Thursday, October 30, 2014

The Passamaquoddy and Poverty, an Interview





The Passamaquoddy People have inhabited Maine and New Brunswick for over 12,000 years.  Today many live on their reservation lands on Pleasant Point on Passamaquoddy Bay, known as Sipayik (pronounced Zee By Eek), or Indian Township near the St. Croix River.  Both are located in Washington County.  

For my friend, Marie Francis, Sipayik was her home until she was 15 years old and is still home to many of her family members.  As our text states, Indian reservations are persistently poor areas with poverty rates much higher than the general population.  In fact, the poverty rate at Sipayik, as of the 2000 census, was 38.3% with a median household income of $15,956.  Marie believes her mother's household, which consists of three adults, is living on around $12,000 per year.  

Marie didn't know she was poor when she was a child on the reservation.  Poverty was normalized; everyone lived that way.  She remembered always having enough to eat.  Sometimes they borrowed. Horizontal giving was and is a big part of life.  People looked after and took care of each other.  She doesn't remember ever interacting with a social worker as a child but knows that now it is more common than not to receive some kind of social service.  

In 1st grade, Marie was diagnosed with dyslexia by the Maine Indian Education Department, who told her mother "not to expect too much from her."  Marie remembers taking her textbooks home and teaching herself.  Thankfully, her mother knew she was intelligent and fought for her to get a better education.  When Marie was 15, she left Sipayik to attend a private school in Massachusetts.  Since leaving the reservation, she has done well for herself and hasn't needed any social services since.  

Marie was recently published in Dawnland Voices: An Anthology of Indigenous Writing From New England.  Below you will find her poem, Diminished Dreams:

I look upon her,
She holds my answers, my future,
And my heart.
Her wisdom fades with
The crash
Of sand's time.
Her lost words are
Swallowed
By the waves
Of misconceptions.
Her man-made
Chiseled bounds
Keep her from soaring
To her enlightened highs.
Her cries fall deafly
On the horizon
Of onlookers.
Her voice dulls
With oncoming traffic.
Her love of beauty,
Life and death
Is gone.
I stand in wonderment.
I'm one of the few people
On the verge
Of extinction.
I'm melting away in this pot
Of modern-day life.
I cease to hear the songs
Of my past.
I'm chained to my dollar bills.
I scream for my culture,
But only on the inside.
What I am,
What I was,
And what I could be
Is gone.
I stand over the remains
And wonder
What insight she holds.

I'm always struck by what just a little bit of resources, whether they be monetary, education, etc., can do.  Marie believes that increasing work opportunities would make a huge difference.


References:

Eastern Maine Electric Cooperative. (n.d.). The passamaquoddy. In Who we serve. Retrieved from http://www.emec.com/passamaquoddy.aspx

Passamaquoddy Tribe. (n.d.). Culture and history. In Our people. Retrieved from


Senior, S. (2014). Dawnland voices: An anthology of indigenous writing from new england. Nebraska:  University of Nebraska Press.

Passamaquoddy Pleasant Point Reservation. (2014, August 23). Retrieved on October 28, 2014 from

Friday, October 24, 2014

Organizational Culture and Self Care

While reading Weil (2013) this week, I kept coming back to gratitude for the organization I am lucky enough to be placed at this year.  I want to share their culture with you all as a way to spread hope that it is possible to work in an environment that will not suck all the life out of your wide-open, social-working hearts.

Many of you know that I am placed at Cultivating Balance, a relatively new non-profit in South Portland.  Cultivating Balance (CB) aims to improve public health and awareness by providing affordable resources and supports for sustainable self-care and balanced living.


I am the second intern at this organization which is housed inside Art of Awareness (AoA), a group of psychotherapists.  Both organizations are run by my supervisor, Ida O'Donnell.  Each week, I am invited to join AoA's team meeting which always begins with a mindfulness exercise.  This week we did an exercise called 54321 which was created to help people fall back asleep after waking in the middle of the night.  For more specific directions, go here.  We did this exercise as a group, with individuals speaking out about sights, sounds, or sensations as they felt moved to.  Last week we went around the group ringing bells, and the week before we did a breath meditation.  


Mindfulness is the culture of both CB and AoA.  We educate our clients on self-care, and we are also encouraged to take care of ourselves.  Actually, it is more than encouragement; it is expected.  We are not held to quotas or expected to have a massive case-load.  After the mindfulness practice in team meeting, one therapist presents either a case they are struggling with or something else related to work that they want support with.  The team listens to the presenter and offers whatever support, encouragement, or experience they have.  It's really quite amazing to witness this and be a part of it.  

As students, I think we are internalizing a kind of oppression that Erin brought up in her October 12, 2014 blog.  We are expected to overwork ourselves in preparation for joining a helping profession where our peers often burn out and put themselves at risk for serious work-related trauma and anxiety.  How can we care for and support others if we are not doing that for ourselves?  

