the young women’s academy for conscious change rwanda & uganda · • psychological...

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THEYOUNGWOMEN’SACADEMYFORCONSCIOUSCHANGERWANDA&UGANDA

MEASURINGOURIMPACTAMONGGIRLSOnwhatitfeelsliketobeayoungwomancreatingchangeinyourcommunityBeingayoungwomanwhoiscreatingchangeinhercommunity,itfeelsawesome.Thisisbecausetherearefewyounggirlsinthecommunitywhocandothismaybebecausetheyfeeltheyarenotworthit.Andtherefore,beingoneofthosethatarehavingimpactofthecommunity,feelsgoodtoseemyselfmakingachangeinmycommunity...Itisconstructiveinawaythatitencouragesmypeopletostartmakingdecisionsthatcanhelpthecommunitybecausetheyhavebeeninspiredbyayoungwomanwhoiscreatingchange.

-MugwanezaPhionahItfeelssogreat.IsaysobecausechangeisonethingwecanneverrunawayfromandIknowthatitdoesnothappenjustlikethat,butratheritbeginswithus.Ialsobelievethatwiththeconsciouschangethatweastheyoungwomenwillcarryout,manygirlsoutthereshallbeinspiredandstepouttostartcausingchangesintheirdiversecommunities.

-BedayikaRachealTome,Ifeelsoempowered,motivatedandcourageousseeingmyselfhavingpassionformypeopleinmycommunityandseeingthatthereisachangeintheirlivesjustbecauseofmyeffortandcourageplusconfidence…Ialsofeelsochallengedandcometorealizethatitneedsonetotakeastepforchangetohappen.ItgivesmeaviewandpeaceofmindthatIcanmakeachangeinmycommunitynomattertheage,financialneeds,sothatitshowsmethatifIamtodoit,thenIshouldstartitnowbutnotwaitforothersdoitorwaitfortomorrowtocomebecausetomorrowwillnevercome. -NakaferoDoreenItfeelsgreatandmotivatingtoseethatIasayoungwoman,Iamcreatingchangeinmycommunity.IfeelcompletebecauseIamalsocontributingtothesocietypositively.ItfeelsimportantbecauseintheearlyAfricanculture,awomanwaslessimportantandcouldnotcontributeanythingtransformationalinsociety,buttodayIamsohappytoseethatayoungwomancanalsohaveasayonthetransformationofcommunity. -BaziraJudith

GlobalGrassrootsYoungWomen’sAcademyforConsciousChange:MeasuringImpact

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EXECUTIVESUMMARYGlobalGrassroots’overarchingmissionistocatalyzewomenandgirlsasleadersofconscioussocialchangeintheircommunities.OurYoungWomen’sAcademyforConsciousChangeisaprogramforrecenthighschoolgraduatesheldduringthenine-monthgapbetweenhighschoolgraduationanduniversityenrollment,whentheriskofgivinguptheireducationalpursuitsisgreatest.Ourprogramgivesyoungwomentheirfirstopportunitytoinitiatetheirownideasforsocialchangeintheirhomecommunities.Wedelivera40-hourexperientialcurriculumthatcombinesmindfulnesstraining,mindfulness–basedleadershipskills,socialentrepreneurshiptoolsandmind-bodytraumaandstressmanagementpracticestoenableyoungwomentodevelopintocompassionateleaders.Withourseedfundingandongoingsupport,ourstudentscarryoutaviableplanoftheirowndesignforcommunitychangebenefitingothergirls.Throughpersonalgrowthwork,ourcurriculumdeepenstheirsenseofself-confidence,agencyandcouragetocontributetowardssocialchange,whileourincubatorprovidesconcreteskillsandopportunitytodesignandoperatetheirownideas.Finally,weprovidea$500scholarshipforeachgraduatetowardstheiruniversityeducation.AccordingtoresearchersBrookeFeeneyofCarnegieMellonUniversityandNancyCollinsofUniversityofCaliforniaatSantaBarbara,thedefinitionofthrivingis“copingsuccessfullywithlife’sadversitiesandactivelypursuinglifeopportunitiesforgrowthanddevelopment.”Therearefivecomponentsofthriving: • hedonicwell-being(happiness,lifesatisfaction),• eudaimonicwell-being(havingpurposeandmeaninginlifeandmovingtowardlifegoals),• psychologicalwell-being(positiveself-regard),• socialwell-being(deepandmeaningfulhumanconnections,faithinothersandhumanity,

positiveinterpersonalrelationships),and• physicalwell-being(health)1.GlobalGrassroots’Academygoesbeyondtheworkofasinglescholarship,vocationaltrainingprogram,leadershipprogram,mindfulnessprogram,experientialeducationprogram,trauma-healingprogramorcommunityserviceprogram.Ourintegratedapproachacrossallthesedomainshelpsgirlsthriveandresultsinripplesofimpactfromeachgirl’sworkwithinthemselves,theircommunityandfortheirfuture.Herearehighlightsfromourimpact:• GirlsEducation:Todate,100%ofourparticipantshavecontinuedonwiththeiruniversity

educationandnotonehasbecomepregnantormarriedearly.• RippleEffect:In2015,our13Ugandanstudentsreachedatotalof2848peopleinseven

months,anaverageof219perventure.Weinvestedatotalof$1977ingrantfundingfortheseventures,anaverageofonly$152perproject,or$0.70perpersonimpactedbytheirprograms.

• Confidence:In2015,whenaskedhowreadyandabletheyweretocreatesocialchangein

theircommunity,wesawastunning167%increaseinstudentswhoresponded“veryable”-

1. 1 B.C.Feeney,N.L.Collins.“ANewLookatSocialSupport:ATheoreticalPerspectiveonThrivingThrough

Relationships.”PersonalityandSocialPsychologyReview,2014;DOI:10.1177/1088868314544222


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from38%ofrespondentsbeforetheprogramto100%asofgraduationsevenmonthslateramongallourRwandanparticipants.

• SenseofPower:In2015,wehada75%increaseamongourRwandanstudentswhofelt

powerfultochangetheirowncircumstancesaswellasa75%improvementintheirsenseofpowertochangetheircommunity’scircumstances.InUganda,weachievedatotalof69%ofstudentswhofeltthehighestlevelofpowertochangetheirowncircumstances,and62%whofeltthesameintheircommunity,representinga100%gaininsevenmonths.

• Self-Awareness,Self-Management&Mindfulness:Aftersevenmonths,inRwandawesaw

a31%improvementamongstudentswhofelttheycouldusuallydescribehowtheyfeltatthemomentinconsiderabledetail,andan18%increaseinscoresamongUgandanstudents.Ugandanstudentsshoweda28%increaseinthosewhofelttheycouldnoticetheirthoughtswithoutjudgingthem,andinRwandawesawa15%improvement.Finally,ourstudentsinRwandademonstrateda21%improvementinacceptingthethingstheyknowtheycannotchange,andwesawa21%increaseinUgandaamongthosewhofelttheycouldacceptthethoughtsandfeelingstheyhad.

• Post-TraumaticStress:AmongUgandangirlswhoparticipatedinourprogramin2014,we

sawthefollowingdecreaseincaseswherestudentsreported“quiteabit”or“extremely”tothefollowingsymptomsofpost-traumaticstressdisorderbeforetheprogrambegancomparedtothetimeofprogramcompletionsevenmonthslater:

PTSDSymptom

BeforeProgram

AfterProgram

Repeated,disturbingmemories,thoughts,orimagesofastressfulexperience.

45% 0%

Repeated,disturbingdreamsofastressfulexperience. 36% 0%Avoidingactivitiesorsituationsbecausetheyremindedyouofastressfulexperience.

55% 11%

Feelingirritableorhavingangryoutbursts. 27% 11%Havingdifficultyconcentrating. 33% 10%Being"super-alert"orwatchfuloronguard. 50% 33%Feelingjumpyoreasilystartled. 20% 0%• RelationshipSkills,ResponsibleDecision-MakingandSocialAwareness:In2015,among

girlsinRwanda,therewasa35%increaseinhowoftenyoungpeoplehelpedorgothelpforsomeonewhowashurt,anda22%increaseinUganda.Therewasa50%increaseinstandingupforsomeonewhowasbeingpickedoninRwandaanda29%increaseinUganda.InRwandatherewasa41%increaseinhelpingcarryingthingsforsomeonetheydidn’tknowandan18%increaseinUganda.

• EconomicEmpowerment:GlobalGrassrootsdeliversonallsixdimensionsofeconomicempowermentidentifiedbyNike’sGirlEffect,includingadvancedfinancialknowledgeandaccesstoresources.In2015,33%ofourRwandanstudentsand63%ofourUgandanstudentshadaccesstosavingsbytheendofourprogram(excludingour$500universityscholarship),comparedto0%and13%respectivelybeforeourprogram.


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WHYWEDOWHATWEDO:TheIssue,Needs&OpportunityGlobalGrassrootshasbeenoperatinginRwandasince2006andinUgandasince2013.Inthe1994genocide,morethan800,000Rwandanswerekilledinjust100days.Attheendoftheconflict,70%ofthepopulationwasfemale.WhileRwandahasmadewomen’sparticipationingovernmentapriority,atthegrassrootslevel,womenandgirlsoftenlackboththeunderstandingoftheirlegalrightsandthecapacitytoprotectandenforcethoserights.Girls’educationremainsacriticalpriority.NorthernUgandaisamorerecentcase.From1986-2006,thereignofterroroftherebelLord’sResistanceArmy(LRA),famedforitsbrutalityincludingkidnappingasmanyas10,000childrenwhowereforcedtobecomecombatantsandsexslaves,causedwidespreadinsecurityandhumanitariancrisesthroughouttheregion.AstheLRAretreatedintoneighboringDemocraticRepublicofCongo,returneesandthedisplacedhavebeenslowlyrebuilding,butthetraumaofwarandviolencetakesgenerationstoheal,andpovertyexacerbatestheabilityofyoungpeopletoriseaboveanyhistoryofviolence.Post-conflict,womenandgirlstypicallymakeupthemajorityofapopulation,lefttoheadhouseholdswithouttheassistanceofmen,whileoftensufferingfromthetraumasofviolence.Astheprimarycaretakersoftheirfamiliesandcommunities,womennaturallyhavethegreatestinsightintothecriticalissuesfacingtheirsociety;further,theyhaveauniqueunderstandingoftheissues’underlyingrootcauses.Assuch,theyarecriticalindefiningprioritiesforfamilies,communities,andnationalgovernment.Yetwomenoftenhavetheleastaccesstothefinancialresources,education,skillstraining,andothersupportservicesneededtoadvancetheirideasforsocialchangeorattendtotheirownrehabilitationneeds.Thecircumstancesfacingtheirdaughtersareevenmoresobering:• One-thirdofgirlsinthedevelopingworldwillbemarriedbeforetheageof18.

(UNICEF,2010)• Halfofallfirstbirthsinthedevelopingworldaretoadolescentgirls.(Population

Council,2007)• Insub-SaharanAfrica,fewerthanoneinfivegirlsmakesittosecondaryschool.

(CenterforGenderEquity,2006)• InRwanda,only4%ofgirlscompletehighschool.(UNICEF)• InUganda,85%ofgirlsleavesecondaryschoolearly(WorldBank,2011)Evenamongthosefewgirlswhomakeittosecondaryschool,theymayfacealackofsanitationfacilitiesandaccesstosuppliesduringmenstruation,thustheymaystayhomefromschooloneweekeachmonthtoavoidbullyingandstigmaduetotheirinabilitytoattendtopersonalhygieneneeds.Graduallytheyfallbehind.Duringschoolbreaks,theyarepressuredbytheirfamiliestofindjobs,arecourtedbymalepredators,andareathighestriskofteenpregnancyandabuse.Consequently,manyleaveschool,underminingtheirpotentialtoendthecycleofpoverty,completetheireducationandbecomeleadersintheircommunities.Finally,thosewiththepotentialtoovercometheseobstaclesandattendschool–evenleadershipacademies–stillhavelittleopportunitytoexperimentwithleadershipskillsoutsidetheclassroom.GlobalGrassrootsisworkingtoservethispreciseniche–providingopportunitiesforwomenandgirlstohealfromthetraumaofwar,developtheirleadershippotentialandbecomeleadingchangeagentsbydesigningandimplementingtheirownideasforsocialchange.


