Western psychology often focuses on behavior (doing). In contrast, Eastern and Native approaches emphasize seeing, and being, before doing. Many cultures place high value on being (and learning to be) in community w each other vs. individual orientation.
In therapy, people from diverse backgrounds find that incorporating perspectives of different cultures (anthropological / ecological context) helps to free up different ways to reflect and see self, and w self determination consider how to be with others. This helps to prepare people to make healthy changes in behavior and thought. Photo is image of #GuanYin, “relaxed composure.”
Was invited to gathering of indigenous teenagers in Marin Headlands retreat center at Point Bonita. Was 4-Day Native community-building wellness retreat called “GONA” for about 20 teenagers from SF.
A indigenous woman shared about the healing properties of feathers,🪶 🪶 and how different feathers can be used medicinally for different circumstances.
She answered questions and shared, for example, that one “might not always want an eagle feather, it depends on the situation.”
For peacefulness, she recommended feathers of a pheasant. One teenager asked about owl 🦉 and she paused … said people from some tribes don’t want to be near owl feathers bc of their meaning and energy.
She had light-hearted way of talking w kids; showed them how to wrap feathers in different ways (see photo) they were into it. touch each feather and notice how tactilely different (and similar) each feather is … brings us closer to nature therefore in community w each other.
The theme for Friday was “generosity.” Some of the kids offer feathers they made as gift to community. They had also done beading and painting in previous days. Gifts are put in community circle and could go to anyone.
Native youth leader Crystal from Oakland painted pine nuts from backyard, made a necklace; this will be her gift to someone in community.
San José State University School of Social Work, in partnership with the California Association of School Social Workers (CASSW), offered a webinar / professional development workshop focused on Student Support Teams. Authors and co-presenters Howard Blonsky and James Wogan focused on the facilitator role of School Social Workers at three (3) types of Student Support Teams: the School Coordinated Care Team, the Student Success Team (SST), and the Student Attendance Review Team (SART). Link to slide deck and video recording of webinar embedded.
Moses Moody reflects on high school poem “He Beat the Streets.”
Like a rose blooming through the cracks in concrete, some young people manage to blossom and thrive despite facing systemic barriers and adversities. For those growing up in historically marginalized communities of color, the odds are stacked against them from birth – underfunded schools, lack of resources, generational poverty, racial discrimination. It can feel like an impenetrable concrete jungle.
However, with the support of caring mentors, coaches, and extended family, the trajectory can shift. A dedicated school social worker, for example, can be a lifeline – ensuring basic needs are met, connecting families to services, and bearing witness to students’ self-determination.