Module 8 Interdependence: Personal and Community Development Day 3


Overview Time
Purpose Learning Objectives
Major Sections Equipment, Materials, and Supplies
Room Requirements Predelivery Preparation
Handouts Trainer Resources
Trainer Outline

Overview

 This module provides a format of transformation from the personal, family, and community renewal stage to developing a foundation for planning community wellness and prevention of alcohol and drug abuse

Return to Top

Time

 3 hours and 20 minutes

Return to Top

Purpose

 To examine the need for a systematic approach to a community-wide planning system that fosters interdependence and inclusiveness in addressing the unique diversity of each community.

Return to Top

Learning Objectives

 Participants will be able to:

1. Listen to traditional Indian stories and apply teachings that promote societal and community harmony and spirituality.

2. List relevant Indian principles that foster community well­being.

3. Identify strengths and challenge as a framework for community organizing.

4. Identify roles for various agencies or groups within a community.

5. Identify processes that a person moves through toward contributing to a well community.

Return to Top

Major Sections

I.Storytelling: Coyote and the Blood Monster (15 minutes)
II.Mini-Teach: What is Native American Wellness?

Optional Video: Native American Prevention Project Against AIDS and Substance Abuse (25 minutes) 		(30 minutes)
III.Exercise: Active Community Development
To identify strengths and challenges or a framework of "community" based on the principles of resiliency.

Use: Community Wheel (CCPT)
1) Develop the Community Wheel
2) Then identify strategies of how to utilize their resiliency factors 		(1 hour, 15 minutes)
BREAK(20 minutes)
IV.Exercise: Commitment Candles
Also include in the mini-teach examples of the healing self-help movement NANACOA, women, and wellness, etc. 		(60 minutes)
V.Closing(2 minutes)


Return to Top

Equipment, Materials, and Supplies
Return to Top

Room Requirements

 Round tables in groups of 8 ­ 10

Return to Top

Predelivery Preparation

 Transparencies

T-8.0:Module 8 Purpose and Learning Objectives
T-8.1:Medicine Wheel (Wellness Circle)
T-8.2:Community Wheel
T-8.3:Threads That Mend the Indian World


Return to Top

Handouts

HO-8.1:Coyote and Blood Monster Story
HO-8.2:Medicine Wheel (Wellness Circle)
HO-8.3:Community Wheel
HO-8.4:Community Ownership
HO-8.5:National Prevention Network
HO-8.6:NANACOA 1-800 number + Order Blank for NANACOA Video


Return to Top

Trainer Resources
TR-8.1:Coyote and Blood Monster Story
TR-8.2:Community Ownership
TR-8.3:National Prevention Network
TR-8.4:NANACOA 1-800 number + Order Blank for NANACOA Video
  • Optional stories that exemplify how traditional societies had systems that functioned for the well­being of the individual, family, and community responsibility
  • Community Collaboration manual (also use to make overheads)
  • Blue Bay Healing Center Example: History and Process
  • Community Wheel (CCPT)

Return to Top

Trainer Outline

I. Storytelling: "Coyote and the Blood Monster" (T-8.0 Module 8 Purpose and Learning Objectives)

A. Instruction (15 minutes)

1. Facilitator will read or recite from memory the story of Coyote and the Blood Monster.

2. Depending upon the comfort of the facilitator, a hand drum or background taped music can be used to help move the audience into the story. (HO-8.1: Coyote and Blood Monster Story, TR-8.1)

B. Discussion Points

1. What happens when we get out of balance, for example, what happened when the Blood Monster wanted more and more blood to eat?

2. This happens in our world too, doesn't it? Give some examples. (money, power, religion)

3. REMIND the group that the give­away is tomorrow, and they need to pay attention to balancing their time this week to some quiet time to work on their crafts/gift.

II. Mini-Teach/Full Group: "What is Native American Wellness?" (30 minutes)

A. Instruction (T-8.1: Medicine Wheel, HO-8.2: Medicine Wheel)

1. Facilitator, using the overhead visual of the "Medicine Wheel" begins to discuss the concept of Native American wellness, as being a balance of the Mental, Physical, Social, and Spiritual aspects of life. Giving specific examples:

B. Discussion Points

  1. What happens if we pursue only one of these four areas and ignore or neglect the other components of the Medicine Wheel? What happens to our families? What happens in our communities when only one aspect receives attention?
  2. How would your Medicine Wheel look today if you were to plot out on the circle where you area in each of the four areas? A little lop­sided? In which areas?
  3. What would a Medicine Wheel look like for our community? Ask them to draw in their manuals.
  4. Within our own communities we have what is needed to put our Medicine Wheel back into balance. Some people call these things "resiliency factors" and some call them our strengths.
C. Optional Video
  1. Show the 25-minute video about a Native American community that undertakes action to combat AIDS and substance abuse.
  2. Discuss community action techniques. (HO-8.4: Community Action, TR-8.2: Community Action)


Note To Trainer: The AIDS video is very powerful and will bring up many feelings for the participants. It is important, that adequate time and planning be given to allow for the processing of feelings by participants if you use this option.

