Circle of CourageCircle of Courage

Donna NikiforukFeb. 26, 2013

What is Circle of Courage?What is Circle of Courage?

• a model of youth a model of youth empowerment supported empowerment supported by contemporary research by contemporary research and Native philosophies of and Native philosophies of child care.child care.

• is encompassed in four is encompassed in four core values: belonging, core values: belonging, mastery, independence, mastery, independence, and generosityand generosity

• is about living a well is about living a well balanced, passionate lifebalanced, passionate life

• is grounding – a calm, is grounding – a calm, respectful approach to respectful approach to working with youthworking with youth

Today’s AgendaToday’s Agenda

• Background for Circle of CourageBackground for Circle of Courage

• Meet the mentors Meet the mentors – Learn some key elements through this Learn some key elements through this

journeyjourney

• How you can use Circle of Courage in How you can use Circle of Courage in schoolsschools

• A little about Restitution Theory and RAPA little about Restitution Theory and RAP

• Connecting C of C to Bullying IssuesConnecting C of C to Bullying Issues

Welcome!Welcome!

Janzen FunJanzen Fun

What’s important in What’s important in schools?schools?• SS afe environment afe environment

• CC ompetent teachers creating engaging lessons ompetent teachers creating engaging lessons

• HH olistic teaching that honours the whole child olistic teaching that honours the whole child• Academic, Social, Emotional, Spiritual, PhysicalAcademic, Social, Emotional, Spiritual, Physical

• OO kay to make a mistake kay to make a mistake • (How we respond when mistakes are made is key.)(How we respond when mistakes are made is key.)

• OO h WOW factor! See what I just learned! h WOW factor! See what I just learned!

• LL oads of fun happening daily oads of fun happening daily • where staff and students love to bewhere staff and students love to be

• SS upport for each other – staff and students upport for each other – staff and students

HOW DO WE ACCOMPLISH THIS?

My JourneyMy Journey• Teacher, Itinerant, Vice Principal, Principal Teacher, Itinerant, Vice Principal, Principal

in RPS for 30 yearsin RPS for 30 years

• Three key influences:Three key influences:– President of Saskatchewan Health Educators President of Saskatchewan Health Educators

Association – Association – 1992 – 19941992 – 1994

•Restitution Theory – Diane Chelsom-Gossen Restitution Theory – Diane Chelsom-Gossen

– Circle of Courage – Circle of Courage – No Disposable Kids Conference in No Disposable Kids Conference in 20032003

– Response Ability Pathways Trainer Response Ability Pathways Trainer – 2007 (– 2007 (RAPRAP))

• A Career Highlight: A Career Highlight: Received the RPS Shared Received the RPS Shared Values Award 2012 – nominated by my communityValues Award 2012 – nominated by my community

What I learned aboutWhat I learned aboutRestitution TheoryRestitution Theory

- - Diane Chelsom-Gossen and William Diane Chelsom-Gossen and William GlassierGlassier

• Responding to 5 NeedsResponding to 5 Needs– Survival: physical necessitiesSurvival: physical necessities– Belonging: love and compassionBelonging: love and compassion– Fun: passions, enthusiasm, feeding your Fun: passions, enthusiasm, feeding your

spiritspirit– Freedom: choices, daring to dreamFreedom: choices, daring to dream– Power: significant personal power, Power: significant personal power,

competence and masterycompetence and mastery

External Motivation vs. External Motivation vs. Internal Internal

MotivationMotivation• External: External:

– Is about rules > consequences and rewardsIs about rules > consequences and rewards

• Internal:Internal:– Is about beliefs > acting because it is the Is about beliefs > acting because it is the

right thing to do, because this is the person right thing to do, because this is the person I want to beI want to be

– Turn your language around:Turn your language around:• I am proud of you > You should be so proud of I am proud of you > You should be so proud of

yourselfyourself

Generosity

Belonging

Mastery

Independence

When these needs are met, children are resilient and thrive.

