1

Issue 1Sept ʻ05

Issue 1 - September 2005

RESTORE

For private circulation only

pursuing God’s standards for children

DIGNITY

2

RESTOREpursuing God’s standards for children

3

Issue 1Sept ʻ05

Contents Page

Dignity? Paul Stockley 4God creates every Doug 6unique person as a McConnellchild with dignity

Child Participation: Louie Cadaing 9questions and answers

Confidence: Wanda Parker 12 my uniqueness

Revealing his heart Calvary Church 14 Kuala Lumpur Malaysia

The Big Green Bag Gundelina 16 of Pavement Project: Velazco A Quest for Quality in Helping Children

Travel pack for Cherilyn Orr 19the refugee child on the highway

Words: building up Elaine de Villiers 21 or knocking down

Does our Paulus Samuel 23response-ability matter?

Websites 24TOOLKIT- Child participation: questions and answer- The Big Green Bag of Pavement Project: A Quest for Quality in Helping children- Travel Pack for the refugee child on the highway- Words: buiding up or knocking down

• Motivating and Equipping through examples of best practices to raise the standard for children

• Bridging the gap between Biblical reflection and best practice

Building on the earlier work of Viva Network’s Reaching Children at Risk Journal, RESTORE will draw on the rich experience and expertise of practitioners and thinkers making a difference for children at risk.

This is the first of seven issues following the seven themes of the working document Understanding God’s Heart Biblical Framework. You can find the document on the RESTORE website: www.viva.org/restore along with related articles.

This first issue is therefore about Dignity – an overarching theme of central importance to our relationships with children and therefore our work with them.

God creates every unique person as a child with dignity. We all begin life as children, created in the image of God. Children are born fully human, with identity and purpose. The journey of childhood is part of God’s plan. All people reflect God’s image through living in loving community with him and one another. Children most fully express their God-given dignity in glorifying Him.

God intends that no one prevent a child’s life from fulfilling His purpose. Respecting the image of God in every child demands a Christ-like response to nurture them throughout childhood.

Statement 1 of the ‘Understanding God’s Heart Biblical Framework’, a working document.

The first two articles help us to understand dignity, bringing together children’s experiences and biblical understanding. Paul Stockley introduces this issue by comparing the indignities that children face in our world with the dignity that Jesus gives to children, and that which we are asked to give. Doug McConnell further develops the biblical ideas of dignity through exploring the relationships God intended for us when he made us in his image. You could use this article and the

EditorialWhat comes to mind when you hear the word RESTORE? give back ... heal ... improve ... rejuvenate ... fix ... redeem ... revive ... rehabilitate As Christians, called to be a reflection of God’s heart for children at risk, we seek to RESTORE children’s circumstances – families, communities and environment to God’s standards – thus to RESTORE their ability to become all that God intends. RESTORE is a learning and sharing tool to help Christian child activists and practitioners around the world in their work with children at risk by:

• Stimulating Biblical reflection of what it means to pursue God’s plan for children

RESTORE is an international initiative of Viva Network. Copyright © Viva Network 2005 and the respective Authors. All rights reserved. Viva Network is an NGO in Roster Consultative Status with the Economic and Social Council of the United Nations. Registered Charity No. 1053389.

Published on behalf of Viva Network by Viva Network Asia Centre Berhad, PO Box 13230, GPO 50804, Kuala Lumpur, MalaysiaWebsite: www.asia.viva.org

For enquiries or subscriptions: E-mail restore@viva.orgPhone: +60 3 90584154 Fax: +60 3 90584057 Website: www.viva.org/restore

The Restore team is: Vani Jeyachandran, Olivia Turley, Kok Chik Bu and Katharine de Villiers.

Cover Photo: Stephanie Mallen, Hope for the Nations

Design & Layout: Touch Creative

reflection questions at the end for personal or group devotions.

The next articles explore practical responses; ways of restoring dignity to children and allowing children to live in and express their dignity. Louie Cadaing gives some key principles and ideas for child participation. Wanda Parker follows this with an activity that can help children develop confidence through understanding their uniqueness. An example of how children with special needs are affirmed in their uniqueness is described in Revealing His Heart. Gundelina Velazco outlines the principles, which have helped thousands of street children through the Pavement Project. Cherilyn Orr then explains how one group of refugee children were helped to re-establish a sense of dignity. Elaine de Villiers highlights how our words can affect children’s self image and sense of dignity. Paulus Samuel closes the issue’s theme by reflecting on the importance of personal relationships, within professional responses, when working with children in need.

Do take a look at the suggestions for helpful websites on the inside back cover.

The next two issues will focus on significant adults in children’s lives; and the roles of parents, family and community in children’s development.

We will continue to develop our emphasis on practical ideas that you can adapt to your context for use with the children that you work with as well as reflection to link Biblical understanding with that practice.

We, the RESTORE team, would love to hear from you – the ideas you found helpful and how you used them in your situation; what you’d like to see in future issues and any other comments. We’d also like to thank our sponsors who have made the launch of RESTORE possible.

You can contact us at the Viva Network Asia Centre (details on the back cover) or through our website.

With our prayers that this magazine will aid you in restoring God-given dignity to the children you work with,

The RESTORE team

2

RESTOREpursuing God’s standards for children

3

Issue 1Sept ʻ05

Contents Page

Dignity? Paul Stockley 4God creates every Doug 6unique person as a McConnellchild with dignity

Child Participation: Louie Cadaing 9questions and answers

Confidence: Wanda Parker 12 my uniqueness

Revealing his heart Calvary Church 14 Kuala Lumpur Malaysia

The Big Green Bag Gundelina 16 of Pavement Project: Velazco A Quest for Quality in Helping Children

Travel pack for Cherilyn Orr 19the refugee child on the highway

Words: building up Elaine de Villiers 21 or knocking down

Does our Paulus Samuel 23response-ability matter?

Websites 24TOOLKIT- Child participation: questions and answer- The Big Green Bag of Pavement Project: A Quest for Quality in Helping children- Travel Pack for the refugee child on the highway- Words: buiding up or knocking down

• Motivating and Equipping through examples of best practices to raise the standard for children

• Bridging the gap between Biblical reflection and best practice

Building on the earlier work of Viva Network’s Reaching Children at Risk Journal, RESTORE will draw on the rich experience and expertise of practitioners and thinkers making a difference for children at risk.

This is the first of seven issues following the seven themes of the working document Understanding God’s Heart Biblical Framework. You can find the document on the RESTORE website: www.viva.org/restore along with related articles.

This first issue is therefore about Dignity – an overarching theme of central importance to our relationships with children and therefore our work with them.

God creates every unique person as a child with dignity. We all begin life as children, created in the image of God. Children are born fully human, with identity and purpose. The journey of childhood is part of God’s plan. All people reflect God’s image through living in loving community with him and one another. Children most fully express their God-given dignity in glorifying Him.

God intends that no one prevent a child’s life from fulfilling His purpose. Respecting the image of God in every child demands a Christ-like response to nurture them throughout childhood.

Statement 1 of the ‘Understanding God’s Heart Biblical Framework’, a working document.

The first two articles help us to understand dignity, bringing together children’s experiences and biblical understanding. Paul Stockley introduces this issue by comparing the indignities that children face in our world with the dignity that Jesus gives to children, and that which we are asked to give. Doug McConnell further develops the biblical ideas of dignity through exploring the relationships God intended for us when he made us in his image. You could use this article and the

EditorialWhat comes to mind when you hear the word RESTORE? give back ... heal ... improve ... rejuvenate ... fix ... redeem ... revive ... rehabilitate As Christians, called to be a reflection of God’s heart for children at risk, we seek to RESTORE children’s circumstances – families, communities and environment to God’s standards – thus to RESTORE their ability to become all that God intends. RESTORE is a learning and sharing tool to help Christian child activists and practitioners around the world in their work with children at risk by:

• Stimulating Biblical reflection of what it means to pursue God’s plan for children

RESTORE is an international initiative of Viva Network. Copyright © Viva Network 2005 and the respective Authors. All rights reserved. Viva Network is an NGO in Roster Consultative Status with the Economic and Social Council of the United Nations. Registered Charity No. 1053389.

Published on behalf of Viva Network by Viva Network Asia Centre Berhad, PO Box 13230, GPO 50804, Kuala Lumpur, MalaysiaWebsite: www.asia.viva.org

For enquiries or subscriptions: E-mail restore@viva.orgPhone: +60 3 90584154 Fax: +60 3 90584057 Website: www.viva.org/restore

The Restore team is: Vani Jeyachandran, Olivia Turley, Kok Chik Bu and Katharine de Villiers.

Cover Photo: Stephanie Mallen, Hope for the Nations

Design & Layout: Touch Creative

reflection questions at the end for personal or group devotions.

The next articles explore practical responses; ways of restoring dignity to children and allowing children to live in and express their dignity. Louie Cadaing gives some key principles and ideas for child participation. Wanda Parker follows this with an activity that can help children develop confidence through understanding their uniqueness. An example of how children with special needs are affirmed in their uniqueness is described in Revealing His Heart. Gundelina Velazco outlines the principles, which have helped thousands of street children through the Pavement Project. Cherilyn Orr then explains how one group of refugee children were helped to re-establish a sense of dignity. Elaine de Villiers highlights how our words can affect children’s self image and sense of dignity. Paulus Samuel closes the issue’s theme by reflecting on the importance of personal relationships, within professional responses, when working with children in need.

Do take a look at the suggestions for helpful websites on the inside back cover.

The next two issues will focus on significant adults in children’s lives; and the roles of parents, family and community in children’s development.

We will continue to develop our emphasis on practical ideas that you can adapt to your context for use with the children that you work with as well as reflection to link Biblical understanding with that practice.

We, the RESTORE team, would love to hear from you – the ideas you found helpful and how you used them in your situation; what you’d like to see in future issues and any other comments. We’d also like to thank our sponsors who have made the launch of RESTORE possible.

You can contact us at the Viva Network Asia Centre (details on the back cover) or through our website.

With our prayers that this magazine will aid you in restoring God-given dignity to the children you work with,

The RESTORE team

4

RESTOREpursuing God’s standards for children

5

Issue 1Sept ʻ05

Absolute outrage! Nothing less could describe the response I felt to such an obscene indignity. While doing a research study of child soldiers in Uganda and Burma, I sensed the utter debasement of our humanity in making children fight adult wars. I read the personal accounts of children forced to commit atrocities under threat of bloody and painful death at the point of a gun or machete. These accounts filled my head and kept me awake at night. No words can describe the revulsion and abhorrence I feel to such an evil.

For you, perhaps there are other scenarios which evoke such a response: exploitation of children in industry through bonded labour; violation and abuse of childhood for the sex trade; targeting of the child for commercial interest, manipulative advertising and fashion branding; or one of many other cases where children are treated as objects for adult ends. It is not hard to see how the world fails to accord children their God–given dignity and robs them of the respect they deserve as human beings created in the divine image.

It is right to feel angry, and to grieve over such inhuman actions. God feels anger, and grieves for these children too. Rightly we condemn such violations. Yet before we are too hasty to demonise those who perpetrate such acts, we must recognise that we also

fall short of God’s glory. We often fail to live up to the image of God within us, and we often fail to see that image in others.

Let us look at life closer to home, in our own communities, churches and families. And I am not thinking of abusive families. I have in mind those we usually think of as “good enough” families at the very least, or even as positive nurturing families.

Everyday decisions about life may seem small matters to us, but they have an impact upon our children: moving house, changing schools, daily routines, and so on. Do we make

such decisions without including them in the process? Naturally, such inclusion should be in a manner appropriate to their level of development. Yet whenever we deny children such inclusion we are effectively telling them that their thoughts

and feelings about what is happening to them aren’t important: “Your opinion doesn’t count.” Or to put it more starkly: “You are not a person.” We strip them of their God–given dignity. And the flame of self–worth inside them begins to flicker and die.

Equally, whenever we judge children by our adult values and perspectives without attempting to check whether our assumptions about their intentions and motivations are correct, we do them an injustice. A young person of 12 or 13 years does not see the world in the same way as an adult, and

may not appreciate the implications and consequences of decisions and actions.

