Gender, Race and Class Relations in the History of ...
HOW TO… HANDBOOK
SECOND AUGMENTED VERSION
(Used for parent training, Child Protection Project, HDC)
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Introduction
Latino-Hispanic immigrants and their Canadian born children are facing complex challenges of cultural adaptation, community building and changing family dynamics. Working as a youth counselor and manager of the Youth Program of the Hispanic Development Council for the Latino-Hispanic community in Toronto during the last fourteen of my thirty seven years in Canada, I have witnessed first hand the effects of these cultural clashes on the community, and in particular the many families and individual youth I have come into contact with. During this time I have closely observed the emergence of youth gangs and related increases in: issues of drug and alcohol consumption; family breakups and separations, and; youth involved in the criminal justice system. These challenges along with increasingly culturally mixed younger generations and the emergence of inter-racial relationships have been some of the most important aspects of my work and point to a need for more youth oriented services in Toronto.
Working in group settings and individually with parents and children on issues related to: parenting; youth violence; youth crime; youth gang prevention and intervention; drug and alcohol awareness; understanding of diversity; justice system familiarity; and finding support for the youth and family have allowed me to interact closely with this community and other non-Spanish speaking communities. My interaction with Latino-Hispanic youth comes mainly as a result of addressing behaviour patterns that conflict with traditional Latino-Hispanic family values around self worth, safety, personal wellness, law abiding principles, and respect for authority. This behaviour brings serious consequences such as family estrangement and breakdown, hurtful relationships, unsafe communities, youth gang violence and crime, petty crime, street crime, domestic abuse, incarcerations, criminal records, and deportations. Of particular concern is the youth gang issue as reported in the printed media since mid 1994: Toronto Star, L. A. gang finds life in the Pits. August 28th 1994; Teen Gangs Special Report October 24th - 28th 1998; Anti-gang bill widens attack against crime: Federal legislation to give more power, resources to police. September 2nd 2001, April (date) 2006; The Globe and Mail, August 8th 1995. National Post, Police Identify gangs as ‘Latino’. July 8th, 1999.
Of great relevance to my work is the fact that the majority of the Latino-Hispanic youth presently living in Toronto were born outside Canada (Hispanic Development Council, 2004). This means that they lived some of their most formative years in dramatically different cultural settings, where many would have experienced social, political and economic hardships. Upon arriving in Canada, the cultural differences encountered by these young people makes them look for other youth that may speak the same language, come from the same region, or just connect around commonality of interests. These new friends may become a positive or a negative influence in their lives. They may belong to families of different and varied economic, social and educational backgrounds. However, the big equalizer is the immigration experience and adaptation to the new country.
Factors encountered by Latino-Hispanic youth, such as marginalization, struggle with cultural adaptation, and definition of new family relations, significantly affect the life of all children and young people. Hispanic Development Council research suggests that from poor family conditions and weak family structures emerge some of the needs for other types of associations or forms of recreation. While the “youth at risk” factor is of big concern, not all youth in our community would be seen as being "at risk." Yet, all our youth need support to address these enormous challenges.
The experiences of Latino-Hispanic youth have been major influences in the creation of support material for both newcomer and long established Latino-Hispanic communities. The augmented HOW TO…Handbook is one of a series of educational materials in a position to benefit the whole family. It is intended to help the community: find solutions to problems; maintain peace and harmony among its members; prevent family separations and estrangements; promote understanding of issues relating to youth; learn about youth and parents’ rights, and; find appropriate legal assistance and community services. The ultimate goal is to foster Latino-Hispanic family participation in community development and safety.
TABLE OF CONTENTS
LITERATURE REVIEW 5
HOW TO USE THE HOW TO… HANDBOOK 8
1. Is your child or someone you know involved in
gangs and/or using/abusing drugs or alcohol?
2. Inter-racial dating: is there anything wrong with it?
3. Why I should communicate with my children…
4. What are my rights? Where can I get more information? 9
5. Where can I get help or assistance? 9
Chapter I
IS YOUR CHILD OR SOMEONE YOU KNOW INVOLVED
IN GANGS AND/OR USING/ABUSING DRUGS OR ALCOHOL? 11
Why do youth join gangs?
Are you aware or suspect that your child is involved in
gangs and/or experimenting or abusing drugs or alcohol? 12
How to interact, if you suspect or detect your child is
involved or becoming involved in gang activities as well as alcohol
and/or drug abuse. 14
How to handle issues dealing with gang activity,
gang language, drug and/or alcohol abuse. 14
Strategies for resolving issues/problems arising from gang
involvement, drug and /or alcohol abuse. 15
Parental strategies for handling the problems arising
from gang involvement, drug and/or alcohol abuse. 16
The WHY and HOW to respond to your child’s involvement
in gangs and abuse of liquor and drugs 17
Communication strategies when you suspect your child is
involved in gang activity and/or abusing drugs & alcohol 18
Read the signs of gang involvement 21
Behaviour 21
Appearance 22
Language 23
Suggested Responses and Reactions to Identifiers 23
Glossary of Gang Slang, Terminology, and Meaning 29
Canada 29
Central America, Mexico, U.S., and Canada 36
Chapter II
Inter-racial dating; is there anything wrong with it? 53
How to deal with your child’s choices concerning
sexuality and relationships 53
Understanding and accepting your child’s choices 54
The joining of new and traditional values 55
The meaning and effects of multiculturalism 55
Chapter III
Talking Frankly With Your Children
Effective Communication Practices 58
What happens when children decide they don’t want to
communicate with their parents? How should parents respond to
this silent challenge? 59
When children move out are parents still responsible for them? 60
How can parents respond to their children when they are acting out in a way that creates positive interaction? 60
First reaction 60
Parents’ check list 61
Involve yourself in your children today for a better tomorrow 64
Chapter IV
What are my rights? Where can I get more information? 68
Know yours and your children’s rights in case of the unexpected 68
Always be prepared…know your rights 68
Understanding the Law 69
People should report to the authorities if they suspect that 70
Youth Criminal Justice Act 71
Contact with the police 71
About arrest: What are your rights? 71
When do I need a lawyer? 73
What is the lawyer’s duty when representing an individual? 73
If legal aid is denied, the following may be done 73
Glossary of Terms – Alphabetical Order 74
Chapter V
Where can I get help or assistance? 84
Get to know your Community 84
Learn what your community offers and take advantage of it 85
Be informed about what your Community has to offer…
become involved 85
Related Information on Legal Information, Legal Aid and
Community Support Services in Toronto 86
Legal Services 86
Youth Support Services in Toronto 88
Bibliography 92
Literature review
This literature review focuses on the causes of: gang involvement and/or drug and alcohol experimentation or abuse; inter-racial dating; parent-child communication, and: the rights of children and parents. Included in the review are: newsprint media; books on general information and assistance, and; scholarly journals when available. In addition, technical literature of authors such as Professor Alan Simmons of York University; Dr. Fred Mathews of Central Toronto Youth Services; Dr. Michael Ornstein, Director of the Institute for Social Research, York University; Dr. Fernando Mata, currently with the Ministry of Justice, Canada were also reviewed. Another important source of information is the Hispanic Development Council’s own research publications as are other community resources that have added context into the issues upon which this project is based.
The family as a unit at times will require guidance to navigate the difficult years and get assistance to “help both parents and teenagers survive the turbulent but exciting years of adolescence” (Fenwick and. Smith 1993). My daily practice as a youth and family counselor is a myriad of “case studies (of) real concerns and conflicts of parents and teenagers,” seeking support “to weather the storms” as a parent puts it, or to “help both parents and teenagers survive the turbulent but exciting years of adolescence.” A large part of my work is assisting with parent-child relationships which may be affected by rebelliousness, misunderstandings, inappropriate judgments, and emotional and behavioural problems, among others.
Parents with teenage children go through a daily struggle. Mistakes, errors, and oversights might be committed, even if unintentionally, by sometimes trying too hard or not hard enough in providing guidance and/or “enforcing” discipline at home. Some of my experience as a counselor is consistent with literature stating that “…not all parents (are) good at their jobs” (Pipher 1996). This assertion however, can and should be challenged, especially if it is presented in the context of first generation Latino/Hispanic immigrant families. Parents in these families must exert a double effort. In addition to dealing with newly emerging parenting issues from the adaptation of their children, parents are also still adapting: transition from their ancestral to the Canadian culture is a continuous struggle (Veronis 2006). As a consequence, issues of adaptation for parents have an impact on how they will raise their families in their new Canadian home, and on how relationships in the family will ensue.
