Running Head: SOCIAL ROLE VALORIZATION IMPLEMENTATION PLAN

Social Role Valorization Implementation Plan

Lindsay J. Gustafson
University of Manitoba
006796370

SOCIAL ROLE VALORIZATION IMPLEMENTATION PLAN

Key Issue
The key issue that inspired the following Social Role Valorization (SRV) Change
Implementation Plan was a climatic incident in the aggressive behaviour of a Grade 5 student in
our school. In November 2014, Grant arrived at school and damaged school property. The
incident was not witnessed nor heard, however, it was filmed by the school security camera.
Additionally, since arriving at our school in September 2014, he has had a history of
disrespectful and disruptive behaviour in his classroom and on the school grounds. In beginning
to think of the change that I would like to implement in our school, I thought of this particular
boy who is in need of support, guidance, and a positive role model. Grant is currently making
negative and damaging choices in the school and it is vital that he receives intervention
immediately. The adverse spiral of choices that he has been making could potentially lead to
more severe and aggressive behaviours. In doing so, I will provide Grant with a positive,
meaningful role in my classroom. This role will provide the opportunity for peers, adults and
younger students to view him in an affirmative role. In addition, my hope is that by positioning
Grant into a role of competence, he will see himself as a role model and that others will view him
in a valued status.
Goal Statement
I will mentor a Grade 5 student by giving him positive leadership roles in my Kindergarten to
Grade 2 classroom for thirty minutes per day beginning in January 2015.
Rationale for Proposed Plan in Relation to SRV Theory
Wolfensberger (2013) states the following:
Competency and social image form a very powerful feedback loop that can be either
positive or negative. As the competencies of a person increase, the persons image

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improves; in turn, a person who is positively imaged is more likely to receive positive
expectancies, positive models, opportunities for skill improvement, etc., all of which
contribute to greater competency, and open doors to more valued roles. (p. 99).
Roles, Wounds, and Risk Factors
Presently, Grant holds the devalued role of menace. As his aggressive behaviours escalate,
the adults in the building as well as community members view him as the cause of many
incidents and tribulations. Grant likely sees himself in this role as well. In class, his homeroom
teacher says that he is commonly making jokes, blurting out, making inappropriate comments,
and seeking attention. These habits imply that he also holds the role of ridicule in his
homeroom. This particular student comes from an unstable and troubled home life. He is new to
our school as of September 2014 and he has previously been in a variety of other schools. His
records show that Grant has a history of bullying others and making disrespectful choices toward
peers and adults. Currently, Grant holds the valued roles of son and brother. (He also holds the
valued role of student, however, he is presently suspended due to his recent incident at our
school.) However, Grants roles at home are insecure due to an unpredictable family life. He
seeks attention and a secure role in his new school, and does so by fulfilling the roles of
menace and ridicule. He gets attention (although negative) by being the class clown and
performing risky acts. Grant seems to lack the knowledge and confidence in creating valued
roles and therefore seeks status in a negative way. My hope is that this SRV Implementation Plan
will further valorize his role as a student in a positive way.
Due to his devalued social roles, Grant is likely to be wounded by being relegated to a low
social status in his new, rural town due to his actions. He is likely to be systematically rejected by
the society as a whole (peers, families, adults, etc.). Wolfensberger (2013) states, devalued

SOCIAL ROLE VALORIZATION IMPLEMENTATION PLAN

people get cast into roles that are devalued in society, and their access to valued roles is severely
diminished or even eliminated (p. 33). It is highly likely that it will be difficult for Grant to
obtain other valued statuses due to his previous behaviour if he does not have an advocate and
mentor by his side. It is also possible that he will become a person to blame for other acts of
violence, vandalism, etc. that occurs in the community.
Rejected and negatively-imaged devalued people are at extreme risk of being made
societys scapegoats. Whatever the problem is, devalued people are apt to be suspected of
causing or exacerbating it, and punishing them in some way is widely promoted as the
solution to a societal problem. For instance, devalued people are more likely to be suspected
of an offense that has been committed, accused of it, arrested, prosecuted, convicted and
given a harsh sentence. (Wolfensberger, 2013, p. 37).
Additionally, for the safety of himself and others, it is of extreme importance that positive
intervention occurs now before the negative behaviours escalate.
Grant is at a high risk of developing further and more severe behaviours, which could in
turn have negative effects on his schooling and in the community. If his aggression and
disrespect continue, he is at risk of being suspended or expelled from school or being involved in
criminal behaviour. Additionally, due to moving to a variety of schools and having an unstable
home life, Grant is likely to have low self-confidence, challenges with trust and difficulties
creating positive, long-lasting relationships. He is at risk of continuing to sabotage relationships
with peers and adults and developing a low self-concept.
Relevancy
An act of aggression and violence has occurred in our school. The motivation behind this
action is unknown, however our school team (principal, school psychologist, resource teachers,

