Kayla Drescher (Magician)
Hometown: Wallingford, CT
Major: Performing Arts (with a focus in music), Math/Science (with a focus in environmental studies), and a minor in education. I also have a music theory certificate from Berklee College of Music.
Greatest Accomplishments: Oh goodness, that's a tough question! One accomplishment I am very proud of is not only getting back to playing basketball (I stopped playing in high school and did not play freshmen year at Wheelock) and picking up a new sport (lacrosse), but also for getting 3 school records in basketball in only 3 years: most amount of blocks in a game, most amount of blocks in a season, and most amount of blocks in a career.
Another accomplishment I am proud of is getting my internship at the Museum of Science in the Live Animal Center, where I help take care of over 120 different animals. The internship has been one of the best experiences of my life and I am so lucky to have this opportunity.
But my greatest accomplishment is just growing up and becoming a mature individual. Throughout my four years at Wheelock, I have learned how to live on my own, take risks, and make things happen for myself. With help from professors, staff, and friends and family, I have found myself becoming the person I have always wanted to be.
Service Work at Wheelock: I have done a lot of service work while at Wheelock, especially through athletics. As the Student Athlete Advisory Council Volunteer Coordinator, it is my job to promote service projects throughout all student athletes. Many of my teammates and I have gone to elementary and middle schools to do athletic workshops with underprivileged students. We have traveled to soup kitchens, fundraisers for important causes, and raised money for an alumni athlete working in the Peace Corps in Africa building schools.
Challenges: The most challenging thing about my work at Wheelock was trying new things and taking risks. A wonderful piece of advice I was given before coming to college was to write down everything I might want to try and try it once.
It was hard to take risks, meet new people, and try things I had never done before. For example, I had never been on a class council before. But it was a great decision and I am so grateful for the opportunity I had!
Most Passionate About: Another hard question! I am super passionate about sharing my love for learning about both art and about science. That is probably why I love teaching so much! I discovered my passion for science during my freshmen year here at Wheelock. Ever since then, I have been fascinated with the environment and how the world works.
I am also very passionate about performing. I have been performing since I was four years old. The stage has become my second home. I love making people smile and entertaining audiences.
Future Plans: That is a great question and I will gladly let you know in a few years! I would love to continue teaching, especially in the fields of both art and science. I will definitely continue performing magic for the rest of my life. As for specifics, I'll have to get back to you!
Tamara Pace-Emerson – Undergraduate Student Speaker
Hometown: Grew up in Arlington, MA, moved to Framingham, MA for High School, now spends most of her time in West Hartford, CT.
Major: Professional major in Elementary Education, as well as a Bachelors of Math and Science. She also has a minor in Juvenile Justice and Youth Advocacy.
History:
Tamara has lived in the Boston area almost all of her life. With no parental figure since age 18, she has had to hold down as many as 5 jobs at a time to support herself throughout college. Tam dedicated two years to City Year Boston prior to attending Wheelock. In her first year after high school, Tam worked at the Ellis Mendell Elementary School in Roxbury as a role model, teacher, reading interventions specialist, tutor, and afterschool manager.
The next year she ended up managing 6 people in the same role she held the year before. That second year the City Year organization awarded her both the Eli J. Segal Bridge Builder Award and Core Member of the Year award!
It was during this time that Tam realized her passion for community service, children and education.
Achievement:
During her sophomore year at Wheelock Tam went to London to be part of a four-person start-up team for the first-ever City Year London site. Wheelock approved her 55-page paper documenting the experience as an independent study on leadership.
Tam also helped City Year set up an Alumni scholarship at Wheelock, saying “There’s too much in common that can't be ignored. We had to build a bridge between the two!”
Tamara has finished her undergraduate years at Wheelock on a personal peak. She was recognized this year with the Walter Burke Award for Science, and was selected as student speaker at this year's undergraduate commencement.
