You helped provide clothes and toothbrushes to over 90 kids this year!

Recently, two Temwani Officers, Regan Murray and I , made the trek to Lusaka, Zambia to check on our projects and meet face to face with our key partners.  We want to report that your donations are having a real impact on children there!

Our objectives for the trip were ambitious — we squeezed in meetings and volunteer opportunities in the mornings, afternoons and evenings!  We intended to give real-time updates during our trip, but our busy schedule and short times at the internet café just did not give us the opportunity.

We have so many stories to share that we will feature them in depth over the next few months.

I know many Temwani supporters are anxious to hear about the trip , so here are some brief highlights with photos of the Angel Project, Kachele School, Blanket Project and the Braille Printer!

Angel Project 08

Luckily, all of our baggage arrived (after a few days) and we were able to distribute over 100 pounds of shirts, pants, socks, toothbrushes, crayons and other supplies to all 90 children at the Kondwa Day Center for Orphans and their teachers.

We are grateful to the students at the University of Zambia Service Learning Center and our friend Paul Schwengels for helping us that day!  Dressing the children, taking photos and getting it all done in a few hours was quite a challenge, especially since a member of the Zambian Parliament also visited that day too, complete with news crews.

The clothes for the appropriate ages were big for many of the kids, emphasizing that even thought they are fed well at Kondwa, they still come from impoverished backgrounds and need all the help we can give.

Regan Murray and the Kachele architect.

Kachele Primary School

Construction has begun! We were very excited to visit the land of the new Kachele Primary School, meet the construction Site Managers, and take photos and video of the building in progress!

The first 5 classrooms, dining hall and bathroom foundations were dug, and a block of three classroom foundations were built.

Workers at the Kachele land site build classroom foundations.

Assuming construction proceeds on schedule, a special group of 1st graders being schooled by teacher Sheila at the Kondwa Day Center for Orphans will move into Kachele this Fall and start 2nd grade there in January 2010.

The building will be completed in phases, and funds are still needed to complete the school buildings for next year and all 7 grades!

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Bevin Dunn greets families during blanket gifting.

Singing praises for the blankets.

Blanket Project 09

On our first day in Lusaka, we went to a shopping center where we could purchase warm Zambian- made wool blankets. The shop keepers gave us a volume discount and we purchased 200 blankets with money from blanket fundraisers.

We met the guardians of the 90 children at Kondwa Day Center and gifted two blankets to each family. Many guardian women were dressed in colorful chitenge fabrics and their beautiful African songs filled the air at the end of the day.

Other blankets were given to the teachers at Kondwa and to a special home for abused girls.

Braille Printer for HAITA

Over the past year we have been fundraising to help buy a business speed Braille embosser (printer) for a special group that translates HIV/AIDS materials into Braille for visually impaired students and adults in Zambia.

We were impressed that many of the HAITA (HIV/AIDS Info Tech Africa) staff are also visually impaired. They answered our questions about learning Braille and the need for the printer was evident, as a simple one page pamphlet takes upwards of 30 12×12 printed pages when translated!

Not only that, the printed materials need to have covers added and be spiral bound.  We hope to finish this project soon with the purchase of a new and much faster printer and help them purchase a paper cutter and binder as well.

by Marie Vagedes, LCSW
A little less than a year ago, I had the opportunity to join with a group of primary school teachers working in Lusaka, Zambia through the Kondwa Children’s Foundation volunteer trip.  This opportunity for connection took on the form of a 6-day workshop that my dear friend and colleague Leah Berger and I facilitated at the Kondwa Day Centre for teachers working at area schools within N’gombe compound. 

The workshop focused on grief and loss issues in children.  The material for the workshop was drawn from our combined personal and professional experiences. By drawing on my past work with Hospice, and Leah tapping into her expressive arts training, we were able to develop a well-rounded and culturally-sensitive workshop that surprisingly benefited not only the Zambian teachers, but ourselves as well.