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WHATWEDO:GlobalGrassroots’YoungWomen’sAcademyforConsciousChangeGlobalGrassroots’YoungWomen’sAcademyforConsciousChangeisinnovativeinitsuniquefusionof(a)mind-bodytraumahealingtechniquesforourparticipantswhoaresurvivorsofviolenceorwhomaybeworkingwithvulnerablepopulations,(b)ourmindfulness-basedleadershipprogramthathelpsdevelopself-confidence,courage,andcompassionateleadershipskills,and(c)skillstraining,grantfundingandhigh-engagementcoachingtohelptheseyoungwomenbuildsustainablenon-profitorganizationsfromscratchtoself-sufficiency.Thelevelofduediligenceweconductandthesupportweofferisunparalleled,andthetargetpopulationsweservearethosemostoftenoverlookedfortheirpotentialaschangeleaders.Weandourparticipantsaresucceedingwiththiscomprehensiveandholisticapproach.Here’sacloserlookattheprogrammodelandcurriculum.GlobalGrassroots’YoungWomen’sAcademyforConsciousChangeinbothRwandaandUgandaprovidesanavenueforvulnerableyoungwomenwhohaverecentlygraduatedfromhighschooltoadvancetheirownsolutionstotheissuesthatmattermosttothemandtodeveloptheircapacityasmindfulchangeleadersintheircommunity.Ourprogramtakesplaceduringthenine-monthgapbetweenhighschoolgraduationanduniversityenrollmenttoreducetherisksofteenagepregnancybyoccupyingthestudentsinconstructivecommunityengagementandlearningactivities.Ourprogramgivesyoungwomentheirfirstopportunitytoapplytheirleadershipskillsandgivebacktotheirvillages.Selection:Throughlocalpartnerships,GlobalGrassrootstargetsthemostvulnerable,yethighpotential,highschoolstudents.Pastprogramshaveincludedteenagemothers,thosewhoareHIVpositive,andthosewhoaretheheadsoftheirorphanedhouseholds.OurcurrentpartnerisCornerstoneDevelopment,aninternationalNGOfocusedonleadershipandacademicdevelopmentofyoungpeopleasfuturenationalleadersinEastAfrica.Cornerstoneoperatesboardingschoolsforhigh-performingstudentsfromimpoverishedcommunitiesanddiversebackgrounds(intermsofreligion,socio-economicstatusandethnicgroup)forthelasttwoyearsofhighschoolbeforeuniversity.Infact,someofthestudentsarethefirstwithintheirvillagetocompletetheirsecondaryeducation.Training:ThefirstphaseofourprogramtakesplaceinJanuary,atwo-weekintensiveexperientialprogram,adaptedfromourlong-standingwomen’scurriculum.Alltrainingtakesplaceattheboardingschoolsfromwhichtheparticipantshaverecentlygraduated,anditiswithinthisfamiliarenvironmentthattheydevelopacomprehensiveplanfortheindividualsocialventurestheywillcarryoutintheirhomecommunitiesoverthefollowingsixmonths.Webelievethatthoseofuswhoworktoadvanceamorejustsocietyhavearesponsibilitytocreatethatchangewiththesameintegrityandjusticewehopetoseeintheworld.Thus,essentialtoourworkpreparingyoungwomenfortheirroleaschangeagentsisfirsttohelptheminvestinaprocessofinnerawarenessandgrowth.OurAcademyincorporatesexperientialpersonaltransformationpracticesinmindfulness,meditation,self-expression,deeplistening,conflictresolution,breathworkandsomatictoolstohelpthesefuturechangeleadersexpandtheirsenseofself-awareness,developtoolsfortransformingoppressionandsuffering,cultivatecompassionandinitiatechangeresponsibly.Exploringandovercomingchallengeswithchange,fear,limitingbeliefsandreactivitywithinthemselvesfostersempathyandunderstandingofhowothersexperiencechange.Further,thoseservingthevulnerableneedtohonortheirownneedsforrestoration.Thus,theyareintroducedtoourmind-bodytraumahealingtechniques,which


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wepracticedailysothattheycanexperiencethephysiologicalandpsychologicalbenefitsofthepracticeovertime,andunderstandwhatitmeanstohaveadailypracticefortheirownself-careandresiliencesothattheymayavoidthepitfallsofburnout,disillusionmentorabuseofpower.Finally,byhelpingyoungwomenmapouttheirgifts,passions,capabilities,assetsandinnerpowerthatcanbeleveragedforsocialchange,wedeepentheirsenseofagency,astheyidentifywaystheyarealreadyequippedtomaketheirownuniquecontribution.ThestudentscompletetheirJanuarytrainingwithacomprehensivebusinessplanfortheirnon-profitcommunityserviceproject,lessonplansforanycontenttheywillbeteaching,start-upandoperatingbudgetandadraftneedsassessmenttoconducttoestablishabaselineunderstandingoftheirissue.Implementation:InFebruary,thestudentsreturntotheirvillagesacrossthecountrytoimplementtheirprograms.Weprovideupto$500inseedfundingtocover100percentoftheirstart-upexpensestoconducttheirbaselineissuestudy,registertheirorganizations,purchasematerials,conducttheirprogramservices,covertransportationandcommunicationscosts,andanyoperatingexpenses.Theyoungwomenarrivehomewithgreaterself-confidenceandself-esteem;thisconfidencecontinuestoincreaseasthesesocialchangeagentsinitiatetheirventuresasunpaidvolunteersandgainvaluableexperienceinpublicspeaking,workingwithlocalauthoritiesandcommunityleaderstoadvocateforresources,andeducatingandinspiringothers.LocalGlobalGrassrootsstaffvisitseachyoungwomaninherhomecommunityinFebruaryandJulytoprovideon-goinghigh-engagementsupportandvalidationoftheirwork.Mid-PointConvening&Reflection:Atthemid-pointoftheprogram,afterthreemonthsoflocaloperations,eachgroupofstudentsreconvenes.Itisduringthesesessionsthatourgirlsdistillandintegratetheiractualexperiences.Theydeepentheirpersonalgrowthpracticesandself-reflection,reviewtheirprogress,learnhowtodevelopfinancialandprogrammaticreports,designsocialimpactassessments,planforthenextthreemonths,andanalyzewhatitmeanstobeamindfulleaderinpractice.Graduation:Aftertheirfinalthreemonthsofoperationsandaftermeasuringtheirimpact,alloftheparticipantsreturntotheirrespectivetraininglocationsinAugustathirdtimetopresenttheirfinalfinancial,programmatic,andimpactreportsontheircommunityserviceprogramandtoreflectonthepersonalmeaningoftheirexperience.Theythengraduatefromtheprogramandareawardeda$500scholarshiptocoverfeesforonesemesteratuniversity.Thishelpsalleviatethepressurefromfamilytoworkduringtheirvacationandprovidesanotherwaywecaninvestintheircontinuededucation.Ourprogram’suniquefusionofsocialentrepreneurshiptools,mindfulnesspractices,consciousleadershipskills,team-basedproblem-solving,andmind-bodytraumahealingprovidesyoungwomenwithanavenuetohealfromtraumaticexperiences,developsocial-emotionalintelligence,becomeconfidentintheirprofessionalandacademicabilities,succeedincreatingpositivechangeintheircommunities,anddevelopasself-awareandcompassionateleaders.Wehelpyoungwomenenvisionafutureforthemselvesthatincludesuniversity,makingthemlesslikelytosuccumbtopressuresthatwouldendtheirhighereducationdreams.Thesenewleadersofchangealsogaintheconfidenceandself-esteemthatwillbeessentialfortheirsuccessinuniversity–andbeyond.Asourstudentstellusaftercompletingtheprogram,theynowknowtheyhavethecapacitytochangetheirworld–confidenceandtoolsthatwillguidethemthroughouttheirlives.Followingisanoverviewofthemodulescontainedinatypicaltrainingprogram:


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ProgramOverviewYOUNGWOMEN’SACADEMYFORCONSCIOUSCHANGE-2015

WEEK1

DAY1-Monday DAY2-Tuesday DAY3-Wednesday DAY4-Thursday DAY5-Friday DAY6-SaturdayMorningPractice8:30–9am

Introductions,Pre-Assessments,Registration

Module3:IntrotoBreath~Body~Mind(BBM),TraumaandStressManagement

BBMPractice BBMPractice BBMPractice BBMPractice

MorningSession(9am–12pm)Teabreakaround10:30

Module7:BecomingWhole:UnderstandingChangeintheSelfandOtherSession1(2hours)

Module9:DevelopingaSolution,TargetPopulation,TheoryofChange,CharacteristicsofaStrongVenture

BriefVenturePresentationsonIssue,Mission,Vision,TheoryofChange,TargetPop&Solution:TestProjectLogic

Ifneeded,continueBriefVenturePresentationsonIssue,Mission,Vision,TheoryofChange,TargetPop&Solution:TestProjectLogic

Module1:IntroductiontoConsciousSocialChange

Module4:IdentifyingAssets,DevelopingCreativeSolutions

Module8:MappingStakeholdersSession1(1hour)

MindfulLunch12-1

StartingonDay2:Waittoeattogether,beginwithgraceorThichNhatHahncontemplationtogether(havedifferentgirllead),20minsilence,thencommunitylunch,createchorelistforalternatingcleanup

AfternoonSession(1pm-4pm)

SocialIssueDiscussion(&FormingTeamsifInterested)

Module5:CultivatingSelf-AwarenessforTransformation

Module7:BecomingWhole:UnderstandingChangeintheSelfandOtherSession2(1hour)

Module10:StayingAttuned:DeepListening,RespectingLocalWisdom,InquirywithoutImposition

BriefVenturePresentationsonIssue,Mission,Vision,TheoryofChange,TargetPop,SolutionandCSC:TestProjectLogic

FREEBLOCK:Usetimeforadditionalpresentations,toallowstudentstomakeadjustmentstotheirventuresolutionortoteachanythingthatdidnotgetenoughattention

Module2:SocialIssueDiagnosis

Module6:Mission&Vision

Module8:MappingStakeholdersSession2(1hour+groupwork)

GroupWorkTime(4pm-5pm)

Workonproblemtrees

Workonpersonalassetlist,mission,vision

Workonstakeholderanalysis

Workontargetpopandsolutions

HOMEWORK PersonalJournal:RecordMiracles,DrawcommunitiesSocialVenture:ProblemTrees

ReadArticlesPersonalJournal:Sharingaffirmations,miraclesSocialVenture:PersonalAssetListandMission&Vision

PersonalJournal:Personalchangeinsightson50-50,3breaths,miraclesSocialVenture:StakeholderAnalysis

PersonalJournal:Truths,deeplistening,reflectionsonCSCSocialVenture:Designingpresentationsofsolutions,theoryofchange,CSC

NONE!MOVIENIGHT:GIRLSRISING(playDVDfromcomputer)

PersonalJournal:Quietnightofreflection.Writeaboutwhatitfeelsliketobeayoungwomanwhocancreatechange.


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WEEK2

DAY7-Monday DAY8-Tuesday DAY9-Wednesday DAY10-Thursday DAY11-Friday DAY12-SaturdayMorningPractice8:30–9am

BBMPractice BBMPractice BBMPractice BBMPractice BBMPractice BBMPractice

MorningSession(9am–12pm)

Module11:EnsuringBalance:Self-Care&StressManagement

Module14:IssueStudies,MeasuringImpact,MetricsofEvaluation

Module16:StepstoImplementation,ResourceNeeds&ProgramPlans

Module18:IssueStudySurveys

Module20:VentureBudgets

FinishVenturePlansorteachanythingthatneedsmoreattention

Module12:SettingGoalsandActivityPlans

CommunityChallenge

FREEBLOCK–individualworktimeortietoteachanythingmissing.

