The document discusses the relationship between Urban Rez Solutions and R.E.A.L School, which share a mission of empowering marginalized communities. Urban Rez Solutions provides violence prevention and conflict resolution training using culturally sensitive techniques. R.E.A.L School teaches leadership development through its "7 C's" framework. Both organizations recognize the needs of marginalized groups and work to inspire positive change through education and skills development.
How to Build a Criminal - Psychosocial Implications for PreventionYCEC_YorkU
Workshop by Glendon Rayworth, Psy.D., C.Psych.
E-mail: glendonrayworth@live.ca
2013 Conference - Being Proactive II: Looking after the Mental Health and Well-Being of Children and Youth in our Communities and Schools, York Centre for Education and Community (YCEC), York University
This presentation examines the impact of racism and oppression on Black youth culture and behavior. Strategies are explored to deconstruct racist responses to youth culture and promote positive youth development and freedom.
Safety in the workplace from Lateral Violence to Lateral Kindness Awasis 2016griehl
Lateral violence exists on a spectrum, from seemingly ordinary behaviour such as gossiping or criticism, to intimidation, racism and outright physical intimidation or harm. Lateral violence cannot thrive when employers, co-workers, and team-members become ethically and legally responsible. We do not accept bullying in our schools or other workplaces so why do we accept it or turn a blind eye within our teams? The concern is that lateral violence is happening or fostered at various levels and going on where we have learned to oppress one another and has become normal. Often, lateral violence is a mind-set based on fear rather than respect.
The goal of the presentation is to empower individuals to recognize lateral violence and intervene, through conflict resolution and to avoid unhealthy coping strategies. Having the conversation is what matters . . . it shows that everyone shares the responsibility for behaviour that affects our teams and our communities; we need to show our students healthy communication and role models so they will be able to model behaviours to lead us into the future in a balanced and health way forward.
Some Guidelines for Working in Groups on Sensitive Topics: The Homicides of B...Jane Gilgun
The recent grand jury decisions not to indict the homicides of black men by while police officers have created a nation-wide storm of concern and protests. This powerpoint provides some guidelines for doing group work with people who share these concerns. The ideas in the presentation are meant to stimulate creativity and action.
How to Build a Criminal - Psychosocial Implications for PreventionYCEC_YorkU
Workshop by Glendon Rayworth, Psy.D., C.Psych.
E-mail: glendonrayworth@live.ca
2013 Conference - Being Proactive II: Looking after the Mental Health and Well-Being of Children and Youth in our Communities and Schools, York Centre for Education and Community (YCEC), York University
This presentation examines the impact of racism and oppression on Black youth culture and behavior. Strategies are explored to deconstruct racist responses to youth culture and promote positive youth development and freedom.
Safety in the workplace from Lateral Violence to Lateral Kindness Awasis 2016griehl
Lateral violence exists on a spectrum, from seemingly ordinary behaviour such as gossiping or criticism, to intimidation, racism and outright physical intimidation or harm. Lateral violence cannot thrive when employers, co-workers, and team-members become ethically and legally responsible. We do not accept bullying in our schools or other workplaces so why do we accept it or turn a blind eye within our teams? The concern is that lateral violence is happening or fostered at various levels and going on where we have learned to oppress one another and has become normal. Often, lateral violence is a mind-set based on fear rather than respect.
The goal of the presentation is to empower individuals to recognize lateral violence and intervene, through conflict resolution and to avoid unhealthy coping strategies. Having the conversation is what matters . . . it shows that everyone shares the responsibility for behaviour that affects our teams and our communities; we need to show our students healthy communication and role models so they will be able to model behaviours to lead us into the future in a balanced and health way forward.
Some Guidelines for Working in Groups on Sensitive Topics: The Homicides of B...Jane Gilgun
The recent grand jury decisions not to indict the homicides of black men by while police officers have created a nation-wide storm of concern and protests. This powerpoint provides some guidelines for doing group work with people who share these concerns. The ideas in the presentation are meant to stimulate creativity and action.
Managing lateral violence and its impact on the team la ronge november 2013griehl
Lateral violence is a reality for many people working in the health care field. This presentation looks at causes and looks at ways to addresses bullying behavior.
