The Circle of Courage

By Kate Henkel, Instructional Coach

In November of 2018, Michele Edwards (FSD First Nations, Metis, Inuit Family School Liason Counsellor) and myself attended a Neufeld Institute conference entitled Resilience, Recovery and Relationship - Towards Flourishing Youth. A key part of our learning during this conference pertained to The Circle of Courage model, created by Dr. Martin Brokenleg, Dr. Larry Brendtro and Steve Van Bockern. Their book, Reclaiming Youth at Risk, centres on creating environments which provide opportunities for youth to feel significant, powerful, competent, and worthy.  The book provides a universal framework rooted in Indigenous ways of knowing which align with contemporary models of Child Psychology.  

In this materialistic, fast-paced culture, many children have broken circles, and the fault line usually starts with damaged relationships. Having no bonds to significant adults, they chase counterfeit belongings through gangs, cults, and promiscuous relationships. Some are so alienated that they have abandoned the pursuit of human attachment. Guarded, lonely, and distrustful, they live in despair or strike out in rage. Families, schools, and youth organizations are being challenged to form new “tribes” for all of our children so there will be no “psychological orphans.”  ~Martin Brokenleg

The Circle of Courage is a model in which all young people can grow and flourish. (Jack Hirose and Associates, The Neufeld Institute, accessed June 2019) The model is comprised of the following four areas considered essential for building strong and resilient youth:

Generosity - instilling a sense of self  “I am worthwhile. I can make the world a better place. I have something to contribute.”

Belonging - creating an environment in which students see themselves and feel a connection to, when they are away from home

Mastery - providing opportunities for rich contextual learning, leading to excellence and success

Independence - empowering students with the confidence to make

decisions and problem solve when they encounter challenges in life

This model provides a framework from which schools can foster a strong sense of belonging
and  support all youth in fulfilling their optimum potential. I had the great pleasure of presenting
my learning from the conference to a group of Foothills School Division teachers and
administrators during our February System Learning Day. During this session participants
had an opportunity to explore ways in which this model could be applied to their particular
school setting.

   This year, I have worked closely with Oilfields, Longview and Highwood High Schools as an Instructional Coach and would like to highlight some of the work that staff have done to bring the Circle of Courage to life in these schools.

Cultural Wellness Space - Longview School

The Cultural Wellness Space is a collaborative endeavour between school, community and Elders to create a space which supports a sense of belonging by bringing together students and the community. Stoney Nakoda Elders, Philomene and Virgle Stephens, blessed the space with a traditional pipe ceremony. Staff at Longview School are committed to ensuring that this space becomes an integral part of the school as they continue to nurture a safe, caring and welcoming environment for all students.

   

Pictured left to right: Philomene, Cassandra and Virgle Stephens

Chief Jacob Bearspaw School Powwow

Eden Valley hosts Longview School as students and staff join together to celebrate and share Indigenous culture. June 4, 2019

Oilfields School

Tylie JimmyJohn sits in front of the Star Quilt displayed in the Main Foyer at Oilfields School.The blanket was created by Eden Valley community member Penny Rider. Star Quilts have replaced the buffalo robe as a symbol of giving and generosity. The quilts are created to mark important milestones and are often shared at traditional ceremonies and cultural events.

	Oilfields School students Rainbow and Josie Lefthand, Erica Johnston, Tylie JimmyJohn and Elshia JimmyJohn were part of FSD’s February System Learning Day at Ecole Secondaire Foothills Composite High School. Students prepared traditional Indigenous dishes to share with session participants and shared the Circle of Courage model.

Indigenous Drums in the Learning Commons at Oilfields School  

Cindy Watts, Learning Commons Facilitator, runs a Musical Circle session during the lunch break. Cindy shared that “music creates a culture of community” at Oilfields School.

Circle of Courage Awards, Oilfields High School

Chet Musgrove, Darald Lavallie and Tim Hasiuk present the 2019 Circle of Courage award.

Circle of Courage Award Criteria- Oilfields School The circle is a sacred symbol of life ... Individual parts within the circle connect with every other; and what happens to one, or what one part does, affects all within the circle. The circle of courage is a model of learning that uses the circle and stresses 4 fundamental needs of all children in order to flourish: belonging, independence, generosity and mastery. Oilfields has always in some way incorporated these principles in our teaching, but we are now creating a newly named award that will be given each year to students who exhibit these qualities. (The Circle of Courage Award, Oilfields High, 2019)

Oilfields students met with Cheryle Chagnon Greyeyes, Leader of the Alberta Green Party, as she shared her challenges and successes in her journey towards becoming the first female Indigenous leader of a political party in Canada. Left to right: Rainbow Lefthand, Elshia JimmyJohn, Cheryle Chagnon - Greyeyes, Michele Edwards, First Nations, Metis and Inuit Family School Liason,  and Tylie JimmyJohn.

Indigenous Dance Instruction at Highwood High

Michelle Alberts, Physical Education teacher at Highwood High, was “impressed with her students’ level of engagement and risk taking” as they learned a new dance and performed it for their peers. Shirley Hill also brought many Indigenous cultural artifacts along with her and spent time prior to the dance instruction teaching students about Indigenous ways of knowing. Shirley Hill teaches Highwood students Indigenous dance. Shirley Hill (Anatsipi’kssaakii – Pretty Sound Bird Woman) is the daughter of Kurt Hill and the late Rosa Ross. Her father is originally from Frankfurt, Germany and her late mom was from Siksika Nation. Shirley has a beautiful daughter and a sixteen year old grandson. She has been dancing for over 36 years, and loves to teach fancy shawl dance, teach beading class and craft-making. Shirley currently teaches beading at Mount Royal University, is an accredited Powwow dance teacher who works with Niitsitapi Learning Centre, various schools with the Calgary Board of Education, and Pathways Community Services.

Jason Robideau, First Nation Metis and Inuit Lead Teacher at Highwood High, says “a key thing for me is that there is Elder voice throughout the process as we seek to foster a sense of belonging for everyone involved in the path towards Reconciliation. At Highwood, we have begun to work on building a firm foundation as we continue this journey.”

     Highwood, Oilfields and Longview schools have all incorporated the principles of Belonging, Mastery, Independence and Generosity into their school culture. The result is the creation of enduring relationships which provide a strong foundation for continued growth in the spirit of all that the Circle of Courage represents.