What is Full Value?
Full Value is a powerful and versatile growth-enabling process that has the capacity to respond to the social-emotional learning needs of individuals and groups.
The six guiding principles explained below rely on the contributions of your group to develop what Full Value means to them in their unique setting. In order to encourage their participation and model shared responsibility, your group must be invested directly in the development process.
For any group to function successfully, it needs to establish a set of agreed-upon guiding norms. For example, many countries rely on a written Constitution or, for businesses, a set of charters or contracts. In schools, a full value agreement may be created at the beginning of the school year. And in society, we adhere to basic social conventions such as stopping at red lights, making way for others as we pass them on the street and standing in line when waiting for service.
In short, societal acceptance of behavioural norms provides the bedrock for safe and cooperative living.
You can learn more about the origins of full value in the book The Full Value School.
Six Full Value Behavioural Norms
The six Full Value behavioural norms are:
You can read an overview of each full value behavioural norm and its outcomes, particularly in regards to a school setting, by clicking the blue buttons or links above.
It is possible to identify specific social-emotional outcomes that result from the implementation of a full value agreement. For example, outcomes associated with Be Here include active listening, becoming comfortable in one’s own skin, building relationships and self-reflection.
Full Values Working Together
One might be tempted to see the six components of Full Value as a hierarchy. It isn’t.
We do not first teach students to Be Here before we move on to Be Safe. In reality, no one Full Value holds sway over another.
When a group is truly living their Full Value Commitment, it can apply all of the Full Values simultaneously. For example, one can Be Honest but if honesty is not offered with the recipient’s emotional safety kept in mind, the honesty can be destructive. When participating in a meaningful exchange with significant emotional content students need to be in the moment, tuned in, and present with each other.
Extracted & adapted from The Full Value School: A Social-Emotional Learning Community