DOCSLIB.ORG

Youth and Family Certified Peer Counselor Training Manual

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Youth and Family Certified Peer Counselor Training Manual WASHINGTON STATE YOUTH AND FAMILY CERTIFIED PEER COUNSELOR TRAINING THE JOURNEY Washington State Youth and Family Certified Peer Counselor Training Manual The Journey 2 | P a g e Table of Contents Table of Contents ……………….……………………..……………………………………………………………...3 Purpose of Manual……………………..…………..…………………………………………...……...….……….18 How to Use this Manual……………..…………………..…………………………………………….….………18 How to Use Your Knowledge and Certification………..………………………………………………19 Dedication …………………………....………….……………………………………………………….…..............20 Acknowledgements………..………………………..……………………………………………………...………20 Day One Planning the Trip and Following the Signs Overview of Certified Peer Counseling……………………………………………………….………..….22 What Is Peer Support?......................................................................................................................23 Who Can Be a Certified Peer Counselor?....................................................................................25 Medicaid and Peer Support Connection………………………………………………………………..…26 Washington Mental Health System Overview………………………………………….…….………...27 Mental Health Services………………………………………………………………….………..……….………29 Five Core Competencies of Youth and Family Peer Support……….…….……………….........32 Roles Responsibilities and Core Competencies………………………………………………………..33 Chapter 1 Hope and Beginning Relationships Objectives………....……………………………….………………………………………………………...………… 35 Overview ......……………………......…………………………………………………………………………………35 Message of Hope Youth ………………………………………………….……………………………………..…36 Message of Hope Family………………………………………………………….…………………………...… 37 Beginning Relationships………………………………………………………………………………………….38 Hope and Peer Support……………………………………………………..………………….……………...….39 The Essence of Hope………………………………………………………………………………….………..…...39 Exercise………………………………………………………………………………………………………...…......... 40 R.A.C.E. Core Competencies Hope……………………..………………………………………………...…...41 3 | P a g e Chapter 2 Resiliency, Recovery and Empowerment Objectives…………………..……………………………………………………………………………………………42 Overview…………………………..……………………………………………………………….…………..………..42 Resilience and Empowerment…………………..……………………………..……………….….………...43 People and Places that Support Resilience….………………..…………….……………….……........41 The Skills of Resilience………………………………………………………….………………………….…..…44 What is Recovery?..............................................................................................................................45 Fundamentals of Recovery ………….……………………………………………..…………………………...45 Recovery and Resiliency Oriented Systems of Care…………………………….……………………47 Family Driven Care………………………………………………………………………………………………….47 Youth Guided Care………..…………………………………………………………………………………………48 Exercise ……………………………………………………………………………………..…….………………….….49 R.A.C.E. Core Competencies Resiliency and Recovery ………...…………………………………...50 Chapter 3 Language and Stigma Objectives………………………………………………..………………………………………………………………51 Overview……………………………………………………………………………………………...…………….……51 New Words And Choices…………….…………………………………………………………………………….51 Examples of Non-Medical Recovery Language……………………………………….………….……52 Person First Language………………………………………………………………………………………….….53 Language Guidelines……………………………………………………………………………….…….…………55 Effect Stigma has on Mental Health Recovery…………….…..........………………………….……..56 Exercise…………………….………………….…………………………………………………………………..……..57 R.A.C.E. Core Competencies Language and Stigma…………………………………………..……….58 Chapter 4 Strengths Objectives………………..………………………………………………………………………………………………59 Overview…………………………………………………………………………..…………………………..…………59 Strength Based Perspective……………………………………..……….……………………………………..60 4 | P a g e What Strengths Are………………………………………………….………………..………….…………………60 Attitudes and Values……..…………………………………………………………………………………………61 Skills and Abilities………………………………………………………………………………...…………………61 Supportive Relationships and Resources…………………….……………………………………..……61 Voice and Choice…………………………………………………………..………………………………………….62 Reframing……………………………………………………………………..…………………………………………62 Identifying Strengths…………………………………………………….…………………………………………62 Treasure Hunting for Strengths…………………………………….…………………………….…………..63 Exercise………………………………………………………………………..…………...………………..………..…64 R.A.C.E. Core Competencies Strengths…………………………….……………………………………….66 Chapter 5 Telling Your Story Objectives…………………………………..……………………………………………………………………………67 Overview………………………………………….…………………………………………………….………………..67 How Much of My Story Should I Tell?...........................................................................................67 When Should I Tell my Story?.........................................................................................................68 Exercise …………………………………………...……………………………………………………………….…….69 R.A.C.E. Core Competencies Telling Your Story……..………………………………………...……… 70 Day Two Merging Traffic Chapter 6 Relationship Building Objectives……………………………………..…………………………………………………………………………72 Overview……….…………………………………………………………………………………………………………72 Know Yourself……………………………………………………………………………………………….