Young Jesus was a case in point here! (see Luke 2:41–52) As a child, on a family trip, he stayed behind at the temple, much to his parents’ surprise, and caused them great anxiety. You can imagine his parents saying, “How could you do this to us?” — almost accusing him for their own unintended neglect in abandoning him. The astonishing innocence of Jesus’ reply should sound a note of caution to all of us who assume our children are acting with malicious intent. Jesus is totally unaware of the panic that has been going on as a result of his absence. In fact, he is not even aware that he has been absent or missing. He was present in the temple all along.

Fortunately, it seems that Jesus’ parents took note. But many adults don’t. Consequently, instead of positively nurturing children with dignity in their God–given purpose, we frustrate, exasperate and provoke them to anger (Ephesians 6:4).

Loss of esteem and lack of self–worth inevitably follow whenever children are not treated with dignity and respect. Whether turned outward in violence and rage, or inward in depression, self–injury and addiction, there is a common cause: the flame of life is dying on the inside.

Even in a city like Oxford in England, where children are rich by the world’s measure, with the latest fashions and electronic toys, I see the same root problem that I see in many children living on the streets of towns such as Fusa in Colombia: children with no sense of themselves. No–one has ever acknowledged the image of God in these children. No–one has ever treated them with dignity and

respect. No–one has ever told them they are of infinite value and worth. No–one has shown them love unconditionally.

So we must respond. Not to make us feel we are “doing some good”, or meeting the need. Not out of pity, nor simply out of compassion — such a motivation is healthy, but not enough! We must respond because the very image of God is being defaced in the lives of these children. And we seek the honour of God’s holy name. Will these children’s faces radiate God’s image once again? We yearn

to see it. Will their lives freely witness to the transforming Spirit of Christ at work in them and through them? We pray they will. (2 Corinthians 3:17–18 and 4:6–7)

At times the challenge facing us might seem overwhelming. But perhaps the opportunities and answers are closer to us than we think. In restoring to children their dignity, we restore to ourselves the opportunity to learn about God’s way of doing things. Let’s not forget that “the kingdom of God belongs to such as these,” and “the angels of these children always see the face of God.” (Matthew 19:13–15 and 18:3–5, 10) Our first need is to change ourselves and learn once again what it is to be a child (Matthew 18:3).

Next time we encounter a child will we repeat the cycle of indignity? May God show us mercy. Or, attentive to the Spirit of Christ, will we perceive the divine image, honour the child’s God–given dignity, and allow this encounter to become a moment of grace?

Paul Stockley is a freelance child development worker. He says ‘I care deeply about three things: God-talk & theology, children & childhood, peace-building & non-violence’. Paul edited the predecessor to RESTORE.

Dignity?Everyday decisions about life

may seem small matters to us, but they have an impact

upon our children. Do we make such decisions

without including them in the process?

Everyday decisions about life may seem small matters to us,

but they have an impact upon our children.

Do we make such decisions without including them

in the process?

Paul Stockley

4

RESTOREpursuing God’s standards for children

5

Issue 1Sept ʻ05

Absolute outrage! Nothing less could describe the response I felt to such an obscene indignity. While doing a research study of child soldiers in Uganda and Burma, I sensed the utter debasement of our humanity in making children fight adult wars. I read the personal accounts of children forced to commit atrocities under threat of bloody and painful death at the point of a gun or machete. These accounts filled my head and kept me awake at night. No words can describe the revulsion and abhorrence I feel to such an evil.

For you, perhaps there are other scenarios which evoke such a response: exploitation of children in industry through bonded labour; violation and abuse of childhood for the sex trade; targeting of the child for commercial interest, manipulative advertising and fashion branding; or one of many other cases where children are treated as objects for adult ends. It is not hard to see how the world fails to accord children their God–given dignity and robs them of the respect they deserve as human beings created in the divine image.

It is right to feel angry, and to grieve over such inhuman actions. God feels anger, and grieves for these children too. Rightly we condemn such violations. Yet before we are too hasty to demonise those who perpetrate such acts, we must recognise that we also

fall short of God’s glory. We often fail to live up to the image of God within us, and we often fail to see that image in others.

Let us look at life closer to home, in our own communities, churches and families. And I am not thinking of abusive families. I have in mind those we usually think of as “good enough” families at the very least, or even as positive nurturing families.

Everyday decisions about life may seem small matters to us, but they have an impact upon our children: moving house, changing schools, daily routines, and so on. Do we make

such decisions without including them in the process? Naturally, such inclusion should be in a manner appropriate to their level of development. Yet whenever we deny children such inclusion we are effectively telling them that their thoughts

and feelings about what is happening to them aren’t important: “Your opinion doesn’t count.” Or to put it more starkly: “You are not a person.” We strip them of their God–given dignity. And the flame of self–worth inside them begins to flicker and die.

Equally, whenever we judge children by our adult values and perspectives without attempting to check whether our assumptions about their intentions and motivations are correct, we do them an injustice. A young person of 12 or 13 years does not see the world in the same way as an adult, and

may not appreciate the implications and consequences of decisions and actions.

Young Jesus was a case in point here! (see Luke 2:41–52) As a child, on a family trip, he stayed behind at the temple, much to his parents’ surprise, and caused them great anxiety. You can imagine his parents saying, “How could you do this to us?” — almost accusing him for their own unintended neglect in abandoning him. The astonishing innocence of Jesus’ reply should sound a note of caution to all of us who assume our children are acting with malicious intent. Jesus is totally unaware of the panic that has been going on as a result of his absence. In fact, he is not even aware that he has been absent or missing. He was present in the temple all along.

Fortunately, it seems that Jesus’ parents took note. But many adults don’t. Consequently, instead of positively nurturing children with dignity in their God–given purpose, we frustrate, exasperate and provoke them to anger (Ephesians 6:4).

Loss of esteem and lack of self–worth inevitably follow whenever children are not treated with dignity and respect. Whether turned outward in violence and rage, or inward in depression, self–injury and addiction, there is a common cause: the flame of life is dying on the inside.

Even in a city like Oxford in England, where children are rich by the world’s measure, with the latest fashions and electronic toys, I see the same root problem that I see in many children living on the streets of towns such as Fusa in Colombia: children with no sense of themselves. No–one has ever acknowledged the image of God in these children. No–one has ever treated them with dignity and

respect. No–one has ever told them they are of infinite value and worth. No–one has shown them love unconditionally.

So we must respond. Not to make us feel we are “doing some good”, or meeting the need. Not out of pity, nor simply out of compassion — such a motivation is healthy, but not enough! We must respond because the very image of God is being defaced in the lives of these children. And we seek the honour of God’s holy name. Will these children’s faces radiate God’s image once again? We yearn

to see it. Will their lives freely witness to the transforming Spirit of Christ at work in them and through them? We pray they will. (2 Corinthians 3:17–18 and 4:6–7)

At times the challenge facing us might seem overwhelming. But perhaps the opportunities and answers are closer to us than we think. In restoring to children their dignity, we restore to ourselves the opportunity to learn about God’s way of doing things. Let’s not forget that “the kingdom of God belongs to such as these,” and “the angels of these children always see the face of God.” (Matthew 19:13–15 and 18:3–5, 10) Our first need is to change ourselves and learn once again what it is to be a child (Matthew 18:3).

Next time we encounter a child will we repeat the cycle of indignity? May God show us mercy. Or, attentive to the Spirit of Christ, will we perceive the divine image, honour the child’s God–given dignity, and allow this encounter to become a moment of grace?

Paul Stockley is a freelance child development worker. He says ‘I care deeply about three things: God-talk & theology, children & childhood, peace-building & non-violence’. Paul edited the predecessor to RESTORE.

Dignity?Everyday decisions about life

may seem small matters to us, but they have an impact

upon our children. Do we make such decisions

without including them in the process?

Everyday decisions about life may seem small matters to us,

but they have an impact upon our children.

Do we make such decisions without including them

in the process?

Paul Stockley

6

RESTOREpursuing God’s standards for children

7

Issue 1Sept ʻ05

The sidewalk café outside the restaurant was crowded as I moved toward the door. Before I could enter, a familiar voice called out, “Grandpa you’re late! I’ve already eaten.” I looked up to see Emma sitting at a table with her family. In her mind, my presence was not only appreciated, it was expected. As I paused to greet my daughter’s family, I realized that to five-year-old Emma the only reason Grandpa would be there was to spend time with her.

In her innocence, Emma reminds us of an important theme in Scripture. Relationships help to define who we are and why we exist. In the story of creation, human beings hold a special position in the created order.

So God created humankind in his image, in the image of God he created them; male and female he created them. God blessed them, and God said to them, “Be fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves on the earth” (Genesis 1:27-28, NRSV).

The Genesis account provides the beginning point from which to understand the uniqueness

beings are in relationship to one another. From the beginning, humankind was both male and female (Gen. 1:27b). As created persons dependent upon God, human beings are also interdependent on one another. This is clearly seen in the fulfillment of the command to “Be fruitful and multiply” (Gen. 1:28a). God chose to multiply humankind through the physical bond between the male and female. As Gunton puts it, “To be in the image of God is therefore to be in necessary relation to others so made.”2 As persons in relationship with one another, we find an important expression of the image of God.

Each child born of human parents is linked irrevocably through procreation to the first two human beings and carries the image of God from one generation to the next. And with that link there is a relationship to God and to every other person. The dignity we share as persons is not based on privilege or decision, but rather on God’s plan for creation.

In Relationship to Creation

Along with the dignity shared by all human beings, there is a God-given responsibility to care for creation. One important result of the command to populate the earth was that we would “subdue it; and have dominion over [the earth]” (Gen. 1:28). Part of the uniqueness of being human is that we must be stewards of the planet that is our home. Our relationship

to God requires that we recognize his ownership of creation. In the goodness of God, we see not only his ownership but also our own dependence on the creation. The bountiful earth provides the home in which we may be fruitful and multiply.

Based on our relationship to God, to other persons, and to creation, we can now more fully understand the dignity of personhood. Every person is created in the image of God, with dignity and the unique capacity to impact our existence. It is here that anyone who works with children at risk must stop and ask about the reality of sin.

The Problem of our Experience

Looking, as we must, at the despicable actions of the sex trafficker or the oppressive hand of a corrupt political leader, we are aghast at the thought that they, too, are created in the image of God. Is it not right to hate them or see them as somehow less human than we are - and certainly as less in need of care than the children we commit our lives to serving?

Gunton provides some relief to the dilemma: “At the very least, the human being, simply as created, is of the kind of being that a certain radical moral respect is due to every human person, however sunk in villainy and depravity.”3 One of the biggest challenges for all who serve

1Karl Barth, 1957-75. Church Dogmatics, translation edited by G. W. Bromiley and T. F. Torrance. Volume III.1.183-187. Edinburgh: T & T Clark.

2C.E. Gunton, 1998. The Triune Creator, Grand Rapids: Wm. B. Eerdmans Publishing Co, page 208.

3Gunton, page 204.

of humankind. Being in relationship to God, to one another, and to all of creation is a unique characteristic of humans created in the image of God. To better understand the image of God, we must look at these relationships individually.

In Relationship to God

We understand the being of God as existing in three persons: Father, Son, and Holy Spirit. In the beginning, the triune God created all things and declared creation very good (Gen. 1:31). At the crown of this creation, God created humankind in his image, distinct from the rest of creation (Gen. 1:27a). Created as persons, human beings are in relationship to God.

In a very significant way, the creation of male and female as persons in relationship to their Creator stands in contrast to all the rest of creation. As Barth noted, humans have the ability to enter into a personal relationship, speak to God, and make covenants with him.1

In Relationship to Humankind

In addition to the relationship to God, human

God dignityGod creates every unique person as a child with dignity

Doug McConnell

6

RESTOREpursuing God’s standards for children

7

Issue 1Sept ʻ05

The sidewalk café outside the restaurant was crowded as I moved toward the door. Before I could enter, a familiar voice called out, “Grandpa you’re late! I’ve already eaten.” I looked up to see Emma sitting at a table with her family. In her mind, my presence was not only appreciated, it was expected. As I paused to greet my daughter’s family, I realized that to five-year-old Emma the only reason Grandpa would be there was to spend time with her.

