LSCI is a model of reconciliation used in youth’s people life to turn a stressful and challenging personal situation into a learning experience.
This model is build around the conflict cycle [1. stressful incident, 2. student’s feelings, 3. student’s observable behavior, 4. adult/peer reaction] where the adult instead of mastering or giving the answers to the youth in question, it coach the youth helping them to use their own intelligence and strengths to solve the problem.
The LSCI has an abbreviated four step format:
1.Defusing the conflict
2.Building a time line of the conflict
3.Understanding what causes the conflict
4.Resolving the conflict.
1.Defusing the conflict
With defusing the conflict, the goal, before solving can begin, we must defuse strong emotions and lure the child back into communication. The first thing to do is for the adult to be in a total control of his or her emotions with out turning moralistic of judgmental, instead, helping the young person to become more compose and focus in what really happened.
2.Building a time line of the conflict
We want them to think in what really happened, it is necessary to listen very carefully and again don’t get judgmental and together figure out the time line of how the crisis unfolded. We need to be aware and listening to specific behaviors but also in feelings and thought at the crisis moment.
3.Understanding what causes the conflict
Knowing already what happened from our time line of the conflict, now we are better able to identify the central issue. Sometimes the problems are limited in scope, more often; the immediate problem is the latest in a string of similar problems.
4.Resolving the conflict
When we understand how conflicts develop, we are able to find better strategies for coping with such situations. Helping young persons reflects on a problem objectively enables them to see how their behavior has hurt others and what they can do to make amends.
LSCI model, in a future situation where I am going to have to deal with a crisis, that involves not just the young’s lives but the community as well, I will be necessary to sit and to discover together the real roots of the behave. To listen carefully and to give it time to the time helps in terms of find a solution; I must remember that this people is either a new believer, teenagers going through puberty, people with many other social problems, so just being part of their pain and show sympathy will help much better instead of shutting them down just like everybody else.
To listen to their complaining or listen to them figuring it out how the got to the point that they are talking with me in the office, help them with they growing process and will make more difference in the future.
I think that in a future situation also I will need to find a good helper to be part of this, to help the family as well, in this case my Co’s will be totally involve and we as team will work with the family and the youth and we all together will try to understand each other problems and together with the help of the Holy Spirit will get a answer.
Tuesday, June 3, 2008
Thursday, May 22, 2008
40 Developmental Assets for Adolescents
Internal Assets – Positive Values
In working with Children at risk, we see that the behave is the reflect of what the know and see in the spaces where they more spent time, it could be their houses, their school or their after school programs.
In order to develop Positive Values it is important to use to break in some of those areas; if we get to connect to the children giving them a learning experience where they can understand that behave would bring more good times that bad ones, or that it would bring more benefit that punishment.
But it is hard to work at this level when we spent couples of hours a day with the children, and we don’t have any connection with what is happening out side our program, and in order to create Positive Values in the children we might need to work with other programs or institutions that share the children time, it could be the school, church, clubs, children houses etc.
It is necessary the complete involvement in the children lives and time to create in them Positive Values, it is know that if we repeat a behave [good or bad] for a not so large period of time, it behave get recorder in the brain and it will continue to happened for the rest of the life, but to create this kind of responds it is necessary to involve time and resources, and willingness to do it, and to mean it,
In working with Children at risk, we see that the behave is the reflect of what the know and see in the spaces where they more spent time, it could be their houses, their school or their after school programs.
In order to develop Positive Values it is important to use to break in some of those areas; if we get to connect to the children giving them a learning experience where they can understand that behave would bring more good times that bad ones, or that it would bring more benefit that punishment.
But it is hard to work at this level when we spent couples of hours a day with the children, and we don’t have any connection with what is happening out side our program, and in order to create Positive Values in the children we might need to work with other programs or institutions that share the children time, it could be the school, church, clubs, children houses etc.
