Wish Project and Turtle Talk Handbook
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Table of Contents
Acknowledgements ................................................................................... 3
DEDICATION .......................................................................................... 4
WISH PROJECT Contributors ................................................................. 5
Preface ....................................................................................................... 8
The Seeds ................................................................................................. 10
WISH PROJECT: Collaboration, Community Development &
Mentorship ............................................................................................... 11
WISH and the Community Elders: ......................................................... 12
WISH and Cultural Training ................................................................... 14
WISH and Mentored Victim Service Training ....................................... 15
WISH and Sustainability ......................................................................... 15
Turtle Talk Program ................................................................................ 16
Turtle Talk Facilitators ............................................................................ 18
Turtle Talk: Year One ............................................................................. 20
Turtle Talk: Year Two ............................................................................. 24
Turtle Talk: Year Three ........................................................................... 29
Summary of Learning .............................................................................. 34
Photo Gallery: .......................................................................................... 37
APPENDIX ............................................................................................. 46
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Ana-Elisa de Almeida came to the Child Abuse Prevention and Counselling Society at Mary
Manning Centre as a Masters level practicum intern through the School of Child and Youth Care
at the University of Victoria, BC. She was selected for her internship based on her insight,
passion, and commitment to work with children and youth who had experienced abuse, which
was tempered from her work with disenfranchised and abused youth in Brazil. In Brazil she
learned the benefits of creating networks to address similar social problems that existed in
Canada, such as homelessness, poverty, substance abuse, child abuse and neglect, social
isolation, racism and discrimination. Arriving at the agency in 2007, she completed her
internship in 2008 and then was hired at the agency as a therapist. Ana-Elisa, who was a skilled
writer, had already published a number of papers. In May 2009, she completed her research
dissertation and published Inked Women: Narratives at the Intersection of Tattoos, Childhood
Sexual Abuse, Gender and the Tattoo Renaissance.
Ana-Elisa was invited to work on the project between Mary Manning Centre and TSAWOUT
community early on in its conception and development. She attended the first meetings and
during that time, mentioned work that she had heard about in Australia related to working with
aboriginal people. She described the overlay of aboriginal community development as similar to
basket weaving, where the multiple woven fibers created a stronger, more varied basket, capable
of holding more than could be held with single fiber alone. The contextual imagery of the woven
basket had synergy with the group that was meeting. One of the TSAWOUT members coined the
word WISH and it was moments later when the group brainstorm had formed the meaning as
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“Weaving in Spirit and Hope”. The word hope was later changed to “Health,” which was fitting
for its conception at the TSAWOUT Health Centre where WISH began.
Ana-Elisa said that due to the supportive setting of like-minded colleagues she felt she had
finally come “home” when she arrived at Mary Manning Centre. She valued her relationships at
the Centre, citing the agency as the healthiest workplace she had been in. When she was
diagnosed with cancer, she left the agency, unable to continue with work but often stated her
intention to come back. Ana-Elisa did not come back to work at Mary Manning Centre, dying
peacefully at home on March 1, 2012. She is missed but her legacy of “weaving in spirit and
health” lives on through the WISH project.
WISH project involved many people in many aspects of organization, including funders,
participants, provider, mentors, mentees and collaborative partners. Mary Manning Centre would
like to acknowledge some of the contributors in the collaboration
Child Abuse Prevention and Counselling Society and its Board of Directors, for their support of the
Project and the Executive Director.
Sandra Bryce, Executive Director for her undoubting belief in the project, wealth of experience in
community development and unwavering resolution to see the project through despite all obstacles,
financial or otherwise. She developed and secured funding from the Federal Government and through
other grants.
Ana-Elisa de Almeida, Therapist with a multi-cultural perspective which provided inspiration and
grounding in vision, planning and proposal writing.
Jennifer Coverdale, Masters Practicum Internship student at Mary Manning Centre through the
University of Victoria Aboriginal Counselling program. Jennifer helped facilitate Turtle Talk as well as
providing some counselling on site.
Helen Durie, Victim Service Worker, who was involved in some of the early planning in WISH and also
helped provide prevention/safety awareness to youth involved in summer programs
Shawna Paul, Child and Family Therapist, involved early on in WISH with the Elders craft group and
summer program. Shawna left the project for maternity leave returning to the agency after the healthy
birth of twins.
Kelly Montgomery, Victim Service Coordinator for 23 years, provided ongoing mentorship and
supervision in victim services to two Tsawout staff members over the course of the three years. Kelly was
involved in community activities at Tsawout, including summer programs and was a mainstay for the
program Turtle Talk, continuing on, even during the time when the program lost its Tsawout co-
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facilitator. Her laughter was infectious as was the good-will she generated through her ongoing array of
wonderfully baked cakes and cookies to celebrate endings, beginnings and other special occasions.
Maggie Reidy, Child and Family Therapist for 17 years at the Centre, co-facilitated Turtle Talk with
Kelly and through her involvement with the project provided a clinical aspect to the Tsawout mentorship.
She provided a breadth of creativity, structure and sheer joy and exuberance that quickly made
relationship building within Tsawout community easy, as the children readily responded to her. She also
was a mainstay for the program Turtle Talk, continuing on, even during the time when the program lost
its Tsawout co-facilitator.
Judith Wright, Clinical Coordinator for 24 years at the Centre, supported project development, clinical
supervision and mentorship with the Tsawout community mental health team from the beginning through
to the eventual hiring of a Tsawout Clinical Supervisor and child and youth counsellor. The mentorship
on clinical issues continued on after the project ended.
WISH project involved many First Nations people from TSAWOUT at various times throughout
the 3 years; there are too many to name but we would like to thank all, including the following.
Liz Underwood, Sadie Underwood and the Elders involved in the Elders Craft group and in
Turtle Talk. The Elders provided a cultural connection to the community as well as designing the
original WISH badges. They also warmly greeted staff from Mary Manning Centre who attended
TSAWOUT functions, such as the Salmon Festival and canoe races.