Latino-Hispanic youth go through some of the same struggles as their parents upon arriving in Canada. In the new country they encounter marked cultural differences among their peers in the community and school. This may cause them to look for other youth who may speak the same language, who may have come from Latin America or even from the same country and may have gone through the same experiences as any immigrant has, or it may simply be a commonality of culture, music, or other interests that act as a connection for them. These new friends may become a positive or a negative influence in their lives. They may belong to families of different and varied economic, social and educational backgrounds. However, the big equalizer is the fact that they are youth going through the experience of either adapting to the new country in the case of newcomers, or seeking their cultural ancestry for those born here. Taking into account that “there is not such a thing as the ideal parent” (Fenwick and. Smith (1993), nor the ideal son/daughter, my intention with this handbook is to look for an approximation to the ideal way of communicating and problem solving.
Issues such as: experiences with violence, drugs and substance abuse; how young people feel about family life, and; how they see their lives compared to that of their parents in the Canadian context are a constant concern in the Latino-Hispanic community. Research from the Hispanic Development Council shows that marginalization, struggle with cultural adaptation, and definition of new family relations, with variations, significantly affect the life of most of its children and young people (Bibby (2001). Consequently, the unique contribution of the Handbook Second Augmented Version is that it is set in the Canadian context and addresses these factors within this cultural setting. Research also suggests that from poor family conditions and weak family structures emerge some of the needs for other types of association and forms of recreation. This recreation can be in the form of substance and drug experimentation, and will probably lead to abuse if not controlled or prevented in time. Latino-Hispanic parents may not be prepared to deal with the situation in an open minded manner for a win-win outcome.
A healthy family is a strong family, where its members are “standing up for each other” (Wessler S. L. 2003). Listening in “engaging cooperation,” (Faber and Mazlish 1980) negotiating; and role-playing activities with the children are useful and important. By maintaining the most open and honest communication possible, parents have the space to be able to be angry and express it in a healthy way. Speaking with authority and firmness works. Children respect authority, but it must be rendered with fairness, otherwise it only nourishes anger. Norms and responsibilities should be established for everyone in the family. However in the everyday life of youth two patterns noted by Bibby and Posterski (2000); the traditional but changing “relationships, values, marriage and parenthood, sexuality, and religion,” and; the emerging “information, problems, choices, just society, and expectations” seem to converge.
Some youth, “are growing up in a radically different world” (Guest, 1997), as they may come from families where the parents are very busy and don’t have the time for their children. It is argued that in the US some youth have no choice in that they are virtually born into gangs. This is because of neighbourhood traditions and their parents’ earlier (and perhaps continuing) gang participation or involvement in criminal activities (Moore, 1978). This is not the case in Toronto as far as the Latino-Hispanic youth gangs are concerned and probably also youth gangs of different cultural backgrounds. Furthermore, there is no indication that the present youth gangs have in their plans to start a tradition of perpetuating family gang involvement. The Latin American community in it self is fairly new in Canada. Therefore the newly immigrated youth do not show signs of traditional gang activity in their home countries. On the contrary, many claim to be victims, and they back their refugee claims with facts to support this. Their involvement in gangs in Canada may begin once they become established.
Consequently, while the “youth at risk” factor is of big concern, not all youth in our community would be seen as being at risk of getting involved in gangs, or consume drugs or alcohol, or become estranged from their families, or have run ins with the law, yet, all need support to address these challenges that seem insurmountable if and when they arise. The HOW TO…Handbook Second Augmented Version aims to prevent youth from becoming "at risk youth." It is an important guide to assist parents to go about dealing objectively with these issues. The next section defines the specific themes parents need to be aware of in order to address the parenting challenges outlined above.
How to use the How to… Handbook
The welfare and well being of the family is the handbook’s first priority. However, not all parents face the same concerns and problems when it comes to their children. Consequently, this augmented handbook is divided into five different sections intended to address the needs of different parents. The abstracts below are organized around a set of questions and related summaries of the specific issues dealt with in each chapter.
1. Is your child or someone you know involved in gangs and/or using/abusing drugs or alcohol?
This chapter is geared towards all parents who may think their child/children is/are involved in gangs, and/or experimenting, using, or abusing drugs and alcohol, and as such, it intends to be a helpful guide to parents on how to deal with these issues by way of building or reinforcing the parent-child bond while practicing prevention or intervention strategies. For an educative benefit to parents, in addition to suggestions, a list of signs of possible gang involvement and of experimentation, use, or abuse of drugs and/or alcohol; and a glossary of gang slang, terminology and meaning are offered.
2. Inter-racial dating: is there anything wrong with it?
In the Canadian multicultural society, the Latino-Hispanic community shares social, economic, education, work, sports, and other spaces with people of other cultures and ethnic backgrounds. Children attend school with children of diverse cultural and racial backgrounds. It is only normal that they will develop friendships and even boyfriend/girlfriend relationships will result. Should a Latino-Hispanic parent be concerned or appreciate the fact that their children are being exposed to many new cultures and people? This chapter offers parents ideas of dealing with this issue and suggests recognition of their children’s choices, as well as the wisdom of joining their traditional values with new ones as a result of living in a multicultural society.
3. Talking Frankly With Your Children?
Parents’-children communication are of foremost importance in the Latino-Hispanic family in their adopted Canadian society. By rebelling against parents’ sometimes harsh disciplinary measures or lack of discipline and/or abusing too much parental leniency, children will design their own form of communication toward the parent(s) or tend to take control of the form of communication they will have with their parents. To succeed in life a child needs to develop a strong sense of self-esteem, a supportive family, which understands how and when help is needed. Therefore, to assist in the development of a strong independent individual with strong family ties, and to make the communication an interaction among equals, chapter three has the parent-child relationship as its main focus.
4. What are my rights? Where can I get more information?
Having knowledge and familiarity with the law is essential. It is important for everybody in the family to know their rights in case the youth, the parents, friends or any body known by either is involved in a legal case, or has a run in with the law. In looking for legal information it is useful to know where to access it, or who to go to. Of particular interest in this matter is the Latino-Hispanic family whose parents may have had negative experiences with the rule of law in their home countries and may still be frightened by it. This chapter aims to restore parents’ trust in their ways of dealing with legal issues to minimize the stress level they might initially experience.
5. Where can I get help or assistance?
There are many resources available in the community and for the community throughout the city, province and country as a whole. It is important to know where they are and how to access them. In many cases parents and youth are not aware of available specialized services in the community in case of need. Another difficulty for those in need is that there may be no information available in the parent’s mother tongue, making them dependent on others. This chapter aims to guide parents and families in an uncomplicated and user friendly approach to deal with those situations.
Chapter I
IS YOUR CHILD OR SOMEONE YOU KNOW INVOLVED IN GANGS
AND/OR
USING/ABUSING DRUGS OR ALCOHOL?
Graphic Design
Chapter I
Is Your Child or Someone You Know Involved in Gangs and/or Using/Abusing Drugs or Alcohol?
Why do youth join gangs?:
Latino-Hispanic youth in Toronto Youth join gangs for many reasons: protection, camaraderie, peer support, shelter, food, personal safety, cultural similarity, identity seeking, rebelling to parents, not wanting to be judged, communication in Spanish, to be accepted, to count, to be heard, relationships, popularity, power, fun, parties, thrill of living “la vida loca” (crazy life) and boredom (Carrillos 2000). Theorists present other causal explanations ranging from the personal, social, economic, self-defense perspectives such as: acceptance, popularity, protection, a sense of family, entertainment, identity and self esteem, power and control, and material needs, (Guest 1997), youth need to belong and to be accepted (Decker and Van Winkle (1996). Gang membership can enhance prestige or status among friends (Baccagline 1993), especially girls (for boys) (Decker and Van Winkle, 1996) and provide opportunities to be around them (Slayton, Stephens, and MacKenna, 1993). Other reasons for joining a gang might be to seek personal gains such as selling drugs and in fewer cases fire arms trafficking. Also social, economic and cultural forces push many adolescents in the direction of gangs (Howell 1998). Protection from other gangs and perceived general well being are also key factors (Baccagline, 1993; Deker and Van Winkle, 1996). All the above reasons can be easily applied to other communities’ youth.
How a gang is defined will depend on who is asked. Eric (not his real name) an ex member of a Latino-Hispanic powerful youth gang in Toronto’s West End defines it as “…just a group of kids hanging out together... They might stick together for social, cultural, or other reasons” (Carrillos 2000). The gang definition comes when they “either spontaneously commit, or plan to commit anti-social, delinquent or illegal acts” (Guest 1997) as he quotes Central Toronto Youth Services’ Dr. Fred Mathews’ definition of gangs. Bursik, Jr. and Grasmick (1993) define youth gangs as “…a group of inner-city adolescents, a concern with turf, harassment of local residents, an organizational structure, some degree of solidarity, and mutual participation in serious forms of illegal behaviour.” ). Howell (1998) however, clarifies that “a group must be involved in a pattern of criminal acts to be considered a youth gang.”
