Ki Development Inside Jail Facilities
I. Overall report on Ki Development inside Alameda County Santa Rita Jail, California with Reading For Life.
II. Proposal for Correctional Institutions
III. A Closer look at Ki Development in Jail
IV. Ki Development with Incarcerated Youth
I. Overall report on Ki Development inside Alameda County Santa Rita Jail, California with Reading For Life.
In March of 2003, Reading for Life, an Alameda County Library program serving criminal offenders at Santa Rita jail, opened its doors to ki development. Ki Development proved to be perfectly suited to the men who had the time and motivation to learn new ways to think and act in their present life situation. For the last two and a half years more than 150 men have entered the Reading for Life Program and attended the ki development workshops.
Operating in two different housing units, men attend class one hour each week for a minimum of 8 weeks. In this last year, some men have had the opportunity to participate for almost 10 months on a weekly basis. During these sessions they learn ki breathing, ki posture and ki exercises to experience relaxation. Each session they are asked to use the in-class exercise in their daily jail life, as a means of training.
In jail the inmates are addressing specific situations that are stressful and that are typically met with tension. They are in small quarters living with strangers, many who are initially distrustful or hostile. They are under the supervision of sheriff department staff, many of whom hold extremely negative attitudes toward the inmates, and sometimes manifest their attitudes with negative treatment or verbal abuse. The challenge for the students with ki training is simple. They are asked not to be disturbed, or to at least minimize their disturbance and handle potentially confrontational situations calmly. The students being taught ki development are all maximum security inmates. They find themselves in their cell for the majority of their day. They see natural daylight one half hour each week. Their choices are few, but through ki development work they have learned that they do have a choice: relaxation is a preferable response over tension and anger.
As a result of the training, many of the inmates report on a weekly basis about their improvements in relating with other cell mates, or loved ones during visitations or phone call exchanges. They take on some leadership within their own housing unit, sometimes trying to teach what they have learned in class. Below are some testimonials.
"There have been times when living in small quarters with another man I've tended to be upset, angry even hostile. In a way, this class has helped me to be more calm and patient. Because I realized that he is in there with me also. So what am I doing to irritate him? We have to live with each other so might as well make the best of it."
"The way I use this class is when things happen and I want to flash I find myself stopping and actually catching myself before doing things. Plus, I guess it helps me be more self-conscious. Even though lately I happen to daydream but I'm actually conscious that I¹m daydreaming and see I'm working on it and this class is helping me accomplish that. It also helps me out in arguments on actually avoiding them."
"The things I learn about relaxation and concentration I apply to my life here. It is a remedy that rubs against the rough edges of my mind and body, thus making daily the rough edges smoother and more smoother. Daily these techniques are put into practice for a clearer conscious(ness). My anger is more in control and my choices are more clear."
In daily life this class has many benefits. I would say that the first one would be learning how to control my moods. Even though I rarely get excited about issues while incarcerated here at Santa Rita, this class helps me to stay mellow. I am bipolar and take medication for my condition. This class reminds me at times when someone does say something negative about me to keep my cool.
Everyone should take this class to learn more about themselves and how to communicate with other people.
Since I started this class I am using my brain more and being in a more positive mind state which allows me to make better decisions and choices when thinking becomes critical.
The ki development program at Santa Rita jail is the only one like it in the country. There are efforts to teach meditation within correctional institutions, however ki development is unique. Through the principles of ki development, the men are beginning to see more clearly their own behavior and options, gain the capacity to see perspectives other than their own, and have a greater control over their responses to tense situations. Hopefully, ki principles can continue to spread in the jail and throughout other segments of our community.
II. Proposal for Correctional Institutions
Anger management through mind and body coordination
"The things I learn about relaxation and concentration I apply to my life here. It is a remedy that rubs against the rough edges of my mind and body, thus making daily the rough edges smoother and smoother. Daily these techniques are put into practice for a clearer conscious(ness). My anger is more in control and my choices are more clear."
--Santa Rita Jail, inmate.
Need
Whether we are locked-up or free in our community, our behavior to others has less to do about the “other person” and more to do with our own response. We can be responsible for how we act, but we cannot necessarily change how others act. We can choose to be angry and violent if we think it will get us what we want, or we can choose to be calm. In anger and violence there is no clarity of thought, yet in calmness, we can see the situation with clarity and make better choices.
In our system of incarceration we have inmates who have made poor choices by using poor judgment. For many of the incarcerated men and women, anger has been the response to many situations. Anger merely clouds the reasoning and impairs our ability to see clearly. But how can we address this anger that seems to control many of those in our correctional institutions?
Traditional anger management often times neglect the root of the problems. The weaknesses with many of the programs are that the participants often don’t believe or see that an alternative response is better or more effective. Sometimes they think alternatives to anger are a sign of weakness. They believe in two choices: be strong or be weak. Anger is strong/ lack of anger is weak. In the course we propose, we teach through actual experience that a third alternative exist. We teach that relaxation is stronger than tension. The class offers students the opportunity to experience the real strength and endurance of a stable mind and body—a relaxed mind and body. The motto of this class is:
If your sword goes forth, withhold your anger
If your anger goes forth, withhold your sword
What will be noticeably different about this program will be the deep roots in an Eastern approach to understanding the necessity for a coordinated mind and body as a prerequisite for management of anger, stress, conflict, or other disturbances in daily life.
Why mind/body coordination?
Recent research is now pointing to the importance of the relationship of mind and body to our physical and mental health. A growing number of meditation programs are entering our mental health institutions as well as correctional institutions in a response to addressing the high levels of stress that in turn create negative behavior. In our public schools around the country we now have programs that focus on “relaxation response” for our children.
Anger can be something we can control, yet it requires that we learn how to change our reactions. Just telling someone “relax” is not sufficient. Just showing someone how to relax is not sufficient. But when someone chooses to relax and be calm because they know it is the best, most efficient and the strongest response to a disturbing situation, then real change is at hand. We have seen this in our program with inmates at Santa Rita Jail in Alameda County.
Goals of Anger Management through Mind and body Coordination
How the program works.
The primary method of learning will be participatory. Students will work closely with the teacher on a series of exercises to enhance the coordination between mind and body. These are not strenuous exercises, but mental exercises that produce physical responses of relaxation and calmness. Through this experiential process, students soon learn specific strategies or methods that enable them to access a calmer response in tense or potentially violent situations. Students also learn what we term “ki” breathing and meditation. The tools we provide help students take their classroom instruction back to the cell or the pod and apply it for positive changes in their daily lives.
According to men in custody at Santa Rita Jail:
“There have been times when living in small quarters with another man I've tended to be upset, angry even hostile. In a way, this class has helped me to be more calm and patient. Because I realized that he is in there with me also. So what am I doing to irritate him? We have to live with each other so might as well make the best of it."