Challenge:
“The biggest challenge for me is making sure I find what I’m passionate about and pursuing it”
Future Plans:
Tamara is not sure if she wants to be a teacher anymore; she hopes to study nursing or pediatric medicine. For the immediate future, she accepted a summer Research Fellowship with the American Cancer Society, working full time in a local hospital for 10-12 weeks.
The desire to change the world comes in many varieties and at differing scales. Some seek to change governments, others neighborhoods, but often Wheelock students graduate realizing the power for good that they can wield by working face-to-face with people who cannot see around the challenges they face.
Jordan Pina realized that he could inspire a world of good by majoring in communications, then applying those skills into juvenile justice and sports-based youth development. Watch this short video and hear in his own words what he hopes to accomplish:
The talent, commitment, and potential coming out of this year's Wheelock graduating class is both remarkable and highly encouraging. Great contributions are soon to be felt in social justice agencies, early education schools and centers, and—in Jordan's case—in many troubled teens finding a mentor who cares and is willing to walk with them until they find their own way.
Congratulations to all in the Class of 2012!
Ava Jennings
Hometown: Dorchester
Major: Human Growth and Development with a focus in Children, Families and Culture and an Early Childhood Education professional major.
Achievements:
Not only is Ava the first in her family to attend college, her efforts during high school earned her a Passion For Action scholarship here at Wheelock, and she is at the top of her class at Wheelock. When Ava first came to college she didn’t know what to expect. No one else in her family had gone to college, so Ava had no idea what it would be like. Knowing that her scholarship was at stake, and without the scholarship she would not be able to complete college, Ava aimed all her energy on school work, and today she is at the top of her graduating class.
Experiences at Wheelock:
Ava was excited to share her experiences working in classrooms in Boston Public Schools. She said that at first it felt weird to be back in the BPS elementary schools, but not as a student this time. She also explained that she felt proud teaching in BPS because teachers of color are needed in the classroom. Diverse teachers help ensure that students will be able to relate to their teachers. Teachers can also help students develop a positive self image and serve as a role model to students. With a diverse group of students, there is a need for a diverse pool of teachers.
History:
In high school Ava participated in Teen Voices between the ages of 13 and 15. During her sophomore year of high school Ava joined “Teach Boston” as a teaching assistant. She took part in rigorous academic work in the John D. O’Bryant School, but she only received a 2.7 GPA in high school and was concerned that she wouldn’t be able to keep up with the work and maintain her scholarship.
Influential Wheelock Contact:
Ceronne Daly! “All these great things happened and it’s all thanks to Ceronne. She was my mentor from high school through college. She helped me believe in myself. She showed me how great of a person I am, and she taught me to embrace it.”
Challenges:
Ava explained that it is not always easy to put school first, and also to be proud in your work. She said that she noticed a big change in her self from high school to college. Today, she is open about sharing how much she enjoys her program, “I’m proud, and I deserve it.”
Service work:
Freshman year – Participated in College Access / Student Success program. She showed urban students the Wheelock campus, exposing students to college at an earlier age so they can realize that college can be an option for them. Ava participated in the New Orleans service learning trips in the Summer of 2010 and January, 2011. During the first trip with Upward Bound she chaperoned a group of high school students. In 2011 Ava went to NOLA with Passion For Action scholars. She learned how to put up drywall in a house she was helping to rebuild. Despite the freezing January temperatures in the uninsulated construction area, Ava remembers being dedicated to putting up that drywall – sometimes even taking down the wall if it was not done properly and redoing the work. “Despite the cold, we had fun.” Ava also explains how amazing it was meeting the mother and little boy who would eventually live in the home she was helping to build.
In the Summer of 2011 Ava went to West Africa. She describes it as very different from anywhere else. What struck her the most was that despite the poor living conditions, everyone there was always smiling. For Ava the trip was extra special because of her connection to West Africa. Ava explained that her father was Nigerian, but she didn’t grow up with her father, so it was nice to learn about her heritage. “I learned about my country – it was a personal connection and a spiritual connection.”
