Kiss your assets" :An ecological approach for establishing Restorative Zones

Kiss Your Assets

Sewsens slidesToronto the Good

Music: We are the Many; Snow Patrol; Alt J; Children Play1

Kiss Your AssetsAn Ecological approach to building Restorative Zones

TopicPerson RespTimeIntro5Icebreaker; Raccoon CirclesAudience10

The Ecology; Draw and FillAudience5RP PrinciplesAudience5The CYW Program & Pillars of CurriculumEvanAll20 minSIHUB: The IncubatorRick5Theory Of Change: TwoRick5RJ Hub: Chickens and EggsRick5-10Jamaica5Alternative school withinAmy5

Workshop Outline

TopicPerson RespTimeTrauma informed: Compassionate witnessing & ListeningSewsen5 minSchool as restorative zone: Parents, teachers, studentsRick5The Breathing RoomRickA Community CentreRickA Template for management meetingsRickThe Restorative Campus/ResidenceRickTough Case: A PlayRickA Gift of Hands for the VillageAll

You are all my relativesI come from Toronto where the trees are in the water;Ontario, and you speak of Skanadariio, the handsome lake ;Kanata, is the village ;What traditional lands do you come from?

The past is always with us. Say the name Toronto, and you speak of the place where the trees are in the water. Speak the name Ontario, and you speak of Skanadariio, the handsome lake or sparkling water. Canada, or Kanata, is the village where we all make our home. Haudenosaunee words, and a long Haudenosaunee history5

the Delaware Nations and Peoples lived there, but there are so many Native Peoples included in the Delaware. The Lenape, which I believe is another name for the Delaware, lived there."Buckongahelas (c. 17201805) and His Son Mahonegon" by the late Ross Straight,

To the best of my knowledge, the Delaware Nations and Peoples lived there, but there are so many Native Peoples included in the Delaware. The Lenape, which I believe is another name for the Delaware, lived there. Roxanne Dunbar-Ortiz has written a powerful book entitledThe Indigenous People's History of the United States. I have added this account from her book to mine:

One of thousands of stories, each as horrific, illustrates how committing genocide against Native Peoples has formed our U.S. character. Roxanne Dunbar-Ortiz recounts how, in March 1782, White militiamen under the command of White settler David Williamson rounded up ninety-six Delawaresforty-two men, twenty women, and thirty-four childrenconfiscated anything that could be used as a weapon, put them in two houses overnight, and methodically slaughtered them. One militiaman's arm became exhausted from bludgeoning the Delaware men, women, and children to death with a cooper's mallet, so he passed it to an accomplice: "My arm fails me. Go on with the work." Moravian missionaries had converted this particular group of Delawares to Christianity, but this did not save them. The pretext for their murder was that they had given refuge to Delawares who had killed White people. A year earlier, the Delaware leader Buckongeahelas had warned a group of Christianized Delawares about Whites, again, observing our character as a people:They do what they please. They enslave those who are not of their color, although created by the same Great Spirit who created us. They would make slaves of us if they could, but as they cannot do it, they kill us. There is no faith to be placed in their words. They are not like the Indians, who are only enemies while at war, and are friends in peace. They will say to an Indian: "My friend, my brother." They will take him by the hand, and at the same time destroy him. And so you will also be treated by them before long. Remember that this day I have warned you to beware of such friends as these. I know the long knives; they are not to be trusted

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Raccoon circlesand intros

What are your assets? Gifts of the..

http://www.mike-green.org/care_enough_to_act_henry2.pdf8

What are your assets? Gifts of the..

http://www.mike-green.org/care_enough_to_act_henry2.pdf9

Thinking EcologicallyIt takes a whole villageor a workshop audience!

Have folks use cutouts to create the ecology which will be in the centre of the room.10

It takes a whole village to raise a childheal that child.restore that child.