"The way I use this class is when things happen and I want to flash I find myself stopping and actually catching myself before doing things. Plus, I guess it helps me be more self-conscious. Even though lately I happen to daydream but I'm actually conscious that I¹m daydreaming and see I'm working on it and this class is helping me accomplish that. It also helps me out in arguments on actually avoiding them."
The classes are taught in one or two hour modules. Visits are made on a weekly basis for 4-6 weeks. Although the class is sequential in building upon previous knowledge and experience, open enrollment is possible and new students can be integrated at any time. However, it is preferred to have a single group begin and finish together.
Evaluating Outcomes – ki testing.
Upon the completion of the program, each student is given a “ki test”. The purpose for the ki test is to assess mental and physical stability of each student. Ki testing basically provides each student the opportunity to see if they can stay calm and relaxed, even if someone is pushing on them physically or pushing them mentally. If students aren’t able to pass the test, we invite them to continue the classes. If passed, students receive certification and graduate from the class. Our philosophy is to work with each student well enough so that there is no failure of “ki test”?
Passing the ki test is really an indicator that each student can coordinate mind and body. Although we call all coordinate mind and body in easy times, we are testing to see how students react when there is some kind of disturbance. We believe this form of test is a good indicator of how a student might react outside the classroom. If students can coordinate mind and body when disturbed, we can also say that they have changed their belief system and now really believe that relaxation and calmness is stronger than tension. This is our hope for the students.
Past success of the program.
Anger management through mind/body coordination is a unique program that started in Santa Rita Jail (Alameda County) in March of 2003. As part of a pre-release program for the inmates in maximum security, it has gained popularity through its’ proven success. Please read some of the testimony below.
“Since I started this class I’ve been more calm and peace within my self. It has taught me to be balanced also not to feed into negativity, also how to breathe and meditate. This will help me in life down the future in dealing with anger and problems.”
–Jesus
“This class helps me in daily life to stay balanced focus on the positive, because if I focus on the negative my attitude and aspects of life will be negative. Since I started this class I’ve learned that being relaxed is a very positive state of mind, body and spirit to be in. “
-Keola
“Since I started this class I look at things for the good not in a bad way anymore.”
—Johnny
“Since I started this class I’ve learned a lot about self control, balancing my emotions and learning how to stabilize my life. I feel this class is the most positive thing for me since it helps me interact with different people from different backgrounds and I’ve gotten to know these strangers as good people.”
-Jeffery
These workshops have been successfully offered to the following (partial list):
Pietro Yuji Maida is the Chief Instructor for the Northern California Ki Society (NCKS), a not for profit organization headquartered in Richmond, California. He also oversees a number of aikido programs for adults and youth in Northern California. He is certified as an instructor at the community college level, and has provided training to students at the University of California at Berkeley and other campuses. He currently teaches at West County Detention Center in Contra Costa County. He and his staff provide local and statewide workshops on a variety of topics including “Parenting without Conflict” “Stress Management in the Workplace” and “Conflict Resolution” for youth and adults.
Choices for our future.
The growing numbers of inmates are a known fact for the correctional institutions in our State. Like the inmates, we too have a choice in how we address the issues facing our society. Many inmates will be returning to society. We have a choice to create positive opportunities for the inmates, recognizing that in the short-term, life can be improved for the entire prison community, including staff, and for the longterm, such positive offerings will be of benefit for the entire community. Many educational programs and mental health programs are available to inmates, but not many of this nature. This program is innovative, but most importantly it offers something positive to all involved. One student states this case very clearly:
“In daily life this class has many benefits. I would say that the first one would be learning how to control my moods. This class helps me stay mellow. I am bipolar and take medication for my condition. This class reminds me at times when someone does say something negative about me to keep my cool. Since I started this class I am using my brain more and being in a more positive mind state, which allows me to make better decisions and choices when thinking becomes critical. “
--Lawrence, inmate at Santa Rita Jail
III. A Closer Look at Ki Development in Jail
"The things I learn about relaxation and concentration I apply to my life here. It is a remedy that rubs against the rough edges of my mind and body, thus making daily the rough edges smoother and smoother. Daily these techniques are put into practice for a clearer conscious(ness). My anger is more in control and my choices are more clear.” --inmate at Santa Rita County Jail
Pietro Yuji Maida sensei, Chief Instructor of the Northern California Ki Society introduced Ki Development training into a local jail to support positive change, and as such, inmates are changing. Ki Development, first brought to the United States in the 1950’s from Koichi Tohei, is a philosophy and an approach for daily life. Ki Development classes for inmates provide students with the opportunity to really understand the state of their mind through the understanding of the state of their body. When we understand our motives and intent we can more clearly see our actions and subsequently, the consequence of our behavior.
Many of the inmates in jail have a short term relationship to their actions, neglecting to look down the road at the results that ultimately land them in jail. In a room full of inmates you will find that 90 percent are repeat offenders. Ki Development training ultimately provides inmates with the awareness to identify and change behaviors, if so decided. Below is a case in point.
“It was the 6th class for most of the inmates in this stark room, dully lit with the fluorescent panels and furnished with pink plastic chairs and a white board. The teacher asked the students about their week. David responded, “I hit my “cellee,” I had to; he was going to hit me. I had no choice.” The other six students listened quietly as the teacher queried the young inmate suited in jail regulated orange pants and matching shirt. “You had no choice?” Are you sure? With all eyes focused on the David, he reported the story a second and third time, each time giving more detail to the sequence of events. Another inmate turned to David and repeated the same question -- did you really have to hit him. The teacher interjected, “Did you have to hit him or did you want to hit him?” David’s expression changed and his body relaxed. He sat back in his chair and paused. All the inmates had been involved in the ki training and they knew at the same moment as David—the answer. The training enabled David to clearly see his intention and his behavior. “
This is ki development in the jails. To understand intent enables inmates to clearly see the choices in their actions and take greater responsibility for themselves and their life.
The beginning of Ki Development for inmates
The introduction of ki development into penal institutions began in 2002 at a Juvenile Facility in Alameda County. Groups of youth between the ages of 13-18 attended several classes that introduced them to a very basic ki principal: relaxation is stronger than tension. During these classes, the young men began to understand that responding to a physical push with tension ultimately leads to destabilization. Taking this one step further, students eventually learned that if their bodies could be pushed and disturbed, so could their minds. The instructor, Pietro Yuji Maida introduced methods to help them respond in a more relaxed manner to the physical push. Students expressed surprise and confusion when they felt their stability.
In the following months, administrators running a class at Santa Rita County Jail agreed to introduce ki classes to the inmates. Similarly to the experience at Juvenile Hall, the inmates responded positively to the basic introduction of ki principals. As a result, ki classes were instituted, serving two housing units on a weekly basis at Santa Rita Jail in Alameda County.
