Topics we cover:
Critical thought, creative arts and expressive arts therapies,
social justice and attending pedagogical concepts, deconstructing and understanding current events and social issues in a historical context, and learning/examining research methodologies that center anti-oppressive practices, leadership and understanding that word from self-socio-cultural-ecological perspectives. Writing with a clear voice and clarity (writing as a form of becoming) are things that happen as byproducts in any learning relationship where writing happens — so that, too! Gauging interest and capacity for thinking and seeking to learn rests with you as an individual and/or your family, group, team, class-- there are no imposed age ranges or restrictions. Identity and difference impact the ways we see and how we come to know things — that happens at every age; I am open to discussing this more with you.
 
The energetic focus: 
Toward and with those who feel they want to co-create a relationally-attuned thinking, learning and imagination-focused spaces (something we are biologically hardwired to be and our collective survival depends upon it). Conflict and difference are invited in and named as part of process-centered learning. Exposing the status quo can feel necessary and uncomfortable. Discomfort and tension, when they accompany learning, require relationships and some risk-taking.
 
Each and all of these words impact us, and I've spent the better part of my life learning, unlearning, and re-learning them and how they feel on the inside and outside...
 
Parent, group, and family engagements can be crafted to allow for all of the above. Our learning forums center dialogue and creating, where being responsive includes making space for our dynamic, shared human experiences: Coping with losses, making sense of feelings, developmental and energetic shifts, negotiating oppressive systems, and other experiences.