It is necessary the complete involvement in the children lives and time to create in them Positive Values, it is know that if we repeat a behave [good or bad] for a not so large period of time, it behave get recorder in the brain and it will continue to happened for the rest of the life, but to create this kind of responds it is necessary to involve time and resources, and willingness to do it, and to mean it,
40 Developmental Assets for Adolescents
External Assets – Support
One of the point we discussed when we were talking about this strategy, was how important is to create good relationship with those whom we work with, in the case of a Youth Worker it would be the children.
Support, as a External assets is founded in relationship, I believe that without this elementary level of interaction any further effort will be unfruitful, this is because with our relationship there is not communication, trust, or belief in each other.
It is so graphic for us when we see the children at risk the lack of good relationship, they are surrounded by poverty, unfulfilled needs, lack of love, lack of goodness, we can say lack of God.
We as workers of the Kingdom of God, we were call to bring Heaven to Earth, to keep the Love of God represented through Jesus Christ and to take it to were it is need, take it to those children at risk.
When we talk about support it is not just to say Yes, you can do it, it means also to say No, but to say it with love, and with reason, most of the time we say to the children to behave but we don’t tell them how to behave.
There is different kind of supports in this tool, we have Family support, Positive Family communication, other adult relationships, caring neighborhood, caring school climate, parent involvement in schooling.
In Children at Risk there is probably lack of Family Relationships, but we as Program can gave them a good environment of caring, and support with other responsible adults taking care of them, and other institutions that show it support to the children given them the opportunity of participate in activities like visits to museum and to the park.
But the more important part in this desire of support children at risk, is creating positive Relationships.
One of the point we discussed when we were talking about this strategy, was how important is to create good relationship with those whom we work with, in the case of a Youth Worker it would be the children.
Support, as a External assets is founded in relationship, I believe that without this elementary level of interaction any further effort will be unfruitful, this is because with our relationship there is not communication, trust, or belief in each other.
It is so graphic for us when we see the children at risk the lack of good relationship, they are surrounded by poverty, unfulfilled needs, lack of love, lack of goodness, we can say lack of God.
We as workers of the Kingdom of God, we were call to bring Heaven to Earth, to keep the Love of God represented through Jesus Christ and to take it to were it is need, take it to those children at risk.
When we talk about support it is not just to say Yes, you can do it, it means also to say No, but to say it with love, and with reason, most of the time we say to the children to behave but we don’t tell them how to behave.
There is different kind of supports in this tool, we have Family support, Positive Family communication, other adult relationships, caring neighborhood, caring school climate, parent involvement in schooling.
In Children at Risk there is probably lack of Family Relationships, but we as Program can gave them a good environment of caring, and support with other responsible adults taking care of them, and other institutions that show it support to the children given them the opportunity of participate in activities like visits to museum and to the park.
But the more important part in this desire of support children at risk, is creating positive Relationships.
Wednesday, March 26, 2008
Reclaiming Children and Youth [Report]
The meaning of Behavior [Judith Schubert]
The theme of this issue-discovering virtues in delinquents- is and excellent reminder of the power of perception. "Virtue" and "Delinquents" are two words that do not seem to belong in the same sentece, and bu positioning them together, we are challenged to perceive them in a different way. What could be virtuousus about delinquency? [Judith Schubert]
Behavior tends to be categorized as "negative" or "positive". When we evaluate atrisk or troubled youth, we identify their strengths and their deficits. What we often fail to recognize is that seeing a behavior as positive or negative, often has more to do with the context in which the behavior is displayed, rather that with the behavior itself.
1. Positive and negative behavior are often two sides of the same coin.
It is easy to fall into the trap of classify a specific behavior as a strength if the behavior is used in a way that conforms to our values and as a deficit when it is used for purposes we do not support. As a result of this we aften try to extinguish the behavior, rather than chalenge it.
2. All behavior are meaning
No matter what the behavior it means something, it has a function. Rather than drawing immediate conclusion about disruptive or aggressive behaviors, look for pathern that might help decipher hte meaning behind the behavior.