Harvey Underwood, current Chief and the Band Council who supported the ongoing presence
and project development of WISH.
Allen Claxton, previous Chief for Tsawout Band and the Band Council, who supported the
Project at its inception.
_____________________________________________________________________
Magie-Mae Adams, current Health Director, who served first as interim director and was the
director involved in celebrating the end of the project.
Stephanie Adams, After-school Program Coordinator, provided the access to children and
support for the Turtle Talk program and cultural advice to the facilitators. She was the mainstay
for Turtle Talk facilitators.
Chris de Boer, Clinical Supervisor and Mental Health Counsellor was hired on in the second
year of WISH and collaborated extensively with the Centre on improving practice, outcomes,
standards and ensuring training for mental health staff.
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Sandra Lacroix, Child and Youth Counsellor and mentored victim service worker who worked
at Mary Manning Centre over the course of the last year of WISH and co-facilitated Turtle Talk.
Sandra was also a staff member on the Tsawout Mental Health team.
Samantha Etzel, Health Education Social Services (HESS) Band Council Portfolio who provided
an overseeing eye on health education services.
Edith Loring-Kuhanga, previous interim Health Director who consolidated health, education,
and social services (HESS) under one director to prevent silo services. This allowed for more
flexible WISH involvement for the Turtle Talk program.
Rosie Holmes, previous Health Director during year one, was actively involved in mentorship
and the development of WISH with a vision to creating a strong mental health team.
Anne Jimmy, SENCOTEN Language Instructor, provided cultural support to Turtle Talk and
the children’s learning in SENCOTEN, especially words for virtues and prevention.
Bonnie Joe, Recreation Manager who took part in trauma training in which the positive benefits
of yoga was recommended. She brought yoga practice and sessions to the community.
Tabitha Marks, Aboriginal Head Start Coordinator who was involved from the beginning and
provided opportunities for staff to get to know the community through presenting at Head Start
and in other groups.
Glenda Mercer, Mental Health Counsellor and experienced staff member who demonstrated the
importance of outreach within the community and was supportively involved in WISH from the
beginning.
Angela Potskin, Mental Health Counsellor and mentored victim service worker who worked at
Mary Manning Centre over the course of the first year of WISH and co-facilitated Turtle Talk.
Richard Veerapen, first Health Director involved with WISH who had a vision for opening up
dialogue in the community on prevention and victimization.
Anna and Franklin Walkus, mother and son who provided support to us during group
time. Anna also provided cultural knowledge as well.
.
Paul Kyba, WISH evaluator
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The History
offers victim service and
counselling services for children and youth who experience sexual abuse and other
forms of trauma and maltreatment. Under the leadership of Mary Manning and
Rita Milo, the ad hoc society began providing counselling services to child
survivors of sexual abuse in 1984. By 1990, the Centre provided sexual abuse
counselling through the government funded newly created Sexual Abuse
Intervention Program (SAIP). In the same year victim service funding was
provided by the BC Office of the Attorney General so that a victim service worker
(VSW) would be available for specialized justice support and intervention for
children and youth. Children who disclosed abuse were supported by the VSW
during police or court accompaniment, were provided with court orientation and
support when children had to testify in court and provided information and intake
to counselling or other community programs. Children and youth who required
counselling were referred to the Society’s SAIP program; uniquely, both programs
were housed under the same roof creating a seamless transition.
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By 2007, the name of the agency was formally changed to Child Abuse Prevention
and Counselling Society of Greater Victoria in order to be inclusive of other forms
of abuse and a broader mandate and vision that was reflective of the multi levels of
maltreatment experienced by children and youth being referred to the agency. The
addition of prevention into the society name was based on a philosophical belief
and practical observation that decreasing the incidences of abuse would occur over
time primarily through client and community education and prevention services.
The physical space where victim services and counselling was provided officially
changed to the Mary Manning Centre to reflect input from clients who wished
confidentiality and sensitivity in regard to the services they received.
While the mandate and vision changed for Child Abuse Prevention and
Counselling Society of Greater Victoria, there was no additional funding provided
by government to the agency for clients suffering from other forms of abuse and
maltreatment or for providing community prevention education. However, the staff
has embraced prevention education and skills building as a cornerstone in victim
service, counselling treatment and in education for professionals and the public.
The Mary Manning Centre strives to be a Centre of Excellence. In this regard, the
Centre has provided training to other professionals in the province, presented
workshops locally and provincially and attended and presented in international
forums. The Centre provides student practicum interns with Masters level training
in the field of maltreatment through the victim service and counselling programs.
Mary Manning Centre staff work with families, schools, police, Crown, and
professionals in victim services, family services, child protection, health and
community living services to ensure a coordinated, holistic approach to supporting
children and families. The Society and its Centre’s programs have been accredited
and in 2011-12 won the RCY Award of Excellence for Service Delivery.
See more at: http://www.marymanningcentre.com/
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In 2010, the Mary Manning Centre, as part of monthly in-service, invited two
mental health staff members from TSAWOUT Health Centre to Mary Manning
Centre to present information about their services and for them to hear about Mary
Manning Centre services. There was an immediate spark and connection and from
this small connection, the prevention and victim services WISH Project seeds were
planted.
Before there was WISH or an application made for project funding, there was
innovative thinking about how to move forward in providing victim services and
prevention education that would support the health of TSAWOUT community and
in particular bring about positive health outcomes for children.
Directors and clinical staff from both Centre’s met, followed by several “blue sky”
conceptual thinking days, where relationships were discussed, concepts and values
outlined and Mary Manning Centre learned what was needed and hoped for in
TSAWOUT community and by the mental health centre. Mary Manning Centre
was hand in hand in agreement with TSAWOUT mental health providers in terms
of the vision for children and youth and for families in the community. It was also
excellent timing or serendipitous that TSAWOUT community had recently opened
a modern Health Centre which provided the facility, mental health staffing and
access to children and youth in the community through education, recreation and
mental health services.
