the UK that are very uncomfortable. Most white people expect us to write about the dangers that our leaders present but, at the same time, they don’t want us to expose the racism that is here in the UK. You rarely find a book that contains the two because people who write books tend to belong to a particular ideological camp.

    I feel that the first and foremost duty of a writer is to ensure that they don’t compromise the truth in order to be accepted. Once you do that, you lack credibility and your work lacks integrity.

    My ethics as a lawyer helped me a lot in stating the truth without fear and prejudice but also, at the same time, allowed me to leave it to readers to draw their own conclusions.

    And what challenges did Turning Point present?

    With Turning Point I struggled to find how I could classify the book and what age group it would be relevant to.

    Firstly, when I started the book, I thought I was writing a children book. Then, half way through, I found myself thinking that I was writing a book that adults who work with children could read as a ‘parenting guide’ of some sort. Ultimately, with my daughter's help, we finally agreed that this book could be read by both adults and children.

    Which aspects of the work did you enjoy most?

    With His Story & Her Story, I enjoyed writing about ordinary people. For example, I write about a boy in Zimbabwe called Cliff who suffered from a hoarding syndrome. I also write about a boy in Leicester called Gerald and about a young asylum seeker called David from Ivory Coast.

    I also enjoyed writing about personal experiences.

    With Turning Point, I mainly like the experimental writing that I was doing. For example, I was combining cultures. I was writing about things such as a Masai herdsman who is also a baseball player. And, in the book, there is also a dog that uses an ipad and a donkey wearing iPods that dances to Usher’s "OMG".

    I also liked the underlying political satire in some of the stories in Turning Point.

    What sets Turning Point and His Story & Her Story apart from other things you've written?

    In the past, I have been writing mainly for Zimbabwean online newspapers as well as in academic circles. His Story & Her Story is a culmination of all the work that I have done so far. I think it signifies a maturation and combines both the factual and the conceptual.

    On the other hand, the stories in Turning Point might have a multicultural, global appeal. I was also experimenting and having fun with native languages and at the same time trying to put the message out there. So, you might find a few Chinese, Ndebele, Shona, Yoruba and Zulu phrases in some of the stories.

    Although the two books are different, they are similar in that all my works portray the enduring values of audacious hope, tenacious faith and abiding love. I am motivated by love in everything that I do and this shows in all my works. Although I write about many things, my themes also tend to gravitate towards hope and the vision of my work tends to gravitate towards the creation of a Zimbabwe which is akin to a theme park, fun within and secure without, which would enable us to raise confident and secure children.

    What will your next book be about?

    I am working on a Shona novel called Togarasei which tries to contain the essence of the social strife our country went through in the past decade, where we went wrong and the lessons we can learn to create the Zimbabwe our children will be proud to call home and in which they can confidently come of age.

    I am also plotting a TV drama series based on my love for the musicals. This will take time to produce as it is a complicated project.

    I have attempted to write for theatre before but got discouraged when my first script came back with several recommendations from Royal Court Theatre. I would also like to give writing for theatre another go.

    In the writing you are doing, which authors influenced you most?

    I was mainly influenced by Malcolm Gladwell, a Canadian-born Jamaican, in my writing style. I was equally influenced by Barack Obama. These two authors have the ability to seamlessly weave the factual and the conceptual without losing the plot.

    I was equally influenced by Myles Munroe who is a personal friend and mentor.

    My descriptive writing on Zimbabwe in the fifth chapter where I write passionately about my native village in Chivhu was influenced by my early readings of Charles Mungoshi and Shimmer Chinodya.

    My journalistic approach in the final chapters was influenced by several British journalists.

    How have your personal experiences influenced your writing?

    I am a migrant.

    In my introduction, in His Story & Her Story, I state that "When those who don’t have personal migration experiences try to write [our] stories, their versions may lack a personal touch and the raw emotions associated with migration. My credentials as a migrant who grew up very poor, my struggles to fit both in Zimbabwe and in Britain mainly pushed me. In Zimbabwe I often felt I didn’t belong because of the ‘cast system’ which tends to favour particular tribes, academics and others who are considered to have made it in one way or the other. In Britain, as an immigrant, I feel I have to prove myself every day."