The Jail as a setting for ki development experiments
The jail setting unlike our work place is an excellent setting for ki training. Much like a monastery, the jail environment severely regulates those that live within the confines of the walls. Inmates do not make decisions about their clothing, their food, or their schedule. Life from one day to the next is fairly predictable. This predictability or constancy is actually a benefit when working with ki training. Inside the jail, inmates have less opportunity to blame outsiders, or outside situations for their decisions. Most of the time, relationships are limited to other cell mates or the staff. Other factors such as impending sentencing or family visits do play a role in added stress but much less so then living “on the outside”. Because everyone is pretty much under the same stress, the students can experiment, attributing success or failure to their own behavior and actions rather than external factors. Below is a case in point.
“Class was just beginning on this balmy Tuesday evening. Thirteen men arrived to class, carrying their pink plastic chairs in one hand, a soda or a book in another hand. Their chairs formed a semi circle as they settled in for the two hour session. So, asked Maida sensei, how did you use the ki training last week? Jesse eagerly responded. “My girlfriend called me. She was really getting on my case. I felt myself getting angry, but I didn’t. I remembered this class and about what you were saying about having a choice. I took a breath and I relaxed. Somehow, when I didn’t shout back, she just got quiet and then we could talk.”
By isolating an incident from daily life and applying a ki principal he learned from his training, Jesse could see clearly the affects of his reaction and choice of reaction.
Not every inmate will see so clearly, but even setbacks can be lessons applied for new learning. For example, one student described how well he avoided a fight “using his ki training”. He recounted his story with a final exclamation, “But if he (other inmate) ever tries to hit me, forget it, I’ll get him good. That’s crossing the line.” With this said, an entire ki session to think about “the line” followed. “What is your line to be crossed,” suggested sensei. “We all have a line. But there is always something bigger than stronger than us. We can always win over something that is weaker than you or I; we don’t really need to use tension when it’s weaker. But what if it is stronger? Will hitting work? Asked sensei.
By providing a larger context for the problem, inmates are able to look at the long term effects of their reactions. By seeing the larger picture, the inmates change their initial reaction changes. In ki training, they are learning to both physically and mentally relax when coming upon obstruction
Positive benefits of ki training for inmates
It is clear from inmate testimonials that the ki training is effective and positive for those enrolled in the classes. Students are learning to see ahead, to think about their actions, to physically and mentally respond with positive attitudes. According to several students when asked about the training:
“There have been times when living in small quarters with another man I've tended to be upset, angry even hostile. In a way, this class has helped me to be more calm and patient. Because I realized that he is in there with me also. So what am I doing to irritate him? We have to live with each other so might as well make the best of it."
"The way I use this class is when things happen and I want to flash I find myself stopping and actually catching myself before doing things. Plus, I guess it helps me be more self-aware. Even though lately I happen to daydream but I'm actually conscious that I¹m daydreaming and see I'm working on it and this class is helping me accomplish that. It also helps me out in arguments on actually avoiding them."
The students in our program will be returning to a community that we all share. It is in our interest to support the inmates in their endeavor to make positive changes while incarcerated. Ki training effectively supports inmates to make better choices that ultimately affect us all. According to one student,
“In daily life this class has many benefits. I would say that the first one would be learning how to control my moods. Even though I rarely get excited about issues while incarcerated here at Santa Rita, this class helps me to stay mellow. I am bipolar and take medication for my condition. This class reminds me at times when someone does say something negative about me to keep my cool. “
The need for community support
The ki development program at Santa Rita jail is the only one like it in the country. There are efforts to teach meditation within correctional institutions, however ki development is unique. Through the principles of ki development, the men are beginning to see more clearly their own behavior and options, gain the capacity to see perspectives other than their own, and have a greater control over their responses to tense situations. Hopefully, ki principles can continue to spread in the jail. Maintenance, expansion and replication are possible if there were financial support. We are seeking your assistance.
The program, partially funded by the Sheriff’s Department of Alameda County through the Alameda County Library, recently reduced its share of costs resulting in a possible reduction of services to the inmates at the County Jail. The Northern California Ki Society is a non-profit organization in its own right and is ready to continue in partnership with the county library and jail, however, funds are needed to support the direct training to the inmates as well as train new students who also wish to teach ki development in the jail. With minimal funding of $10,000-$12,000 dollars per year, we can actually expand our program and reach many more inmates. We currently offer no services to women at Santa Rita, nor do we have ki training at other facilities. Community support for ki training will go a long way to ensure that jails really do provide our community members with opportunities to change for the positive and better cope with daily life upon their re-entry into our neighborhoods.
IV.Peaceful Resolutions to Conflict – A youth development program to build confidence and positive responses to stressful situations Problem · Many youth are unaware of alternatives to violence.
· Youth have little chance to practice and develop skills for avoiding aggression and violence.
· Youth without skill at avoiding violence are more likely to become involved in the juvenile justice system.
· Staying calm and composed, enough to deal effectively with difficult situations is hard for youth.
· Low self-esteem and poor self-image makes it harder for youth to deal with stress of any kind.
Youth in stressful situations have increased difficulty with the above issues and fewer opportunities to experience positive behavior modeling.[1] Youth who have been neglected or physically, sexually, or emotionally abused are at higher than average risk of abusing others.[2] Youth at risk of acting violently or of being a victim of violence are caught up in habits and attitudes that offer few alternatives to violence. They often have limited skills in using what they do know to avoid violence. Peaceful Resolutions to Conflict will help youth learn how to develop their positive spirit to handle stressful situations with calmness and clarity.
It is known that the calm clear mental disposition such as those results from meditation and relaxation training leads to better decision-making and more appropriate behavior patterns.[3] It has also been established that physical relaxation and the release of over-reaction to stress leads to increased mental calmness and better focus.[4] However, few individuals can make use of these faculties under difficult circumstances. Youth especially need guidance and training to maximize their potential for good decision-making and optimum behavior.
Our Goals and objectives · Teach specific skills and techniques for avoiding violence and aggressive behavior as victim or perpetrator.
· Teach specific skills for developing and maintaining positive behavior
· Provide small group close interaction for an intense learning experience
· Increase the sense of security, power and well-being in each participant
· Provide ways to practice and explore new ways of acting and thinking.
· Demonstrate and lead participants to experience relaxation and calmness as being powerful
· Practice concentration and poise
The Ki Research Institute seeks to improve the ability of youth with special needs to respond to stress and conflict positively and creatively, with calmness and relaxation. We will develop a structured curriculum tailored to the needs and learning styles of the youth in our program at the Juvenile Court School. We will use the study of Ki-Aikido[5] to teach basic principles and techniques for self-control and quality inter-personal relationships.
Our primary objectives in this program are to teach skills and techniques that youth can practice and use. These skills and techniques will ad to the alternatives youth have for interactions with others. The program will work with one small group of youth at a time and teach them how to be more calm, focused and relaxed and foster new habits and attitudes. The training will include practice in generalizing what is learned in class time so these skills can be applied to new contexts. Students in this program will be taught to perform under increasing degrees of difficulty, where teachers and assistants can watch how students apply themselves to the situation. Through the training and practice of these skills, youth will have the opportunity to see themselves in new ways, and to see that their own welfare is deeply connected to the welfare of others.
