CREATING

A CULTURE
OF PEACE
INTERNATIONAL
ASSOCIATION FOR
HUMAN VALUES

3

Only a human values
oriented approach in
education can impart true
intelligence. We must create
a classroom system wherein
a child learns to increase
awareness and not just
assimilate information. We
need to integrate human
values of compassion, caring
and sharing in our education
system to lay the foundation
for long-term prosperity of
the society as a whole. A
complete education is one
which empowers individuals
to play the role of a global
citizen in making the local
community stronger and the
world a safer and happier
place to live.
- Sri Sri Ravi Shankar
Creating a culture
A culture of peace is possible. When
individuals know how to cultivate inner
peace amidst conflict, they begin to trans-
form the world around them. Schools are
central to communities and their mission
is to educate the next generation. Often,
education focuses exclusively on valuable
academic knowledge and skills.
What happens when we broaden the scope
of that education to fully embrace other
skills and self-knowledge? What kind of
citizens emerge from schools and commu-
nities that prioritize equipping students to
be well balanced, healthy, happy, fulfilled,
connected and ready to contribute to soci-
ety? Often educational systems struggle to
achieve these priorities, as they are uncer-
tain or unprepared in how to realize them.
What happens when schools become
partners in building peace? Is it possible to
teach peace?
2
of peace There is a CORE OF PEACE hiding in each
individual, co-existing with the drama of life.
Just as every hurricane has at its core a peaceful center, at the core of every indi-
vidual is a peaceful I. The movement of life swirling around the central core often
appears stressful, confusing, conflicted or destructive. We get caught up in the
drama of life in all its intensity, unaware of the peaceful core co-existing within. The
peaceful self is quietly hidden. We often get stuck in the chaos of changing events
and emotions which comprise the movie of life, though the calm center remains
untouched and at peace.

The Secret of the BREATH

Breath, the essential process which keeps us alive, has the ability to move us
through the hurricane of the mind and bring us back to the peaceful stillness
within.

When young people are given clear strategies and specific tools of breath to manage
emotions, such as anger, fear, anxiety, they gain the ability to deal with stressful
situations in a centered, positive way. Normally, breath is taken for granted, but it
holds secrets to locating the peaceful center within each of us.

Bill Herman
A peaceful mind is not simply International Director,
an antidote to violence - it is the YES! for Schools Program
foundation of effective education. International Association
for Human Values

3
What do EDUCATION and
peace have in common?

{
They are both affected by Stress
Stress Inhibits Learning:
The quality of learning is reduced
by a mind filled with stress and
negative emotions.
A Prerequisite to Violence:
The intensity of conflict is increased

Stress Impacts
by the intensity of irritability, anger
and stress in the mind.
Takes a Toll on Relationships:
Family, colleagues, friends
Negatively Affects Health:
Physical, mental and emotional
Every Aspect of Life

4
Science of BREATH
Sympathetic vs. Parasympathetic
Nervous System
The sympathetic nervous system is often referred
to as our fight-or-flight system - it gets us out of
dangerous situations by pumping in adrenaline and
blocking out distractions, so we run away from the
bear in the woods. Theres a value to this. We stay
alive! Weve evolved, but we still respond the same
way. Cortisol - the stress hormone - floods our sys-
tem at the simplest trigger. The sympathetic nervous
system is overused, so we use it as a habitual reflex.
The parasympathetic nervous system is the more
highly-evolved system responsible for feelings
of calm, well-being, clear thinking and a broader
sense of perspective. The use of certain breath tech-
niques strengthen the parasympathetic nervous
system, with the vagus nerve at its core. When this
happens, the brain is retrained to approach life
situations with calm, clarity, increased awareness,
and it responds, rather than reacts.
The practice of breathing techniques results in a
greater sense of well being, and in stressful mo-
ments, breathing techniques allow us to be more
centered in our response.
The Vagus Nerve &
The Upward Spiral
Barbara Frederickson, a researcher at UNC Chapel
Hill, studied vagal tone, or the strength of the vagus
nerve. She discovered an interesting phenomenon,
which she named the Upward Spiral. She found
that people who have higher vagal tone tend to be
better at self-regulation. As vagal tone increases,
so does their positive affect (feeling of well-being).
As positive emotions increase, so do feelings of
The Upward Spiral
social connectedness. And as social connectedness
increases, so does vagal tone. When we practice
breathing techniques that increase vagal tone, we
trigger a self-perpetuating upward spiral of well
being. The breathing techniques taught in YES!
support a sustained spiral of growth, health, and
happiness.
5
What is YES!?
YES! for Schools provides schools with a modality of restor-
ative practices through customized programs for youth and
adults. Our unique whole-body approach to stress and social
emotional learning combines transformative physiological
practices, including breathing techniques and meditation, in
concert with cognitive tools and awareness.

