Donellia L. Chives, MS
Tarea Kennedy, MS
Independent Consultant
Disability/MH Consultant
[email protected]
[email protected]
3-D Visionary Consulting
Telamon Corporation
I AM
Donellia L. Chives
Who am I and why am I here?
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Purpose “Why are we here?”
The mission of the Coalition of
Schools Educating Boys of Color
is to connect, inspire, support and
strengthen school leaders
dedicated to the social, emotional
and academic development of
boys and young men of color.
COSEBOC 2013 "The Road to I Am" D.Chives
Objective “What do we seek to
accomplish?”
Creation of sustainable pathways
and discourse on social and
emotional health of boys of color
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Be PRESENT
Be ALIVE
Be WELL
Be ENGAGED
Be YOURSELF
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A journey along a
path began for a
boy who was born
an
Emperor…………
……………………
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• What does this picture
evoke?
• What does it mean?
• How does it resonate
with you?
• How do you interpret
this to mean?
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 Conceptualization of “I
AM” (concept)
 Holistic Development
(concrete)
 Resilience (conceive)
 Creative Sustainable
Pathways (connect)
 Assignment (create)
 Activity (celebrate)
“We will explore, create, discuss
and learn through the mediums
of storytelling/spoken word,
music, arts/culture, technology,
and sharing of ourselves for the
greater good”
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“Who am I?”
“Why am I here?”
COSEBOC 2013 "The Road to I Am" D.Chives
“I AM”
I (aɪ)
pronoun. I, poss. my mine, obj. me; pron. 1. the
nominative singular pronoun used by a speaker or
writer in referring to himself or herself.
 n. 2. (used to denote the narrator of a literary
work written in the first person singular.)
 3. the ego; the self.
AM (V)
First person singular present indicative of be.
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Is it because of what he
personified, or that he
BELIEVED in hisSELF?
Inflated ego (arrogance) vs.
healthy sense of self
Jamaican runner in the
Olympics
Hussein Bolt
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Inflated ego
(arrogance)
vs. healthy
sense of self
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Framework for social and emotional
development
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What does holistic care mean
for a child?
Can we look to former models
of development to answer and
address current issues and
disparities in rearing children
of color, in particular boys?
In looking at a holistic model,
can it be applied crossculturally and more
universally applicable?
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Promotes:
Addresses:
 The whole child
 Physical growth
 Sustainable systems
 Spiritual growth
 Embedded opportunities
 Emotional growth
 Culture & individualism
 Globalization & universal application
 Consideration for family context &
dynamics
 Social growth
 Educational
growth
 Community based involvement &
ineractions
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Child development refers to the ordered
emergence of interdependent skills of sensorimotor, cognitive-language, and socialemotional functioning. This emergence depends
on and is interlinked with the child’s good
nutrition and health. As A World Fit for Children
states, “…children should be physically healthy,
mentally alert, emotionally secure, socially
competent and ready to learn (UNICEF, 2006).
Physical Health
Mental Heath
Social and emotional
Health
Spiritual Health
Educational Health
Nutritional Health
Maternal Health
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Pre-natal & 0-3
Womb Wellness
Father Role
Naming Rights
Birth passages and rituals
Brain Development
Nutrition
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What role do we play (from
a systems perspective) at
each stage of development?
*remember to think global
as the context of
development may be
different across cultures,
environments, and belief
systems
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Early Years
Prime years of development
Healthy Attachment
Social & Emotional Confidence
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Soul Pancake
http://www.youtube.com/watch?v=TssZ9Uma1-w&list=SPzvRx_johoA-YabI6FWcUjL6nKA1Um-t
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Adolescence & Pre-Adulthood
Sphere of Influence
Social Identity
Responsibility &
Accountability
Mentorship
Civil activities
Jawanza Kunjufu Video:
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Character
Development
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Protective factors
Risk factors
COSEBOC 2013 "The Road to I Am" D.Chives
Merriam-Webster defines resilience as “the ability to
recover from or adjust easily to misfortune or
change.” [1] A resilient person copes and “bounces
back” when faced with stress, change, or risk factors –
negative influences in a person’s life. Someone who is
resilient can identify problems, find ways to address
challenges, recover quickly and move on. A resilient
person has many protective factors – characteristics,
people and supports that help a person get through
tough times.
-Center for Resilient Children
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How does resiliency
support social and
emotional development &
competency?
What are the
commonalities of those
who are described as
resilient?
