Sustaining the 'Art of Living' Youth Center

Funds were not reached for this Micro Project and we have closed this project. We will be focussing on our 'healing children and youth in Sri Lanka' and will continue to raise funds for this project,

Further, the Project, Sustaining the 'Art of Living' Youth Center, did not raise funds through the Micro Project, but it was selected as a Project of the Month in July. We received the funds USD 10,000 in our account during the last week of August.

3.1  Lunch Meal Program and Free Play

Once a week, we organized a lunch meal program ensuring that 35-40 children received nutritious meals. This initiative not only catered to their nutritional needs but also fostered a sense of community and care among the children.

Additionally, Shanthi Maargam continued to serve as a safe and welcoming environment for free play. This unstructured time allowed children to engage in recreational activities of their choice, promoting their physical and social development in a secure setting.

3.2 Mental Health Educational Workshops for parents

We hosted  mental health education workshops for parents, focusing on stress management and the session aimed to explore the nature of stress and discuss strategies for managing it effectively. Key topics included recognizing aspects of difficult situations that can be controlled and various techniques for stress management.

These workshops faced challenges due to the diversity in how different communities engage and interpret ideas, influenced by their unique cultural practices. Some parents found it difficult to express themselves verbally or in writing. To address this, we created a comfortable and inclusive environment by encouraging participants to use any form of communication they felt comfortable with, such as speaking, drawing, or other methods. This approach ensured that all parents could fully participate and benefit from the workshop.

3.3 PATH to change program

During the PATH to change discussions with children under the topic of "Bonding," we emphasized the importance of respecting others while also protecting one's own rights. We taught them how to respectfully decline offers they are uncomfortable with, focusing on the value of honesty and self-respect. For example, instead of accepting something they don't like just to be polite or telling a lie to avoid it, we encouraged them to say, "No, thank you, I don't like that." This approach fosters self-respect and clear communication. We also discussed that it's okay to express personal preferences while maintaining boundaries. For instance, if offered alcohol, a polite way to decline could be, "Sorry, I am not able to, I have to drive home with my family." This helps children understand that everyone has different preferences and that it's important to express opinions respectfully while respecting their own limits.

In the session on "Let Us Stand Up for Each Other," we highlighted the importance of trust as the foundation of strong relationships, emphasizing that keeping promises is crucial to maintaining this trust. We taught the children to communicate honestly and express genuine regret if they are unable to fulfill a promise, explaining that transparency helps preserve relationships by showing respect and responsibility. We also discussed that building good relationships requires commitment, understanding, and shared values. For example, we demonstrated how to firmly but respectfully decline involvement in illegal activities while showing care for friends' well-being. This approach not only protects one’s own moral compass but can also positively influence others.

In our lesson on the "Getting Rich Silently" module, titled "Let's Do the Right Thing," we emphasized the importance of adhering to rules and regulations in society. By discussing specific examples like not scribbling on tables and chairs, keeping toilets clean, and walking on the right side of the road, we showed how these small actions contribute to a more orderly and respectful environment. These rules help ensure smooth community functioning and aid in social adaptation. We also explained that bonding involves more than just agreeing with others; it includes respectfully expressing disagreement and declining when one does not fully agree with another's opinion.

The aim is to help children set personal boundaries and maintain their own opinions without feeling pressured to agree with everything their peers say or do out of fear of losing friendships. In the community, drug use is prevalent among children as a means of bonding with peers, making it challenging and dangerous to address drug-related issues due to the presence of drug dealers within the same area. Instead of simply forbidding drug use, our approach focuses on distracting and redirecting children towards positive goals, such as vocational training, and helping them develop new morals and values. This strategy aims to provide alternatives that foster personal growth and reduce reliance on drugs.

3.4 Mental Health Educational Workshops for Community Children

Shanthi Maargam conducted workshops for children and youth aged 12 and above to address the evident divide between those registered at the center and children from other areas. The workshop's primary objectives were to enhance participants' understanding of how groups and stereotypes form and influence behavior, while also reducing biases that could affect the effectiveness and inclusivity of future workshops.