Future Plans:
Ava “wants to see a socially-just society.” She sees society today as still organized in a hierarchy where some people aren’t ever expected to move up from the bottom. Her efforts to change this will come in teaching. “Educate the child. Let them know that they can do anything – this has to start in early childhood practice.” She wants to become a role model to her students and show them, even the youngest ones, that college is an option for them because it was an option for her. Ava explains that her mother wasn’t able to help her with her college applications, because her mother had never applied to college. Ava wants to help students like herself, students who need to see that they can go college.
Voranan Mongkolpumirat
Hometown: I am originally from a small province in Thailand. I immigrated to the United States (San Antonio, Texas) when I was eleven years old.
Major: I have a double major: Social Work and Human Development with a focus in Psychology.
What are your greatest achievements while at Wheelock?
I have been a part of the Dean's List since my first semester at Wheelock and have had the opportunity to work a couple of jobs on campus (i.e. the Office of Academic Affairs) as well. I was inducted into Pi Gamma Mu in 2010 and became the president this year. Through Wheelock's partnership with AIFS, I was also able to study abroad in South Africa for four and a half months. Additionally, the courses I took along with the field placement and practicum I had enabled me to grow and learn about myself both professionally and personally, which I consider to be one of my greatest achievements.
What type of service work have you done at Wheelock?
I traveled to New Orleans twice on the Service Learning trip with Bobbi Rosenquest and other students. During my first time, I worked with other students and volunteers to rebuild homes that were affected by Hurricane Katrina. On my second trip, three other students and I did a group independent study, visiting various artists and communities in New Orleans to explore how different art forms can heal the people in New Orleans.
I also traveled to South Africa and did an intern project which focused on learning for sustainable community engagement and volunteered at different townships. Some of the things we did were:
- developing lesson plans and teaching 45 third graders
- painting a school
- providing information about HIV/AIDS and encouraging people to practice safe sex and get tested
- starting a garden project in a rural community
- engaging with and mentoring teenagers, and
- building foundations for new homes.
Moreover, I did some service work in the surrounding community of Boston. I participated in a walk for BARCC, volunteered at soup kitchens, and collaborated with Pi Gamma Mu to organize events such as The Giving Wheel and Last One Standing to benefit children, families, and programs in need, and other charity organizations.
What are you most passionate about?
I am most passionate about human rights and working with people. There is a quote by Johann Wolfgang Von Goethe that I love: "Treat people as if they were what they ought to be and you will help them become what they are capable of becoming." That quote explains all that I am passionate about. I never want to go into someone's life and simply "help" them, I want to collaborate and work with them. To me, it's not about what I can do to help others, but what we all can do to help each other.
Oftentimes, we only see the negative aspects of people's lives, so we instantly feel the need to fix them. However, we should also be conscious of the positive aspects of their lives and things we can learn from each other. I think that is why I am so passionate about working with and meeting new people because I know that in one way or another, they are going to teach me something that I did not already know, and hopefully, vice versa. I strongly believe that everyone has a story and thus should always be given a chance, be treated as an equal, and with respect.
As a future helping professional, I want to be able not to just tell others what they can do to better their lives, but empower them so they can reach their own goals and become who they want to be.
What do you plan to do after graduating?
After graduating, I plan to volunteer with the Peace Corps. I have wanted to volunteer with Peace Corps since I was thirteen years old, and though I am currently waiting for a placement, I feel extremely fortunate to have developed the skills I did during my undergraduate studies and to have the support from my family, friends, professors and other mentors. Without those things, I would have never felt so empowered and that I can just leave the country to do whatever I have to do for 27 months. Afterwards, I hope to work for a little while before going back to graduate school to get my Masters in Social Work.
Before heading off to Norwich CT for a new job, Nicole Anllo was able to interview some of the many members of the Wheelock College class of 2012. What follows in this post and more in the days to come is but a brief glimpse of the rich lives of learning that students have experienced here in the heart of Boston.