    What are the biggest challenges that you face?

    I can be a little insecure especially if people who are close to me try to belittle or invalidate my ambitions. But I am developing the emotional intelligence to deal with this.

    I am very creative but can also be highly emotional and this doesn’t help. Unfortunately, if you take away the emotions from a writer, you have killed that writer, so I suppose most writers and artists struggle to maintain a balance.

    My second biggest challenge is in the marketing of my work. I am naturally not a marketer but since I believe that what I write can help to change other people’s lives, I am not ashamed to sell my books.

    Do you write every day?

    For the past four months I have been writing every day. I have done two books and am working on a Shona novel now. However, the bulk of the time is spent in editing and proof reading.

    The main writing itself is not a big problem but making it all perfect is a big problem since English is not my first language.

    I only write when I am inspired. I usually go to the park, speak with my daughter or watch children's programmes of TV and I get some ideas and jot them down in a small notebook which I keep all the time.

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    Tendai Huchu [Interview], Conversations with Writers, October 25, 2010

    Saturday, November 20, 2010

    [Interview] Belinda Hopkins

    Belinda Hopkins is a Director and Lead Trainer at Transforming Conflict, a centre for restorative justice in education.

    She is also the author of Just Care: Restorative Justice Approaches to Working with Children in Public Care (Jessica Kingsley Publishers, 2009); The Peer Mediation and Mentoring Trainer's Manual (Optimus Education, 2008) and Just Schools: A Whole School Approach to Restorative Justice (Jessica Kingsley Publishers, 2003).

    In this interview, Belinda Hopkins talks about the work she is doing:

    How did you first become interested in Restorative Justice?

    In some ways I have always been interested in a restorative approach when working with young people – although in the early days I would not have used the phrase ‘Restorative Justice’ or ‘restorative approaches’

    My first experience of teaching, in the field of English as a foreign language, radicalised me in terms of thinking of my students as autonomous, self-directing partners in their learning. Having subsequently trained as a modern language teacher, I found the authoritarian regime of school difficult to accept. I was inspired by Reimer (1971), Postman and Weingartner (1971), Holt (1966) and Freire (1982), who questioned the role of adults vis-à-vis children and the issue of children’s rights and responsibilities. I also read about non-violence and conflict resolution in schools (Isaacson and Lamont 1982; Judson 1982).

    My teaching style was informed by a desire to create a democratic classroom, and I often used a format which is now called classroom conferencing (Thorsborne and Vinegrad 2004) – resolving differences and problems by sitting in a circle, actively listening to each other and finding ways forward together. I based much of my modern languages teaching around the social goal of creating community and trust in the group, using game-like activities to develop self-esteem, communication skills and cooperation, albeit in French and Spanish. Eventually, in 1994, I left the teaching profession to become a freelance trainer and consultant in the field of conflict management and mediation.

    In 1997 Terry O’Connell, a police officer pioneering Restorative Justice in New South Wales was invited over to the UK by the then Chief Constable of the Thames Valley Police Force, Sir Charles Pollard to talk about his work with young offenders to youth justice professionals and educationalists. Hearing O’Connell speak, I saw the relationship between work I had been doing in schools for many years and the potential of restorative justice philosophy to provide an overarching framework for this work.

    After O’Connell’s visit I was invited to be involved with the Thames Valley Police to develop work in schools, and I began to write about the connections between restorative philosophy, conflict management, mediation and circle time, urging people to consider restorative justice more as a whole-school approach than a discrete intervention (Hopkins 1999a; 1999c; 2002b; 2003a). These ideas all came together when I wrote my first book on the whole school restorative approach – indeed the first book ever to be written on the subject- Just Schools (Jessica Kingsley Publishers, 2004). (This section is an extract from an article that can be found here and was adapted for my doctoral thesis.)