In her innocence, Emma reminds us of an important theme in Scripture. Relationships help to define who we are and why we exist. In the story of creation, human beings hold a special position in the created order.

So God created humankind in his image, in the image of God he created them; male and female he created them. God blessed them, and God said to them, “Be fruitful and multiply, and fill the earth and subdue it; and have dominion over the fish of the sea and over the birds of the air and over every living thing that moves on the earth” (Genesis 1:27-28, NRSV).

The Genesis account provides the beginning point from which to understand the uniqueness

beings are in relationship to one another. From the beginning, humankind was both male and female (Gen. 1:27b). As created persons dependent upon God, human beings are also interdependent on one another. This is clearly seen in the fulfillment of the command to “Be fruitful and multiply” (Gen. 1:28a). God chose to multiply humankind through the physical bond between the male and female. As Gunton puts it, “To be in the image of God is therefore to be in necessary relation to others so made.”2 As persons in relationship with one another, we find an important expression of the image of God.

Each child born of human parents is linked irrevocably through procreation to the first two human beings and carries the image of God from one generation to the next. And with that link there is a relationship to God and to every other person. The dignity we share as persons is not based on privilege or decision, but rather on God’s plan for creation.

In Relationship to Creation

Along with the dignity shared by all human beings, there is a God-given responsibility to care for creation. One important result of the command to populate the earth was that we would “subdue it; and have dominion over [the earth]” (Gen. 1:28). Part of the uniqueness of being human is that we must be stewards of the planet that is our home. Our relationship

to God requires that we recognize his ownership of creation. In the goodness of God, we see not only his ownership but also our own dependence on the creation. The bountiful earth provides the home in which we may be fruitful and multiply.

Based on our relationship to God, to other persons, and to creation, we can now more fully understand the dignity of personhood. Every person is created in the image of God, with dignity and the unique capacity to impact our existence. It is here that anyone who works with children at risk must stop and ask about the reality of sin.

The Problem of our Experience

Looking, as we must, at the despicable actions of the sex trafficker or the oppressive hand of a corrupt political leader, we are aghast at the thought that they, too, are created in the image of God. Is it not right to hate them or see them as somehow less human than we are - and certainly as less in need of care than the children we commit our lives to serving?

Gunton provides some relief to the dilemma: “At the very least, the human being, simply as created, is of the kind of being that a certain radical moral respect is due to every human person, however sunk in villainy and depravity.”3 One of the biggest challenges for all who serve

1Karl Barth, 1957-75. Church Dogmatics, translation edited by G. W. Bromiley and T. F. Torrance. Volume III.1.183-187. Edinburgh: T & T Clark.

2C.E. Gunton, 1998. The Triune Creator, Grand Rapids: Wm. B. Eerdmans Publishing Co, page 208.

3Gunton, page 204.

of humankind. Being in relationship to God, to one another, and to all of creation is a unique characteristic of humans created in the image of God. To better understand the image of God, we must look at these relationships individually.

In Relationship to God

We understand the being of God as existing in three persons: Father, Son, and Holy Spirit. In the beginning, the triune God created all things and declared creation very good (Gen. 1:31). At the crown of this creation, God created humankind in his image, distinct from the rest of creation (Gen. 1:27a). Created as persons, human beings are in relationship to God.

In a very significant way, the creation of male and female as persons in relationship to their Creator stands in contrast to all the rest of creation. As Barth noted, humans have the ability to enter into a personal relationship, speak to God, and make covenants with him.1

In Relationship to Humankind

In addition to the relationship to God, human

God dignityGod creates every unique person as a child with dignity

Doug McConnell

8

RESTOREpursuing God’s standards for children

9

Issue 1Sept ʻ05

children at risk is to maintain perspective in the midst of crisis. To do so, we must identify with the source of the dignity. It is not in the creature, but in the Creator. As Grogin noted, “The infinite value of each person rests on the divine image.”4

In Jesus, we are introduced to an amazing new dimension of the dignity of the divine image. Through the incarnation, God became human in order to reconcile us to himself. Our collective uniqueness as humans in the created order, therefore, is grounded in the image of God, on the event of the incarnation of God to reconcile the world, and the promise of his coming kingdom, thereby consummating all of human history.5

Serving with Dignity

Through creation, every human being begins the journey of life as a child with dignity. All children are of infinite value to the Creator simply because they are created in God’s image. Their worth is not primarily found in their potential, but in their being as children. Through the birth of Jesus as a child, God became a human, revealing the true value of all human life. As it is so often stated, children are human beings, not human becomings. We therefore affirm that childhood is an integral part of God’s plan for human beings.

Beyond this affirmation, we recognize that as bearers of the message of redemption in Christ, our service is not limited to children at risk.6 If we are to embrace the transformation that God desires, the mission is to seek the welfare of both the children at risk and the ones who put them at risk. As we recognize the overwhelming scope

of our mission, we must also recognize that God is calling us to serve together with other followers of Christ.

By networking with others, we begin to expand our impact. Through our local churches, we can develop networks of witness and service that seek to impact the varied needs of children at risk. Perhaps the best place to start is to find out which other groups are working with the children we serve and how can we multiply our efforts through working together. When we identify the range of service to the children and the areas that still need help, we are better able to find the unique contribution we are called to make.

Questions to be considered:

1. Why are relationships an important part of who we are as persons?

2. What are the implications of our relationships?

3. How should our stewardship of creation impact our work with children?

4. In what ways do our actions toward others and toward creation relate to God?

Doug McConnell is the Dean of School for Intercultural Studies and an Associate Professor of Leadership at Fuller Theological Seminary in Pasadena, California. In addition to his other responsibilities, McConnell established the concentration on mission to children at risk in the School of Intercultural

Studies.

4Grogan, G.W. 1995. New Dictionary of Christian Ethics and Pastoral Theology. Eds. David J. Atkinson and David H. Field, s.v. “Image of God.”

Downers Grove: InterVarsity Press, page 476.

5Moltmann, J. (1984). On Human Dignity: Political Theology and Ethics. Translated by M. Douglas Meeks, Philadelphia: Fortress Press, page 20.

6 2 Corinthians 5:19-21

What do you consider to be child participation?

Child participation is active and meaningful engagement of children in decisions and processes that affect their lives. It is pro-active and deliberately willed action on the part of adults to involve children and to create opportunities for children to be involved meaningfully. There are stages of child participation – from information sharing, consulting and managing to making decisions and taking action. Participation should be encouraged as children are ready. Meaningful child participation does not promote tokenism or manipulation.

Why do child participation?

From a biblical point of view, God values children as much as adults. All human beings are made in his image. By virtue of creation, children have innate value, worth, dignity, talents and potential which should be used according to God’s purpose and which should lead to children

realizing their full potential according to God’s plan, with the love and support of responsible adults. When children are able to participate, they are able to perform and exercise their God-given potential. Such engagement produces trust and confidence in oneself.

Likewise, under international law, particularly the CRC, children have the right to be consulted in decisions concerning their lives. According to Article 12 of the convention, children must be asked to give opinions about matters affecting them, including legal and administrative proceedings. This should take into account the age and maturity of the child.

Children know what is happening to their lives, often better than us adults! As adults, we sometimes make assumptions about how children think and see life. Therefore, we base our conclusions on information, which is not necessarily consistent with how children see things. This can have a negative impact. However, with trust, confidence and a supportive and creative environment, children can participate meaningfully.

CHILD PARTICIPATION: questions and answers Louie Cadaing talks to RESTORE from her experiences, including developing Lifestream Ministries, Manila, Philippines. Lifestream has child participation at the heart of its programs.

Louie Cadaing talks to RESTORE from her experiences, including developing Lifestream Ministries, Manila, Philippines. Lifestream has child participation at the heart of its programs.

CHILD PARTICIPATION: questions and answers

TOOLKIT

8

RESTOREpursuing God’s standards for children

9

Issue 1Sept ʻ05

children at risk is to maintain perspective in the midst of crisis. To do so, we must identify with the source of the dignity. It is not in the creature, but in the Creator. As Grogin noted, “The infinite value of each person rests on the divine image.”4

In Jesus, we are introduced to an amazing new dimension of the dignity of the divine image. Through the incarnation, God became human in order to reconcile us to himself. Our collective uniqueness as humans in the created order, therefore, is grounded in the image of God, on the event of the incarnation of God to reconcile the world, and the promise of his coming kingdom, thereby consummating all of human history.5

Serving with Dignity

Through creation, every human being begins the journey of life as a child with dignity. All children are of infinite value to the Creator simply because they are created in God’s image. Their worth is not primarily found in their potential, but in their being as children. Through the birth of Jesus as a child, God became a human, revealing the true value of all human life. As it is so often stated, children are human beings, not human becomings. We therefore affirm that childhood is an integral part of God’s plan for human beings.

Beyond this affirmation, we recognize that as bearers of the message of redemption in Christ, our service is not limited to children at risk.6 If we are to embrace the transformation that God desires, the mission is to seek the welfare of both the children at risk and the ones who put them at risk. As we recognize the overwhelming scope

of our mission, we must also recognize that God is calling us to serve together with other followers of Christ.

By networking with others, we begin to expand our impact. Through our local churches, we can develop networks of witness and service that seek to impact the varied needs of children at risk. Perhaps the best place to start is to find out which other groups are working with the children we serve and how can we multiply our efforts through working together. When we identify the range of service to the children and the areas that still need help, we are better able to find the unique contribution we are called to make.

Questions to be considered:

1. Why are relationships an important part of who we are as persons?

2. What are the implications of our relationships?

3. How should our stewardship of creation impact our work with children?

4. In what ways do our actions toward others and toward creation relate to God?

Doug McConnell is the Dean of School for Intercultural Studies and an Associate Professor of Leadership at Fuller Theological Seminary in Pasadena, California. In addition to his other responsibilities, McConnell established the concentration on mission to children at risk in the School of Intercultural

Studies.

4Grogan, G.W. 1995. New Dictionary of Christian Ethics and Pastoral Theology. Eds. David J. Atkinson and David H. Field, s.v. “Image of God.”

Downers Grove: InterVarsity Press, page 476.

5Moltmann, J. (1984). On Human Dignity: Political Theology and Ethics. Translated by M. Douglas Meeks, Philadelphia: Fortress Press, page 20.

6 2 Corinthians 5:19-21

What do you consider to be child participation?

Child participation is active and meaningful engagement of children in decisions and processes that affect their lives. It is pro-active and deliberately willed action on the part of adults to involve children and to create opportunities for children to be involved meaningfully. There are stages of child participation – from information sharing, consulting and managing to making decisions and taking action. Participation should be encouraged as children are ready. Meaningful child participation does not promote tokenism or manipulation.

Why do child participation?

From a biblical point of view, God values children as much as adults. All human beings are made in his image. By virtue of creation, children have innate value, worth, dignity, talents and potential which should be used according to God’s purpose and which should lead to children

realizing their full potential according to God’s plan, with the love and support of responsible adults. When children are able to participate, they are able to perform and exercise their God-given potential. Such engagement produces trust and confidence in oneself.

Likewise, under international law, particularly the CRC, children have the right to be consulted in decisions concerning their lives. According to Article 12 of the convention, children must be asked to give opinions about matters affecting them, including legal and administrative proceedings. This should take into account the age and maturity of the child.

Children know what is happening to their lives, often better than us adults! As adults, we sometimes make assumptions about how children think and see life. Therefore, we base our conclusions on information, which is not necessarily consistent with how children see things. This can have a negative impact. However, with trust, confidence and a supportive and creative environment, children can participate meaningfully.

CHILD PARTICIPATION: questions and answers Louie Cadaing talks to RESTORE from her experiences, including developing Lifestream Ministries, Manila, Philippines. Lifestream has child participation at the heart of its programs.

Louie Cadaing talks to RESTORE from her experiences, including developing Lifestream Ministries, Manila, Philippines. Lifestream has child participation at the heart of its programs.

CHILD PARTICIPATION: questions and answers

TOOLKIT

10

RESTOREpursuing God’s standards for children

11

Issue 1Sept ʻ05

How can child participation move from tokenism to meaningful input?

Is it just input or can it be dialogue?