Community Assets Map

BusinessesChurchesBlock ClubsSchoolsCultural GroupsCommunity CollegesHospitalsYouthParksElderlyLabeled PeopleArtistsLibrariesIncome

Local InstitutionsCitizens InstitutionsGifts of IndividualsSource: Building Communities from the Inside Out by John Kretzmann and John McKnight

the individual is deeply rooted in the community and their personal identity is defined by what they give and get from their the community.

Tantitia Reflectionsafter to going to South Africa

What are Your Restorative principles and practices?

From our point of ViewThe Ecology of a College Program

The CYW program becomes a Restorative ZoneA different form of Evolution

Restorative Practices PillarLooking OutLooking In

Lindsay, Amy and Sewsen talk18

The Pillars of the CYW Curriculum

Restorative Practices

The Four Pillars of the CYW Curriculum

Ecological Perspective

Resiliency

Anti-oppression Framework

Resiliency

StrengthCapacityAssetsAbility

Internal External

BuildThe Place where the story gets rewrittenIndividualsystem

21A Framework for identifying, developing and supporting the strengths and potential of children, youth, families and communities in all aspects of Child and Youth Work.Note how the concept occurs when we talk about social innovation and what is required.

The Ecology of Development

It takes a whole village to raise a child.PeersFamilySchoolNeighbourhoodCulture, values, beliefsSocio-cultural forcesFaithWorkplace

22A Framework for recognizing, understanding, and working with the impacts of the different social and cultural environmental effects on the growth and development of children and youth.

A Human Rights, Anti-oppression Framework

Social IdentitiesInternalized OppressionMarginalizationIsmsIntersectionalityPower over

23A Framework for understanding, identifying and working with Oppression which is seen as the systematic and pervasive mistreatment of individuals on the basis of their membership in various groups, which are disadvantaged by the institutionalized imbalance in social power in a particular society.

Definitions of Concepts Anti-Oppression framework in the Child and Youth Work program at George Brown College is defined as an outlook for understanding, identifying and working with oppression.

Oppression is systematic and pervasive mistreatment of individuals based on their membership in various groups that are disadvantaged by the institutionalized imbalance in social power in a particular society.

Anti-Oppression Framework is important for Child and Youth Workers because we work with diverse populations that are most at risk, marginalized and socially excluded. Children and youth who are socially de-valued have their access to societal resources limited.

Child and Youth Work and Anti-Oppression Framework

Marginalized childrens and youth voices are not heard or silenced, their identities are contested or denied, their protests are ignored and overall excluded from useful participation in social life.

Hence, social marginalization of children and youth has disastrous effects for them, their community as well as society.

Therefore, it is critical that we, as Child and Youth Workers, incorporate an Anti-Oppression framework into our work.

Three M ethods to combat oppression and redress power :There are three methods that we can employ to imbalance:

First, we must challenge oppression and discriminatory practices, behaviors and language

Secondly, we must practice personal responsibility by confronting ourselves and our own roles of privilege and oppression. Reflect.

Are we speaking with authority? Why? Do we deserve that authority?Are we talking down to people? Are we making them feel safe?Are we making judgments, assessments and decisions about children and youth based on our own beliefs?Are we actively listening to the needs of children and youth, their family and community members?Questions for intentionality:

What Restorative principles do these reflections link to?Social WindowWithVoiceEngagement27

What is Restorative about the questions?PowerVoiceRemoval of labelsRelationalChoice

Third MethodThird, Child and Youth Workers can challenge oppression by empowering children and youth who are oppressed to critically address social injustice.

Blending an Anti-Oppression Framework and Restorative Practices:Anti-Oppression Framework enhances restorative practices because it looks at the complex and intersectional categories that form individuals identities as well as involvement in the justice system as either victims and/or perpetrators.

To truly address power imbalances and numerous forms of oppressions in society, we have to integrate concepts of classism, homophobia, heterosexism, sexism, racism, ableism and ageism because these categories have concrete and devastating effect on groups of people.

Without an Anti-Oppression Framework to guide Restorative Justice, the outcome will not be substantial to change communities nor society. To make meaningful transformation, Restorative Justice must challenge oppression at every level.