    What do Restorative Approaches have to offer that the more traditional routes of blame and punishment don’t?

    Traditionally, in families, schools and in the criminal justice system there has been a response to wrongdoing that could crudely be described as ‘name, blame, shame and punish’. In other words, if someone does something wrong then they must be punished for it. If there is no punishment then the miscreant has ‘got away with it’. Certain key questions inform the mindset of those with the power in such settings:
    • What happened?
    • Who is to blame?
    • What is the appropriate response to deter and possibly punish those at fault, so they will not do the same thing again?
    The first question - What happened? is based on the belief that something factual happened, some essential ‘truth’ and that this can be discovered by interviewing or even interrogating whoever was involved or whoever witnessed the event. Words such as ‘interview’, ‘interrogate’ and ‘witness’ give away the origin of this approach – the criminal justice domain requiring people to be detectives! In this approach discrepancies are viewed as suspect, inconsistencies considered proof of dishonesty and written testimonies acquire the status of evidence, often with priority given to those statements given by those with more age, rank or status.

    The second question – Who is to blame? is informed by the belief that when something bad has happened there must be a culprit or culprits. ‘Dealing with the situation’ comprises first identifying this guilty person or people and laying the blame for what happened at their feet.

    The third question –What sanction will deter and punish? is based on the belief that accountability comprises being punished, and that punishment will deter both the miscreant and others from repeating the wrongdoing. This latter belief is held on to despite evidence to the contrary. Sanctions and the threat of sanctions are rarely sufficient to deter further wrongdoing – a fact about which much more will be said.

    Restorative practitioners bring a different set of questions to bear on any situation of conflict or wrongdoing:
    • What’s happened?
    • Who has been affected or harmed?
    • How can everyone who has been affected be involved in repairing the harm and finding a way forward?
    The first question - What’s happened? looks deceptively similar to the first, traditional, question. However its intention is very different. When a restorative practitioner asks a person to explain what happened they appreciate that this is only one person’s perspective, and that they will get a different answer from everyone they ask – and that this is inevitable, normal and interesting. They appreciate that there is no ‘one truth’ about an event, but many truths – and it is the discrepancies in perception about an event that may have given rise to the problem in the first place. Thus a key quality of a restorative practitioner is curiosity, and they like to encourage that curiosity amongst everyone they interact with.

    The second question - Who has been affected or harmed? recognises that when something has gone wrong people will have been affected or even harmed (as in – distressed, hurt, upset, angered) and that whatever else happens there will be the need for some kind of repair. Many working and domestic environments remain unpleasant because conflicts have not been resolved and relationships that have been damaged are left in tatters. Curiously people’s needs are very similar whether they have been personally harmed by conflict or wrongdoing or whether they themselves have been responsible for causing harm (either inadvertently or on purpose.)

    The third question - How can everyone who has been affected be involved in repairing the harm and finding a way forward? contains the key to what is different and radical about a restorative approach . It comprises two challenging paradigm shifts for some people – letting go the need for sanctions and letting go the need to be in control and impose solutions.

    Many people equate justice having been done with the administering of a punishment, and in schools and residential child care contexts a similar expectation prevails, or is believed to prevail. The logic is that if somebody does a bad thing then a bad thing needs to be done to them. In a sense this is the ‘eye for an eye, tooth for a tooth’ philosophy, but of course this lesson taught to children by adults can lead to behaviours in youth settings and in the community that mimic this approach, which is based on revenge. A restorative approach, coupled with interpersonal conflict resolution training, can offer an alternative that may influence the way young people deal with conflicts in later life.

    A restorative response, with its focus not on blame, punishment and alienation but on repair and re-connection, encourages a wrongdoer to take responsibility for the harm they have caused, and gives them an opportunity to repair the harm. Empathy is developed, accountability is encouraged and the outcome can help both wronged and wrongdoer feel better about themselves and the other person. (This section is adapted from Chapter 2 of Just Care.)