Grief and loss are universal.  I believe this is why whenever discussion is opened on this topic that people begin to relate on a deep and intimate level with one another.  I have seen this to be true no matter the culture, religious belief, gender, ethnicity, or age.  Of course, just as anything in life, there are many individual differences in the human response to grief. 

Just as we can say that a leopard and a tiger are both cats, it is also true that there are many differences among them.  Similarly, all people of the world experience grief and loss, however, the expression it takes on can have many distinctions.  Because of this truth, Leah and I were able to connect with our group of teachers on a deep and meaningful level.  And although much of the material was intended to be educational in focus, it was not surprising that the emotions of joy, sorrow, anger, and fear were to some extent felt and expressed throughout the workshop.  With our words, we were able to elicit the deep emotions of grief and loss and then to normalize these emotions by offering healing and understanding.

Leah and I balanced traditional classroom teaching with experiential activities.  The teaching topics included wanted and unwanted changes in life, our reaction to change otherwise known as grief and mourning, developmental stages of children and how this affects their experience of loss and expression of grief, and practical interventions that can be used with children. 

One activity that stands out in my mind took place near the end of the workshop.  We split the larger group of forty people into smaller groups of about six people.  Each person was asked to think of an issue that the workshop material brought up for them, particular issues faced in the day-to-day life of each participant.  Then one by one each supporting member of the group was asked to provide feedback about how they would handle the situation.  Each supporting member would begin by stating, “If I were in that situation I would . . .” and then offered his or her suggestion.  The small group discussions were very interesting but they also served the purpose of letting the teachers know that they were not alone in the challenges they faced and that by coming together and talking of the difficult situations, they could help and support one another.

I was so very impressed with the dedication and commitment the teachers displayed.  After working their regular school day, each would arrive at Kondwa Day Center with smiles and a readiness to learn.  Through their willingness to take this time and to be open to listening to what is a difficult topic for most of us, they showed strength and courage.  I am confident that because of these qualities, they will be able to take what they learned and give understanding and hope to the children with whom they work in the community.  I saw not only an intellectual understanding of grief and loss occurring, but also an emotional learning.  Through their willingness to talk about their own experiences with loss and death, they begin to give children the permission to speak of it as well.

Knowing and accepting that “change is truly the only constant” is the only thing we can count on happening in life.  As long as we tip toe around the topic of grief and loss, we are not accepting life on life’s terms.  We are not accepting ourselves.  Alternatively, when we can face it and accept it with courage and strength, we learn how to take care of ourselves and to support each other through life and death.  It is my wish that this message is being spread through the teachers of Ngombe compound that attended the workshop.  I thank the Kondwa Children’s Foundation for providing me with this awesome opportunity to join with them.  I thank also the teachers and ask them to remember, “Laugh when you can, cry when you have to”.

By Laurie Holland

After my first trip to Zambia in 2006, I observed a great number of orphaned children grieving the loss of loved ones who had died from HIV/AIDS. Upon my return to San Jose State University, I devoted my graduate thesis research to “grief intervention for AIDS-orphaned children in Africa”. When I returned to Zambia in the summer of 2007, I had the inspiring opportunity to implement many of the creative arts activities from this research with two groups of young Zambian girls ages nine to fourteen.

Laurie with the girls in the grief workshop.

Memory Books & Psychodrama

I found memory books to be by far the greatest tool in assisting the girls to process their pain and loss. A memory book is a book dedicated to a loved one that provides the space for the surviving relative or friend to relive many happy memories about that person. The girls were encouraged to write about as many memories as they could remember about an important person in their life who died. This was most often an immediate family member.

She feels happy when her mother hugs her.

It was important to respect the needs of those who didn’t feel comfortable sharing very much, as oftentimes evoking such memories can create discomfort. Imagine not just one parent dying, but both; not just both parents dead but an uncle, cousin, and brother or sister, too. It was a great privilege to offer the girls the space to feel safe and encourage them to feel – to feel sadness, to feel the pain, to feel the loss – and to encourage them to know that it is okay to feel these emotions that are often labeled “bad” or that feel uncomfortable.