Restorative Practices

Repairing the HarmHigh ExpectationsThe Needs of VictimsRestoring RelationshipsTransformVoiceFair ProcessNew NarrativesWith

Restorative Practices is a relational approach for working with others. Working across a continuum of encounters, this approach embraces the most fundamental relational needs to those needs that are generated by critical harm and trauma based situations. In direct fashion all stakeholders are supported to build community and repair harm.

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Looking Out Field Practicuum Ages: 6-42FocusPromotionPreventionEarly InterventionTreatmentCrisis InterventionLocations: 350 PartnersSchools (6 Boards)ResidentialChild ProtectionOpen CustodyPsychiatric FacilitiesAlternative EducationCommunity CentresBoys and Girls ClubSheltersNatl Ballet SchoolChildren/Youth Mental Health programsJamaica; Prisons/SchoolsArt based storefrontPresenting Problems: Behavioural, Social, Emotional, Mental Health, Cognitive, Developmental,Psychiatric,Systemic1200 plus hours in Field

Grads speak.quickly highlight your placements..32

Clips of Evan and Ashley

From CYW to Restorative Practitioner

14 years an Idea

Social Innovation

OR

The Restorative HUbPart of the Social Innovation Hub

2015-2016

Who We AreThe Social Innovation Hub (SIHub) of George Brown College is an early stage incubator and connector for the generation of innovative ideas, projects and social enterprises.

When the other becomes an abstraction, we have lost the relationship

How do move from one position to anotherone state of affairs to another.from knowledge to action.39

If you cannot do great things, do small things in great ways.Napolean Hill; Tanitia reflects on South Africa

SocialTheory of Change

http://www.historyisaweapon.com/defcon1/moyermap.html41

'Sometimes there's truth in old clichs. There can be no real peace without justice. And without resistance there will be no justice.' Arundhati Roy

One very complex model..boiled down into this43

Football metaphorHit em hi!

Hit em low!

Create grassroots knowledge/skills

First - we do not focus enough on convincing amajority of the public there is an injustice and that is affects them in some way. As activists we may have convinced ourselves there is an injustice but we either dont put the effort into convincing a majority of the public or we believe that simply providing stories and facts to government will be enough to persuade the government to act45

Create pressure for change

Secondly we believe that proposing alternatives will be enough to win public support and make the government act. However without first convincing the public that current government policies do not benefit the public but benefit elite vested interests governmentsdo not feel any pressure to change their existing policies.

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Theory of Change

Pedagogical

Project Based Inquiry

http://www.historyisaweapon.com/defcon1/moyermap.html47

New Model for Gold Standard Project Based Learning (PBL)

Buck PBL49

21st Century SkillsThe objective of 21st Century learning is to build capacity in areas that promote a resilient society

FutureTense : ADAPTING CANADIAN EDUCATION SYSTEMS FOR THE 21ST CENTURY

FutureTense ADAPTING CANADIAN EDUCATION SYSTEMS FOR THE 21ST CENTURY 50

21st Century Skills

Creativity, entrepreneurship and innovation:

Critical thinking:

Computer and digital literacy:

Character: globalcitizens

Collaborate

Demonstrate ethical behaviour

file:///C:/Users/9122/Downloads/renewedVision.pdfTHE OBJECTIVE OF 21ST CENTURYLEARNING IS TO BUILD CAPACITY IN AREASTHAT PROMOTE A RESILIENT SOCIETY51

Just us: A hub for restorative practices

A Hub would

Incubating.and now can mature54

Just Us :A Hub forRestorativePractices1)Training/Workshops2) Certificate Education3) Research4) Program Development5) Presentations/ Publications6) Resource Development7)Project Initiatives/SHSM8)The Restorative Campus &Residence9)International Placements

International Experiences: Jamaica Amy Taylor-Alternative School with an AlternativeSewsen Igbu-Trauma Focused: Compassionate Witnessing and Listening Lindsay Masterson-Supporting Voices