    Why are Restorative Justice Approaches particularly pertinent to residential child care?

    Statistics show that young people in Residential Child Care are disproportionately represented in the criminal justice arena (DfES 2006; NACRO 2003a; NACRO 2003b). This situation has arisen not necessarily because children in care are more likely to offend but because the disruptive behaviours of the children have resulted in a call from staff to the police, often followed by an arrest and a caution or final warning (NACRO 2003a). Probably neither the staff concerned , nor the police involved, would wish for such an outcome. However, without training in alternative strategies staff often turn to the police in desperation, whilst the police themselves, because of crime recording protocols and targets, feel obliged to deal with the incident as a crime.

    Using a restorative approach instead can divert children in care from the criminal justice system by ensuring that the incident is dealt with by staff in such a way that both wrongdoer and those affected reach a mutually agreed way forward without recourse to the police (Willmott 2007).

    However whilst restorative justice in its formal sense can and does make a contribution in care settings, it is in its less formal aspects, described as ‘restorative approaches’, that it can have most impact and address many of the issues and challenges currently facing the residential child care sector.

    In residential care settings staff who were initially trained in the restorative conferencing model swiftly discovered that the more formal process was less useful than they had first hoped because most of the incidents they needed to address flared up quickly and needed immediate attention. More often than not there was no clear-cut case of ‘offender’ and ‘victim’ but simply two people in conflict, each blaming the other. They therefore began to request training in a range of less formal processes which were nevertheless informed by the philosophy of restorative justice. Their experiences using these processes has gradually led to a realisation that the approach required a cultural shift in the way staff and young people interact on a day to day basis and that the benefits of using such an approach could go far beyond the narrow remit of reducing potentially offending behaviour.

    One particular concept that is gaining ground in residential settings is that of ‘social pedagogy’ and it is be argued that day to day restorative practice provides a framework for care staff to operationalise socially pedagogic principles, especially in challenging situations. (This section is adapted from Chapter 1 of Just Care.)

    Could you tell us a little about your organisation Transforming Conflict?

    I founded Transforming Conflict in 1994 for the reasons I explained earlier. In the early days, I was the only trainer and consultant, but over time I have built up a superb team with backgrounds in education, social work, youth offending teams, and residential care who share the training with me.

    Having developed a reputation for being one of the lead training organisations in the UK, we are now also known as the National Centre for Restorative Approaches in Youth Settings. We offer training, consultancy and support in a variety of youth settings for people seeking to enhance their skills in building a sense of community, fostering a spirit of inclusion and dealing creatively with challenging situations.

    Our work is underpinned by the philosophy of Restorative Justice, which stresses the importance of relationships above rules and the value of dialogue in healing the damage done to relationships by inappropriate behavior.

    We have experience of running courses for teaching staff, learning support staff, lunchtime controllers, parents and students, educational psychologists, pupil support teams, residential care staff, senior management teams, governors, social workers, police officers, youth justice and other local authority personnel. We work in primary, secondary and EBD and PRU school settings and run both public and bespoke in-house courses.

    In recent months there has been increasing interest in developing joined–up approaches across all multi-agency teams in a single local authority and we are at the forefront of these developments working with teams to look at how they can integrate restorative ways of working not only with their client groups but also amongst their own teams.

    What are you currently reading?

    I am beginning the research for my new book about restorative classrooms – exploring the links between pedagogy and classroom management so I’m afraid my current reading is all work-based.

    I am very excited by my friend and colleague Richard Hendry’s new book – Building and Restoring Respectful Relationships in Schools and also by an amazing book called Positive Discipline by Jane Nelsen et al. which really turns the whole notion of manipulating children’s behaviour using rewards and punishments on its head. However, I do plan to take a break at the end of August and looking forward to reading something totally escapist like The Angel's Game by Carlos Ruiz Zafon.

    (c) Jessica Kingsley Publishers 2010

    This article was first published in the Jessica Kingsley Publishers Social Work Newsletter in August 2009

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