Peacebuilding UK is raising funds for a summer program to support Chechen girls, which aims to complement the work of the Young Women’s Development project. Two amazing young women role models, a film-maker and non-formal educator from New York and a writer and journalist from London (photo below), are volunteering to come to Chechnya for up to two months over the summer to spend every day with girls from our program. Please click on the link above to visit our fundraising page to learn more. Thank you!
Trial training workshops with teachers have been conducted using stories from Power of Goodness, and those teachers have already used the stories in their lessons at school. Their feedback to date affirms that this resource together with th…e manual is a helpful tool for creating high quality lessons. The wide selection of stories on different topics greatly facilitates the teachers’ work in the classroom. Some of the feedback is below:
Venera Minazova, Chechen State University: The book “Power of Goodness” has become so embedded in our personal and professional life that somehow it has become a benchmark for understanding and evaluating the many events happening to us and to others. The heroes in the stories have become friends to whom we so want to introduce more people. The more I conduct sessions on the same story, the more I marvel at the many different ways that the discussions on the story can go, and at the amazing range of emotions, thoughts and memories that the heroes of the story inspire in the listeners.
Peacebuilding UK plans to conduct a new peace education/ conflict transformation project in Chechnya from April 2014, which will build on the work of previous projects (the ‘Little Star’ psychosocial assistance program, ‘Power of Goodness’ stories of nonviolence and reconciliation by Friends’ International Library). The project will use the internet based platform developed in 2013 (www.power-of-goodness.org) as a catalyst for conflict transformation activities in Chechnya – a region beset by violence and armed conflict over two decades. 200 teachers in 20 schools will receive training, support and resources for peace education work in schools. A peace curriculum and teacher’s training manual will be provided, based on the real-life stories of Power of Goodness with examples of nonviolence and reconciliation, some by people in the region.
The project will aim to help prevent new violence by focusing on training and supporting teachers in schools to cultivate peaceful values of tolerance, nonviolence, reconciliation and justice among young people. This is a pilot project, which Peacebuilding UK and partners (including Friends’ Peace Teams and Conscience Studio in the US) subsequently plan to conduct in other regions of the world. Funding is presently being sought to enable this project.
The second edition of this tri-lingual book in Chechen, Russian and English has, after several editing delays, finally been published! 6000 copies were printed in summer 2013 by the publishers Groznenskii Rabochii in Chechnya. The book can be viewed online: http://www.power-of-goodness.org/downloads.php
The Power of Goodness is a peace education tool that can be used to raise awareness about issues explored in the stories such as nonviolence, forgiveness, justice, peace, tolerance and reconciliation. Since summer 2013, Peacebuilding UK and partner CPCD in Chechnya have worked on the creation of a new web portal, funded by the Berghof Foundation, (http://www.power-of-goodness.org/.
The Little Star psychologists have created a teacher’s training manual that will be used with the Power of Goodness stories. The Power of Goodness stories and manual are available on the website.
This is our first social media fundraising attempt for our Young Women’s Development Groups Project, born out of frustration with what should be an easily resolved situation: these three girls (in the photo) are from the mountain village of Dochu-Borzoi in Chechnya, where two weeks ago our colleagues started running an intensive, rights-based girls’ empowerment program. The girls loved it and were just thrilled, because there is nothing like it in their lives. But now we might be forced to close the program in this village and one other because we cannot afford the additional $160 a month needed to feed the girls some simple, essential snacks.
The social workers, materials and transport are covered, but in a village like this, where girls’ homes are a long trek from the school and where they are expected to do endless chores at home after school, we have to hold the program right after classes, because once the girls go home, their families won’t allow them come back for our program. So after a morning of classes, they are hungry and tired, and we need to feed them! For £2.50 ($4), we can feed one of the 40 girls in the two villages for a month. Funds from our donors cover all the costs of the program except this one. So here is our goal: can we raise £100 ($160) quickly, to cover the first month and keep the program going in Dochu-Borzoi?
If you want to make a donation to help achieve this goal, please go to our Peacebuilding UK donation site.
Every single penny/cent raised for this will be spent on the girls.
Enter “girls’ program” under message. Should we raise more than needed for these two villages, it will be used for snacks for other remote or poor program locations (we have a total of 22 groups with over 300 girls!).