Methodology The Peaceful Resolutions to Conflict program of the Ki Research Institute is formed from the same teaching methods as a program currently funded by the Illinois Department of Children and Family Services and conducted by the Chicago Ki Society. The founder of Ki Society International (Ki No Kenkyukai), in Tokyo Japan, developed these teaching methods over the past 60 years. They involve the use of meditation, deep breathing exercises, relaxation techniques, and movement exercises. They bring together the mental training found in yoga with the movement and inter-personal relationship training of Aikido[1]. This approach is known as Ki-Aikido. The Japanese Ministry of Health and Welfare accredits Ki Society International.
The training methods of Ki are used to demonstrate and practice the eight principles below and develop a correlation between these principles and the ability to be balanced and powerful, both physically and mentally.
The training gives students direct feedback through simple tests that immediately show the effectiveness of correct posture, good movement and a calm disposition. These tests may be a light push to check physical stability or a simple hold or restraint that checks the student’s ability to move. Reaction against the test results in failure, while a response that keeps the student focused and calm while offering no direct resistance results in success. Power comes from balance rather than resistance or fighting. Simple verbal cues are practiced to recall this calm relaxed state in class and, with practice, in any situation. Larger, more complex movements are practiced in close coordination with a partner. Students are taught to get out of the way of a move, such as a hard push, get into the middle of the interaction, and redirect the movement into a neutral outcome that does not conflict with the movement of the practice partner. Any feeling or display of opposition will get in the way of skillful execution of the movement. From both a physical and mental perspective, the student is actually helping the practice partner. At the same time, the practice partner learns to go with what happens in order to remain balanced and, if necessary, safely fall or roll away.
Three teaching principles for self-development will improve emotional competency, understanding and awareness. · Calm and focus the mind at the center in the lower abdomen.
Specific techniques show students precisely how to “calm down.” Most people take this phrase for granted; yet we all intuitively know that somehow, calmness is down and disturbance is up, as in “he’s upset.”
· Release all unnecessary stress and tension from the body.
Relaxation has been shown to be highly beneficial to physical and emotional well-being. This principle of relaxation can be used in vigorous action as well as during activities such as meditation and deep breathing exercises. Specific teaching methods show students the difference between tense over-reaction and true relaxation.
· Be naturally self-motivated.
Develop awareness of internal self-control and self-motivation. Training with this principle begins with exploration of the motivation and manner of our simplest movements and extends into complex situations.
Five principles for teaching relationship management will improve adaptive functioning and social competence. · Be composed and have a broad perspective.
Use your awareness and motivation to connect with other people. Extend out with senses and feelings in a positive, open-minded way. Students are shown through the training regimen that relaxed attentiveness prepares you to accept positive occurrences and avoid negative ones.
· Have a posture and position that fits with the other person.
A dictionary definition of attitude is a bodily posture showing or meant to show a mental state, emotion or mood. In space and aeronautics, it is the relative position of a craft in relation to a given point of reference. These two definitions become the same thing in Ki-Aikido training. An individual’s posture and position effects how others interact with that individual. Students are taught the basics of good posture and are shown that it is a source of both power and adaptability.
· Understand the other person’s intention and motivation.
Other people must be seen as complex wholes and not as simply an agent of their current actions. A speaker is not just a speech. An emotionally upset person is not just negative emotions. An attacker is not just an attack. A more complete view of another person opens up new possibilities for interaction. Students are taught to think about the why behind what is going on and accept that even when they can’t see or understand it, there is more to each individual than is immediately perceived.
· Respect the other person’s perspective.
Each individual has, and has a right to, their own perspective on situations. This perspective can be acknowledged and respected even if there is a disagreement about what is the correct outlook. Students are shown that acknowledging other people’s perspective is a source of power for themselves.
· Act with confidence.
This principle is taught in stark contrast to arrogance. Arrogance is disrespectful and based on hard convictions that may or may not be correct. Action can be taken with confidence, even when the person acting is uncertain about a situation. Trust can be developed in an individual’s ability to work through a problem as it develops. Students are taught to work with and through their mistakes. If they are not making mistakes, they are not learning.
Structural outline
As a pilot program, we can be flexible in structuring the program. Suggested models include:
Funding will be used to provide an instructor, assistants and necessary equipment for the program. We would like to include a staff-training component so that other members can learn and use the Ki development skills that are offered to the youth.
For further information please contact:
Pietro Maida
Ki Research Institute
812 Cornell Ave.
Albany, Ca. 94706
(510)290-8640
intoku@sbcglobal.net
Lindy Khan, Ed.D.,Principal
Contra Costa Adult School
Contra Costa County Office of Education
West County Detention Facility
5555 Giant Highway
Richmond, CA 94806
510-262-4341
Mara Duncan
Teacher
Contra Costa Adult School
Contra Costa County Office of Education
West County Detention Facility
5555 Giant Highway
Richmond, CA 94806
510-262-4341
Lisa Harris, Director
Reading For Life- Santa Rita Jail
Alameda County Library
lharris2@aclibrary.org
510-745-1480
Trish King,
Behavior & Training Director
Marin Humane Society Novato, CA
www.marinhumanesociety.org
Robert Lafer
WICSEC Board Member
(619) 578-6588 (office) > (619) 818-9145 (cell)
[1] Laird, Joan and Hartman, Ann. A Handbook of Child Welfare, edited by Laird and Hartman. The Free Press Division of Macmillan, Inc. pp. 620-622
[2] J. David Hawkins, Todd I. Herrenkohl, David P. Farrington, Devon Brewer, Richard F. Catalano, Tracy W. Harachi, and Lynn Cothern. Predictors of Youth Violence. OJJDP Juvenile Justice Bulletin, pp. 2-7.
[3] Weidner-Jens; Wolters-jorg-M. Aggression and Delinquency: special preventive
[4] Guillermo Paz-y-Miňo C Ph.D, Dept. of Anatomy and Neurobiology, Washington University. Ki Meditation: Good for the Mind, Good for the Body. Published online: Aikido2000.com
[5] Ki: (pronounced like “key”) a Japanese word typically defined as mind, spirit or heart. In oriental medicine and martial arts, the word ki refers to a subtle form of vital energy. In practice, ki is understood as a sense of connection and motivation, which is enhanced by calmness and relaxation. Aikido: (pronounced like “eye-key-dough”) a martial art of Japanese origin, which is known for being completely defensive in nature, and philosophical in its teachings. In Japan the training is known as Shin Shin Toitsu Aikido or aikido with mind and body coordinated. Shin meaning body and mind, but not the intellect, but the heart or intention.
