PEACE CULTURE

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PEACE CULTURE

  1. 1. CULTURE OF PEACEARTINFANCYCOMMUNITY<br />
  2. 2. Objectives<br />SPECIFIC OBJECTIVES:<br />.Complete reinforcement of the abilities of vulnerable individuals or groups with a view to a pacific companionship using creative actions<br />Specific objective 1<br />Encourage these concepts in centralamerican countries by the use of the education of groups of boys, girls and women<br />Specific objective 2<br />Encourage the tools that are neccessary for a complete development of the communities<br />Specific objective 3<br />Encourage the abilities of the individuals by the use of artistic methods<br />
  3. 3. HISTORY<br />RESULTS<br />Use of art therapy to<br />Work with children <br />victims of abuse or<br />in social risk<br />projects<br />mission<br />Referential frame<br />vision<br />Community development that<br />Promotes a Peace culture <br />Strategic<br />alignments<br />Trainings and workshops of<br /> young leaders,<br />Tutors and volunteers <br />programs<br />
  4. 4. mission<br />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.<br />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. <br />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<br />
  5. 5. Vision <br />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. <br />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.<br />
  6. 6. Strategic Alignments<br />Environment <br />Peace Culture<br />Environmental Program<br />Family inconme Program<br />Building capacities forwomen<br />Peace Program<br />Building capacities for children <br /> Tranversal Alignments<br />Equity and Gender<br />Art and Culture<br />Public Safety<br />Lineamientos<br />
  7. 7. WHERE DO WE WORK ?<br />GOVERNMENT SHELTER HOMES AND PRIVATE ORPHANAGES.<br />PUBLIC MARGINAL SCHOOLS<br />COMMUNITY CENTERS<br />HOSPITALS<br /><ul><li> in Costa Rica and Nicaragua.</li></ul>WE ARE LOOKING FORWARD TO EXPAND OUR PROGRAM THROUGHOUT ALL CENTRAL AMERICA. <br />
  8. 8. THE PROBLEM TREE<br />
  9. 9. SELF-ESTEEM<br />A personal judgment of our own selves based on social, cultural, religious, economical, political and historical patterns.<br />CAUSES OF LOW SELF-ESTEEM<br /><ul><li>Depression.
  10. 10. Anger towards ourselves.
  11. 11. Comparison with other people.
  12. 12. Close people disqualifying you. </li></ul>ABUSE<br />
  13. 13. Different kinds of abuse<br /><ul><li>Emotional Abuseincludes hurting another person's feelings by saying cruel, unfair comments or by name calling.
  14. 14. 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.
  15. 15. Physical Abuseis any forceful or violent physical behavior.
  16. 16. Sexual Abuseis any non-consenting sexual act or behavior.
  17. 17. Social AbuseExtreme poverty</li></li></ul><li>Kinds of Violence against Children<br /><ul><li>Domestic Violence
  18. 18. Child Abandonment
  19. 19. Child Physical Punishment
  20. 20. Child Labor
  21. 21. Child Sexual Commercial Exploitation</li></li></ul><li>Psychological symptoms of women, children and teenagers victims of domestic violence:<br />Aggressive, stressed, regressive to their age, low self-esteem, low concentration skills, low learning skills, defensive, impulsive, anxious.<br />NOTE: Aggressors have similar psychological symptoms.<br />Physical symptoms of women, children and teenagers victims of domestic violence:<br /> Injuries, fractures, abortions, venereal diseases, chronic stress, hyper tense,<br /> diabetes, asthma, chronic headaches, sexual traumas.<br />r<br />
  22. 22. COMMONALITIES AMONG CHILDREN EXPOSED TO DOMESTIC VIOLENCE<br />NEED FOR NURTURANCE<br />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. <br /> <br />GENERALIZED ANXIETY AND FEAR<br />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. <br />WITHDRAWAL/DEPRESSION<br />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.<br />Second Edition revised and expanded BREAKING THE SILENCE Art Therapy with Children from Violent Homes, Cathy Malchiodi, M.A., A.T.R., LPAT, LPCC <br />
  23. 23. AGGRESSION<br />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.<br />REGRESSION<br />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-<br />LOW SELF-ESTEEM<br />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.<br />POSTTRAUMATIC STRESS DISORDER<br />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.<br />Second Edition revised and expanded BREAKING THE SILENCE Art Therapy with Children from Violent Homes, Cathy Malchiodi, M.A., A.T.R., LPAT, LPCC <br />
  24. 24. It<br />PPP by Margot Sippel. Fanshawe College, London Ontario, Canada<br />
  25. 25. What is IT (that we are trying to do) ?<br />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.<br />IT creates healing.<br />PPP by Margot Sippel. Fanshawe College, London Ontario, Canada<br />
  26. 26. How can we become good at IT?<br />Here are some simple things you can do to enhance your relationships:<br />Develop a warm, friendly relationship with the child, in which good rapport is established as soon as possible. <br />Accept the child exactly as he/she is. <br />Establish a feeling of permissiveness in the relationship (with necessary boundaries or limits) so that the child feels free to express his feelings completely. <br />PPP by Margot Sippel. Fanshawe College, London Ontario, Canada<br />
  27. 27. How does IT help?<br />Introducing ART improves communication<br />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.“<br />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.<br /> Copyright © 2007 U.S. News & World Report, L.P<br />PPP by Margot Sippel. Fanshawe College, London Ontario, Canada<br />
  28. 28. 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.<br /><ul><li>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.
  29. 29. Let the child lead. You follow.