In hopes of helping reduce the burden and build upon our self-care skills, I thought it would be helpful to offer Balanced Living Assessments (BLA) on campus (a few students also asked for this).  I got the okay from my supervisor, Ida, as well as Leslie in our social work department.  If you are interested in having a BLA, please let me know!  Below you will find more information about BLA's.

Cultivating Balance is now offering FREE comprehensive Balanced Living Assessments, education, and supports. Our assessment process helps individuals and groups by raising their awareness of any need for balance in 9 areas including: 

❖ Rest and Restoring Energy
❖ Food and Body Balance
❖ Physical Activity
❖ Health
❖ Work and Leisure Time
❖ Support and Relationships
 ❖ Coping
❖ Mindfulness
❖ Values & Beliefs 

After completing the assessment, you will have enough information to evaluate the areas you are motivated to improve. You will also begin to explore the supports and resources available to you, including supportive coaching.If you are interested in taking the Balanced Living Assessment or learning more about Cultivating Balance, please contact: Sonya Theriault at (207) 799-1331, ext.135 or cultivatingbalanceforyou@gmail.com

To be clear, there are still moments of stress at my internship as I am sure there will be wherever I go, however, I am learning how to balance that stress out with self care even when I think it is impossible to take the time to do so.  


I'm hopeful that self care and balanced living will become a larger part of the culture of the social work field.


Resources:

Carlson, E. (2014, October 12). Untitled [Web log post]. Retrieved from: http://erinleighadelaide.blogspot.com/

Cultivating Balance (2014, September 25). Facebook post. Retrieved from: https://www.facebook.com/cultivatingbalanceforyou?ref=hl

Weil. M. (2013). The handbook of community practice. Los Angeles, CA: SAGE Publications.






Friday, October 17, 2014

Participatory Budgeting for USM?

"People who make up the elite political, social, technical, and economic strata of a community usually are the ones who determine priorities for municipal spending" (Weil 2013 p, 335).

We here at USM know that is the case when it comes to the Universities' budget.  Who are these people that are making the financial decisions?  What is guiding them?  Why is the president of our university the former CEO of Central Maine Power and how is his experience guiding his decision making in an educational setting?  Why won't he and his colleagues even look at all the work the faculty senate put in creating budget suggestions?

Students and faculty are more than willing to lend their input to figuring out the budget "crisis", unfortunately their ideas seem to have been dismissed.  How might priorities shift if a diverse array of the students, faculty, community members, and administration were involved in the process?  And furthermore, how much would faith in the process increase if participatory budgeting were enacted?


The first participatory budgeting project (PBP) began in Porto Alegre, Brazil in 1989.  Since then PB has been implemented in many cities and municipalities across North America.  Some school districts, colleges, and universities have practiced PB as well.  If USM truly wants to be a "Metropolitan University", maybe PB would be a viable step toward that goal.  

Real Money, Real Power: Participatory Budgeting


From the video above, you can see how participatory budgeting has worked in communities.  It increases community involvement and engagement, invites those who are not normally able to participate in democracy a chance to do so, and clearly empowers community members. What they think truly does matter.  

Here at USM we are currently engaged in budget cuts that no one but the administration seems to have any say in.  Students, faculty and staff are not only stressed out, we feel powerless.  Could PB work in a budget crisis?  Could we put the cuts to a vote?  It's worth a try.  What's happening now doesn't seem to be working.  




References:

Gallagher, N.K. (2014, October 9). Program, faculty cuts at USM headed for vote despite protests. Portland Press Herald. Retrieved from http://www.pressherald.com/2014/10/09/program-faculty-cuts-at-usm-headed-for-vote-despite-protests/

The Participatory Budgeting Project. (n.d.). History. In Who we are. Retrieved from http://www.participatorybudgeting.org/who-we-are/history/

The Participatory Budgeting Project. (2014, February 24). Real money, real power: Participatory budgeting [Video file]. Retrieved from https://www.youtube.com/watch?v=CSf8NOlqqUY

Weil, M., Reisch, M., & Ohmer, M.L. (2013). The handbook of community pragctice. Washington, DC: Sage. 

Friday, October 10, 2014

Stages of Change and Wicked Social Problems

Dan Kelly's recent blog post sparked this idea of motivation in relation to social issues.  In order to change, we need to want to.  In order to want to, we need to understand that there is a problem.  I would suggest that for a large amount of the social issues I am aware of, the vast majority of the players involved with the issue are either unaware of the problem, or are extremely resistant to accepting that the problem is a problem, or they just feel like they have no control over the problem.  They don't want to change.  They are in the stage of pre-contemplation in the Stages of Change Model.

The Stages of Change is a model that was originally created to work with people engaging in substance abuse, but it has been put to use for many other health-related issues or problem behaviors.  I don't think it is a huge leap to relate the Stages to social issues which often involve the health of humans.

