Overview
A disadvantaged environment can set back kids and communities in profound and lasting ways. Increase levels of cortisol have been found to be associated with stress stemming from poverty, abuse , violence and unhealthy, toxic environments. On the contrary a decrease in stress and healthy cortisol levels are good predictors of academic success and an increase in quality of life!
A deterioration in the behaviour patterns of the youth has been observed in our schools over the past 20 years in the Wentworth / Austerville community. Broken family structures force children into self-preservation or survival far too early in their lives. Unfortunately this leads to all kinds of dysfunctional behavior and social ills that inevitably finds its way into our schools.
Our Purpose
The goal of the project is to rehabilitate the youth and in turn transform the community. We aim to change their lives by raising the consciousness of learners at primary and high school level. “For as a man thinketh so is he.”
The current reality of our youth and community
Children from a very young age in the Wentworth community are in contact with all kinds of negative elements, which play a huge role in influencing the mindsets of our youth. Studies have shown that the toxic affects of stress impacts the thinking and brain skills of a child from in-utero. A child’s ability to monitor his or her own thinking and behavior develops during preschool (Sachan, 2007). The ability to self regulate –that is pay attention to a task, and inhibit impulsive behaviors) plays a far more important role than intelligence itself. Several research studies to date have found that from an early age, the best predictor of success is the capacity to self control (Clancy, 2013; Sachan, 2007).
Antisocial behaviours at our school stem from chronic stress associated with their environment. Broken family structures force children into self-preservation or survival far too early in their lives. Unfortunately this leads to all kinds of dysfunctional behavior and social ills that inevitably finds its way into our schools.
Many students who are suspended from school hang around hotspots in the community. They become soft targets for other school dropouts, gangsters, drug lords and other predators. Residences who live in close proximity to the schools complain about students in uniform being disruptive, loud and loitering around public amenities.
Students are using some homes in the absence of parental figures to encourage illicit behaviours. In addition, students who are expelled from class walk around the school premises aimlessly and disrupt other students who are paying attention in class.
Some of the greatest challenges in the Wentworth community are:
Drug abuse
Alcohol abuse
Domestic violence
Broken family structures
lack of positive male role models
lack of moral, ethical and honor codes of conducts.
Our Approach:
Our intervention is grounded in the knowledge of child development, and the effects of stress stemming from poverty. Our focus is to mitigate the sources and the affects of stress by addressing those related barriers and challenges. “Curricula are needed that provide children with regular activities to decrease impulsiveness and instant gratification and that promote attention and awareness of one’s own and others’ thoughts and feelings,” (Blair, 2012).
We have begun this process by implementing various self regulation type exercises and programs aimed at building self efficacy, the inner core and character of the learners, helping them to draw clear distinctions in their thinking to form their identity, align them with their purpose and allow them to live holistic fulfilling and satisfying lives.
Discipline represents one side of the hand of authority. Whilst this is a good and effective approach and has its place, we are equally responsible to provide “the alternative.” This is why “rehabilitation” must be a priority and represents the compassionate side of the same hand of discipline.
Environments’ that reduce stress, promote self-regulation and efficacy, foster positive relationships with peers and adults change the course for a young child raised in poverty and lay the foundation for a more productive and satisfying life.
Jeremiah 29:11, “For I know the plans I have for you, declares the Lord. Plans to prosper you and not to harm you. Plans to give you hope and a future.”
Principal Counselor / Psychologist:
Dr. Gerrit van Veuren, Ph.D. D.Min D.D.