This approach supports participants inner states and the

overall school climate, attending to the source of many
Our programs for educators alleviate teachers stress, enrich dia-
chronic school concerns, including behavioral issues, absen-
logue and connection between colleagues, and boosts team morale,
teeism and truancy. Simultaneously, it uplifts qualities such
supporting a healthy learning environment.
as responsibility, respect, commitment, compassion, service,
and cooperation. One High School Teacher in Milwaukee Wisconsin, recently
brought YES! to her 5 classes for 10 weeks. Her comment was:

School teachers and administration would benefit from learning about

the YES! program because it is the foundation for academic achievement.
When we are better able to understand our students and their needs, we are
better able to serve them.

When we teach from an area of understanding, we teach the whole

child. This practice helps to create productive individuals, family
members and members of society.

6
OPTIONS Other Than Violence
I used to be ready to fight, but since youve
taught me this breathing technique, it is much
easier to relax. Just brush it off my shoulders,
just look at em and laugh, walk away.
Before Miss Emily came I used to be all up in
peoples business, angry, catchin a attitude, hard
headed and everything. When she came, I just
calmed it down, I mind my business, give peo-
ple respect, respect my elders, stay out o fights,
give people the cold shoulder and everything.
Now, I can choose two different paths a pos-
itive path or negative path. The path I chose
before was, I dont care, whatever, it doesnt
matter to me. Now I know I can choose to
have an adventure. It may be a negative situa-
tion, But you can still treat it in a positive way.
Before YES! came to our school, I had mental
issues. Getting in everybodys business and all
that. Now that I have the power breath, it really
helped me calm down. The techniques really
work.
The techniques that the YES! program has shared
with us are like a shield to cover us. To protect us
from situations where someone is trying to get at
us and make us angry.
It helps you get more mature. With grownups its
not mature for them to fight cause theyre older,
but this is helping us get more mature so we dont
fight and all that other stuff.
Ive learned to be more calm and use breathing
techniques as a helpful source, and also to think
of options other than violence.
7
Government
EMBRACING
Peace
YES! in the State of Mexico:
Educacion por la PAZ
In the summer of 2013 Mauricio Franco Posadas came to the
USA to be trained as a YES! for Schools teacher. He went back
to Mexico and he and his wife Kristhian made connections to
bring YES! to youth in their home city of Chalco which has a high
rate of poverty and violence. In January of 2014 we met with the
Director of Crime Prevention of the State of Mexico where Chalco
is located. They were interested in seeing if YES! would work as an
alternative to violence. YES! was brought to 2500 young people in
a community program called Chalco for Peace.
The program was very effective and the Minister of Education of
the State of Mexico asked us to create a culture of peace through
the schools in 3 of the largest cities of the state.
46 Schools, 3078 Students
Ecatapec, Metepec, Nezahualcoyotl
In the summer of 2015 a plan was formed to bring YES! to 46
schools in the cities of Ecatapec, Metepec, Nezahualcoyotl. A total
of 3078 youth benefited in the months of October and November
with followups for those students continuing.
One school director, Israel Cerrillo, said
regarding the YES! program: To have a
program that helps them control their emo-
tions, to see life from a different perspec-
tive. They will begin to promote this; they
will begin to be promoters for peace.
One teacher, Elizabeth Pulido, said: Were em-
bracing it a lot. Because this child isnt by himself,
were also including his family, and also the whole
context of the child. This is bringing very good
results. I think this should be done massively, so
we have even larger results!
8
 One Mother, Gabriella, said
regarding her teenage son:
He was always stressed. Before he would
come back from school yelling, Shut up
because Im already irritated, Im already
tired! And those days of the YES! Program
he would get home super relaxed, Oh,
little brother how are you and how did it go
at school? Do you want me to help you with your homework? And
his father and I were like Is that you?

