FOREWORD
Recently, a series of conversations and events have introduced me to the ever- increasing risk children are facing regarding vulnerability to adverse childhood experiences (ACE). When children experience need and want in the very critical areas of existence, the pushes and pulls on their lives can have more detrimental effects.
This article was published by the Center for American Progress, The Basic Facts About
Children in Poverty, by Areeba Haider 1
Children in Poverty, by Areeba Haider 1
“In America, nearly 11 million children are poor. That’s 1 in 7 kids, who make up almost one-third of all people living in poverty in this country. This number should be unimaginable in one of the world’s wealthiest countries, and yet child poverty has remained stubbornly high for decades Across the Organization for Economic Cooperation and Development, which is made up of 37 countries…, the United States is consistently ranked as one of the worst in
child poverty rates.”2
child poverty rates.”2
The “Anna, Age Eight Institute” of New Mexico State University established in 2019 identifies food, housing, behavioral healthcare, and youth mentors as four of ten “vital services for surviving and thriving.”3 When insecurities exist in these areas, otherwise healthy, happy students become ever increasingly exposed to negative pushes leading to physical, mental, and cognitive decline.
Alexandra Ashbrook, Director of Root Causes and Specific Populations at The Food Research & Action Center, FRAC, reports on research that “underscores the harms of food insecurity and housing instability to health,”4 listing one harm as:
“Both food insecurity and housing instability contribute to children experiencing poorer physical and mental health and lagging behind peers in physical development, educational attainment, and labor market outcomes.”5
As stated by 100% Chaves County, “Children, adults, and families face what we call “pushes” every day. Sometimes called adverse social determinants of health--sometimes called ACEs--these situations can push people into instability, trauma, and chaos. When that happens,
people naturally look for some help, and in doing so can be pulled by negative forces that wear disguises like “the provider” or “the protector.” At the very worst, these relationships can be a trap that leads to abuse, exploitation, and
trafficking. 6
people naturally look for some help, and in doing so can be pulled by negative forces that wear disguises like “the provider” or “the protector.” At the very worst, these relationships can be a trap that leads to abuse, exploitation, and
trafficking. 6
I have written “Go Away, Kite” as a resource for caregivers, parents, and educators as they initiate discussion regarding pushes and pulls. It is intentionally simplistic in detail and
description. I wanted the reader/listener/participant to be able to read as much or as little into the storyline as needed, creating a springboard for sharing.
description. I wanted the reader/listener/participant to be able to read as much or as little into the storyline as needed, creating a springboard for sharing.
It’s possible that on one occasion, no connection is made, while on another when memories, feelings, or experiences are stirred, they share. For instance, the behavior of the socks in
“Go Away, Kite” might be recognized as bullying by a child who has been a victim, whereas another, who has not had a similar experience, simply doesn’t relate. If, however, the child in the latter situation ever does have to deal with a bully, the conversation they heard might have equipped them with tools to handle it.
“Go Away, Kite” might be recognized as bullying by a child who has been a victim, whereas another, who has not had a similar experience, simply doesn’t relate. If, however, the child in the latter situation ever does have to deal with a bully, the conversation they heard might have equipped them with tools to handle it.
I would encourage whoever it is that sits as a facilitator to study resources such as those provided by iEmpathize.org and their “The Empower Youth Program.” Such tools will walk them through the development of a response protocol in addition to enabling participants to “familiarize themselves with the information they need to facilitate learning about exploitation and empathy.”7
As iEmpathize states, “We all need people who will provide for us, protect us, and keep their promises to us. It’s important to figure out if someone is genuinely being that person to you, or if they’re wearing a disguise.”8 With the assistance of caring individuals in safe settings, I trust that skills for that discernment will be presented.
May you be one of the many lights that are working to ignite society to the needs of our children and families. May you allow yourself to be an instrument that ushers in an era of thriving, healthy, successful communities.
TEXT OF SPEECH GIVEN IN APRIL 2024 AT
A SUMMIT FOR TRAFFICKING IN ROSWELL, NEW MEXICO
The book, Go Away, Kite came about under the simplest of circumstances, that being, the filling of space where a void existed.
At the Roswell, New Mexico February training summit where educators gathered to learn how to use the Iempathize Empower Youth Program, I asked the question, “is there a resource for those working with the very young?” Because the learning standards for that program are geared to grades six through twelve, it wasn’t the perfect fit for those working with early elementary grades.
