It is hard to get a hold of Zack Hemstreet and Eland Bronstein during the summer and the early fall. They are both busy harvesting and getting ready for the winter. But for the Pass it On Boys program, they gladly make time every Friday; as they not only share a passion for farming but for working with youth as well.

Zack and his wife Molly founded Bullock Lake Farm twelve years ago. They have run their farm for the last ten years predominantly as a Community Supported Agriculture farm, bringing a variety of opportunities, programs, classes, and events to the community of Salt Spring Island. “We heard that the Pass it On Boys program was looking for a home and we were just branching out to education-related programs, like summer camps, workshops and field trips, through our new association Neighbourhood Farm Schools”, says Zack.

Although daily life on the farm keeps them busy, Zack and Molly gladly make time for the educational programs on the farm. “Molly and I have this vision for our farm and we are both passionate to add this extra complex layer to our workload,” he continues. “Luckily, we get a lot of help from our family to realize our dream of being a farm that has tight connections with the community. Pass it On Boys came at the right place at the right moment.”

Eland grew up on Salt Spring and returned to the island in 2012 to help run Duck Creek Farm with his family. When he was asked to partner up with Zack to facilitate the Pass it on Boys program, he didn’t have to think long. “When I was young, I loved being part of sports teams, I was really motivated by working together as a group,” says Eland who played soccer at Capilano University. “I always have been interested in working with youth and intergenerational mentor work. We can learn so much about ourselves through conversations with people at different stages of life. That part of the program really drew me in.”

Bullock Lake Farm is a produce and flower farm spanning 24 acres of rolling pastures, wetland, historic orchards and forest. It offers a playful and dynamic landscape for participants to engage with the outdoors, practice new skills, and develop a sense of belonging through team building, acts of service, and connection to the local food system. Zack: “There are so many small learning opportunities on the farm that requires a lot of patience and can breed a lot of frustration. It is a perfect way to learn how to deal with those emotions.  Small things can be so powerful.”

His favourite activity with the Pass it On program last year is the obstacle course. “We do a lot of physical games,” he continues. “We’ve built a mountain bike course, we prepare food together, and overall, just have a lot of laughs.”

Next to the games and activities, there is also time for conversations. The group has covered many topics last year. “Like videogames, or sports, but also trust, empathy, boundaries, consent, and healthy relationships,” says Eland. “The boys often have questions that sometimes lead them to conversations. We create a safe space so they can talk about anything they like, but they don’t have to. It is often generalized that boys or men, can’t talk about their feelings. We are trying to break that stigma.”

Zack: “The guidance and emotional support in navigating complex issues, shown not only by us as facilitators, but also by the participants for each other, gives me hope for the future."

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Shelly, could you tell us a little bit about yourself before we start?

I am the principal at Salt Spring Elementary, and I have been a supporter of The Circle for some time now. There’s been programming in my school that’s been well received over the years. And my son Liam is in the Pass It On Boys program.

Can you speak to some of the impacts that Liam’s participation in the program has had on his social-emotional well-being? Has he developed any new skills? What are the best lessons or takeaways that the programming has to offer?

It’s been really great for him. He has made a strong connection with the facilitator of the program last year. The facilitator is musical, and so is Liam. Their connection has inspired Liam to continue to do things with music; write music and play music. It’s been a positive mentorship for him. I have also noticed that his confidence and self-esteem have increased. His focus has become better since being involved. Not only have there been mental health benefits, but physical ones as well. The program has provided him with a chance to run around outside, play games, and be active with his buddies, without a lot of expectations. Liam is not very athletic, and he would say that to you himself! If he was on the soccer team, for example, he would feel a lot of pressure to be good. In Pass It On, there is less expectation of performance or achievement; they are just there to have fun and connect. That has been a great benefit for youth like my son, who would usually rather be on a couch with an iPad instead. Especially this year with a pandemic, to have something available socially for kids when a lot of other programming was canceled, has been vital.

And where do you see these changes in Liam’s social-emotional well-being having the biggest impact on his life? At home, his relationships, his school performance?

