Module 1 Belonging: All My Relations Day 1

Overview	Time
Purpose	Learning Objectives
Major Sections	Equipment, Materials, and Supplies
Transparencies	Handouts
Prepared Newsprint	Publications and Optional Trainer Resources
Materials and Aids	Room Requirements
Predelivery Preparation	Trainer Outline

Overview

This module establishes the first quality of belonging and introduces an environment that promotes the overall theme of the training content. (Show T-1.1 when presenting overview of Module 1).

Time

2 1/2 hours

Purpose

To understand purpose of life by integrating traditional Indian teachings, customs, and values to establish relationships and belonging in a traditional way; and to develop a foundation for participants to develop in a community (clan/family/ society/tribe) toward common goals.

Learning Objectives

Participants will be able to:

Recognize significance of the Drum and Drum Call in the context of intent and its relevance to traditional Indian teachings.
Identify at least four elements of belonging and relationships by listening to culturally relevant Creation Stories.
Describe role of the CSAP sponsorship, and expected outcomes for the community.
Identify community (clan/family/society/tribal) membership and qualities as it relates to substance abuse prevention and the healing process.
Describe substance abuse in families, communities, and its affect on community wellness.

Major Sections

I.	Activity: Drum Call. Local drum group, individual, or trainer.	(15 minutes)
II.	Storytelling: "Story of the Seasons"	(5 minutes)
III.	Introduction: "All My Relations"	(35 minutes)
IV.	Storytelling: "Creation Story"(25 minutes)
V.	Exercise: The Belmont Process	(40 minutes
	BREAK	(20 minutes)

Equipment, Materials, and Supplies

Slide Projector
Screen
Tape Recorder/Player
Public Address System
Team Identification Name Tags
Drum

Transparencies

T-1.1:	Module 1 Purpose and Objectives
T-1.2-1.2b:	Extended Family
T-1.3a-c:	Story of Seasons
T-1.4:	Community Healing
T-1.5:	Everyone Is of Value
T-1.6:	Effective Prevention Must Include - Grassroots Community
T-1.7:	What did you see? Hear? Feel?

Handouts

HO-1.1:	Creation Story
HO-1.2:	Story of Seasons
HO-1.3:	Spirit Houses (Description)
HO-1.4:	Gallery of Stars

Prepared Newsprint

PN-1.1:

What did you see? Hear? Feel?

Publications and Optional Trainer Resources

TR-1.1:	"Creation Story"
TR-1.2:	"Story of the Seasons"
TR-1.2a:	Optional Story - "Why Animals Don't Drink"
TR-1.3:	Spirit Houses (description)
TR-1.4:	Gallery of Stars

Materials and Aids

Organizing Reference Sheets/ Transparencies
- Overheads of GONA Philosophical Overview and Values
Trainer Supplies
- Newsprint, markers, overheads, transparencies

Room Requirements

The best seating arrangement is a large circle with the facilitators in the middle front. However, if space does not permit, then theater style seating is appropriate.

Predelivery Preparation

Contact ethnic representatives to assist in a multilingual greeting.
Contact elders for the drum call/ceremony/song to facilitate the opening.
Contact female and male representatives from three generations to participate in drum call ...
- Grandmother, Mother, Daughter
- Grandfather, Father, Son
Make arrangements for how the Spirit House will be set up and by who, as well as what will be in the Spirit Houses.

Trainer Outline

I. Activity: Drum Call. Local drum group or individual or trainer (15 minutes)

Opening Ceremony

The significance of ceremony is discussed as a part of the opening. The focus of this ceremony is to establish sense of belonging for each participant.

TR-1.3: Spirit Houses

TR-1.4: Gallery of Stars

HO-1.4: Gallery of Stars

Note To Trainer: (See TR-3) During the opening ceremony, trainers should describe the purpose of the Spirit Houses, where and how they should be set up, and ask for volunteers to assist in setting them up. It could be done as a group exercise to get participants involved.