Francisco Perez-Turcios
Hometown: East Boston, MA
Major: B.A in Mathematics and continuing Masters in Elementary Education.
What was your greatest achievement or accomplishment while at Wheelock?
I think my greatest achievement at Wheelock has been being a part of La Herencia Latina from its inception.
How has your education at Wheelock made a difference in your life?
I think education at Wheelock has given me more confidence because the knowledge one is exposed during the four years at Wheelock helps one look at things from many perspectives, which leads to confidence. In the case of La Herencia Latina, its formation was a long process simply because of the preparation of developing strong answers to why La Herencia Latina was needed on Campus. Even though some saw the perspective of why La Herencia was needed, it forced us (its founding members) to see things through the perspective of La Herencia Latina's opponents. I think that in order to be an effective leader one must see things from different angles to make a strong case for whatever cause one is working on. The more angles one looks at an issue, the more confident one is one their response or action.
What was a challenge you faced while in college?
Many of my classmates would never guess that the main challenge I faced in college was my mom being diagnosed with breast cancer. I found out about the diagnosis near the end of the spring semester of my freshman year. I really did not think much of it because the doctor told my mom that they caught it really early. She was going to receive radiation to stop the cancer from spreading and it would be enough, but things only got worse.
By the beginning of my sophomore year, my mom had become less energetic and gradually stopped working. At the time, it was soccer season and it was a must because I needed an outlet to let my anger out. I was angry because I felt my mom didn't deserve to go through something like that and that I couldn't help her situation.
I wanted to help out my dad economically because I noticed that we were getting less and less food every week, so I got a part-time job. I really only slept 6 hours (at most) between school, soccer, and work. I was lucky enough to turn in the amount of work I did for my classes because I would have to either stay up late, wake up early, or pull all-nighters. The only relief I had was summer because I slept a lot more.
The only change in junior year was soccer and spring semester. I didn't do soccer for the whole season because of physical fatigue, so I caught up on sleep.
Spring semester of junior year was a crucible. My mom started chemotherapy and was just exhausted all the time. My dad was getting less hours at his job, which meant that what I brought home was necessary. The only way I could get another job was by doing an overnight shift because of classes, so I did. I was basically up from Sunday to Thursday for that whole semester because Sunday I went to work 11pm-7am and Monday I had classes from 9am to 2pm, work from 5-9pm and work again from 10pm to 7am. Sleep happened during my dad driving to work, two 3-hour naps at home, break time in the overnight (sometimes during the shift), between classes (in classes sometimes; ask Lisa Lobel, Marjorie Hall, or Judith at the cafe), and on the weekends. Homework was done on the fly and projects in three hours. I remember my dad saying one time, "You're gonna die. Your eyes are dark at the bottom and you look pale." After that semester, I felt empowered as I realized that I had just done for three months.
What are you most passionate about?
I'm passionate about educating kids from the urban setting. Personally, I think that kids in the urban setting have a strong focus on things that do not necessarily help them. I remember when I was a kid that I really hated school because it basically seemed like the teacher just wanted me to memorize what they were teaching, but my focus was on playing soccer or helping Super Mario find the princess (I never found her because of school and its homework). Today, things are not much different. Kids do not feel school has any relevance at an early age, which later on is troublesome because they decide to drop school and just "be cool". Later on they realize the importance of school. I think that engaging kids at school at an early age can help out with the school-to-prison pipeline that is heavily present in urban communities.
I think another thing missing in urban school settings is this lack of personal connection to the students. I understand that there is a level of professionalism that teachers must keep, but there are many kids out there that stop attending school because they feel that no one really cares. Others feel like they have no motivation to continue. This is one aspect of urban setting education I strongly want to help change simply because I felt that through out most of my classes.
What do you plan to do after graduating?