MindfulLunch12-1

Waittoeattogether,beginwithgraceorThichNhatHahncontemplationtogether(havedifferentgirllead),20minsilence,thencommunitylunch,createchorelistforalternatingcleanup

AfternoonSession(1pm-3pm)

Module13:ExploringDominantPower,PowerfromWithin

Module15:TransformingFear,Failure,LearningandDecision-Making

Module17:CommunicationsandConsciousConflictResolution

Module19:LeadingfromWithin:Ethics&ConsciousLeadership

Module21:BasicBookkeeping,FinancialReportingandBreak-EvenAnalysis

ReviewofSkills/FrameworksVENTUREPLANSDUE(mayneed1-2daystofinish),Post-TrainingAssessments,OverviewProgramNextStepsNextdaywillbeAwardLetters&ClosingCelebration

GroupWorkTime(4-5pm)

Developinggoalsforprogramsandoutcomes,activityplans

Workonmetricsworksheet

Workonstepsforimplementation,resourcelist,programplanandcommunicationsplan

Workonethicspolicyandissuestudyquestionnaires

Workonbudgetsandbreak-evenanalysis

HOMEWORK PersonalJournal:DesignaSelf-CarePlan,powerstatement,intentions,miraclesSocialVenture:Developprogramgoals&outcomes,andactivityplan

PersonalJournal:Writeaboutlimitingbeliefs,fears,affirmationsandlearningfromfailureSocialVenture:Developmetricsworksheetforeachoutcome

PersonalJournal:ReflectonexperienceofconflictSocialVenture:Developstepsforimplementation,programplan,resourcelist,communicationsplan

PersonalJournal:ConsiderhowyouwillincorporatemindfulnessintoyourventureSocialVenture:Developethicspolicy,developissuestudyquestionnaires

PersonalJournal:Writeaboutwhatyouwilldoasadailycontemplativepracticeduringyourworkathome.SocialVenture:venturebudgets,break-evenanalysisandledgertemplates


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WHATWETEACH:ThePrinciplesThatGuideTheCapacitiesWeCultivateConsciousSocialChange,atermcoinedbyGlobalGrassrootsfounder,GretchenSteidle,isaprocessledbyresponsibleandethicalchangeagentswhoengageintheirownmindfulnesspracticeandpersonalgrowthwhilestrivingtoadvancepositivechangeforthecommongood.ConsciousSocialChangeisdrivenbyone’sinnerwisdom,usesadirect-experiencelearningmethodologytounderstandchange,andembracescompassionandrespectforallstakeholders,includingouropposition.Inaconsciousness-basedapproach,thesameprinciplesofdeepinquiryusedforself-awarenessareappliedtoidentify,understand,andtransformunderlyingissues,notsymptoms,amongothers.

ConventionalModel2 ConsciousSocialChangeModelOuter-driven(wetrytoachievewhatsocietysaysweshould–wealth,status,beauty)

Inner-driven(weaskwhatwefeelmostpassionateaboutandcalledtodointheworld)

Self-focused(welookatwhat’sinitforus) Other-focused(welookathowwecanbenefitthecommongood)

Tocreatechange,wetellorforcepeople,andarearemotivatedbyourneeds,thuscreatingasenseofdivision:usvs.them;weusethreatsofpunishmentorrewards(sticksorcarrots)togetpeopletocomplywithwhatwewant

Tocreatechange,webeginwithself-examinationtounderstandhowmuchoftheproblemisourown;wedevelopcompassionforothers;weseektheinsightandparticipationofothersindesigningasolution;westayattunedtothechangingreality,andwelooktocollaborate

Theresultsareincrementalchangewithinthenormsofbehavior,oftenwithoutpeoplechangingatadeeplevel–insteadtheyarejustcomplyingtoavoidpunishmentortogetthereward

Theresultsaresystemicchangeattherootandindividualtransformationthatlasts

SteidlehasidentifiedFivePrinciplesofConsciousSocialChange,whichformthefoundationofourexperientialcurriculumandteachingmethodology:PrincipleONE:CultivatePresenceA2010HarvardUniversitystudyfoundthatourmindswander,onaverage,46.9%ofourwakinghours,andthatweareactuallylesshappywhenourmindiswanderingthanwhenweareawareofthepresentmoment.3Thefirstandmostfundamentalcapacityweteachismindfulnessandself-awarenesssowemaydeveloptheabilitytobefullypresentwithourselvesandothers.Themorewepracticecultivatingourabilitytobe”inthemoment,”themorelikelywecannoticewhenweneedtoattendtoourownneeds,andthelesslikelyourpainorstresswillinfluenceouremotionalstate.Themorewecanbewithwhatweareexperiencing,evenifitisuncomfortable,themorelikelywewillbeabletoendureothermomentsofdifficulty(includingbeingwithsomeoneelseinpain).Withmorepractice,wecometounderstandtheunderlying

2 Quinn, Robert, Change the World: How Ordinary People can Achieve Extraordinary Results (San Francisco: Jossey-Bass, 2000) 124- 131 3 Killingsworth,MatthewA.andDanielT.Gilbert.(2010).AWanderingMindisanUnhappyMind.Science,330,932.


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reasonsforourownfearsandanxiety,whichleadstogreaterempathyandcompassionforthosewhochallengeus,possiblybecausetheytooaresuffering.Whenaleaderworkstodeepentheirself-awareness,theyhaveagreaterlikelihoodofmakingmindfuldecisionsthatarenotdistortedbypersonalagenda,ego,orabuseofpower.

PrincipleTWO:BecomeWholeThesecondprincipleistogobeyondjustnoticing,andactuallybeingproactiveinaddressingourownstuff–ourwounds,fears,limitingbeliefsandshadowsthatcandistortourperspectiveandcauseusunconsciouslytoharmotherswhileprotectingourselves.Theunexaminedselfhasbeenattherootofmanyactivistmovementsthathaveturnedviolentaswellasleadershipattainedthroughoppressionandprejudice.Changebeginswithinourselves.Whenyourealizehowyourownreactivityintimesofstress,fear,oranxietycanunintentionallyharmothers,youcanchangethatbehavior.Further,youaremorelikelytoseektounderstandthedestructivebehaviorsofothers,andworktofindasolutionthatwillgetattherootsoftheirpain,notjustthesymptomsoftheiractions.And,whenyouunderstandhowchangeisdifficultfromyourownpersonalexperience,youaremorelikelytohavecompassionandpatiencewhentryingtogetsomeoneelsetochange.Thisformofleadershipresultsindecisionssignificantlymoresustainableandchangethatismoredeeplytransformative.

PrincipleTHREE:EnsureBalanceThethirdprincipleisusingpresenceforbalanceandself-care.Bycommittingtoongoingpersonaltransformationpractices,wecanmoreeasilyattendtoourownneedforbalancesothatweavoidburnoutanddiscernwhenitisnecessarytotakeastepbackfromoursocialchangeeffortstorestoreourselves.Thisensureswestaywhole,groundedandcompletelyavailabletodoourworkintheworld.Leaderswhoembracemindfulness,self-careandwellnesspracticesensuretheyfosterahealthybalanceandaddressproactivelytheneedforrenewal.

PrincipleFOUR:StayAttunedThefourthprincipleisusingpresencetostayattunedtotheneedsofourbeneficiaries,sowedonotgetstuckonourownagendaorabuseourpower.Consciouschangeinvolvesengagingallstakeholdersinunderstandinganissue,settingavisiontogetherandworkingcollaborativelytodesignasolutionthatremainsflexibleasneedsshift.Ratherthangettingattachedtooneactivitythatmaynolongermeetneedsovertime,solutionsaredesignedtoworkattherootlevelofanissueandareevaluatedandadjustedasnecessarytoensuretheyarestillworkingtoalleviatethatissue.Stayingattunedmeansthatwehonorthateveryindividualhaswisdomandacontributionthatcomesfromtheiruniquelifeexperience,andthattheymayhavearoletoplayinthelargerecosystem.Itmeanswelistendeeply,avoid“us”vs.“them”approaches,andseektounderstandtheneedsofallinvolved.ConsciousSocialChangethusallowsforthemosteffectiveandinnovativeideastomoveforward,whichinturnaremorelikelytobesustainablebecauseoftheirinformed,inclusive,responsiveandcreativenature.

PrincipleFIVE:LeadfromWithinThemorewelistentoourselvesthroughmindfulness,themoreweareabletoidentifyourindividualcalling.Consciouschangeagentsareguidedbyaninnersenseofpurposeandstrivetocreateabenefitforthegreatercommongood.Theirpresence,passionandexamplesupportothersinfindingtheirownpurposetoo.Changeagentswhocultivateandleveragetheiruniquegiftsarealsooftenworkingatthecuttingedgeofsocialinnovation.Drivenbytheirmissionorvision,theycombineexperimentation,resourcefulness,andevaluationtoseewhatworks.They


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donotgetstuckononemethodorprogram,butarecontinuallydriventoevolvetheirunderstandingandresponse.Consciousleadersarewillingtomentorothers,butarealsonotafraidtoseekguidanceforthemselveswhenneeded.Theylookateverything,includingconflict,“failure”andchallenge,asachancetolearn,andevenastheylead,theyalsoknowwhentostepbackwhereitisnotalwaysuptothemtofixthings.Theytakeresponsibilityfortheirownroleinacollectiveproblem,andtheyarewillingtostepupandworkcollaborativelyanddecisivelytowardsasolution.Finally,consciousleadersensurethoseworkingtogetherareinspiredbyacommoncause,whichenergizescollectiveefforts

WHATWEHOPETOACCOMPLISH:Learning&OutcomeObjectivesGlobalGrassrootsaimstohaveatransformativeimpactonanindividualandcollectivelevel,includingonourgraduatesandthebroadersocietyinwhichtheyoperate.Wearedeeplycommittedtooureffectiveness,ourcultureasalearningorganizationinformedbyourbeneficiaries,andourabilitytoleveragescarceresourcestomaximizesocialvaluecreation.Weevaluateoureffectivenessinmeetingthesegoalsandobjectivesthroughpre-andpost-trainingassessments,andweevaluatepersonaltransformationandknowledgecomprehensionasappliedbyparticipantsthroughouttheventureimplementationphase.Further,toensurethesuccessofeachventure,eachparticipantbuildsimpactgoalsandevaluationmeasuresspecifictotheirsocialissueintotheirdesign.Priortolaunch,participantsarerequiredtoconductabaselinestudyoftheirtargetissue,whichformsthebasisofadetailedimpactassessmentafterprogramcompletion.Wethenconductsitevisits,inspectbookkeeping,interviewbeneficiaries,evaluateprogramreporting,hostfocusgroups,utilizecompletionsurveys,andrequirepersonalreflectionessaysfromthegirls.Aftereachprogram,wereviewourcurriculumandregularlymakeadjustmentstoourprogramdesigntoimprovetheclarity,depth,andbreadthofourmaterial.LearningObjectivesBytheendofthetraining,ourobjectivesarethatourparticipantswillbeableto:• Understandthefiveprinciplesofconscioussocialchangeandtherelevanceofmindfulness

tosocialchange• Usereflectivepracticesforpersonalself-awareness,emotionalself-regulation,stress

management,strategicdecision-making,courage,addressingconflictandopposition,andlearningfrompersonalexperience

• Workcollaborativelyandwithaparticipatoryapproachtoensureattunementtotheneedsofothers,includinguseofdeeplisteningskillsandconsciousconflictresolutionmethodsthatempowerandsupporttheself-sufficiencyofothers

• Understandtheirownassets,passions,capabilities,andgiftsthatcanbeleveragedtocontributemeaningfullytothecommongood

• Diagnoseanissueattherootandsystemiclevel,developgoalsandmetricsforevaluation,measureimpact,andanalyzefindings

• Designandarticulateasolutionwithacomprehensiveventurelogicintegratingtheirmission,vision,theoryofchange,programmodel,goals,andbudgets

• Developabudget,manageagrant,conductbasicbookkeeping,developafinancialsummaryandfinancialreportfromitemizedtransactions,andmakestrategicdecisionsbasedonananalysisofbudgetsvs.actuals