This project means the world to us and indeed all the organizations and social workers involved, but not nearly as much as it does to the girls who take part in the groups, who regularly say that these are the happiest days of their lives, that they are now determined to succeed, to go back to school, to reach out for help when they need it, to strive to make their own choices, and a positive difference to their communities. And for some, just to have the light, love, respect and “time out” that these groups offer them, away from very difficult, and in some cases violent and troubled lives, means everything.
In September 2012, Peacebuilding UK and nine local NGO partners in Chechnya began a new project ‘Young Women’s Development Groups’ to support vulnerable and marginalised young women in Chechnya. Peacebuilding UK and partners had previously been working to develop and fundraise for this project over the last 2 years. The first cohort of groups has now been successfully completed, and a new cohort began in January.
The project provides training to 22 social workers from the 9 Chechen NGOs, who are being supported in implementing the following activities:
– Providing 1,600 vulnerable girls and young women (aged 11-17) in Chechnya with an extracurricular course on life-skills, confidence-building, personal development, health, human rights, and economic independence over two years;
– Providing 1,600 vulnerable girls with access to individual psycho-social counselling, health and educational support.
A curriculum based on international best practices in girls’ and young women’s social work was developed by Peacebuilding UK trainers together with leaders of the nine NGOs and 22 prospective social workers at a one-week workshop arranged by Peacebuilding UK in Nalchik from 31st May to 6th June.
The project aims to empower girls and young women in the Chechen Republic, enabling them to contribute to their communities’ social and economic development, increasing levels of education, reducing poverty and promoting gender equality. The project will also strive to strengthen Chechen civil society and expand its role in community development through improving the technical and professional capacities of the 9 key local women’s, youth and human rights NGOs. The project will help to build a movement of women’s NGOs with strengthened links and shared objectives, institutionalising sustained and comprehensive collaboration and coordination between them and providing experience in working together to further their common goals.
We are ready to go! The entire manuscript for the second edition of this tri-lingual book in Chechen, Russian and English is nearing completion and is in the hands of our Chechen publisher, Groznenskii Rabochii. The second edition is to be printed in September 2012. The Little Star psychologists will then begin a series of training seminars for teachers, initially in 12 schools in Chechnya, on using the Power of Goodness as a peace education tool and to raise awareness about issues explored in the stories such as nonviolence, forgiveness, justice, peace, tolerance and reconciliation.
The Power of Goodness project was awarded $80,000 from the United States Institute of Peace in 2011 – from 518 applications from around the world only 25 awards were made.
The Little Star psychologists have now completed work on creating a teacher’s training manual that will be used with the book Power of Goodness: Stories of Nonviolence and Reconciliation. 200 copies of the manual will be printed in Russian, and an English translation will also be completed shortly.
On 5th October, a feature article in the New York Times by Seth Mydans quoted the editor of Groznensky Rabochy, an independent weekly newspaper: “Unemployment stands at 85 percent… Chechnya subsists on huge subsidies from Moscow that are not publicly accounted for”. UNDP found 80% unemployment in 2008 and official local government statistics put it at 45% in 2011.
The article reports that Chechnya “has been brought to heel by Mr. Kadyrov’s strongman rule but its peaceful streets thrum with suppressed violence”. The article goes on to quote Taisa Isayeva, 40, a former journalist who now reports on human rights abuses: “No matter how much the city is remodeled, however, the trauma of the war continues to torment its residents. You are judging by all this beautiful architecture but not by the psychology of the people”.
Little Star’s psychologists are witnessing increased fear and anxiety in the republic as the government introduces and enforces ever more conservative and restrictive rules for the population. People feel defenceless in the face of impunity enjoyed by the government and security services. The mental health of Chechnya’s population continues to suffer, particularly as many people are already in a state of stress following 17 years of wars and instability. The children and young people who Little Star psychologists work with are also affected by these negative trends and their effects on their parents, teachers and relatives.
Little Star psychologists formed 22 groups of children and young people at the beginning of September at the eleven Little Star centres. They conducted psychosocial assistance workshops with these children until the end of October when new groups were formed. Any child needing to attend for more than the normal 6-8 week cycle is invited back into the next group. Around 400 children are assisted during each cycle, repeated six times during the year.