…....…..72 Definition of Peer Relationship….……..……........…………………………………………………..….….72 Compassionate Foundational Skills……...................................................................................... 74 5 | P a g e Using Open Ended Questions......................................................................................................... 75 Partnership……………………………………………………………………………………………………………. 77 Exercise Open Ended Questions………………………………………………………………………………78 R.A.C.E. Core Competencies Relationships……………..………………………………………..………79 Chapter 7 Support and Community Building Objectives………..………………………………………………………………………………………………………80 Overview................................................................................................................................................80 Natural Supports.................................................................................................................................80 Formal Supports..................................................................................................................................82 Community Building..........................................................................................................................82 Referrals…………………………………………………………………………….……………………………………84 Social Networking ............................................................................................................................. 85 Exercise..................................................................................................................................................86 R.A.C.E. Core Competencies Support and Community Building..........................................87 Chapter 8 Cultural Awareness Objectives………………………….…………………………………………………………...……………………….88 Overview……….........…..………………………………………………………………………………………..…….88 Cultural Awareness in Communication……………………...…………………………........……...…...88 What is Culture?..................................................................................................................................89 Cultural Responsibility and Awareness……………...……………………….........…………..………..90 Stigma, Discrimination and Privilege ……………………………….……………......………….……….92 Family Culture………………………………………………………………………….................………….……..93 Youth Culture ……………….………….……………………………………………………..........……………..… 94 Self-Expression and Cultural Signifiers….…...……..……………………………..............…………...95 Sexual Orientation and Gender Identity………….…………………………………..…........………….95 Exercise I…….……………………………………………….……………………................................…………..98 Exercise II..............................................................................................................................................99 R.A.C.E. Core Competencies Cultural Awareness.…..…….....….………………………….......…100 6 | P a g e Chapter 9 Effective Communication Objectives…………..…………………………………………………………………………………………………101 Overview………….………….……………………….……........……………………………….……...................101 Active Listening……………………………….........................……….…….………………………………….101 Giving Full Attention to the Speaker......................................................................................... 102 Nonverbal Messages........................................................................................................................102 Reflective Listening.........................................................................................................................102 Paraphrasing.....................................................................................................................................103 Reflective Feeling.............................................................................................................................103 Summarizing......................................................................................................................................103 Questioning.........................................................................................................................................103 Paying Attention to the Words and Feelings......................…………………….…….…….………104 Exercise …………………………………………….…….………….........…………….......................…….…….105 R.A.C.E. Core Competencies Effective Communication………..………………..…..……………105 Chapter 10 Group Facilitation Objectives……….……………..………………………………………………………………………………………107 Overview.............................................................................................................................................107
Load more

Recommended publications
  • Canada, 1872-1901
    INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bieedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. NEW DENMARK, NEW BRUNSWICK: NEW APPROACHES IN THE STUDY OF DANISH MIGRATION TO CANADA, 1872-1901 by Erik John Nielsen Lang, B.A. Hons., B.Ed., AIT A thesis submitted to the Faculty of Graduate Studies in partial fulfilment of the requirements for the degree of Master of Arts Department of Histoiy Carleton University Ottawa, Ontario 25 April 2005 © 2005, Erik John Nielsen Lang Reproduced with permission of the copyright owner.