Amy Taylor and I, Sewsen Igbu, standing in front of JFLL (Jamaica Foundation For Lifelong Learning) sign at head office location. The beginning of our six week journey in Jamaica.57

Dynamic elements of Jamaican cultureCulture of eye for an eyeNested on wide spread enforced povertyLow literacy and educational levelsLeading to survival efforts to copeLeading to criminal presence (Dons)And the luring of the young into lives of crimeBUTStrong sense of pride of nation and cultureHigh level of spiritualityGovernmental efforts to curb the culture of retaliation

Alternative within the Alternative SchoolAmys Part

Classroom Guidelines that were collaboratively devised with the students. This strategy provides students with a sense of ownership and feel a sense responsibility towards rules that they assisted in developing.

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To enhance the nature of collaboratively working with youth, we asked them to come up with topics they would like to cover in the six weeks we have together. Some of the topics included relationships, sexuality, employment and violence. 61

Youth working collaboratively to come up with strategies to unscramble the alphabet letters. This exercise was one of several to enhance the lesson on Goal Planning and the necessities of being able to identify and follow the necessary steps to achieving goals. 62

Youth doing an activity entitled Positive Affirmation of Self in which they write their name in the middle of a paper and come up with positive terms that define who they are. The objective of this activity was to challenge and undermine negative labels and beliefs that the youth are inundated with so that they can replace them with positive self-nurturing beliefs.63

Youth doing an activity entitled Positive Affirmation of Self in which they write their name in the middle of a paper and come up with positive terms that define who they are. The objective of this activity was to challenge and undermine negative labels and beliefs that the youth are inundated with so that they can replace them with positive self-nurturing beliefs.

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.

Youth doing an activity entitled Positive Affirmation of Self in which they write their name in the middle of a paper and come up with positive terms that define who they are. The objective of this activity was to challenge and undermine negative labels and beliefs that the youth are inundated with so that they can replace them with positive self-nurturing beliefs.

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Assisting youth to be prepared for job interviews by role playing.66

Assisting youth to be prepared for job interviews by role playing.

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Youth listening to fellow classmates as they role play job interviews.68

Youth describing the activity titled The Three Selves.

Youth describing the activity titled The Three Selves. The paper is divided into three columns; In the first column, the public self (how others see us) is drawn or written, the second column is devoted to the private self (how we see ourselves) while the the third column is for the ideal self (who we want to be and seen by others in our lives). The objective of this activity is to assist youth become more self-aware by acquiring more control over their self-esteem and self-image.69

International Experiences: Jamaica-contd

Youth describing the activity titled The Three Selves. The paper is divided into three columns; In the first column, the public self (how others see us) is drawn or written, the second column is devoted to the private self (how we see ourselves) while the the third column is for the ideal self (who we want to be and seen by others in our lives). The objective of this activity is to assist youth become more self-aware by acquiring more control over their self-esteem and self-image.

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Youth describing the activity titled The Three Selves. The paper is divided into three columns; In the first column, the public self (how others see us) is drawn or written, the second column is devoted to the private self (how we see ourselves) while the the third column is for the ideal self (who we want to be and seen by others in our lives). The objective of this activity is to assist youth become more self-aware by acquiring more control over their self-esteem and self-image.

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Artwork representations of the activity The Three Selves.72


Artwork representations of the activity The Three Selves.

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Artwork representations of the activity The Three Selves.

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Lesson plan on Relationship, Emotions and Sex.75

Lindsay with youth in her parish, St. Mary, and JFLL teacher and supervisor. 76


Lindsay participating in a popular past-time Jamaican game, Dominos with children and youth.77


Fort Augusta Adult Correctional Centre where Amy and I spent half of our week working with female inmates on life skills.82


Artwork representation of an art activity titled What Freedom Looks Like. For this individual, freedom is half represented in this picture. She misses her job driving tractor-trailer and seeing various animals on her route. The other part of her freedom, which made this exercise difficult for her, is finally being reunited with her children and grandchildren. 83