Besides the danger of gang involvement, another huge concern of parents about their children’s growing into adulthood phase is the possible use of drugs and alcohol. Though the “issues of young people and drug taking have a long history,” (Shildrick 2002) for the Latino-Hispanic community this is a more serious taboo compared with alcohol consumption, which though frowned upon, does not elicit the strong panicky reactions that drugs do. In my daily practice as counselor with Latino-Hispanic families I see that drug use is perceived by parents and adults as an almost incurable “decease” Brocato and Wagner 2003) even if the young person is still in the experimentation phase. Another frightful thought for parents is that drugs and gangs most of the time go together. As Chettleburgh (2007) clearly puts it “Where you find gangs, you will invariable find drugs,” and with this giving credibility to parents’ concern on both counts. It is important to mention, however, that some youth will be in a gang but not use drugs, “I gangbang and don’t do drugs and like me there are other guys in la mara (gang)” says Pepe (Not his real name) a high ranking member of a local Latino-Hispanic youth gang.
In support of parents whose “parental competence… (is) an essential” (Vigil et all 1996) aspect in their daily parenting practice, and for positive outcomes in the constant dealing with the issues and challenges of gangs, drugs and alcohol in their families, the following list of suggestions is presented as guidance to practice ideal communication methods with their children if ever the need arises. The list is divided in seven sections to facilitate a better understanding of the issues at hand:
1. Are you aware or suspect that your child is involved in gangs and/or experimenting or abusing drugs or alcohol
2. How to interact, if you suspect or detect your child is becoming or is involved in gang activities as well as alcohol and/or drug abuse
3. How to handle issues arising from gang activity, gang language, drug and/or alcohol abuse
4. Strategies for resolving issues/problems arising from gang involvement, drug and /or alcohol abuse
5. Parental strategies for handling the problems arising from gang involvement and drug and/or alcohol abuse
7. The WHY and HOW to respond to your child’s involvement in gangs and abuse of alcohol and drugs
8. Communication strategies when you suspect your child is involved in gang activity and/or abusing drugs and alcohol
1. Are you aware or suspect that your child is involved in gangs and/or experimenting or abusing drugs or alcohol?
a. First, establish some form of communication to set the basis for a non confrontational yet serious exchange. Ask the reason for him/her wearing a bandana or other gang related clothing, sporting tattoos, religious symbols and any other paraphernalia and inquire into the meaning of all these. In an appropriately solution- oriented manner encourage him/her to get rid of them.
b. Sit with him/her, take a moment if needed to take control of emotions and then begin a dialogue. Remember parent-child communication is the most important factor in problem solving. Observe and engage without yelling, criticizing or becoming angry This should be a calm, non-intimidating conversation. If the parent-child relationship is not solid, before going further, the first step should be to find out why this is not the case.
c. Do not make a problem bigger than it might be. Try to make the child see that this goes against social principles (set by the family and society) and let him/her see that what he/she is doing is not only hurting the family with this behavior but also jeopardizing his/her future chances of success.
b. Do not get angry or panicky and assume your child is involved in any negative form of activity. Avoid any verbal or physical abuse like screaming, yelling, name calling, or hitting as this will result in a confrontation, make problems worse and close the door to any further communication.
d. A parent has the right to become angry or alarmed. However, the issue should be addressed in a constructive manner through open mindedly listening. Most importantly try to offer inclusive solutions on how to address and solve the problem. This, will make your child know that he/she is cared for and will make him/her think of the damaging effects on the family.
e. As a parent, show your concern and parental authority in a non-confrontational open-minded calm manner. Reach out to your child. Let him/her know that he/she is important. In a careful and loving manner become an involved parent. There is a difference between involvement and intrusion in a child’s life. An untimely and unwise reaction on your part brings the risk of deepening the problem rather than solving it.
f. Parents should become aware of the culture of present day youth where gangs, alcohol and drugs permeate society. Finding out concrete information about these issues will allow you to know if the child is in a gang or doing drugs or alcohol. A good way to do this is by consulting any of the many agencies that work with youth. Become informed!
2. How to interact, if you suspect or detect your child is becoming or is involved in gang activities as well as alcohol and/or drug abuse
a. Speak with your child clearly, pointedly and directly showing your interest in learning what those friendships or vices mean to him/her. Discuss the responsibilities he/she has with him/herself and with the family as a whole.
b. Be engaging; explain to your child that what he/she is doing is worrisome and that you are concerned about his/her well being. At the same time try to establish a parent-child connection or rebuild it if it is broken.
c. Let your child know that his/her participation in family activities is most appreciated, and at the same time encourage him/her to get involved in community activities. This will have a two fold benefit: the child will begin to get involved in the family and community dynamics, while at the same time he/she will be kept busy and distracted from the appeal of joining a gang. Remember, prevention is the right way to make sure a child has the chance to stay out of trouble.
d. A parent should make an effort to be at home when the children are home. Dedicating at least one hour a day to interact with the child during and after dinner, making a recount of the day is beneficial. It will build or strengthen the parent-child bond. By talking about common themes of mutual or general interest, the child will become more comfortable with his/her parent(s) and be able to speak openly about important issues such as education, sex, gangs, gang involvement, drugs, alcohol, and others.
e. It is advisable for a parent to become familiar with slang and terminology used by children and youth by asking their children what certain words or signs mean. Slang is part of everyday conversation for many youth; not necessarily a sign of gang involvement, but of belonging and being cool. Slang and terminology differ based on the person, peers, friends and surroundings. As a communication effort with your children ask about the language, and if done positively, it will improve your relationship.
f. Television, movies and pop culture as a whole can be a helpful tool when trying to learn slang used by youth. If possible watch television with your children and inquire about what certain terms and phrases and body language mean. This can be a good medium to ask your child questions without the conversation becoming confrontational and the child becoming defensive and shutting all communication out.
3. How to handle issues arising from gang activity, gang language, drug and/or alcohol abuse
a. As the parent you are the authority figure and as such, should lead the family in setting up discipline guidelines that everybody can abide by. Discipline however, should not be arbitrary; it should have logic and if the children do not understand that logic, explain what is meant. Discipline should also be realistic; children and youth will follow realistic guidelines if these are comprehensive and it is clearly understood as to why they are set up in the first place.
b. Interactive conversation with children should be a constant occurrence and not only when there is something wrong or a problem arises. By having constant interaction, trust will be built and serious situations if they should ever occur can be handled.
c. During conversations with your child watch his/her reactions to you. Your child’s reactions will give you a better idea of the meaning behind what he/she is trying to tell you. Get interested in what your children read, the music they listen to and the TV shows they watch.
d. Music is an influential part of a youth’s life. If they are listening to rap music that is totally negative, glorifies violence, and puts down women, especially if you suspect he/she is acting on those lyrics, then as parent you should be concerned and take action. Approach your child and speak to him/her about your concern, and of the negativity of that behaviour. Encourage the notion that music, like movies and television are to be taken as a recreational means and not to be enacted in real life. Parents have to demonstrate to their children that life is not as one sided as popular culture makes it out to be.
e. Putting the child out of the home is too harsh a punishment, and it will only make the situation worse. If the child is homeless, he/she cannot be helped and taught how to be a good person. Homeless kids have a higher probability of getting involved in gang violence, and/or drugs and alcohol abuse, than if they remain at home.
4. Strategies for resolving issues/problems arising from gang involvement and drug and/or alcohol abuse
a. Parents should try to be open, direct and fair, rather than allowing themselves to be absorbed by the problem. By trying to see what their child is doing or going through, parents can decide between either prevention or intervention actions. By keeping a positive attitude while also maintaining control of the situation parents will be able to seek out the appropriate help. It is important for children to know that they can count on their parents when they need to deal with issues.
b. Enforce and reaffirm house rules, but not in an arbitrary fashion. Encourage your child to behave in an appropriate manner, emphasizing the importance of communication and truthful dialogue. Seek help together as parents and children, first within the family, relatives and friends, and if necessary seek support outside the family (i.e. counselors)
c. Remove the child from a negative environment if you are able to. Change schools’ if he cannot be physically moved out of the City, and if the problem is with drugs or alcohol, take him/her to a counselor or a rehabilitation centre.
d. Seek professional support. Talk to the right person that works with these kinds of issues and will know about the needs of your child. Effective ways of resolving problems can be found, such as consulting professionals and/or seeing family or youth counselors. Parent(s), however, have to accompany the child to see the counselor. Since this is a family issue, it should be a family effort.
e. Provide your children with skills. Becoming involved in sports activities and/or community support organizations will help. This will allow them to interact with other youth of the same age and be able to be part of a group with positive objectives and see that there are alternatives for group participation. Also, they will begin to feel that they are part of something fun and goal oriented and develop a sense of belonging.
f. Go to a community center and get a group of parents together and talk about the issues. Be proactive. Do not sit back and wait. Time can be an issue.
g. By coming together as a group, parents can develop strategies to reach out to their children and provide them with the support they might need. Try to work with a counselor, who can provide parents with additional problem solving ideas.