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There was partnership agreement on the need for:
1. Prevention education for TSAWOUT children in regard to safety and
prevention skills and education about abuse
2. Victim services training for a designated TSAWOUT mental health staff
person
3. Ongoing cultural training for involved Mary Manning Centre staff
4. Inter-agency training to strengthen relationships, knowledge and service
capacity
5. Capacity building over a number of years to create a recognizable presence,
provide mentoring that would be sustainable and prevention learning that
was developmental and built upon successive learning.
WISH PROJECT: Collaboration, Community Development & Mentorship
WISH, the 3 year prevention and capacity building initiative between the Mary
Manning Centre and TSAWOUT First Nation mental health team members was a
community development partnership designed to support the safety and well-being
of TSAWOUT children, youth and the community. An application for federal
funding through Victim Services Division was made in February 2010 based on
the early discussion with TSAWOUT Directors. Funding for the project began a
number of months later in 2010.
During the time of unsecured funding, the project moved forward. Designated
project staff from both Mary Manning Centre and TSAWOUT Mental Health
Centre were identified. A number of meetings were held between staff at
TSAWOUT and Mary Manning Centre, and the theme of mutual mentorship was
elaborated as a means to provide cultural orientation for Mary Manning Centre
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staff and specific victim service training for TSAWOUT through mentorship of the
designated staff person from the TSAWOUT mental health team.
Mentorship took a wider framework than originally anticipated, primarily because
it became a vehicle to provide structure for progress, enhancement for victim
support education and program knowledge, structure for facilitating prevention
education programs and ensuring tools for wise proactive practice between all
levels of the organization. What happened in the front end of the mentored service
required the knowledge and support of the clinical supervisors and management.
Mentorship and cultural orientation was:
 Leader to leader (Directors)
 Clinical Supervisor (newly hired at TSAWOUT) to Clinical Coordinator
 Mental health clinician at TSAWOUT (to be mentored in victim service) to
Victim Service Coordinator
 Education staff and Elders at TSAWOUT providing cultural and service
support for Turtle Talk prevention education and cultural connection and
learning to Mary Manning Centre.
As the project developed, mentorship, cultural learning and training spread though
a number of different departments at TSAWOUT where children and youth were
involved in programs. At the time of the project, the children and youth were
available through the education department in the afterschool while the mental
health team was a separate department. This created both opportunity and
difficulty as mentorship was through the health department but access to the
children and parents was through the Education department and to the youth and
young leaders through the Recreation department. Despite these difficulties, the
designated WISH mentors from Mary Manning attended various activities and
provided various presentations, workshops and groups across the three
departments. A partnership based on mentorship & relationship became the
enduring component of the Project.
WISH and the Community Elders:
Early on in the collaborative meetings, the name WISH (Weaving in Spirit and
Health) emerged from the collaboration. The name was suggested based on the
significance of basket weaving where the weaving of many strands are
significantly stronger than they would be on their own. The interweaving between
the two partners to create stronger practice, intervention and outcomes for children
and youth provided a centering purpose for the project and was based on the
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mutual energy/beliefs/spirit for positive health outcomes for children, youth and
families that was shared by all ages and occupations of both partners.
WISH Badges created by Craft group
Connection was made early on with the Elders craft group who were asked if they
would craft WISH logo badges for WISH partner participants. They were happy to
do so.
The project emphasised mutual mentorship to build strong relationships which
would be the means by which prevention, education, victim service and training
would be delivered. It was envisioned that cultural learning would be shared with
staff persons from Mary Manning Centre in relationship to learning about
TSAWOUT community through communication and activities with TSAWOUT
staff and Elders. As plans for Turtle Talk, a prevention education program began, it
was hoped that program themes and prevention education would be woven in with
culturally appropriate material, suggestions and stories.
The TSAWOUT community relies very much on the learning and support of its
Elders to assist with programs, groups and other service within the community.
The high demand on their time within the community meant that there was not
always an active presence in Turtle Talk planning but as a means to offset this
difficulty, the mentors from Mary Manning Centre took part in a number of
programs offered by TSAWOUT Health Centre, including participation in an
ongoing Healing Circle.
Joint community workshops and training was provided early on to mental health
staff and other involved staff from TSAWOUT and to staff at Mary Manning
Centre with special emphasis on training for those working directly on reserve.
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Directors and supervisors met with other involved community organizations
delivering service, especially those connected with trauma informed practice.
WISH and Cultural Training
Participants from both TSAWOUT and Mary Manning Centre took part in a
number of presentations, workshops and co-attended a conference that took place
in Parksville, BC. The provincial conference, co-sponsored by Mary Manning
Centre and Family Resource Centre, brought Dr. Martin Brokenleg to speak about
the Circle of Courage and its grounding and relevance to Aboriginal teaching. The
Circle of Courage, with its focus on belonging, independence, mastery and
generosity provided an indigenous framework that fit perfectly as a layer of
interweave for the WISH project. Other training:
Roots & Branches of the Healing Arts (2010): Coast Salish Teachings meet Arts Therapies
conference with First Nations in Duncan.
Coming Home Forum (2010) Kwakiutl District Council.
Culturally Competent Practice with First Nations VAP-sponsored workshop in Nanaimo.
Talking Circle (2010) Wedlidi Speck and Paul Lacerte through Federation of Community Social
Services of BC.
Drug Paraphernalia (2010) presented by Matt Baron, Youth Coordinator, Penticton Indian
Band.
Vicarious Trauma (2010) and self-care workshop with Maureen McEvoy.
Within the Circle: (2010) Provincial conference with Dr. Martin Brokenleg presenting on The
Circle of Courage.
National Research: Navigating White Water Rapids in our Canoe (2011) Wedlidi Speck. A
one-day workshop to facilitate learning and appreciation for cross cultural work between
Aboriginal and non-Aboriginal community.
Healing the Circle: Identifying Best Practices: Exploring Cultural Competence in the
Delivery of Victim Services to Aboriginal Victims of Crime in British Columbia. (2011)
Multi agency presenters including Mary Manning Centre.