The outside of General Penitentiary (GP) which houses male inmates.84

A wider image of Fort Augusta from outside. We are not allowed to show pictures of the correctional center from the inside nor of the inhabitants due to confidentiality rules.85

Sewsens PartTrauma focused: Compassionate witnessing and listening

Trauma Focused: Compassionate Witnessing and Listening In Jamaica, I was provided with an opportunity to do my practicum in a prison for female inmates as well as at an alternative school. Through this placement, I met A who felt comfortable talking with me. In the course of our conversations, she disclosed the numerous ordeals she had gone through as a child, adolescent and presently as an adult. She verbally expressed her pain as well as showing me her artwork, which she used to convey her feelings, emotions and state of mind. Like A, many of the females expressed frustration, pain, betrayal, isolation, uncertainties about their present and future situation, grief over the separation from their children and family amongst other concerns. The need for interaction, especially compassionate connection, was prominently evident. In my eagerness to do Child and Youth work as well as to utilize everything I had learned thus far, my partner and I started brainstorming strategies we could employ to redress the pain and betrayal that was expressed. An activity that I was really keen on trying was simulation of conversations that they can have with individuals that caused them pain. This approach would provide the females with a platform to voice everything they felt in a safe space. When my partner and I ran the idea to the group, it was a unanimous and resounding NO. It soon became apparent that the group was not ready for that stage yet. What A and the group really wanted and needed was someone to compassionately witness listen to their trauma, shame and pain. At that point, I let go of my expectations and focused on their needs, which guided the course of our interactions. I sat with them and actively listened to As and others conversation about their children, loneliness, need for genuine friendship amongst other traumas. Hearing As and the other lived reality was hard because I had never experienced anything comparable to what they had undergone. However, I have come to the awareness that to witness one does not need to have commonality but to actively and nonjudgmentally listen. This enabled me to empathize with their experiences and to feel unified in the witnessing.Impossible to heal without someone hearing or acknowledging our pain. Without compassionate witnessing and listening, people are left alone and locked up in their pain. Compassionate witnessing and listening draws people into humanity as well developing their empathy skills for themselves and others. Without compassion for ourselves first, it is near to impossible to be compassionate towards others.

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Sitting in the Fire

Compassionate Witnessing and Listening

Her freedom is going back to her home and being united with her children.90

Debriefing was the last day of practicum. Managements at JFLL wanted to hear from the George Brown students on their six week experience as well as any recommendations they may have to improve the program for future students. In this photo, Lindsay and her group in St. Mary presenting their experience. 91


In this photo, Amy and I, along with two other students placed in Kingston, presenting our experience and recommendations.

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Photo shot of the whole group who participated in the Jamaica international placement. 93

The elementary school as an ecological zoneParents, students, teachers, the environment

Peaceful peacemakersGrade 6s

THE EMPATHY CARD GAME

ReferencesCalbreath, W., & Crews, M. E. (2011). Peer mediation and middle school students. Perspectives in Peer Programs, 23(1), 3+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA266140263&v=2.1&u=rpu_main&it=r&p=AONE&sw=w&asid=1da015111df47f0e2bfb281e4dbc1382Dudley, B., Johnson, D. W., & Johnson, R. T. (1992). Effects of peer mediation training on elementary school students. Mediation Quarterly, 10(1), 89. Retrieved from http://ezproxy.lib.ryerson.ca/login?url=http://search.proquest.com/docview/1308421112? accountid=13631Kelly, R. (2009). Draw a circle and be sure to include me in it: Restorative practices with children under 12. Relational Child and Youth Care Practice, 22(1), p. 18-30. Retrieved from http://web.a.ebscohost.com.ezproxy.lib.ryerson.ca/ehost/pdfviewer/pdfviewer?sid=d29d22ab-e2dc-49c8-988a-8da2a8ee2b08%40sessionmgr4004&vid=2&hid=4106Reimer, K. (2011). An exploration of the implementation of restorative justice in an Ontario public school. Canadian Journal of Educational Administration and Policy, 119, 1-42. Retrieved from http://www.umanitoba.ca/publications/cjeap/pdf_files/reimer.pdfSellman, E. (2011). Peer mediation services for conflict resolution in schools: What transformations in activity characterise successful implementation? British Educational Research Journal, 37(1), 45-60. doi:10.1080/01411920903419992