Since September the Little Star centres in Grozny have worked closely with social welfare officers working at each of the eleven schools to ensure that the most socially deprived children were given the opportunity to attend Little Star workshops. School directors and teachers maintain that these children have the most difficulties with their school work and are the most disruptive in lessons.
The lists of children attending Little Star points were largely made up of such socially deprived children during the September and October intakes at Little Star, as well as children with physical disabilities. The director of school No. 106 in Grozny was particularly happy about this, stating that “there is very little attention given to such children by any of the official state structures in Chechnya. I am very happy to see your care and attention to these children”.
In October Little Star psychologists Birlant Mudaeva and Rashan Shamkhalova conducted a one-day seminar with students of the Grozny Oil Institute. 32 students attended, from the faculty of Architecture. The themes of the seminar were “Increasing self-awareness, group cohesion and the development of imagination”.
Aishat Zubairaeva reports on her work with a boy at her centre in Michurina village: Sail-Selim is the only healthy child of physically handicapped parents. He is 13 years old, after school he works on a building site to help his parents financially. After work he does everything he can around the house (carries the water in, washes the floors, dishes, tidies the house etc.).
He is now in his third cycle at Little Star. When he first attended my Little Star point he was very shy about his domestic life. Now he is attending my Little Star group for the third time and is able to talk freely about how he helps his parents. All the other children listen to him respectfully. I have tried to develop his pride about working hard for the love of his parents and sisters, without thinking of himself.
Previously his class-mates went to play football without him but these days when he’s not working on the building site his friends help him with his house work. Together they finish it more quickly so they have time to go and play. I conducted sessions with Sail-Selim’s group on reducing aggression and stress. We worked with the book “Power of Goodness”, with the story “Christmas Morning” and others.
Aslan Alihajiev, Little Star psychologist working at School No.106 in Grozny, stated end of October “the children in the new groups are now attending the workshops joyfully and openly. It is still too early to talk about therapeutic achievements at this early stage in the cycle, but the children are enjoying themselves and all is going to plan – this means that something good will inevitably come out of it”.
Aslan has already encountered issues in his current groups such as nightmares, sleep walking and fear of doctors, which can hinder and sometimes prevent the children from receiving the necessary medical assistance. Aslan plans to work with the current group for at least one cycle and will soon begin a programme of individual counselling sessions.
Medina Khasanova works at School No. 54 in Grozny and has been using play- and art-therapy to assist the children in her two new groups to get to know each other and build trust and openness. In her groups there are children with low self esteem, hyper-activeness and children who are under-achievers at school. She has started addressing these issues both through the group sessions and individual counselling sessions.
In July and August, five of the Little Star psychologists conducted trainings and arranged internships for 37 students of practical psychology from the Chechen State University in Grozny. Three groups of students (4 young men and 33 young women) attended separate 10-day trainings at the Little Star offices in Grozny. The trainings covered the following themes:
The professional ethical code for psychologists and the basic ethical principles of a psychologists’ work, the Convention of the Rights of the Child, What rights do children in our Republic have? relaxation exercises, the themes of ‘trust’ and ’emotions’, activation games, psychological testing, story therapy and working with stories from the book Power of Goodness: Stories of Nonviolence and Reconciliation.
Lecturers and the Chair of the ‘Pedagogy and Psychology’ faculty at the university attended some of the sessions and expressed great thanks to Little Star and its supporters for continuing to provide this training for students to develop their knowledge of the more practical aspects of psychology. The students have been spending time working alongside the Little Star staff at the Little Star points in Grozny and the villages to gain practical experience since the beginning of the new school in early September.
In November, PBUK trustee Lucy Hannah visited our projects in Chechnya. Here are some highlights from her visit.
“When there’s no LS seminar I feel sad. This is the place where we play, paint, put pictures on the wall and laugh,” Markha, 10, from the school in the Michurina region.
Magomed, 12, has been going to the LS point at School Number 106, for two months: “You’re not allowed to fight here. You have to find other ways to talk to each other. I think now, before I fight with someone.”
The Little Star “points” are classrooms in schools specifically allocated for LS to carry out their sessions. They vary hugely from each other and are all given a distinctive feel by the particular psychologist who is based there. For example, in School Number 18, the LS psychologist, Rashan, has a small room which can hold about nine children. It’s cramped, but cosy and warm. A candle burns in the corner and there’s relaxing music in the background. The children sit in a circle, as they do in all the points. Alie, 14, has just started here, “ I wanted to find out something new about myself. I like the idea of a circle, it’s not like being in a classroom; it helps me to feel different.”