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social worker, and homeroom teacher) is working together to find this out. Was it attentionseeking, a careless action without the thought of a consequence, or was it an outright act of
violence (which could be a precursor to more violent acts to come)? This plan of change is
necessary and of urgency. The school team needs to work together in order to help this student
assume a positive, valued role in the school and community. This role of value will help to keep
Grant, and potentially others, safe. I currently was not a part of his reintegration and safety plan
in returning to our school. However, due to my experiences with SRV Theory, I have asked to be
a part of this plan, so that I may be able help Grant in obtaining a valued social role.
Steps to Implement SRV Plan
1. I will meet with Grant, along with the principal, resource teachers, school psychologist, social
worker, and homeroom teacher upon his return to school. I will ask him to take on a leadership
role in my classroom beginning in January 2014. This role will include helping in my class for
thirty minutes per day. I will suggest that his role will include reading to students, having
students read to him, helping to complete preparation work, and playing math games with
students.
2. If Grant agrees, he will begin working in my class on Monday, January 5th 2014, for thirty
minutes every afternoon. Flexibility will be given if he has other suggestions for ways that he
would like to help in my classroom.
3. After our initial meeting in December 2014, I will make contact with Grant every day by
talking with him in the hallway and/or in his classroom. I will check in with him to see how his
day is going and to begin to build a positive relationship. Our daily check-ins will build trust and
stability between the two of us. They will also create positive imagery by allowing his peers to
see him having friendly interactions with a teacher.

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4. On Monday, January 5th, 2015, I will introduce Grant to my class and describe what his role
will be. I will have the students ask him questions about his interests, etc. in order to create an
authentic communication and relationship between Grant and my students.
5. Beginning on Tuesday, January 6th, 2015, Grant will work in my classroom for thirty minutes
per day, every afternoon. His responsibilities in my class will be monitored by myself, my
student teacher, and an educational assistant. He will be supervised by an adult at all times, in
accordance with his safety plan.
6. I will meet weekly with his homeroom teacher to assess his homeroom progress. We will
discuss if his leadership role in my classroom is having a positive effect in his homeroom
environment and if any changes need to be made.
7. I will attend any meetings regarding Grant that require the school team. We will ensure that all
safety precautions are being followed and that his leadership role in my class is still considered
safe and beneficial.
8. Grant and I will have daily conversations on his progress and enjoyment of his role. If
changes are needed to be made, then a meeting between the principal, resource teachers,
homeroom teacher and myself will occur.
Grants roles and responsibilities will be similar to that of an educational assistant, which
will create enhancements in competencies as well as positive imagery. He will be valued as a
knowledgeable and capable person in the school by helping in my class. Peers and adults will
have the opportunity to see Grant in a valued role, rather than the roles of menace and
ridicule.

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Personal Support Plan

As this plan centres on a student who has a history of behavioural issues and growing
aggression, it is extremely important to have a strong network of personal support. My primary
support will be the principal of our school. We spend two hours a day together in a carpool, so
we are able to discuss issues and concerns in detail. If I have concerns or am in need of advice,
she is the first person that I can turn to. Additionally, we have a very supportive school and
divisional team. I have strong and positive relationships with our resource teachers, social
worker, and psychologist and will feel comfortable to ask any of them for guidance. Our biweekly team meetings will also provide the setting to share any concerns, queries for advice or
celebrations.
In terms of personal health, I will engage in yoga classes twice per week in order to release
any stress that may be incurred from the implementation of this plan or from the daily stresses of
teaching.
Finally, I have many close friends in the education field who are outside parties (teachers at
different schools or social workers). I will access these friends (through phone calls or one-onone conversations), on an as-needed basis to discuss strategies and concerns.
Sharing of Plan
This plan will be shared on a bi-weekly basis with the school team as we will be updating
his progress upon reintegration into the school. In addition, I will be discussing his progress daily
with his homeroom teacher and the principal. Upon the end of the school year, I would like to
share the results of this plan in a school meeting. I hope to have positive results to share by his
participation as a leader in my early years classroom.

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Materials and Resources

A variety of in-school and out-of-school resources will be accessed in order to implement
this plan. Published articles, websites, and human resources will all be integrated to support this
plan. Primarily, I will be using the school team as a resource, which includes the principal (Mme.
S.), resource teachers (Mme. R and Mme. J.), divisional social worker (Mme. L.), divisional
psychologist (Mr. A.) and the homeroom teacher (Mme. G). The plan to work in my classroom
will now be included in Grants behaviour plan, therefore, the school team will provide
strategies, suggestions, feedback, and support.
Below is a list of written and online resources that will also be used to support my
implementation plan:
Boys & Girls Clubs of Canada. (2008). Creating positive alternatives for Canadian youth:
Strategies to address the roots of youth violence. Markham, ON: Boys & Girls Club of
Canada.
Guetzloe, E. (2000). Practical strategies for working with students who display aggression and
violence. Reaching Todays Youth 5(1) pp.33-36.
Mental Health Commission of Canada. (2010). Mental health first aid: For adults who interact
with youth. Canada: Mental Health Commission of Canada.
Quinn, M.M, Osher, D., Warger, C., Hanley, T., DeHaven-Bader, B., Tate, R., Hoffman, C.
(2000). Educational strategies for children with emotional and behavioural problems.
Washington, DC: Centre for Collaboration and Practice American Institutes for Research.
Torres, C., Farley, C.A., & Cook, B.G. (2012). A special educators guide to successfully
implementing evidence-based practices. Council for Exceptional Children, 47, 85-93.

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References
Wolfensberger, W. (2013). A brief introduction to Social Role Valorization: A high-order
concept for addressing the plight of societally devalued people, and for structuring human
services. (4th ed). Plantagenet, ON: Valor Press.