RAP training was piloted in South Africa. President Nelson Mandela formed a commission on young people at risk headed by his welfare minister. She chose Lesley du Toit (co-author of the RAP manual) to manage transformation of services to this population. The Circle of Courage and RAP became the model for training staff in child and youth care, education, and youth justice.

Circle of Courage was a part of RAP.

Meet those who developed this Meet those who developed this philosophy.philosophy.

Dr. Larry Brendtro

Dr. John Seita

Dr. Steve Van Bockern

Dr. Martin Brokenleg

At a “No Disposable At a “No Disposable Kids”Conference, Kids”Conference,

Larry started withLarry started with……• A person who disrespects others is almost always A person who disrespects others is almost always

one who has one who has notnot been treated with dignity and been treated with dignity and respect themselves.respect themselves.– ““Hurt people hurt people”Hurt people hurt people”

• Shaming students into submission has been a core Shaming students into submission has been a core practice in adult dominance models of education.practice in adult dominance models of education.– ““If I can make this person feel bad enough, they If I can make this person feel bad enough, they

will never do this again”will never do this again”– Why doesn’t this work?Why doesn’t this work?

•This just adds to the pain in their lives they This just adds to the pain in their lives they already feel.already feel.

•They stop thinking about their behaviour and They stop thinking about their behaviour and start thinking about yours.start thinking about yours.

• In a typical year, 3,000,000 children in the In a typical year, 3,000,000 children in the U.S. enter the child welfare system because U.S. enter the child welfare system because of allegations of neglect or abuse.of allegations of neglect or abuse.

• 60% of victims of bullying experience their 60% of victims of bullying experience their abuse at the hands of other kids…40% at the abuse at the hands of other kids…40% at the hands of adultshands of adults

• In 400 hours of video-documented episodes In 400 hours of video-documented episodes of bullying adults noticed and intervened in of bullying adults noticed and intervened in only one out of every 25 episodes (4% of the only one out of every 25 episodes (4% of the time). time). – Why?Why?

•They really don’t see most incidents.They really don’t see most incidents.•They dismissed the incident as insignificant.They dismissed the incident as insignificant.•They didn’t know how to respond.They didn’t know how to respond.

Adult behaviour that is likedAdult behaviour that is liked

• CalmCalm• JokingJoking• Offers to helpOffers to help• FairnessFairness• Explains how and whatExplains how and what• PolitenessPoliteness• Gets right to the pointGets right to the point• SmilingSmiling• Positive feedbackPositive feedback

Adult Behaviours that kids most Adult Behaviours that kids most dislikedislike

• Blaming and accusingBlaming and accusing• ShoutingShouting• No opportunity to speakNo opportunity to speak• Insulting remarksInsulting remarks• Unpleasant physical contactUnpleasant physical contact• Unfriendly or unpleasantUnfriendly or unpleasant• BossingBossing• Lack of understandingLack of understanding

Martin talked about…Martin talked about…

– Indicators of chemical abuse…Indicators of chemical abuse…– Jail study in South Dakota…Jail study in South Dakota…

• 60% of white population reoffend60% of white population reoffend

• 100% of First Nations population reoffend100% of First Nations population reoffend

• Rehabilitation Non PresentRehabilitation Non Present

– Drinkers…Drinkers…• Characteristics of alcoholism can be traced to gr. 11…gr. 7…gr. 2.Characteristics of alcoholism can be traced to gr. 11…gr. 7…gr. 2.

• Cycles of dysfunctionCycles of dysfunction

– Violence…Violence…• Male vs. female (overt vs. covert)Male vs. female (overt vs. covert)

• Most violent year of school *What is it? Most violent year of school *What is it?

Grade 7

Reclaiming Youth:Reclaiming Youth:Martin Brokenleg:Martin Brokenleg:• ““A power struggle is like wrestling with a A power struggle is like wrestling with a

pig. The pig has fun and you get dirty.”pig. The pig has fun and you get dirty.”• ““It’s not mandatory, but it helps if we’re It’s not mandatory, but it helps if we’re

a little more disturbed than our a little more disturbed than our children.”children.”