The Space Between: Working Bi-Culturally (2011) Presenter: Paul Lacerte and Wedlidi
Speck. Healing Circle and other means of working between cultures.
New Frontiers in Trauma Practice: (2012) Bessel van der Kolk at Justice Insititute.
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New Frontiers in Trauma Summary (2012) presentation to Mary Manning Centre staff and
TSAWOUT Mental Health and Education staff by Judith Wright and Chris de Boer presenting
on Bessel van der Kolk and other trauma practitioners.
WISH and Mentored Victim Service Training
The WISH Project was essentially a victim service and prevention education
project between TSAWOUT First Nations Community and the Child Abuse
Prevention and Counselling Society of Greater Victoria. The goal was to create a
lasting legacy of sustainability through mentorship in victim services at the Mary
Manning Centre providing victim service awareness and support for TSAWOUT
First Nation. Culturally relevant prevention education was provided through
prevention skills groups for children and youth such as Turtle Talk and through
training youth and staff working with summer programs.
At the beginning of the project, one designated TSAWOUT staff involved with
WISH, received mentorship in victim services and prevention initiatives at Mary
Manning Centre. This involved learning all aspects of victim service program and
delivery at the Mary Manning Centre over a half week period, including court
orientation, preparation and accompaniment.
During the same year in which WISH began, Mary Manning Centre provided a
practicum internship to an Aboriginal Masters student from the Aboriginal
Counselling program at the University of Victoria. The internship provided service
in the counselling program at Mary Manning Centre allowing the intern to provide
counselling and support at the Centre and at TSAWOUT through WISH and Turtle
Talk.
WISH and Sustainability
By the end of the three year project, two designated TSAWOUT staff were
mentored in victim service as the first one had left the mental health position at
TSAWOUT to pursue more education. At the time of the completion of the WISH
project, both mentees were employed as mental health staff at the TSAWOUT
Health Centre in positions that enhanced victim awareness and support, trauma
practice and prevention education. Both were also employed to continue to deliver
Turtle Talk which was a very successful program and highly regarded by the
community, the professionals in the various departments and most importantly by
the children.
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The outcome of WISH had been intended to enhance ongoing capacity in mental
health and prevention and victim services for TSAWOUT community and improve
the overall health of the community. Towards this end, many gains also occurred
through the sharing of resources from Mary Manning Centre to the Health Centre.
Ongoing contact and discussion occurred between the Clinical Supervisor from
TSAWOUT and Clinical Coordinator at Mary Manning Centre. Mary Manning
Centre freely shared resources, contacts, connections, forms and the Clinical
Practice Manual to support TSAWOUT in their preparation for the accreditation of
the mental health team at TSAWOUT Health Centre. The Executive Director
shared Mary Manning Centre’s Administrative Policy Manual and took part in
their accreditation process at TSAWOUT. The result of this was a very high rating
of compliance in accreditation for the TSAWOUT mental health team.
Mary Manning Centre staff also gained insight and perspective on the health issues
facing First Nations and in the delivery of service on reserve and within the
community. The Executive Director and Clinical Coordinator attended many
interagency meetings to support and learn from each other. The knowledge gained
from this project increased understanding and practice in terms of the delivery of
overall service with First Nations. Although, Mary Manning Centre is not the
designated service for Aboriginal programs, a number of referrals came to the
Centre due to the presence of Mary Manning Centre staff on reserve and the trust
that was gained through the 3 year delivery of Turtle Talk, the ongoing sharing of
resources and the mentoring with TSAWOUT staff.
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The Turtle Talk program uses the metaphor of a turtle to teach safety and
preventions skills to children because turtles always carry their shells with them
wherever they go. Like the turtle, the children are taught that they always have a
natural boundary around their body that is to be respected by all others, no matter
what! The turtle is also an appropriate symbol for teaching the Turtle Talk program
within the First Nations Community because turtles always travel with their clan
and they go back to their roots, just like the salmon.
The primary focus of Turtle Talk is on teaching children safety and prevention
skills through the use of educational materials and creative teaching methods such
as drama and role play. The children learn concepts such as appropriate boundaries
for themselves and others, the importance of honoring their feelings, being
assertive about setting their boundaries with others, and that it is always important
to seek help when they experience something that does not feel right to them.
In addition to the on-going lessons on safety and prevention skills, the Turtle Talk
program focused on bullying prevention work and teaching the children virtues
such as: RESPECT, COOPERATION, COMPASSION, HONOR, GENEROSITY
and LOVE. The children received educational materials and experiential learning
opportunities on how to practice and integrate these concepts into their choices and
behaviours.
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Mentor and Mentee’s
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Jennifer (practicum intern, Mary Manning Centre), Angela (TSAWOUT mentee),
Tucker (the Turtle), Kelly (Victim Service Coordinator, Mary Manning Centre)
and Maggie (Counsellor, Mary Manning Centre)
Stephanie (After-school Coordinator) and again Tucker, who shows up a lot.
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“Turtles teach us to have patience, to think before we talk and plan
before we act.”
Terry Starr -Tsimshian First Nation
In preparation for running the first Turtle Talk Group, Mary Manning Centre staff
spent a considerable amount of time learning about and connecting with the
TSAWOUT Community. Staff attended various festivals and community dinners,
spent time with the Elders in their weekly craft group and were invited into and
participated in a weekly Healing Circle that included Elders from the community, a
member of the TSAWOUT mental health team who was being mentored in the
Victim Service Program and various community members.
In year one and two, Mary Manning Centre staff were invited to participate as
presenters for the Nobody’s Perfect – Parenting course presented by Nil/Tu,o
Child and Family Services for young parents at TSAWOUT First Nation. The
topics that were presented included, Normal Sexual Development, Teaching Safety
Skills to Your Child and Signs and Symptoms of Abuse. It was a great chance to
connect with parents, many of whom had children participating in the Turtle Talk
program. Other staff took part in providing awareness and prevention discussions
and programming to youth leaders on aspects of resiliency, recovery and self-care
related to experiences of trauma-related crimes. The youth leaders in turn
promoted health and wellness for the young children and youth taking part in
summer programs thus weaving together a wider spectrum of the community.