 The workshop began with an activity where participants formed groups based on preferences like gender, neighborhood, and age, highlighting the natural tendency to group by similarities. Facilitators then introduced the concept of group effect, using familiar examples to show how group belonging can influence behavior and perceptions. Participants discussed the value of connecting with diverse groups and promoting inclusivity. To explore stereotypes, they drew a politician, a teacher, and themselves. The drawings revealed common stereotypes, such as politicians depicted as men and teachers in sarees. The session concluded with stories of children who defied stereotypes, encouraging participants to challenge their own biases.

The workshops successfully raised awareness about group dynamics and stereotypes. Participants gained insight into how they form groups based on shared commonalities and recognized the subtle influence these groups have on behavior. The activities highlighted common stereotypes, with participants identifying their own biases related to politicians and teachers, acknowledging the gendered and cultural assumptions tied to these roles.

Most participants were engaged and actively involved in the

3.6 Positive Youth Development Workshop -Drama Therapy

On July 29, 2024, a Positive Youth Development (PYD) workshop focused on music therapy was conducted for 25 young participants under 18 from communities like Gothamipura, Wanathamulla, and Obeysekarapura, as well as local schools. The program aimed to boost the mental health, creativity, and self-confidence of children through activities designed to foster self-awareness, teamwork, and cognitive development.

The program started with a mirroring activity, highlighting children's tendency to imitate behaviors around them and encouraging them to be selective in their choices. This exercise also promoted cognitive development. Next, a storytelling session aimed to build pride and self-worth by addressing social challenges, followed by a dramatic reenactment that boosted creativity and presentation skills. Participants then engaged in object representation activities to enhance critical thinking, creativity, and teamwork, while also introducing different learning styles. The final activity was a timed drawing exercise that emphasized teamwork and peer collaboration.

Throughout the program, the children were highly engaged and showed great enthusiasm in participating in the activities. Although some were initially hesitant, they quickly became involved, particularly during the drawing exercise, where they eagerly shared and discussed their creations with their peers. The energy in the room was heightened by the lively atmosphere, and the participants responded positively to the interactive nature of the sessions. The storytelling and mirroring activities were especially well-received, with the children demonstrating a deep understanding of the lessons being taught.

The Personality Development Program successfully met its objectives of promoting mental and emotional health among the participants. The activities encouraged self-reflection, creativity, and collaboration, leading to significant cognitive development. The children learned valuable lessons about the importance of imitation, self-worth, and social responsibility with the incorporation of drama. Additionally, the program’s interactive format helped to improve the children’s creative and presentation skills, equipping them with essential tools for personal growth.

3.7 Positive youth Development workshop – Art Therapy

A positive youth development workshop focused on art therapy was conducted with 23 participants from the communities of Gothamipura, Wanathamulla, Obeysekarapura, and children from the Susumayawardena School. The workshop aimed to foster self-awareness, creativity, and the importance of building a personal brand. By engaging participants in a series of interactive activities, the session sought to empower them to reflect on their identities and the influence of those around them.

The workshop began with an icebreaker activity where participants were asked to draw themselves as an object and explain their choice. This activity encouraged self-reflection and creativity, allowing the children to express their personalities and thoughts visually. Following this, facilitators introduced the concept of building a personal brand, emphasizing the significance of surrounding oneself with positive influences. The children learned how the people they associate with can impact their behaviour and the importance of making conscious choices about their social circles.

A mirroring activity followed, where participants paired up and mirrored each other's actions. This exercise illustrated the impact of following others and the importance of choosing role models with positive influence. The workshop concluded with a creative task in which the children were asked to design a personal logo that represented themselves. This activity reinforced the idea of self-promotion and personal branding.

The workshop successfully engaged the participants in self-reflection and creative expression. Through the activities, the children gained a deeper understanding of the importance of their personal brand and the impact of positive associations in their lives. The mirroring activity, in particular, highlighted the influence of others and the significance of choosing the right role models. The final logo design activity allowed participants to creatively express their identities and think about how they present themselves to the world.

The participants were highly interactive and engaged throughout the workshop. Although initially hesitant, they quickly became enthusiastic about sharing their drawings, showcasing a growing confidence in their creative abilities. The lively music played during the session added to the energetic atmosphere, encouraging the children to participate more actively. Overall, the workshop was successful in creating a dynamic and positive environment where the children could explore their identities and learn valuable life skills.