After completing their memory books, the girls moved on to an activity known as psychodrama, which is mostly used as a group work method in which each person in the group can become a therapeutic agent for each other in the group. The girls took an active role and acted out their “regrets” for one another. One girl wished she would have told her mother that she loved her before she died. So she chose a girl to play the part of her mother and another to play the part of her grandma. They ended the drama with the girl telling her mother that she loved her before her mother died. They did such a great job!

Finger Puppets, Finger Paints, Stuffed Animals, Drawings, and Sock Puppets

The girls participated in a number of projects that, like the memory books and psychodrama, helped to facilitate the identification of their emotions. The girls utilized finger puppets, finger-paints, some stuffed animals, sock puppets and drawings to express what it feels like to be sad, scared, and happy.

Girls finger-painted “People in My World.”
In one activity the girls were requested to draw a picture of a tree with each part of the tree representing the following: roots to identify the tribe(s) they are from; a tree trunk labeled with the people or things that have helped them become better people (i.e. parents, or school); branches for positive attributes about themselves; fruit symbolizing their accomplishments; insects representing problems or challenges they were facing; and fallen leaves identifying people in their lives who have died.

The tree trunk represents people/things that influence them in a positive way.

The leaves represent people who have died.

The girls were anxious to show me their drawings and receive praise from me. They openly shared the loss of their family members. Additionally, they drew pictures of a person they consider to be their hero. It was no surprise that two girls drew a picture of Angela Malik, the Director of Kondwa, who always has the best interest of the children in mind. They also drew how they deal with a wide range of emotions (sad, lonely, excited, depressed, happy, angry, etc.). We ended the session with the girls making their own sock puppets. These puppets were used to allow the girls to project their various emotions onto the puppets and learn appropriate ways to deal with those emotions; for instance, what to do when you are angry.

Each girl made a sock puppet to assist in expressing their emotions.

Saying Good-Bye

The last day together with the girls was a difficult one. I shed a few tears that morning knowing that it would be the last day of the workshop with them. The girls had all made cards and drawings for me. “Teacher Laurie,” one girl wrote, “I love you, teacher. I love my mother, and my mother is dead. I now love you as my mother.” Gasp!! Another girl drew a picture of me and titled it “My Second Hero”.

Another girl stated in a note to me (word for word), “don’t you know that it’s easy to buy anything in the shop but it’s not easy to buy people like you. You are so difficult to find. So I am asking if you can continue with your kind heart.” I gave out many hugs that day and told each girl individually at least once or twice that I love them. I asked each girl to write down their prayer requests so that I can pray for their specific needs until we meet again.

One young 9-year-old who lost both parents and now resides with her grandma wrote, “Please pray to send someone to love me when my grandmother dies.” Please keep these young precious girls in your hearts and thoughts, as well as all of the beloved children at Kondwa!

The girls each made cards for Laurie on the last day.

Laurie and the girls on the last day of the workshop.

By Adam Hardin

On a dusty mid-July day, three plumbers who have placed a water valve in the wrong location are dealing with one very determined nun. Sister Helen Scully is the director of the Little Assisi, a school for children with special needs, in N’gombe compound in Lusaka Zambia.

Today, for the first time, Assisi has running water, but the plumbers have mistaken placed the valve directly in the front yard where the children play.  They are reluctant to move it, and for that they are being sternly re-directed.

The Assisi school serves 26 children who exhibit characteristics of mental retardation, autism, and various other disorders that impede their learning in more traditional educational settings. Sister Helen and her staff spend their days feeding and educating these children who would otherwise have no place else to go.

 
Sister Helen Scully outside Little Assisi School.

I visited Little Assisi in July 2007 along with Kathy Allen, a school psychologist, and Phoebe Goodwin, a teacher.  Sister Helen introduced us to the children and her assistants.  We discussed possible diagnoses of some of the children, and asked them about the resources and training they need.