Also at this time, trainer will need to instruct participants to have pictures taken ASAP and pasted onto the "Gallery of Stars" Handout (1.4) as well as that during the Gathering, when they meet new people, to write affirmations on their pictures and not to leave this until the last day, because this is an important part of the closing ceremony and needs to be completed before the last day so participants aren't rushed.

In addition, now is a good time to give instructions to participants to each make one gift for the Give Away on the last day. Suggestions for the types of gifts that can be made can also be given at this time.

Options:

OPTION A: The Training Coordinator should contact the local host community and ask that they organize and conduct the opening ceremony within the framework of the agenda or time constraints. In this case, the training team will plan around that opening ceremony and appropriately thank the hosts.

OPTION B: In lieu of a local spiritual leader offering the opening ceremony, the GONA curriculum has incorporated an opening ceremony which can also be used and has proven an effective way to set the tone and open the GONA. This includes:

DRUM CALL: Opening Song or Drum Call to gather all participants and let them know it is time to begin the work.
ALTAR SET UP: A place is set up on a table for sacred objects to be placed. This can include the burning of sage or other sacrament appropriate for the region or cultures, or if these activities are not appropriate, to serve as a place from which the ceremony will take place.
OPENING PRAYER: A local person, one of the participants is asked to make an opening prayer or offer words of blessing for the GONA work.
WITNESSES: Some of the participants are asked to serve as "witnesses" for the opening ceremony. They are asked just prior to the beginning of the opening. This serves to replace giving each person the opportunity of offering words during the opening (which would take far too long). Six witnesses are asked to help, three women, one symbolically representing a grandmother, one a mother and one a daughter; and three men, one symbolically representing a grandfather, one a father and one a son. After the opening prayers, each will be asked to make a brief opening greeting.

OPTION C: Trainers can also survey the participants upon their arrival on the first day and select an appropriate person, and ask that person if he or she would be willing to help by offering an opening prayer. In this case, the Training Coordinator will announce the opening of the GONA, and introduce the person to offer the opening prayer.

Note To Trainer: Opening Ceremonies should be conducted in coordination with and respecting the practices of the local region. The TC should be consulted regarding any arrangements made in advance of the GONA. Efforts should be made to show openness to a variety of beliefs and practices during Opening Ceremonies. Ensure you acknowledge different ways and different beliefs. You are encouraged to make a place in the ceremonies for participants who want to share their beliefs in the Opening. However, caution should also be taken to avoid extending the ceremony beyond the allotted time period.

NOTE: Not all participants will know or understand the meanings behind various ceremony or ritual which might be conducted during the opening ceremony. It is important that the trainer in charge of the Opening make sure that a description is given about what is being done and why it is being done.

II. Storytelling (5 minutes)

TR-1.2: Story of Seasons or option:

TR-1.3a: Why Animals Don't Drink:

HO-1.2: Story of Seasons

T-1.3a: Story of Seasons

T-1.3b

T-1.3c

Read from attached: Story of the Seasons

Optional Story: "Why Animals Don't Drink"

A. Instructions

Two facilitators are needed. One to tell the story and one to work the overhead projector, changing the transparencies for the story. The transparencies will be numbered with a script. The reader begins with a brief discussion about storytelling.

B. Discussion Points

Storytelling is traditional for Native peoples. Oral histories and legends were used to transmit knowledge, teachings, and values from one generation to the next.
We can use storytelling TODAY in our communities to convey these same teachings as we look at our work in prevention.

C. Instruction

Reader begins to read. Upon completion of story, the facilitator asks participants for feedback as to "What are the teachings you heard in this story?" The facilitator will try to focus on these teachings:

Diversity is normal.
We need to find a ROLE for everyone.
We can work out differences and complement each other.

Note To Trainer: If group is very large, smaller groups can be used so shy people will feel less threatened to discuss story.

T-1.1 Overview Purpose and Objectives of Module 1

III. Introduction: "All My Relations" (35 minutes)

A. Instruction

The training coordinator (TC) introduces him- or herself and welcomes participants to the GONA. This time is to provide an overview of the 4-day training, introduce the trainers, and set the tone for the participants.