I. Overall report on Ki Development inside Alameda County Santa Rita Jail, California with Reading For Life.
II. Proposal for Correctional Institutions
III. A Closer look at Ki Development in Jail
IV. Ki Development with Incarcerated Youth
I. Overall report on Ki Development inside Alameda County Santa Rita Jail, California with Reading For Life.
In March of 2003, Reading for Life, an Alameda County Library program serving criminal offenders at Santa Rita jail, opened its doors to ki development. Ki Development proved to be perfectly suited to the men who had the time and motivation to learn new ways to think and act in their present life situation. For the last two and a half years more than 150 men have entered the Reading for Life Program and attended the ki development workshops.
Operating in two different housing units, men attend class one hour each week for a minimum of 8 weeks. In this last year, some men have had the opportunity to participate for almost 10 months on a weekly basis. During these sessions they learn ki breathing, ki posture and ki exercises to experience relaxation. Each session they are asked to use the in-class exercise in their daily jail life, as a means of training.
In jail the inmates are addressing specific situations that are stressful and that are typically met with tension. They are in small quarters living with strangers, many who are initially distrustful or hostile. They are under the supervision of sheriff department staff, many of whom hold extremely negative attitudes toward the inmates, and sometimes manifest their attitudes with negative treatment or verbal abuse. The challenge for the students with ki training is simple. They are asked not to be disturbed, or to at least minimize their disturbance and handle potentially confrontational situations calmly. The students being taught ki development are all maximum security inmates. They find themselves in their cell for the majority of their day. They see natural daylight one half hour each week. Their choices are few, but through ki development work they have learned that they do have a choice: relaxation is a preferable response over tension and anger.
As a result of the training, many of the inmates report on a weekly basis about their improvements in relating with other cell mates, or loved ones during visitations or phone call exchanges. They take on some leadership within their own housing unit, sometimes trying to teach what they have learned in class. Below are some testimonials.
"There have been times when living in small quarters with another man I've tended to be upset, angry even hostile. In a way, this class has helped me to be more calm and patient. Because I realized that he is in there with me also. So what am I doing to irritate him? We have to live with each other so might as well make the best of it."
"The way I use this class is when things happen and I want to flash I find myself stopping and actually catching myself before doing things. Plus, I guess it helps me be more self-conscious. Even though lately I happen to daydream but I'm actually conscious that I¹m daydreaming and see I'm working on it and this class is helping me accomplish that. It also helps me out in arguments on actually avoiding them."
"The things I learn about relaxation and concentration I apply to my life here. It is a remedy that rubs against the rough edges of my mind and body, thus making daily the rough edges smoother and more smoother. Daily these techniques are put into practice for a clearer conscious(ness). My anger is more in control and my choices are more clear."
In daily life this class has many benefits. I would say that the first one would be learning how to control my moods. Even though I rarely get excited about issues while incarcerated here at Santa Rita, this class helps me to stay mellow. I am bipolar and take medication for my condition. This class reminds me at times when someone does say something negative about me to keep my cool.
Everyone should take this class to learn more about themselves and how to communicate with other people.
Since I started this class I am using my brain more and being in a more positive mind state which allows me to make better decisions and choices when thinking becomes critical.
The ki development program at Santa Rita jail is the only one like it in the country. There are efforts to teach meditation within correctional institutions, however ki development is unique. Through the principles of ki development, the men are beginning to see more clearly their own behavior and options, gain the capacity to see perspectives other than their own, and have a greater control over their responses to tense situations. Hopefully, ki principles can continue to spread in the jail and throughout other segments of our community.
II. Proposal for Correctional Institutions
Anger management through mind and body coordination
"The things I learn about relaxation and concentration I apply to my life here. It is a remedy that rubs against the rough edges of my mind and body, thus making daily the rough edges smoother and smoother. Daily these techniques are put into practice for a clearer conscious(ness). My anger is more in control and my choices are more clear."
--Santa Rita Jail, inmate.
Need
Whether we are locked-up or free in our community, our behavior to others has less to do about the “other person” and more to do with our own response. We can be responsible for how we act, but we cannot necessarily change how others act. We can choose to be angry and violent if we think it will get us what we want, or we can choose to be calm. In anger and violence there is no clarity of thought, yet in calmness, we can see the situation with clarity and make better choices.
In our system of incarceration we have inmates who have made poor choices by using poor judgment. For many of the incarcerated men and women, anger has been the response to many situations. Anger merely clouds the reasoning and impairs our ability to see clearly. But how can we address this anger that seems to control many of those in our correctional institutions?
Traditional anger management often times neglect the root of the problems. The weaknesses with many of the programs are that the participants often don’t believe or see that an alternative response is better or more effective. Sometimes they think alternatives to anger are a sign of weakness. They believe in two choices: be strong or be weak. Anger is strong/ lack of anger is weak. In the course we propose, we teach through actual experience that a third alternative exist. We teach that relaxation is stronger than tension. The class offers students the opportunity to experience the real strength and endurance of a stable mind and body—a relaxed mind and body. The motto of this class is:
If your sword goes forth, withhold your anger
If your anger goes forth, withhold your sword
What will be noticeably different about this program will be the deep roots in an Eastern approach to understanding the necessity for a coordinated mind and body as a prerequisite for management of anger, stress, conflict, or other disturbances in daily life.
Why mind/body coordination?
Recent research is now pointing to the importance of the relationship of mind and body to our physical and mental health. A growing number of meditation programs are entering our mental health institutions as well as correctional institutions in a response to addressing the high levels of stress that in turn create negative behavior. In our public schools around the country we now have programs that focus on “relaxation response” for our children.
Anger can be something we can control, yet it requires that we learn how to change our reactions. Just telling someone “relax” is not sufficient. Just showing someone how to relax is not sufficient. But when someone chooses to relax and be calm because they know it is the best, most efficient and the strongest response to a disturbing situation, then real change is at hand. We have seen this in our program with inmates at Santa Rita Jail in Alameda County.
Goals of Anger Management through Mind and body Coordination
- Reduce fights among inmates
- Increase opportunities for new and positive reactions to negative situations
- Understand the power of relaxation and the weakness of tension and anger
How the program works.
The primary method of learning will be participatory. Students will work closely with the teacher on a series of exercises to enhance the coordination between mind and body. These are not strenuous exercises, but mental exercises that produce physical responses of relaxation and calmness. Through this experiential process, students soon learn specific strategies or methods that enable them to access a calmer response in tense or potentially violent situations. Students also learn what we term “ki” breathing and meditation. The tools we provide help students take their classroom instruction back to the cell or the pod and apply it for positive changes in their daily lives.
According to men in custody at Santa Rita Jail:
“There have been times when living in small quarters with another man I've tended to be upset, angry even hostile. In a way, this class has helped me to be more calm and patient. Because I realized that he is in there with me also. So what am I doing to irritate him? We have to live with each other so might as well make the best of it."
"The way I use this class is when things happen and I want to flash I find myself stopping and actually catching myself before doing things. Plus, I guess it helps me be more self-conscious. Even though lately I happen to daydream but I'm actually conscious that I¹m daydreaming and see I'm working on it and this class is helping me accomplish that. It also helps me out in arguments on actually avoiding them."
