• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Peace culture (1)
 

Peace culture (1)

on

  • 585 views

ASART training for volunteers on Culture of Peace...

ASART training for volunteers on Culture of Peace...

Statistics

Views

Total Views
585
Views on SlideShare
585
Embed Views
0

Actions

Likes
0
Downloads
2
Comments
1

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel

11 of 1 previous next

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
  • PEACE CULTURE PPP FOR INTERNATIONAL STUDENTS
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Peace culture (1) Peace culture (1) Presentation Transcript

    • CULTURE OF PEACEARTCHILDRENCOMMUNITY
    • Objectives
      General objective
      .To create capacities in vulnerable individuals or groups of individuals promoting a culture of peace through the use of creative processes
      Specific objective 1
      Encourage concepts of culture of peace in Central America by educating children and women
      Specific objective 2
      Encourage the use of necessary tools promoting community development
      Specific objective 3
      Stimulate capacities of individuals by the use of artistic processes
    • HISTORY
      RESULTS
      Use of art therapy to
      Work with children
      victims of abuse or
      in social risk
      projects
      mission
      Referential frame
      vision
      Community development that
      Promotes a Peace culture
      Strategic
      alignments
      Trainings and workshops of
      young leaders,
      Tutors and volunteers
      programs
    • mission
      ASART mission is to create capacities in vulnerable indivuals or groups of individuals in Central America with the objective of enhancing a pacific living through the use of creative proceses.
      By pacific living we understand a quality of life that does not demeans society, the harmonious coexistance of all groups that compose it, the values attitudes and behaviors that reject violence and prevent conflict through dialogue, negotiation and respect.
      ASART tries to reinforce peace culture concepts through the education of children and women. Our goal is to develop a sense of leadership, discipline, respect , empathy and team work which are the basic tools for an integrated community development
    • Vision
      We seek for a peaceful living in Central America, where children can improve their capabilities and skills in accordance to a healthy and sustainable economic growth.
      We want more children in school (less school dropouts), less teenage pregnancies, extra incomes for families in extreme poverty, less polution and more enviromental consciouness (creative and artistic ways to recycle), less domestic violence and less chains of power hierarchies.
    • Strategic Alignments
      Environment
      Peace Culture
      Environmental Program
      Family inconme Program
      Building capacities forwomen
      Peace Program
      Building capacities for children
      Tranversal Alignments
      Equity and Gender
      Art and Culture
      Public Safety
      Lineamientos
    • WHERE DO WE WORK ?
      GOVERNMENT SHELTER HOMES AND PRIVATE ORPHANAGES.
      PUBLIC MARGINAL SCHOOLS
      COMMUNITY CENTERS
      HOSPITALS
      • in Costa Rica and Nicaragua.
      WE ARE LOOKING FORWARD TO EXPAND OUR PROGRAM THROUGHOUT ALL CENTRAL AMERICA.
    • THE PROBLEM TREE
    • SELF-ESTEEM
      A personal judgment of our own selves based on social, cultural, religious, economical, political and historical patterns.
      CAUSES OF LOW SELF-ESTEEM
      • Depression.
      • Anger towards ourselves and others
      • Low self esteem.
      ABUSE
    • Kinds of abuse
      • Emotional Abuseincludes hurting another person's feelings by saying cruel, unfair comments or by name calling.
      • Psychological Abuseis any threat to do bodily harm to a partner, a child, a family member, friends, pets, or one's self (suicide). Psychological abuse involves not only hurt and anger, but also fear and degradation. The purpose of psychological abuse is to render you emotionally insecure about your own self-worth and to render you helpless and/or notable to escape further physical, sexual and/or psychological abuse.
      • Physical Abuseis any forceful or violent physical behavior.
      • Sexual Abuseis any non-consenting sexual act or behavior.
      • Social AbuseExtreme poverty
    • Physical symptoms of women, children and teenagers victims of domestic violence:
      Injuries, fractures, abortions, venereal diseases, chronic stress, hyper tense,
      diabetes, asthma, chronic headaches, sexual traumas.
      r
    • COMMONALITIES AMONG CHILDREN EXPOSED TO DOMESTIC VIOLENCE
      NEED FOR NURTURANCE
      It appears to be a tremendous need for love and acceptance in many of the children in PANI shelters and poor schools. Depending on the child experience it could become chronic- It is develop due to their separation from their mothers or family life style. In schools or shelters you as a volunteers become the mother/father figure, their model. Be always patient with the children for them to feel comfortable.
       