The connections staff made in the community was pivotal to the ongoing
development of Turtle Talk. It was through relationships and community
involvement that valuable cultural and community knowledge was gained and
ultimately Turtle Talk facilitators were gifted with the trust of the community.
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In the first year, the focus of the group was on personal safety and boundaries.
Under that umbrella was included, skill building around making choices, the
healthy expression of feelings, development of friendship skills and positive selfesteem for self and community. The children were taught the Turtle Technique,
which was developed by Rochelle Lentini and used by Barbara Bonner and Jane
Silovsky as a problem solving behavioural intervention. The story Tucker Turtle
Takes Time to Tuck and Think and three turtle puppets (Elder Tucker, Junior
Tucker and Baby Tucker) were used to teach the technique. The technique was
used throughout the duration of all the groups, modifying it to teach various skills.
Session #2: The Turtle Technique
1. Welcome Circle – Song “Heads and shoulders, knees and toes” All
2. Turtle Technique
 Story- Tucker Turtle Takes Time to Tuck and Think - Read by the turtle
puppet
 Steps
- Recognize that you feel angry/upset
- “Think” Stop.
- Go into shell. Take 3 deep breaths.
- Think calm thoughts and choose something positive you can do
- Come out of shell
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3. Drama Demonstration - Various scenarios are acted out by two of the group leaders.
(Name calling, hitting, shoving, fighting over a toy, unwanted physical contact).
4. Using the steps in the Turtle Technique, children are asked to call out solutions to the
problems – 1. Stop 2. Think 3. Go. 4. Act
5. Song and Dance with children (Hokie Pokie) - All
6. Craft
Give each child a pre-made turtle with the Turtle Technique steps written on it for them
to color and decorate to take home. All
7. Closing Circle (one thing I liked about today)
8. Car Wash Ending. Group forms two lines facing each other to form the “car wash”. Each
child takes a turn walking slowly through the “car wash” and receiving positive feedback
and high fives from each member of the group.
Session #3:
Let’s Learn About Feelings
1. Welcome Circle
Review group rules with Tucker Turtle Puppet
2. Fishing for Feelings Games (Mad, sad, happy, scared, etc.)
Using a magnetic fishing rod, the children fish for a feeling. Once a feeling fish is caught, the
facilitator reads it to the child and then the child acts it out. The other group members guess
what feeling they are trying to express. Each child has turn.
3. Brainstorm good choices with the group
3. Song – If you’re (insert feeling e.g. “sad”) look like this. (Sung to the tune of “If Your Happy
and You Know It” )
4. Tucker Turtle Circle – Children and facilitators sit in a circle, Tucker Turtle is passed and
each child says “When I’m feeling _______, a good choice is________”
5. Shake the sillies out” song - stomp your grumpies
- jump your jollies
- yawn your sleepies
- stretch your stretchies
- cry your eyesies
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6. Closing Circle – Going around the circle, the children are asked to say one thing they did
today that they are proud of.
7. Car Wash Ending - Each child is given a piece of ribbon. They form two parallel lines. One
child runs through the center of the two lines and all the other children shout affirmations to
them. All children go through the car wash.
Knowing My Rules for Safety
1. I CHECK FIRST with my parents, guardians, elders or other safe adults before going
anywhere, doing anything, helping anyone, accepting anything, getting into a vehicle or
leaving with anyone.
2. I TAKE A FRIEND with me when going places or playing outside.
3. I TELL someone NO if they try to touch me or do things in ways that make me feel
scared, uncomfortable, or confused because, because it’s OK for me to stand up for
myself.
4. I TELL my parents, guardians, elders or other safe adults if anything happens to me.
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In year two, there was a continuation of prevention education skills with
a special emphasis on healthy expression of feelings, problem-solving and conflict
resolution. The SENCOTEN language was introduced to the program through
Tsawout language teacher and Elders. The children learned the names for feelings
and some safety skills teaching in their own language. Year two saw the
introduction of discussion and actions based on virtues which were emphasized
throughout the year.
Session # 1:
1. Free style games – Freeze Tag and Tucker Says (Simon Says)
2. Opening Prayer by Elder ( 10 Min)
3. Game – Name game – In a circle, each child says their name and does an action which
the group repeats. ( 10 min)
4. Big Group Circle in which we do the following; ( 20 min)
- Introduction of Turtle Talk # 2
- Group rules – create poster
- Group reward jar- throughout the session, the facilitators and support staff acknowledge
positive behavior and positive choices that are observed in the children by giving them a
marble to put in the group reward jar. When the jar is full, the group will receive a treat.
5. TSAWOUT after school facilitators talk to the large group about the purpose of talking
circles in their culture.
6. Divide the large group into the pre-assigned small groups and give each group their name
in English and SENCOTEN - Group Names are - Land Turtles – Sun Turtles – Sky
Turtles. In the small groups we talk about what we will be doing in our Talking Circles.
We will also be doing an art activity – Name Tags. Each group will have a leader and
two helpers from the after school program. ( 20 min)
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SENCOTEN word for MAD
Session #3:
1. Welcome Circle – Matching Shoe Game – Everyone, including leaders, takes off one
shoe and puts it in the center of the circle. The first person chooses a shoe from the pile
and finds its owner. Everyone is silent, unless the person asks for hints. This is done as
fast as possible. The whole activity is timed by a time keeper – 5 min. There is also a
helper watching for co-operative behaviors and handing out the reward marbles to add to
the group treat jar at the end of the game. ( 10 min)
2. Turtle Technique
 Story- Tucker Turtle Takes Time to Tuck and Think - Read by the turtle
puppet
 Acting out the steps
1. Tell the children to act frustrated
2. Leader holds up the Stop signal and gets the children to freeze in place.
3. Leader directs the children to pretend that they are going into their turtle
shell
4. Tell them to take 3 deep breaths.
5. Leader holds up the Think signal
6. Tell the children to think about something that calms them down – give
examples
7. Leader tells the children to come out of their turtle shells and asks them
what helps them to feel calm and good in their body
8. Hold up the Go sign and ask the children to give each other gentle high
fives
Scenarios acted out by two of the group leaders. (Name calling, hitting, shoving, fighting
over a toy, unwanted physical contact
 Fight over a toy
 Two children that want to go first
 One child is being verbally rude and the other wants to hit them in frustration
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
Two children won’t play with a third child; they won’t play with her because she
has glasses.
