 |
|
The Inner Resilience Program
a project of the Tides
Center |
|
|
|
Organization Description
The Inner Resilience Program (formerly Project Renewal), a project of the Tides Center, was established in the spring of 2002 in response to the effects of the events of September 11, 2001 on New York City teachers, guidance counselors, administrators, students, and parents. The Inner Resilience Program equips school staff and parents with the tools and skills necessary to build their inner strength, and assists them to model these skills for the young people in their care. We support long-term approaches to wellness that have an explicit focus on the emotional, social, and personal dimensions of teaching and learning. These approaches include residential and day-long retreats; after-school workshops and institutes; technical assistance and training; individual stress reduction sessions; and yoga classes. Our work with young people is designed to help them increase their capacity to manage stress and explore the role they can play in their own and their peers’ growth process. We work directly with students through our k-12 curriculum Building Resiliency from the Inside Out.
The Need for Our Work
Too often, those doing the work of a caregiver – teachers, counselors, principals – do not protect themselves from “doing good badly.” Educators often don't have the needed support that will prevent them from burning out. Mental health professionals are also calling this phenomenon “compassion fatigue” -- a response in those who are exposed to the traumatic experiences of the people they help. The Inner Resilience Program helps educators, parents and young people explore and integrate holistic practices and skills that can renew and sustain them for the long haul as they cope with life’s stressors in challenging times. What has become clear is this: the need for The Inner Resilience Program did not arise on September 11, 2001. The work of nurturing the inner lives of adults and children is ongoing and universal; it existed long before that fateful day.
The Population We Serve
The Inner Resilience Program's primary target population is the educators, parents and students that comprise the public school communities in lower Manhattan. Many of these schools were evacuated immediately, hosted displaced and evacuated students, or were severely affected by the aftermath of the events of September 11, 2001. With the start of the Resilience & Renewal Fellows Program in 2007, we have now expanded our services to reach educators from every borough of the city. We have extensive experience working with students, staff and parents within the New York City Public Schools. Since the program’s inception, we have worked with over 2,000 parents and 5,000 educators who collectively serve over 70,000 students.
Our Staff
The Inner Resilience Program was founded and is directed by Linda Lantieri. Linda has been in the field of education for over three decades serving in a variety of capacities, including classroom teacher, administrator in the New York City Public Schools and as Founding Director of the Resolving Conflict Creatively Program of Educators for Social Responsibility. The Inner Resilience Program’s multicultural staff, consultants, and advisors have a wide range of expertise in culturally specific issues relating to mental health and education.
Our Supporters
Our current funders include a September 11 recovery grant from the American Red Cross Liberty Disaster Relief Fund; the Fetzer Institute; the Charles Laurence Keith and Clara Miller Foundation; Matt Damon; and other individual donors. The Inner Resilience Program is grateful for the past support of The September 11th Fund; The National Philanthropic Trust; The Surdna Foundation; Presbyterian Disaster Assistance; The Atlantic Philanthropies; The Time Warner Foundation; The Impact Foundation; The Kalliopeia Foundation; and other individual donors.
“Thank you for all of your hard work and insight. It is a challenge to stay sane in our New York society. We have to understand and love ourselves first before we can grow and share with those around us. What a beautiful contribution all of you are making to those in the education community and to humankind.”
—Retreat Participant |
|
|