One Student, Paola Torres said

regarding her experience with YES!:
There have been many changes in me. For
example, how I behave with teachers, with
my companions, with my family and with
my friends. Im not the same person I used
to be anymore.

For the spring of 2016, the State of Mexico Minister of Education

has insisted on organizing a Teacher Training program for 200
of their own school counselors, psychologists, social workers
to become YES! teachers. The intent is to bring YES! to 50,000
students, parents and teachers in the next year.

9
When People Live In PEACE And
HARMONY With Themselves its Not
Possible To Be Violent With Others
Since I met the
IAHV Staff I
felt a spark of
unity with them
and our spirits
recognized each
other. From that
moment I knew
they were in
harmony with
the three pillars of education in the
State of Mexico: students, teachers and
parents.
After I did the adult version of the
course I made the techniques a part
of my daily life. Naturally I wanted
to share it with others because of the
magical transformation in myself.
This kind of learning is innovative.
The breath is a tool to live in harmony
with yourself and others around you.
It helps awaken the consciousness in
each of us and allows one to live life in
a different way.
The YES! program is very useful in
schools because it teaches kids that
through the breath anyone can reach
a peaceful state of mind, peace in the
soul and how to maintain internal
balance. Kids confirm that their lives
change and they experience authentic
happiness. This program allows us to
go within and see how important each
of us are. The experience of internal
tranquility reduces the impulse for
external violence and kids understand
the importance of being non-violent
with people around us. This is very
good for the school environment. It
is a subtle energy that spreads in the
school, and when students are in that
energy, their thoughts and actions
change. In the quality of this harmoni-
ous environment, Education for Peace,
happens spontaneously.
Viviana Jimenez, Director of
the Department of Harmonious
School Co-existence, Ministry of
Education, State of Mexico
10
From Teaching a Course To
TRANSFORMING A Culture:
Building YES! Model Schools

Weve learned in the United States, Mexico and other countries

that its possible to bring YES! courses to many schools with
positive effects on students. To achieve sustainable results of
improved academic performance, reduced impulsivity in student
behavior, reduced student suspensions and perceived stress, the
most effective way is to build YES! into every layer of the culture
of the school.

Involving teachers, administrators and support staff is essential to

transforming school culture in a positive way. Training teachers
from their own schools to lead daily breathing in every class, rein-
force YES! vocabulary for emotional regulation and delivering the
YES! course transforms school culture in the long term.