Climate change, racism, capitalism, and the two party system, to just start with a few, are all issues that involve a majority of people in pre-contemplation, in my opinion.  People in pre-contemplation are completely unmotivated.  They have no will to do anything differently.

How do we work with people (societies) in pre-contemplation?    

I don't have an answer to this question.  It's a question that plagues anyone who has a loved one who struggles with substance abuse.  Getting people from pre-contemplation to contemplation is not an easy task, and many attempts are met with resistance.  As far as social movements, many have pit one group against another.  It's us vs. them.  This type of approach will almost always create resistance.  Increasing awareness and education might be the key.  But that brings up other questions:  How do we educate people who don't want to be educated or who believe the information they are receiving is incorrect?  Maybe it all comes back to what the community of Mart found:  Common ground.  If we can figure out what unites us, we can build from there.  


References:

Kelly, D. (2014, October 7). Blog post #5 [Web log post]. Retrieved from http://swo-403dankelly.blogspot.com/2014/10/blog-post-5.html

Manual of Psychiatry. (2010, October 28). Stages of change [Web log post]. Retrieved from http://manualofpsychiatry.com/2010/10/28/stages-of-change/

Singer, J. B. (2009, October 10). Prochaska and DiClemente's Stages of Change Model for Social Workers (Episode 53). [Audio Podcast] Retrieved from http://socialworkpodcast.com/2009/10/prochaska-and-diclementes-stages-of.html

Friday, October 3, 2014

Social Labs, Beginners Mind, Vulnerability, and BAU




I'm three weeks into facilitating a support group.  It's terrifying.  I have no idea what I am doing.  Who am I to sit and listen to these people's struggles, to think that I have something to offer them?  Part of me feels that I should know something, that I should have some kind of expertise in order to do this work.  After a recent and particularly intense group where I felt completely in over my head I realized that I don't need to know anything.  All I need to do is be curious, non-judgemental, open, and just sit there and hold the space.  To say "I don't know" when I don't know.  To be willing to explore, grapple, and be vulnerable.  To be a beginner.    

While reading Chapter 2 of Hassan's (2014) text, I thought about what it might be like for supposed experts to explore alternatives to Business as Usual (BAU) and how vulnerable they must feel not having answers or investing in ideas that may very well fail.  How uncomfortable it must be to step out of "habitus" or autopilot and to accept the messiness of all this.  How many of us willingly embrace vulnerability in our personal lives?  Imagine doing so in our professional lives?  All of us in Dr. G's class are most likely experiencing some vulnerability in field work now.  It may not look like my experience of facilitating a support group, but I bet you're doing something that is making you feel uncomfortable.  


If you haven't yet seen Brene Brown's powerful TED talk on The Power of Vulnerability, I highly recommend it. 

Brown talks about numbing out vulnerability as a way to cope.  The problem is that when we numb out one thing it turns out that we end up numbing it all.  If you actively avoid feeling vulnerable you may well be numbing out joy, too.  When we numb vulnerability, we must also numb our ability to be creative.  

So how does this tie in to Social Labs?  I may grasping here, but when I read Hassan's second chapter, I immediately thought about Brown's work with vulnerability and the Suzuki quote Hassan used and that I share at the top of this post:  "In the beginner's mind there are many possibilities, in the expert's mind there are few."  This really brings it home for me.  Think about all the work and time it takes to become an "expert" on something.  Being an expert on anything must really be a large influence on our own sense of self.  People aren't likely to let go of what they think they know very easily.  This also relates to the TED talk we watched in class last week, "How Schools Kill Creativity".  We are not rewarded for taking risks, for making mistakes, for being vulnerable.  That is another reason why I love the idea of Dialogue Mapping, which I wrote about last week.  It makes the whole process of being vulnerable a little more bearable.  At least you are being heard and working on group understanding together.  

If I were creating a social lab, I would want to start with "The Power of Vulnerability".  It would be a great way to set the tone for the work that was coming.  To explore together how uncomfortable it might be to do this work collectively.


References:

Brown, B. (2010, June). The power of vulnerability [Video file]. Retrieved from http://www.ted.com/talks/brene_brown_on_vulnerability/transcript?language=en#t-145000

Dixon, A.L. (2013, August, 12). Activate your life: Enliven your beginner’s mind [Web log post]. Retrieved from http://theanjananetwork.net/2013/08/12/activate-your-life-enliven-your-beginners-mind/

Hassan, Z. (2014). The social labs revolution: A new approach to solving our most complex challenges. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Robinson, K. (2006, February). How schools kill creativity [Video file]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity

Theriault, S. (2014, September, 26). Digging deeper into dialogue mapping [Web log post]. Retrived from http://theriaultblogging.blogspot.com/2014/09/digging-deeper-into-dialogue-mapping.html