Working with Black males in schools and institutions may be a challenge but not for the reasons you may think. Understanding how to be effective with Black males means examining the institutions and structures that have impacted them for decades.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
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I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
One of the Philippines' top Filipino corporate trainers and youth/student leadership trainers, Mr. Myron Sta. Ana talks about servant leadership for the youth and the students of the Sto. Niño Catholic School in Taguig City, Metro Manila, Philippines.
Managing lateral violence and its impact on the team la ronge november 2013griehl
Lateral violence is a reality for many people working in the health care field. This presentation looks at causes and looks at ways to addresses bullying behavior.
Working with Black males in schools and institutions may be a challenge but not for the reasons you may think. Understanding how to be effective with Black males means examining the institutions and structures that have impacted them for decades.
How do we learn about our various group identities like female, African American, Buddhist, homosexual, middle class, etc.? From whom do we learn the meaning of these terms? What messages have we internalized about ourselves and others? What are the differences that result in one person having a healthy self identity and another person experiencing own-group shame and hatred? Learn how we can co-author the identity development of youth to progress toward positive success for all.
SMUMN Ethical Issues for Administrators-Session 2bruce.miller
I understand what defines a value.
I understand what defines moral/ethical principles.
I understand how we develop our values.
I understand how our values shape our morals/ethical ethos.
I understand why it is important to understand our values in order to make sound moral/ethical decisions.
One of the Philippines' top Filipino corporate trainers and youth/student leadership trainers, Mr. Myron Sta. Ana talks about servant leadership for the youth and the students of the Sto. Niño Catholic School in Taguig City, Metro Manila, Philippines.
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I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
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I understand what defines the culture of my school.
I understand how values and morals affect the culture of my school.
I understand how values and morals affect leadership.
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Donna Greene - YCEC Visiting Fellow Doctoral ResearcherYCEC_YorkU
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Organized by the YCEC Graduate Student Network (YCEC-GSN)
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Toronto, Canada
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Take back your world navigate your life being proactive2
1. Take Back Your World NAVigate Your Life
URBAN REZ SOLUTIONS &
R.E.A.L School
2. Take Back Your World
Navigate Your Life
The Urban Rez Solutions and R.E.A.L School
relationship is one of compatibility and mutual
purpose.
Urban Rez Solutions and R.E.A.L School recognize
the needs of marginalized communities and have
exhibited parallel efforts to empower and maintain
pro-social change. The specific components of
conflict management are harmonious with dynamic
engagement that utilizes pop culture as a catalyst to
engage participants while imparting education, life
skills and personality development.
3. Urban Rez Solutions
A consultancy that conducts comprehensive self
empowering violence prevention, anger
management and conflict resolution training geared
to addressing the unique circumstances of African
Canadians, Aboriginal Canadians and other
marginalized communities. Urban Rez Solutions
inspires participants to actively engage in the
process of change and generate problem solving
solutions.
4. Urban Rez Solutions
• The 5 A’s:
Assessment, Awareness, Acceptance, Action
and Accountability.
• Development of conflict management
techniques
• Understanding intergenerational anger and its
impact on the individual, family and
community
• ‘Mental Health Wellness
5. ASSESSMENT
An honest evaluation or analysis.
Where do we individually or institutionally stand
in relation to the existing issue?
6. Awareness
• Who have we become?
• Are we unknowingly a product of our enviornments?
Where have our
perceptions, prejudices, biases, stereotypes, normalizat
ions and ism’s come from?
• Our historical reality and who we have become (e.g.
self fulfilling prophecies and stereotypes)
acknowledging that we have developed personal traits
that are beneficial and detrimental regarding the issue
at hand.
• An in depth understanding of the ignorance
• Empathy
7. ACCEPTANCE
• The honest realization of that we have had
something to do with who we’ve become and
being accountable for the choices we’ve
made.
• The blame game is over we must be conscious
of our responsibilities.
• Accepting is not settling or complacency
8. ACTION
• Coming to an honest realization after conducting
an assessment, developing an awareness and
accepting our position; how and what are we
going to change about the way we conduct
ourselves?
• This prompts the call for CHANGE
• Continuously being aware of the initial A’s and
not repeating that history if it wasn’t progressive
• Internal Makeover a social re-conditioning
• Initiating meaningful systemic change
9. ACCOUNTABILITY
• The consequences of not being ethically
responsible.
• Benefits of being part of the Rez Solution vs.
