Tukae  Tusemesane  -­‐  Let’s  sit  down  and  reason  together  

Enlivening  Strengths  and  Community  

Applica>on  of  AI/Posi>ve  Psychology  

(1)  the  use  of  the  VIA-­‐IS  assessment  and  narra>ve  processes  to  establish  a  language  of  strengths    (2)  the  use  of  apprecia>ve  inquiry  interviews  and  reflec>ve  processes  to  build  trust  and  connec>on  in  teams  (3)  the  refrac>on  of  these  assets  into  the  community  through  the  manifesta>on  of  counseling,  peace  building,  and  livelihood  empowerment  programs  for  marginalized  groups  of  the  Kenyan  popula>on  

April  2014  

Kimo  team  

Phase  1:  The  eleva>on  of  strengths  VIA-­‐IS  

VIA  classifica>on  WISDOM  AND  KNOWLEDGE  1.  CREATIVITY  2.  CURIOSITY  3.  JUDGMENT  &  OPEN-­‐MINDEDNESS  4.  LOVE  OF  LEARNING  5.  PERSPECTIVE  COURAGE  1.  BRAVERY  2.  PERSEVERANCE  3.  HONESTY  4.  ZEST  HUMANITY  1.  CAPACITY  TO  LOVE  AND  BE  LOVED  2.  KINDNESS  3.  SOCIAL  INTELLIGENCE    

JUSTICE  1.  TEAMWORK  2.  FAIRNESS  3.  LEADERSHIP    TEMPERANCE  1.  FORGIVENESS  &  MERCY  2.  MODESTY  &  HUMILITY  3.  PRUDENCE  4.  SELF-­‐REGULATION  TRANSCENDENCE  1.  APPRECIATION  OF  BEAUTY  AND  EXCELLENCE  2.  GRATITUDE  3.  HOPE  4.  HUMOR  5.  SPIRITUALITY  

Signature  strength  spoeng  in  yourself  •  When  we  live  connected  to  our  strengths  we  are  more  likely  to  feel  a  

sense  of  purpose  that  gives  rise  to  psychological  well-­‐being  and  happiness.  In  this  exercise  we  invite  you  to  take  a  deep  dive  to  the  origin  of  your  signature  strengths.  The  VIA  provides  a  lens  from  which  we  can  view  and  reflect  on  our  strengths.  A  signature  strength  is  a  character  trait  that  is  deeply  held  –  a  trait  that  is  part  of  defining  one’s  essence.    It  is  a  very  strong  tendency  of  thought,  feeling,  and  ac>on.    As  opposed  to  other  character  strengths,  signature  strengths  are  so  central  to  a  person’s  psychological  iden>ty  that  suppressing  or  ignoring  any  of  those  strengths  would  seem  unnatural  and  very  difficult.  There  are  many  different  kinds  of  stories  that  might  be  told.  While  some  might  include  posi>ve  emo>ons,  many  tales  of  courage,  jus>ce,  humanity,  wisdom,  temperance,  and  transcendence  are  filled  with  struggle  or  adversity.  All  of  these  situa>ons  provide  us  with  valuable  lessons.    

Interview  Guide  Aker  reviewing  your  VIA  results  you  may  recognize  some  strengths  as  very  familiar  or  you  may  have  a  different  understanding  of  your  strengths.  You  know  yourself  best.  How  do  you  describe  your  signature  strengths?    Next,  pick  one  or  two  of  your  signature  strengths  and  think  about  the  origin  of  these  strengths  and  connect  them  with  your  early  experiences.  Some  strengths  feel  as  though  you  were  born  with  them,  they  are  just  part  of  who  you  are  and  have  always  been.  They  are  part  of  your  temperament.  Other  strengths  are  learned  through  experience,  some  are  even  learned  through  adversity  or  especially  challenging  circumstances.    •  Please  tell  me  a  story  that  gives  me  a  pre1y  clear  picture  or  idea  about  

where  your  strength  came  from.  •  Who  no;ced  this  strength  and  endorsed  it  for  you?    •  What  good  things  have  come  from  ;mes  when  you  lived  into  this  

strength?  

Experience  of  strength  story  with  audience  reflec>ons  

Form  groups  •  Storyteller  •  Interviewer  •  Member  listener-­‐reflectors  (Just  listen  to  the  interview  and  be  prepared  to  reflect  akerwards)  

Reflec>ons  

• Members  offer  reflec>ons  about  what  did  you  appreciate  most  about  the  story?    • Self  >me  –  about  1  or  2  minutes  each  reflec>on.    • The  storyteller  and  interviewer  listen  outside  the  circle.  

• Storyteller  be  prepared  to  share  the  experience  of  hearing  story  teller  reflected.        