    [Show full text]
  • NCAPPS and Charting the Life Course Combined Slides
    The National Center on Advancing Person-Centered Practices and Systems Bevin Croft, MPP, PhD, NCAPPS Co-Director September 5, 2019 NCAPPS OVERVIEW 2 The goal of NCAPPS is to promote systems change that makes person- “ centered principles not just an aspiration but a reality in the lives of people across the lifespan. 3 What is person-centered thinking, planning, and practice? Person-centered thinking • A foundational principle requiring consistency in language, values, and actions • The person and their loved ones are experts in their own lives • Equal emphasis on quality of life, well-being, and informed choice Person-centered planning • A methodology that identifies and addresses the preferences and interests for a desired life and the supports (paid and unpaid) to achieve it • Directed by the person, supported by others selected by the person Person-centered practices • Alignment of services and systems to ensure the person has access to the full benefits of community living • Service delivery that facilitates the achievement of the person’s desired outcomes NCAPPS Leadership Team Administration for Community Living Human Services Research Institute (HSRI): (ACL): • Co-Directors - Alixe Bonardi and Bevin • Shawn Terrell Croft • Serena Lowe • PAL-Group Coordinator – Nicole LeBlanc • Thom Campbell • Project Coordinator – Miso Kwak • Dana Fink • TA Leads - Yoshi Kardell, Jami Petner-Arrey, • Joseph Lugo Teresita Camacho-Gonsalves, Alena Vasquez Centers for Medicare & Medicaid Services (CMS) • Amanda Hill • Melissa Harris 5 National Organization
    [Show full text]
  • Moving Families Forward: Reflections on a Decade of Change
    Moving Families Forward: Reflections on a Decade of Change March 2016 Moving Families Forward: Reflections on a Decade of Change Published by A Better Balance, © March 2016 the work and family legal center About A Better Balance: The Work & Family Legal Center A Better Balance is a national legal advocacy organization dedicated to promoting fairness in the workplace and helping workers meet the conlicting demands of work and family. Through legislative advocacy, litigation, research, public education, and technical assistance to state and local campaigns, A Better Balance is committed to helping workers care for their families without risking their economic security. www.abetterbalance.org I facebook.com/abetterbalance I @ABetterBalance 2 | Introduction: Ten years ago, a group of women’s rights lawyers came together to launch A Better Balance: The Work and Family Legal Center (ABB). For decades, women and mothers had been steadily increasing their workforce participation in a marketplace that demanded longer and less predictable hours of all workers. Yet the unpaid and often invisible work of caring for children, the sick, and the elderly continued to fall, primarily, on the shoulders of women. And workplace policies continued to assume that a breadwinner (almost always male) and a caregiver (almost always female) divided the tasks of providing economic support and care for the family, even while demographic realities proved otherwise. The problem ABB set out to address was easy to see but hard living paycheck to paycheck. While the media spotlight to name. Alternatively called “the care crisis,” the “work-family shone brightly on professional and higher-earning workers, dilemma”, and “the time crunch,” growing tensions between it routinely failed to address the stark realities facing those work and family responsibilities were harming a majority of struggling to meet their families’ basic needs with little to workers, and weighing most heavily on women in low-income, no inancial safety net.
    [Show full text]
  • REGISTER O F St
    I The Birth of a Parish I i Religious Vacation School Report i 7 Shows Enrollment of 6,229 Pupils Member of Audit Bureau of Circulations Bountiful Harvest Contents Copyright by the Catholic Press Society, Inc., 1954— Permission to Reproduce, Except on Articles Otherwise Marked, Given After 12 M. Friday Following Issue Reaped in Annual Instruction Course DENVER CATHaiC A bountiful spiritual harvest and the return to the sacraments was reaped by the 1954 religiotis of ^1. vacation schools of the Archdio­ By 227 children who attended ... cese of Denver, which were held the classes promises were made in 88 places with an enrollment that they would attend parochial of 6,229 pupils. schools in the future. REGISTER o f St. M a r y ’ s Three Sunday Masses will be celebrated for Spacious Gymnasium Academy, En­ parishioners in the St. Mary gym, the facilities The schools, conducted under Critical Problem glewood, was the scene of the birth of a new of which have been made available to the new the auspices of the Confraternity Is Emphasized VOL. XLIX. No. 51. THURSDAY, AUGUST 5, 1954 DENVER, COLORADO parish as the members of All Souls’ Parish at­ of Christian Doctrine, resulted in tended the first parochial Sunday Mass. Between parish through the kindness of the Sisters of A aitical problem was empha­ Loretto. The Masses will be at 7, 8:30, and 10 Baptism for 41 persons, the con­ 350 and 4C0 persons attended the Mass, which sized by the heavy attendance at was offered by the Rev. Omer Foxhoven;' first o’clock.