The Problem
• Responsible Leadership
• Seeing CHANGE come to fruition and
accomplishing the goals
10. Conflict Management
• Culturally sensitive and relevant Anger
Management and Conflict Resolution
• Reflections/Experiential Learning
• Understanding Lateral Violence in community
11. MENTAL HEALH WELLNESS
• Vision, personal responsibility, self determination, self
advocacy, communication, setting obtainable
goals, resiliency,personal power, expertise of
dynamic, self-determination, empowerment, small
steps big moves, recognizing
mobilization, rewards, nurturing optimistic
supports, continue to declare the misconceptions of
stigma, setbacks are opportunities for learning, setting
obtainable goals
12. R.E.A.L School
• 1. The Principles of Character and Leadership
• 2. Sailing the Seven C's - Challenge, Conscious
Choice, Curiosity, Courage, Commitment, Cha
nge & Communicate
• 3. Getting Performance Out of Potential
• 4. Knowledge is King but Knowledge of Self
Rules
13. Community Partners
• To date we have delivered and continue to facilitate our programming to
some of the following service providers; ‘Breaking the Cycle – Gang Exit
Program’, Canadian Training Institute, ‘Prevention Intervention
Toronto’, JVS/City of Toronto, ‘GED Program’, Native Child and Family
Services of Toronto, Toronto District School Board, Beausoliel Island First
Nations Board of Education, The Ontario Independent Police Review
Directorate, The Ministry of Community Safety and Correctional
Services, Frontier College, Taibu Community Health Centre, Toronto Police
Services, Thorncliffe Neighbourhood Office, Evergreen Brickworks, several
First Nations communities nationally and in the USA, Yellowhead Tribal
College and Toronto Community Housing.
• In addition collectively we also trained staff at the Toronto District School
Board, Native Child and Family Services of Toronto, Frontier College, Door
Steps Neighbourhood Services and For Youth Initiative.
14. MEDIA PARTNERS
• ASTRAL MEDIA
• G987 (PUBLIC SERVICE
ANNOUNCEMENTS)
• AFRO-GLOBAL
TELEVISION
• WBLK (GRIOT NATION-
SUNDAYS 8-10PM)
15. Take Back Your World-
Navigate Your Life
www.takebackyourworld.com
info@takebackyourworld.com
Twitter: @takebackurworld
Tumblr: takebackyourworld
facebook.com/TakeBackURworld
YouTube: Take Back Your World
19. Project based learning
A personal and professional development mechanism designed
to enhance and sustain curiosity of self and retained
engagement through actual and virtual experiential learning.
An integrated approach to living and learning that includes the
principles of
character, leadership, potential, performance, entrepreneurship
, constant growth and adaptability
23. R.E.A.L. School utilizes the mass appeal of Pop Culture but
breaks down its infrastructure to expose a myriad of
opportunities for careers more aligned to the interests.
Personality traits and skill sets of the participant.
24. R.E.A.L. SCHOOL
IS
REALITYEDUCATION &APPLIED LIFESKILLS
YOUTH LEADERSHIP DEVELOPMENT
A Program Teaching the 7 C’s
CONCEPTS & SKILLS – FOR YOUTH TO
“Get REAL and BEcome the Leader in Your Life!”
25. THE 7 C’S OF R.E.A.L. SCHOOL
• CONSCIOUS CHOICE - Thru the Power of My Voice
• CURIOSITY– About My Potential – To Identify My Passion
• CHALLENGE– To Try Something Different - To Think Outside of the Box
• COURAGE- To Look Inside - To Tell the Truth – To Be MySELF
• CHANGE– My Perception & What Holds Me Back From Being My Best
• COMMITMENT– To Put Myself First – To Be the STAR of My Life
• COMMUNICATION– To Show Up – To Be Seen & Heard in the World
26. Example of a
R.E.A.L. School Classroom
Chippewa of the Thames First Nation - 2012
27. 33 Youth & Program Staff & Visitors
Participate:
Ages 14 to 29 Years
39. To Know They Have The
Power To Create A Different
Reality – A Different
Community!