3. Behavior is adaptive
People learn to behave in certain ways as a response to their enviroment. Those who have been institutionalized often develop repetitive behaviors; some may have learned to be manipulative because they were never allowed to express their feelings; another child might have become aggressive.
If a child's enviroment changes, the behavior might no longer be effective or necessary, but it is important to reconnize that at on time the behavior could have been critical to the child's very survival. It good to remember that it will take time to unlearn behaviors that are no longer necessary.
4. So-called "negative" behaviors can sometimes be channeled into positive action.
The actions of troubled youth can be surprising as we watch them engage in behaviors that seem to worl against their own best interests. If we search fot the meaning behing behavior and identify its adaptive function, we are in a better position to help youth channel their behavior in a positive direction that will move them towar autonomy, self-responsability, and productive changes.
[Judith Schubert is president of the Crisis Prevention Institute (CPI)]
from "Reclaiming Children and Youth - The journal of strengh-based interventions- ( Discovering the Virtues in Delinquent Children) Volume 16 Number 4 winter 2008.
The theme of this issue-discovering virtues in delinquents- is and excellent reminder of the power of perception. "Virtue" and "Delinquents" are two words that do not seem to belong in the same sentece, and bu positioning them together, we are challenged to perceive them in a different way. What could be virtuousus about delinquency? [Judith Schubert]
Behavior tends to be categorized as "negative" or "positive". When we evaluate atrisk or troubled youth, we identify their strengths and their deficits. What we often fail to recognize is that seeing a behavior as positive or negative, often has more to do with the context in which the behavior is displayed, rather that with the behavior itself.
1. Positive and negative behavior are often two sides of the same coin.
It is easy to fall into the trap of classify a specific behavior as a strength if the behavior is used in a way that conforms to our values and as a deficit when it is used for purposes we do not support. As a result of this we aften try to extinguish the behavior, rather than chalenge it.
2. All behavior are meaning
No matter what the behavior it means something, it has a function. Rather than drawing immediate conclusion about disruptive or aggressive behaviors, look for pathern that might help decipher hte meaning behind the behavior.
3. Behavior is adaptive
People learn to behave in certain ways as a response to their enviroment. Those who have been institutionalized often develop repetitive behaviors; some may have learned to be manipulative because they were never allowed to express their feelings; another child might have become aggressive.
If a child's enviroment changes, the behavior might no longer be effective or necessary, but it is important to reconnize that at on time the behavior could have been critical to the child's very survival. It good to remember that it will take time to unlearn behaviors that are no longer necessary.
4. So-called "negative" behaviors can sometimes be channeled into positive action.
The actions of troubled youth can be surprising as we watch them engage in behaviors that seem to worl against their own best interests. If we search fot the meaning behing behavior and identify its adaptive function, we are in a better position to help youth channel their behavior in a positive direction that will move them towar autonomy, self-responsability, and productive changes.
[Judith Schubert is president of the Crisis Prevention Institute (CPI)]
from "Reclaiming Children and Youth - The journal of strengh-based interventions- ( Discovering the Virtues in Delinquent Children) Volume 16 Number 4 winter 2008.
Sunday, March 23, 2008
Reclaiming Youth at Risk
Destructive Relationships
"Consider these children to have fallen among thieves, the thieves of ignorance and sin and ill fate and loss. Their birthrights were stolen. They have no belongings" [Karl Menninger] (1)
When caretakers fail to meet a child's most basic needs, the child learns that they are unpredictable or unreliable. Some children reach beyond their families in search of substitute attachments with other adults or peers.(2)
Contemporary society is creating a growing number of children at risk for relationship impairments. Today, the typical child is reared by a single parent or by parents who both work outside the home. The decline of extended families and intimate neighborhoods leaves an isolated nuclear family. Public policy has not kept pace with the reality that one or two unsupporte adults are often unequipped to succesfully rear their young. (3)
The school is the only institution providing ongoing, long-term relationships with all of our young. Some children spend only minutes a day in conversations with parents, but all are requiered by law to be in extended contact wiht the adults who staff our school. Educators have not yet risen to such challenge.(4)
Research shows that at each progressive level of the education system, relationships increasingly lack meaning and personl satisfaction. Not surprisingly, students at greatest risk of dropping out the school are those who have never been friends with any teacher.(5)
Children are looking after somebody to look up, looking after something to hold, the need of belonging has increased in the world of the children, leading them to look after models to copy, or after relationships that might fulfill the need they present. If we see that relationships are the answer of these need, we may find that gangs, drugs groups, or bands, are fulfiling the need of belonging, if we see the world of the gangs, we see that they provide to the child: propiety [places that the own by fighting for them], name [ nicknames that they get when they join the gang group] and recognitions [ in the case of commit a crime the might get a price or a different position in the gang staff]; this relationship is fulfiling the need of belonging, but in the time it become destructive, it leads the child to commit crimes, crimes leads to the police, the police to jail, jail to new destructive relationships and so on the circucle keep going.