Summer  2015  

Nelly  –  Team  leader  

James  

Downtown  Thika  

At  the  house  

Phase  2:  Connec>ng  strengths  to  trust    and  well-­‐being  

Trust  in  Teams  •  Tell  me  about  a  >me  when  you  experienced  being  a  part  of  a  group  like  

this.  It  could  be  with  KIMO  or  another  group  that  you  have  been  part  of  as  a  member.  It  is  oken  a  family  group  or  a  community  group.  Please  share  that  story.  Really  tell  all  of  the  details.    

•  A.  What  group  are  you  thinking  about?  Can  you  tell  me  some  of  the  details  about  this  group?  Who  are  they?  How  old  were  you  when  you  were  a  part  of  this  group?  Are  you  s>ll  connected  with  them?  

•  B.  How  was  trust  established  and  maintained  in  the  group?  •  C.  How  did  you  know  that  trust  was  present  and  how  did  you  establish  

and  nurture  it?  •  D.  What  were  the  benefits  of  having  an  “environment  of  trust”?  To  you?  

To  the  group?  

 Walking  The  Journey  Together  –  Dialogical  Prac;ce  Guideposts  

 •  Suspend  assump>ons  and  keep  an  open  mind.  A  dialogue  is  a  shared  quest  for  meaning.  

•  Lik  every  voice.  Our  inten>on  is  to  lik  everyone’s  voice  higher.  Make  sure  every  voice  is  heard.  

•  Honor  our  differences.  We  can  honor  our  differences  without  trying  to  reconcile  them.  Wonder,  “Where  is  our  common  ground?”  How  do  we  walk  the  journey  together?  

•  We  create  meaning  together,  a  “memorandum  of  understanding”.  Without  others  meaning  breaks  down,  value  is  lost,  and  the  team  loses  its  vitality.    

•  Create  a  safe  place.  There  must  be  a  “safe  container”  created  for  the  conversa>on,  a  place  without  hos>lity  or  fear.    

•  Observe  and  listen  to  one  another.  This  collabora>ve  listening  posi>on,  is  focused  on  listening  for  understanding  as  opposed  to  listening  for  nego>a>on.    

•  Be  apprecia>ve,  aoen>ve  and  respecpul,  allow  space  for  the  other  without  interrup>ng  and  offer  posi>ve  rather  than  judging  comments  or  ques>ons.  

   

The  Kimo  team  

Kimo  Outpa>ent  offices  

Training  

Transi>on  to  dance  

Phase  3:  Refrac>ng  strengths  outward:  Connec>ng  strengths  to  vision  and  mission  

 ² refocus  aoen>on  and  memory  on  strengths  ² mo>vates  sustained  effort  ² builds  self-­‐reflec>ve  capacity  ² strength  storytelling  as  collec>ve  narra>on    

Kimo  stories  of  community  ini>a>ves  sharing  in  the  na>onal  “cake”  

•  Nyumba  Kumi  community  watch    •  Playground  constructed    •  Livelihood  op>ons  for  families  •  Security  team  formed  •  Peace  and  reconcilia>on  ac>vi>es  •  Educa:onal  outreach  and  ac:vi:es  

Educa>on  for  Life  

Grade  1  with  parents  and  teachers  

Rural  tea  planta>ons  

The  walk  home  

Teacher  and  class  

Parent  helping  

children  

Blue  Post  Hotel,  Thika  

Hotel  grounds  

Summer  2016  TR604    Summer  session  II  

 

TR604:  Collec>ve  Trauma  and  Community  Healing    

•  This  3CR  advanced  trauma  course  explores  collec>ve  trauma  and  community  interven>ons  and  provides  a  deep  understanding  of  the  humanitarian  needs  of  individuals,  families,  organiza>ons  and  communi>es  in  Eastern  Africa  (Kenya),  living  under  condi>ons  of  con>nuous  trauma>c  stress.  It  will  widen  the  lens  from  which  we  view  trauma  theory  and  treatment,  to  include  an  emphasis  on  resilience,  posi>ve  deviance,  and  strength  based  approaches  to  treatment.  The  immersion  experience  is  designed  to  offer  students  an  opportunity  to  do  field  work  and  collaborate  with  counselors  and  community  service  providers  from  a  Kenyan  Non-­‐Government  Organiza>on  (NGO).  Current  programs  include:  drug  and  alcohol  abuse  preven>on,  peace  building,  relief  and  disaster  management,  youth  and  family  programs,  educa>onal  outreach,  and  programs  to  promote  access  to  healthcare  for  marginalized  groups  of  the  Kenyan  popula>on.  The  student  is  responsible  for  an  addi>onal  course  fee  to  cover  transporta>on,  room  and  board.