5. Parental strategies for handling the problems arising from gang involvement, drug and/or alcohol abuse
a. Parents, from your position of parental authority and responsibility, make an evaluation of your present lives and affairs and remember when you were young and may have committed mistakes in the eyes of your parents and according to the rules of society. The issue is not to dwell but to reflect on those mistakes and share the experience(s) with your children, using this as a way to advise them appropriately on the issues at hand. Use humor, be funny, but at the same time be firm and fair in your opinion(s) and decision(s).
b. Provide extra support to your child if he/she is involved in a gang, doing drugs, or drinking alcohol. When children behave this way it is usually a sign that something is missing in their lives. Come together as parent and child and deal with the question of whether this kind of friends or if drugs and alcohol are the right things for him/her? Do not allow yourself to be intimidated by the complexity of the situation or by your child, as this can cause failure. How you approach the situation is going to make the difference between an effective and non-effective communication. Understand that in adolescence detachment has begun; give your child more attention than before the problem arose.
c. Be careful in how you address the subject of a newly noticed “alarming” behaviour, apparel or appearance. Show your child that this goes against his/her accustomed personality if you feel you have to. It will help if you try alternative ideas and choices for approaching him/her and always try to maintain a positive involvement in your child’s life.
d. Realize the importance of communication and dialogue. Spend time with your children, increase the family quality time as needed at this junction, and show your concern for their wellbeing. If parents have not had a good relationship with their children previously, they have to start working at it now. Looking for support from agencies where they can hear from other parents who are in similar situations and how they are dealing with them will be beneficial.
e. Just showing your child that what he is doing is wrong is not enough. A parent should be firm in providing guidance. A timely piece of advice given in a calm manner is better than being raked over the coals later. Communicate with your child and talk to him/her when he/she is clear-headed. Give examples as a way of putting value to your arguments. It would be helpful to seek support from someone your child trusts
f. If parents see their child sporting tattoos (symbols, lettering, etc.) and/or is drawing something on the wall that looks like a gang symbol, they should become concerned. Talk to the child and ask what the tattoos and/or the drawings mean. If the child responds that it has no importance and doesn’t give an explanation, seek guidance from a professional, or ask friends if they know the meaning of the symbols and drawings, and then go for help.
g. Parents have to talk to each other about the issue(s) and how to deal with the situation as a unit. This will make it easier and more tolerable to deal with. They may be better able to decide whether or not to seek professional support, and whether to talk to a counselor, teacher or religious leader about the needs of the child.
h. If you are concerned and don’t know the meaning of a certain word, terminology, colors and symbolism, there are many places where parents can find information about these, such as youth community centers; youth service agencies, school, and the internet.
i. Understand that the magnitude of the problems of youth today differ from that of their parents. The socio-economic situation is more dire, and young people want to become independent more than ever before. When this is not possible, some may resort to illegal activities and/or associate with groups that can bring them material gains (i.e. gangs).
j. If your child is into hip-hop or rap you should understand that your child is entitled to express him/herself. Many people do not like these artistic expressions because they often promote violence, drug use, misogynistic messages, sexual promiscuity, and fire arms. However, if children are raised in a manner that teaches right from wrong they will understand the difference between artistic expression and real life. Also, there is rap and hip-hop that sends positive and educational messages dealing with political, social, economic, poverty, and prejudice issues. Parents need to be involved one hundred percent in their children’s lives, be aware of what they like and dislike in order to better relate to them. The onus is on the parent to make an effort to understand those things better.
6. The WHY and HOW to respond to your child’s involvement in gangs and abuse of alcohol and drugs
a. Parents need to know the meaning of gang language; the reasons for their child’s involvement; and of any abuse of drugs and alcohol. Sometimes these are inter-related issues; other times they can be isolated single problems. Familiarization with youth culture is a must for a parent but most important is not to be afraid or intimidated by its makeup. Parents should seek information and investigate what to do if their children are having these kinds of problems. They need to understand the different effects of drugs and alcohol and the relation they may or may not have with gangs.
b. Parents should take stock of themselves as caregivers, and then ponder on the reasons as to why their child is either in a gang, and/or using drugs and/or alcohol. A family rediscovery as a unit or of a new or different kind of activity for its members might provide constructive outcomes. It would be useful to make sure your child is aware of how damaging his/her behaviour is for their health, well being, and for the family. Furthermore, lead by example.
c. Parents should remember that the media plays an important and influential role in everyday life. No matter what the media says, most youth are not involved in gangs even if they appear to be. Remember that the media is selling a product, and indications are that nothing sells better than sex and gang violence as far as the theme of youth is concerned. Violence happens, but the reporting many a time is sensationalized, inaccurate, and made to seem worse than it really is. The portrayal of gangs in movies is selective and tends to glorify gang life (i.e. Colors, Blood in Blood Out, Menace II Society, American Me, etc.). Most youth know the difference between a movie and real life, however, it is recommended to watch them together with your child and discuss them. If your child knows the difference between right and wrong, these films will only end up being entertainment. Remember that parents have more influence on their children than any form of media.
d. Find the root of the problem. Is drug and/or alcohol abuse done on an experimental basis or is it an addiction? Either way, as a parent there should be concern and action taken. The action taken will depend on what the situation is. Experimenting by all means can lead to addiction, however this is not always the case. In all cases, preventative measures should be taken to thwart the possibility of an addiction.
e. Support your child regardless of the situation. Search for different options and talk to people who work with troubled children in order to get an idea of how to deal with your child without pushing him/her away. Show that you are with him/her one hundred percent.
7. Communication strategies when you suspect your child is involved in gang activity and/or abusing drugs and alcohol
a. Hand signs, along with tattoos and slang are all part of youth culture, and use of these does not necessarily mean that a youth is in a gang. The issue is when these are used within a gang context. Of great importance is an honest and non-judgmental communication between parent and child. It might appear as if the child is trying to show that he/she is tough and can do what ever he/she wants, when in fact he/she might be asking for help and may be in need of help. There may be powerful forces that will not let him/her leave the gang, drugs or alcohol easily. That is the moment when he/she will need more support opening up an opportunity for the parent to provide it.
b. As a parent you know certain things, as a child you know certain things, but both don’t know everything the other knows, so why not ask your child? Ask him/her in a rather curious way instead of with a voice of authority. Show interest, as this will enable you to make a connection and also shows that you care.
c. Though the issue of gang involvement activity and/or drugs and alcohol use and abuse may be the main conversation topics, these should be explored in a form of dialogue between parent and child. Talking about good and not so good experiences in the family’s history would be a good way to start, and then broach the problems of gangs, drugs, and alcohol.
d. Youth must be approached with respect and on an even emotional level. This will direct them in a positive and firm way and a generational bridge can be built as a result. Lay the cards on the table rather than getting angry, yelling or threatening, because this will only make things worse. Engage in a conversation about either gangs, drugs, alcohol, and any other vices. And if you don’t understand what they are saying, ask for clarification or further explanation. .
Read the signs of gang involvement
It is important that parents, guardians, and foster parents look at and listen to their son(s)/daughter(s) with complete attention in order to notice any of the indicators which could relate to gang involvement. There are several categories of indicators: behaviour, appearance, and language/communication. Following, is a list of indicators for each of these categories.