After graduating, I always thought about going into the Air Force for personal reasons. However, I intend on going to grad school in the fall to earn my Masters in Elementary Education.
Posted by
Gail Dines on Wed, Apr 11, 2012 @ 11:35 AM
On April 14th, Wheelock College is host to an exciting and innovative conference that will bring young women and men together to develop multicultural strategies to fight violence against women. Called Beyond Slutwalk: Feminists Demand Gender Justice, the conference is in part a response to last summer’s slutwalks that took place around the country. The organizers of the Wheelock conference agree with the aims of the slutwalk, to protest the ever increasing sexual violence against women, but believe that using the term slut is counterproductive.
The original slutwalk began in Toronto to protest a police officer who stated that “women should avoid dressing like sluts in order not to be victimized." (Read the news article) It is outrageous that a person charged with protecting people from violence should blame the victim, and it is clear from the popularity of the slutwalks, that women and men all over the country felt that the time had come to make a bold statement. However, many women, including sexual assault survivors, women of color, and anti-violence activists, criticized the slutwalk organizers for failing to understand how the term slut could be injurious, and could inadvertently make it more difficult for women to get justice.
An important turning point in the debate came in September when a large group of black women went public with “An Open Letter from Black Women to the SlutWalk.” (Read the letter) The main point of this letter was to explain how the history of racism in the US makes it impossible for black women to take on the label “slut,” since this is a slur that has been used to legitimize the sexual violence that black women disproportionately suffer in this country. They wrote:
Although we vehemently support a woman’s right to wear whatever she wants anytime, anywhere, within the context of a “SlutWalk” we don’t have the privilege to walk through the streets of New York City, Detroit, D.C., Atlanta, Chicago, Miami, L.A. etc., either half-naked or fully clothed self-identifying as “sluts” and think that this will make women safer in our communities an hour later, a month later, or a year later.
Taking this letter very seriously, students of color and white students at Wheelock have come together to organize a conference that addresses the way racism and sexism intersect. In addition to opening remarks by the primary organizers, Mary McNeil and Ally Harrison, and a presentation by me and Susan Owusu, director of the communication program, there will be student panels on women of color and feminism, the role of men in feminism, and how to build a multiracial movement to stop violence against women.
We were not sure how much interest there would be in such a conference, and were thus thrilled when we filled all 120 seats within a week. We have been turning people away ever since! Not only do we have students from numerous colleges all over New England, but also an interesting mix of professors, activists and public health experts. Wheelock students have once again demonstrated that they are on the cutting-edge of change, and are committed to fighting for a world free of violence.
Visit www.wheelock.edu/beyond-slutwalk to learn more about the conference.
For a week in March, seventeen Wheelock juniors, seniors and graduate students were in Belfast on a service-learning study tour exploring how early childhood programs can help to heal children and communities affected by violence and conflict. The students went to Belfast to see first hand the peace building process that is underway in early childhood settings there.
Wheelock, through its Center for International Education, Leadership, and Innovation (CIELI), has been expanding opportunities for students to develop a global perspective on how to meet the needs of children and families. The Belfast program, in its seventh year, was one of the first international learning programs created. This year, Karen Murphy, Associate Professor of Early Childhood Education, was the program’s co-leader.
In February, prior to traveling to Belfast, students participated in a course I teach about how community violence and conflict affect children, families and communities, and how early childhood programs can help promote reconciliation and healing. The course builds onto work I did for my book, Teaching Young Children in Violent Times: Building a Peaceable Classroom. In the course, we examine how war and conflict in society affects children and how to promote conflict resolution skills and an appreciation of similarities and differences among people with young children.
While in Belfast, we had a jam-packed schedule carefully planned by our Belfast 
host organization, Early Years. Our visit began with the Peace Tour that explores the two sides of the “Troubles” and how both communities are attempting to heal. We ended our stay with a day on the gorgeous Antrim coast visiting the Giant’s Causeway, a true natural wonder of the world, and the Carrick-a-Rede Rope Bridge that goes across a deep gorge. In between, students volunteered in early childhood settings in the Belfast area that are using the Media Initiative for Children, a program designed to teach young children to respect differences among people. They also visited community and youth centers and a primary school that are doing exemplary work with children and families related to the peace process and more.