• Leadamindfulnessexerciseortrauma-healingpracticeoftheirchoice


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• Reflectandshareabouttheirventurechallenges,problem-solvingprocesses,personalexperiencesworkingwithothers,anddrawmeaningfromtheirexperience

• Haveaclearsenseofpersonalpurposeandabeliefinthemselvesasachangeleader• UseatoolboxofconcreteandtransferableventureplanningandmanagementskillsCapacitiesGlobalGrassrootsisinvestinginanintensiveanddetailedmonitoringandevaluationprocess,incorporatingthefivepillarsofsocialemotionallearningadvancedbytheCollaborativeforAcademicandSocial-EmotionalLearning(CASEL).Theseincludeself-awareness,social-awareness,self-management,responsibledecision-makingandrelationshipsskills.OurmodelofConsciousSocialChangegoesbeyondsocial-emotionallearningtoimpacttheseadditionalcapacities:

• Mindfulnessofandabilitytosurveyemotions,thought-patterns,andphysicalneedswhilesimultaneouslyawareoftheexternalenvironment

• Recognitionoffears,limitingbeliefs,attachments,shadows,andcompulsivereactivityandhowtoattendtothesewoundssothattheydonotdriveunconsciousbehaviors

• Attunementtotheneedsofothers,includinguseofdeeplisteningskillsandconsciousconflictresolutionmethodsthatempowerandsupporttheself-sufficiencyandagencyofothers

• Senseofpower,well-being,andcapacitytocreatechange• Abilitytorecognizenegativecopingbehaviorsandengageinpositivemethodsofself-

care• Understandingofone’sownassets,passions,capabilitiesandgiftsthatcanbeleveraged

tocontributemeaningfullytothecommongoodwithasenseofinner-drivenpurpose• Understandingofchangefrompersonalexperience,andhowtosupporttransformation

inothersthroughunderstanding,compassionandcollaborationOutcomesandMetrics:Followingareouroutcomeobjectivesandthespecificevaluationmetricsusedtoassessourprogressoneachobjectiveandtherangeofcapacitieslistedabove:Objective MetricandToolorInstrumentUtilized100%ofparticipantswillhaveacquiredadvancedventureplanningandventuremanagementskills

Thisismeasuredbyaparticipant’sabilitytolaunchandoperateasocialventure.Staffmaketwositevisitsandgirlsreconvenetwicewheretheirfinancialbookkeepingisevaluatedandanalyzed,theydiscusstheirimplementationandoperationalsuccessesandchallenges,theymeasuretheirimpactthroughlocalissuestudiesandprovideupdatesontheirprogramandoutcomegoals.

75%ofventureswillhavehadameasurableimpactonthesocialissueeachwasdesignedtoaddress

Eachventureleaderdevelopsaconcretesetofprogramandoutcomegoals,associatedmetrics,methodsforevaluationandsurveyinstrumentsinordertocarryoutabaselineissuestudyandfinalimpactassessmentintheircommunityamongtheirbeneficiaries.

100%ofparticipantswillbeabletoreflectonandarticulatethemeaningorsignificanceoftheir

Wereconveneourstudentstwice–onceforaweekatthemidpointandonceforaweekattheend–whereparticipantsreflectontheirexperiencesinlargegroups,


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Objective MetricandToolorInstrumentUtilizedexperienceintheprogram,whattheylearned,andwhatcapacitiestheyhavedeveloped(allofwhichcontributetotheirself-confidence)

smallgroupsandthroughreflectiveessaysandourpre-training,post-training,andfinalassessments.Wesupporteachstudentintheprocessofintegrationandfindingmeaningintheirexperience,includinglearningfromchallenges,identifyingtheirownassets,definingwhatitmeanstobeself-awareandcontemplatinganylevelofpersonaltransformation.Wealsouseasix-partLikertscaleforself-confidenceandselectedquestionsfromtheAcholiPsychosocialAssessmentInstrument(APAI)tomeasureself-worth.4

100%ofparticipantswillhaveshownanincreaseinself-awareness(feelings,values,thoughtpatterns,physicalneeds,personalstrengths,areasforlearning)

WeuseanadaptedsetofquestionsfromtheCognitiveandAffectiveMindfulnessScale-Revised(CAMS-R)5WealsousetheShort-formSelfCompassionScale6

100%ofparticipantswillhaveincreasedtheirsocialawareness(compassionandsenseofresponsibilitytoothersinneed)

Weuseascaledevisedtomeasureempathyin8-and9-yearoldchildrenbyAlisonFGartonandEyalGringartofEdithCowanUniversity7.WealsousetheGratitudeQuestionnaire(GQ-6)8

90%ofparticipantswillhaveincreasedtheirself-managementcapacity(regulatingstress,emotions,impulses,andgoals)90%ofparticipantswillseeimprovementintheirsenseofwell-being,includingintheirscoresforpost-traumaticstress

WeusethePTSDCheckList-17(PCL-17)tomeasuresymptomsofPTSDandthePerceivedStressScale(PSS),themostwidelyusedscaleinpsychologytomeasurethedegreetowhichsituationsinone'slifeareappraisedasstressful.9Wealsoaskourstudentsquestionsabouttheirperceivedlevelofwellbeingordifficultyoflife,andengagethemindialogueaboutwaystheyhaveusedmindfulnesstomanagetheiremotionsandresponsestoothers.

100%ofparticipantswillhavedemonstratedresponsibledecision-making(ethics,concernforothers,well-beingofselfand

WeuseselectedquestionsfromtheAcholiPsychosocialAssessmentInstrument(APAI)10,whichwasdevelopedtomeasuredepressivesymptoms,pro-socialbehaviorandmisbehavioramongchildsoldiersinNorthernUganda.We

4 Betacourt,Bass,Borisova,Neugebauer,Speelman,Onyango,&Bolton,2009. 5 Feldman,G.,Hayes,A.,Kumar,S.,Greeson,J.,&Laurenceau,J.P.(2007).Mindfulnessandemotionregulation:ThedevelopmentandinitialvalidationoftheCognitiveandAffectiveMindfulnessScaleRevised(CAMS-R).JournalofPsychopathologyandBehavioralAssessment,29(3),177-190. 6 Raes,F.,Pommier,E.,Neff,K.D.,&VanGucht,D.(inpress).ConstructionandfactorialvalidationofashortformoftheSelf-CompassionScale.ClinicalPsychology&Psychotherapy. 7 AlisonFGartonandEyalGringartofEdithCowanUniversity,AustralianJournalofEducationandDevelopmentalPsychologyVol.5,2005,pp17-25.8 McCullough,M.E.,Emmons,R.A.,&Tsang,J.(2002).Thegratefuldisposition:Aconceptualandempiricaltopography.JournalofPersonalityandSocialPsychology,82,pp112-127. 9 Cohen,S.,Kamarck,T.,&Mermelstein,R.(1983).Aglobalmeasureofperceivedstress.JournalofHealthandSocialBehavior,24,pp385-396. 10 Betacourt,Bass,Borisova,Neugebauer,Speelman,Onyango,&Bolton,2009.


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Objective MetricandToolorInstrumentUtilizedcommunity,intention,respect)andrelationshipbuilding(cooperation,resolvingconflict)

alsohavean11-pointLikertscaleforpro-socialbehaviorinschoolandcommunity.Furtherthroughdiscussion,essaysandassessmentoftheirventuremanagementweascertainthedegreetowhichourgirlsareabletodemonstrateresponsibledecision-making,relationship-buildingandconflictresolution.

75%ofparticipantswillhavereachedanormalizedsenseofpersonalpower

Weaskourparticipantsquestionsabouttheirsenseofpowertochangetheirpersonalcircumstancesandcommunitycircumstances.Wealsoaskthemquestionsabouttheirviewsonwomen’srightsandempowerment.

75%ofparticipantswillhaveadoptedsomeformofmindfulnessorcontemplativepracticeonadailyorweeklybasisandhavedevelopedaself-careplantoprotectagainststressandburn-out

Weaskparticipantswhatpracticestheycontinuetousetosupporttheirownmentalandemotionalwellbeingandhowoftentheypractice.Wealsorequireeachstudenttodevelopaself-careplanfordealingwithstress,fearandoppositionpriortoinitiatingtheirventures.

90%ofparticipantswillfeelverycapableandreadytoadvancefuturesocialchangeintheircommunities

Weaskfortheirself-reportedsenseofreadinessandcapability.Andweasktheirdreamsfortheirfuture.

OURIMPACT:RippleEffectsGlobalGrassroots’workgoesbeyondtheworkofasimplescholarship,vocationaltrainingprogram,leadershipprogram,mindfulnessprogram,experientialeducationprogram,trauma-healingprogramorcommunityserviceprogram.Ourintegratedapproachacrossallthesedomainsresultsinexponentialimpactthroughtheripplesfromeachgirl’sworkwithinthemselves,theircommunityandbeyond.SupportingGirls’Education:InUganda,girlshaveastaggering85%drop-outratefromsecondaryschool.ThelifetimecostofgirlsdroppingoutofsecondaryschoolinUgandaisestimatedatUS$9.7billion,or33.55%ofGDP.Simplyfinishingprimaryschoolmeansanincreaseinearningsof24%.Thereareanestimated261,064adolescentbirthsperyearinUganda,whichcoststhecountry$175million;whileeachteenmotherforgoes$673ofannualincome.Thisrepresentsatotallifetimecostof30%ofGDP.11

InRwanda,accordingtoGirlHubandTheNiNyampingGeneration,aRwandanadvocacyprogrambygirlsforgirls,inthecapitalofKigali,morethan30%ofgirlsaged15-17donotattendschoolnorlivewiththeirparents.Anditisknownthat10%ofgirlswithnoeducationhavesexbytheageof15comparedwith2%whohavebeentosecondaryschool.Morethan

11 Chaaban,JadandWendyCunningham.MeasuringtheEconomicGainofInvestinginGirlsEducation.TheWorldBankHumanDevelopmentNetwork,ChildrenandYouthUnit&PovertyReductionandEconomicManagementNetworkGenderUnit,August2011.


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50%ofgirlsaged15-19thinkdomesticviolenceisjustified,andorphanedgirlsaged15-17arefourtimesmorelikelytogivebirththanthoselivingwithbothparents.12

Alternatively,whenagirlcompleteshereducation,especiallyattendingschoolduringadolescencesheis13:

• morelikelytomarryfouryearslater• lesslikelytodieinpregnancyorchildbirth• morelikelytohaveanaverageof2.2fewerchildren• morelikelytohavehealthierchildren• morelikelytosendherchildrentoschool• havealatersexualdebutandmorelikelytousecontraception• lesslikelytobesubjectedtoforcedsex

Duringthegapperiodsduringschoolvacations,girlsareatgreatestriskofgettingpregnantanddroppingoutofschool.GlobalGrassroots’programisintentionallydesignedtotakeplaceoutsideofschoolduringthegapyearbetweenhighschoolgraduationanduniversityenrollmenttoensuretheyareengagedinimportantprogrammingandtohelpthemfindpurposeandmeaning,suchthattheywillcontinuetoembracetheirtrajectoryofeducationandself-development.Further,weprovideeveryyoungwomanwhocompletesourprograma$500scholarshiptowardsheruniversityeducation,whichisequivalenttomostofthecostofonesemesterandaboutwhattheywouldhavemadethroughapaidjobduringthetimetheywereenrolledinourprogram.Whileweareabletohelpmitigateriskofdroppingoutduringthegapperiodandfurthersupportthecostsoftheirhighereducation,wealsoensurestudentsbenefitfromhavingparticipatedasavolunteerdrivenbytheirowninternalmotives.Finally,theirAcademyexperienceofferssomanyotherdimensionstowardstheirlearning,self-awareness,wellbeing,leadershipandchangeskills,andconfidence,whichwewilldiscussatgreaterlength.