Restorative Parenting:Welcome to the RevolutionWhere action research meets action!

http://www.safersanerschools.org/articles.html?articleId=553

Parenting: A Forever Job

Restorative Parenting

Student lead hub ProjectsThe Hub goes to work

The Breathing RoomDeveloping a Space for Grief and Loss

A community centre

I remember when my son passed away my immediate reaction was that I wanted to somehow meet with his killer to first off put my arms around him and tell him I wasn't mad or upset. I wanted to let him know that the greatest thing he could do to let the death of my son shine would be to turn his life around, and become a mentor to those who may have also committed such a deeply wounded crime. I needed the opportunity to see my son again through the reframed life of this youngster, I needed to be the mentor he may have never had, I needed to be apart of his possible success, most of all I needed to be sure that he too wasn't going to be a victim of a youngster whose life had become debilitating and crippling, who thought that the only way out was to do all he knew to do; inflict pain on others before they inflict any more pain on you.Initially, not everyone will be drawn to meeting with the person who profoundly changed their lives in the most painful way, but I believe it is the greatest way to bring healing and restoration to all parties involved. The power of repentance is the power of reconciliation

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Walking the Talk: A Cure for the Walking Dead and sitting stillStudent lead hub management using peacemaking circle principles, processes and structures

Students are developing projects based on their own very real experiencesremember when my son passed away my immediate reaction was that I wanted to somehow meet with his killer to first off put my arms around him and tell him I wasn't mad or upset. I wanted to let him know that the greatest thing he could do to let the death of my son shine would be to turn his life around, and become a mentor to those who may have also committed such a deeply wounded crime. I needed the opportunity to see my son again through the reframed life of this youngster, I needed to be the mentor he may have never had, I needed to be apart of his possible success, most of all I needed to be sure that he too wasn't going to be a victim of a youngster whose life had become debilitating and crippling, who thought that the only way out was to do all he knew to do; inflict pain on others before they inflict any more pain on you.Initially, not everyone will be drawn to meeting with the person who profoundly changed their lives in the most painful way, but I believe it is the greatest way to bring healing and restoration to all parties involved. The power of repentance is the power of reconciliation112

The Restorative Campus &Residence

The askHi Ric: I hope this new year is treating you well, as you may or may not know, I have a new role this year. I am reviewing how we as a college deal with student non-academic complaints, as part of that process I have been doing a scan of best practices at other colleges and universities in the GTA and talking to Chairs throughout the college on what they would see as a supportive environment for them in dealing with the types of issues that typically come to them. I have also been chatting with Coordinators and others. I am committed to developing a student code of conduct ( re-writing it) and a disciplinary procedure ( would like to change the name of that !) ; through a new lens- one that emphasizes where appropriate a restorative approach so we are encouraging students to develop their communication and interpersonal skills while at the same time moving towards a healing and responsibility model. Anyway , I was hoping you and I could find some time to chat about what I have learned other colleges and universities are doing in terms of a restorative model, would like to get your input into this early.Dale Hall; Student Concerns ManagerAcademic and Student Affairs

The Restorative Campus &ResidenceRequestRestorativeCulture of careRepair, restore, transformValue based code of conductFair & care processSpectrumContinuum Integrated systemsFrom engagement to high conflictCircles of careWraparound community

Tough Case

A Gift of Hands for the Village

SummaryYou are your own assetYou may be aloneBut you are not aloneRemember the power of oneAnd the story of the starfishIt matters to youAnd likely someone elseSoLoch heim, slante and remember to kiss your assets! All parties consenting of course!

Your pain is my pain, my wealth is your wealth, your salvation is my salvation.Ubuntu

Thank you Roseneath Theatre