I would say it has impacted him in all of those spheres. The new connections he has made through the program and the strengthening of some of his existing connections have been really good for his relationships. That also improves things at home because he’s happier when he’s involved in a program like this. He did very well this year in school and as I mentioned, his focus has improved so this program could be attributed to that. It has helped his musical performances and led to his decision to stay in the school band. Generally, he is feeling better about himself.

We live on Salt Spring Island, which is a rural area with a population of about 10,000 people. What are the impacts of rural living on your child’s development? What are the gifts? What are the challenges?

One gift is that this is a safe place to grow up. Even in the sense of the pandemic this year, Salt Spring was a safe place to be. There are so many things to do outside and plenty of recreational activities, like going for a hike or a bike ride. He’s known some kids his whole life; I was in maternity class with their parents before he was born! Some of those kids are in Pass It On with him. But one of the biggest challenges is that there aren’t so many opportunities for kids. There are only so many other kids their age to interact with. Another challenge is that the kids don’t grow up with a worldly perspective. And they don’t know how to be street smart. It is something they will have to learn when they leave.

Do social-emotional programs, like those offered by The Circle, help to counteract some of the challenges that you have highlighted?

Oh, definitely. It provides a forum for kids to get together. Liam has had the opportunity to connect with kids his age outside of school, forge some new connections, as well as deeper friendships with some of the kids that he already knew in the program. He also got to meet some older kids and the mentors, which he probably never would have had any interaction with otherwise. That’s been really positive.

You have a unique perspective as both a parent of a youth in our programming and as an educator. Taking the latter perspective, have you noticed similar feedback from other kids, parents, or teachers about the positive impacts of social-emotional programming?

I will speak to the Empathy Project that has gone on here at Salt Spring Elementary. I’ve heard nothing but positive feedback about the program. The teachers tell me that it’s wonderful. I think it’s fantastic to have social-emotional programs like this available in schools. Not all teachers are comfortable teaching a program like this on their own or have had the opportunity to be trained to deliver this kind of programming, so the work The Circle is doing is unique and vital. We appreciate having that available to our students.

Have you personally benefited from social-emotional learning or education in your own life?

My job is very much a people job. I’m constantly learning about others and building my resiliency and my skills in that area. It makes me better at what I do. I have often taken workshops and read books and articles about social-emotional learning. This learning improves my own personal and professional life. It’s important for everyone.

Thank you so much for your time today. Is there anything else important that you’d like to add?

The Circle does fantastic work and I wish you all the best. I’m happy to continue both my professional and personal connection to the organization. Good luck to you!

Photo by Jeswin Thomas on Unsplash

The post ‘The Work The Circle Education Is Doing Is Unique and vital’ appeared first on The Circle Education.

This offering is ideal for individuals who work with youth in a variety of contexts, whether it be formal educational settings, after-school programming, or even more personal and familial relationships.  It can also be used with whole staff teams to nurture collegial relationships built through learning together towards a common goal of supporting student social-emotional development.

The Circle delivers innovative, evidence-based social-emotional educational programs for children and youth in our school district. Facilitation is part of what makes our programs successful.

This program will ensure that you are able to connect with the youth you work within a meaningful and supportive way. You’ll build trust and relationships and develop strong practices to encourage personal growth and development.

In a fun-filled, hands-on set of sessions, you’ll get a chance to lead a group, design and play games that work, as well as develop strong communication and facilitation techniques that you can use in any group situation.

Our ‘Methods and Tools for Deeper Connections with Youth’ involves a total of 10 hours of learning and development.

Give the Gift of Connection with Youth this Christmas. To yourself and the youth in your life or to someone who is interested in growing meaningful connections with youth.

Dates:  January 27, 28, 29 (in-person*)

Thursday (Jan. 27th) 5pm-7 pm

Friday (Jan. 28th) 5pm-7pm

Saturday (Jan 29th) 10am-4pm

*This training will be in-person. Appropriate COVID protocols will be observed and PHO orders adhered to as they develop.

Location: Salt Spring Island, TBA

Instructor: Kate Nash

Cost:  $299 (lunch included on Saturday)

You can register here

Or contact us at info@thecircleeducation.org 

Photo: Unsplash – Naassom Azevedo

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What led you to start working as a facilitator with The Circle?