EconomicEmpowerment:Nike’sGirlEffectstatesthat:Todevelopandemergeassuccessfuleconomiccitizenswithintheircommunity,girlsneedtobe14:

• equippedwithfinancialknowledgeandcapabilities• givenaccesstofinancialcapitalandservices• givenaccesstoproductiveassets

12TheNiNyampingaGeneration–Innumbers-ChallengesforRwanda’smostvulnerablegirls.pdfwithdatafromthe2010RwandaDHS,downloadedfromhttp://www.girleffect.org/girl-effect-in-action/girl-effect-rwanda/13WomenDeliver,“InvestinGirlsEducation”infographicandTheWorldforGirls–TakingtheGirlEffecttoScale.pdf,TheGirlEffect14 How to Empower Girls With the Right Economic Assets, The Girl Effect

OurImpact:Todate,100%ofourparticipantshavecontinuedonwiththeiruniversityeducationandnotonehasbecomepregnant.Granted,ourcurrentprograminpartnershipwithCornerstone’sLeadershipAcademiesisonlytwoyearsold,sowewillbeworkingwiththeiralumnicoordinatorstocontinuetotracktheirperformanceatuniversityandtheirfuturechoices.


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• madeawareoftheireconomicpotential• madeawarethattheyhavecontrolovertheirfuture,and• recognizedaseconomicactors

Theoutcomesfromhavingaccesstotheseassetsarethat:• Girlsbuildsupportivesocialnetworks(Nike’sGirlEffect)• Girlsdevelopfinancialliteracyskillsthatenablethemtosaveandcoversomeoftheir

expenses(Nike’sGirlEffect)• Anextrayearofprimaryschooleducationboostsagirl’seventualwagesby10–20per

cent.Anextrayearofsecondaryschooladds15–25percent.(WorldBank,2002)• Parentsandcommunitymembersseegirlsaseconomicassetswortheducating(Nike’s

GirlEffect)• Girlsarelessvulnerabletoviolence(Nike’sGirlEffect)• Communitiesaremorelikelytocreatepro-girlpoliciesthatsupportandprotecttheir

educationandwellbeing(Nike’sGirlEffect)

OurImpact:GlobalGrassroots’AcademyforConsciousChangedeliversonallsixdimensionsofeconomicempowermentidentifiedbytheGirlEffect,especiallythroughtheopportunitytodevelopasocialventurefromscratch.Studentslearnin-depthfinancialliteracyandbusinessmanagementskills,includinghowtobudget,planasetofactivities,manageasmallgrant,conductbookkeepingfortheirtransactionsandpreparesummaryfinancialreports,analyzetheiractualsversustheirbudgetedexpenses,andmakeinformeddecisions.Theseskillsareeasilytransferrabletootherendeavorsoutsideourtrainingprogram,andtheimpactoftheirincreasedleveloffinancialresponsibilityisalreadyevidentaftersevenmonths.Accordingtoour2014ImpactAssessment,31%ofouryoungwomen’sprogramgraduateshadmoneysavedbytheendoftheprogram,comparedto0%beforetraining.In2015,33%ofourRwandanstudentsand63%ofourUgandanstudentshadaccesstosavingsbytheendofourprogram(excludingourscholarship),comparedto0and13%respectivelybeforeourprogram


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VenturePlanningTools&Implementation.GlobalGrassrootsisnotjustatrainingprogram.Plentyofprogramsteachskills,includingvocationalskillsandfinancialliteracy.Butweareanexperientialincubator.Ourstudentshavetheimmediateopportunitytoapplyalltheirtoolsandleadershipskillsindesigningandimplementingtheirownsolutionintheirowncommunity.Thesetoolsincludeproblem-solvingskills,thecapacitytothinkcreatively,strategicallyandlogically,andtheframeworksnecessarytodeconstructanissue,anddesignaneffectivesolutionattherootandsystemiclevelthatengagesandissustainedbythecommunity.Inadditiontofinancialmanagement,otherskillsetsincludemarketingandcommunications,ethicsandriskanalysis,missionandtheoryofchange,curriculumcontentdesignandeffectivemanagementandplanning.Further,theylearnhowtoestablishgoals,chooseappropriatemetricsforevaluation,designasurveyinstrumenttomeasuretheirimpactandevaluatetheiroutcomes.Theimplementationexperienceincludesgoingbacktotheirhomevillagesasayoungwomanandspeakingwithadultswhoarewillingtolistenandtakeseriouslytheirideas.Eachgirlthenactuallyregistersherworkasanindependentcommunity-basedorganizationwithherlocalofficialsinhercommunityandbecomesresponsibleforleadingaviableentityofherowndesign.

Thecoretransformationthattakesplaceasaresultofoursocialentrepreneurshiptrainingisthatourstudentsnowhave(andknowtheyhave)thenuts-and-boltstoolstobeabletocreateasolutionagain.Theylearntheyhavethecapacitytomanageoppositionandconflictwithconcreteskillsforstakeholderengagement,evaluationandconflictresolution,beingtrustedwithandmanagingmoneycompetently,andbeingseenasaneducatedleaderratherthanagirlwithnostatus.Theextraordinarypowerofhavingasuccessfulexperiencecreatingsomethingfromscratchbasedontheirownideascontributesdirectlytoself-confidence,asenseofpower,asenseofmeaning,anembodiedsenseofwhatitmeanstobealeader,andthewillingnesstodoitagain.Again,whileourprogramisonlytwoyearsold,wefullyanticipatethatwiththistoolkitourchangeagentswillnotonlyusetheConsciousSocialChangemethodtoaddressotherissuestheyface,butwillalsoengageinotherleadershipopportunitiesconfidentlyandcollaborativelywithhumility,compassion,curiosityandawillingnesstolearnthatwillservethemaswiseandmindfulleaders.

OurImpact:Inaninformalfocusgroupconductedwithagroupofalumnifromthesameboardingschoolthatourgirlshaveattended,butwhohadnotparticipatedinourprograms,weaskedwhatwasthemostchallengingthingforthempost-graduationwithwhichtheystillstruggled.Theyoungwomenagreedacrosstheboardthattheystruggledwithself-confidence.Welookforwardtowatchinghowourcohortscomparewiththiscontrolgroupofsimilarlyeducatedyoungwomenoverthenextfewyearsastheycompletetheiruniversityeducationandgoontobegintheircareers.Butwehavealreadyseenremarkablechangethroughourfirsttwocohorts.In2015,whenaskedhowreadyandabletheyweretocreatesocialchangeintheircommunity,wesawastunning167%increaseinstudentswhoresponded“veryable”-from38%ofrespondentsbeforetheprogramto100%asofgraduationsevenmonthslateramongallourRwandanparticipants.In2014inUganda,wesawanincreaseof82%(from40%to73%,)amongthosewhoanswered“veryable”.In2015therewasanincreasefrom62%to85%.Giventheveryrealsuccessofeachofthestudents’ventures,thisoffersstrongevidenceofthepositiveimpactofthisexperienceonayoungwoman’sconfidence,courage,competencyandsenseofknow-how.


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SocialImpactandRippleEffects.Notonlyhaseachyoungwomanpreservedhereducationalpath,advancedhereconomicpotential,learnedasetofskillsformakingadifference,andhashadtheconfidence-boostingexperienceofgoingthroughtheprocessofstartingsomethingfromscratchinherowncommunity,butshehasalsosuccessfullymadeadifferencethroughherownideas.Thereisnothingmorepowerfulthantoexperiencethatyourideashavevalueandcanmakeadifference.Ouryoungstudentschooseanideaofpersonalvalue,designsomethingthatworks,andthenseeliveschange.Andtheydosovoluntarily.

Eachgirltouchesdozensandsometimeshundredsofotherlives.Notonlydoesshehavetheopportunityforaneducationandallthebenefitsthatweknowarepossibleforayoungwomanwhocompleteshereducation,butalmostallofourstudentsworktoremovebarriersforothergirlstoaccessschoolandencouragethemtocontinuetheirowneducation.Thisincludesfightingearlymarriage,educatingaboutreproductivehealthtoavoidteenpregnancy,raisingawarenessofthebenefitsofeducationandprovidingforeconomicneedstocoverschoolfees.

In2015,betweenthebeginningoftheprogramandgraduation,wesawanoverarching13%increaseinRwandangirls’Self-ManagementandConfidenceScore.Aspartofthistest,whenaskedhowsuretheyfeltthingswouldworkoutwellundercertaincircumstances,therewas

• a10%increaseinconfidencewhenyouhavetolearnsomethingnew• a39%increasewhensomeoneiscountingonyoutodosomething• a64%increaseinfeelingsureevenwhenyoufeelveryunhappy

OurImpact:In2015,our13Ugandanstudentsreachedatotalof2848peopleinsevenmonths,anaverageof219perventure.Wespentatotalof$1977ingrantfundingfortheseventures,anaverageofonly$152perproject,or$0.70perpersonimpactedbytheirprograms.Severalendeavorsweredesignedtobeself-sustainingandwillcontinue,operatedbyotherstheyhavetrainedandtrustintheircommunityincludingteachers.Whilewecaneducateasinglegirlwithasimplescholarship,ifthatsamegirlensuresover200otherscommittotheireducation–therippleeffectswillbeexponential.


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VolunteerismandAltruisticBehavior.Thepowerofconductingthisworkasavolunteerissignificant.Severalstudieshavedemonstratedthatindividualswhoactoninternalmotivationratherthanexternalincentivesfindmoremeaningintheirexperienceandaremorelikelytosucceedinanysuchendeavor.Astudyof11,300WestPointcadetsshowedthatthosemotivatedprimarilybyexternalmotives,suchasadesiretogetaleadershippositionafterschool,performedworsethanthosewhowereinternallymotivated,suchaswantingtobetrainedasaleaderorwantingtoservetheircountry.15Theywerelesslikelytograduate,becommissionedasanofficer,getanearlierpromotionrecommendationandstayinthemilitaryaftertheirfiveyearsofmandatoryservice.Inanotherexperiment,collegestudentswereaskedtoworkonapuzzle,andhalfofthemwerepaid.Thosepaidstoppedworkingonitimmediatelyaftertheexperimenthadended,whilethoseunpaidcontinuedworkingonitandreportedfeelingmoreenjoymentintheirexperience16.

Ouryoungwomengiveupsixtosevenmonthsofpotentialpaidemployment,thatwouldhavehelpedthemsavetowardstheircollegeexpenses,andoftenattheprotestoftheirparents,toparticipateinourprogramandimplementasocialchangeprogramasanunpaidvolunteer.Thoughthe$500scholarshipweprovidetothosewhograduateisroughlyequivalenttowhattheywouldhaveearnedthroughoutthistime,itisnotcommunicatedupfrontandthusdoesnotserveasanexternalmotivationforparticipatingintheprogram.

CommunityPerceptionsofGirls.Notonlydoestheirexperienceofferapathforpersonaltransformationandsocialimpactonthegirlsintheircommunity,butitalsocontributestochangingperceptionsaboutthevalueofgirlsamongadults,includingparents,teachersandlocalleaders.Thiscontributesdirectlytoshiftsintheircommitmenttosupportgirls’education.Inthecaseofourprogram,someofourparticipantsarethefirsttobeeducatedintheirentirevillage.Theyreturnfromboardingschoolforthefirsttimetopresentthemselvesasaneducatedleadertotheircommunities.Theyengagewithadultsinregisteringtheir

15 Wresniewski,AmyandBarrySchwartz.“TheSecretofEffectiveMotivation”,NewYorkTimes,July4,2014.16 Brooks,ArthurC.“AbundancewithoutAttachment”,NewYorkTimes,December12,2014.