Behaviour
1. Acts completely different from his/her usual self
2. Changes normal patterns and routines such as time for coming home
3. Displays and defends different attitudes and opinions
4. Avoids conversations about his/her friends
5. Becomes aggressive and abusive
6. Becomes secretive
7. Becomes distant from parents
8. Begins experimenting with drugs
9. Has unusual and/or more frequent bruises and cuts
10. Challenges family values, practices, and customs
11. Seems to be a completely different person
12. Shows great changes in temperament
13. Puts distance between him/herself and parents
14. Comes home drunk or high
15. Compares his life to his friend’s life
16. Is very defensive about his/her friends
17. Demands more from his parents
18. Changes eating habits
19. Embarrassed by his/her family
20. Will not account for time spent away from home
21. May become extremely concerned or anxious over a phone call
22. Finds family outings boring
23. Dominates and controls use of the phone
24. Gets into trouble with the police
25. Gets into fights
26. Spends time with unknown or questionable people
27. Hides information from parents
28. Can become hysterical without much provocation
29. Isolates him/herself from family when at home
30. Keeps information from parents claiming s/he simply doesn't know
31. Has wide ranging mood swings
32. Has a very negative attitude about anything concerning family
33. Never brings friends home
34. Gives no information about a phone call and refuses to identify the caller
35. Begins to stay out over night and may be “missing” for a couple of days
36. Has no interest or involvement with family matters
37. Is outright rebellious
38. Possesses things often expensive that parents didn't buy
39. Questions his/her parents’ authority
40. Is frequently absent from school
41. Gives no time and attention to school work and grades drop
42. Refuses to answer questions
43. Spends a lot of time with so called “friends”
44. Starts coming home smelling of alcohol or marijuana
45. Spends most of his/her time away from home
46. Hides things in his/her room
47. Carries concealed weapons
48. Goes out with out giving notice to parents
49. Contradicts logical opinions, thoughts once believed
50. Distances him/herself from parents and siblings
51. Seems to be angry most of the time
52. Wants to be left alone
53. Wants to show that he/she is the boss
54. Takes money, expensive clothing and other things that can be sold
Appearance
1. Wears baggy and oversized clothes
2. Ties a bandanna around wrist, leg, forehead
3. Chooses particular baseball caps (eg. Blue Jays, Detroit Tigers) because the team colours are the same as the gang colours or because the team logo is easily changed to the gang’s logo
4. Wears clothing with unusual markings
5. Wears mainly blue, red, gold and black, black and white clothing
6. Uses crosses, rosaries and amulets as signs of gang affiliation
7. Will not respect dress codes
8. Dyes his/her hair
9. Parts his/her eyebrows by shaving a line through them
10. Wants to buy all new clothes because s/he “doesn't like the old style”
11. Wants to achieve a particular hair style no matter how it looks
12. Wears a hair net
13. Puts on heavy make up
14. Attaches symbolic logos to a neck chain
15. Insists that his/her tee shirt has specific often distasteful logos
16. Wears a mantel shirt
17. Buttons up only the top button of his/her shirt, coat etc.
18. Shaves head
19. Has initials tattooed on his/her body that may not be his/her own initials
Gets a tattoo or series of tattoos that can be a sign of gang affiliation in a visible place of his/her body such as on the hands between the fingers, arms, neck, face, calves, foreheads, shaven head, lips, eye lids, etc. Tattoos can be a cross with the gang’s initials on its lower part, praying hands, a teardrop, gang initials, crowns, spider webs, papyrus, three dots on the right hand between the thumb and the index finger. The lettering and numerals can be in Gothic or free style script.
Starts wearing a hat in an unusual position
Language and Communication
1. Uses hand signs and hand shakes to communicate with friends
2. Uses words and phrases from music that the gang identifies with
3. Won't discuss or talk about his/her friends
4. Gets bossy telling people what's right or wrong, what to do/not do, etc.
5. Questions parents, schools or other persons of authority boldly
6. Compares his/her lifestyle to those of others to show how bad it is
7. Uses particular words and phrases repeatedly in his/her talk
8. Defends new ways of being, doing, wearing and talking angrily
9. Refuses to participate in discussions of family importance
10. Is mouthy towards family members and has an opinion about everything
11. Swears a lot
12. Is verbally abusive much more frequently
13. Uses unfamiliar words and terms that are key to his/her gang
14. Contradicts everything said except what is said by gang members
15. Walks in an unusual manner to communicate gang affiliation
Suggested Responses and Reactions to Identifiers
Once the adult(s) in charge (parents, guardians, and foster parents) have made note of some of these identifiers, they must be aware that an unplanned, spontaneous reaction could seriously deepen the problem rather than solve it. Well thought out timely communication is critical to solving the problem/s. These adults should first show concern about his/her well being instead of jumping right into a confrontation. Confrontational, angry and heated remarks and other emotional responses will only worsen the situation and may lead to ominous consequences. When you have your own emotions under control and before acting, consider the following:
1. Recognize that as parents we are not exempt from making mistakes. The problem is not to recognize it and not to reflect on it
2. Listen to your child's explanation, ideas and actions and ask how she/he came to them. Point out something that was educational about what your child says, and then ask if she/he might have a different result if the matter might have been handled differently
3. Teach your children to analyze the situation before taking action
4. Always ask clear questions and keep the door open for discussions
5. Always keep throwing an emotional and nurturing life line trying to keep your children emotionally and developmentally afloat
6. Ask yourself if you are a friend, an interested adult, or a concerned parent. Probably you can combine the three
7. Ask your child to join you and the whole family in some activity as a unity building effort
8. Ask support from the school council; it is made up of parents from the community
9. Ask the meaning of vocabulary used by your child in an ordinary voice. Try to control any message-sending facial expressions
10. Ask in an inquiring way where the gang’s clothes, the bandana and tattoos came from. You will also want to know their meaning. However, be prepared for a non-convincing response
11. Be an example to your children; show them how you deal with other peoples' expectations, anger, lack of interest or support and other reactions
12. Be aware of your own short comings and weaknesses; don't be afraid to admit to them
13. Be interested in and facilitate worthy activities your child wants to engage in
14. Be open and direct; don't accuse your children or presume to know all the answers to problems’ roots
15. Be positive; work with your child to make a regular time to spend together
16. Be strict in a fun way
17. Be tactful on dealing with a situation regardless of its seriousness or lightness
18. Bribing your child with material things doesn't work
19. Build confidence in your children so they can ask questions
20. Changing your child's school may remedy but not solve the behaviour
21. Demonstrate vividly to your child how his/her appearance and conduct project to the outside world
22. Develop a pattern for responding to unacceptable actions at an early age
23. Dialogue and seek outside help together with your child, and get professional help when times get difficult and you cannot control the situation any more
24. Discipline with moderation; avoid harshness as it solves nothing
25. Do not allow the problem to take over your life and thoughts: that will only create more tension and highly charged emotions
26. Do not confront your child harshly or suddenly; it is threatening to her/him and will only result in an angry and defensive reaction
27. Do not fire questions at the child in rapid staccato form
28. Do not react immediately and spontaneously; think beforehand and refer to past discussions, situations; use story form
29. Do not talk negatively about her/his friends or say they are no good for them. This will make the child to feel that her/his choice of friends is being judged; her/his friends are not your responsibility
30. Do not try to fill every minute of your child's time
31. Do not yell or hit her/him
32. Model for your child what he/she does so that he/she sees how he/she looks to other people
33. Don’t give your child everything just because of love
34. Don't be judgmental or critical; avoid lecturing
35. Don't be on the attack or you will drive your child away more
36. Don't bring more than one issue up at a time; it will seem as if she/he can do nothing right
37. Don't embarrass your child by starting such a discussion in front of other people; find or create an opportunity to meet together alone
38. Don't make the problem the main topic of the conversation but arrive at it
39. Don't try to avoid the situation; it will only postpone the inevitable
40. Encourage and support her/him to leave the gang, but don't nag about it
41. Encourage her/him to get rid of the gang attire and paraphernalia
42. Encourage her/him to participate in and take some responsibilities for the household chores from an early age
43. Engage her/him in meaningful conversation frequently and not always about her/his behaviour, clothing, language and/or activities
44. Expose your child to other different kinds of friends; discuss reasons for choosing friends
45. Find or hold activities that motivate or relax your children and yourself.
46. Find out where their child spends her/his time
47. Find the source of drugs and alcohol and the cause for use
48. Find the time and an appropriate place to talk to him/her regularly
49. Get down to your child’s developmental and social level
50. Get your child involved in healthy, educative, and fun activities
51. Seek support from your child’s school principal
52. Give your child affection and support if he/she is involved in a gang He/she might be or feel in need of something from the parent(s): Love? Understanding? Support? Guidance?
53. Give love to your child even if he/she is in a gang. Rejection might push him/her deeper
54. Give sound well thought out reasons why the child's behaviour is inappropriate or destructive; explain why society has rules