Before having kids, I worked at the YMCA in Victoria, where I did after-school care and one-on-one support for kids with disabilities. It really clicked. I knew I had to work with kids because really, I’m still a kid. I understand them. It just makes sense. When I got pregnant with my first child, I moved to Salt Spring and got connected with the Circle. At that point, they had run a pilot version of Pass It On and were looking for a facilitator to take on the first full year of the program. When I got interviewed for the position, Abby Sherwood was the youth that was on the hiring team. Many people applied, and they all had a lot more university experience than I did. But when it came down to asking Abby who she thought would be the best candidate, she told them that they had to pick me because I was the only candidate that young people would want to talk to. To this day, I thank Abby Sherwood because she made my career and my life, because this work is my life.

What gets you up in the morning? What does a typical Tuesday look like to you?

Coffee and obligation get me up in the morning. I hop out of bed quickly and make myself a delicious coffee with butter and cream to share with my husband, Kipp. I value that time with him every morning. Then, my kids have to get places and there are things to do around the property. After my morning routine, I get my head in the Pass It On game. By noon I’m sitting down to plan the session. Then, I usually have a lunch date or talk on the phone with a few Pass It On girls to check in with those that need it. I meet Indigo, our volunteer facilitator, at 2:30 pm and we have a deep check-in about where she’s at in her life and relating that back to the conversations we’re having in the circle. Indigo and I make tea for the girls. At 4:10 pm, we’re at the high school and everyone is arriving and getting their snacks. And then we get into it. We have our check-in, session activities and discussions, and we finish with the check-out. It’s a really rich, group conversation where we get to hear everybody’s thoughts.

Why is the work you do important?

I’ve never felt the importance of the program to such a degree as I have during this year with the pandemic. This year most of the girls in the group don’t have the opportunity to sit with their peers. They hunger for connection and communication. This program is also important because it gives young women a space to be vulnerable, connect and build trust with others and ultimately build self-confidence. Self-reflection in the circle helps you become aware of what you need, how to practice self-care and how to make amazing choices for yourself. With self-discovery and vulnerability is also how we combat violence and abuse. In that safe space, if somebody feels safe enough to speak of their bias or prejudice and they’re met with compassion, instead of with shame or anger, they’re going to change their mind.

Can you speak to the connection between Pass It On and social-emotional learning?

Social-emotional learning is about empowering youth with the tools to grow more confident, make safe choices and succeed in life. Pass It On does exactly that. I’ve never seen a young woman walk away from Pass It On and not have grown in confidence, the key ingredient to success. Through self-reflection, listening to others’ perspectives and sharing thoughtful conversation, participants get to know themselves and their needs better. They grow more confident in themselves which allows them to embark on educational challenges and life challenges with a sense of self-worth and ability. You learn to think to yourself, “Hey, I’m going do okay on this math test” or “I can say no to Hank when he’s pushing himself on me” or “I don’t have to smoke pot at lunch.” You learn to make choices that reflect how you really feel. The simplicity of a safe setting and the ease of sharing is life-changing. That’s why I think social-emotional learning should be integrated into all students’ day-to-day life.

How does the work you do for The Circle translate into your own life?

This work changed my life. It has made me see my worth and my skills. It makes me more accountable in my actions with my children. It makes me more honest in my relationship with my husband. It makes me more accountable to my community because I feel like I have something to offer. And I feel like I am an advocate for young people. And that feeds me because I don’t feel like young people have a voice or are really that respected in our society. Young people have what I call fresh knowledge. Hearing their perspectives has me constantly re-examining my perspectives. In issues relating to gender, sexuality, racism, and relationships, I’m constantly having to check my story. It’s a gift.

What is the most challenging part of your role?

The most challenging part is that people don’t place enough importance, support or funding on young people’s social-emotional well-being. We’re constantly begging for more funds to run programs. I haven’t yet run a program – and I’ve run a lot of programs – where participants didn’t leave wanting more, where teachers didn’t want it in their classrooms again and where the school didn’t love it. Everybody thinks is valuable. Everybody thinks it is really important. But who is going to pay? The second most challenging part is advocating for youth and their rights. People think youth are out in the world vandalizing and spreading COVID-19 when in reality there are so many amazing, respectful, kind and courteous young people in my community. In our rural setting, there’s a general lack of knowledge of youth needs and community support. They have nowhere to hang out at night. There aren’t any community centers or concerts or a downtown core to enjoy arts and culture or just simply spaces to hang out. And there isn’t reliable and safe public transportation to get them there. They are stuck. They go to the beach or the park and with little inspiration, they intoxicate. What do you expect from them? We’re not offering them anything else. And then we’re disappointed with their lack of effort when it is us who is not showing up for them. That is why there needs to be more recognition and knowledge of programs like ours, that not only give youth a space to hang out but also a space to use their voices and advocate for what is important to them.