OurImpact:Overall,theeffectfromhavingasocialimpactresonatesnotonlyinthecommunityamongothers,butwithineachgirlasheraltruisticandpro-socialbehaviorincreasesandhersenseofmeaningandself-worthdeepens.Followingisaselectionofsomeoftheshiftswehaveseenamongourgirls:

%ChangeRwanda

%ChangeUganda

PROSOCIALBEHAVIOR

Haveyouhelpedorgottenhelpforsomeonewhowashurt? 35% 22% Haveyoustoodupforsomeonewhowasbeingpickedon? 50% 29% Helpedcarrythingsforsomeoneyoudidn’tknow? 41% 18%SELF-WORTH

IknowwhatI’mmeanttodointhisworld 12% 5% Iamachangeleader 3% 8%


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organizationsandbuildingpartnershipsfortheimplementationoftheirprograms.Theyhavetopitchtheirtheoryofchangeandexplaintheirgoalsthentheyhavethechancetotesttheirideasthroughthedeliveryoftheirprograms.TheyarebeingtrustedforthefirsttimewithmoneythroughagrantfromaninternationalNGO,andtheydemonstratetheirconfidence,knowledgeandcommitmenttogivingbacktotheirowncommunity.Whatistheresponse?Usuallyresoundingsupport.Withthemajorityofourgirls’ventures,theimpactwassopositivelyreceived,localofficials,schooladministratorsandteachersaskforanexpansionoftheprogramtomoregirlsandthenlatercommittocontinuingtheinterventionaftertheventureleadercompletesourprogramandbeginsheruniversityeducation.Thisisanextraordinarytestamentamongtheentirecommunityofwhattheyseeispossiblewhenyoueducateagirl.TakeSharon’sstoryforexample.

SharonAripaisaquiet,somewhatshy,happyyoungwoman.SheliveswithhergrandmotherandnineothermembersofherextendedfamilyinasmallvillageineasternUganda.Sharonhasn’tseenherfathersince2011;hermother,ateacher,livesfourhoursaway.RecognizinghowhardhermotherhashadtoworktoensurethatSharonandhertwosisterscanattendschool,Sharonhasalwaysbeencommittedtodoingwellinherstudies.Andherparticipationinour2015YoungWomen’sAcademywasnodifferent.Sharonlearnedthatmostyounggirlsinhercommunitybecomepregnantluredbythehopethatthementheyengagewithwillprovideforthemsoshedecidedtointroducestudentsattwolocalprimaryschoolstoabetter,saferwaytohelpmeettheirbasicneeds,includingschoolfees.UsingpartofagrantfromGlobalGrassrootsandsmallplotsoflandcontributedbyAmususPrimaryandStarNurseryandPrimaryschools,Sharonandthestudentsplantedfieldsoftomatoesandmorethan100orangeseedlings.Sharonusedgardenworkalongwithclassroomdiscussion,discipleshipprinciples,andillustratedstoriestoengagepupilsinconversationsaboutearlypregnancy,includingthecausesandriskybehaviorsthatpredisposeyounggirlstoearlypregnancy,andtheeffectsofandlifeskillsnecessarytoavoidearlypregnancy.Overthesixmonthsofherventure’simplementation,Sharon’seffortshadadirectimpacton377pupilsbetweenthetwoschoolsintwodistinctways.First,proceedsfromthesaleofharvestedtomatoeswillprovidesupportforgirlsinthisnewschoolyear.Theorangetreesarealonger-termeconomicsolution.Second,theyounggirlsinthetwoschoolswillnowbemorelikelytostayinschoolandavoidtheriskybehaviorstheyformerlyfelttheyhadtoengagein.SchooladministratorsandteachersatbothschoolshavebeenveryimpressedwithSharon’sventureandaregratefulfortheinvestmentintheirstudents’futureandtheyallarecommittedtocontinuingthefieldactivitiesandtheopendialoguewiththestudents.SharonisnowenrolledinKyambogoUniversity,majoringinEducationwithafocusinEconomicsandMathematics.


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MeaningandIntegration.Findingmeaningisdefinedbytheabilitytointegrateandmakesenseofone’sexperience.Integrationisanindicatorofemotionalintelligence.InDanSiegel’sbook,TheWholeBrainChild,heexplainswhatintegrationmeansfromaneurobiologicalperspective17:Ourbrainshavedifferentparts–theleftbrain,rightbrain,“reptile”brainstemandhigherthinkingpartsofthebrain–whichallcontroldifferentfunctions.Integrationallowsforlinkagesbetweenthesepartssothattheyoperatetogetherasawhole.Horizontalintegration,forexample,enablestheleft-brainfunctionsoflogicalandorganizedthinkingtocoordinatewiththeright-brainemotional,creativeandnon-verbalfunctions.Verticalintegrationenablesthelower-braininstinctualreactivitytobeunderstoodthroughthehigherreasoningthatenablesconnectionandmoraldecision-making.Integrationinvolvesaprocessofrewiringandformingneuralconnectionsbetweenthesepartsofthebraintoallowthesepartstoworkmoreharmoniouslytogetherovertime.

Asourbrainsarenotfullydevelopeduntilweare25,thisisstilldeeplyrelevantforadolescentbrains.Asaresult,integrationallowsyouthagreatercapabilityforlearningfromtheirexperiences(higherbrainfunctioning)ratherthansimplyreactingtothem(lowerbrainfunctioning),whichhelpsfostermeaning,empathy,compassion,connectionandresponsibledecision-making.Thisiscriticaltoasocialchangeleaderintheirabilitytoadvancelong-termtransformation.Wehavetobeabletounderstandthedriversofchangefromourownexperienceswantingchangeorstrugglingwithadaptingtochange.Whenwefindmeaningandunderstandingthroughintegration,weuncoverasenseofgreaterunderstandingandconnectionwithothers.Thismeanswearemorelikelytoworkcollaborativelytowardssolutions-buildingratherthanusingtheconventionalparadigmofsticksandcarrotstoforceshort-termcomplianceonothers.Wealsoknowfindingmeaningthroughintegrationiscriticalforwellbeing,resilienceandhappiness.ThisiswhyGlobalGrassrootsactivelyworkstosupportthecapacityofourstudentstounderstandtheirexperiencesthroughcontemplationanddialogue,todistillandfindmeaning,andtocultivatecompassionandempathythroughdeeplisteningexercises,conflictresolutiontechniques,personaltransformationexercises,journaling,contemplativepracticesandotherformsofself-discovery.ConsiderBrenda’sstory:

Atourgraduationceremony inUganda inAugust2014,ayoungwomannamedBrendatoldaboutgrowingupasanorphanafterbothherparentsdiedwhenshewas 11. Her teachers worried about Brenda for years because she alwaysappeareddepressedandsherarelyspoke.ThroughourYoungWomen’sAcademyfor Conscious Change, Brenda implemented a comprehensive program dealingwith school drop-outs in her home village,where 50%of girls in her regionhaddropped out due to teen pregnancy, early marriage, and a poor farmingseason.Shetook15otherorphansunderherwingandsensitizedthecommunitytothevalueofgirlscompletingschool.Thisbrightyoungwomandevelopedaloansaving scheme among 27 girls and 10 parents to set aside school fees, foundsponsorship foroneorphan,developedapiggeryprojectwhere thepigletsweresold to raisemoreschool fees,andconvinced twodrop-outs to return toschool.Brenda said she attributes her self–confidence, her emotional wellbeing, heraccomplishments, and her newfound joy to the work she did through GlobalGrassroots.

17 Siegel,DanielJ.andTinaPayneBryson.TheWhole-BrainChild:12RevolutionaryStrategiestoNurtureyourChild’sDevelopingMind.NewYork:BantamBooks,2011.Pg.6-9.


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Mindfulness.JonKabbat-Zinnhasofferedoneofthemostwell-recognizeddefinitionsofmindfulnessas“payingattentioninaparticularway:onpurpose,inthepresentmoment,andnon-judgmentally.”18Thereissubstantialresearchthatshowsarangeofphysiologicalandpsychologicalbenefitsofpracticingmindfulness.A2011meta-analysisofpsychotherapeuticresearchfoundevidencetosupportallofthefollowingbenefitsofmindfulness:19

ExternalEngagement:

o Enhancedpresent-momentintegrationo Improvedabilitytoexpressone’sselfo Decreasedemotionalreactivityo Abilitytomanageconflictwithlessangero Increasedresponseflexibilityo Abilitytodisengageautomaticpathwayso Abilitytomanageconflictwithlessanger

18 Kabat-Zinn,J.(1994).WhereverYouGo,ThereYouAre:MindfulnessMeditationinEverydayLife.NewYork:HyperionBooks. 19 Davis,DaphneM.andJeffreyA.Hayes,PennsylvaniaStateUniversity(2011)“WhataretheBenefitsofMindfulness?APracticeReviewofPsychotherapy-RelatedResearch.”Psychology,Vol.48,No.2,p.198-208.

INTERNAL(EXPERIENCE(Increased((emo5on((regula5on(

Enhanced((awareness,(memory(and((a=en5on(

Decreased((depression(and(stress(

Decreased((rumina5on(and((

anxiety(

Increased((posi5ve((affect(

EXERNAL(ENGAGEMENT(

Improved((ability(to((express((oneself(

Ability(to((manage(conflict((with(less(anger(

Ability(to((disengage(automa5c((pathways(

Increased((response((flexibility(

Decreased((emo5onal((reac5vity(

Enhanced((present(moment((

integra5on(

BENEFITS(OF(MINDFULNESS(

Davis,'Daphne'M.'and'Jeffrey'A.'Hayes'.('2011).'What'are'the'Benefits'of'Mindfulness?'A'PracEce'Review'of'

PsychotherapyHRelated'Research.'Psychology,'48,'(2),'198H208.'

Increased((Immune((

Func5oning(


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InternalExperience:o Increasedimmunefunctioningo Increasedpositiveemotionso Decreasedruminationandanxietyo Decreaseddepressionandstresso Enhancedawareness,memoryandattentiono Increasedemotionalregulation

GlobalGrassrootsbelievesmindfulnessisessentialtoconscioussocialchange,andweteachourparticipantsarangeofpracticestocultivatetheirlevelofbothself-awarenessandawarenessoftheirexternalenvironment.Mindfulnessallowsustounderstandourselvesandothers,attendtotheneedsaroundusresponsively,creativelyandcompassionately,respondwiselyineachmoment,beguidedbyourownuniquewisdomandpurpose,learnfromthecircumstancesaroundusandleadchangeforthebenefitofothersfromtheinsideout.GlobalGrassrootstrainsourparticipantsusingarangeofmindfulnesspracticetodeveloptheabilitytosurveyemotions,thought-patterns,andphysicalneedswhilesimultaneouslybeingawareofthepresent-momentexternalenvironment.Wemodelandencouragestudentstodevelopadailymindfulnesspracticeusingwhatevertechniquestheyhavefoundmosteffectiveinquietingthemind,cultivatingpresent-momentawarenessandinvitingrelaxation.Thisisnotonlycriticaltosocialchange,butlearningingeneral.Ametastudyof24mindfulness-basedinterventionsinvolving1348studentsfoundthatmindfulnesstrainingincreasesthe“cognitivecapacityofattendingandlearning”withpositiveimpactstostressandresiliency,renderingstudentsmorecapableofmaximizingtheireducation.20

Empathy,loving-kindnessandcompassion.Empathy,loving-kindnessandcompassionarealsocriticaltoeffectiveleadership.Empathyisthecapacitytofeelwhatanotherisfeeling,butcompassionisthedesiretoalleviatethesufferingthatyouwitnessinanother.Itisthedriverofaltruisticactionorresponsethatcomesfromempatheticconnection.Attherootofcompassionandempathyareself-awarenessandtheawarenessofouremotionsandthoseofothers.Further,ithasbeendemonstratedtimeandtimeagaininresearchstudiesoverthelast20yearsthatpracticingmindfulnesshelpstoincreaseempathyandcompassionforothersaswellasself-compassion,whichreducesstressandnegativeemotionandincreasespositiveemotionand

20 Zenner,C.,Herrnleben-Kurz,S.andWalach,H.(2014).Mindfulness-basedInterventionsinSchools–ASystematicReviewandMeta-Analysis.FrontiersinPsychology.5,603,1-20.doi:10.3389/fpsyg.2014.00603.

OurImpact:WeuseselectionsfromtheCognitiveandAffectiveMindfulnessScale-Revised(CAMS-R)tomeasurechangesinmindfulness.Studentsareaskedonafive-partLikertscaletoratehowfrequentlytheyexperiencecertainthingsfrom1(never)to5(almostalways).Aftersevenmonths,inRwandawesawa31%improvementamongstudentswhofelttheycouldusuallydescribehowtheyfeltatthemomentinconsiderabledetail,andan18%increaseinscoresamongUgandanstudents.Ugandanstudentsshoweda28%increaseinthosewhofelttheycouldnoticetheirthoughtswithoutjudgingthem,andinRwandawesawa15%improvement.Finally,ourstudentsinRwandademonstrateda21%improvementinacceptingthethingstheyknowtheycannotchange,andwesawa21%increaseinUgandaamongthosewhofelttheycouldacceptthethoughtsandfeelingstheyhad.