The classes are taught in one or two hour modules. Visits are made on a weekly basis for 4-6 weeks. Although the class is sequential in building upon previous knowledge and experience, open enrollment is possible and new students can be integrated at any time. However, it is preferred to have a single group begin and finish together.
Evaluating Outcomes – ki testing.
Upon the completion of the program, each student is given a “ki test”. The purpose for the ki test is to assess mental and physical stability of each student. Ki testing basically provides each student the opportunity to see if they can stay calm and relaxed, even if someone is pushing on them physically or pushing them mentally. If students aren’t able to pass the test, we invite them to continue the classes. If passed, students receive certification and graduate from the class. Our philosophy is to work with each student well enough so that there is no failure of “ki test”?
Passing the ki test is really an indicator that each student can coordinate mind and body. Although we call all coordinate mind and body in easy times, we are testing to see how students react when there is some kind of disturbance. We believe this form of test is a good indicator of how a student might react outside the classroom. If students can coordinate mind and body when disturbed, we can also say that they have changed their belief system and now really believe that relaxation and calmness is stronger than tension. This is our hope for the students.
Past success of the program.
Anger management through mind/body coordination is a unique program that started in Santa Rita Jail (Alameda County) in March of 2003. As part of a pre-release program for the inmates in maximum security, it has gained popularity through its’ proven success. Please read some of the testimony below.
“Since I started this class I’ve been more calm and peace within my self. It has taught me to be balanced also not to feed into negativity, also how to breathe and meditate. This will help me in life down the future in dealing with anger and problems.”
–Jesus
“This class helps me in daily life to stay balanced focus on the positive, because if I focus on the negative my attitude and aspects of life will be negative. Since I started this class I’ve learned that being relaxed is a very positive state of mind, body and spirit to be in. “
-Keola
“Since I started this class I look at things for the good not in a bad way anymore.”
—Johnny
“Since I started this class I’ve learned a lot about self control, balancing my emotions and learning how to stabilize my life. I feel this class is the most positive thing for me since it helps me interact with different people from different backgrounds and I’ve gotten to know these strangers as good people.”
-Jeffery
These workshops have been successfully offered to the following (partial list):
- Inmates at Santa Rita Jail
- Inmates at West County Detention Center (CCC)
- Albany Police Department
- Kaiser Permanente Staff
- Library employees
- Students
- Berkeley Police Department
- Public employees
- Incarcerated youth at Juvenile Hall
- Alameda County Family Courts
Pietro Yuji Maida is the Chief Instructor for the Northern California Ki Society (NCKS), a not for profit organization headquartered in Richmond, California. He also oversees a number of aikido programs for adults and youth in Northern California. He is certified as an instructor at the community college level, and has provided training to students at the University of California at Berkeley and other campuses. He currently teaches at West County Detention Center in Contra Costa County. He and his staff provide local and statewide workshops on a variety of topics including “Parenting without Conflict” “Stress Management in the Workplace” and “Conflict Resolution” for youth and adults.
Choices for our future.
The growing numbers of inmates are a known fact for the correctional institutions in our State. Like the inmates, we too have a choice in how we address the issues facing our society. Many inmates will be returning to society. We have a choice to create positive opportunities for the inmates, recognizing that in the short-term, life can be improved for the entire prison community, including staff, and for the longterm, such positive offerings will be of benefit for the entire community. Many educational programs and mental health programs are available to inmates, but not many of this nature. This program is innovative, but most importantly it offers something positive to all involved. One student states this case very clearly:
“In daily life this class has many benefits. I would say that the first one would be learning how to control my moods. This class helps me stay mellow. I am bipolar and take medication for my condition. This class reminds me at times when someone does say something negative about me to keep my cool. Since I started this class I am using my brain more and being in a more positive mind state, which allows me to make better decisions and choices when thinking becomes critical. “
--Lawrence, inmate at Santa Rita Jail
III. A Closer Look at Ki Development in Jail
"The things I learn about relaxation and concentration I apply to my life here. It is a remedy that rubs against the rough edges of my mind and body, thus making daily the rough edges smoother and smoother. Daily these techniques are put into practice for a clearer conscious(ness). My anger is more in control and my choices are more clear.” --inmate at Santa Rita County Jail
Pietro Yuji Maida sensei, Chief Instructor of the Northern California Ki Society introduced Ki Development training into a local jail to support positive change, and as such, inmates are changing. Ki Development, first brought to the United States in the 1950’s from Koichi Tohei, is a philosophy and an approach for daily life. Ki Development classes for inmates provide students with the opportunity to really understand the state of their mind through the understanding of the state of their body. When we understand our motives and intent we can more clearly see our actions and subsequently, the consequence of our behavior.
Many of the inmates in jail have a short term relationship to their actions, neglecting to look down the road at the results that ultimately land them in jail. In a room full of inmates you will find that 90 percent are repeat offenders. Ki Development training ultimately provides inmates with the awareness to identify and change behaviors, if so decided. Below is a case in point.
“It was the 6th class for most of the inmates in this stark room, dully lit with the fluorescent panels and furnished with pink plastic chairs and a white board. The teacher asked the students about their week. David responded, “I hit my “cellee,” I had to; he was going to hit me. I had no choice.” The other six students listened quietly as the teacher queried the young inmate suited in jail regulated orange pants and matching shirt. “You had no choice?” Are you sure? With all eyes focused on the David, he reported the story a second and third time, each time giving more detail to the sequence of events. Another inmate turned to David and repeated the same question -- did you really have to hit him. The teacher interjected, “Did you have to hit him or did you want to hit him?” David’s expression changed and his body relaxed. He sat back in his chair and paused. All the inmates had been involved in the ki training and they knew at the same moment as David—the answer. The training enabled David to clearly see his intention and his behavior. “
This is ki development in the jails. To understand intent enables inmates to clearly see the choices in their actions and take greater responsibility for themselves and their life.
The beginning of Ki Development for inmates
The introduction of ki development into penal institutions began in 2002 at a Juvenile Facility in Alameda County. Groups of youth between the ages of 13-18 attended several classes that introduced them to a very basic ki principal: relaxation is stronger than tension. During these classes, the young men began to understand that responding to a physical push with tension ultimately leads to destabilization. Taking this one step further, students eventually learned that if their bodies could be pushed and disturbed, so could their minds. The instructor, Pietro Yuji Maida introduced methods to help them respond in a more relaxed manner to the physical push. Students expressed surprise and confusion when they felt their stability.
In the following months, administrators running a class at Santa Rita County Jail agreed to introduce ki classes to the inmates. Similarly to the experience at Juvenile Hall, the inmates responded positively to the basic introduction of ki principals. As a result, ki classes were instituted, serving two housing units on a weekly basis at Santa Rita Jail in Alameda County.