    [Show full text]
  • Revisiting American Indians in Laura Ingalls Wilder's Little House Books
    "Indians in the House": Revisiting American Indians in Laura Ingalls Wilder's Little House Books Item Type text; Electronic Dissertation Authors Fatzinger, Amy S. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 23/09/2021 22:15:14 Link to Item http://hdl.handle.net/10150/195771 1 “INDIANS IN THE HOUSE”: REVISITING AMERICAN INDIANS IN LAURA INGALLS WILDER'S LITTLE HOUSE BOOKS by Amy S. Fatzinger _________________________ Copyright © Amy S. Fatzinger 2008 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN AMERICAN INDIAN STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2008 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Amy S. Fatzinger entitled "Indians in the House": Revisiting American Indians in Laura Ingalls Wilder's Little House Books and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy _______________________________________________________________________ Date: 4/16/2008 Luci Tapahonso _______________________________________________________________________ Date: 4/16/2008 Mary Jo Fox _______________________________________________________________________ Date: 4/16/2008 Joseph Stauss _______________________________________________________________________ Date: _______________________________________________________________________ Date: Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College.
    [Show full text]
  • SARGENT SHRIVER's LIFE AS an ENGAGED CATHOLIC and AS an ACTIVE LIBERAL Dissertation Submitted to T
    INSTITUTIONAL INNOVATOR: SARGENT SHRIVER’S LIFE AS AN ENGAGED CATHOLIC AND AS AN ACTIVE LIBERAL Dissertation Submitted to The College of Arts and Sciences of the UNIVERSITY OF DAYTON In Partial Fulfillment of the Requirements for The Degree of Doctor of Philosophy in Theology By Daniel E. Martin UNIVERSITY OF DAYTON Dayton, Ohio May 2016 INSTITUTIONAL INNOVATOR: SARGENT SHRIVER’S LIFE AS AN ENGAGED CATHOLIC AND AS AN ACTIVE LIBERAL Name: Martin, Daniel E. APPROVED BY: ______________________________________ Anthony B. Smith, Ph.D. Committee Chair ______________________________________ Sandra Yocum, Ph.D. Committee Member ______________________________________ Cecilia A. Moore, Ph.D. Committee Member ______________________________________ William L. Portier, Ph.D. Committee Member ______________________________________ David J. O’Brien, Ph.D. Committee Member ii ABSTRACT INSTITUTIONAL INNOVATOR: SARGENT SHRIVER’S LIFE AS AN ENGAGED CATHOLIC AND AS AN ACTIVE LIBERAL Name: Martin, Daniel Edwin University of Dayton Advisor: Dr. Anthony B. Smith This dissertation argues that Robert Sargent Shriver, Jr.’s Roman Catholicism is undervalued when understanding his role crafting late 1950s and 1960s public policies. Shriver played a role in desegregating Chicago’s Catholic and public school systems as well as Catholic hospitals. He helped to shape and lead the Peace Corps. He also designed many of the programs launched in President Lyndon Johnson’s War on Poverty. Shriver’s ability to produce new policies and agencies within a broader structure of governance is well known. However, Shriver’s Catholicism is often neglected when examining his influence on key public policy initiatives and innovations. This dissertation argues that Shriver’s Roman Catholic upbringing formed him in such a way as to understand the nature of large bureaucracies and to see possibilities for innovation within an overarching structure.