Also in Rashan’s group is Hutmat, 13, “I like what we discuss in the group. I like saying positive things to each other. It’s different from the rest of school.” Marta, 13, came to LS because friends told her about it, “it’s different from the other parts of my life. I feel safer here than at home or anywhere else.”
In addition to the groups, the psychologists hold events which children/young people can attend. They also run intensive ‘closed’ groups, as well as more ‘open’ drop-in groups depending on the needs of their particular school. Raising awareness of substance/alcohol abuse isn’t the main focus of their work but it’s often a theme they incorporate and the group are planning a lecture/event about it to target young people in Grozny.
Psychology students from the university attend the LS points in the summer. They take part in the training and offer their own schedules which they’ve designed for children. At other times of the year, they meet children at the LS points and work with them for a week or a month. “We’re doing the work of employment agencies,” says Aslan. “Many people are trained by LS then work around the country in the same field.”
The LS point in School Number 9 is much larger and more like a traditional classroom. The LS psychologist, Rustam, used to carry out his LS work in a disused building nearby, but the director of the school has now given him one of their new classrooms due to the demand for LS’s services.
Maga, 11, has been attending for two months, his friends told him about LS: “This is quite different from what I’ve been doing in school. Here, I relax and have fun.”
In Rustam’s group, where the children have been attending for two months, they’re acknowledging their fears and doing an exercise in “throwing them away”.
School Number 106 is in one of the poorest areas of Grozny which suffered heavy bombardment. It’s also close to the River Sunzha, which often floods the area. Here, destroyed houses haven’t been rebuilt. LS psychologist, Aslan, has been given a classroom and an office – a reward from the director of the school for his work with Little Star.
In School No 16, Madina works with 1st– 6th years in a smallish but cosy room. Her group of 6 year olds have an animated discussion about trust. Meanwhile, next to Grozny Zoo, in School Number 54, another LS psychologist, Medina discusses happiness as the day’s topic. The children discuss what happiness is, then draw their own idea of it. The LS point is detached from the main school so “we can make a noise!” says Marta, aged 10. Medina has filled the room with pot plants and pictures. Teacher, Maret, is impressed: “look at these kids. They’ve had four lessons this morning, but as soon as they come in here, they’re energised.”Other recent topics Medina has explored, include: “my mood today” “who I am” what I am” “tolerance” “emotions” and “fears”.
The LS team believe that if the teachers can see the positive results of the process they’re more likely to make time to work alongside the psychologists, reciprocally. Russian language teacher, Zina, from School Number 106, says, “after attending LS, the children study better, they become more interested in the learning process, they’re more polite, and friendly to each other.”
Taharik, a teacher in School Number 16, says “I knew children who’d stopped smiling, but after LS sessions they’d become more open to living again. When Madina isn’t there, they go looking for her.” She agrees that children are more engaged with the learning process after being at LS. “Sometimes a child won’t obey the rest of the class, you can see there’s something going on; they won’t get involved, but it takes a LS psychologist to identify the problem.”
Petimat, another teacher in School Number 16, says, “the children have many problems – we have a huge number of orphans and those from broken families. I’ve had children who just cower in the corridor when they arrive. In the first year, aged 6 and a half, there are 150 children, but LS can’t cover them all and even if they could, we’d have to find a way of fitting it round the curriculum. We can take the children out of music class, for example, but nothing else. We end up referring the most problematic ones – the ones who’re crying in class all the time.”
The psychologists say, it’s simpler to liaise with the teachers because you’re in school and you’re both working with the children, but it’s harder to contact the parents; they only tend to come if there’s a serious issue.
Here in Michurina, LS psychologist, Aishat, works with every class in the school and the director also gets involved because the school is so small: “LS helps to discover creative talents in an informal environment. I don’t have much space available here, but I want to give it to LS,” he says.
The psychologists always try to attend parent’s meetings at the school as this is the only way to really get to see them. Aslan explains, “Often, the parents don’t care enough to get information from their child and it’s obvious they’re neglecting them. We have to make up for that. I always attend parent’s meetings. This job is about building relationships with directors, teachers, children, and of course parents.”