In the same case, school should be the place where children should find the complete oposite side of the relationship, we still seen the same paternts: propiety, name and recognitions, but wiht a complete different focus, oriented to the grown of the children, but educators have not understand this yet, the modern world moves every day more towars consumerism, toward individualism, and toward "I THINK IN ME, YOU THINK IN YOU".
Parents are too stessed, schools are too impersonal, community is too disorganized to fulfill the most basic need of children to Belong.(6)
(1)(2)(3)(4)(5)(6) Bentro, Larry; Brokenleg, Martin; & Van Bocken, Steve. Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Education Service, 1990.
"Consider these children to have fallen among thieves, the thieves of ignorance and sin and ill fate and loss. Their birthrights were stolen. They have no belongings" [Karl Menninger] (1)
When caretakers fail to meet a child's most basic needs, the child learns that they are unpredictable or unreliable. Some children reach beyond their families in search of substitute attachments with other adults or peers.(2)
Contemporary society is creating a growing number of children at risk for relationship impairments. Today, the typical child is reared by a single parent or by parents who both work outside the home. The decline of extended families and intimate neighborhoods leaves an isolated nuclear family. Public policy has not kept pace with the reality that one or two unsupporte adults are often unequipped to succesfully rear their young. (3)
The school is the only institution providing ongoing, long-term relationships with all of our young. Some children spend only minutes a day in conversations with parents, but all are requiered by law to be in extended contact wiht the adults who staff our school. Educators have not yet risen to such challenge.(4)
Research shows that at each progressive level of the education system, relationships increasingly lack meaning and personl satisfaction. Not surprisingly, students at greatest risk of dropping out the school are those who have never been friends with any teacher.(5)
Children are looking after somebody to look up, looking after something to hold, the need of belonging has increased in the world of the children, leading them to look after models to copy, or after relationships that might fulfill the need they present. If we see that relationships are the answer of these need, we may find that gangs, drugs groups, or bands, are fulfiling the need of belonging, if we see the world of the gangs, we see that they provide to the child: propiety [places that the own by fighting for them], name [ nicknames that they get when they join the gang group] and recognitions [ in the case of commit a crime the might get a price or a different position in the gang staff]; this relationship is fulfiling the need of belonging, but in the time it become destructive, it leads the child to commit crimes, crimes leads to the police, the police to jail, jail to new destructive relationships and so on the circucle keep going.
In the same case, school should be the place where children should find the complete oposite side of the relationship, we still seen the same paternts: propiety, name and recognitions, but wiht a complete different focus, oriented to the grown of the children, but educators have not understand this yet, the modern world moves every day more towars consumerism, toward individualism, and toward "I THINK IN ME, YOU THINK IN YOU".
Parents are too stessed, schools are too impersonal, community is too disorganized to fulfill the most basic need of children to Belong.(6)
(1)(2)(3)(4)(5)(6) Bentro, Larry; Brokenleg, Martin; & Van Bocken, Steve. Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Education Service, 1990.