What is the proudest moment you have had while working for The Circle?

Last year, I got to do the Respect Project all on my own. That was massive because that program’s always been run by two people. I delivered the program to all the Grade 8 classes at the middle school. Some of the students in these classes were generally pretty apathetic, stand-offish and disconnected from one another. But they liked me. And they listened. And they participated. They all talked to each other. At one point, we went around the circle and they all said one thing that they liked about each other. They weren’t divided anymore but united. Amazing moments like these make me realize that this program is impactful for both the keeners and the doubters.

A couple of years ago, you wrote a blog post for The Circle that said, “Confidence is built with experience, but it’s shaped by acceptance. When we feel safe enough to expose our weaknesses and vulnerabilities, and then we’re still accepted and even loved, our confidence grows and with it our level of care for ourselves and others.” Do you still feel the same way? How does Pass It On facilitate this process?

That sentence is the basis of my belief. Every time Pass It On meets, or every time I meet with youth, I think, ‘How can I make these young people feel comfortable enough to share openly and honestly with me, so that they can see their own worth.’ When I sit down with a new group, I have a set of agreements that I make with them and one of them is presence – I will always be present. I think my presence is the biggest gift I can offer. It means that I will hear anything that they say and that I will look them in the eyes, and I will offer them love. Presence and love are what will make us grow and step away from the negativity that interweaves in all of our lives.

Can you speak to the lasting effect that being involved in Pass It On, has on participants?

A lot of girls that graduate from the program don’t necessarily know what it gave them, nor do they see it. That’s the thing about mentorship, you don’t usually realize it’s happening when it does. But after over a decade of reconnecting with the young women that were in the program, I can see how the program has weaved into their lives through the life choices that they make, their strong communication skills and their level of confidence and belief in their self-worth. But not only do young women walk away believing in themselves, but they also walk away believing in other women. Pass It On offers a feeling of sisterhood to its participants. It reminds us that we can love, accept and be cheerleaders for each other even when our society pits us against other women.

Photo: Brette Little

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Promoting Healthy Relationships at The Circle

Here at The Circle, all of our programs are built around the core principles of SEL (Social and Emotional Learning) to work towards safer communities.

• We offer the Empathy Project for Grade 3, 4, and 5 students to provide them with the building blocks of social-emotional learning.
• For Grades 6, 7, and 8, the Respect Project offers students the opportunity to get to know one another better and learn about the foundational role respect plays in their lives.
• The Pass It On program is an after-school, cross-peer group mentorship program with intermediate students (as buddies) and high school students (as mentors). Its goal is to foster capacity for healthy relationships and support life transitions.

Our programs have successfully offered students a wide range of benefits of social-emotional education. After attending our programming, students have expressed a greater capacity to feel empathy for others, resolve conflict, and build equal and healthy relationships. Teachers observe students using their new skills in the classroom, and they request our programs year after year.
Learn more about our programs or request more information about how you can bring our programs to your classroom or organization.

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Adele Mark is a third-year undergraduate student studying Sociology and Global Development Studies at the University of Victoria. She was involved in the Pass It On program in high school at Gulf Islands Secondary School and was hired as Marketing and Communications Assistant, a temporary student position in early 2021, at The Circle. Adele has been involved with several projects that focus on youth education and female empowerment and looks forward to continuing this work with The Circle.

The post ‘Social-Emotional Learning Is about Empowering Youth with Tools to Grow more Confident’ appeared first on The Circle Education.

The post “I Can Be my True Self Here” appeared first on The Circle Education.