III. Exercise/Mixed Rounds: Active Community Development (75 minutes)

A. Instruction

  1. Before this exercise begins, the trainers should determine how many tables need to be set up, so that rounds of 8­10 people can be at each table.
  2. The trainers will also select which segments to use for the activity from the Community Wheel. There are 16 segments of the community identifiers, but additional ones can be added if relevant to the unique needs of the GONA participants. Each table must be labeled with a segment of the community (i.e., Tribal Council, Housing, Youth, etc.) (T-8.2: Community Wheel. T-8.3: Threads That Mend The Indian World. HO-8.3: Community Wheel)
  3. Three markers and two sheets of newsprint should be placed on each table prior to beginning.
  4. Trainers can change the segments identified for each table to include other aspects of the community not listed in the curriculum, but appropriate for the group.
  5. If the group is larger than 100, you may need to have more than 8-10 people in each of the rounds for this exercise. For example, if we have 300 people, trainers will need to huddle to make sure that they get the right break-out, i.e., 30 people in each round.
Note To Trainer: Make it clear to the participants that we want the participants to draw a healthy "Community Picture" from the perspective of their Table's identity (each table will be identified as Tribal Council; Policy; Religious; Parents; Children's etc.) Be clear that each group SHOULD NOT MAKE A COMMUNITY WHEEL at the team level, only their groups perspective of a health community. The "wheel" concept will occur AFTER each mixed round combines their unique perspectives of a healthy community together in the full group.

B. Introduction

  1. Facilitator introduces him- or herself and activity.
  2. Ask participants to rearrange themselves in groups of 8­10 people, so that they are as diverse as possible in respect to gender and age.
  3. Make sure that one trainer is at each table to serve as a facilitator. If there are not enough facilitators for each table, designate rover facilitators.

C. Team Meeting

  1. Ask participants in each small group to spend 10 minutes introducing themselves by Name, Tribe, Clan, and Partnership.
  2. They should then answer the following question:
  1. After about 10 minutes, interrupt the discussion and ask them to answer another question within the group:

D. Systems Work

1. Allow 40 minutes for groups to begin the process of systems development. Ask each team to draw a picture of what a healthy prevention system would look like for the community segment that is on the card on its table (Tribal Council, Youth, Elders, etc.)

2. An example of a healthy system might have the following elements:

Clear communication

Clear understanding of how this system deals with conflict

People feel loved and safe

No negative gossip

People treat others with respect

3. Ask the group to select a reporter to explain its picture to the rest of the groups.

4. After 20 minutes, ask all the teams to place their pictures on the wall next to each other.

5. Give each group 2­3 minutes to explain its picture to the rest of the larger group (20 minutes).

E. Trainer Note

1. It is important to listen to the group presentations and integrate the reports into the summary.

2. Call the attention of the groups back to central facilitator for summary.

F. Summary

1. In 10 minutes, summarize the key points that came up in the discussion.

2. Show how they have collectively begun the process of creating a vision for a healthy community . . . which is our goal.

3. Point out how different groupings of the community might have different perspectives on a healthy community, and that there are similarities among groups too.

4. If appropriate, refer to thoughts on creating interdependence in community systems and how they have just done that.

BREAK (20 minutes)

IV. Exercise: Ceremony with Commitment Candles (60 minutes, If needed, break into community teams of 5­25 persons)

A. Group Sizes

1. If the group is too large (greater than 50 people) break­out groups should be considered for this exercise in the interest of saving time.

2. If in community teams or break­out groups, each small group will have at least one facilitator.

Note To Trainer: The facilitator is cautioned to consider the time constraints and the number of participants when implementing the commitment candle exercise. It is a moving process, and there is a potential for the exercise to become much lengthier than intended if trainers do not model brief commitment statements.

B. Instructions

1. Community teams will stand in a small circle.

2. Each person is given a candle to hold.

3. The facilitator begins by telling the group that the light will be passed from candle to candle and each time it is lit, that person will share with the group their personal commitment which they are going to make which will help to bring about Native American Community Wellness.

4. The facilitator then lights his/her own candle with a lighter, and makes his/her own statement of commitment.

5. The facilitator then lights the person to his/her immediate left with the flame from his/her own candle and that person makes their statement of commitment, and uses the flame of their candle to light the next candle for the person on the left and so on and so on until the circle is complete.

6. When all the flames in the circle have been lit, the facilitator will offer a statement or song to signify the completion of the circle, and then ask for someone to make a statement of closing.

V. Closing (2 minutes)

Affirmation to group to take care of own needs today.

Return to Top

Continue to next module.