Friday, March 21, 2008
“There’s No Such Thing As a Bad Kid”
Father Don Bosco [August 16, 1815 – January 31, 1888]
Saint John Bosco, born Giovanni Melchiorre Bosco, and known in English as Don Bosco, was an Italian Catholic priest, educator and recognized pedagogue, who put into practice the dogma of his religion, employing teaching methods based on love rather than punishment. He placed his works under the protection of Francis de Sales; thus his followers styled themselves the Salesian Society. He is the only Saint with the title "Father and Teacher of Youth."
St. John Bosco succeeded in establishing a network of centers to carry on his work. In recognition of his work with disadvantaged youth he was canonized by the Catholic Church in 1934.(1)
Early Life
When he was little more than two years old his father died, leaving the support of three boys to the mother, Margaret Bosco. John's early years were spent as a shepherd and he received his first instruction at the hands of the parish priest. He possessed a ready wit, a retentive memory, and as years passed his appetite for study grew stronger. Owing to the poverty of the home, however, he was often obliged to turn from his books to the field, but the desire of what he had to give up never left him. In 1835 he entered the seminary at Chieri and after six years of study was ordained priest on the eve of Trinity Sunday by Archbishop Franzoni of Turin.(2)
Early Ministry
When he was young, he would put on shows of his skills as a juggler, magician, and acrobat. The price of admission to these shows was a prayer. Don Bosco began as the chaplain of the Rifugio ("Refuge"), a girls’ boarding school founded in Turin by the Marchioness Giulia di Barolo. But he had many ministries on the side such as visiting prisoners, teaching catechism and helping out at country parishes. A growing group of boys would come to the Rifugio on Sundays and feast days to play and learn their catechism. They were too old to join the younger children in regular catechism classes in the parishes, which mostly chased them away. This was the beginning of the “Oratory of St. Francis de Sales”. Because of all their disorderly racket, the Marchioness spared her girls the distraction by terminating Bosco’s employment at the Rifugio.Don Bosco and his Oratory wandered around town for a few years and were turned out of several places in succession. Finally, he was able to rent a shed from a Mr. Pinardi. His mother moved in with him. The Oratory had a home, then, in 1846, in the new Valdocco neighborhood on the north end of town. Next year, he and "Mamma Margherita" began taking in orphans.(3)
Don Bosco's Education System
Don Bosco's capability to attract numerous boys and adult helpers was connected to his "Preventive System of Education". He believed education to be a "matter of the heart" and said that the boys must not only be loved, but know that they are loved. He also pointed to three components of the Preventive System: reason, religion, and kindness. Music and games also went into the mix.(4)
Don Bosco gained a reputation early on of being a saint and miracle worker. For this reason Rua, Buzzetti, Cagliero and several others began to keep chronicles of his sayings and doings. Preserved in the Salesian archives, these are invaluable resources for studying his life. Later on, the Salesian Don Lemoyne collected and combined them into 45 scrapbooks with oral testimonies and Don Bosco’s own Memoirs of the Oratory. His aim was to write a detailed biography. This project eventually became a nineteen-volume affair, carried out by him and two other authors. These are the Biographical Memoirs. It is clearly not the work of professional historians, but a somewhat uneven compilation of those chronicles that preserve the memories of teenage boys and young men under the spell of a remarkable and beloved father figure.(5)
Salesians Family
The effort to keep on working the Oratory weren't enough, and after a few political, economic, and ecclesiastics conflicts, Father Don Bosco reached his dream under the advice of Urbano Rattazzi, who was the Justice Minister, who did not support the Church, but nevertheless recognized the value of Don Bosco’s work.