• Voluntary: the right to participate implies the right to decide not to participate

• Informed: children should know the background, purpose, risks and possible outcomes of their participation before they are asked if they wish to participate

• In the best interest of the child: the benefits that a child can expect from participating in an activity should always be greater than the potential disadvantages and risks

• Meaningful: participation should have a purpose, and a realistic chance of achieving the children’s goals

• Protecting children: ensuring that children are protected from physical, emotional, psychological, developmental, and moral harm while they are participating

How can children participate actively? Please outline some

principles and ways in which it can be done.

There are a number of models that can be studied to explore child participation. One model identifies progressing levels of participation from manipulation to shared decisions with adults towards action. Another model segments children’s participation according to its extent ranging from where children are ignored to where children are in charge: they decide what to do, and adults are involved only when asked. Still another model invites us to try three approaches: consultation, participation, and self advocacy. Whatever the model, some common principles apply:

• Life cycle and role indicators (the roles are defined depending on the age/life cycle of the child—age specific/age appropriate roles, tools and methodologies and strategies)

• Participation according to evolving capacity: child-friendly methods such as use of creative arts and role play are effective in allowing

children to share their ideas and opinions

• Safe and supportive environments: the child who lives in a participatory family environment at a young age, encouraged to express himself or herself, where responsibilities are encouraged early, opinions are solicited, and views respected, is one who is ready to engage in participatory activities outside the home. It is essential to create safe places where the young can meet peacefully, where they are not endangered, to express their views regardless of political or religious affiliation

• Opportunities: all children should be provided opportunities or opportunities should be created so children can participate

• Positive relationships: the positive elements of trust and respect must exist between adults and children and among children themselves

• Give children responsibility: if children are given responsibility, they will gradually become empowered decision makers.

What are some of the pitfalls (challenges)

you have discovered? And how might other people avoid them?

Some of the more common pitfalls that we have experienced are the following:

• “Forcing” children to participate. A “you must participate” attitude of adults decreases the authenticity of child participation. While we encourage children to participate because it is their right, it is also the child’s right NOT to participate and this must be respected

• Some of the participation methodologies and tools are defined in adult terms in an adult environment, for example, using exercises that are complex or too simple can discourage child participation

• Power relations between adult-child, child-child, and boy-girl. Management of the dynamics of these relationships will affect the extent of participation

• Cannot be universally applied: the extent and level of participation as well as the tools and methodologies need to be developed in specific socio-cultural contexts

• Different attitudes of children depending on age, gender, cultural and ethnic background, social and political context. The impact/state (both positive and negative) of home, school, and community life also determines level and extent of participation

• Sustainability: a long term commitment to genuine meaningful child participation is always a challenge – not just a fad, but a commitment

Over to you... What are your experiences with child

participation? What other guidance can you share with

RESTORE readers? You can contact us at the address on the

back cover and we will share your ideas in a future issue or on the RESTORE website.

Louie Cadaing is the Asia Children at Risk Facilitator for Tearfund UK. Previously she developed Lifestream Ministries, an urban, church-based child development programme in Quezon City, Philippines. She facilitated Children’s Cutting Edge, the children’s track of Asia Cutting Edge in 2004.

You can find links to a range of resources on child participation at: www.viva.org and an example of how Lifestream Ministries in the Philippines managed to engage children with the Convention on the Rights of the Child at www.viva.org

Child participation: Asia Cutting Edge 2004

TOOLKITTOOLKIT

10

RESTOREpursuing God’s standards for children

11

Issue 1Sept ʻ05

How can child participation move from tokenism to meaningful input?

Is it just input or can it be dialogue?

• Voluntary: the right to participate implies the right to decide not to participate

• Informed: children should know the background, purpose, risks and possible outcomes of their participation before they are asked if they wish to participate

• In the best interest of the child: the benefits that a child can expect from participating in an activity should always be greater than the potential disadvantages and risks

• Meaningful: participation should have a purpose, and a realistic chance of achieving the children’s goals

• Protecting children: ensuring that children are protected from physical, emotional, psychological, developmental, and moral harm while they are participating

How can children participate actively? Please outline some

principles and ways in which it can be done.

There are a number of models that can be studied to explore child participation. One model identifies progressing levels of participation from manipulation to shared decisions with adults towards action. Another model segments children’s participation according to its extent ranging from where children are ignored to where children are in charge: they decide what to do, and adults are involved only when asked. Still another model invites us to try three approaches: consultation, participation, and self advocacy. Whatever the model, some common principles apply:

• Life cycle and role indicators (the roles are defined depending on the age/life cycle of the child—age specific/age appropriate roles, tools and methodologies and strategies)

• Participation according to evolving capacity: child-friendly methods such as use of creative arts and role play are effective in allowing

children to share their ideas and opinions

• Safe and supportive environments: the child who lives in a participatory family environment at a young age, encouraged to express himself or herself, where responsibilities are encouraged early, opinions are solicited, and views respected, is one who is ready to engage in participatory activities outside the home. It is essential to create safe places where the young can meet peacefully, where they are not endangered, to express their views regardless of political or religious affiliation

• Opportunities: all children should be provided opportunities or opportunities should be created so children can participate

• Positive relationships: the positive elements of trust and respect must exist between adults and children and among children themselves

• Give children responsibility: if children are given responsibility, they will gradually become empowered decision makers.

What are some of the pitfalls (challenges)

you have discovered? And how might other people avoid them?

Some of the more common pitfalls that we have experienced are the following:

• “Forcing” children to participate. A “you must participate” attitude of adults decreases the authenticity of child participation. While we encourage children to participate because it is their right, it is also the child’s right NOT to participate and this must be respected

• Some of the participation methodologies and tools are defined in adult terms in an adult environment, for example, using exercises that are complex or too simple can discourage child participation

• Power relations between adult-child, child-child, and boy-girl. Management of the dynamics of these relationships will affect the extent of participation

• Cannot be universally applied: the extent and level of participation as well as the tools and methodologies need to be developed in specific socio-cultural contexts

• Different attitudes of children depending on age, gender, cultural and ethnic background, social and political context. The impact/state (both positive and negative) of home, school, and community life also determines level and extent of participation

• Sustainability: a long term commitment to genuine meaningful child participation is always a challenge – not just a fad, but a commitment

Over to you... What are your experiences with child

participation? What other guidance can you share with

RESTORE readers? You can contact us at the address on the

back cover and we will share your ideas in a future issue or on the RESTORE website.

Louie Cadaing is the Asia Children at Risk Facilitator for Tearfund UK. Previously she developed Lifestream Ministries, an urban, church-based child development programme in Quezon City, Philippines. She facilitated Children’s Cutting Edge, the children’s track of Asia Cutting Edge in 2004.

You can find links to a range of resources on child participation at: www.viva.org and an example of how Lifestream Ministries in the Philippines managed to engage children with the Convention on the Rights of the Child at www.viva.org

Child participation: Asia Cutting Edge 2004

TOOLKITTOOLKIT

12

RESTOREpursuing God’s standards for children

13

Issue 1Sept ʻ05

• Have the children get into groups of no more than five

• If you only have a few children, assign a different task to each child

• Give each group of children a different assignment

• Have one group create a mural – provide butcher paper, crayons, paints, 3D items to be glued on

• Another group plays a game of catch. Provide one small ball

• Another group solves math problems. Have work sheets they are to do

• Another group reads a book. Have enough books that each participant has his/her own book to read

• Another group works on a puzzle. Make sure it is age appropriate. Have several to choose from

• Another group plays instruments or listens to music. Have cymbals, horns, tape deck and tapes

• Once each assignment has been given, have the groups separate from each other but stay in the same room so they can observe the others

• Children must stick with the assignment that is given to them. They may not switch

• Have them play/create for about 5 minutes and then allow them to switch to any activity they wish

• You are having them switch so you can see what their natural inclinations are

• This time only allow them to play/create for 2 minutes

Debriefing1. Did anyone not like the activity to which

they were assigned?

2. Why didn’t you like that activity?

3. When we allowed each of you to do what you wanted, did everyone go to the same activity?

It is highly unlikely that all would go to the same activity. But, if by chance they do, be ready to ask questions to make sure that is truly what they wanted to do. Suggestions: Did you go to that activity because everyone else went there? Did you go to that activity because you thought it would be the easiest thing to do? Everyone may go to play catch because it just seems easy and simple

4. Did anyone want to do an activity but they didn’t feel it would be right for them to go there?

God has created each one of us. When He created us He made each one of us

Materials • Butcher paper • Crayons • Paints• 3D items (a variety such as cotton balls, leaves, etc.) that can be glued on • One small ball• Math worksheets• A child’s book• Puzzles• Cymbals & Horns, • Tape deck and tapes• Brown paper bag

Objective : The disciple will know that God had a unique plan for him/her when s/he was created

by God.

Subjective : The beginning of a sense of how special s/he is to God.

Scripture : Jeremiah 1:5-8

different. That’s why some of us like to play instruments while others would rather read a book. Our differences are what make each of us special. If everybody had wanted to play catch, it wouldn’t have been much fun. With only one ball, you would have been standing waiting for the ball to be thrown to you.

God does ask us at times to do things that we are not naturally capable of doing. When He asks us to perform such a task, He will provide a way for us to develop ourselves in that area. We must be willing to step out where we aren’t comfortable in those times.

Now in small groups take the children into the Bible. Put Jeremiah 1:5-8 into a Reader’s Theatre. After the children have “performed” sit down and discuss what this passage means. Have them open their Bibles to the passage, even the young ones. Highlight that God knew each of us while we were still in our mother’s womb. He designed us with a plan/purpose in mind. He knows us better than we know ourselves. He not only knows us, He loves us.

Wanda Parker, Founder And Executive Director, KidTrek Wanda has worked with children for 38 years in both secular and Christian settings. Wanda was part of an international team that developed a university curriculum for reaching at-risk kids.

KidTrek is a reproducible, church-based ministry that empowers adult leaders to work innovatively with at-risk kids by helping each church establish its own KidTrek Center – a long-term, unique and wholistic approach for serving endangered children and youth. Visit their website: www. kidtrek.org for more information.

TOOLKITCONFIDENCE:My Uniqueness

Wanda Parker

A group activity for5-11 year olds

Verse : “Trust in the Lord with all your heart. And do not lean on your own understanding. In all your ways acknowledge

Him and He will make your paths straight.” Proverbs 3:5-6

TOOLKITTOOLKIT

12

RESTOREpursuing God’s standards for children

13

Issue 1Sept ʻ05

• Have the children get into groups of no more than five

• If you only have a few children, assign a different task to each child

• Give each group of children a different assignment

• Have one group create a mural – provide butcher paper, crayons, paints, 3D items to be glued on

• Another group plays a game of catch. Provide one small ball

• Another group solves math problems. Have work sheets they are to do

• Another group reads a book. Have enough books that each participant has his/her own book to read

• Another group works on a puzzle. Make sure it is age appropriate. Have several to choose from

• Another group plays instruments or listens to music. Have cymbals, horns, tape deck and tapes

• Once each assignment has been given, have the groups separate from each other but stay in the same room so they can observe the others

• Children must stick with the assignment that is given to them. They may not switch

• Have them play/create for about 5 minutes and then allow them to switch to any activity they wish

• You are having them switch so you can see what their natural inclinations are

• This time only allow them to play/create for 2 minutes

Debriefing1. Did anyone not like the activity to which

they were assigned?

2. Why didn’t you like that activity?

3. When we allowed each of you to do what you wanted, did everyone go to the same activity?

It is highly unlikely that all would go to the same activity. But, if by chance they do, be ready to ask questions to make sure that is truly what they wanted to do. Suggestions: Did you go to that activity because everyone else went there? Did you go to that activity because you thought it would be the easiest thing to do? Everyone may go to play catch because it just seems easy and simple

4. Did anyone want to do an activity but they didn’t feel it would be right for them to go there?

God has created each one of us. When He created us He made each one of us

Materials • Butcher paper • Crayons • Paints• 3D items (a variety such as cotton balls, leaves, etc.) that can be glued on • One small ball• Math worksheets• A child’s book• Puzzles• Cymbals & Horns, • Tape deck and tapes• Brown paper bag

Objective : The disciple will know that God had a unique plan for him/her when s/he was created

by God.

