Lifescaping Practices in School Communities

Rolla E. Lewis, EdD, NCC, is professor emeritus in Educational Psychology at California State University, East Bay (CSUEB). His current research and scholarly interests include public education advocacy, school counseling program development, mentoring participatory leaders, and sharing action research practices using the participatory inquiry process as lifescaping in schools. Dr. Lewis has published numerous chapters, articles, and poems in books, peer-reviewed journals, and other professional publications. He is the recipient of the Oregon Counseling Association’s Leona Tyler Award for outstanding contributions to professional counseling.Peg Winkelman, PhD, is a Professor and Chair in the Department of Educational Leadership at California State University, East Bay (CSUEB). She has also taught in schools of education at the University of California, Berkeley, Mills College, and Saint Mary’s College of California. She is past president of the California Association of Professors of Educational Administration. Her publications focus on her commitment to collaborative inquiry and scholar-practitioner leadership for social justice.

• List of Illustrations List of Change Activities Notes on Contributors Foreword Kenneth J. Gergen Acknowledgements Introduction Part I: Action Research as a Participatory and an Appreciative Inquiry Process: Continuous Dialogue and Action in School Communities 1. Eco-Relational Lifescaping in Schools 2. Relational Ecosystems and Learning Power in Schools 3. Nurturing Growth Narratives in School Communities 4. The Participatory Inquiry Process (PIP) 5. Appreciative Inquiry (AI) and the 4-R Process Part II: Lifescaping as Future Forming: From an Appreciative Inquiry Approach to Enacting the Participatory Inquiry Process Introduction to Part II 6.Developing Relational Connections to Initiate Conversations and Identify Challenges 7. Using Relational Dialogues to Nurture Engaged Inquiry 8. Pursuing Relational, Collaborative Action 9. Practicing Relational, Community Assessment and Reflection Part III: Lifescaping in Action: Told in Participatory Inquiry Process (PIP) and AI 4-R Phases By Student Advocates in Schools Introduction to Part III 10. A Write Way Intervention: Successful Transitions into the Ninth Grade Molly Griffin 11. Advocating with Appreciative Inquiry (AI) Lisa Maibaum 12. High School to Community College Transition Group Katie Messina 13. Algebra as a Civil Right: Increasing Achievement Through Participatory Action Research and Appreciative Inquiry Lisa Davies 14. Conclusion: Bringing AI and PIP Together Websites Appendix A: Professional Competencies and Ethics Appendix B: An Ecological Model (School Counselors) Appendix C: Promoting Vital Engagement and Eco-Relational Change Appendix D: Data Templates Appendix E: Core Needs Assessments Appendix F: Generic Parent Permission FormAppendix G: Mapping the Driving and Restraining Forces (MDRF) Appendix H: Focus Group, Fishbowl Story Group, and Video Story Focus Group Guidelines: Roles, Skills, Participation, and Agreements Appendix I: PIP and AI Action Worksheet Appendix J: Outline for Writing Action Research Paper Using the Participatory Inquiry Process (PIP) Appendix K: Write Way Support Materials Appendix L: High School to Community College Biography Index

“Our goal as educators is to promote ALL children’s core gifts. Lifescaping Practices in School Communities inspires practitioners to transcend mired systems that reify the status quo in our schools and provides a road map through language and action that harnesses the strengths and voices of our wonderfully diverse communities. As we move from polarization to inclusion, this publication encourages us to move toward a common vision through inclusive practices.”—Rose Borunda, Ed.D., professor, California State University, Sacramento; Master of Science, Counselor Education, Doctorate, Educational Leadership and Policy Studies“Lewis and Winkelman escape the narrow vision of education that has held schools in its grip recently. Instead, they invite educators and help professionals to soar. Their concept of lifescaping is a big enough vision to inspire education, rather than mere schooling, and becoming somebody distinctive, rather than just fitting in. Their contributors have, moreover, practical suggestions about how to get there, including the use of appreciative inquiry and participatory action research.”— John Winslade, PhD, professor, California State University, San Bernardino.“This book addresses a missing piece in calls for closing achievement gaps. The authors examine student support through a lens of student wellness and an ecological approach to program development, bringing fresh air to discussions of what works. Highlighting action research and appreciative inquiry points the way towards continuous improvement in serving the academic, personal/social, and career development needs of youth. Packed with useful resources and good sense, this volume should become a staple in counselor education and student support programs.”—Lonnie L. Rowell, PhD, associate professor, School of Leadership and Education Sciences, University of San Diego; lead editor, International Handbook of Action Research“This scholarly book provides a state-of-the-art, and much needed, contribution to a wide range of school communities: administrators, practitioners, and graduate trainees. The expertly written text successfully infuses theoretical, clinical, and empirical findings into a coherent, well-structured mosaic. It is my belief that this comprehensive work greatly enhances our knowledge of action and participatory research and, therefore, should make a welcome addition to school administration and counseling libraries.”—Hanoch Livneh, PhD, LPC, professor emeritus, Counselor Education, Portland State University Fellow; American Psychological Association