The Jail as a setting for ki development experiments
The jail setting unlike our work place is an excellent setting for ki training. Much like a monastery, the jail environment severely regulates those that live within the confines of the walls. Inmates do not make decisions about their clothing, their food, or their schedule. Life from one day to the next is fairly predictable. This predictability or constancy is actually a benefit when working with ki training. Inside the jail, inmates have less opportunity to blame outsiders, or outside situations for their decisions. Most of the time, relationships are limited to other cell mates or the staff. Other factors such as impending sentencing or family visits do play a role in added stress but much less so then living “on the outside”. Because everyone is pretty much under the same stress, the students can experiment, attributing success or failure to their own behavior and actions rather than external factors. Below is a case in point.
“Class was just beginning on this balmy Tuesday evening. Thirteen men arrived to class, carrying their pink plastic chairs in one hand, a soda or a book in another hand. Their chairs formed a semi circle as they settled in for the two hour session. So, asked Maida sensei, how did you use the ki training last week? Jesse eagerly responded. “My girlfriend called me. She was really getting on my case. I felt myself getting angry, but I didn’t. I remembered this class and about what you were saying about having a choice. I took a breath and I relaxed. Somehow, when I didn’t shout back, she just got quiet and then we could talk.”
By isolating an incident from daily life and applying a ki principal he learned from his training, Jesse could see clearly the affects of his reaction and choice of reaction.
Not every inmate will see so clearly, but even setbacks can be lessons applied for new learning. For example, one student described how well he avoided a fight “using his ki training”. He recounted his story with a final exclamation, “But if he (other inmate) ever tries to hit me, forget it, I’ll get him good. That’s crossing the line.” With this said, an entire ki session to think about “the line” followed. “What is your line to be crossed,” suggested sensei. “We all have a line. But there is always something bigger than stronger than us. We can always win over something that is weaker than you or I; we don’t really need to use tension when it’s weaker. But what if it is stronger? Will hitting work? Asked sensei.
By providing a larger context for the problem, inmates are able to look at the long term effects of their reactions. By seeing the larger picture, the inmates change their initial reaction changes. In ki training, they are learning to both physically and mentally relax when coming upon obstruction
Positive benefits of ki training for inmates
It is clear from inmate testimonials that the ki training is effective and positive for those enrolled in the classes. Students are learning to see ahead, to think about their actions, to physically and mentally respond with positive attitudes. According to several students when asked about the training:
“There have been times when living in small quarters with another man I've tended to be upset, angry even hostile. In a way, this class has helped me to be more calm and patient. Because I realized that he is in there with me also. So what am I doing to irritate him? We have to live with each other so might as well make the best of it."
"The way I use this class is when things happen and I want to flash I find myself stopping and actually catching myself before doing things. Plus, I guess it helps me be more self-aware. Even though lately I happen to daydream but I'm actually conscious that I¹m daydreaming and see I'm working on it and this class is helping me accomplish that. It also helps me out in arguments on actually avoiding them."
The students in our program will be returning to a community that we all share. It is in our interest to support the inmates in their endeavor to make positive changes while incarcerated. Ki training effectively supports inmates to make better choices that ultimately affect us all. According to one student,
“In daily life this class has many benefits. I would say that the first one would be learning how to control my moods. Even though I rarely get excited about issues while incarcerated here at Santa Rita, this class helps me to stay mellow. I am bipolar and take medication for my condition. This class reminds me at times when someone does say something negative about me to keep my cool. “
The need for community support
The ki development program at Santa Rita jail is the only one like it in the country. There are efforts to teach meditation within correctional institutions, however ki development is unique. Through the principles of ki development, the men are beginning to see more clearly their own behavior and options, gain the capacity to see perspectives other than their own, and have a greater control over their responses to tense situations. Hopefully, ki principles can continue to spread in the jail. Maintenance, expansion and replication are possible if there were financial support. We are seeking your assistance.
The program, partially funded by the Sheriff’s Department of Alameda County through the Alameda County Library, recently reduced its share of costs resulting in a possible reduction of services to the inmates at the County Jail. The Northern California Ki Society is a non-profit organization in its own right and is ready to continue in partnership with the county library and jail, however, funds are needed to support the direct training to the inmates as well as train new students who also wish to teach ki development in the jail. With minimal funding of $10,000-$12,000 dollars per year, we can actually expand our program and reach many more inmates. We currently offer no services to women at Santa Rita, nor do we have ki training at other facilities. Community support for ki training will go a long way to ensure that jails really do provide our community members with opportunities to change for the positive and better cope with daily life upon their re-entry into our neighborhoods.
IV.Peaceful Resolutions to Conflict – A youth development program to build confidence and positive responses to stressful situations Problem · Many youth are unaware of alternatives to violence.
· Youth have little chance to practice and develop skills for avoiding aggression and violence.
· Youth without skill at avoiding violence are more likely to become involved in the juvenile justice system.
· Staying calm and composed, enough to deal effectively with difficult situations is hard for youth.
· Low self-esteem and poor self-image makes it harder for youth to deal with stress of any kind.
Youth in stressful situations have increased difficulty with the above issues and fewer opportunities to experience positive behavior modeling.[1] Youth who have been neglected or physically, sexually, or emotionally abused are at higher than average risk of abusing others.[2] Youth at risk of acting violently or of being a victim of violence are caught up in habits and attitudes that offer few alternatives to violence. They often have limited skills in using what they do know to avoid violence. Peaceful Resolutions to Conflict will help youth learn how to develop their positive spirit to handle stressful situations with calmness and clarity.
It is known that the calm clear mental disposition such as those results from meditation and relaxation training leads to better decision-making and more appropriate behavior patterns.[3] It has also been established that physical relaxation and the release of over-reaction to stress leads to increased mental calmness and better focus.[4] However, few individuals can make use of these faculties under difficult circumstances. Youth especially need guidance and training to maximize their potential for good decision-making and optimum behavior.
Our Goals and objectives · Teach specific skills and techniques for avoiding violence and aggressive behavior as victim or perpetrator.
· Teach specific skills for developing and maintaining positive behavior
· Provide small group close interaction for an intense learning experience
· Increase the sense of security, power and well-being in each participant
· Provide ways to practice and explore new ways of acting and thinking.
· Demonstrate and lead participants to experience relaxation and calmness as being powerful
· Practice concentration and poise
The Ki Research Institute seeks to improve the ability of youth with special needs to respond to stress and conflict positively and creatively, with calmness and relaxation. We will develop a structured curriculum tailored to the needs and learning styles of the youth in our program at the Juvenile Court School. We will use the study of Ki-Aikido[5] to teach basic principles and techniques for self-control and quality inter-personal relationships.
Our primary objectives in this program are to teach skills and techniques that youth can practice and use. These skills and techniques will ad to the alternatives youth have for interactions with others. The program will work with one small group of youth at a time and teach them how to be more calm, focused and relaxed and foster new habits and attitudes. The training will include practice in generalizing what is learned in class time so these skills can be applied to new contexts. Students in this program will be taught to perform under increasing degrees of difficulty, where teachers and assistants can watch how students apply themselves to the situation. Through the training and practice of these skills, youth will have the opportunity to see themselves in new ways, and to see that their own welfare is deeply connected to the welfare of others.