55. Give your child a chance to enlighten you; present him/her with the role of educator
56. Give your child the attention he/she seeks from friends in the gang.
57. Give your child the tools to fend for him/herself
Guide the youth, don’t single him/her out for his/her “unusual” apparel; explain how gang style clothing can create problems
58. Tell your children stories about what happens if you break social rules
59. Identify things that you and your child have in common; record them so that you can return to them when you want to connect with your child
60. Imposing rules on your child, yelling at or punishing her/him, or dictating what s/he must or must not do doesn't work
61. Inform your child what they can and cannot have
62. Investigate before taking action
63. Invite your child for an outing and be persistent
64. Invite your child’s friends to join you in certain activities
65. Keep a record of the date and the details of your discussions to refer back to
66. Keep an eye out for signs of physical violence
67. Lead and teach by example
68. Learn or familiarize yourself with the vocabulary used by children of your child's age
69. Let your child know or show him/her that what you are doing is for his/her well being
70. Let the child know he/she can come to his/her parent/s with whatever he/she wants to talk about
71. Let the school know when you notice your child might be involved in gang activities
72. Listen to the music the child listens to
73. Look for a variety of ways of spending time with your children
74. Look for an adult who the child trusts first, and then go for outside help
75. Look for options and talk to people who work with troubled children. This will give you an idea of how to deal with your child without pushing him/her away
76. Look for outside support from appropriate agencies when a process for dealing with resolving issues about your child has not been established and/or practiced
77. Loosen up and remember when you were a child; use some humor, be funny, but at the same time be firm on your positions
78. Make an effort to be at home when your child is at home
79. Make friendly, meaningful conversation a daily occurrence
80. Make your child aware of the dangers of gang involvement or drug use
81. Make your point without going around in circles or telling long drawn out stories; your child will lose patience and interest
82. Mean what you say and carry through with it. No empty threats
83. Model adequate behaviour ; make sure that you act the way you want your child to act
84. Offer alternative ideas and try to always keep a positive attitude
85. Offer your child something special for dinner. Make his/her favorite dish and at the same time explain why you are doing it
86. Open and establish conditions for constructive communication before starting to deal with the problem
87. Pay continued attention to the changes in your children and keep a record
88. Practice prevention before the child reaches adolescence
89. Present your child with examples of people who are in gangs without naming names
90. Provide your child with good examples by doing positive deeds in the community
91. Avoid put downs, name calling, screaming and yelling as this builds opposition
92. React calmly and wisely but ask direct questions
93. Read about youth gang activities and treatments available in the community
94. Reassure the child that her/his parents are there for her/him
95. Recognize your own past mistakes in coping with problems; share those experiences and outcomes with your child
96. Relate to your child as if he/she is an intelligent person deserving of respect and attention. Remember that in discussions he/she is an equal
97. Seek help as soon as you have noticed serious changes in your child
98. Seek support (but not guidance) first within the family
99. Seek support from someone who the youth trusts
100. Set a regular dinner time and share events of the day
101. Set limitations for your child and talk about the consequences for not following them. This should be done together with your child
102. Show sincere interest in your child's friends; ask how they met
103. Show your children that you are a concerned parent not a judge, jury or police officer
104. Show your child that you understand that it's normal for young people to want to spend more time away from family as they become adults themselves but that they must make choices that will be positive for their future
105. Show your child that his/her parent(s) are with him/her one hundred per cent
106. Show your child that there is more support at home for him/her than in the streets
107. Show your child the news in the media about gang related crimes; don’t let the opportunity go by
108. Speak up about your concerns for him/her using a conversational approach
109. Take every opportunity to learn about the culture of youth so that you can recognize gang affiliation
110. Take stock of your self (selves), and then consider the reasons why your child is in a gang.
111. Talk to other parents about the issue and how to deal with it; present a common front for the rules
112. Talk to other parents who are in a similar situation to find out what they did, or how they dealt with the situation
113. Talk to your child without criticizing; actions are wrong, not people
114. Talk to your friends about issues of concern; don’t inform them of your personal situation; use a recent public incident to springboard into the conversation
115. Teach your child how to negotiate
116. Tell your child about your concerns for her/him without comparing to your own or others' achievements and failures
117. Think of ways to expose your child to situations where he/she will have to make a choice then discuss choices and their outcomes; do this from a young age so the child will know how to approach situations when he/she is older
118. Treat your child with respect; the way you like to be treated
119. Treat your child’s opinions with respect and attention
120. Treat your child's friends with respect so that they might do the same.
121. Try not to come home grumpy
122. Help your child to see the seriousness of the situation without judging him/her
123. Try to understand what importance the gang represents to your child and why
124. Use examples of other concrete personal cases when dealing with issues.
125. Wait for your child to respond; don't answer for him/her or try to talk over him/her
126. Work with your child to make a set of rules to guide your discussions
127. You can always show some anger, just know how to control it
Glossary of Gang Slang, Terminology, and Meaning
Introduction:
Latino-Hispanic gangs as any other similar gang, have their own ways of communicating with one another. Verbal communication can be in two forms: a mixture of Spanish and English languages known as “spanglish,” and the other; where normal language nouns, pronouns, verbs, adjectives, proper and common names are kept, but their meaning is changed. This also applies to written language. Graphic communication is done via tattoos and graffiti; and sign communication is done via hand signs and body movements.
The glossary is divided in two sets, one of usage in Canada, and one of usage in the US and Central America with influence in Canada as well. The reader will see some similarities and differences. However, this is the way all Latino-Hispanic gang members, associates, and/or “wannabes” communicate with each other in Central America, Mexico, U.S., and Canada. And because it is mainly for Latino-Hispanic parents, terminologies and meanings may not make sense for non-gang-familiar-Spanish-speaking readers, but will still help interested and or affected parents.
These gang slangs, terminologies, and meanings were gathered in two ways:
a. Usage in Canada was done for the original handbook.
b. Usage in Central America, Mexico, U.S., and Canada was collected by researching Canadian, U.S., Mexican, and Central American publications and newspapers, and/or through electronic mail interaction with a MS13 “paisano” (non gang member but with formal ties with the gang) for the last three years.
Glossary of Gang Slangs Terms and Meanings Common in Canada
187: Murder
3 puntos Mi vida loca
411: Information
5-0: Police
6 up: Warning the cops are coming
911: Warning by a gang member to another gang member of any danger; police are on the way.
A dime: 10$
A piece: A gun
Acido: LSD
Agarra la onda: Get the point
AK: Semi-automatic weapon;AK-47
Al suave: Just chilling
All that: In possession of all good qualities
Aseme un paro: Back me up
Awebo: For real
Bad Bone: I don't trust him
Bandera: Spanish for "flag"; refers to gang colors
Beemer: BMW automobile
Benzo: Mercedes Benz automobile
Bro: A brother
Bail out: Run away for someone
Basile: Just having fun
Baller: Ballplayer, someone who is good at playing basketball, and has moved up to earning a lot of money and getting a lot of girls from that.
Bang: To fight to kill
Banger: Someone associated with gangs and murder
Banging: Doing gang activity
Barrio: Neighborhood
Beef: An argument or discrepancy with another individual or group
Being down: In favor of something, thinking the same way, supporting the gang no matter what.
Big time: Someone who is above
Bironga: Beer
Bling bling: Jewelry
Blitzed: Under the influence of drugs
Block: Area that gang hangs out in
Blow: Cocaine; to inhale cocaine; to smoke marijuana
Blunt: Marijuana cigarette, herb stuffed cigar, generally phillies
Bolivian flake: Cocaine
Bone: To have sexual intercourse
Bote: Jail
Bounce: To leave
Boys in blue: Police
BT's: Bottle tokes, a way to smoke hash
Buddah: Marijuana
Bush: Marijuana
Bust a cap: To fire a gun
Buster: Youngster trying to be a gang member/Fake gang member
Buzz: Under the influence of drugs
Calmado: Relax
Calmate: Relax
Camarada: Friend
Carnal: Good friends like brothers
Carnala: Sister
Chale: No
Chasing the dragon: Crack and heroin
Chavala: Little girl
Check it out: Listen to what I have to say
Chill out: Stop doing that; cool it; calm down
Chill out: Stop it/Don't do that/Calm down
Chilling: To relax or hang out
Chingasos: Fighting.
Chingate: F--- yourself
Chingon: Someone that has balls or Very good
Chiva: Heroin
Chocolate: Hash
Chronic: Marijuana
Clica: Crew, a group of gang members
Click up: To get along well with a homeboy
Cocoa puff: To smoke cocaine and marijuana
Cookie: Crack
Crack spot: Area where people can purchase crack
Crib: Home
Cuete: Gun
Da bomb: Is very good or the best
Deep shit: Big time trouble
Deportista: Deported
Desvergue: Fight
Deuce & deuce: 22 caliber weapon
Dig: To understand
Dis: Disrespect
Dog: Term used to address someone, not derogatory
Dope: Narcotics or Something is very good.