On a more personal note, I am deeply appreciative of being able to be a part of this powerful, life-changing opportunity for Wheelock students that helps them learn how they can promote peace and justice in the world, especially in their work with young children and families.
The students’ own words capture the power this experience had for them. Some were deeply impressed by the broader societal issues related to the healing process after years of conflict:
“For me, going to Northern Ireland was about seeing the warriors of the peace process—those who refuse to give up despite countless obstacles. Visiting Belfast renewed my faith that it is possible to do the right thing and move toward positive change even when those around you have given up hope.” --Robin Liberty, Early Childhood Education Student
"I was struck by how dedicated and determined everyone was to make things better. With many obstacles in their way, those working to help progress Northern Ireland towards integration didn't let anything stop them." --Mia Cianaciarulo, Bachelors of Social Work Program
"My experiences in Northern Ireland helped me to understand the difficulties of rebuilding a community after years of violence and trauma. Inspirational members of the community can help to promote change." -- Chelsea Valentine, Bachelors of Social Work Program
What stood out for many other students was the practice they saw in early classrooms, including the efforts to promote peace through fostering an appreciation of diversity:
“The media initiate's method of using puppets to deal with conflict is such a transformative method that I will take it and use with later in my career.” --Christina Simmons, Early Childhood Education Major
“After visiting Northern Ireland and bringing together the troubles I heard about and the troubles I saw, I hope to take back to the United States Early Years’ Media Initiative for Children curriculum. I hope to be able to apply the curriculum in a classroom in America dealing with different kinds of diversity issues.” -- Caitlyn Marshall, Elementary Education Major
"It was great to experience the classrooms in Northern Ireland and to think about to classrooms I work in." -- Zoe Herel, Developmental Psychology Student
"I was inspired by so many things in Northern Ireland, but especially the teaching practices I observed in the Playgroup at which I was placed, where societal and classroom issues on any topic were directly discussed and dealt with on a regular basis. I experienced four-year old students openly discussing their feelings and showing a developing empathy for others, which gives hope and proof that with time a society can heal and future generations CAN make a change for good in the world - this is an inspiration I will carry with me always." -- Sarah Cuddihy, Elementary & Special Education Graduate Student
"The highlight of the trip for me was seeing playgroups from both sides of the peace wall—which divides the 2 sides that were engaged in the Troubles—come together on a field trip to the farm. Not only did the kids enjoy themselves and get along, but the parents and teachers were able to interact as well." --Joanna Doyle, Elementary Education Major
"Going to Belfast has been the best experience of my time here at Wheelock College. As a senior, I am so glad I had the opportunity to witness some of the most beautiful sights I have ever seen; at the same time, got to work with an amazing group of individuals who were all working towards helping children heal through the Early Years Media Initiative. It was truly a once in a lifetime experience." --Laura Jensen, Elementary Education Major
Wheelock professor Dr. Diane Levin, Ph.D., is an internationally recognized expert in the effects of violence and sexualization in society, media and commercial culture on children.
Posted by
Marla Gold on Tue, Mar 20, 2012 @ 03:22 PM
The 10th Anniversary of Wheelock College's First MSW Graduating Class
and Professional Development Conference
Starts With A Pre-Conference Discussion...Now!
Friday, March 23rd, come and reconnect with Alumni, Faculty and Social Work Students on campus all day. More information and the reservation form HERE.
The following questions come from Conference Presenters, looking to introduce their presentation topics ahead of time to give you a chance to weigh in with your thoughts and experience. Let's have a rolling discussion! Post your opinions, questions, concerns and responses to other participants in the Comments field below.