B. Discussion Points

Welcome to GONA. Thank the host partnership.
Why CSAP is doing GONA trainings. Give the following brief summary:
- "The Federal government through the Center for Substance Abuse Prevention (CSAP) has initiated a Community Partnership Training Program to assist Community Partnership grantees in support of community efforts to reduce and prevent alcohol, tobacco, and other drug abuse. Approximately 250 Community Partnerships across the country and Puerto Rico were funded, including approximately 15 American Indian specific Community Partnerships. Under contract with CSAP, Macro International Inc., and Circle Solutions, Inc., were tasked to develop and deliver a variety of training activities to the Community Partnerships. These include a 5day Community Partnership Institute; a Multicultural Leadership Institute; an Institute for Partnership Development; a variety of 1- and 2-day workshops; and four cultural specific institutes. The Native American component of the cultural specific institutes is called the "Gathering of Native Americans" (GONA)."
Explain Community Teams. The TC must explain that we will be doing much of our work in Community Teams and that these assignments were made upon registration.

T-1.2 - 1.2b Belonging - Extended Family

[note: Trainer can create story appropriate to participant audience using Transparencies 1-2 - 1.2b]

Focus. Theme of the GONA Training focuses on the following four areas for each of the four days:

Belonging: A place for all ages, a place for all kinds of people. The first day represents infancy and childhood, a time when we need to know how we belong. Belonging is the most important FIRST lesson a young child must learn. The child must learn that he/she BELONGS in Family, Tribe, Clan or Community.

Mastery: Empowerment, for individual and for community. The second day honors adolescence as a time of vision and mastery. We will focus on our past to understand our future.

Interdependence: The third day is symbolized by adults, integral and interdependent within their families and communities. We will look at how we are interconnected with our environment and social network of our communities. We will look at "leadership" and community building.

Generosity: The final day honors our elders, who give their knowledge and teachings to our generations of the future. We will look at our responsibility to give back to our communities as elders, as caretakers.

HO-1.3: Spirit House Description

Healing is Important. We want to provide an environment where healing is nurtured and supported. Much of this information may trigger painful memories or grief. This is the beginning of the healing journey. GONA has provided a "Spirit House" which is a safe, quiet place for participants to use as they like for their own prayers, medication, or discussion. Give location.

IV. Storytelling: "Creation Story" (25 minutes)

HO-1.1: Creation Story

TR-1.1: Creation Story

A. Introduction

The facilitator begins the story with little or no introduction. Story may be memorized, or can be read. To assist in the effect, the hand drum can be used. Beat at a slow pace as the story is being told. Upon the completion of the story, the facilitator leads a brief discussion.

Note To Trainer: You may want to have one person read it and another act it out and use the hand drums.

B. Discussion Points

Are our burdens real? Like Cocoon Man, we must all look into our burden baskets now to see if these burdens are real, or if we are carrying burdens on our backs that are echoes of other generations past?
Introduce "Risk Tokens." We will be asking you to "take risks" while you are here. We are giving each of you 10 risk tokens to begin (you may take more tokens if you like). Every time you take a risk, toss your token into this basket (show where the basket is placed).

V. Exercise: The Belmont Process Exercise (40 minutes)

T-1.7: What Did You See? Hear? Feel?

PN-1.1: What Did You See? Hear? Feel?

A. Instruction

The facilitator shows newsprint with three questions written on it, and asks that the participants randomly break into small groups for discussion (not necessarily community teams). Talk in small groups of 810 by answering the following 3 questions:

What did you see?
What did you hear?
And how did it make you feel?

Options:

Can use Talking Stick, Rock, or other item of local Native custom
Instruction sheet will be in the Participant Manual
A Form for Participants to answer process questions

B. Discussion Points

Often in Native cultures we ask that our ceremonies and other important events be "witnessed" by someone so that this witness can tell others what happened and verify the accuracy of what is said. We want you to serve as a witness and to tell each other in small groups what you saw, what you heard, and how it made you feel.

BREAK (20 minutes)

Continue to next module.