Subjective : The beginning of a sense of how special s/he is to God.

Scripture : Jeremiah 1:5-8

different. That’s why some of us like to play instruments while others would rather read a book. Our differences are what make each of us special. If everybody had wanted to play catch, it wouldn’t have been much fun. With only one ball, you would have been standing waiting for the ball to be thrown to you.

God does ask us at times to do things that we are not naturally capable of doing. When He asks us to perform such a task, He will provide a way for us to develop ourselves in that area. We must be willing to step out where we aren’t comfortable in those times.

Now in small groups take the children into the Bible. Put Jeremiah 1:5-8 into a Reader’s Theatre. After the children have “performed” sit down and discuss what this passage means. Have them open their Bibles to the passage, even the young ones. Highlight that God knew each of us while we were still in our mother’s womb. He designed us with a plan/purpose in mind. He knows us better than we know ourselves. He not only knows us, He loves us.

Wanda Parker, Founder And Executive Director, KidTrek Wanda has worked with children for 38 years in both secular and Christian settings. Wanda was part of an international team that developed a university curriculum for reaching at-risk kids.

KidTrek is a reproducible, church-based ministry that empowers adult leaders to work innovatively with at-risk kids by helping each church establish its own KidTrek Center – a long-term, unique and wholistic approach for serving endangered children and youth. Visit their website: www. kidtrek.org for more information.

TOOLKITCONFIDENCE:My Uniqueness

Wanda Parker

A group activity for5-11 year olds

Verse : “Trust in the Lord with all your heart. And do not lean on your own understanding. In all your ways acknowledge

Him and He will make your paths straight.” Proverbs 3:5-6

TOOLKITTOOLKIT

14

RESTOREpursuing God’s standards for children

15

Issue 1Sept ʻ05

Children with special needs are often denied opportunities to “live in fullness.” They are often not accorded the dignity of being complete human beings, much less of being created in God’s image. Members of The Calvary Church, Kuala Lumpur, believe that it is the right of every child, even one with disabilities, to be given the opportunity to live with the dignity that God intended them to have. The Heart Club was started through the initiative of Pam Guneratnam, Karen Sam and Pauline Wong, to reveal God’s heart towards children with special needs. What motivates 30 volunteers to come and serve once a month is their belief that God loves every child, and children with disabilities need to be made aware that His affirming love is freely available to each one of them.

The Heart Club meets at the church premises on the third Saturday of every month. The children attending the club are from different socio-economic and religious backgrounds. Aged between 7 and 18, they are youngsters who have learning difficulties; some are slow learners, while others have severe disabilities. Parents are delighted to have others support them in their journey with these children. They have seen their children responding to volunteers who show them love and acceptance.

The Heart Club is an opportunity for children to be told of God’s love and to provide them with aids and opportunities for participation in social and leisure activities and to have fun. The hope is that they will one day be able to integrate and live a life that God created for them in a community, in society.

Heart Club Activities

Children with special needs are often rejected by peers and, sadly, by adults in their families and communities. It is important that they are affirmed and that their self-esteem is restored. The Heart Club achieves this in many ways:

• Every child is assigned a volunteer with whom they develop a relationship. The volunteers stay with the children through the entire session, affirming them as they befriend them and work with them.

• These children have a time of interaction through the activities with other children who are like them. They realize they are not alone.

• They have a planned program that includes activities such as singing, drawing, craft making and a time of story telling. While the schedule is generally maintained, different children have different areas of interest. So they are given opportunities to make choices and to do the activities they like.

• There is a time of interactive story-telling with themes drawn from the Bible. For example, by discovering how Joseph was bullied and rejected by his brothers, the children are able to see that they are not the only ones who aren’t accepted. As God took care of Joseph and stayed with him, He wouldn’t abandon them either.

• Answering questions that are asked through the story, they are encouraged to participate and are affirmed when they make their responses.

• In 2004, eight of these special children produced a set of drawings which were made into Christmas cards. The sales of these cards raised USD4,000 towards the Children’s Home being built by the church! They saw that God can use them to reach out to others.

• 3 children were encouraged to participate in the Bill Ayers Art Exhibition for those with special needs and 2 of them received awards. One child, Tan Seng Kit, had his artwork sold for USD100.

Heart Club Plus: Parents are often the primary care-givers to children with special needs. They often have no one helping them or supporting them. Calvary Church has started the Heart Club Plus as there are few support groups in Malaysia for parents of children with special needs. This is a self-help group comprising of parents and care-givers. Their primary focus is on themselves, their personal well-being. By strengthening themselves, they hope that their efforts in caring for their children will be sustained as part of a community that accompanies, shares and supports. By pooling their resources and sharing their experiences, they are better able to meet the needs of their children - and so ensure their children’s well-being.

The volunteers giving their time to make real the vision to the Heart Club are not trained experts; they are members of the church who want to reach out to these children. It isn’t an easy task for them. One person said that some of the children’s behaviors made it hard for them to continue, but once you see each child from God’s perspective you can love them and care for them despite their disruptive behavior. Even as they strive to do their best, they know that they have to allow God to work and have His way. They know that they are not there to have their expectations met but to allow each child to achieve the fullness in life they are created to have. And so the Heart Club reveals His Heart.

For consideration:

1. Do we recognize children with special needs as being created in God’s image?

2. What practical changes can we make in their living conditions to help them integrate?

3. How can you let them know that God wants them to be treated with dignity and respect?

4. How can you help their care-givers?

Revealing His HeartAs shared by Pauline Wong, Karen Sam and others with the RESTORE team. Calvary Church, Malaysia is an Assemblies of God church.

Award-winning artwork by Heart Club Child

Hear club children participating in drama workshop

http://www.calvary.org.my

14

RESTOREpursuing God’s standards for children

15

Issue 1Sept ʻ05

Children with special needs are often denied opportunities to “live in fullness.” They are often not accorded the dignity of being complete human beings, much less of being created in God’s image. Members of The Calvary Church, Kuala Lumpur, believe that it is the right of every child, even one with disabilities, to be given the opportunity to live with the dignity that God intended them to have. The Heart Club was started through the initiative of Pam Guneratnam, Karen Sam and Pauline Wong, to reveal God’s heart towards children with special needs. What motivates 30 volunteers to come and serve once a month is their belief that God loves every child, and children with disabilities need to be made aware that His affirming love is freely available to each one of them.

The Heart Club meets at the church premises on the third Saturday of every month. The children attending the club are from different socio-economic and religious backgrounds. Aged between 7 and 18, they are youngsters who have learning difficulties; some are slow learners, while others have severe disabilities. Parents are delighted to have others support them in their journey with these children. They have seen their children responding to volunteers who show them love and acceptance.

The Heart Club is an opportunity for children to be told of God’s love and to provide them with aids and opportunities for participation in social and leisure activities and to have fun. The hope is that they will one day be able to integrate and live a life that God created for them in a community, in society.

Heart Club Activities

Children with special needs are often rejected by peers and, sadly, by adults in their families and communities. It is important that they are affirmed and that their self-esteem is restored. The Heart Club achieves this in many ways:

• Every child is assigned a volunteer with whom they develop a relationship. The volunteers stay with the children through the entire session, affirming them as they befriend them and work with them.

• These children have a time of interaction through the activities with other children who are like them. They realize they are not alone.

• They have a planned program that includes activities such as singing, drawing, craft making and a time of story telling. While the schedule is generally maintained, different children have different areas of interest. So they are given opportunities to make choices and to do the activities they like.

• There is a time of interactive story-telling with themes drawn from the Bible. For example, by discovering how Joseph was bullied and rejected by his brothers, the children are able to see that they are not the only ones who aren’t accepted. As God took care of Joseph and stayed with him, He wouldn’t abandon them either.

• Answering questions that are asked through the story, they are encouraged to participate and are affirmed when they make their responses.

• In 2004, eight of these special children produced a set of drawings which were made into Christmas cards. The sales of these cards raised USD4,000 towards the Children’s Home being built by the church! They saw that God can use them to reach out to others.

• 3 children were encouraged to participate in the Bill Ayers Art Exhibition for those with special needs and 2 of them received awards. One child, Tan Seng Kit, had his artwork sold for USD100.

Heart Club Plus: Parents are often the primary care-givers to children with special needs. They often have no one helping them or supporting them. Calvary Church has started the Heart Club Plus as there are few support groups in Malaysia for parents of children with special needs. This is a self-help group comprising of parents and care-givers. Their primary focus is on themselves, their personal well-being. By strengthening themselves, they hope that their efforts in caring for their children will be sustained as part of a community that accompanies, shares and supports. By pooling their resources and sharing their experiences, they are better able to meet the needs of their children - and so ensure their children’s well-being.

The volunteers giving their time to make real the vision to the Heart Club are not trained experts; they are members of the church who want to reach out to these children. It isn’t an easy task for them. One person said that some of the children’s behaviors made it hard for them to continue, but once you see each child from God’s perspective you can love them and care for them despite their disruptive behavior. Even as they strive to do their best, they know that they have to allow God to work and have His way. They know that they are not there to have their expectations met but to allow each child to achieve the fullness in life they are created to have. And so the Heart Club reveals His Heart.

For consideration:

1. Do we recognize children with special needs as being created in God’s image?

2. What practical changes can we make in their living conditions to help them integrate?

3. How can you let them know that God wants them to be treated with dignity and respect?

4. How can you help their care-givers?

Revealing His HeartAs shared by Pauline Wong, Karen Sam and others with the RESTORE team. Calvary Church, Malaysia is an Assemblies of God church.

Award-winning artwork by Heart Club Child

Hear club children participating in drama workshop

http://www.calvary.org.my

16

RESTOREpursuing God’s standards for children

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Issue 1Sept ʻ05

feelings about what has happened in one’s life. It was, therefore, essential to understand this from street children themselves who would then actively participate in the development of the material. About fifty children in Brazil, India, Philippines, and South Africa were interviewed, asking questions such as:

- What crucial events happened to these children on the streets?

- How did they feel about what happened to them?

- What did they associate themselves with as a measure of their self-worth?

The Green Bag process – key principles

• The research Rather than asking workers about what

children might need, think, or feel, nor working from previous notions, PP went to the children in their natural setting to query them about their own needs, thoughts and feelings. Their responses were systematically analysed.

• The illustrations The children’s answers were translated into

illustrated materials that can help children and street workers communicate with each other.

Pavement Project (PP) was originally a unit within Scripture Gift Mission (SGM) and is now a partnership between SGM and Viva Network, which co-ordinates the training that is an essential part of PP. PP aims to restore the lives of children on the streets by sharing the gospel with them in a way that promotes healing where it is needed in their lives. To do this, PP publishes illustrated cards contained within a Big Green Bag that can enhance street children’s self-worth. This article looks at the principles used in developing these materials, since these can be applied to other areas, as well as highlighting the work of PP itself.

Thinking behind the Pavement ProjectPP works by helping a child to gain a better understanding of how God values him/her. As they see their precious worth in the eyes of a significant other (God, no less), children are encouraged to see their own worth in a new light. This enhanced self-worth leads to positive behaviour change in many aspects of their lives, since behaviour is an implementation of self-worth. By helping children value themselves, we can help them in other aspects of their lives.

Developing the Green Bag materialsThe first step was to analyse the concept of self-worth and come up with a framework that would guide the research. Self-worth is the value one attaches to oneself based on thoughts and

The picture cards illustrate: - Events that have happened to the children

such as family separation, running away or being abandoned

- The children’s feelings such as fear, guilt/shame or embarrassment

- Associations that children make with themselves such as a dog, storm, clouds

The quality of the illustrations stimulates different psychological processes and a gradual surfacing of the child’s feelings. Getting in touch with painful feelings is an important step towards being set free from such feelings and the behaviour that goes with them. The process so far – the associations, the “What happened?” and “Feeling” cards – all bring to the front of the child’s consciousness those things that are keeping him/her in psycho-spiritual bondage.