Michael Langlois, MSW, LICSW, affiliated with Harvard Medical School, the Cambridge Health Alliance and Boston College Graduate School for Social Work asks:
How much time should kids spend playing games?
And...
Are violent games bad for people?
Jackie Woodside, MSW, LICSW, CPC, El-MP, speaker, trainer and coach asks...
What would you do if you lost EVERYTHING?
And...
Have you noticed the degree to which you are always busy? Do you feel productive at the end of the day or week?
What is the difference between managing time and managing your personal energy?
How do you combat the constant pressures and demands of our work world?
And...
Josh Garon, MSW '09, LICSW, Chelsea Soldiers' Home, Social Services-Quigley Memorial Hospital Long-Term Care asks...
What are helpful strategies, working with and/or living with, older adults who suffer from Alzheimer's dementia?
Do wars really ever end? What are some lingering aspects that may still affect older adults?
As I prepared for my trip to Haifa in the beginning of the year, I had many questions about the history of violence and conflict present in Israel, a country located on land that has experienced extreme clashes for thousands of years. I also wondered how members of the community reconciled trauma and healed. While Boston is a very different place from Haifa, we too experience violence and trauma in our communities. I hoped that my trip to Haifa could broaden my understanding of violence and healing, and give me new inspiration to bring back home to Boston. Here’s what I learned…
Understanding Conflict and Moving Forward
Before you can understand the conflicts in Israel, I learned that you must absorb the context of time and space in Middle East culture. Paul Liptz, a scholar from Tel Aviv University and the Hebrew Union College, taught me that the concepts of time and space are important variables within Israel. Time is seen as relative. So, 5000 years ago is really “the day before the present.” Some conflicts present in Israel today originated from 1000 or 2000 year old incidents, but to those involved it is as if occurred yesterday. Space is also a powerful concept. Land is rare and therefore does not change hands as frequently as in 
other parts of the world. Land can have religious affiliations but may be divided for political reasons or by political allies. Therefore one must consider the concept of “holy time” and “holy space” as different to secular time and secular space; and this complicates planning for a future that is different from the past.
While Boston may not have the same associations with time and space, I think many of today’s conflicts here are caused by timeless issues. For example: racism, class inequalities, and gender or sexual preference discrimination are conflicts that are motivated by issues and beliefs from many years ago. Yet, these issues for some many continue to inspire present day conflict. Just as the Israelis find planning for a different future a complicated task, we too may find it hard to move forward with progress if people hang on to past ideologies and conflicts.
Healing from Trauma
One of the most inspiring elements of my trip to Haifa was witnessing the way people recover from trauma and deal with uncertainty in their everyday lives. It amazed me that the average Israeli is living their life, in spite of events that could force many to live in fear. Evidence of this appears in many forms. For example, I visited one area between Jerusalem and the Old City that was at one time not so long ago occupied and quite dangero
us to walk through. Today, the space has been transformed and art now lines the street. The art reclaims that space and creates beauty where once stood barbed wires. While art may seem like a simple gesture, it has great impact. And I think art can be an incredible way to heal from trauma no matter where you live in the world!
I also spoke with one mother in Haifa who explained the challenges of recovering from trauma to me. She shared a story about witnessing a bus explosion directly in front of her on her way to work one day. She described it as a feeling deep inside of “things not being right.” But, she explained, you still have to get up and live your life. She said that it is hard to figure out what to tell your children, because you want them to know the truth but also not live in fear.
Perhaps the most powerful embodiment of this mother’s message was found when I got international students perspectives on this issue while talking to a group of High School students in Haifa. The students talked about their dedication to helping their community. They spoke of the value of service and working for one another. Despite conflict and trauma, the values they take away from living in Haifa are to help others as much as possible in times of trouble. I think their message is powerful and inspirational to anyone who deals with daily struggles. Instead of living in fear or worry, turn your energy towards helping others also in need.
Those high school students left me a special message to bring back to Boston. I hope it inspires you too!