More likely than not, when people are angry or upset, they are expressing their “position” or a hardline stance on something. It’s important to teach youth how to identify underlying needs and interests by asking open-ended questions to learn more. “Tell me more…,” “What would you like to see happen?,” “What do you need?” etc. […]
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Have youth respond in writing to the prompt “I wish my __________________ (fill in person or role) knew…….” in order to learn more about their personal lives. This activity allows for deeper connection with youth and often brings up social-emotional challenges the person is facing. Many people find that doing this in writing is easier
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Used to confront a behavior without placing blame on another. . Also used to recognize one’s emotions. Another use is to state a point of view without requiring the other person to agree with the point of view. To use an “I” Statement, start a sentence with “I” and describe how you feel, without including
An interactive game to learn names and qualities about people in a group, that teaches skills of investigation, appreciating diversity, identifying similarities and differences. Photocopy a “human bingo” sheet (many samples are online) for each participant. Each box will have a characteristic or something a person can do or that they possess. Examples include: “can
After analyzing the information surrounding a problem or challenge, what is your reaction? Were the systems fair? Why or why not? Identify one or two youth to do video interviews with fellow children/students to learn their reactions. Compile them into one video piece. For young children, this can be facilitated by parents, caregivers or teachers
A reflection activity that can be done as part of a family meeting, intervention, restorative justice session, or other time in which a “big picture” outlook is desired. Typically done in a small group of people that have love and concern for another group member. For example, a child undergoing a significant change such as
Learn about Ho‘oponopono, the Hawaiian system for ‘setting it right,’ and restoring individual and community harmony and balance. It promotes acts of healing interpersonal conflicts and is relationship-centered and not agreement-centered. It often involves forgiveness. During Ho‘omalu, practitioners sit in solitude and gather strength prior to speaking one’s true feelings. With all family members working
Each participant explores the same time or event in history from the perspective of a different person or group. Individuals then come together and share their perspectives in order to have a whole and multidimensional portrait of the historical period or event.
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Consider the benefits of establishing and maintaining a garden….. time with nature, cultivation of living plants, growing of edible foods, time to reflect, and many others. A garden, large or small, can be created in the earth, in containers, in a greenhouse, on a window ledge, or in your own inventive space. The idea is
Research and examine the different contemporary and indigenous systems for resolving conflicts. Form teams of problem-solvers representing the various systems. Each team is given a group challenge with a conflict at the center, and they endeavor to resolve the conflicts in culturally responsive ways. They then debrief with each other what they experienced and observed.
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