Consent is synonymous with healthy sexuality. Ideally. We’re making strides in the right direction, but I can’t help wonder if this narrowing of how we teach about consent may in fact be reducing it to subpar results. I believe consent is something we can be teaching from the very start. By bringing the language of consent into all areas of our lives, we’ll weave a culture of consent into the very fabric of our community.

I’m going to be more honest with you. Three years ago, I moved into a bus with my three children and husband. We had always lived in a small one-bedroom house, so time together was not uncommon. Now, though, we’re on raw land, and the only indoor space is a 40-foot school bus; the intricacies of relationship and family dynamics have become all too clear. The baby of the family, our nine-year-old at the time, was an expert at getting what he wanted.

The word “no” was just an opportunity for him to add pressure and use every card possible to change that “no” into a “yes.” As his tactics increased, it was easy to become agitated by his desperate pleas. And, why not, I would ask. Please, make him quiet, give him what he wants. At a certain point, though, I began to ask myself:

“If I support my son in getting what he wants at the age of nine, when will I teach him that no means no? If I allow my child to shout, cry, and whine for what he wants when he is young, will I then expect that, when he’s 15, he’ll know better and even see the need to ask?”

The other half of my life is spent with youth. I deliver programs based in the themes of respect, empathy, and connection. This is how I believe we build a future free of violence and abuse. Consent is an obvious and integral part of my work. I have to be willing to ask what others want, without bias, and be willing in return to be clear about what I want as well. Too often, I see that the first time youth are hearing about consent, it’s in the framework of sexual consent. I believe this is far too late.

I’m going to try to demonstrate this by using the analogy of toilet training. Most people who have toilet trained a two- or three-year-old may agree that it can be very difficult. It occurs right as the child is developing a sense of independence and opinion. Why would they use a potty? They already have a system that works just fine. I was fortunate enough to read Ingrid Bauer’s book on the diaper-free method. In essence, teach a child before they hold any biases. Right from the start, set the expectation. I can attest. It works. I did not toilet train my kids. We set the goal, and they figured out how. They did not have to unlearn to learn.

In truth, I learned how consent could be taught to a child from a good friend. Over a cup of tea together, I witnessed her demonstrate the intricacies of how to navigate consent with her two-year-old, clearly, efficiently, and without any blame or shame. In relationship, we may well want different things. Acceptance of that, without any feelings of shame or being wrong, allows us to be more willing to find out what those differences are. Her son wanted to wrestle. She did not. Calmly she pointed out to him that he wanted to wrestle, which represented a “yes,” and she did not, representing a “no.” See, she said, one “yes” and one “no”—what does that make? A “no.” A “yes” and a “yes,” that makes a “yes.” When there is a “yes” and a “no,” that means that someone does not want to. That is a “no.”

Even at two, this seemed acceptable to him. Obvious really. Life moved on. I could not help but think, if we all raised our children with this language, of asking and accepting, would sexual consent need to be taught? I imagine that it would occur naturally, as it would already be imbedded into the language used in any relationship.

I’m curious about how we can change the language we use with our kids, our students, and our friends to include the opportunity of consent. How we can practise a willingness, without judgment or shaming, to allow others to say how they feel and share what they want. How we can demonstrate our own boundaries without anger or bias. Just as fact.

I now see that it’s up to me to examine the ways I ask others to show up and the ways I may push my biases or opinions onto others. What does it really mean to allow others to participate in a way that is most comfortable for them? In classrooms and in my own family, I’ve seen that when I ask people for consent they’re more willing to engage. Consent, when met with consent, is an agreement. This is a beautiful standard for any interaction. It means we truly want to, in our own way. No matter what we’re doing, it is always better and more enjoyable when we’ve consented to doing it.

As part of our training offerings, we support facilitators and educators to identify the qualities necessary to practice consent in their youth programming or classroom and to develop the skills to apply consent practice into their day-to-day activities and classroom/program culture. Get more information about our programs and let us know if you’re interested in our next offering.

Kate Nash has been working with The Circle since 2010. She has developed, nurtured, and grown the Pass It On program into a successful project that has touched the lives of over 200 youth from Grades 8 to 12 since its beginning. She has facilitated many of The Circle’s programs and helped develop its curricula to better meet the needs of youth. With the help of the youth team in 2010, she created the annual Pass It On fundraiser, Sparkfest. Kate has gotten to know may of the island’s youth by teaching theatre, play building, and improv for a decade. Empowering youth to share though all mediums is her passion and is what motivates her in her work. Kate lives in an old school bus with her three amazing children and gorgeous husband on a farm with many animals.