11
Freeport School District
CREATES YES! Model School
The YES! Program began implementation in the Freeport School
District in New York in 2010, at the request of their new district
Superintendent, Dr. Kuncham. The Superintendent saw YES! as
a way to bring greater peace into students lives and improve the
quality of education. After teaching YES! to high school students
in PE classes and shorter programs for every student in the dis-
trict, YES! has focused its attention on one school.
Dodd Middle school:
A YES! model school
The YES! Program at Dodd Middle School is dynamic and com-
prehensive program addressing the needs of all members of the
school community, from students to security guards.
Before the beginning of the school year, students and parents attend
a YES! orientation. They learn breathing techniques and their scien-
tific significance, emotional regulation exercises and human values
processes on respect, responsibility, teamwork and growth mindset.
The complete YES! Program is taught each year to the entire 7th
grade - about 500 students. They learn the breathing in short semi-
nars at the start of school, and then receive the full YES! curriculum
in health class. Refreshers for the 8th grade students are presented
in science classes and breathing follow-up continues all year.
In addition to students, YES! focuses on the well being of teachers,
administration and support staff well being. Engaging personal expe-
rience of breathing and meditation allows all adults at the school the
opportunity to embody the positive human values and breathing tech-
niques of YES! and set an example of managing stress in healthy ways.
They take an introductory YES! Educators course and are offered
optional SKY course, Art of Meditation course, Art of Silence
retreats and YES! Teacher Training for those who are interested.
After a recent course, one teacher said, ...I think whats so im-
portant is to have these continual trainings. Its just critical. Im
so grateful that school allows us to do this. It just makes me more
committed (as a teacher) as a life long commitment.
12
The school environment that I was in before
was very stressful... Its so nice to have the
meditation and all this to relax and change
the environment. Its a 180 degree turn,
completely changing the way I am at home, at
work and in every aspect of my life. Its such a
better experience and I am looking forward to
continuing the meditation.
Daily breathing for 8 minutes in each home-
room starts every school day in a peaceful,
reflective way. A YES! teacher leads a guided
meditation over the PA system giving every-
one in the school the opportunity to calm,
de-stress the mind and feel rejuvenated. The
school has seen a 44% reduction in sus-
pensions which administrators attribute to
YES!. Dodd administrators are considering
adding a second set of daily breathing.
Consistent one-on-one mentorship and
individual YES! counseling/breathwork
sessions for individual students has been
implemented. These one-on-one meetings
with YES! teachers address student stress,
behavior and emotional stability.
After the 2014-15 school year,
89% of students surveyed
expressed feeling significantly
calmer, more relaxed, and
better able to manage their
emotions.
Over the 2014-2015 school
year, students participating
in YES! had statistically
significantly higher average
GPAs in Math, Social Studies,
and English Language Arts.
Over the course of the two
years that Yes! has been
active at Dodd, there has
been a 64% decrease in
behavioral infractions.
13
A Place of Peace
My greatest reward as a principal has been watching my own transformation as well as the
transformation of countless students, staff and parents through the use of targeted breathing
practices. Engaging in this daily practice has enabled me to maintain perspective and balance
throughout the day. I know as I juggle various tasks and tackle the inevitable, unpredictable
nature of leading a middle school, I always have the use of this personal and practical tool to
bring me back to center. I have become more aware of the impact of my decisions on others
and have grown more compassionate towards students, staff and colleagues alike.

My decisions are made from a place of peace, clarity, and intentionality.

The breath is the direct pathway to my internal peace. When I am peaceful,
everyone I encounter feels that peace.

This represents a paradigm shift in our thinking when we consider how to cul-
tivate a culture of peace in our schools. Peace is often discussed as a separate
entity that occupies our schools rather than a vital characteristic of its occu-
pants. Peace is not an external state of affairs but the internal condition of each
student, teacher, administrator and parent. This awareness will allow peace to
reign and reverberate from the self to the family, to the school, the commu-
nity, the nation, and world. I have seen first hand the power of this breath-
ing practice in myself, my students, and in my staff and know it will bring
peace, joy, and creativity to Americas students!

Johane Ligonde, Principal, Dodd Middle School, Ms. Ligonde testifies before
Freeport Schools, Freeport New York members of U.S. Congress

2
Bridging the GAP
Where does YES! for Schools fit in the landscape of
social emotional learning and mindfulness education?
Schools around the world are turning to Social Emotional Learning This YES! combination of SEL and physiological practice restores
programs and Mindfulness practices to support education. In the individuals and school environments from the inside out. Our
USA, Social Emotional Learning (SEL) programs incorporate one or model of change begins with transformation at the individual level,
more of five competencies - self-management, self-awareness, social then supports full classrooms and schools for sustained school
awareness, relationship skills, and responsible-decision making. climate shift.
These programs focus on cognitive understanding of each skill.

Many mindfulness programs focus on self-awareness. They use

mindful practices to increase self-awareness deeper than tradi-
tional SEL cognitive approach. Scientific and anecdotal evidence
support the effectiveness of these neural-restorative tools.
The premise is that increased self-awareness is key to personal
transformation.

What makes YES! for Schools unique is the merger of cogni-

tive Social Emotional Learning with physiological restorative
practices. YES! combines SEL and mindfulness, but the breath-
work we offer, which has its own body of supporting evidence, is
unique. These techniques and processes are reinforced through age
specific workshop, daily breathing and one on one mentoring.

15
Impact and Research
YES! has reached tens of thousands of children
In the last 7 years in the United States the International Association for Human Values has done much to build the YES! for Schools program into
schools. Since 2008, over 70,000 students and teachers have experienced the YES! for Schools program in 147 schools in 22 states of the USA.