Children brainstorm solutions.
3. Song or Dance with children (Hokie Pokie)
4. Get into Talking Circles
5. Complete the talking sticks from previous session.
6. Use the talking stick, ask the children the following question and have them use the stick
as they answer.
 Name one thing that made you happy today (Kindergarten and preschoolers)
 Name a favorite memory or activity that helps you to feel calm in your body
(Grade 1-3)
Session #4:
1. Welcome Circle - Dress-up Relay Race – Divide group into two teams. Each team is
divided in half and goes to opposite sides of the room. Each group is given a hat, a pair of
glasses, and a pair of boots. One child from each team gets dressed in the items provided.
The task is for that child to race across to the other half of their team, undress themselves
and help their team mate dress in the items. That team mate does the same till everyone
has had a turn dressing up and racing to the other side.
2. Safety Skills – get children to generate a list of safety rules ( prompts – body, touch,
strangers, playground)
3. Back in welcome circle - children are asked to generate a list of safe people that they can
go to for help if they need to.
4. Drama demonstration by children and leaders -Street crossing, Stranger (puppies),
someone hurting you on the playground, Friends ask you to go to the beach, playing with
a lighter.
5. Divide into talking circles.
6. Art Project – Complete talking sticks and create a safe people poster in talking circles
(each child identifies the safe people in their lives).
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Session #11:
1. Game – Car Wash.
Group forms two lines facing each other to form the “car wash”. Each child takes a turn
walking slowly through the “car wash” and receiving positive feedback and high fives
from each member of the group.
-
2. Introduction to Virtues
Making good Choices
Practicing good Choices
Treating others the way we would like to be treated
Feeling good about who we are and how we act
3. This week’s virtue is Honor
-Treating others with respect
-Treating yourself with respect
-Making good choices
-Keeping your promises
-Practicing doing things that you feel proud of
-Doing the right thing even though people around you are not doing the right thing.
Honor is living with a sense of respect for what you believe is right. It is living by the virtues,
living up to the gifts which the Creator placed within you. When you are honorable, you don’t
have to feel ashamed of who you are or what you are doing. You are worthy of the respect of
others. You set a good example. People of honor distinguish themselves by doing what is just,
regardless of what others are doing. It is a path of integrity.
I believe I was created to be noble.
I keep my agreements.
I speak respectfully to others.
I do what I believe is right no matter what.
I avoid doing things that make me feel ashamed
4. Drama- Acting out and demonstrating the virtue “Honor” –
The leaders act out various scenes. The children are instructed to put up their hand and
say “Stop” when they see something that does not feel “right” in the skit. When the
leaders hear the children say “Stop”, they pause the skit and brainstorm some honorable
strategies that could be introduced to change the scenario into a situation where the virtue
of “Honor” is being practiced and/or expressed. The leaders ask the children to indicate
who would be interested in taking the place of one of the leaders in the skit to replay the
scenario with the selected strategy that depicts the practice of honor being acted out in the
replay.
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Scenarios:
 You are mad at your mother when she asks you to do something.
 A friend tries to get you to steal some money to go to the store.
 You find some money in a school hall way.
 Everyone is teasing a child in the playground.
a)
b)
c)
d)
5. Break into Talking Circles- Pass the talking stick around the circle and ask the
children to take a turn responding to one or more of the following questions:
One way that I can show respect for other people is:
One good choice that I can make is:
One thing that I can do that makes me feel proud of myself is:
Option: have the children write or draw their answers on the attached worksheet
which is inserted into the “All About Me” booklet that each child started in the
previous session. Some children will find this option more appealing than others.
Session #12:
1. Freeze dance to R.E.S.P.E.C.T.
2. Big Circle – Define Respect
 Treat others as you want to be treated
 Speak courteously to everyone
 Take special care of other peoples belongings
 Be receptive to the wisdom of Elders
 Honor the rules of your family, school and Nation
 Expect respect for your body and your rights
 Take care of the earth
3. Secret Buddy- Children pick a name out of a hat and that person becomes their “secret
buddy” for the week. The goal is to practice random acts of kindness towards their secret
buddy.
4. Role Plays
 You want to use your friends bike but she’s not around to ask
 An Elder comes over to visit and starts giving you advice
 Your brother/sister is in the bathroom and you need to ask her a question
 An older person is hugging you in a way that makes you feel uncomfortable
 You and your friend are playing outside and eating candy and she throws the bag
on the ground.
5. Divide into 2 talking circles – each group passes the talking stick and each person says
one way they want to be treated with respect. This is recorded on a big heart poster.
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Sandra: The newest TSAWOUT mentee in victim service
In year three, a new TSAWOUT mentee as well as a new group of
children began with Turtle Talk with children from past groups also continuing on.
Central themes related to safety and prevention education continued with special
emphasis put on anti-bullying (Pink Day). Teachings on empowerment through
the theme of Power Turtles was also interwoven to enhance sense of personal
belonging with the shout-out “we are smart, proud TSAWOUT kids.” Generosity
and appreciation was a major focus of the virtues as Turtle Talk’s last year in
partnership with Mary Manning Centre came to a close. Acts of service to others,
thanking the Elders and Random Acts of Kindness were imbedding in the learning
theme. This was in Keeping with the Circle of Courage in which “in helping
others, youth create their own proof of worthiness: they make a positive
contribution to another human life.”