Down for the hood: Loyal to the neighborhood
E: Ecstasy, an illegal drug
Eight ball: 1/8 ounce of cocaine
El mas chignon: The main man
Ese vato: Hey, dude
Ese: Spanish word meaning "that" or "that one"
F**ked up: High on drugs
Feria: Money, change
Fierro: Knife
Filero: Knife, machete
Fix: To inject a drug
Fly: Attractive, beautiful
Fresh: New
Frito: Weed and crack cocaine
Front: Pretend to be that which you are not; act tough
Front-in: Talk about someone, to embarrass
G: $1000
Gatt: Gun
Give me a ring: Call me
Got it going on: A successful person; successful gangster
Graffiti: Signs, symbols, writings, defining a gang
Grass: Marijuana
G-ride: A stolen vehicle
Gauge: Shotgun
Get down: Fighting
Gettin some digits: Getting someone's telephone number
Ghetto Star: Drug dealer; A "hood" celebrity
Ghost: To disappear; get lost
Hard feeling: Someone who is very sensitive Hardcore: True to what you claim Hash: Marijuana compress Heladas: Beers
Hook up: To set you up with something, such as drugs High rolling: Making money; dealing in drugs
Holding down: Controlling turf or an area
Hook me up: Set up a deal for me
Is all good: Meaning every thing is ok
Hits from the bone: Smoke weed from a water pipe
Ho: Hooker, prostitute
Homeboy: Close friend
Homegirl: Equivalent to Homeboy
Hottie: A very attractive female
Hydro: Hydroponics marijuana
I am dry: No money
I am jetting: I am living
Ice: Crystal men amphetamine
In [full] effect: Present and taking part
In the house: Present, here
In the mix: Gang activity
J13: Junior 13
Jacker: Short for carjacker
Jacket: Bullet proof vest
Jaina: Girlfriend
Jam the ho: Have sex with the girl
Jefa: Mother
Jefe: Father
Jefita: Dear Mother
Jefito: Dear Father
Jet: To leave
JL: Juvenile Latinos
Jota: Lesbian
Joto: Homosexual
Juice: Beer
Jura: Police
Kick down: Share with us
Kicking: Relaxing; killing time
Kicks: Shoes
Killa: Killer
Kool: It’s all right
L.A.'s: Latino Americanos
La causa: The cause
La Ley: Police, the Law
La Mara: Slang for gang
La movida: An action, a favor, a movement, a situation
La Placa: Cops
La Raza: Spanish meaning: Race (ethnicity)
La Raza: The original gang from central west Toronto
La Raza 13 A gang name in North York
LB: Latin Bloods
LB: Latin browns
LC: Latin Crips
LF: La Familia
Link up: To get together
Lit up: Shoot at
LKs: Latin Kings
LL: Latin Locos
LN: Latin Nation
LS: Latin soldiers
LT: Latin Troopers
LW: Latin Warriors
Mack: Ability to sweet-talk girls
Mad dog: Hard stare
Mary Jane: Marijuana
Mayate: Spanish Derogative for a Black person
Mecha: Gun
Milking it: Just get what I can get
Mission: Gang activity, a task, fight
ML: Mara Loca
MS 13: Mara Salvatrucha Trece
My bad: My fault
My honey: My girl
Nel: No
Neta: For real
NF: Nuestra Familia
Nice kicks: Nice shoes
Nieve: Cocaine
Mota: Marijuana
Motation: Marijuana
Nine: Nine millimeter hand gun
NL: Nacion Latina
Number 3: Cocaine, heroin
Number 4: Heroin
O/G: Original Gangsters or old gangster; older members
Ocho Locos A youth gang in the North West part of Toronto
Orale: Okay, right on!
Packing: Person has a gun in his possession
Pasta: Pills, tablets
Pay back: Vendetta or retaliation for a former wrong
PC: Protective custody; a separate cellblock or housing unit for inmates who cannot live in the general population
Pedo: Fight; trouble; drunk; pure bullshit
Pendejo: Stupid person
Perica: Cocaine
Perikero: Cocaine user
Pich in: Contribute
Piedra: Rock cocaine, crack
Pintado: Cocaine and marijuana
Pintemonos: Let’s go
Placaso: Tattoo
Play ball: Play basket-ball
Played out: Old
Player hater: One who despises or speaks ill of another because he does not have any game of his own
Player: Gang member
Pura paja: Pure bull *%$
Player: Someone who is true to the game
PO: Parole officer
Pocos pero locos: Not many but crazy
Por Vida (P\V): Forever
Props: An abbreviation of "propers" or proper respects
Puñal: Back stabber
Pura caca: Pure bullshit
Pussy boy: Someone who does not have the courage
Puyon: When you stab someone
Que gacho: Bummer; bad scene; bad experience
Que ondas: What's up?
Que role: Let it go around
Ramfla: Low-rider
Rata: Someone who has betrayed you
Rifamos: Rule; we rule; control
Rifarse: To fight
Rock star: Crack cocaine user
Roka: Crack Cocaine
Rola: Song
Ruca: Gang chick
Rush: To attack someone in a group
Saltarle: Initiation of gang
Sanates: Blacks
Scam: To acquire illegitimately
Sell out: To sell out one’s race
Sereno: Relax
Sess: Marijuana
Shake down: Search
Shank: Home-made prison knife
Slipping: Not being alert; not paying attention
Shooter: Heroin addicts
Sick ho: Nice girl
Sick ride: Nice car
Sick shit: Crazy stuff
Sick tune: Nice music
Sick: Good
Simon: Ok
SL: Sangre Latina
Slammer: Jail
Smoke ‘em: To kill someone
Snitch: An informer; fink; rat; stool pigeon
Soldado: Gang soldier
Spliff: Marijuana cigarette
Strapped: Carrying a gun
Strikers: Punks that want to be down with the gang
Stupid: I’m about to act violently
Taxear: To rob
Tecato: Heroin addict
The big house: Penitentiary
The Don: Don jail
The East: East detention centre
The man: Police
The pen: Penitentiary
The West: West detention centre
TO: Toronto
Toque: A toke of weed
Tripping: Making mental errors
Tune: Song
UL: United Latinos
Vampira: A girl that is there to have sex or get high
Vampiro: A punk, a junky, drug user
Vato loco: Gangster; person who’s with it; crazy dude
Vato: Guy, Homeboy
Vatos: Guys
Veterano: Veteran gang member, war veteran
Vida loca: Crazy life; street life; seen as a tattoo
VL: Vatos locos
Wacha: Look; see here
Wack: Negative: crazy or weird or suck
What’s up G: Hello to a friend
Wire: Speed
Word: That’s right; that’s true
XV3 (18): 18th Street Gang
Ya-stuvo: It’s over with; that’s it
Yesca: Marijuana.
Yo: You
You no see? You don’t understand?
Zig zags: Rolling papers
40: A 40-ounce bottle of malt liquor
Glossary of Gang Slangs Terms and Meanings Used Internationally
Central America, Mexico, U.S., and Canada.
10X5: A ten seconds mission by five gang members. A Drive by for example
13: The identifier number claimed by gangs in southern California. (XIII, X3, 3C, TRESC)
14: The identifier number claimed by gangs in northern California. . (XIV, X4, K-TORC)
18 with a Bullet: A 18th Street gang greeting.
18th Street: Diez y ocho, 8teen, diesiochona (big female eighteen), tres seises (three sixes). (XV3, XVIII, X8)
2 que 3: More or less
213: Telephone code of Los Angeles, one of the US cities with large gang presence
3X6: “Beautiful” in the 18th Street gang lexicon
503: Telephone code for El Salvador
5150: When a convict gang member has escaped from jail
617: Maryland telephone code
619: San Diego telephone code
703: Massachusetts telephone code
704: Nevada telephone code
A gang member has only to mention the number, and his homies (comrades) will understand the meaning. And in the case of telephone codes, of what place or city is being talked about
A.D.I.D.A.S. In CRIPS’ language “All Day I Destroy Slobs.”
Abierto: In the open. A gang associate
Agarrar la onda: To understand and accept the functioning, demands, commitments and everything related to life in the gang
Al Raton le gusta
el queso: See you in a while or see you later
Alivianar:[1] Help, assist
Alucin: To hallucinate
Andar Chiviado:[2] To be antsy because of feeling in danger of being attacked by someone
Arrivera: Extremely high on drugs
Astronauta: Being High
Audiencia: Hearing. A trial of gang member accused of committing a fault The jury are his/her comrades
Autografo: Autograph. Gangbanger’s tags on walls
Azul y Blanco: Blue and White. MS13 saying meaning that something is beautiful
Baby Gangster: A gang member who has not killed yet.
Baika: Bike. A.k.a as “Yamaha”
Bajar: To kill, to rob someone, to bring down.
Banado: A marihuana splif mixed with cocaine. , A. k.a. “Cocopuff”
Barrio: Gang, mara, ganga
Bartolinas: Jail
Bicha: Young girl
Bicho: Young boy
Big Gay Faggots: Black Guerrilla Family
Birria: Beer
Bompton: Name BLOODS give to Compton. They avoid using the “C” because of their rivalry with the CRIPS
Booyah: An oral imitation of the sound of a bullet exiting the barrel. This is used when making threats
Brains: Oral sex
Brincar (ingreso): To jump (in). Initiation to enter into the gang. A beating administered by several gang members, a.k.a. “Let him/her have five”
Brincar (salida): To jump (out). Exit beating a gang member gets before being approved to leave. This beating can be far more serious than the initiation.
Brincarse:[3] To enter the gang and become a member
Caballo de Acero: Steel Horse. Bus, train, also “iron horse”
Cacha: The butt end of the gun
Cachos: Shoes, Nikes.
Cagar el Palo: To make an error, or to inform against someone .