Todays Salesians mission is to teach young people various trades that will help them find decent jobs and become self-sufficient, contributing members of society. The Salesians insist that the needy help themselves in whatever way they can, even minimally. They do not encourage dependence or paternalism, but strive to live up to the working maxim, “helping others to help themselves.” Today, they continue their mission of caring for the poor children of the world with missionaries in over 131 countries. Following the great effort and example of Father Don Bosco.(6) (7)
(1)(3)(4)(5)(6) : http://en.wikipedia.org/wiki/John_Bosco, John Bosco; downloaded March 21,2008
(2) : http://www.newadvent.org/cathen/02689d.htm, St. Giovanni Melchior Bosco; downloaded March 21, 2008
(7) : http://www.salesianmissions.org/aboutus/index.html, Salesian Missions Online; downloaded March 21, 2008
Felipe Concha
Saint John Bosco, born Giovanni Melchiorre Bosco, and known in English as Don Bosco, was an Italian Catholic priest, educator and recognized pedagogue, who put into practice the dogma of his religion, employing teaching methods based on love rather than punishment. He placed his works under the protection of Francis de Sales; thus his followers styled themselves the Salesian Society. He is the only Saint with the title "Father and Teacher of Youth."
St. John Bosco succeeded in establishing a network of centers to carry on his work. In recognition of his work with disadvantaged youth he was canonized by the Catholic Church in 1934.(1)
Early Life
When he was little more than two years old his father died, leaving the support of three boys to the mother, Margaret Bosco. John's early years were spent as a shepherd and he received his first instruction at the hands of the parish priest. He possessed a ready wit, a retentive memory, and as years passed his appetite for study grew stronger. Owing to the poverty of the home, however, he was often obliged to turn from his books to the field, but the desire of what he had to give up never left him. In 1835 he entered the seminary at Chieri and after six years of study was ordained priest on the eve of Trinity Sunday by Archbishop Franzoni of Turin.(2)
Early Ministry
When he was young, he would put on shows of his skills as a juggler, magician, and acrobat. The price of admission to these shows was a prayer. Don Bosco began as the chaplain of the Rifugio ("Refuge"), a girls’ boarding school founded in Turin by the Marchioness Giulia di Barolo. But he had many ministries on the side such as visiting prisoners, teaching catechism and helping out at country parishes. A growing group of boys would come to the Rifugio on Sundays and feast days to play and learn their catechism. They were too old to join the younger children in regular catechism classes in the parishes, which mostly chased them away. This was the beginning of the “Oratory of St. Francis de Sales”. Because of all their disorderly racket, the Marchioness spared her girls the distraction by terminating Bosco’s employment at the Rifugio.Don Bosco and his Oratory wandered around town for a few years and were turned out of several places in succession. Finally, he was able to rent a shed from a Mr. Pinardi. His mother moved in with him. The Oratory had a home, then, in 1846, in the new Valdocco neighborhood on the north end of town. Next year, he and "Mamma Margherita" began taking in orphans.(3)
Don Bosco's Education System
Don Bosco's capability to attract numerous boys and adult helpers was connected to his "Preventive System of Education". He believed education to be a "matter of the heart" and said that the boys must not only be loved, but know that they are loved. He also pointed to three components of the Preventive System: reason, religion, and kindness. Music and games also went into the mix.(4)
Don Bosco gained a reputation early on of being a saint and miracle worker. For this reason Rua, Buzzetti, Cagliero and several others began to keep chronicles of his sayings and doings. Preserved in the Salesian archives, these are invaluable resources for studying his life. Later on, the Salesian Don Lemoyne collected and combined them into 45 scrapbooks with oral testimonies and Don Bosco’s own Memoirs of the Oratory. His aim was to write a detailed biography. This project eventually became a nineteen-volume affair, carried out by him and two other authors. These are the Biographical Memoirs. It is clearly not the work of professional historians, but a somewhat uneven compilation of those chronicles that preserve the memories of teenage boys and young men under the spell of a remarkable and beloved father figure.(5)
Salesians Family
The effort to keep on working the Oratory weren't enough, and after a few political, economic, and ecclesiastics conflicts, Father Don Bosco reached his dream under the advice of Urbano Rattazzi, who was the Justice Minister, who did not support the Church, but nevertheless recognized the value of Don Bosco’s work.
