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Hello everyone. | |
Hello. | |
in the area of the Jonancho Association. | |
such as dementia. | |
So of course I accepted. | |
I visited the school and with the sixth grade class | |
I talked about residents with dementia residents living on their own | |
and the map we had created. | |
The students listened closely to my presentation. | |
After my presentation | |
the students went home and talked with their mothers. | |
The students took notes on what they discussed with their mothers | |
then the notes were used in a survey which the school showed me. | |
It is wonderful to be presenting here in my own neighborhood. | |
Here are some of the mothers' comments | |
It would be too embarrassing to tell neighbors about dementia in the family. | |
It's one of the things that I feel are too personal to tell neighbours. | |
Answers like that were common. | |
The students asked some questions in response | |
How can we find these people? | |
If their families keep quiet how do we find them? | |
I had thought that for the kids | |
the issues on the community care map such as dementia and isolation | |
would be hard to comprehend. | |
I am very grateful. | |
But when I actually started speaking in class | |
the children listened to me very intently. | |
I was very impressed and touched by the way they were trying to learn. | |
Well I suppose | |
that it's the beauty of education that I was able to experience. | |
In the meantime at the end of class | |
some students showed an interest in helping the community. | |
There were six students | |
who formed a team called Jon 6. | |
They started volunteering to help the association. | |
What does a community association do? | |
All of the members of Jon 6 were girls. | |
How are these kids going to help? was my initial thought. | |
Then one day the Jon 6 team came to the association | |
and asked to help the elderly residents. | |
They wanted to cook and serve refreshments at one of our gatherings for the elderly. | |
Wait a minute these are sixth graders! Can they really do these things? | |
Deep down I had my doubts. | |
Yet a few days later all six members turned up. | |
They cooked a meal | |
they served it to the elderly who were at the gathering. | |
A community association is a residential organization in Japan. | |
They chatted with the elderly during the meal. | |
My first impression was that maybe the kids were doing this | |
just to make the elderly happy | |
or they find the activity itself interesting or amusing. | |
Their actual intention was though to contribute to the community | |
by serving refreshments and chatting with the elderly. | |
Later on the members of Jon 6 came to us once again. | |
They said We want to help. Let us know what we can do. | |
So recalling that our newsletter was about to be discontinued | |
I asked the kids if they wanted to work on it. | |
Residents manage the activities. | |
They said Leave it to us. We'll do it. | |
They began working immediately. | |
The students printed several issues of the newsletter. | |
It is still in print today | |
with no sign of discontinuing. | |
Because of the kids getting involved in the neighborhood association | |
diverse generations started taking part in our town festivals. | |
When the kids participate so do their parents. | |
Even the elderly who aren't usually very active join in | |
actively participating talking to the kids. | |
It is there | |
My hope is that these kids in the near future | |
will become an integral part of our community | |
to discuss our social problems and handle them together | |
that these kids | |
will lead future community associations. | |
I'm glad I've been able to sow the seeds for that. | |
However when we talk about getting help from the youth | |
we're talking about the young adults | |
who can take over the community association now. | |
Not the kids. | |
that people connect and build communities | |
When these young adults take over | |
I trust they will be responsible. | |
We must not insist that they continue to do things as we did. | |
We should let them manage the community in their own ways. | |
Even if the solutions we are using now are not going to be repeated | |
whatever challenges the community may face in the future | |
kids will play their part in helping to overcome them. | |
Thinking about the future for ourselves and kids | |
I want us to work towards a future | |
in which elderly people with cognitive and physical disabilities | |
through preserving traditions cultural activities and festivities. | |
live in completely supportive communities. | |
Let's pursue this. | |
Thank you very much. | |
When I first joined the association | |
Until last March I worked for the Jonancho Association in Anjo city. | |
I worked as the elementary school patrol. | |
This will be my 14th year. | |
That’s so long isn’t it? 14 years! | |
And then the students I used to watch over |
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