    [Show full text]
  • Now and Next
    Now and Next AN INNOVATIVE LEADERSHIP PIPELINE FOR FAMILIES WITH YOUNG CHILDREN WITH DISABILITY OR DELAY by Sylvana Mahmic and Annick Janson Now and Next AN INNOVATIVE LEADERSHIP PIPELINE FOR FAMILIES WITH YOUNG CHILDREN WITH DISABILITY OR DELAY by Sylvana Mahmic and Annick Janson with an overview by Dr Melanie Heyworth Published by the Centre for Welfare Reform on behalf of Citizen Network and in association with Plumtree Publishing information Now and Next © Sylvana Mahmic and Annick Janson 2018 First published May 2018 Now and Next is published by the Centre for Welfare Reform on behalf of Citizen Network and in association with Plumtree. If you copy and reuse any part of the material in this report then you must always cite both the author and the publisher and, wherever possible, provide a direct link to the Centre for Welfare Reform's website. www.centreforwelfarereform.org Adapted from a design by Henry Iles: www.henryiles.com 44 pp ISBN download: 978-1-912712-03-8 This paper is the unabridged version of the paper Now and Next: A radically new way to build peer leadership with families raising young children with disability or developmental delay published by the International Journal of Disability and Community Rehabilitation (IJDCR), 2017 Vol 15(01), Available at: http://www.ijdcr.ca/VOL15_01/ articles/janson.shtml Front cover photo: Parents at the peer worker and family leadership training weekend held at Plumtree in 2018. CONTENTS Foreword . 5 Overview . 6 1 . Defining the challenge . 11 2 . A potential solution . 14 3 . Now and Next as a strategy .
    [Show full text]
  • Hear Our Voices: a Global Report
    November 2006 GLO HEAR OUR A BA HEAR OUR L R E P O R VOICESVOICES T People with an Intellectual Disability and their Families Speak Out on Poverty and Exclusion HEAR OUR VOICES: A GLOBAL REPORT People with an Intellectual Disability and their Families Speak Out on Poverty and Exclusion November 2006 Library and Archives Canada Cataloguing in Publication Hear our voices : a global report : people with an intellectual disability and their families speak out on poverty and exclusion. Issued also in Spanish under title: Oigan nuestras voces. Includes bibliographical references and index. ISBN 0-919070-12-4 1. People with mental disabilities. 2. People with mental disabilities—Economic conditions—21st century. 3. Poor. 4. Marginality, Social. I. Inclusion International HV3004.H43 2006 362.3’5 C2006-906271-4 ©2006 by Inclusion International. All Rights Reserved. Photos: Carlos Reyes-Manzo, Andes Press Agency (except for those on pages 35, 75 and 80) Printed in Canada by is five communications For information or copies contact: Inclusion International The Rix Centre, University of East London Docklands Campus, 4-6 University Way, London E16 2RD, United Kingdom Tel: 44 208 223 7709 Fax: 44 208 223 7411 E-mail: [email protected] Website: www.inclusion-international.org HEAR OUR VOICES: iii A GLOBAL REPORT Table of Contents Foreword . .vii Acknowledgements . .ix Introduction . .1 Beginnings . .3 Defining Poverty and Exclusion . .4 Defining Ourselves — People with Intellectual Disabilities and their Families . .6 Millennium Development Goals — Vantage Point for the Study . .7 Organization of the Report . .9 Approach to the Global Study . .11 Introduction .
    [Show full text]
  • PAVING the WAY: Meeting Transition Needs of Young People with Developmental Disabilities and Serious Mental Health Conditions
    PAVING THE WAY: Meeting transition needs of young people with developmental disabilities and serious mental health conditions Mandy Davis Pauline Jivanjee Nancy Koroloff CONTENTS PUBLISHER This publication was produced by the Transitions to Independence Project at the Research and Train- ing Center on Family Support and Executive Summary ............................................................5 Children’s Mental Health, Regional Research Institute, Portland State Background .........................................................................7 University. Definitions ...............................................................8 Prevalence of Dual Disabilities ................................9 P.O. Box 751 Portland, OR 97207-0751 Challenges .............................................................10 Phone: 503-725-4040 Recommended Approaches ..................................13 Website: www.rtc.pdx.edu Research Approach ...........................................................14 Phase I ...................................................................14 Phase II ..................................................................15 FUNDERS Program Summaries .........................................................17 Project SEARCH Funds to support this activity come Cincinnati Children’s Hospital ................................17 from The Child, Adolescent and Family Branch, Center for Mental The Intercept Center .............................................23 Health Services, Substance Abuse Serendipity’s Transition
    [Show full text]
  • Representations of Children, Families and Neo-Families in British Theatre 1993-2001
    Representations of Children, Families and Neo-families in British Theatre 1993-2001 “…It’s not an ordinary family” (Phaedra’s Love: Kane 2001) Selina Busby Royal Holloway, University of London PhD Declaration of Authorship I Selina Busby hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Date: 30 September 2013. ii Abstract In this thesis, I argue that a number of new British plays written in the period between 1993 and 2001 demonstrate that the ‘normalised’ family unit, which has been taken as “common sense,” is a social construct. I will outline how plays written during this period invite audiences to reconsider family structures and provide critical perspectives on the dominant ideology of ‘family’ life. I suggest that this critical perspective paves the way for the conceiving of alternative structures, and in so doing, argue that these plays offer a utopic vision. This thesis considers the family as a “mythical entity” that works as a unit of social control, political aspiration and regulation. I argue that British plays written during this time period represent an alternative in the form of what I shall call a neo-family structure. I suggest that the plays discussed in this thesis are inherently political in nature, in that they frame contemporary issues associated with family and neo-family structures and invite a reading of them that displays the social structures of governmentality. I outline the ways in which adherence to this traditional family structure can be seen as dangerous to its individual members, especially the children, who live within these arrangements.