Todays Salesians mission is to teach young people various trades that will help them find decent jobs and become self-sufficient, contributing members of society. The Salesians insist that the needy help themselves in whatever way they can, even minimally. They do not encourage dependence or paternalism, but strive to live up to the working maxim, “helping others to help themselves.” Today, they continue their mission of caring for the poor children of the world with missionaries in over 131 countries. Following the great effort and example of Father Don Bosco.(6) (7)
(1)(3)(4)(5)(6) : http://en.wikipedia.org/wiki/John_Bosco, John Bosco; downloaded March 21,2008
(2) : http://www.newadvent.org/cathen/02689d.htm, St. Giovanni Melchior Bosco; downloaded March 21, 2008
(7) : http://www.salesianmissions.org/aboutus/index.html, Salesian Missions Online; downloaded March 21, 2008
Felipe Concha
Monday, March 10, 2008
After School Visit -- Friday 02/07/08
Wow...
I can believe we are in March, and I have so many things to do that it seem to be April already, and it mean that it is looking preaty much like May and then is June and then we are done for the first year of training....
So Many thing, so many challenges, so many experiences...
This past friday we visited our last After School Programs, and it was one of the biggest that we have seen so far.
Some times it seem that there is nothing more that we are going to lear, but it is super crazy to say something like that, life it is a constantly journey, which would we end when Jesus come back. I was so into my self this past weekend, trying to get as much i could, to understand behaviors, ways in that the children act, talk, play, interect one with each other, and others. And some times we are just so into what we are doing, so into what we have to think, and do right, and take care of, that we forgot the main thing, the great WHY we are doing what we are doing, and it is GOd, and I realize this not while we were in the After School Program, but in the ride back, talking with one of my Leaders/Friend/sister in Christ, it was then when I realize that everything we do, it is not for us, but is it for God saken, and I feel so gratefull that God has choosen me to do His job in the Earth, and I feel like i dont deserve it but God say to me "Here is my Servant, whom I uphold, my chosen one in whom I delight", and it is so powerful what God say, and I love how he star the sentece "here is my servant" it make me feel that I am nothing with out my Master, and that whatevet I do it is not for me, but for God.
And that is my conclusion from all this trips and visits, that in the end, we still need God to finished the work, and that with out him we are nothing.
"Come to me, all you who are weary and burned, and I will give you rest. Take my yoke yoin you and learn from me, for I am gentle and humble in heart, and I will find rest for your souls. For my yoke is easy and my burden is light.
Matthew 11 : 25 -30
I can believe we are in March, and I have so many things to do that it seem to be April already, and it mean that it is looking preaty much like May and then is June and then we are done for the first year of training....
So Many thing, so many challenges, so many experiences...
This past friday we visited our last After School Programs, and it was one of the biggest that we have seen so far.
Some times it seem that there is nothing more that we are going to lear, but it is super crazy to say something like that, life it is a constantly journey, which would we end when Jesus come back. I was so into my self this past weekend, trying to get as much i could, to understand behaviors, ways in that the children act, talk, play, interect one with each other, and others. And some times we are just so into what we are doing, so into what we have to think, and do right, and take care of, that we forgot the main thing, the great WHY we are doing what we are doing, and it is GOd, and I realize this not while we were in the After School Program, but in the ride back, talking with one of my Leaders/Friend/sister in Christ, it was then when I realize that everything we do, it is not for us, but is it for God saken, and I feel so gratefull that God has choosen me to do His job in the Earth, and I feel like i dont deserve it but God say to me "Here is my Servant, whom I uphold, my chosen one in whom I delight", and it is so powerful what God say, and I love how he star the sentece "here is my servant" it make me feel that I am nothing with out my Master, and that whatevet I do it is not for me, but for God.
And that is my conclusion from all this trips and visits, that in the end, we still need God to finished the work, and that with out him we are nothing.
"Come to me, all you who are weary and burned, and I will give you rest. Take my yoke yoin you and learn from me, for I am gentle and humble in heart, and I will find rest for your souls. For my yoke is easy and my burden is light.
Matthew 11 : 25 -30
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