The post Consent from the Start appeared first on The Circle Education.

Issues highlighted by the boys and young men are (in no particular order):

• Schoolwork stress

• Family & Relationships

• Sleep

• Peer pressure, criticism, judgement (and in extreme cases bullying)

• Self Image

• Mental Health

• Drugs & Alcohol

• Negative Expectations/Stereotypes

• Intimate Partner Relationships

• Understanding Girls/Young Women

• Helping Friends While Taking Care of Oneself

As one would expect the issues are more or less heightened depending on the age and individual situation. There is a desire for sports, activities, or places to gather, the exact details of which vary from person to person, group to group. My sense is that places to connect and talk in some way is wanted by all but how it would ideally look varies greatly. There is a cautiousness by this group as a whole to engage in some of the deeper needed conversations.

Tarquin Bowers, evaluator for the project has written a personable, warm hearted, and well-written evaluation of their needs. I’d recommend diving into the full report. Make a coffee or tea, sit back, and enjoy your reading!

Intro Letter to PIO-Boys Evaluation Report Feb 2017

Pass It On Engaging Boys Young Men Project Evaluation Jan 2017

The post Pass It On: Boys – Survey Results & Evaluation appeared first on The Circle Education.

• Encourage and assist youth to further develop life and living skills
• Implement routines and activities to provide a safe and secure space for youth
• Lead healthy discussions with youth
• Assist youth in developing and practicing problem solving, conflict resolution and communication skills
• Train RR youth team members in Leadership and Facilitation
• Act as a liaison between the program and various stakeholders in the community
• Familiarity with the social, emotional, cultural, physical and environmental barriers facing youth
• Contribution to a creative and positive work environment dedicated to social justice, community health and safety

Approximately 20-25 hours per week average over the course of this contract. Flexibility will be required with some weeks being full time hours and other weeks less than 20. A clean criminal record check will be a requirement of this position. Please forward your resume to info@swova.org Posting Ends: Oct 20, 2016 at 4pm

The post We’re hiring! Male Facilitator – Contract appeared first on The Circle Education.

From high profile cases in the media to Canadian students and faculty calling for change across college and university campuses, the term “Consent” is being put under a microscope. Our understanding of this word raises communication to a whole new level in a fast paced digital world where dialogue can be as quick as a text, tweet or even a sound bite.

Consent forces us to slow down and listen to all that is being communicated.  It encourages us to be aware of not only our own boundaries but also of the boundaries of others.  It helps us to understand what has been communicated and to find safe space in which to express our needs, wants and desires while respecting the rights of another individual.  If you’re really paying attention, consent can only deepen our connection to others; after all is this not the common link that ties the human experience together.

By Sharyn Carroll, Project Coordinator

The post Why is everyone talking about Consent? By Sharyn Carroll appeared first on The Circle Education.

For the next three years SWOVA Community Development and Research Society will be looking more closely at these issues with their new project Consent and Sexual Assault – Prevention and Response, funded by Status of Women Canada. Project Coordinator Sharyn Carroll will be focusing on awareness and response to these issues on Mayne, Galiano, Salt Spring, Saturna and Pender Islands.

This venture will conduct a review of community knowledge for prevention of and intervention in sexual assault for youth and adults. It’s goal is to facilitate shared, consistent language regarding what constitutes sexual consent and sexual assault under Canadian law. The project will explore inter-agency protocols, policies and procedures for victims of sexual assault and include community involvement. A Needs Assessment Survey and forming of an Advisory Committee are the first stages of the project.

SWOVA is excited to partner with the RCMP, Victim Services, Options for Sexual Health, IWAV, Island Health, SD #64, GISS PAC and other key organizations on such a valuable project for the betterment of our communities.

We are grateful for the support of our Federal Government in providing funding of for this 3-year project.

For more information or if you have any questions please contact SWOVA at
250-537-1336.

The post SWOVA Focuses on Consent and Sexual Assault appeared first on The Circle Education.