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altruisticresponses21.Onestudydemonstratedthatnon-judgmentalacceptanceresultsinmorehelpingbehavior,butthosewhoalsopracticedpresentmomentawarenessalsofeltmorepositiveemotionconnectedtothathelpingbehavior.22Anotherstudyshowedthatwithonly30minutesofcompassionmeditationtrainingperdayfortwoweeks,altruisticbehaviorincreasedandneuralchangesweredetectedinthecircuitryassociatedwithmoreempathicconcern,compassionandresponsetosuffering23

Arelatedconceptisloving-kindness.Loving-kindnessisanopenstateoffeelingkindness,warmthandgoodwilltowardsothersand,likecompassion,canbecultivatedthroughspecificmeditationstoevokethesefeelingstates.EmmaSappala,ScienceDirectorofStanfordUniversity’sCenterforCompassionandAltruismResearchandEducationsummarizessevenprimarybenefitsofloving-kindnesspractices24:

• Health:Loving-kindnesshasbeenshowntoincreasepositiveemotions,suchaslove,joy

contentment,gratitudeandhope,reducenegativeemotions,improvedmindfulnessandasenseofpurpose,reducedstress,illnessanddepressivesymptomsandincreasedlivesatisfaction.

• Healing:Clinicalresearchhasshownthatloving-kindnessmeditationhasbeenshownthroughclinicalresearchtoreducesmigraines,decreaseschronicpain,decreasesPTSDanddecreasesschizophrenia-spectrumdisorders.

• EmotionalIntelligence:Practicingloving-kindnessmeditationactivatesandstrengthenstheareasofthebrainresponsibleforempathyandemotionalintelligenceandincreasesgraymattervolume.

• StressResponse:Loving-kindnessmeditationalsosupportsresilienceasevidencedindecreasesintelomerelength,abiologicalmarkerofaging,andincreasedactivationoftheparasympatheticbranchoftheautonomicnervoussystem,asignofrelaxationandrestoration.

• SocialConnection:Loving-kindnessmeditationincreasespro-social,helpingbehavior,compassionandempathy.Italsodecreasesbiastowardsothersandincreasestheperceptionofsocialconnection.

• SelfLove:Loving-kindnessmeditationhasbeenshowntoreduceself-criticismandimproveself-compassion.

• ImmediateandLong-TermImpact:Inlessthan10minutes,loving-kindnessmeditationcanimprovefeelingsofsocialconnectionand,whenpracticedovertime,cansustainsuchexperiencesmonthsafterinitialtraining.

GlobalGrassrootsintroducesavarietyofcontemplativepractices,includingbreath-basedfocusedattentionmeditation,walkingmeditation,mindfulnessofemotions,bodyandthoughts,compassionmeditation,loving-kindnessmeditation,affirmations,yogicquestioningmethods,

21Shapiro,Shauna.“DoesMindfulnessMakeyouMoreCompassionate?”,GreaterGood:TheScienceofaMeaningfulLife.,February27,2013.http://greatergood.berkeley.edu/article/item/does_mindfulness_make_you_compassionate22Cameron,C.DarylandBarbaraL.Fredrickson.“MindfulnessFacetsPredictHelpingBehaviorandDistinctHelping-RelatedEmotions”.Mindfulness.October 2015, Volume 6, Issue 5, pp. 1211-1218. 23 HelenY.Weng1,2,3,AndrewS.Fox1,2,3,4,AlexanderJ.Shackman4,5,DianeE.Stodola2,JessicaZ.K.Caldwell1,2,6,7,MatthewC.Olson2,GregoryM.Rogers5,andRichardJ.Davidson.“CompassionTrainingAltersAltruismandNeuralResponsestoSuffering.”PsychologicalScience.March21,2012.24(7)pp.1171–1180. 24 Seppala,Emma.“18Science-BasedReasonstotryLoving-KindnessMeditationToday!”October28,2014.http://www.emmaseppala.com/18-science-based-reasons-try-loving-kindness-meditation-today/


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50-50openawarenessofselfandother,mindfulnessofandbreathtoavoidemotionalreactivity,journaling,andotherpracticestocultivatethemanybenefitsofmindfulnessandtodevelopmoreself-aware,satisfiedandcompassionateleaders.

Social-EmotionalLearning.Whenparticularinterventionsareutilizedineducationprogramstosupportanincreaseinself-awarenessandpro-socialbehaviorsuchasanaltruisticresponsetosuffering,thisiscalledsocial-emotionallearning.Thishasbecomeapowerfulforceintransforminghowweapproachyoutheducationtoday.A2011meta-analysisofeducationalprogramsthatincorporatesocial-emotionallearningrevealedremarkableimpactonyouthacademicperformance,classroombehavior,decision-making,maturity,emotionalstability,andmotivationtolearn.25TheCollaborativeforAcademic,SocialandEmotionalLearning(CASEL)hasidentifiedfivepillarsofsocialemotionallearning,allofwhichGlobalGrassrootsworkstofosterthroughourholisticandexperientialprograminmindfulleadershipandsocialentrepreneurship26:1. Self-awareness:Theabilityto

accuratelyrecognizeone’semotionsandthoughtsandtheirinfluenceonbehavior.Thisincludesaccuratelyassessingone’sstrengthsandlimitationsandpossessingawell-groundedsenseofconfidenceandoptimism.

25 Durlak,J.A.,Weissberg,R.P.,Dymnicki,A.B.,Taylor,R.D.andSchellinger,K.B.(2011),TheImpactofEnhancingStudents’SocialandEmotionalLearning:AMeta-AnalysisofSchool-BasedUniversalInterventions.ChildDevelopment,82:405–432.doi:10.1111/j.1467-8624.2010.01564.x 26FromCASELwebsite:http://www.casel.org/social-and-emotional-learning/core-competencies

OurImpact:Whileitcanbearguedthatmanyofourstudentswhochoosevoluntarilytoenrollinaprogramofferingthemthechancetodesignasocialventurealreadyhaveastrongdegreeofempathy,westillseesomechanges.Followingareanexampleofthekindsofshiftsweareseeinginourgraduatesaftersevenmonths:

%ChangeRwanda

%ChangeUganda

Iwanttohelppeoplewhogettreatedbadly 18% 10%Ioftenfeelworriedaboutpeoplethatarenotasluckyasme 19% 2%WhenIamangryorupsetatsomeone,Iusuallytrytoimaginewhatheorsheisthinkingorfeeling

4% 9%

IsometimestrytounderstandmyfriendsbetterbypretendingI’mthem 19% 30%


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GlobalGrassrootsworkstosupporteachofourstudentsindevelopingthecapacitytorecognizetheiremotions,andthengoevenfurthertounderstandwhatunderliestheiremotions,includingemotionalreactivity,fears,limitingbeliefs,attachments,shadows,andcompulsivebehavior.Weworkthroughmindfulnessandpersonaltransformationpracticestoattendtothesewoundssothattheydonotdriveunconsciousbehaviors.Wemeasureourstudent’scapacitiesthroughdialogueandjournaling/self-reflectiveessays,andthroughassessmentsthattesthowwelltheyareabletoevaluatetheirfeelings,interests,valuesandstrengths.Thisareaofimpactisincorporatedinourmeasurementsofmindfulness,discussedabove.

2. Self-management:Theabilitytoregulateone’semotions,thoughts,andbehaviors

effectivelyindifferentsituations.Thisincludesmanagingstress,controllingimpulses,motivatingoneself,andsettingandworkingtowardachievingpersonalandacademicgoals.

GlobalGrassrootstakesself-managementonestepfurtherbysupportingourparticipantsinunderstandinghowtheytypicallyrespondtostressandlearningproactivemind-bodytoolstopromotestressmanagement,trauma-healingandwellbeing.Inadditiontoreducingstressandimprovinghappiness,hopefulnessandperceptionofwellbeing,thisincludesdevelopingtheabilitytorecognizenegativecopingbehaviorsandengaginginpositivemethodsofself-care,includingadoptingaself-careplanforproactivestressmanagement.

GlobalGrassrootsworksinpost-conflictenvironmentswheretransgenerationaltransmissionoftraumafromwarandgenocide,ongoinggender-basedviolenceandchronicstresshavewideimpactsonyouth.Thisiscausedbothbytheimpactoftraumaonparent’savailabilitytoadequatelyparenttheirchildrenandpossiblyalsothroughepigenetictransmissionstothenextgeneration,makingthemmoresusceptibletoPTSD.CharlesPortney,MDdescribestheenvironmentallevelofimpactonchildrenoftraumasurvivors:

Inclinicalpractice,patientswithparentssufferingwithPTSDoftendescribedamaged,preoccupiedparentswhoareemotionallylimited.Symptomsinparentssuchastraumaticreliving,emotionalnumbinganddissociativephenomenadonothelpachilddevelopareasonablesenseofsafetyandpredictabilityintheworld.Theseparentsarealsolessabletorespondoptimallyduringusualdevelopmentalcrisesandhelptheworldtobemorecomprehensibletothechild.TheparentsufferingwithPTSDalsohasdifficultymodelingahealthysenseofidentityandautonomy,appropriateself-soothingmechanismsandaffectregulation,andmaintainingabalancedperspectivewhenlifechallengesarise.Instead,theycanmodelcatastrophicorinappropriatelynumbedanddisassociatedresponses.Therefore,theparent'shighlevelsofanxietycansignificantlyinterferewiththechild'sdevelopmentalprogress27.

27Portney,Charles,MD.“IntergenerationalTransmissionofTrauma:AnIntroductionfortheClinician”PsychiatricTimes.April01,2003.http://www.psychiatrictimes.com/articles/intergenerational-transmission-trauma-introduction-clinician#sthash.VNlATsim.dpuf


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Further,studiesoftwinshaveshownthat30%ofthevarianceassociatedwiththeriskofPTSDisattributabletoaheritablecomponentofgeneticvulnerability.28ThoughthereismoreresearchneededtodefinitivelydemonstratealinkbetweenPTSDandepigeneticallytransferredPTSDrisktosubsequentgenerations,itislikelythatsomeimpactisattributabletohavingparentswhoexperiencedtrauma.And,forouryouth,growingupwithchronicstressfrompoverty,andtheprevalenceofgender-basedviolenceinadditiontothelegacyofwarandgenocide,theycometouswithgreatvulnerabilitydespitetheirapparentsuccessesandambition.Wefeelitiscriticaltosupportwellnessinourchangeagentssothattheyarebetterequippedtocareforthemselvesandothersthroughtheirwork.

TheimpactofchronicstressandPTSDonapersonincludes:

• Repeated,disturbingmemories,thoughtsorimagesofastressfulexperience• Repeated,disturbingdreamsofastressfulexperience• Flashbacks• Extremeemotionalresponsewhenremindedofastressfulexperience• Physicalresponsewhenremindedofastressfulexperience(heartpounding,trouble

breathing,sweating)• Avoidancebehavior• Difficultyrememberingstressfulexperiences• Lossofinterestinactivitiesthatoncebroughtjoy• Feelingdistantorcut-offfromothers• Feelingemotionallynumb• Depression• Angryoutbursts• Hyper-vigilance• Insomnia• Digestiveissues• Difficultyconcentrating• Easilystartled,hyper-arousal

Assuch,weteachourstudentsanevidence-basedmodelfortrauma-healingcalledBreath~Body~Mind©orBBM,whichintegratesancientmind-bodypracticesfromIndianyogictradition,TibetanBuddhistpracticeandaformofbreathingdonebyRussianOrthodoxmonks.IthasbeenstudiedextensivelyanddistilleddowntothiscorepracticebyDr.RichardBrown,ProfessorofClinicalPsychiatryatColumbiaUniversityandDr.PatriciaGerbarg,ProfessorofClinicalPsychiatryatNewYorkMedicalCollege.AmorecomplexversionofthispracticehasbeenusedwithTsunamiandKatrinasurvivors,sexualviolencesurvivorsinSudan,9/11firstrespondersandcombatveterans.Bycombiningmodernscientificknowledgewithancienthealingpracticesfrommanycultures,BBMrapidlyrelievesstress,anxiety,sleepproblems,andothersymptomsofstress.GlobalGrassrootstestsourstudent’sstresslevelsbeforeandafterour40-hourtrainingprogramandagainatprogramcompletionaftertheyhavelearnedandpracticedBBMforapproximately20-30minuteseachday.Weusestandardclinicaltestinstrumentssuchas

28Kellerman,NatanP.F..“EpideneticTransmissionofHolocaustTrauma:CanNightmaresBeInherited?”TheIsraelJournalofPsychiatryandRelatedSciences.Vol.50–No.1(2013)


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thePCL-17,achecklistof17symptomsofPTSD.AllofoursurveyinstrumentshavebeentranslatedandbacktranslatedagainintoEnglishtoensureaccuracyofmeaning.

