Each adult and youth participant in orphanages, schools and community centers received a TAHRE Guidedetailing facilitation suggestions (including sections on preparation, facilitation, role plays and difficult issues) and fourteen lessons for facilitating psychosocial programming (there are two versions, one for working with children and the other for working with youth and adults). Lessons I & II are designed to introduce the facilitators and the students and to establish ground rules that will set up a safe environment for the children to share their experiences and ideas. These lessons include activities about cooperation and communication. Lessons III, IV and V are an introduction to human rights and child’s rights. Lesson VI, VII and VIII are on conflict resolution, and lessons IX, X are on overcoming the negative affects of conflict. Lessons XI and XII deal with the convergence of human rights and conflict resolution. The closing lessons XIII and XIV look to the future and discussion peaceful interaction, as well as an assessment survey to gauge children’s progress and review what they have learnt over the entirety of the TAHRE program.
Positive Discipline Manual - A Guide on Non-Violent Discipline
The first edition of the manual “Positive Discipline - A Guide on Non-Violent Discipline” detailing the importance of non-violent discipline and the negative affects of physical punishment, was published in April of 2006. A second, more developed version was published in August 2006.
Ba Futuru decided that it was important to develop this manual after childcare center staff reported that they wanted more information on ways to discipline children. Childcare workers stated, “Physical punishment is the only way to get children to listen. If we should not use this, then please provide us with other ideas for effective discipline.”
Publications
Training Materials
During the implementation of the TAHRE Program various training materials are used. The children receive journals, and the youth and childcare workers receive TAHRE Guides and Positive Discipline Manual.
Other materials that are used for the workshops included: guitars, drawing books, notebooks, pencils, crayons, colored pencils, paint, brushes, paper, chart paper, rulers, erasers, sharpeners, and TAHRE Guides. The methods used to implement this curriculum include lectures based on human rights and conflict resolution and various play activities including the use of art, physical activities, song and drama. Additional materials preparation included a program brochure, calendars, t-shirts, banners, posters about human rights and conflict resolution as well as a postcard series.
The TAHRE Guide has been successfully used as a teaching manual as it details methodology, curriculum and implementation procedures, along with information on effective interactive artistic methods of working with children around the negative affects of conflict, human rights and conflict resolution. The TAHRE Guide has been continually revised and additional activities have been added to augment what was developed for the first and second pilot programs. These changes and additions are based on lessons learned and feedback from staff and participants.
The curriculum also includes group problem-solving activities (such as linking hands and working together to unwind the circle), providing a physical, visual way of showing the benefits of a co-operative rather than competitive approach to problem solving. Children also explore different means of conflict resolution through role plays in which they act out common disputes and alternative means of resolving them. By practicing their responses this way, in a supported environment, children are able to build the confidence to make positive changes to their behavior in every day real-life situations. Similarly, by working through the Universal Declaration on Human Rights and discussing how rights and corresponding responsibilities are relevant to their lives brings new understanding to the children’s visions for themselves and their future.
The Positive Discipline Manual provides ideas for non-violent strategies of working with children. It dispels common misconceptions that people have about physical punishment including: physical punishment is an effective way to manage behavior; “I got hit when I was a child and I turned out okay;” “If we don't spank children, they'll grow up rotten;” that violence is part of Timor-Leste culture, and that the Bible supports the use of physical violence. It also gives a comprehensive range of non-violent discipline strategies and explains the negative impacts of the use of physical discipline on children’s mental and physical heath as well on a society overall.
Journey of life
Ba Futuru adapted and developed the Journey of Life manual initially created for use in Myanmar by the Regional Psychosocial Support Initiative. This manual outlines workshops that can be used with communities to develop local strategies for child protection. It can also be used to teach adults and community leaders about the developmental needs of children and assist the community with designing a community plan for child protection. This training provides the space for those who care for children in a community to sit down together with community leaders and travel back through their own process of growing up to access how they can better support children in their community today. It culminates with a process whereby the community develops a plan for how each member can better support and protect children in their community.
Ba Futuru publishes an annual calendar which is available in stores across Dili for purchase. If you would like to order a calendar please email bafuturu@bafuturu.org.