• The technique of modelling The PP process uses modelling by a fictional

child who has had the same experiences. This technique works well with children, because they are imitative. The images in the cards are blurred and the child is ambiguous in terms of gender, age (to a certain extent), nationality, and emotional expression. This ambiguity is deliberate in order to allow for a great variety of interpretations and projections. When

used, street children from many places have been able to identify with this model child.

Crucially, the model child has not only had the same kind of experience, they have also experienced healing and restoration through the love and Word of God. As the children engage, identify, and connect with the “model child”, so they also engage with the prospect and hope of healing in their own lives.

• The training The workers are trained to develop sensitivity

to children’s natures; to develop rapport with the street child verbally and non-verbally. The child’s participation, sharing and consent are a major aspect of the PP process and, hence, emphasized in the training of workers. It is in the context of a therapeutic relationship between the worker and the child that the Word of God is delivered.

• The relevance of the Biblical message Once the child has focussed on their feelings

and the events that have led to them, the focus shifts to stories from the Bible that Jesus taught, which are relevant to the child’s situation. The process of restoring the child’s self-worth continues.

The picture cards that tell the Bible stories are colourful and show lots of people and actions. The children are stimulated to emerge from their inward focus and once again participate in what is going on in the cards. Each set of story cards ends with an emphasis on how much Jesus loves and values children. The child’s involvement deepens. The chosen story speaks to their heart because this is their own story of pain and struggle. They are the lost, frightened sheep, the prodigal child, the fearful child in the midst of a storm. The story ends happily. There is hope that they, too, could be happy.

Children move from the disturbing and unsettling process of inward reflection, to

The Big Green Bag of Pavement Project:

A Quest for Quality in Helping ChildrenPicture

card from a Bible story

“Let the children come to me”

Picture card to show ‘I feel guilt/shame’

Gundelina A. Velazco

TOOLKITTOOLKIT

16

RESTOREpursuing God’s standards for children

17

Issue 1Sept ʻ05

feelings about what has happened in one’s life. It was, therefore, essential to understand this from street children themselves who would then actively participate in the development of the material. About fifty children in Brazil, India, Philippines, and South Africa were interviewed, asking questions such as:

- What crucial events happened to these children on the streets?

- How did they feel about what happened to them?

- What did they associate themselves with as a measure of their self-worth?

The Green Bag process – key principles

• The research Rather than asking workers about what

children might need, think, or feel, nor working from previous notions, PP went to the children in their natural setting to query them about their own needs, thoughts and feelings. Their responses were systematically analysed.

• The illustrations The children’s answers were translated into

illustrated materials that can help children and street workers communicate with each other.

Pavement Project (PP) was originally a unit within Scripture Gift Mission (SGM) and is now a partnership between SGM and Viva Network, which co-ordinates the training that is an essential part of PP. PP aims to restore the lives of children on the streets by sharing the gospel with them in a way that promotes healing where it is needed in their lives. To do this, PP publishes illustrated cards contained within a Big Green Bag that can enhance street children’s self-worth. This article looks at the principles used in developing these materials, since these can be applied to other areas, as well as highlighting the work of PP itself.

Thinking behind the Pavement ProjectPP works by helping a child to gain a better understanding of how God values him/her. As they see their precious worth in the eyes of a significant other (God, no less), children are encouraged to see their own worth in a new light. This enhanced self-worth leads to positive behaviour change in many aspects of their lives, since behaviour is an implementation of self-worth. By helping children value themselves, we can help them in other aspects of their lives.

Developing the Green Bag materialsThe first step was to analyse the concept of self-worth and come up with a framework that would guide the research. Self-worth is the value one attaches to oneself based on thoughts and

The picture cards illustrate: - Events that have happened to the children

such as family separation, running away or being abandoned

- The children’s feelings such as fear, guilt/shame or embarrassment

- Associations that children make with themselves such as a dog, storm, clouds

The quality of the illustrations stimulates different psychological processes and a gradual surfacing of the child’s feelings. Getting in touch with painful feelings is an important step towards being set free from such feelings and the behaviour that goes with them. The process so far – the associations, the “What happened?” and “Feeling” cards – all bring to the front of the child’s consciousness those things that are keeping him/her in psycho-spiritual bondage.

• The technique of modelling The PP process uses modelling by a fictional

child who has had the same experiences. This technique works well with children, because they are imitative. The images in the cards are blurred and the child is ambiguous in terms of gender, age (to a certain extent), nationality, and emotional expression. This ambiguity is deliberate in order to allow for a great variety of interpretations and projections. When

used, street children from many places have been able to identify with this model child.

Crucially, the model child has not only had the same kind of experience, they have also experienced healing and restoration through the love and Word of God. As the children engage, identify, and connect with the “model child”, so they also engage with the prospect and hope of healing in their own lives.

• The training The workers are trained to develop sensitivity

to children’s natures; to develop rapport with the street child verbally and non-verbally. The child’s participation, sharing and consent are a major aspect of the PP process and, hence, emphasized in the training of workers. It is in the context of a therapeutic relationship between the worker and the child that the Word of God is delivered.

• The relevance of the Biblical message Once the child has focussed on their feelings

and the events that have led to them, the focus shifts to stories from the Bible that Jesus taught, which are relevant to the child’s situation. The process of restoring the child’s self-worth continues.

The picture cards that tell the Bible stories are colourful and show lots of people and actions. The children are stimulated to emerge from their inward focus and once again participate in what is going on in the cards. Each set of story cards ends with an emphasis on how much Jesus loves and values children. The child’s involvement deepens. The chosen story speaks to their heart because this is their own story of pain and struggle. They are the lost, frightened sheep, the prodigal child, the fearful child in the midst of a storm. The story ends happily. There is hope that they, too, could be happy.

Children move from the disturbing and unsettling process of inward reflection, to

The Big Green Bag of Pavement Project:

A Quest for Quality in Helping ChildrenPicture

card from a Bible story

“Let the children come to me”

Picture card to show ‘I feel guilt/shame’

Gundelina A. Velazco

TOOLKITTOOLKIT

18

RESTOREpursuing God’s standards for children

19

Issue 1Sept ʻ05

When I travelled the world with my three small children they all valued their backpacks, which went everywhere with them. Filled with their favourite blanket, teddy, and toy, their backpacks provided them with a sense of security and identity whether on the airplane, in new cultures or in different peoples’ homes. Each item in their backpack reflected the uniqueness of that child and these few processions were a tangible reminder of who they were. I began to think how much more the refugee children need security and objects of identity.

My journey into understanding the needs of refugee children began at the Athens Refugee Center in Greece. The Center aims to reach children and their families as they travel the refugee highway. Athens is transit location for people from the Middle East and Africa who are seeking to navigate the treacherous political landscape on their way into Europe.

Refugee children arrive in Athens having left all of their possessions behind when they were forced to flee their homes. They have often been through the tremendous trauma of war, imprisonment, loss of normal joys and innocence of childhood and/or the death of a significant family member.

positive statements and resolutions like, “I want to change my life”, or “I want to be like the children that Jesus called.”

• The evaluation Systematic evaluation is an important aspect

of the Green Bag process. PP evaluation has so far served the dual purpose of showing how the Green Bag specifically affects the workers and the child, at different stages, and then encouraging concerned people by what is shown.

• Performance evaluation Workers are observed through a one-way

mirror or television as they demonstrate the use of the Bag with actual children, in order to determine their mastery of the process and help them wherever necessary. During this time the workers also begin to see how children react to the Green Bag; they become encouraged and determined to use the bag with many more children.

• Immediate effects Before and after the Green Bag process,

the children are asked what they compare themselves to. The change in comparison is one of the indicators of change of self-worth.

Before the process, children might compare themselves to traumatised human beings (e.g. fearful child), inferior objects (e.g. useless clothing), or animals with negative connotations (e.g. dirty dog). Afterwards, their responses would include more positive associations with human beings (e.g. a new baby), nature (e.g. a tree with leaves and fruit), and feelings (e.g. happy and loved).

Changes in the child’s feelings and thoughts related to the traumatic experiences that had brought them to the street, as well as their behaviour, are also evaluated. Evaluation is also made through street workers’ testimonies of how their work and lives were changed upon witnessing the changes that they helped produce in the child through the Green Bag.

• Long-term effects Impact evaluation is done to find out the long-

term effects of the Green Bag on children’s lives.

Children’s lives have been changed in amazing ways. A previously depressed child is now suddenly joyful. A teenager who was about to take his own life, out of hopelessness and despair, has found hope and jubilation that his life is precious to God, after all. Some have found their talent in singing and dancing and are now singing and dancing in praise. Some of them teach other children about God’s love. Adults who witness these changes are themselves transformed. It’s a whole new beginning for thousands of children - and their families - all over the world.

Dr. Gundelina Velazco is the Filipino psychologist and educator who led the development of the Big Green Bag of Pavement Project and formulated the training that goes with it. She started the training in six countries in four continents, and those she has trained have been training others. A university professor and international training consultant since 1990, Dr. Velazco is now Program Director for Aftercare and Prevention of Justice for Children International, a US-based NGO working for the restoration of exploited and trafficked children.

More information about Pavement Project can be found on their website: www.pavementproject.orgYou can contact PP by e-mailing:pp@sgm.org Tel: 020 7730 2155 Fax: 020 7730 0240

Address: Pavement Project, 3 Eccleston Street, London SW1W 9LZ

For information about Pavement Project training you can contact Chrissie Wilkinson: cwilkinson@viva.org or at the Viva Network UK address on the back cover of this issue.

Our aim is to re-establish their sense of value and dignity. We want to be able to offer them some measure of comfort during their journey and to show them that people care.

So it was in Athens that I realized: each refugee child needed a backpack of their own. Once the

idea was conceived, we faced the challenge of funding this project. In Greece we had a large international community as well as the Greek community. We began to educate people about the problem, our solution and need for their help. As groups or individuals, they could put together a “Backpack for a Refugee Child”; a similar concept to the Christmas Shoe box idea. We visited schools, scout groups, churches and contacted large corporations such as Mattel, who donated backpacks, and Colgate, who donated toothpaste. We were amazed at the outpouring of love and concern. It was a very tangible way in which people could make a concrete difference in a child’s life.

As I learned more about children who had experienced trauma, I settled on three items as essential components of each backpack. Other items were added depending on the donations received.

Cher i lyn Orr

Did you know?Of more than 19 million refugees,

asylum seekers and others of concern to UNHCR in 2004, some 9 million were below the

age of 18, nearly 2.5 million under 5.

UNHCR (2005) 2004 Global Refugee Trends

Travel Pack for the Refugee Child on

the Highway

TOOLKITTOOLKIT

18

RESTOREpursuing God’s standards for children

19

Issue 1Sept ʻ05

When I travelled the world with my three small children they all valued their backpacks, which went everywhere with them. Filled with their favourite blanket, teddy, and toy, their backpacks provided them with a sense of security and identity whether on the airplane, in new cultures or in different peoples’ homes. Each item in their backpack reflected the uniqueness of that child and these few processions were a tangible reminder of who they were. I began to think how much more the refugee children need security and objects of identity.

My journey into understanding the needs of refugee children began at the Athens Refugee Center in Greece. The Center aims to reach children and their families as they travel the refugee highway. Athens is transit location for people from the Middle East and Africa who are seeking to navigate the treacherous political landscape on their way into Europe.

Refugee children arrive in Athens having left all of their possessions behind when they were forced to flee their homes. They have often been through the tremendous trauma of war, imprisonment, loss of normal joys and innocence of childhood and/or the death of a significant family member.

positive statements and resolutions like, “I want to change my life”, or “I want to be like the children that Jesus called.”

• The evaluation Systematic evaluation is an important aspect

of the Green Bag process. PP evaluation has so far served the dual purpose of showing how the Green Bag specifically affects the workers and the child, at different stages, and then encouraging concerned people by what is shown.

• Performance evaluation Workers are observed through a one-way

mirror or television as they demonstrate the use of the Bag with actual children, in order to determine their mastery of the process and help them wherever necessary. During this time the workers also begin to see how children react to the Green Bag; they become encouraged and determined to use the bag with many more children.

• Immediate effects Before and after the Green Bag process,

the children are asked what they compare themselves to. The change in comparison is one of the indicators of change of self-worth.