Sister Helen and her staff often rely on their wits and energy to take the place of the supplies and resources that should be available to these children. Rocks and old tires are used for exercise while homemade flash cards are used to teach numbers and letters. In addition, while the Assisi staff is energetic and eager to learn, they haven’t received any formalized training.

 
Violet (middle), a hearing impaired student at Assisi, and three of her friends.

During the past year, KCF has begun to provide financial support and gifts to Little Assisi through the Holiday angel project and is currently working on plans to provide teacher training in the summer of 2009. Specialists in Autism and Mental Retardation can provide specialized training on structured teaching, the use of visuals, and other techniques. By providing educational training and funding to the staff of the school, Sister Helen and the teachers will be able to provide the children with training and the prospect for a better future.

By the way, the water valve was moved, the children played, and the educational works and dreams of Sister Helen and her staff continue to flow.

~ Article author Adam Hardin is a behavior specialist in Kentucky working with children and adults with Mental Retardation.     

By Kathy Allen and Phoebe Goodwin 

Teachers and administrators from twenty community schools in N’gombe  Compound participated in a teacher training workshop sponsored by the Kondwa Day Centre for Orphans during the KCF volunteer trip, Summer, 2007.  Conducted by Phoebe Goodwin, a middle school math and science teacher, and Kathleen Allen, a school psychologist, (both from Tucson, Arizona) the workshop focused on providing ideas for  classroom management; teaching methods for math, science and reading; and an understanding of different learning styles:  auditory, visual, and kinesthetic. Among the 40 participants were teachers of preschool age children up to 7th grade, and a few school administrators. The teachers were a lively bunch of learners.  They actively participated in the sessions, sometimes as a large group and at other times in small learning groups. After meeting in small groups, teachers presented their ideas to all participants, providing an opportunity for discussion and interaction between peers from different schools,  as well as building longer lasting connections.

One of the biggest hits of the training was a discovery learning activity involving straws, where teachers cut a regular soda straw into a point at one end and learned to play it like a kazoo.  It’s hard to keep a straight face when you’re buzzing away on a soda straw!  Teachers were given just two directions:  In your group, learn how to play the straw, and determine what happens if you shorten the length of the straw.  The learning goal was to show that the teacher doesn’t always have to tell students answers, but can act as a facilitator to a group discovery activity where all kinds of different things can be discovered about sound, rhythm and vibration.  

A secondary goal was to convey that experiential learning is fun and engaging.  It was a huge hit.  Teachers discovered that if you shorten the straw, the sound gets higher, but there are still some changes you can make to the sound just by using your mouth.  The lesson culminated in a “talent show” where groups of teachers came up with a song that they played on their kazoos and performed in front of the group.  There was a lot of laughing and learning going on at the same time, and teachers commented that previously they had not thought of learning as being something that’s done just for the fun of it.  

At the end of the  training, many teachers reported that the information about learning styles was quite beneficial for them, as most of them had previously taught using only a lecture format. When math, reading, or science activities were  presented, the teachers were able to identify which learning styles were being used, develop lessons which had activities using all three learning styles embedded in them, and understand how depth of understanding is enhanced when students experience new concepts visually, auditorily, and kinesthetically.

Attendance was outstanding during all six days of the workshop.  It is notable that teachers attended a three-hour workshop after a full day of work, and attended a full-day workshop on a holiday.  All teachers were pleased to earn a certificate at the end of the workshop which stated their successful completion of  22 hours of teacher training.  This type of certificate is vital to Zambian teachers because they can get better-paying jobs in government schools if they can show proof of extra teacher training.  In a country where such training is scarce, the certificates were treated like gold.  The teachers serenaded Kathleen and Phoebe with amazing singing at the graduation ceremony when they received their certificates.  Both teacher trainers and teachers learned a lot from each other through this satisfying experience.