      GENERALIZED ANXIETY AND FEAR
      Because children in PANI Shelters or in marginal poor schools may have experienced an inconsistent, violence ridden lifestyle, they may become anxious and fearful. May also result from adjustment to shelter or you as a new person in their life. Fears, which are manifestations of anxiety, can be expressed through art products in may ways. Children´s fear are usually related to family violence.
      WITHDRAWAL/DEPRESSION
      Due to domestic violence children may be withdrawn and depressed. Withdrawal may be part of depression. Children who are withdrawn may sit mutely in art class or have difficult time in focusing on tasks or projects.
      Second Edition revised and expanded BREAKING THE SILENCE Art Therapy with Children from Violent Homes, Cathy Malchiodi, M.A., A.T.R., LPAT, LPCC
    • AGGRESSION
      Domestic violence has immediate effect on children by creating emotions such as aggression and anger. They may be repressed and concealed but often aspects of both are exhibited behaviorally and in art expression. An aggressive child, even though seemingly hostil and angry, is often one who desperatly wants attention and love. Even though children may have angry feelings about abuse, they often feel ambivalence, fear, guilt, and confsion along with aggression.
      REGRESSION
      For various reasons children may be regressed in their ability to express through art. Some of these reasons are related to emotional factors; undoubtly children in crisis will fall back on earlier ways of coping when overpowered by distress. For example the maniac activities and excessive needs for nurturance may be manifestations of regression. It normally disappears but sometimes it becomes chronic and problematic-
      LOW SELF-ESTEEM
      A child who has an inconsistent lifestyle and has been verbally, emotionally and/or physically abused may certainly experience a loss of self-worth. This lack of internal worth may cause the child to be hesitant to engage in art activities at all, maybe because of fear of possible failure or retribution. Volunteers should devote considerable energy in art class to supporting and encouraging the child to participate and to develop a positive sense of self-esteem.
      POSTTRAUMATIC STRESS DISORDER
      Children exposed to violence, particularly family violence or sexual abuse may experience Posttraumatic Stress Disorder. Although it is a diagnosis given historically to adults it has been cited as a possible outcome of abuse in children and can occur at any age during childhood. Some symptoms include: a loss of ability to enjoy previously enjoyed activities, somatic complaints, fear of repeated trauma and frightening dreams.
      Second Edition revised and expanded BREAKING THE SILENCE Art Therapy with Children from Violent Homes, Cathy Malchiodi, M.A., A.T.R., LPAT, LPCC
    • It
      PPP by Margot Sippel. Fanshawe College, London Ontario, Canada
    • ART and PLAY
      • Natural
      • Universal language
      • Uses symbols
      PPP by Margot Sippel. Fanshawe College, London Ontario, Canada
    • What is IT (that we are trying to do) ?
      We are trying to build a relationship, based on a set of attitudes that allows a child to feel free enough to express him or her self fully in his or her own unique way, so that eventually he or she may feel a sense of security and worthiness and experience emotional insight.
      IT creates healing.
      PPP by Margot Sippel. Fanshawe College, London Ontario, Canada
    • How does IT help?
      Introducing ART improves communication
      The very process of creating art, as art therapist Cathy Malchiodi explains, "prompts children to tell more than they would if you just talked about it.“
      Art therapists say that by reflecting on both the creative process and the art itself, children gain control or deeper understanding of their own emotions. For some, this leads to recovery; others experience, if not a literal recovery, at least a greater sense of well-being. "When you know you can erase something, cover something over, rip it up and throw it away, these are all kinds of small, metaphoric expressions of having control," says psychotherapist and art therapist Ani Buk.
      Copyright © 2007 U.S. News & World Report, L.P
      PPP by Margot Sippel. Fanshawe College, London Ontario, Canada
    • How can we become good at IT?
      Here are some simple things you can do to enhance your relationships:
