FOR 15 STUDENTS participating in a resilience training at 草莓社区, one role-play activity hit close to home. The small-group skits invited them to learn how their actions might be a result of an emotional response: how, for example, teasing Pakistani refugee Hayat Zahra,16, about her hijab might be a result of their own discomfort in a new American culture.

鈥淭hat was hard,鈥� Zahra said later. Though the situation was only acting, her emotional response was visible. The high school students, refugees from Africa and the Middle East who are members of a leadership training program, were then able to talk about how words can hurt and how such hurt might cause other negative behaviors.

Harrisonburg High鈥檚 Peer Leaders program is a grant-funded project involving partners 草莓社区, Harrisonburg High School and Church World Service (CWS). James Madison University鈥檚 Center for International Stabilization and Recovery leads the program.

Monthly sessions alternate between providing information about community and school opportunities and group activities off-campus. Swahili speaker and CJP graduate student Kajungu Mturi, from Tanzania, and Felix Kioko 鈥�17, now a graduate student at CJP, facilitated the group.

In spring 2017, Katie Mansfield, director of the Strategies for Trauma Awareness and Resilience (STAR) program, led a day-long workshop about how the body responds to stress and how those responses can lead to unhelpful behaviors.

Gloria Bafunye, a ninth-grader from the Democratic Republic of the Congo, explained it as the difference 鈥渂etween head and heart, how sometimes you think something and your body is because of that.鈥�

Mansfield, who typically works with adults, said she was inspired by the students鈥� sensitivity, insights and questions. For this day with 30 high-schoolers, she drew upon her first experiences in peace education with an organization called Peace Games. Mansfield offered arts-based activities, small-group sharing and team-building experiences.

EMU resources were also tapped in a fall training with a CJP team that included Professor Johonna Turner; Practice Director Amy Knorr; then-graduate students Mturi, Diana Tovar, Jalal Maqableh; and Jacques Mushagasha MA 鈥�16.聽In a day soon after the U.S. presidential elections, when many questions had begun to surface, the group helped students explore their questions and strategies for engagement.

Though they may not have mastered English and may not realize their own influence, high school-age refugees are vital contributors and leaders within the high school community, said Rebecca Sprague, of CWS. Self-advocacy is another goal, said Laura Feichtinger-McGrath, ESL coordinator at the high school, 鈥渂oth for themselves and their peers 鈥� recognizing they can鈥檛 change the traumas of their past, and they all have traumas, but also not allowing their past experiences to cripple them or close doors to opportunities.鈥�

Belfast, Northern Ireland

Emily Stanton met Hedley Abernathy 鈥� the man who became her husband and then a fellow graduate of CJP 鈥� while both were trying to help young people in Northern Ireland to embrace alternatives to violence.

Emily, an American, was the first of the two to plunge into peacebuilding. In 1994-95, she lived as a volunteer at the Corrymeela Community, a peace and reconciliation center in a rural area of Northern Ireland.

Emily then met two Mennonite Central Committee volunteers in Northern Ireland, John and Naomi Lederach. Learning that Emily was interested in going to graduate school to study conflict resolution, they said, 鈥淵ou should look at EMU. Our son [John Paul Lederach] has just started up an MA in Conflict Transformation there.鈥�

Upon completing her MA at EMU in 2000, Emily headed back to Northern Ireland as a Mennonite Board of Missions volunteer. She developed a pilot program to introduce conflict transformation training and restorative justice practices into a half-dozen schools in North Belfast. That鈥檚 when she met Hedley, who was a youth worker in North Belfast.

They married in 2003 and came to the United States so that Hedley too could earn a master鈥檚 degree at CJP. Here Emily worked with youth in various ways: teaching courses, helping with an alternative education program for at-risk middle school children, and fundraising for Big Brothers Big Sisters.

Upon Hedley鈥檚 graduation in 2006, they moved to Baltimore, Maryland, where Hedley worked for Catholic Relief Services.

In 2008, the couple and their two young sons re-settled in Northern Ireland, where Hedley took a job with WAVE Trauma Centre, an organization that supports people bereaved or traumatized by violence. WAVE has close ties to CJP; several dozen WAVE personnel have attended EMU鈥檚 Summer Peacebuilding Institute since 1996.

Emily does periodic work in the conflict transformation field, such as co-facilitating a Youth STAR (Strategies for Trauma Awareness and Resilience) at WAVE. But, while the children are young, she and Hadley have agreed that Emily will be their primary caregiver.