Before the process, children might compare themselves to traumatised human beings (e.g. fearful child), inferior objects (e.g. useless clothing), or animals with negative connotations (e.g. dirty dog). Afterwards, their responses would include more positive associations with human beings (e.g. a new baby), nature (e.g. a tree with leaves and fruit), and feelings (e.g. happy and loved).

Changes in the child’s feelings and thoughts related to the traumatic experiences that had brought them to the street, as well as their behaviour, are also evaluated. Evaluation is also made through street workers’ testimonies of how their work and lives were changed upon witnessing the changes that they helped produce in the child through the Green Bag.

• Long-term effects Impact evaluation is done to find out the long-

term effects of the Green Bag on children’s lives.

Children’s lives have been changed in amazing ways. A previously depressed child is now suddenly joyful. A teenager who was about to take his own life, out of hopelessness and despair, has found hope and jubilation that his life is precious to God, after all. Some have found their talent in singing and dancing and are now singing and dancing in praise. Some of them teach other children about God’s love. Adults who witness these changes are themselves transformed. It’s a whole new beginning for thousands of children - and their families - all over the world.

Dr. Gundelina Velazco is the Filipino psychologist and educator who led the development of the Big Green Bag of Pavement Project and formulated the training that goes with it. She started the training in six countries in four continents, and those she has trained have been training others. A university professor and international training consultant since 1990, Dr. Velazco is now Program Director for Aftercare and Prevention of Justice for Children International, a US-based NGO working for the restoration of exploited and trafficked children.

More information about Pavement Project can be found on their website: www.pavementproject.orgYou can contact PP by e-mailing:pp@sgm.org Tel: 020 7730 2155 Fax: 020 7730 0240

Address: Pavement Project, 3 Eccleston Street, London SW1W 9LZ

For information about Pavement Project training you can contact Chrissie Wilkinson: cwilkinson@viva.org or at the Viva Network UK address on the back cover of this issue.

Our aim is to re-establish their sense of value and dignity. We want to be able to offer them some measure of comfort during their journey and to show them that people care.

So it was in Athens that I realized: each refugee child needed a backpack of their own. Once the

idea was conceived, we faced the challenge of funding this project. In Greece we had a large international community as well as the Greek community. We began to educate people about the problem, our solution and need for their help. As groups or individuals, they could put together a “Backpack for a Refugee Child”; a similar concept to the Christmas Shoe box idea. We visited schools, scout groups, churches and contacted large corporations such as Mattel, who donated backpacks, and Colgate, who donated toothpaste. We were amazed at the outpouring of love and concern. It was a very tangible way in which people could make a concrete difference in a child’s life.

As I learned more about children who had experienced trauma, I settled on three items as essential components of each backpack. Other items were added depending on the donations received.

Cher i lyn Orr

Did you know?Of more than 19 million refugees,

asylum seekers and others of concern to UNHCR in 2004, some 9 million were below the

age of 18, nearly 2.5 million under 5.

UNHCR (2005) 2004 Global Refugee Trends

Travel Pack for the Refugee Child on

the Highway

TOOLKITTOOLKIT

20

RESTOREpursuing God’s standards for children

21

Issue 1Sept ʻ05

Backpack Essentials

1. Flashlight – Most of the children do not have electricity where they live. Many experience fear, loneliness and the night terrors of post-traumatic stress. Having light in the dark when they can not ignore their fears provides a sense of security and safety.

2. Stuffed animals – These provide comfort for the children.

3. Art Supplies - Markers and paper provide an outlet for expressing emotions. Even if there is no other person to talk to, the paper is a place for their own thoughts to be articulated.

4. Optional Additions:

• Toothbrush and toothpaste (A paediatrician who examined the

children said that the worst health problem was dental decay.)

• Fleece blanket

• Warm hat and mitts

• Small toys (skipping rope, matchbox cars, small doll)

• Bible story tract or colouring book

• Exercise books (so they can be ready to start school anywhere)

After Christmas dinner we handed each child a backpack. The children were so excited as they proudly displayed their new backpacks, or took a teddy out to hold. The backpacks gave them a sense of value as persons, and the contents met some of their physical and emotional needs.

The first year, with 250 backpacks to fill, we spent a lot of time sorting donations and labelling backpacks for appropriate age and gender distribution. Subsequently, we kept the items fairly generic to reduce the workload. Presently, we are focused on giving refugee children backpacks at the Christmas dinner program and to those children who attend the refugee summer camp. Our long term goal is to provide each child with a backpack when they first arrive in Greece. We hope that, as they journey along the refugee highway, they can hold on to a sense of their uniqueness and their individuality, knowing that someone cared for them.

Cherilyn Orr has spent 20 years of ministry with children in various countries, including inner city children, street children, learning disabled and refugee children. Currently Cherilyn is involved in teaching Bible College course on Children at Risk also providing training for short term teams working with Children in Crisis.

REFUGEE HIGHWAY PARTNERSHIP: A Network of the World Evangelical Alliance www.refugeehighway.net/resources/CD/index.htm

Among the daily pressure of meeting children’s basic needs, are we also taking time to think about the words we use with each child, with our co-

workers and other professionals, children’s peers and families, and donors or supporters?

Considering the words that we use to refer to children is important for two reasons:

1. Our words are the window to our attitudes and so easily restrict the potential we see for any one individual.

2. The words that we use to refer to a child become fixed on the child until they become part of that child’s identity.

First, think about words as the window to our attitudes. If we always refer to Asma as ‘the disabled child’, does that tell her that she is seen as fundamentally flawed? It communicates that, at the centre of her being, there is a problem. And this makes it hard for you, an adult in Asma’s life, to see her as ‘fearfully and wonderfully made’ (Psalm 139:14).

Attitudes are contagious. Does Asma become known to all as ‘the disabled child’ within the group? Does this make her disability her defining characteristic to other staff, to children and parents? When her disability becomes her defining characteristic, we pre-judge what she can do, and are unlikely to be surprised by her abilities. Psalm 149:3 says ‘Let them praise his name in the dance: let them sing praises unto him with the timbrel and harp.’ Would Asma be first on your list when making a dance troupe? But I have watched children with disabilities perform the most beautiful and touching dances to the Lord.

Second, words are how a child builds her self-image. Do we tell her she is a ‘disabled child’? If, on the other hand, we refer to her as a child with a disability, will she then be able to see herself first and foremost as a child, with a disability as one aspect of her identity, along with her ready smile and her tuneful singing? Children are constantly refining and redefining their own self-identity. Of course, all people are, but children are especially open to the inputs of others. Our words are a key source of information for that process.

If we refer to Lin and Esme as ‘AIDS victims’, will they see themselves primarily as helpless victims, rather than individuals with all their uniqueness and capacity for development?

In our staff discussions, do we refer to Danny as a ‘problem child’, or can we refocus on him as a child who has a problem with one particular type of behaviour? Seen this way, we are freed to help Danny develop all his potential, and the difficult behaviour becomes one aspect of his identity, alongside his resilience, his sense of humour, his readiness to challenge unfairness.

Words, self-image, and children’s resilience

In order for children to develop as psychologically healthy individuals, they need to have a strong sense of self-worth. This is doubly true for children at risk or in need. For them to feel good about themselves, they need to know we value them for their individual identities. Edith Grotberg studied this with children under 12 in 22 countries. She showed that a strong sense of identity is vital to the human capacity to face, overcome, and even be strengthened by experiences of adversity (ie, ‘resilience’). Our

Words: building up or knocking down?

“The tongue also is a fire.” James 3:6.

Elaine de Villiers and

Ian de Villiers

TOOLKITTOOLKIT

20

RESTOREpursuing God’s standards for children

21

Issue 1Sept ʻ05

Backpack Essentials

1. Flashlight – Most of the children do not have electricity where they live. Many experience fear, loneliness and the night terrors of post-traumatic stress. Having light in the dark when they can not ignore their fears provides a sense of security and safety.

2. Stuffed animals – These provide comfort for the children.

3. Art Supplies - Markers and paper provide an outlet for expressing emotions. Even if there is no other person to talk to, the paper is a place for their own thoughts to be articulated.

4. Optional Additions:

• Toothbrush and toothpaste (A paediatrician who examined the

children said that the worst health problem was dental decay.)

• Fleece blanket

• Warm hat and mitts

• Small toys (skipping rope, matchbox cars, small doll)

• Bible story tract or colouring book

• Exercise books (so they can be ready to start school anywhere)

After Christmas dinner we handed each child a backpack. The children were so excited as they proudly displayed their new backpacks, or took a teddy out to hold. The backpacks gave them a sense of value as persons, and the contents met some of their physical and emotional needs.

The first year, with 250 backpacks to fill, we spent a lot of time sorting donations and labelling backpacks for appropriate age and gender distribution. Subsequently, we kept the items fairly generic to reduce the workload. Presently, we are focused on giving refugee children backpacks at the Christmas dinner program and to those children who attend the refugee summer camp. Our long term goal is to provide each child with a backpack when they first arrive in Greece. We hope that, as they journey along the refugee highway, they can hold on to a sense of their uniqueness and their individuality, knowing that someone cared for them.

Cherilyn Orr has spent 20 years of ministry with children in various countries, including inner city children, street children, learning disabled and refugee children. Currently Cherilyn is involved in teaching Bible College course on Children at Risk also providing training for short term teams working with Children in Crisis.

REFUGEE HIGHWAY PARTNERSHIP: A Network of the World Evangelical Alliance www.refugeehighway.net/resources/CD/index.htm

Among the daily pressure of meeting children’s basic needs, are we also taking time to think about the words we use with each child, with our co-

workers and other professionals, children’s peers and families, and donors or supporters?

Considering the words that we use to refer to children is important for two reasons:

1. Our words are the window to our attitudes and so easily restrict the potential we see for any one individual.

2. The words that we use to refer to a child become fixed on the child until they become part of that child’s identity.

First, think about words as the window to our attitudes. If we always refer to Asma as ‘the disabled child’, does that tell her that she is seen as fundamentally flawed? It communicates that, at the centre of her being, there is a problem. And this makes it hard for you, an adult in Asma’s life, to see her as ‘fearfully and wonderfully made’ (Psalm 139:14).

Attitudes are contagious. Does Asma become known to all as ‘the disabled child’ within the group? Does this make her disability her defining characteristic to other staff, to children and parents? When her disability becomes her defining characteristic, we pre-judge what she can do, and are unlikely to be surprised by her abilities. Psalm 149:3 says ‘Let them praise his name in the dance: let them sing praises unto him with the timbrel and harp.’ Would Asma be first on your list when making a dance troupe? But I have watched children with disabilities perform the most beautiful and touching dances to the Lord.

Second, words are how a child builds her self-image. Do we tell her she is a ‘disabled child’? If, on the other hand, we refer to her as a child with a disability, will she then be able to see herself first and foremost as a child, with a disability as one aspect of her identity, along with her ready smile and her tuneful singing? Children are constantly refining and redefining their own self-identity. Of course, all people are, but children are especially open to the inputs of others. Our words are a key source of information for that process.

If we refer to Lin and Esme as ‘AIDS victims’, will they see themselves primarily as helpless victims, rather than individuals with all their uniqueness and capacity for development?

In our staff discussions, do we refer to Danny as a ‘problem child’, or can we refocus on him as a child who has a problem with one particular type of behaviour? Seen this way, we are freed to help Danny develop all his potential, and the difficult behaviour becomes one aspect of his identity, alongside his resilience, his sense of humour, his readiness to challenge unfairness.

Words, self-image, and children’s resilience

In order for children to develop as psychologically healthy individuals, they need to have a strong sense of self-worth. This is doubly true for children at risk or in need. For them to feel good about themselves, they need to know we value them for their individual identities. Edith Grotberg studied this with children under 12 in 22 countries. She showed that a strong sense of identity is vital to the human capacity to face, overcome, and even be strengthened by experiences of adversity (ie, ‘resilience’). Our

Words: building up or knocking down?

“The tongue also is a fire.” James 3:6.