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Session #1: Gr 2-4
1. Call to Circle with Drum
2. Welcome and Introductions
3. Group Rules for Feeling Safe and Welcome – (generated by the group – Children will
come up and sign the group rules poster to acknowledge and accept the rules)
4. Introduction to the topic of Bullying - Using the flip chart ask the group;
What is Social Bullying? – Example
What is Emotional Bullying – example
What is Physical Bullying?
What kinds of feelings do we have when we are bullied?
What is teasing?
What kinds of feelings do we have when we are teased?
What can we do to help ourselves when we are bullied?
What can we do to help our friends and family if we see them being bullied?
5. Group Work – Children are divided into 3 groups each with a facilitator. They are given
a scenario and asked to come up with a play. We then reconvene in the big group and
children present their plays.
6. End of group Gratitude Circle – We go around the circle and each person says one think
that they are thankful for.
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Anti-bullying day
Maggie, Kelly and Sandra
Session #2:
1. Free style games – Freeze Tag and Tucker Says (Simon Says)
2. Opening Prayer by Elder ( 10 Min)
3. Game – Name game – In a circle, each child says their name and dose an action
which the group repeats. ( 10 min)
4. Big Group Circle in which we do the following; ( 20 min)
5. Introduction of Turtle Talk # 3 – Show Video from end of Turtle Talk year # 2
6. Group rules – create poster
7. Have children come up the rules to make a safe and happy group. Have them
explain why each rule is a good rule to follow. (e.g. – If a child says “no hitting”
we then ask the group why is “no hitting” a good rule for the group and ask
“sometimes when you feel angry you want to hit someone what should you do
instead?”
8. Group reward jar and books and stickers (the children earn books and stickers
when they turn in the marbles that they have received for making positive choices
during the group session)
9. Gratitude circle – Children and facilitators and helpers hold hand and we go
around the circle saying one thing that we are thankful for. We end by having the
children says – “we are smart and proud TSAWOUT kids”
10. Art Activity – Decorate name tags
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Session #4: Theme: Kindness and Friendship
1. Call to Circle with the Drum
2. Game: Carwash-Group forms two lines facing each other to form the “car wash”. Each
child takes a turn walking slowly through the “car wash” and receiving positive feedback
and high fives from each member of the group
3. Story Pg. 85 from The Anti-Bullying and Teasing Book for Preschool Classrooms
Once there was a preschool class with 18 boys and girls. All the children had come to
school together on the first day, which was many months ago. At first the children felt
strange in their new school, but now they all knew each other and were friends. One day,
at class meeting time their teacher said, “Children, tomorrow a new girl and boy will be
joining our class. They are cousins and they come from a country where they speak a
different language than English. The children’s names are Elena and Jamil. I would like
us to think about kind things we can do to make Elena and Jamil feel welcome in our
class.”
 What things could we do to make them feel welcome?
 What does it mean to be kind? With your words? With your actions?
 Can you be kind to someone you don’t know?
 Can you be kind when you are angry? How?
 Can you be kind when they are angry? How?
 How can we be kind to our Elders?
 How can we be kind to the earth?
 How can we be kind to the younger children in school? Afterschool program at
TSAWOUT?
You Tube Video
http://www.youtube.com/watch?v=M5C6c5S0ft0
Gratitude Circle and One Act of Kindness Commitment Circle- Each child takes a
turn in the circle saying one thing that they are grateful for and one act of kindness that
they are going to do before the group meets again next week.
Posters about Acts of Kindness- In small groups, the children create posters to promote random
acts of kindness.
Children Share Acts of Kindness Stories- Stories of when someone was kind to them.
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Session #5:
1.
2.
3.
4.
5.
6.
7.
8.
Call to Circle with the Drum
Game- Balloon Pass
Check in for acts of Kindness that the children did for others during the week.
Generate a list of ideas for acts of kindness that they could offer to the earth, to Elders, to
after school people, to parents, to siblings, and to teachers.
Setting a goal of 50 acts of kindness by June 4th
Pick up garbage- break into small groups. Go outside and pick up garbage and recycling
on the property.
Create an Acts of Kindness Banner to be displayed in the hallway. Each week the acts of
kindness that the children offer to others will be written on the banner.
Acts of Kindness Circle – Each child takes a turn saying what he or she is planning to do
in the upcoming week to practice random acts of kindness.
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Session #6: May 14, 2013
1 Call to Circle
2 Anger Mountain – teach the skills for identifying feelings that precede anger (feeling
frustrated, irritated, annoyed) as well as skills for “cooling down” to prevent feelings
escalating to feelings of rage at the “top of the mountain”.
3 Anger Strategies Relay – Shirts, boots and glasses. Two pieces of paper taped on the
wall with a writer at each. Children dress in the outfit, carry golf ball in a tube to the
paper, write a strategy for calming down and go back to the next participant.
4 Kindness check in – Write the random acts of kindness that the children engaged in
throughout the week on the banner.
5 Placemats for the Elders Breakfast – Break into groups. The leader’s help children think
of words of appreciation for the elders. Children will do the art on the placemats which
will be laminated and then gifted to the Elders at the Turtle Talk Tea ceremony.
In order for the Turtle Talk program to be successful it was essential to spend time
building strong relationships between the staff of the Mary Manning Centre and
the staff, elders and parents within the TSAWOUT Community. By attending
community events and taking time to connect with members of the community
whenever possible, the TSAWOUT community members were able to build trust
with the Mary Manning Staff and in the program that they were giving permission
to have their children take part in. It was also essential to work collaboratively with
the supervisor of the afterschool program in developing the program and tailoring
the program components to meet the specific needs of the children in the
TSAWOUT community. Without this trust and collaboration, the Turtle Talk
program would not have been successful.
