ABOUT THE WINDER FOUNDATION
HOW WE WORK
LASTING CHANGE BEGINS WITHIN
Winder Foundation believes that all of us can make powerful, lasting change in our lives when we face our challenges with courage, commitment and creativity.
We focus on boys, their families and those in their wider social circles as they turn challenges into new stories. Our work supports people of all ages, generations and cultures. Those we serve are breaking through barriers and breaking new ground. For many reasons they come ready for sustainable change.
Our programs assist young men to learn new ways of solving social, emotional and educational challenges. We use a wide range of practical and innovative techniques, drawing on many disciplines and leading research to help boys and families realize their greatness and potential.
People in our programs are inspired by our use of cross-cultural and diverse educational techniques, meta-coaching and inquiry, and many forms of the creative arts, such as storytelling, drawing, drumming, mythology and music. Our work incorporates powerful teachings from the past and present, blending this knowledge and wisdom with the art and science of positive change. People from all cultures have found this approach to be a powerful way of fully engaging their minds, hearts and spirits in a process of transformational learning.This broad toolkit is seamless and ‘invisible’ as boys and families engage with us in a profound and deeply rewarding journey of self-discovery, self-empowerment and self-direction.
NEW STORIES OF PROMISE
Good news for young men:
- Greg, 11, who was often bullied in the playground and after school, now has the skills to ignore the bully’s taunts and stay in his personal power. Bullies are now learning from him another way to behave.
- Kaho, 15, used to be a recluse. Now, two years later, he is representing New Zealand internationally in his sport.
- Nick was constantly in fights at 12, but at 13 refused to engage in any form of fighting, regardless of the taunting of his mates.
- Jin, age 10, who was unable to relate to his teacher in class, became passionate about learning. The teacher was amazed at the change.
- Matt, 13, who carried explosive anger for his mother, learned to be emotionally resilient and was able to counsel his mother about how to contain her own anger.
- Jakob, 11, who was constantly seeing the Deputy Principal (DP) for incidents around school, now only sees the DP to receive certificates and awards.
- Edin, 10, who was unable to sit still in class and wouldn’t write more than two lines at writing sessions, learned to write two pages and was acknowledged for the creativity of his thoughts.
- Keni, 12, whose Asperger’s Syndome drove him away from relationships at school, learned to become a friend to many and was respected for his knowledge and sense of fun.
- William, 14, who was always at the centre of playground scrapping, became recognized as a leader who taught others how to stop conflicts and fighting.
Good news for families
- Kathryn felt deeply for her autistic daughter, but saw her as slow to learn. She learned to have another view of herself, and thereby another view of her daughter. Her daughter learnt to make friends for the first time, to enjoy her learning and to work at the pace that was right for her. She felt successful and her mother was proud of her.
- Hone never imagined that his son’s participation in the B-Cool Program would have such a far-reaching effect; clearing the many ‘tangles’ that had developed in the entire family and opening his son to a whole new positive side.
- Aroha, a single mum, saw a shift in her boys right before her eyes in a Full Circle Family Coaching session; she said it helped her understand the importance of constantly taking responsibility to be the best she can be in any relationship.
- Jade, mother of a young man with Asperger’s Syndome, not only worked through ‘a challenging phase in her son’s life’, but found the tools highly relevant and effective in helping the whole family.
Good news for teachers
- Peter, an RTLB (Resource Teacher for Learning and Behaviour) in an Auckland intermediate school saw boys normally at loggerheads working well together, with their communication skills improved out of sight. He was amazed that B-Cool boys willingly explored their inner feelings and admitted needing to make personal changes.
- John, a school principal, said that the whole program was so effective and positive, not only for the less-able students, but also for the students who were leaders in the school. Everyone reaped benefits.