Elaine de Villiers and

Ian de Villiers

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???words are critical in building children’s ability to face current and future difficulty. Grotberg says:

‘I am’ factors are the fundamental key [to resilience]. They involve identity and are influenced by messages received by the young child – affirmation and acceptance, for instance, or indifference and rejection. We may help children towards reclaiming their identity by affirming their unique value as ‘wonderfully made’, gently assisting them to hear and to receive good messages about themselves.” (Grotberg, cited by Barnard et al, 1999).

Children are not robots to be programmed by our language. But our language is rich in relationship and value, and has a value in development rarely recognized. Changing our words won’t change everything, but it can give children much needed strength for the future and encouragement in beginning to see themselves as ‘fearfully and wonderfully made’.

Elaine de Villiers is an adoption social worker based in the UK working in policy development, child placement and family support. Ian de Villiers is a social worker serving with Viva Network.

Use this simple table to think about how your language and labelling might help or hinder a strong and healthy sense of identity in children you work with:

Child’s Name Label Message = staff attitude Likely outcome = identity/behaviourNEGATIVE MESSAGES

Danny Problem child You are a problem to us I am not wanted hereEsma AIDS victim You are associated with I have no future; I am dirty death and taboos Asma Disabled child I can’t do what I am not worth what anybody else is; everybody else can I need not try.

POSITIVE MESSAGESAsma Girl with You bring pleasure I enjoy my own ability and further lovely voice to others want to bring pleasure to others Esme Hard-working You can keep going I can do things; I am not a victim of student circumstance Danny Creative child You have good ideas I will use my ideas and energy here because it feels good

SPACE TO CONSIDER YOUR CHILDREN

Child’s Name Label Message = staff attitude Likely outcome = identity/behaviour

Reference: ‘Grotberg’s Model’ (1995) in Children, Bereavement and Trauma by Barnard P, Morland I, and Nagy J (1999), Tyne and Wear, UK, Athenaeum Press.

A final thought...Does our response-ability matter Paulus Samuel

As the waves of the Tsunami recede and the spread of HIV in Asia continues, we hear the news of the July 7th London blast – another stark reminder of the nature of the world we live in. In the midst of all this, local non-governmental organizations (NGOs) are increasingly seen as the avenues of hope for development. Local NGOs’ roles are better recognized and respected in this era of multi-national corporations and international NGOs. Professional governance is the norm of the day and programme delivery is the talk of the hour. A more transparent and accountable programme makes us feel more comfortable and confident when responding to an issue.

As I write this, I remember Valli, a little eight year old girl who was beaten up by her own aunt in front of the entire school for having shared her food with her cousin (the aunt’s daughter). The reason for the attack was the HIV positive status of Valli’s mother who passed away recently. The teacher understood the problem and recommended Valli to an orphanage. The problem of discrimination and child abuse is taken care of and Valli is not at risk anymore (the teacher thought).

In the past, caring and being concerned about the needy and poor was seen as being everybody’s responsibility (response-ability). Over the years it has somehow become the NGOs’ responsibility. We have learnt to respond to needy situations more professionally through institutions and restrained our ability to respond to such situations personally. These days, the very way the individual in need experiences the helper has changed and vice versa. Service has become more fact oriented than feelings related. Feelings are considered inappropriate and unprofessional. Situations and people are seen through the lens of facts and figures.

But then I am reminded of how Jesus responded when the disciples obstructed the children from approaching him. Jesus was spontaneous and very personal in his response (which is why we can call him our personal Saviour). He recognized the unique value of each child as a person and ensured they were treated with dignity. When responding to people’s needs, Jesus left the power of choice to the concerned individual. He always asked them what it was they wanted him to do for them. I wonder how we can see the children around us as being created by God with dignity and rediscover our ability to respond personally – how our professionalism can go hand in hand with a personal touch.

I believe that this is the time for us to go back to our roots of personal touch, personal relationships, and personal responses to the person at risk. Only then do we see them as unique creations of God. Would Valli have preferred a personal touch from the teacher or a professional response such as the referral to an orphanage?

With millions of children at risk around the globe, and billions of dollars being spent towards changing the lives of children like Valli, I wonder how we can be personally available to all these millions of children? Is it a possibility at all?

I firmly believe that if every caregiver understands the power of the relational model of Jesus and recognizes the dignity of each child it will only be a matter of time before these vulnerable children experience the much needed personal touch.Thanks to the timely intervention of a local NGO, Valli is now back at home, attending the same school and is of course, a favourite with her teacher. Yes, our ‘response-ability’ did matter to Valli. Can this become a reality for every child at risk? I sure do pray and hope so...I sure do.

Paulus Samuel is the director of the Centre for Aids Rehab and Education (CARE) Madurai. CARE facilitates churches develop their own prayer, motivation and programmes to serve families affected by AIDS.

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???words are critical in building children’s ability to face current and future difficulty. Grotberg says:

‘I am’ factors are the fundamental key [to resilience]. They involve identity and are influenced by messages received by the young child – affirmation and acceptance, for instance, or indifference and rejection. We may help children towards reclaiming their identity by affirming their unique value as ‘wonderfully made’, gently assisting them to hear and to receive good messages about themselves.” (Grotberg, cited by Barnard et al, 1999).

Children are not robots to be programmed by our language. But our language is rich in relationship and value, and has a value in development rarely recognized. Changing our words won’t change everything, but it can give children much needed strength for the future and encouragement in beginning to see themselves as ‘fearfully and wonderfully made’.

Elaine de Villiers is an adoption social worker based in the UK working in policy development, child placement and family support. Ian de Villiers is a social worker serving with Viva Network.

Use this simple table to think about how your language and labelling might help or hinder a strong and healthy sense of identity in children you work with:

Child’s Name Label Message = staff attitude Likely outcome = identity/behaviourNEGATIVE MESSAGES

Danny Problem child You are a problem to us I am not wanted hereEsma AIDS victim You are associated with I have no future; I am dirty death and taboos Asma Disabled child I can’t do what I am not worth what anybody else is; everybody else can I need not try.

POSITIVE MESSAGESAsma Girl with You bring pleasure I enjoy my own ability and further lovely voice to others want to bring pleasure to others Esme Hard-working You can keep going I can do things; I am not a victim of student circumstance Danny Creative child You have good ideas I will use my ideas and energy here because it feels good

SPACE TO CONSIDER YOUR CHILDREN

Child’s Name Label Message = staff attitude Likely outcome = identity/behaviour

Reference: ‘Grotberg’s Model’ (1995) in Children, Bereavement and Trauma by Barnard P, Morland I, and Nagy J (1999), Tyne and Wear, UK, Athenaeum Press.

A final thought...Does our response-ability matter Paulus Samuel

As the waves of the Tsunami recede and the spread of HIV in Asia continues, we hear the news of the July 7th London blast – another stark reminder of the nature of the world we live in. In the midst of all this, local non-governmental organizations (NGOs) are increasingly seen as the avenues of hope for development. Local NGOs’ roles are better recognized and respected in this era of multi-national corporations and international NGOs. Professional governance is the norm of the day and programme delivery is the talk of the hour. A more transparent and accountable programme makes us feel more comfortable and confident when responding to an issue.

As I write this, I remember Valli, a little eight year old girl who was beaten up by her own aunt in front of the entire school for having shared her food with her cousin (the aunt’s daughter). The reason for the attack was the HIV positive status of Valli’s mother who passed away recently. The teacher understood the problem and recommended Valli to an orphanage. The problem of discrimination and child abuse is taken care of and Valli is not at risk anymore (the teacher thought).

In the past, caring and being concerned about the needy and poor was seen as being everybody’s responsibility (response-ability). Over the years it has somehow become the NGOs’ responsibility. We have learnt to respond to needy situations more professionally through institutions and restrained our ability to respond to such situations personally. These days, the very way the individual in need experiences the helper has changed and vice versa. Service has become more fact oriented than feelings related. Feelings are considered inappropriate and unprofessional. Situations and people are seen through the lens of facts and figures.

But then I am reminded of how Jesus responded when the disciples obstructed the children from approaching him. Jesus was spontaneous and very personal in his response (which is why we can call him our personal Saviour). He recognized the unique value of each child as a person and ensured they were treated with dignity. When responding to people’s needs, Jesus left the power of choice to the concerned individual. He always asked them what it was they wanted him to do for them. I wonder how we can see the children around us as being created by God with dignity and rediscover our ability to respond personally – how our professionalism can go hand in hand with a personal touch.

I believe that this is the time for us to go back to our roots of personal touch, personal relationships, and personal responses to the person at risk. Only then do we see them as unique creations of God. Would Valli have preferred a personal touch from the teacher or a professional response such as the referral to an orphanage?

With millions of children at risk around the globe, and billions of dollars being spent towards changing the lives of children like Valli, I wonder how we can be personally available to all these millions of children? Is it a possibility at all?

I firmly believe that if every caregiver understands the power of the relational model of Jesus and recognizes the dignity of each child it will only be a matter of time before these vulnerable children experience the much needed personal touch.Thanks to the timely intervention of a local NGO, Valli is now back at home, attending the same school and is of course, a favourite with her teacher. Yes, our ‘response-ability’ did matter to Valli. Can this become a reality for every child at risk? I sure do pray and hope so...I sure do.

Paulus Samuel is the director of the Centre for Aids Rehab and Education (CARE) Madurai. CARE facilitates churches develop their own prayer, motivation and programmes to serve families affected by AIDS.

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Useful WebsitesFor information and ideas

Tearfund International Learning Zonehttp://tilz.infoTearfund International Learning Zone, the resource component of Tearfund UK, is entirely dedicated to resources, publications, and research. You can search for documents on specific topics, such as child development, capacity development, church and development, impact assessment, and HIV/AIDS. Policy and research reports on everything from water and sanitation to the 2000 Millennium Goals are also available. In addition, TILZ provides practical information including articles and case studies concerning strategies for working with children at risk.

www.child-rights.orgWorld Vision International The resources website for World Vision International, provides reports, publications, and news for child rights, peace and conflict, and global economics. A valuable website for child activists, child-rights.org contains the latest articles and reports concerning children’s rights, including child participation, as well as practical ideas and methods for maintaining children’s rights in your own projects and programmes.

Children’s Rights Information Networkwww.crin.orgThe Children’s Right Information Network website has comprehensive reports, publications, research, current news and upcoming events, and a tri-annual

newsletter for individuals as well as organizations devoted to children at risk. While promoting children’s rights as detailed in the Convention on the Rights of the Child, the CRIN website allows you to access all resources either by theme or by region. Themes include children in armed conflict and child sexual exploitation to children in relation to macroeconomics and establishing a rights-based project. Users can also sign up to receive a bi-weekly email of news and current events on child rights.

Children Webmagwww.childrenwebmag.comAn Online magazine for child activists and practioners, Webmag is created by a consortium initiated by the Centre for Children and Youth, University College, Northampton, UK. The magazine contains regular columns and recent book reviews, as well as news from around the world of child-care. In addition to the journal contents, users can access helpful information including statistics, recommended reading, and legal information. You can also retrieve previous articles and former magazine issues.

Human Rights Internetwww.hri.ca/children/A website created to “educate, empower, and equip”, the Human Rights Internet website provides informative resources on HRI’s own Child Rights Division as well as publications, reports, and documents pertaining to a variety of children at risk issues. Youth are also encouraged to access the website for fun and interactive ways of accessing information about child right, current events, and forums for discussion.

AsiaViva Network Asia Centre Berhad,

PO Box 13230, GPO, Kuala Lumpur, Wilayah Perseketuan, 50804 Malaysiat: +60 3 905 84154 f: +60 3 905 84057

website: www.asia.viva.org

Viva Network: Working together to bring more children better care

International CentrePO Box 633, Oxford, UK, OX2 0XZ

t: +44(0)1865 320100 f: +44(0)1865 320101 email:info@viva.org Website: www.viva.org

Regional CentresLatin America

Red Viva de América Latina, PO Box 120, Y Griega - 1011,

San Jose, Costa Ricat: +506 387 2531

website: www.redviva.org

AfricaViva Network Africa,

PO Box 14003, Kampala, Ugandat: +256 41 270056

Website: www.africa.viva.org

EuropeViva Network Europe,

PO Box 633, Oxford, UK, OX2 0XZt: +44(0)1865 320100 f: +44(0)1865 320101

Website: www.viva.org