For 2 years, YES! taught to YES! reduces aggressive tendencies

the whole freshmen class William C. Overfelt High School in San Jose, CA reported that
Bayview High School, Milwaukee, WI over a two-year period of offering YES! for Schools:

56% Increase in Growth Mindset 38% Reduction in violent incidents
53% Decrease in Perceived Stress 28% Reduction in disruptive behavior
47% Decrease in Aggression and Fighting 45% Reduction in drug and alcohol use
31% Decrease in Bullying Behavior 45% Reduction in suspension hours
43% Decrease in Anger
58% Increase in Caring/Cooperative Behavior

YES! for Schools uses a range of qualitative and quantitative assessment tools, including validated pre and post self-reporting student
surveys measuring psychological indicators such as growth mindset, perceived stress, aggressive tendencies, anger, caring behavior,
impulsivity, etc. In addition to 3rd party observation, interviews with teachers, administrators and parents, we work with the schools to
gather school based data measuring academic, behavioral and other relevant metrics. A few examples are shown above.

16
Effects of the Youth Empowerment
Seminar on impulsive behavior in
adolescents
Published in the Journal of Adolescent Health
April, 2013
Dara G. Ghahremani, Ph.D., Eugene Y. Oh, B.S., Andrew C. Dean,
Ph.D., Kristina Mouzakis, B.A., Kristen D. Wilson, R.N., B.S.N.,
and Edythe D. London, Ph.D.
Department of Psychiatry & Biobehavioral Sciences Semel
Institute for Neuroscience and Human Behavior University of
California, Los Angeles.
Purpose: As impulsivity during adolescence predicts health-
risk behaviors and associated harm, interventions that attenuate
impulsivity may offer protection. We evaluated effects of the
Youth Empowerment Seminar (YES!), a biopsychosocial work-
shop for adolescents that teaches skills of stress management,
emotion-regulation, conflict-resolution, and attentional focus, on
impulsive behavior.
Methods: High-school students (14-18 years old) in the
United States participated in YES! during their physical education
classes. Students in a control group attended their usual
curriculum and were tested in parallel. Items from the Barratt
Impulsiveness Scale (framed to reflect recent behavior) were used
to assess the students! behavior before and after they underwent
the program.
Results and Conclusions: Compared with the control
group, YES! participants reported less impulsive behavior after
the program. The results suggest that YES! can promote mental
health in adolescents, potentially protecting them from harmful
coping behaviors.
Implications and Contribution: The study indicates
that adolescents undergoing the YES! program show reduced
impulsive behavior. Given the
link between impulsivity and
harmful coping behavior, the
program may be protective
against risk behavior
detrimental to adolescent
health.
Dara G. Ghahremani, Ph.D
YES! Around the WORLD
Each area has taken its own approach and is in its own stage of evolution
Argentina
Australia
Azerbaijan
Belarus
Bosnia
Bulgaria
Canada
Chile
Croatia
Dominican
Republic
Egypt
Estonia
France New Zealand
Georgia Poland
Germany Serbia
Israel Slovenia
Italy South Africa
India Spain
Latvia Tunisia
Lebanon Turkey
Lithuania UAE
Macedonia UK
Mexico Uganda
Morroco Ukraine YES! is adapted to meet the needs of local education
Montenegro USA systems, communities and cultures.
18
Implementation Steps

1 M
 eet a YES! coordinator to better under-
stand the vision of the YES! program
3 
Discuss time line for implementation
and steps towards YES! model school

2 
Schedule YES! educators program for
school staff. YES! programming for
4 
Sustainability. Teachers from the
school can be certified as YES! facil-
educators addresses self-care and creates itators through trainings, personal
ownership among the adult school practice, and co-teaching with our
leadership instructors.

YES! program for educators is essential as it addresses the need for self-care for teachers.
YES! can be customized, scaled and adapted to any setting.
19
 BILL HERMAN BRING YES! TO ELAN GEPNER
International Director YOUR SCHOOL, Executive Director, USA
Director of YES! Teacher Training YOUR COUNTRY, elan.gepner@iahv.org
billhermanjgd@gmail.com 610-733-1101
YOUR WORLD
530-277-5230

http://www.youthempowermentseminar.org
2