Methodology The Peaceful Resolutions to Conflict program of the Ki Research Institute is formed from the same teaching methods as a program currently funded by the Illinois Department of Children and Family Services and conducted by the Chicago Ki Society. The founder of Ki Society International (Ki No Kenkyukai), in Tokyo Japan, developed these teaching methods over the past 60 years. They involve the use of meditation, deep breathing exercises, relaxation techniques, and movement exercises. They bring together the mental training found in yoga with the movement and inter-personal relationship training of Aikido[1]. This approach is known as Ki-Aikido. The Japanese Ministry of Health and Welfare accredits Ki Society International.
The training methods of Ki are used to demonstrate and practice the eight principles below and develop a correlation between these principles and the ability to be balanced and powerful, both physically and mentally.
The training gives students direct feedback through simple tests that immediately show the effectiveness of correct posture, good movement and a calm disposition. These tests may be a light push to check physical stability or a simple hold or restraint that checks the student’s ability to move. Reaction against the test results in failure, while a response that keeps the student focused and calm while offering no direct resistance results in success. Power comes from balance rather than resistance or fighting. Simple verbal cues are practiced to recall this calm relaxed state in class and, with practice, in any situation. Larger, more complex movements are practiced in close coordination with a partner. Students are taught to get out of the way of a move, such as a hard push, get into the middle of the interaction, and redirect the movement into a neutral outcome that does not conflict with the movement of the practice partner. Any feeling or display of opposition will get in the way of skillful execution of the movement. From both a physical and mental perspective, the student is actually helping the practice partner. At the same time, the practice partner learns to go with what happens in order to remain balanced and, if necessary, safely fall or roll away.
Three teaching principles for self-development will improve emotional competency, understanding and awareness. · Calm and focus the mind at the center in the lower abdomen.
Specific techniques show students precisely how to “calm down.” Most people take this phrase for granted; yet we all intuitively know that somehow, calmness is down and disturbance is up, as in “he’s upset.”
· Release all unnecessary stress and tension from the body.
Relaxation has been shown to be highly beneficial to physical and emotional well-being. This principle of relaxation can be used in vigorous action as well as during activities such as meditation and deep breathing exercises. Specific teaching methods show students the difference between tense over-reaction and true relaxation.
· Be naturally self-motivated.
Develop awareness of internal self-control and self-motivation. Training with this principle begins with exploration of the motivation and manner of our simplest movements and extends into complex situations.
Five principles for teaching relationship management will improve adaptive functioning and social competence. · Be composed and have a broad perspective.
Use your awareness and motivation to connect with other people. Extend out with senses and feelings in a positive, open-minded way. Students are shown through the training regimen that relaxed attentiveness prepares you to accept positive occurrences and avoid negative ones.
· Have a posture and position that fits with the other person.
A dictionary definition of attitude is a bodily posture showing or meant to show a mental state, emotion or mood. In space and aeronautics, it is the relative position of a craft in relation to a given point of reference. These two definitions become the same thing in Ki-Aikido training. An individual’s posture and position effects how others interact with that individual. Students are taught the basics of good posture and are shown that it is a source of both power and adaptability.
· Understand the other person’s intention and motivation.
Other people must be seen as complex wholes and not as simply an agent of their current actions. A speaker is not just a speech. An emotionally upset person is not just negative emotions. An attacker is not just an attack. A more complete view of another person opens up new possibilities for interaction. Students are taught to think about the why behind what is going on and accept that even when they can’t see or understand it, there is more to each individual than is immediately perceived.
· Respect the other person’s perspective.
Each individual has, and has a right to, their own perspective on situations. This perspective can be acknowledged and respected even if there is a disagreement about what is the correct outlook. Students are shown that acknowledging other people’s perspective is a source of power for themselves.
· Act with confidence.
This principle is taught in stark contrast to arrogance. Arrogance is disrespectful and based on hard convictions that may or may not be correct. Action can be taken with confidence, even when the person acting is uncertain about a situation. Trust can be developed in an individual’s ability to work through a problem as it develops. Students are taught to work with and through their mistakes. If they are not making mistakes, they are not learning.
Structural outline
As a pilot program, we can be flexible in structuring the program. Suggested models include:
- Two forty-five minute classes per week
- Or
- One 90 minute class on the weekend
- Four sessions in the first year.
- 12 weeks per session
Funding will be used to provide an instructor, assistants and necessary equipment for the program. We would like to include a staff-training component so that other members can learn and use the Ki development skills that are offered to the youth.
For further information please contact:
Pietro Maida
Ki Research Institute
812 Cornell Ave.
Albany, Ca. 94706
(510)290-8640
intoku@sbcglobal.net
Lindy Khan, Ed.D.,Principal
Contra Costa Adult School
Contra Costa County Office of Education
West County Detention Facility
5555 Giant Highway
Richmond, CA 94806
510-262-4341
Mara Duncan
Teacher
Contra Costa Adult School
Contra Costa County Office of Education
West County Detention Facility
5555 Giant Highway
Richmond, CA 94806
510-262-4341
Lisa Harris, Director
Reading For Life- Santa Rita Jail
Alameda County Library
lharris2@aclibrary.org
510-745-1480
Trish King,
Behavior & Training Director
Marin Humane Society Novato, CA
www.marinhumanesociety.org
Robert Lafer
WICSEC Board Member
(619) 578-6588 (office) > (619) 818-9145 (cell)
[1] Laird, Joan and Hartman, Ann. A Handbook of Child Welfare, edited by Laird and Hartman. The Free Press Division of Macmillan, Inc. pp. 620-622
[2] J. David Hawkins, Todd I. Herrenkohl, David P. Farrington, Devon Brewer, Richard F. Catalano, Tracy W. Harachi, and Lynn Cothern. Predictors of Youth Violence. OJJDP Juvenile Justice Bulletin, pp. 2-7.
[3] Weidner-Jens; Wolters-jorg-M. Aggression and Delinquency: special preventive
[4] Guillermo Paz-y-Miňo C Ph.D, Dept. of Anatomy and Neurobiology, Washington University. Ki Meditation: Good for the Mind, Good for the Body. Published online: Aikido2000.com
[5] Ki: (pronounced like “key”) a Japanese word typically defined as mind, spirit or heart. In oriental medicine and martial arts, the word ki refers to a subtle form of vital energy. In practice, ki is understood as a sense of connection and motivation, which is enhanced by calmness and relaxation. Aikido: (pronounced like “eye-key-dough”) a martial art of Japanese origin, which is known for being completely defensive in nature, and philosophical in its teachings. In Japan the training is known as Shin Shin Toitsu Aikido or aikido with mind and body coordinated. Shin meaning body and mind, but not the intellect, but the heart or intention.