Peace culture (1)

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 ,[object Object],WE ARE LOOKING FORWARD TO EXPAND OUR PROGRAM THROUGHOUT ALL CENTRAL AMERICA.

SELF-ESTEEM A personal judgment of our own selves based on social, cultural, religious, economical, political and historical patterns. CAUSES OF LOW SELF-ESTEEM ,[object Object]

Anger towards ourselves and others

Kinds of abuse ,[object Object]

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,[object Object]

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

Uses symbolsPPP 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. ,[object Object]

Let the child lead. You follow.

Don’t hurry things along. It is a gradual process and is recognized as such by you.

Peace culture (1)

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