We love to give answers. BUT: are we giving the answers to the right questions? If no one is asking the question, why are we giving the answer?

Transcription

1 We love to give answers. BUT: are we giving the answers to the right questions? If no one is asking the question, why are we giving the answer? Are the inmates we are addressing asking the right questions? If not, how can we get them to ask the right question? This is how I do it. 1

2 The next slide will be a picture. But before I show it, I have some rules for you to follow. Rules: no talking/sharing I want to know the first answer that comes to mind There is no right or wrong answer See the picture.answer the question in your head 2

3 What was the first answer that popped into your mind? Young woman or old woman? Summarize results: Exact same picture people see two different images How many of you see the old woman? How many of you see the young woman? How many of you can see both? STAND UP Exercise.convince others to see both ages 3

4 What just happened? Epiphany! (Tell the Oregon story for epiphany) An epiphany is when you see something you did not see before.these moments happen a lot in life..wisdom? CONNECT the DOTS I am not sure you can directly create epiphanies (like happiness which is a byproduct) but you can create the conditions in which they can occur Lets create the environment for epiphanies to take place AHA moments How do we apply this do what do inside prisons..let me explain my paradigm Before explainin my paradigm, let me share a quote from a correctional professional 4

5 Two important points: 1.He talks about worldview, very important, you will see in my next slide about my paradigm, worldview is critical 2. He lists three things that will be a result of a changed worldview Note: authority, rules and accountability are key subjects to probe for growth Illus: butter pats: if you obey in the little things, you will obey in the bigger things Illus: your attitude toward CO tells me a lot To change: epiphanies must occur It isn t just a transmission of facts from my head to theirs It leading people to discover themselves and have an AHA moment How do you measure change? Bible knowledge is NOT necessarily a reliable measure 5

6 Obviously a shared goal between the community and corrections is behavior change BUT Behavior doesn t occur in a vacuum, behavior comes from somewhere.flows from Values: come live with me to test my value of loving my wife and kids. Values are rooted in your.. Worldview: that pair of glasses we all wear through which we see and interpret reality worldview is mostly caught not taught as we are growing up: family, friends, media etc Here is our challenge: take this paradigm and figure out how to address the needs of inmates that research tells us must be targeted if people are not going to come back to prison 6

7 Criminogenic needs: attributes associates with criminal behavior and recidivism For the faith basd community, an important question: Are we connecting biblical truth to address these needs? Illus:Guy in Davenport upon release, who do you know..no one but felons The more criminogenic risk factors present, the greater the risk for committing crime some are not changeable: criminal history some are: above Biblical principles can address all of these The paradigm: Behavior to values to worldview can be addressed by Biblical principles Lets look at two other important principles (which Scripture supports) when talking about criminogenic needs 7

8 1. Social learning: very important. We live in community, we learn our worldviews in community Biblical principles: I Cor 15: Bad morals corrupt good character.social learning: truth is more caught than taught Proverbs: as a man thinks, so is he Relationships are critical: most have attachment/bonding issues It isn t just a mental understanding of Bible facts Mentoring/social learning 2. Cognitive programs: your thinking must be addressed if you are going to deal with behavior: Proverbs: as a man thinks, so is he The best way to illustrate this in practice is to give you some examples of lessons that I use when teaching men in prison. 8

9 1. Read the slide: dealing with anti social attitude criminogenic need 2. Pick 5 people as volunteer neighbors Review typical first responses and what usually follows: First answers: I ll say something to you, I ll send you a letter, I ll send someone to talk to you What is my response? kick rocks Further responses: I will threaten you, I will send someone to hurt you, I will kill you Key What answer is usually missing: call the police 3. Continue discussion by asking key questions :next slide 9

10 Responsibility for children: what is within your authority, what is outside your authority? Owe the neighborhood: do we owe our neighbors anything? Do they owe us? (if it is true in the free world, is it true in the cell block?) Accountability? Are we accountable to anyone? Is anyone accountable to us? Violence/threats ever acceptable? Where do the police fit in typically the most discussed question Gornick previous slide: : perceptions of authority won t happen without a change in worldview Illus;Danny s worldview of authority: all law enforcement is corrupt How to use Scripture in class: it depends on the audience: Typically: start with Scripture then try to apply Better: case study, discuss, introduce Scriptural principles Illus: Rom 13:1. how does it apply. Vs. Real life question where do the police fit in? Does this Scripture reveal any answer to us? 10