      Develop a warm, friendly relationship with the child, in which good rapport is established as soon as possible.
      Accept the child exactly as he/she is.
      Establish a feeling of permissiveness in the relationship (with necessary boundaries or limits) so that the child feels free to express his feelings completely.
      PPP by Margot Sippel. Fanshawe College, London Ontario, Canada
    • 4. Stay alert to recognize the feelings the child is expressing and reflect those feelings back to him/her in such manner that he/she gains insight into his/her behavior.
      • Maintain a deep respect for the child's ability to solve his own problems if given an opportunity to do so. The responsibility to make choices and to institute change is the child's.
      • Let the child lead. You follow.
      • Don’t hurry things along. It is a gradual process and is recognized as such by you.
      • Establish as few limitations as are necessary to help the child feel free and safe at the same time.
      PPP by Margot Sippel. Fanshawe College, London Ontario, Canada
    • INDICATORS
      Indicators have been develop to measure results of our art workshops. Through them we measure the recovery of each child taking part of our courses.
      Three main groups of indicators:
      1) Attitude
      2) Cognitive
      3) Self-Perception
    • Better interpersonal relationships with significant people in their lives
      Main Goal
      Indicators (attitude)
      It’s sure about it’s decisions
      Acts more spontaneous and free
      Less aggressive
      More calm and focus
      Respect other’s space
      Start sharing belongings
      Present situation
      Difficulties in expressing feelings and needs
    • Main Goal
      Children with better school grades
      Indicators (cognitive)
      Is more independent
      Finishes it’s own art work
      Waits for instructions
      Is able to concentrate in it’s duties
      Is active in workshops
      Draws coherent figures and not fragmented
      Adequate motor skills for it’s age
      Develop sense of association
      Respond to established limits
      Adequate expression skills for it’s age
      Bad school grades
      Present situation
    • Indicators (self-perception)
      Main Goal
      Feel proud of itself
      Express positively about it’s artwork
      Express it’s feelings through it’s creations
      Express about positive aspects in it’s life
      Own expressive language in it’s artwork
      Starts talking about itself
      Present situation
      Child not proud of itself
    • EVALUATIONS
      What do we evaluate?
      • The creative process of children taking part of our art sessions.
      How do we evaluate?
      • Through evaluation forms and observations that you recolect
      • Why do we evaluate?
      • To control children healing process
      • To control if we are succeeding in achieving our main goal and to see if we need to make changes in our creative activities in order to have better results.
    • Evaluation Main Points
      Personal Information
      Limitations & Precautions
      Product & Contents
      Interaction
      Psychological Development
    • RECOMMENDATIONS
      Develop a warm and friendly relationship with the child inwhich good rapport is established as soon as possible.
      Accept the child as it is.
      Establish a relationship in which the child feels free to express his feelings completely .
      Do not correct absolutely NOTHING .
      Praise in moderation.
      DO NOT criticize, make no comments or recommendations.
      Provide a proper enthusiasm and self confidence.
      Do not create dependencies
      No preference.
      Maintain a great respect for the child's abilities to solve theirproblems when you have the opportunity.
      Let the child lead. You follow.
      Set some limits are necessary to help the child to feel free andsafe at the same time. For example, do not let children sit onthe laps.
    • Bibliography
      http://www.youtube.com/watch?v=2MvVNLHoAqQ
      Nieves Batista Lorenzo ,Directora del Programa Barrio Activo y Facilitadora del Programa Hacienda Cultural Paz de la ONG Casa Amarilla en Barcelona, España
      EDUCA, Manual para la Formación: Lucha contra el castigo físico, PANIAMOR, Save the Children, UNICEF, CEAPA, CONCAPA.
      Margot Sippel professor at Fanshawe College, London , Ontario
      Karen Gingrich Dr. Expert in aggresors
      Breaking the Silence, Cathy Malchiodi, 1997
      Story of Stuff