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3 Categories:
 Environmental: safety of where you live, quality of the
programs and services available (or unavailable) to you
 Familial: how loving and caring your family may be, how
much time and support your family offers each other
 Within-person: your temperament, abilities (and inabilities),
skills and characteristics that make you who you are
COSEBOC 2013 "The Road to I Am" D.Chives
Protective factors
and risk factors are
all around us. In
general, three
categories are used
to organize both
protective factors
and risk factors
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Protective Factors
Risk Factors
 Attachment
 Home environment
 Initiative
 Family Dynamics
 Self-Control
 Socio-economic status
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STRENGTHENING CHILDREN’S PROTECTIVE FACTORS TO OFFSET THE NEGATIVE
IMPACT OF RISK IS ESSENTIAL TO SUPPORTING CHILDREN’S RESILIENCE. THE IMAGE BELOW
REPRESENTS A RESILIENCE MODEL. A CHILD IS MORE LIKELY TO HAVE A POSITIVE
OUTCOME WHEN PROTECTIVE FACTORS OUTWEIGH RISK FACTORS AND IS
MORE VULNERABLE WHEN RISK FACTORS OUTWEIGH PROTECTIVE FACTORS.
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The
interrelated
parts of the
whole picture
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Attachment
Initiative
Self Control
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 Show affection for familiar adults
 Seem happy or excited to see his/her parent or guardian
 Ask adults to play with or read to him/her
 Act in a way that makes adults smile or show interest in him/her
 Look forward to activities at home or school
 Trust familiar adults and believe what they say
 Appear happy when playing with others
 Show a preference for a certain adult
 Seek help from children/adults when necessary
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 Choose to do a task that was hard for him/her
 Try different ways to solve a problem
 Try or ask to try new things or activities
 Show confidence in his/her ability
 Show an interest in learning new things
 Keep trying when unsuccessful
 Make decisions for himself/herself
 Remember important information
 Start or organize play with others
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 The child’s ability to express emotions and manage behaviors in healthy ways.
 Handle frustration well
 Control his/her anger
 Show patience
 Accept another choice when his/her first choice is not available
 Cooperate with others
 Share with other children
 Listen to or respect others
 Calm himself/herself down
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• Become resilient adults
• Teach children appropriate social skills which
increase & enhance healthy attachment, initiative, &
self-control
• Make sure positive factors outweigh risk factors
 Promote resiliency in children and model resiliency
as adults…
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How do we do it?
What needs to be done?
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 Continuums of care
 Transitional support systems
 Creation of culture within cultures
 Embedded opportunities
 Support for art & culture
development programming
 Counseling
 Meaningful social networking
opportunities
 Education & awareness
 Digital platforms
 Eliminate food deserts and empty
 Character development
food syndrome
 Increase civic duty and volunteerism
 Parent/guardian engagement
 Mentorships
 Wrap-a-round programming
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“The Healthy Cycle”
Healthy Healthy
Child
People
Healthy
Village
COSEBOC 2013 "The Road to I Am" D.Chives
A continuum of
care supporting
positive social
and emotional
outcomes for boys
of color
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Implement:
Small Step(s) of Change (STOC)
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 Think of 1-3 small steps of
change which can be
implemented concerning
resiliency and holistic
development within your
organization or service
 Create 1-3 “I AM”
activities (or
enhancement) which can
be adapted in your
organization or service
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“I AM”
Mural of Understanding
COSEBOC 2013 "The Road to I Am" D.Chives
“Los Tre Grandes”
Mural painting (or fresco painting) is
one of the oldest and most important
forms of artistic, political, and social
expression in history. The Mexican
muralists Diego Rivera, José Clemente
Orozco, and David Alfaro Siqueiros
revived this form of painting, creating a
genre of public art unmatched in
significance and influence.
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Lets Celebrate
by CREATING!
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To be continued…………………………………………………………
COSEBOC 2013 "The Road to I Am" D.Chives
Center for Resilient Children:
http://www.centerforresilientchildren.org/
Dr. Jwanza Kunjufu:
http://journalofafricanamericanmales.com/wpcontent/uploads/downloads/2011/03/Jawanza-Kunjufu2.pdf
UNICEF:
http://www.unicef.org/earlychildhood/files/programming%20experiences%20i
n%20early%20childhood.pdf
Holisitic Care Practitioner:
http://www.cynthiawilcox.com/holistic-mental-health-care-for-children/
Mural Art:
http://lasp.einaudi.cornell.edu/system/files/Mexican%20Muralist%20Movemen
t%20(10-12).pdf
http://news.ucsc.edu/2012/05/mural.html
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