Developing Love in the Workplace

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© Copyright 2006, Four Worlds International www.fwii.net DEVELOPING LOVE, UNITY, AND SPIRITUALITY IN THE COMMUNITY AND THE WORK PLACE Four Worlds International Institute for Human and Community Development 347 Fairmont Blvd. S Lethbridge, AB T1K 7J8, Canada The Four Worlds Centre for Development Learning P.O. Box 395 Cochrane, AB T4C 1A6, Canada

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© Copyright 2006, Four Worlds International DISCHARGE INDICATIONS AND SEQUENCE The client will begin substantial discharge as close to the bottom of the painful emotion part of this chart as the tensions exist in that particular pattern and/or as he is able to discharge and will then tend to move upward on the chart as regularly as his particular discharge inhibiting patterns permit.

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© Copyright 2006, Four Worlds International Patterns of Abuse in Aboriginal Boarding and Residential Schools The patterns of abuse in Aboriginal and Residential Schools in North America, researched and documented by the Four Worlds International Institute for Human and Community Development and other Aboriginal research groups in Canada and the United States, include the following:

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© Copyright 2006, Four Worlds International Physical Abuses Sexual assault, including forced sexual intercourse between men and women in authority and girls and/or boys in their charge; Forced oral-genital or masturbatory contact between men or women in authority and girls and/or boys in their charge; Sexual touching by men or women in authority of girls and/or boys in their charge; Performing private pseudo-official inspections of genitalia of girls and boys; Arranging or inducing abortions in female children impregnated by men in authority; Sticking needles through the tongues of children, often leaving them in place for extended periods of time; Inserting needles into other regions of children’s anatomy; Burning or scalding children;

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© Copyright 2006, Four Worlds International Physical Abuses (cont’d) Beating children into unconsciousness; Beating children to the point of drawing blood; Beating children to the point of inflicting serious permanent or semi- permanent injuries, including broken arms, broken legs, broken ribs, fractured skulls, shattered eardrums, and the like; Using electrical shock devices on physically restrained children; Forcing sick children to eat their own vomit; Unprotected exposure (as punishment) to the natural elements (snow, rain, and darkness), occasionally prolonged to the point of inducing life-threatening conditions (e.g., frostbite, pneumonia); Withholding medical attention from individuals suffering the effect of physical abuses; Shaving children’s heads (as punishment);

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© Copyright 2006, Four Worlds International Psychological/Emotional Abuses Administration of beatings to naked or partially naked children before their fellow students and/or institutional officials; Public individually directed verbal abuse, belittling and threatening; Racism; Performing public strip searches and genital inspections of children; Forced removal of children from their homes, families and people; Cutting children’s hair or shaving their heads (as policy); Withholding presents, letters and other personal property of children; Locking children in closets, sometimes for extended periods (as punishment); Segregation of the sexes;

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© Copyright 2006, Four Worlds International Psychological/Emotional Abuses(cont’d) Proscription of the use of Aboriginal languages; Proscription of the following of aboriginal religious or spiritual practices; Eliminating any avenue by which to bring grievances, inform parents or notify external authorities of abuses; Forced labour Long-term isolated confinement

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© Copyright 2006, Four Worlds International Enforcing Unsuitable Living Conditions Starvation (as punishment); Inadequate nutrition (e.g., nutrition levels below that of needed for normal growth and subsistence); Providing food unfit for human consumption; Exploiting child labour; Forced labour under unsafe working conditions; Inadequate medical services, sometimes leading to children’s deaths;

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© Copyright 2006, Four Worlds International Omissions of Action - Church Inaction Failure to bring local incidents of abuse to the attention of higher church authorities; Failure to bring local incidents of abuse to the attention of federal and appropriate provincial governmental authorities; Failure to protect children under their care from the sexual predations and physical and emotional abuse from other children also attending Residential School; Failure to remove known sex offenders from positions of supervision and control of children; Acquiescence to federal funding levels below those the churches themselves believed necessary for operation; Starvation (as a cost-cutting measure); Neglect of their educational mandate;

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© Copyright 2006, Four Worlds International Omissions of Action - Government Inaction Failure to adequately inspect or otherwise maintain effective supervision of institutions into which their legal wards had been placed; Failure to fund church schools at levels sufficient for maintaining the physical health of their legal wards; Failure to live up to the spirit of treaties signed promising education for Aboriginal Peoples; Collaboration with church officials in covering up the criminal behavior of officials, both governmental and ecclesiastical; Removal or relocation of internal personnel critical for Residential School conditions. *Excerpts from: The Circle Game, Rowland D. Chrisjohn, Ph.D., & Sherri L. Young, MA., 1994

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CULTURE FAMILY DEVELOPMENT INTERACTION WITH OUTSIDERS LEADERSHIP AND DECISION- MAKING RECREATIONAL ACTIVITIES HEALTH PROMOTION PARENTING EDUCATION ECONOMIC ACTIVITY

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© Copyright 2006, Four Worlds International Four Worlds International Institute Suggested Qualities of Principle-Centered Leaders 1. Spiritually centered - actively in a relationship with the Creator 2. Morally strong - lives a good moral life, suitable to stand as a role model (particular attention to the issues of addictions, relations with the opposite sex and honesty regarding money should be considered). 3. Believes in the people's capacity to heal and develop, and shows this belief in the way they work with the people. 4. Is engaged in his or her own healing journey and is a relatively healthy person. 5. Has a good mind, and clearly understands the process of healing and development, and the issues the people are facing.

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© Copyright 2006, Four Worlds International Four Worlds International Institute Suggested Qualities of Principle-Centered Leaders 6. Listens to the people with respect, love and humility. 7. Has demonstrated devotion to the people's healing and development by hard work and a good attitude over a long time. 8. Shows true respect for the Creator, Mother Earth, and all persons (does not show disrespect for anyone including women, men, youth, the poor, other races, etc.). 9. Can work well with other in a team 10. Strives to work from a position of forgiveness, unity and harmony with everyone.

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The Reunion of the Condor and Eagle About This Initiative

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Prosperity Development (Micro and Macro) Governance and Civil Society Development Building Appropriate Partnerships and Networks Capacity Building Involving Healing, Human and Community Development, Education & Training This four part strategy can be displayed using a medicine wheel as follows: © Copyright 2006, Four Worlds International

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Participatory Planning Listening and Visioning Capacity Building Building The Systems and Mechanisms for People-Centered Development The process we have already begun involves four (4) phases: © Copyright 2006, Four Worlds International