• ““Reclaiming movement is just as much Reclaiming movement is just as much about a mindset as a practice.”about a mindset as a practice.”

• Seeing the greatness in children:Seeing the greatness in children:– Einstein had a low-average IQ in schoolEinstein had a low-average IQ in school– Churchill was a behaviour problemChurchill was a behaviour problem

John referred to John referred to SeabiscuitSeabiscuit……

Smallish… misunderstood… mishandled… runty little thing… lazy, dead lazy... mean…

Tom Smith: “Get me that horse… he has real stuff in him… I can improve him… I’m positive of it!”

……seeing that everyone has strengths…seeing that everyone has strengths…

“So long as you treat him like a gentleman, he’ll run his heart out for you.”

“In the fiftieth start of his life, Seabiscuit finally understood the game.”

“The fire that kept Seabiscuit frustrated and unruly [with his previous trainer] now fueled a bounding will to win.”

“The horse, the jockey, and the trainer have to work in unison to win the race.”

- the home, the community, the school

What Steve talks about…What Steve talks about…

• How you build a Circle of Courage How you build a Circle of Courage school.school.

• Shared VisionShared Vision

• EQ is as important as IQEQ is as important as IQ

• Staff have instructional competence.Staff have instructional competence.

• ““Schools can be great places for Schools can be great places for children if they are led by competent children if they are led by competent and caring adults.”and caring adults.”

The Circle of CourageThe Circle of Courage

In your groups, talk about words or phrases that would describe what each of these values is about.

Belonging: “You are Belonging: “You are unique”unique”• Feeling like you belong includes:Feeling like you belong includes:

– Having friendsHaving friends– Having funHaving fun– Joining inJoining in– Playing well with othersPlaying well with others– Being okay with who you areBeing okay with who you are

• Helping others belong includes:Helping others belong includes:– Accepting others as they areAccepting others as they are– Treating other respectfullyTreating other respectfully– Including others Including others – Being friendly, kind and helpfulBeing friendly, kind and helpful

Throughout aboriginal history, the tribe, not the nuclear family ensured the survival of the culture.

Elephant and Dog StoryElephant and Dog Story

http://www.youtube.com/watch?v=cBtFTF2ii7U

Don’t just talk about Don’t just talk about belonging, live it, belonging, live it, demonstrate it, demonstrate it, incorporate it into incorporate it into curriculum.curriculum.Don’t Laugh at Me.

- talk about the lyrics- talk about the lyrics

- talk about personal stories- talk about personal stories

- allow kids to experience - allow kids to experience emotionsemotions

Mastery: “You are Mastery: “You are valuable”valuable”- Discovering what you are good at

- Putting your best effort in, even when things are hard.

- Learning

- Problem Solving

- Gifts and Talents

- Discovering talents in sports, art, music and other things.

The first lesson in traditional Native American culture is to carefully observe those with more experience in order to learn from them.

When we are looking for When we are looking for mastery…mastery…• Be on a treasure hunt, not a witch hunt.Be on a treasure hunt, not a witch hunt.

• Think about multiple intelligencesThink about multiple intelligences

• Know about self-regulation practices.Know about self-regulation practices.

• Consider adaptations that meet kids Consider adaptations that meet kids needsneeds

• Think about gifts and talentsThink about gifts and talents– What are your gifts? How do you use them?What are your gifts? How do you use them?

Working with kids to Working with kids to achieve mastery…achieve mastery…

•Patience, patience, patience

How do boys and girls learn differently?How do boys and girls learn differently?From Leonard Sax – “Boys Adrift”From Leonard Sax – “Boys Adrift”

When boys were asked, When boys were asked, ““What enables you toWhat enables you to learnlearn?”?”, ,

the following 4-‘F’s” emerged:the following 4-‘F’s” emerged:

•FunFun

•FirmFirm

•FriendlyFriendly

•FocusedFocused– Has nothing to do with the gender of the Has nothing to do with the gender of the

teacherteacher– Boys will not learn from someone unless they Boys will not learn from someone unless they

think you like them.think you like them.