    [Show full text]
  • Australia: a Cultural History (Third Edition)
    AUSTRALIA A CULTURAL HISTORY THIRD EDITION JOHN RICKARD AUSTRALIA Australia A CULTURAL HISTORY Third Edition John Rickard Australia: A Cultural History (Third Edition) © Copyright 2017 John Rickard All rights reserved. Apart from any uses permitted by Australia’s Copyright Act 1968, no part of this book may be reproduced by any process without prior written permission from the copyright owners. Inquiries should be directed to the publisher. Monash University Publishing Matheson Library and Information Services Building 40 Exhibition Walk Monash University Clayton, Victoria 3800, Australia www.publishing.monash.edu Monash University Publishing brings to the world publications which advance the best traditions of humane and enlightened thought. Monash University Publishing titles pass through a rigorous process of independent peer review. www.publishing.monash.edu/books/ach-9781921867606.html Series: Australian History Series Editor: Sean Scalmer Design: Les Thomas Cover image: Aboriginal demonstrators protesting at the re-enactment of the First Fleet. The tall ships enter Sydney Harbour with the Harbour Bridge in the background on 26 January 1988 during the Bicentenary celebrations. Published in Sydney Morning Herald 26 January, 1988. Courtesy Fairfax Media Syndication, image FXJ24142. National Library of Australia Cataloguing-in-Publication entry: Creator: Rickard, John, author. Title: Australia : a cultural history / John Rickard. Edition: Third Edition ISBN: 9781921867606 (paperback) Subjects: Australia--History. Australia--Civilization. Australia--Social conditions. ISBN (print): 9781921867606 ISBN (PDF): 9781921867613 First published 1988 Second edition 1996 In memory of John and Juan ABOUT THE AUTHOR John Rickard is the author of two prize-winning books, Class and Politics: New South Wales, Victoria and the Early Commonwealth, 1890-1910 and H.B.
    [Show full text]
  • AN ICCFM HISTORY by Vernie Dale Jesus Said
    BY OUR ROOTS WE KNOW OURSELVES: AN ICCFM HISTORY by Vernie Dale Jesus said "By their fruits you will know them,"but often it is by our roots that we know ourselves. The "fruits" of the International Confederation of Christian Family Movements (ICCFM) are the thousands of families educated and empowered by it. The Confederation is perhaps the first and only example of the worldwide domestic church, working to embody the hands and heart of Christ on all continents of the planet Earth. But what about the roots? Where did ICCFM come from and what is its story? This narrative, written originally in 1992 and revised in 1995, attempts to answer, and is in itself a part of the history. This is so because----other than bits and pieces that appeared in newsletters and reports----the entire history of ICCFM has never been written down before. PART I: THE GREAT EXPERIMENT The Second World War dealt families a tremendous blow to the heart. The pain and chaos produced by the war convinced many of the necessity of returning both to God and to a supernatural vision of life in order to recover what had been lost. The ground had been burned clean, and everywhere it waited for the seed. Separate groups of men and women, then later of couples, met to search for something they could not easily define, not even realizing other groups like theirs were springing up all over the globe. "Among the oldest of these groups," reported the Pontifical Council of the Laity "are the Teams of Our Lady in France and the Christian Family Movement in the United States.
    [Show full text]