Within the days around that conference, I heard myself repeatedly saying, “someone should write a book.” And that is how “Go Away, Kite” came about. I realized that that “someone” could be me. There was a need. I had a skill. It sounds obvious now, but at the time, I wasn’t planning to be the instrument to bring this book into being.
But here it is, a resource for relaying the importance of life necessities such as health, safety, and happiness. It reveals universal vulnerability, the reality of the threat of deception, and the important message that strength comes from and through viable, positive relationships.
When I write, my purpose is generally to educate and inform within the setting of interesting and engaging characters, taking complicated concepts and weaving them into a theme that the young mind can grasp. This book would need to address vulnerable situations while not explicitly naming them.
For this reason, I chose characters that are inanimate objects. I chose colors that would match their intentions. I chose objects that, in the absence of hands, feet, or facial features, could have believable human interactions. I do not want the character’s feelings revealed through the illustrations. Instead, I want the children to dig deep into their limited life experiences and feel and verbally express what they observe happening on the pages.
In researching the value of using inanimate objects as characters in children’s books, I learned some interesting information. Katherine Quevedo, in her 2020 article, Not-so-still-life: Writing from an inanimate object’s point of view says,
“Readers can empathize with it. It deepens their emotional connection to the story and the character’s feelings towards that object.”
She also confirms a point which I believed, but had not stated so eloquently,
“the reader may reserve judgment without having human markers of status to refer to when they first encounter your character.”
She adds, “your object-as-character may be unencumbered by the usual indicators of socioeconomic status, ethnicity, etc. – at least not instantly recognizable to the reader – but you can still explore culture clash, class systems, and castes. Even cliques.”
“In fact, I’d argue,” Quevedo continues, “that using cultures of inanimate objects to grapple with these types of issues can enrich reader participation beyond more expected approaches. When done well,”( which I hope I have), “ it enables the reader to engage with the characters and themes at a level that doesn’t feel didactic (on the author’s part) or biased (on the reader’s part). It opens the work up to multiple interpretations. It’s a reflection of our complex human experiences, in a symbolic, appealing little bundle.”
So, here’s a book with very simple illustrations that sets the stage for listener interaction centered around positive and negative pushes and pulls. There are four acts, each one followed by five not-so-probing questions. The stage is set. How the listener reacts and answers will depend on their life experiences and their level of engagement that day or at that stage of their life. The depth and breadth of the discussion is up to the discretion of the facilitator.
Some of the core teachings that can be established through this book are:
1. Essential situations are: a safe place, health, and relationships.
2. Safe relationships involve activities, trust, and security.
3. The loss of any of the above creates a vulnerability, narrowing the spectrum of agency.
4. Anyone can encounter positive and negative influences.
5. We can see, feel, and react kindly to the pushes and pulls others experience.
6. Anyone can and should reach out to others if they need help.
As you begin to use this resource, please feel free to give me feedback. As I learn more about the pushes and pulls, the places of vulnerability, things that need to be addressed, I plan to develop and expand the “Go Away, Kite” series.
One thing I did want to address before I close is the plan that the friends devise to drive Kite and the socks away. Balloon had been trapped and was being held against its wishes. Being inanimate objects, their technique might appear a bit aggressive. Basically, they roll themselves “bowling ball style” down the hill and strike the others sending them sailing.
As I was contemplating my decision for this to be the means of rescuing Balloon, it occurred to me that the goal is to establish in young minds the steadfastness of their worth. As they grow in confidence of the security they have, one would hope that they will be less likely to fall for negative pushes and pulls. It’s my desire that they do not get manipulated and find themselves in the midst of a storm or even worse trapped in a bad situation.
But, and we pray that they don’t, should a child find themselves in danger, I want them to remember those friends barreling down that hill to rescue their balloon friend, and know that out there somewhere are people who care and love them so much that they will come together and storm the gates of hell to release them from the bondage.
Unfortunately, the statistics for identifying a victim of trafficking are not good. According to atlanticcouncil.org, “the world only identifies less than half of 1 percent of the estimated victims. This means that 99.6 percent of victims remain trapped by their traffickers, unable to decide where they work or who touches their bodies.”
I hope that you hear a voice saying, “someone should do something.” Only you know what that special thing is. May I encourage you to dig deep inside and draw upon your own skills and passions and become one of the many lights that are working to ignite society to the needs of our children and families.
Together we can move heaven and earth to orchestrate a solution. May you allow yourself to be an instrument that ushers in an era of thriving, healthy, successful communities.
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