Independence: Independence: “You have “You have choices”choices”

Independence is about making good choices:

•I know how to control my own behavior.

•I know the right thing to do.

•I make good choices.

•It’s okay to make a mistake.

Kids need to learn how to make positive choices. This is not done by adults telling them what they should do. It comes from helping them find the answers within them.

Making the right choicesMaking the right choicesX factor

Think of all the challenges this boy has faced.What choices has he had to make in his life?He is a role model for us all to have the COURAGE to make the best of what we have and who we are and make daily choices that reflect this.

Generosity: “You need Generosity: “You need others”others”Generosity is about giving and forgiving:

•Sharing

•Helping

•Playing fair

•Forgiving others when they make a mistake

•Cheering people up when they are sad is about having a generous spirit

A principal virtue in Native American Culture is generosity – giving time, showing respect and practicing a forgiving nature.

Making a differenceMaking a difference

Softball Dream

Traditional Haida SymbolsTraditional Haida Symbols

• Raven: Wisdom (Mastery)Raven: Wisdom (Mastery)

• Whale: Family (Belonging)Whale: Family (Belonging)

• Wolf: Independence (Responsibility)Wolf: Independence (Responsibility)

• Salmon: Generosity (Respect) Salmon: Generosity (Respect) “Giver of Life” “Giver of Life”

What is the most influential What is the most influential thing a teacher can do?thing a teacher can do?

• Be a positive role modelBe a positive role model– Don't worry that children never listen to you; Don't worry that children never listen to you;

worry that they are always watching you.  worry that they are always watching you.  ~Robert Fulghum~Robert Fulghum

– Be the change you want to see in the world Mahatma Gandhi

How do your children see How do your children see you reacting to others?you reacting to others?

–If they see criticism, they will learn that.If they see criticism, they will learn that.–If they see judgment, they will learn that.If they see judgment, they will learn that.–If they see understanding and caring, If they see understanding and caring, they will learn that.they will learn that.

Connections to BullyingConnections to Bullying

• What’s the difference between teasing What’s the difference between teasing and bullying?and bullying?

• What does it mean to be ‘kind’. Let’s What does it mean to be ‘kind’. Let’s adopt a ‘be kind to one another’ policyadopt a ‘be kind to one another’ policy

• What ways can we practice this?What ways can we practice this?– Have kids help you list ways Have kids help you list ways – Pay it forwardPay it forward– Model “kind” and point out when you see Model “kind” and point out when you see

kindnesskindness

Connect Circle of Courage Connect Circle of Courage to Bullyingto Bullying• When you teach about the Circle talk When you teach about the Circle talk

about how it takes “courage” to be the about how it takes “courage” to be the best we can be. best we can be.

• Surveys help give us information and Surveys help give us information and provide and a voice for students provide and a voice for students

• Honour the results Honour the results – What are the students saying?What are the students saying?– Where do you need to focus your efforts?Where do you need to focus your efforts?

ConnectionsConnections

• Belonging – Mastery – Independence – GenerosityBelonging – Mastery – Independence – Generosity

– Have to begin with belonging so students feel accepted for Have to begin with belonging so students feel accepted for who they arewho they are

– Build on what student strengths are and what they have to Build on what student strengths are and what they have to offer. We build on these strengths for new learning.offer. We build on these strengths for new learning.

– Belonging and Mastery leads to making positive choices Belonging and Mastery leads to making positive choices for self and in life long learningfor self and in life long learning

– Through developing a positive self, students learn then to Through developing a positive self, students learn then to be generous with othersbe generous with others

Believe…Believe…

• Believe in kids and all they can Believe in kids and all they can become.become.

•Do you believe?

• Don’t just know about the Circle of Don’t just know about the Circle of Courage, teach kids about it, talk Courage, teach kids about it, talk about it, set goals using it. about it, set goals using it.