11 College age students who went to a casino at midnight and ran into a 7 yr old girl Jeremy took Sherice into the mens room David followed and witnessed Jeremy molesting her and left Jeremy came out and asked David to promise never to tell on him, he killed the girl Cameras recorded them, arrested, Jeremy convicted, David wasn t charged with a crime Key questions: next slide 11

12 1. Use the word snitch and apply it to the exact age/gender of the victim: would you snitch your friend if he killed a 7 yr old girl? Typical answer yes: only 2 have said no in all my classes 2. How about if the victim was a 27 yr old woman? Usually split 3. How about if the victim was a 27 yr old man? Usuallly most inmates will say no WHAT IS THE ESSENTIAL DIFFERENCEbetween girl, 27 female, 27 male. Make people wrestle, need honest answers not Bible answers Back to using Scripture in class: Scripture first: Gen 1:27 and then discuss OR Situational case study, then introduce Genesis 1:27 12

13 Many people have a hard time starting with scripture, compartmentalize, can t see past the Bible answer NOW: lets turn and look at principles of transformational teaching. Use the first two lessons as an example, then we will look at some more lesson examples.. 12

14 Some examples of activating event: it s the hook 1. In the keynote: two pictures contrasted 2. Lesson example number 1: neighborhood illustration 3. Lesson example number 2: David and Jeremy true story 4. MISC: anticipate what your students believe and know (snitching)(not involving police) 5. Provide conflicting viewpoints, don t ask for the right answer: review lessons one and two 6. Create a disorientating dilemma: challenge them, confuse them, intrigue them 7. Set them up for failure does their current worldview work 13

15 Don t we do this with our children? Lesson number one and two as examples, dig and probe, don t give me bible answers! Content vs process time ILL counselor more worried about finishing the book than processing what was in the book 14

16 It is good to hand out composition notebooks and give homework (if allowed). Write down their thoughts/questions 15

17 Make time for extended discussion and debate Play the devils advocate Draw out the quieter ones, lean into those who speak all the time 16

18 The classroom must be safe for discussion..inmates will generally want to please you, if you want the Bible answer, that is what they will give even if They don t believe it. 17

19 Does it matter who you hang with? Does a fish know he is wet Normal is different for everyone List three columns: Childhood, Adolescence, Adulthood (birth to 12, 13 18, over 18) List 3 5 names under each column, who had the most influence over you during that time, who were you close to, same names can appear in all columns if applicable Place a sticker next to each name who was involved in criminal activity, not speeding tickets, criminal activity 18

20 Does it matter who you hang with? Does a fish know he is wet Normal is different for everyone Discuss connection between those who influence you and your own behavior/your influence on others Problem: how do you go home for the holidays??? Research shows it is not how many criminal friends you have that determines if you go back, but if you only have just one skyrockets recidivism Use of Scripture in classroom: Read I Cor 15 first then apply OR Case study: what does this Scripture reveal? 19

21 Mom gave Judy permission to go to a special concert, if she saved babysitting money,judy saved the money, then mom changed mind, told Judy she needed to buy clothes Judy went anyway, lied about amount of savings, 2 weeks later told Louise her sister what she had done Next slide: some discussion questions: 20

22 Other possible questions: Can you ever break a promise? Behavior/values/worldview: how does the paradigm apply here Authority of parents/submission as children where is the balance? Is there one? Remember, ethical dilemmas are just that, no cut and dry answers, it allows you to uncover the thought processes of the individual/group Also allows how individual respond to others who take a different position Allows for opportunities for people to clarify and try to influence the opinion of a person who differs from them. 21

23 Common answers: Quit Call in sick (lie) Talk to boss about options Don t say anything Aggressive vs assertive vs passive aggressive If time< Johari window: open, closed, secret, blind 4panes of a window Open: what we both know about me (typically very small with a new group) Closed: what neither of us knows about me (subconscious) Secret: what I know about me and you don t Blind: What you know about me but I am unaware of Blind is key: I cannot know it unless you tell me, typically, I have to trust you and ask you to open my eyes. 22

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