One of the challenges for the Turtle Talk program was the fluctuating attendance in
the afterschool program, which greatly affected the number of participants that
attended the group each week. It was challenging for the facilitators to begin each
session not knowing if there would be 15 children or 30 children in the group that
week. This made it necessary for the facilitators to be very flexible in adapting the
group sessions and in reiterating some of lesson plans creatively to be sure that all
of the children received important information regarding personal safety skills and
boundaries. The program was successful because it was built into the existing
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structure of the afterschool program. It would have been very difficult to bring the
program to the community without this existing structure in place.
Another challenge for the facilitators was the wide age range of the participants.
The children ranged in age from preschool age to grade four. The beginning and
the end of each session brought all of the children together in one large group, but
it was beneficial to have three facilitators so that they could break the group into
smaller groups of a similar age and adapt the lesson plans accordingly for part of
each session. This format was more difficult to proceed with in year two of the
program when one of the facilitators returned to University to pursue further
education. After running into some difficulty with trying to manage the group with
only two facilitators, the group was broken into two groups; the younger group
(preschool-Kindergarten) and the older group (grade one to four); and the groups
received the Turtle Talk program on alternate weeks. This made the groups much
more manageable for all involved.
Throughout the program, the facilitators welcomed as many afterschool program
staff, volunteers, practicum students, and Elders into the sessions as were available.
The number of extra leaders who attended the sessions varied from time to time
but their role was essential in assisting the facilitators in managing the group and
attending to any behavioral issues and individual needs of the children. The
facilitators encouraged the leaders to use positive reinforcement as a tool for
managing behaviors amongst the children. The leaders would hand out green
marbles to the children when they were observed making good choices or
practicing the virtues such as cooperation or respect during the sessions. At the end
of each session, the children could exchange the marbles for stickers and books.
The marbles were then placed in a jar that would earn a treat for the whole group
when it was full.
The afterschool program staff and the Elders were essential for bringing in the
cultural components of the program such as learning the feeling words and safety
skills in their own language, SENCOTEN, and in teaching some of the songs and
drumming that were introduced to the children within the program.
The children responded with great enthusiasm to incorporating role play, drama,
and art into the sessions so these became the key components for teaching the main
concepts of the Turtle Talk program: personal safety skills, friendship skills,
virtues, and bully proofing. The children also loved the turtle puppets (Tucker,
Junior Tucker, and Elder Tucker). Having the children learn how to share their
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time holding the puppets and take turns “acting” in the role plays became a tool for
teaching positive friendship skills and virtues such as respect, cooperation, and
responsibility.
In year three, TSAWOUT, put an emphasis on stopping the bullying at all levels in
the community. The Turtle Talk program aligned with this theme as well. The
main theme for the last year of the program was on educating the children about
bullying (physical, emotional, and social) and teaching them skills and strategies
for intervening and stopping bullying amongst their peers. The children chose the
name “Power Turtles” to represent themselves as advocates against bullying and
for choosing to not be bystanders when they encountered bullying in their
community.
At the end of each term, (twice per year), the program hosted a “Turtle Talk Tea”
and invited the parents and the community to the tea so that the children and the
facilitators could show-case some of the Turtle Talk Teachings, honor the children,
and thank the community for their support of the program. This also became an
opportunity for the Elders to teach the children traditional drumming and songs to
perform for their family and community in their own language of SENCOTEN.
The children were very enthusiastic about inviting their families to these
celebrations throughout the three years of the Turtle Talk program.
It was beneficial to all involved in the Turtle Talk program to be able to count on
the program being in place for three years. The continual presence of the Turtle
Talk program in the TSAWOUT community over the three years assisted in
building the essential trust, rapport, and credibility between afterschool staff, the
community members and the Mary Manning staff that made the program a success.
It is positive to hear that the Turtle Talk program is continuing for the children in
their community.
Through WISH, the importance of establishing respectful relationships within
community was highlighted. Relationships were the vehicle that allowed
information, education, resource building and training to occur.
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Turt
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s en
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On June, 29 2012, Parliamentary Secretary to the Minister of Justice and AttorneyGeneral, Kerry-Lynne Findlay formally announced two year funding for the WISH
project in a news briefing in Victoria. Since that time, the project has garnered
much interest from other First Nations reserves. We hope the learning gained from
our collective experiences will guide future service for children, youth and families
on an off reserve.
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Circle of Courage: reference from Wikipedia
The Circle of Courage® was painted by Lakota artist George Blue Bird. The four directions
portray universal human needs for belonging, mastery, independence, and generosity. These are
the foundations for Psychological resilience and positive youth development.
Belonging
In Native American and First Nations cultures, significance was nurtured in communities of
belonging. Lakota anthropologist Ella Deloria described the core value of belonging in these
simple words: "Be related, somehow, to everyone you know." Treating others as kin forges
powerful social bonds that draw all into relationships of respect. Theologian Marty observed that
throughout history the tribe, not the nuclear family, always ensured the survival of the culture.
Even if parents died or were not responsible, the tribe was always there to nourish the next
generation.
Mastery
Competence in traditional cultures is ensured by guaranteed opportunity for mastery. Children
were taught to carefully observe and listen to those with more experience. A person with greater
ability was seen as a model for learning, not as a rival. Each person strives for mastery for
personal growth, but not to be superior to someone else. Humans have an innate drive to become
competent and solve problems. With success in surmounting challenges, the desire to achieve is
strengthened to lead by example and be responsible.
Independence
Power in Western culture was based on dominance, but in tribal traditions it meant respecting the
right for independence. In contrast to obedience models of discipline, Native teaching was
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designed to build respect and teach inner discipline. From earliest childhood, children were
encouraged to make decisions, solve problems, and show personal responsibility. Adults
modeled, nurtured, taught values, and gave feedback, but children were given abundant
opportunities to make choices without coercion. It means that people can rely on you and trust
you at all times.
Generosity
Finally, virtue was reflected in the preeminent value of generosity. The central goal in Native
American child-rearing is to teach the importance of being generous and unselfish. In the words
of a Lakota Elder, "You should be able to give away your most cherished possession without
your heart beating faster." In helping others, youth create their own proof of worthiness: they
make a positive contribution to another human life.[2]
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