  30. 30. Don’t hurry things along. It is a gradual process and is recognized as such by you.
  31. 31. Establish as few limitations as are necessary to help the child feel free and safe at the same time. </li></ul>PPP by Margot Sippel. Fanshawe College, London Ontario, Canada<br />
  32. 32. ART and PLAY<br /><ul><li>Natural
  33. 33. Universal language
  34. 34. Uses symbols</li></ul>PPP by Margot Sippel. Fanshawe College, London Ontario, Canada<br />
  35. 35. INDICATORS<br />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. <br />Three main groups of indicators:<br />1) Attitude<br />2) Cognitive<br />3) Self-Perception<br />
  36. 36. Better interpersonal relationships with significant people in their lives<br />Main Goal<br />Indicators (attitude)<br />It’s sure about it’s decisions <br />Acts more spontaneous and free<br />Less aggressive<br />More calm and focus <br />Respect other’s space<br />Start sharing belongings<br />Present situation<br />Difficulties in expressing feelings and needs<br />
  37. 37. Main Goal<br />Children with better school grades<br />Indicators (cognitive)<br />Is more independent<br />Finishes it’s own art work<br />Waits for instructions<br />Is able to concentrate in it’s duties<br />Is active in workshops<br />Draws coherent figures and not fragmented<br />Adequate motor skills for it’s age<br />Develop sense of association<br />Respond to established limits<br />Adequate expression skills for it’s age<br />Bad school grades<br />Present situation<br />
  38. 38. Indicators (self-perception)<br />Main Goal<br />Feel proud of itself <br />Express positively about it’s artwork <br />Express it’s feelings through it’s creations<br />Express about positive aspects in it’s life<br />Own expressive language in it’s artwork<br />Starts talking about itself <br />Present situation<br />Child not proud of itself<br />
  39. 39. EVALUATIONS<br />What do we evaluate?<br /><ul><li>The creative process of children taking part of our art sessions.</li></ul>How do we evaluate?<br /><ul><li>Through evaluation forms and observations
  40. 40. Why do we evaluate?
  41. 41. To control the children healing process
  42. 42. 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.</li></li></ul><li>Evaluation Main Points<br />Personal Information<br />Limitations & Precautions<br />Product & Contents<br />Interaction<br />Psychological Development <br />
  43. 43. Other Fine Art Workshops<br />LIFE STORYBOOK<br />Approaching this task as a life review process, the child is asked to visually represent his or her life from the earliest memories to the present time. For yourn children this may represent a very short sotrybook; nevertheless they enjoy depicting favorite memories of significant occurences. The book can end with a drawing of the child in the present. The contents of the books can be verbally and visually shared in smal groups, an experience that most children fins extremely positive. <br />DRAW YOUR DRAGON<br />Is necessary to use metaphors in art interventions. Children in PANI shelters or marginal schools often projects rather than confront feelings, Asking a child to draw an imaginary dragon or monster and how he would get past it to get a treasure is an example of a metaphoric theme appealing to children. Most children in a shelter seem to have a visual concept for a monster that they are eager to express. Choices made when the child creates his drawing relate to how the child deals with obstacles, how powerful the obstacles are, and how the chilld sees himself or herself in relation to these obstacles.<br />Second Edition revised and expanded BREAKING THE SILENCE Art Therapy with Children from Violent Homes, Cathy Malchiodi, M.A., A.T.R., LPAT, LPCC <br />
  44. 44. CARTOON STRIP<br />I WISH DRAWINGS<br />This activity involves asking the children to state or depict what they would wish for if they could have anything they wanted. Children often wish for concrete objects such as new bikes, cars, video games, toys, etc. There are also wishes to see friends from whom they have been separated. However, along with such wishes often go fears. Asking children to draw their wishes can provide the opportunity not only to express their fantasies but also to express their fears. <br />This activity involves developing a cartoon strip within a group by first creating a series of cartoon characters. Characters can be created by individual members of the group or by having each member draw one feature. Next step would be the theme. It could be open ended, or involve solving a particular situation or problem. Children may have their own ideas but it is always helpful to assign a problem to be addressed by the characters. This process may help them explore solutions to dilemas<br />Second Edition revised and expanded BREAKING THE SILENCE Art Therapy with Children from Violent Homes, Cathy Malchiodi, M.A., A.T.R., LPAT, LPCC <br />
  45. 45. Some more techniques<br />Photo Novella<br />Identity Collage <br />Music Apprecitation (lyric interpretation lyric writing)<br />Theater of the Opressed or Headline Theater  <br />Changing the end of narrative stories (Little Red Riding Hood, Hansel and Grettel, and others).<br />Winiott Squiggle <br />Emotional Table of Coulors and Symbols <br />Paint a Tree<br />Paint a Dream<br />
  46. 46. Bibliography<br />http://www.youtube.com/watch?v=2MvVNLHoAqQ<br />Nieves Batista Lorenzo ,Directora del Programa Barrio Activo y Facilitadora del Programa Hacienda Cultural Paz de la ONG Casa Amarilla en Barcelona, España<br />EDUCA, Manual para la Formación: Lucha contra el castigo físico, PANIAMOR, Save the Children, UNICEF, CEAPA, CONCAPA.<br />Margot Sippel professor at Fanshawe College, London , Ontario<br />Karen Gingrich Dr. Expert in aggresors<br />Breaking the Silence, Cathy Malchiodi, 1997<br />Story of Stuff<br />

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