This Is What They Said They
Needed……
40. TO OVERCOME MY PERSONAL LIMITATIONS, I NEED:
• To be more independent
• To be more patient and confident
• To look at the world more openly and to stop
being scared; to stand tall & proud
• To be more confident about myself
• To come out of my shell and be loud and crazy
• To be more vocal and express myself
41. TO OVERCOME MY PERSONAL LIMITATIONS, I NEED:
• To have a bigger voice and more confidence
• To be more motivated and inspired
• To be more focused
• To be more of a leader
• To be more fearless so I can stand high & proud
• To find more courage to express myself
• To be more motivated about things
42. TO OVERCOME MY PERSONAL LIMITATIONS, I NEED :
• To be more expressive
• To become more aware of other cultures
• To be motivated and to use my voice
• To change the things I can and to let go of the
things I cannot change
• To be more assertive
• To have more courage, leadership, strength
44. Dr. Carol Hopkins, Executive Director, National Native Addictions Partnership Foundation. Presentation on “The Role of
Culture in Addressing Addictions,” The Beginning of the Circle Conference, March 5-7, 2013, Ottawa, ON.
45.
46. PERSPECTIVE TRANSFORMATION
• American Adult Educator: Jack Mezirow, 1978
• American: Stephen Brookfield – Critical Self-Reflection
• Canadian Adult Educator: Patricia Cranton
• Joe Dispenza – “Evolve Your Brain” & “Breaking The Habit
of Being Yourself” - How A Change In Perception Can
Change A Person’s Life
• Norman Doidge – “The Brain That Changes Itself”
• Louise LeBrun – NLP in The WEL-Systems Context
• “The Observer Effect” – Double Slit Experiment – Quantum
Science
• All Perception is Projection (of the Mind)
47. KEY POINTS:
• People live their lives out of habit – habituation – due to
the programs that are in place inside of us. For eg.,
learned behaviour patterns wired into our nervous
systems.
• You cannot create a different reality by continually
engaging in the same structure of behaviour and
expecting a different result.
• There’s a process behind the behaviour and if we can
engage the process, then the behaviour changes all by
itself.
• This process for change, transformation and accelerated
evolution is what the human body is designed for. We
are naturally wired for change through the design of our
nervous system.
48. KEY POINTS:
• I can redefine my external reality by mindfully
choosing to shift my internal reality at the level of the
body.
• The practice of mindfulness often results in an
expansion of consciousness (insight) of how I see
myself, others and the world more broadly.
• Because ALL meaning is context-dependent,
perception allows me to contextualize my experience.
• So if I shift my perspective of my experience, then I
change what I discover about it and this new
awareness or insight then changes how I hold the
experience inside of me; meaning my behaviour
shifts to naturally fall in-line with my perception.
49. One Final Example:
• Addiction is a brilliant strategy that people use to
redefine how they live.
• Therapists attack their strategies and label them as bad,
so people then swap their strategies.
• But if we help them to see where the intelligence is in
their strategy, then this conversation helps them to
create a different context in which they can experience
themselves so they no longer require the strategy.
• Without a larger context for the perception of self, the
strategy will not disappear. i.e. need to move from the 1 st
to 2nd to 3rd perceptual position to create change.
50. NYAWEHKOWA – GREAT THANKS!
• You cannot solve the problems of the
world by using the same level of
thinking that created them – Albert
Einstein
• There are many ways to see the world;
Look at the Choice Point as the Bridge
between Your Past and Your Future –
Louise LeBrun
Editor's Notes
Reality Education and Applied Life-skills Corp a registered non profit. This phase of the model picks up where Diane’s Quantum based program and Roderick’s Conflict Resolution and Anger Management training leave off.
Who is REAL School? We utilize a vast network of facilitators, guest speakers and practicioners.
Born out of a recognition that assumptions were being made about young people and their potential based on a finite and limiting system of beliefs. They’re black so they must be into RAP!
We utilize Pop Culture in most but not all cases, Change is constant and therefore can be chosen at any time!
Knowledge of self! This is the compass that allows you to NAVigate Your Life…Allows you to change direction without “permission”
However! The earlier in life we CHOOSE to live freely the more adaptable we will be and victimization is therefore removed as an option! REAL School is for those who choose to change as well as for those who are working towards change. We therefore have two initial paths to follow. One for immediate change and one for gradual change. It all boils down to choice!
Where is REAL School? The range of services is available for individuals, families, groups, companies, communities and countries
Why work for a living when you can live for your work? Why have a job when you can have a career? Why spend 50% of your waking hours in a disgruntled state of mind when you can be at peace with yourself and your loved one 100% of the time. 92% of full time employees in this country do not enjoy what they do for a living. Based on the true definition of joy!