3. Socialawareness:Theabilitytotaketheperspectiveofandempathizewithothers;

recognizingandappreciatingindividualandgroupsimilaritiesanddifferences;recognizingandusingfamily,school,andcommunityresources.Thisincludespro-socialbehavior,empathyandgratitude.

Ourprogramdirectlycontributestowardssocialawarenessthroughnotonlyengagementinmindfulnessbehaviorsthatenhancetheneuralnetworksunderlyingempathy,compassion,loving-kindnessandaltruisticbehavior,butalsothroughtheopportunitytovoluntarilycreateacommunityserviceendeavortohelpotheryoungpeopleintheircommunity.Wemeasurechangesinpro-socialbehavior,gratitude,empathyandmindfulness,asdiscussedabove.

4. Relationshipskills:Theabilitytoestablishandmaintainhealthyandrewardingrelationships

withdiverseindividualsandgroups.Thisincludescommunicatingclearly,listeningactively,

OurImpact:AmongUgandangirlswhoparticipatedinourprogramin2014,wesawthefollowingdecreaseincaseswherestudentsreported“quiteabit”or“extremely”tothefollowingsymptomsofpost-traumaticstressdisorderbeforetheprogrambegancomparedtothetimeofprogramcompletionsevenmonthslater:

PTSDSymptom

BeforeProgram

AfterProgram

Repeated,disturbingmemories,thoughts,orimagesofastressfulexperience.

45% 0%

Repeated,disturbingdreamsofastressfulexperience. 36% 0%Havingphysicalreactions(e.g.,heartpounding,troublebreathing,sweating)whensomethingremindedyouofastressfulexperience.

45% 30%

Avoidingthinkingaboutortalkingaboutastressfulexperienceoravoidinghavingfeelingsrelatedtoit.

64% 50%

Avoidingactivitiesorsituationsbecausetheyremindedyouofastressfulexperience.

55% 11%

Feelingemotionallynumborbeingunabletohavelovingfeelingsforthoseclosetoyou.

20% 10%

Feelingasifyourfuturewillsomehowbecutshort. 20% 10%Troublefallingorstayingasleep. 9% 0%Feelingirritableorhavingangryoutbursts. 27% 11%Havingdifficultyconcentrating. 33% 10%Being"super-alert"orwatchfuloronguard. 50% 33%Feelingjumpyoreasilystartled. 20% 0%


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cooperating,resistinginappropriatesocialpressure,negotiatingconflictconstructively,andseekingandofferinghelpwhenneeded.

Wefacilitateourparticipantsinlearningskillsthatcontributetohealthyrelationships,includingconsciousconflictresolutionmethodsandroleplay,deeplisteningskills,learninghowtorecognizewhenyouandanotherarereactivesoastousemindfulnesstoinspirecuriosity,self-careandcompassion,howtorecognizetheuniquewisdomandassetsofeveryindividualandcollaborateeffectivelywithotherstakeholders,andmentorship.Wemeasuretheirrelationshipsskillsthroughassessments,in-classdialogueandpersonaljournalingtoassesspro-socialhelpingbehavior,buildingeffectivepartnership,managingconflictandopposition,andseekingandofferingmentorship.Dataonourimpactisincorporatedinourmeasurementsofpro-socialbehavior,detailedabove.

5. Responsibledecisionmaking:Theabilitytomakeconstructiveandrespectfulchoicesabout

personalbehaviorandsocialinteractionsbasedonconsiderationofethicalstandards,safetyconcerns,socialnorms,therealisticevaluationofconsequencesofvariousactions,andcontributingtothewell-beingofselfandcommunity.

GlobalGrassroots’entirecurriculumisgearedtowardslogicalandrespectfuldecision-making.Webeginbytrainingleadersinmindfulnessandthecapacitytounderstandhowchangeaffectstheselfandothers,sothatdecisioncanbemadefromaplaceofcompassionandempathyaswellashumanunderstanding.Weprovidestudentswithtraininginhowtodeconstructaproblem,analyzeitspartsandalsoevaluateitsystemically,thenbuildtheoptimalsolutioncreativelybyleveragingalloftheassetsavailableamongstakeholderswithoutattachmenttoone’sownagenda.Weuselogicgames,frameworksforproblem-solving,creativeexpression,personaltransformationworkindyadsandgroupstofosterempathy,changetheory,analyticalexercises,casestudies,simulations,roleplayandethicsframeworkstosupportanintegrated,inner-drivenandmindfulapproachtodecision-making.

Weevaluateourstudent’scapacitiesforresponsibledecision-makingthroughouttheimplementationoftheirsocialventure.Thisincludesmonitoringtheirengagementwithstakeholders,programdeliveryandcontent,appropriateuseofresourcesandaccuratereporting,andimpactevaluation.Wemonitorthroughsitevisits,regularreporting,venturedataanalysisandparticipantfeedback.Asoneexampleoftheextenttowhichourstudentsgoinmakingresponsibledecisions:Inour2014cohort,oneyoungwomanwassoprofoundlymovedbythetrustplacedinherwhenawardedhergrant(around$200forherspecificventure),thatshesewedhergrantmoneyintothehemofherdress,thentraveled45minutestotheclosestbanktoopenherveryfirstbankaccounttoensurethefundswerekeptsafe.

Inadditiontothefivepillarsofsocial-emotionallearning,wealsomeasurethefollowing,whichwefeelarestrongindicatorsofself-confidence,self-awarenessandpro-socialbehavior:

• Senseofpower.Wedefinethisasthesenseofone’sowncapabilitiesandpowerthatcomes

fromwithintomakedecisionsabouttheirpersonalandsocietalcircumstances.Wefacilitateourstudentsinanalyzingandunderstandingthedynamicsofdominantcultureand


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theexternalpowercontextinwhichtheymayoperate,whichmayprivilegeandputthematadisadvantage.Wealsoexploreandcultivateholisticallytheirperceptionofpowerthatcomesfromtheirownsenseofself.Finally,weevaluatetheiropinionsontheopportunitiesandrightsofwomen.Weseektofindagrowth,yetnormalizationofself-reportedperceptionofpower,aswedonotwanttobetrainingleaderswhobelievealltheywishtoaccomplishisuptothemwithoutconsiderationofothersorwhomayabusetheirpowerorimposetheiragendaonothers.Instead,wearehopingtosupportthedevelopmentofmindfulleaderswithastrongsenseofagency,whounderstandhowtodrawupontheirinnerresourcesandopportunitiesandthenusetheirpotencywithcouragetomovetowardspositivechangeforthemselvesandothers.

• Readinessandcapacitytocreatechange.Asdiscussedearlier,welookforourstudentstoachieveasenseofabilityandwillingnesstodoitagain,asanindicatorthattheirexperienceintheprogramwassuccessfulandthattheyhavetheskills,self-confidence,agencyandwillingnesstocontinuetoactforchangeintheircommunitiesovertheirlifetime.

• ConsciousLeadershipskills.Finally,whilethefollowingskillscontributetomanyofthe

areasofsocial-emotionallearning,wellbeingandmindfulnessdiscussedabove,wewanttocommentonthreeadditionalcapacitiesofConsciousSocialChangethatwedevelopinallourstudents,whichinclude:

o Attunementtotheneedsofothers,includinguseofskillsthatempowerandsupporttheself-sufficiencyandagencyofothers.Wenotonlyhelpourstudentslearnhowtolistenandcollaboratewithothers,weteachthemtechniquesforworkingwithothersthroughaquestioningmethodthatsupportsself-sufficiency,engendersrespectandenablestheempowermentofothers.Ineffect,ourchangeagentsbecomeeffectivefacilitatorsthemselvessothattheycanmaximizetheimpactofthetransformativeworktheyhaveontheirownbeneficiarieswithoutimposingtheirworkinwaysthataredisempowering.

o Understandingofone’sownassets,passions,capabilitiesandgiftsthatcanbeleveragedtocontributemeaningfullytothecommongoodwithasenseofinner-drivenpurpose.Wetrainourchangeagentsinhowtoidentifytheirowninnerandexternalassetsandtorecognizethesameinothers.Thisfostersarespectfordiversity,skillsforcreativecollaborationandproblem-solvingandarecognitionthatweeachhavesomethingvaluabletocontributetothewhole.Thisalsocontributestoadeepersenseofmeaningandvalueineachchangeagentandthosesheserves.

OurImpact:In2015,wehada75%increaseamongourRwandanstudentswhofeltpowerfultochangetheirowncircumstancesaswellasa75%improvementintheirsenseofpowertochangetheircommunity’scircumstances.Atotal88%percentofrespondentssaidtheyfeltthehighestlevelofpowerineachcategoryonafive-pointscale.InUganda,weachievedatotalof69%ofstudentswhofeltthehighestlevelofpowertochangetheirowncircumstances,and62%whofeltthesameintheircommunity,representinga100%gaininsevenmonths.


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o Understandingofchangefrompersonalexperience,andhowtosupporttransformationinothersthroughunderstanding,compassionandcollaboration.Welearnthroughourownexperienceswhywealwaysgraspatchangeyethavesuchdifficultyadapting.Welookatallchallengesandfailuresasopportunitiestolearn,iterateandevaluate.Wefosterthecreativemindsetofasocialentrepreneurinlookingforpatterns,gapsandprototypingsolutions,whilebuildingtherelationshipskillsofamindfulnesspractitioner.Wedevelopagreaterunderstandingofwhatdrivesresistanceandhowtoworkfromaparticipatoryapproachthatfostersgreaterlevelsofbuy-in,ownership,engagementandultimatelytransformationthatensureschangeissustainable,inclusiveandresponsiveovertime.

CONCLUSIONDuringouryearshelpinggrassrootsgroupstoadvancesocialchange,wehaveseenthatthegrowthofthecivilsocietyinitiativesfoundedbyGlobalGrassrootsgraduatespromotesprofoundtransformationonbothanindividualandcommunallevel.ThoughourYoungWomen’sAcademyforConsciousChangeisstillinitsearlystagesandwehavenotyethadthebenefitofseveralyearsofdatatoevaluate,webelievethatparticipantsareincreasinglythrivingasadirectresultofourprogram.WeknowthatGlobalGrassrootsisaworthwhileinvestmentespeciallygiventhemultipledimensionsofimpactandrippleeffectsofeachyoungwoman’sworkinhercommunity.Andwhilewedoconsiderouryoungwomensuccessfulbecausetheirhighereducationdreamshavenotbeenderailed,weknowthattheirrealsuccesscomeslater:whentheycandeterminetheirownpath,livingthelifetheychoose,notonethathasbeendictatedbecauseofthecircumstancesoftheirbirth,economicstandingoftheirparents,ortraumasthatwerethrustuponthembeforeenteringourAcademy.Andaseachstudentfinishesherformaleducationandmovesintoherprofessionallife,weanticipateevengreaterdemonstrationsofherleadershipabilities;afterall,lookwhattheywereabletoachievebeforeyetfullyrealizingtheirowncapabilities

the young women’s academy for conscious change rwanda & uganda · • psychological...

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