Cali:[4] A gang member from California
Calmarse:[5] To calm down. Inclination to abandon some gang activities
Camaron:[6] Hit man
Cancha: A determined gang territory
Caneteo: Drive by shooting
Canton: Territory, turf
Cantona House, dwelling
Capirucha: The Capital City (In El Salvador, San Salvador
Casaca: A joke, a lie, a fib
Celly: Cellular phone
Cero Tolerancia:[7] Cero Tollerance, Honduras…inspired in part in the former New York Mayor Rudy Giuliani. This measure promoted a reform to he Penal Code and the adoption of a legislation that established sentences to up to twelve years of prison for being a gang member, augmented later to 30 years
Chaca: Homemade weapon
Chanty: House
Chapete: An enemy, a.k.a “skrappa.”
Chavala: An enemy gang member. This is a female word depicting the male enemies as girls
Cheids: Dark glasses. It originates from shades, i.e. my Stevie Wonders
Chela Beer
Chemi: Shirt
Chepito: Nightstick
Chimar: Intercourse, to bother
Chimbas: Any homemade fire arm
Chistorete: Joker
Chobi: A kid (bicho backwards) who is putting work in the gang to gain prestige
Chota: Police, the law, cops, jura, la harra, la tira
Chuchas: Handcuffs
Chuntaro: A wannabe gangbanger even though he tries very hard
Ciego: A blind man. A gang member head over heels in love
Clavos: Problems, police record, antecedents, also “Jackets”
Clica: Click. Small group belonging to an organization or gang in this case. This small group has a specific name. West Toronto Locotes (WTLS) for example. Toronto West for example would be this click’s territory
Cobros: A commission the gang gets from a drug peddler.
Coco: Coconut. Brain
Cocopuff: A marihuana splif mixed with cocaine
Cohete: Fire arm, gun, pistol
Cola de zorro: Electric saw
Controlar: [8] To dominate, to submit, to oppress
Cora: A quarter, a 0.25 coin
Corredor: Chief, leader, who gives the orders, also, the large headed one
Cortes:[9] To stab or to kill someone with a knife or machete
Corton:[10] A beating by six gang members in an estimated time of 13 seconds. It also solves problems of indiscipline such as wasteful consumption of drugs that are entended for sale
Cuerno de Chivo: Ram’s horn. An AK 47 automatic rifle
Cuete: A fire arm
Dar estampa: To make the click official
Darse Trece: An MS13 saying meaning to initiate oneself in the gang
De Aquellas: Something good or “heavy” as super
Deschongue: Disorder, a street fight
Desconton: Disciplinary action (usually a beating) against a member who has broken the gang’s rules. In the MS13 the beating lasts thirteen seconds; in the 18th Street, eighteen seconds. Depending on the severity of the breach of rules, the “desconton” can even result in death of the gang member
Destapar: To inform against some body, also, to remove the wig
Destroyer: A gang dwelling, a clica headquarters, or a meeting place, usually an abandoned house
Detroit Tigers
Baseball Cap: Symbol that the 18th Street has adopted as its own
Dial M: Kill. “M” for murder
Doch: “Dodge,” a car, any car
E.I.P. Acronym used by the 18th Street “Eighteen In Peace,” in substitution of R.I.P., in commemoration of a fallen comrade
Eight by Ten: Jail cell measurements, 8’X10’
El amanza locos: Night stick
El becerro de Oro: The U. S. A. also, “The Uncle Sam’s House”
El Cabezon: Big headed man. The leader, the chief
El Conejo Playboy: The Playboy bunny adopted by the Playboy Gangsters. A gang based in southern California
El Desierto: The cemetery
El Director
de la Orquesta: The Orquestra Conductor. The leader of the gang
El leon: The lion. Symbol of the Latin Kinas, also, “The Crown”
El minuto loco: The crazy minute. The time when the leader orders several members to beat a member who has broken the rules. Also the “big discount”
El Mirin: A meeting of leaders coming together to plan, decide, and to issue orders
El Pato: Symbol representing the South Side 13 gang in southern California
El que pierde gana: When a gangbanger gets killed and earns total respect
El Reloj: The watch. A bomb or an explosive device
El Vacil:[11] A number of actions that can go from: to take a stroll, to drink, to party, to have sex, to hang around, to consume drugs, or do crime
Elecha: The Street as school where one learns from the gang
Elevado: When one feels “very” crazy under the influence of drugs
Ene: Word used by northern California gang member to interact with a “comarade.” “N” means northern
Esse: Word used by southern California gangs to interact with “comrades.” “S” means southern
Exodo: When a gangbanger is on the run from the law
Ey Key: A.K. 47 automatic rifle. Also “Ram’s horns”
Feria: Money. Also, “Dead Presidents”
Fierro: A weapon
Filero: Knives, machetes, swords, etc.
Firme: Someone strong being in a good position within the gang. Also a sexy woman
Flikas: Photographs
Flue: A scornful term used by the CRIPS in reference to “blue.” “F” means fake
Fuerza Positiva:[12] Positive Force Plan, Ecuador. Members of Los Ñetas, The Latin Kings, and New People are participating in the project in order to diminish the indexes of violence generated by the behavior of the youth gangs
G’ Ride: A stolen car to commit crime. Also “a borrowed car”
G’s: Gangbangers. Expression originates from “gangsters.” Also, money
Ganar: To wrench. To forcefully take something from someone. To demand money, jewelry or goods from a victim
Gangas: Gangs
Garrapata: A scornful name its enemy gangs give the MS13, also, hand signs
Gavacho: An American, gringo
Guerrinches: Guerrillas
Granadilla: Passion fruit. Homemade bomb
Graduado: Graduated. Full fledge gang member
Gruesa: A tough, strong female. Massive
Guardado: To be in jail
Guilla: A message from the jail with orders to do a mission such as to give a green light to someone, also; “the small letter”
Hacer algo grueso: To commit a major crime
Hacer el tiro: To challenge the click’s leader.
Hacer una Sonrisa: A cut in the abdomen in the form of a smile
Haina: Woman, girlfriend, also; “Jaina”
Happy Yu Yu: To be drunk
Herpes: A scornful, offensive and provoking term their enemies give to the West Side Harpies gang of California
Homeboy: Friend, bro, brother
Homie: “Homeboy” with loving care
Horizontal: A dead person
Hoyo: Eight to MS13. Their rivalry with the 18th Street does not allow them to say “ocho.” Hoyo means anus
Huevo: A problem, difficulty, complication, to be in a jam
Impuesto:[13] Tax. The gang’s Blackmail to buses and taxis that pas through the territories controlled by it
Impuesto de
Proteccion: Protection tax. Blackmail to local businesses in the territory controlled by the gang
Ir arriba:[14] To get to the top. To dominate, to subjugate to one’s will
Jalado: To be in jail
Jale: Employment
Jalar:[15] To threaten, don’t mess around with me, to frighten
Jump in: Join the gang
Jason: Someone under the influence of cocaine
Jet: I am leaving, on my way out
Kicks: Shoes, sneakers
Kingmaster: A well respected and recognized leader in the territory or in the country
Kombate: When one is active in the gang
L.A.: Los Angeles
La Bestia: The Beast. The MS13 horned saber toothed skull symbol
La EME: (MM) The Mexican Mafia
Lakeado: In jail
La Ley Seca: Prohibition within the gang to do drugs or consume alcohol
La palabra: Instructions
La Pegada: An agreed and planned action against rival gang members or ‘unauthorized’ drug peddling locals in the gang’s territory
Latin Dicks: A scornful term their enemies give the Latin Kings with the intention of offending and provoking them
Lavar el coco: Brainwash
Leñateada: A severe beating as a disciplinary measure
Let him/her
have five: A leader’s command to start the initiation rite into the gang, or to start the discipline rendering rites to a gang member.
Leva: A silly or stupid guy, a punk. A loser
Levantar: To create or organize the click in a neighbourhood
Licencia:[16] Authorization the gang issues to a click to steal cars.
Not all clicks have authorization. The gang bangers who do this do not fit the profile of a traditional gang banger: they are not tattooed, nor do they wear identifying clothes
Llevar
las dos letras: To wear the two letters. A tattooed “MS 13”anywhere on the gang member’s body serves as an identifier of his/her affiliation. This is a requirement for a gang member
Lompas: Trousers
Luz Verde: Green light. Death sentence or when a member has to run for making a mistake. Also, a lighted light bulb
Machetres: The name given to the machete when made like a machine gun Also, (mache-3)
Madera: A lie, something false
Magic friend: The drug provider when the gang is short of it
Mamada Loca: Name enemy gangs give La Mara Loca gang of Toronto
Manchado: When a gangbanger is covered with tattoos. Also, “plakiado”
Mano Amiga:[17] Friendly Hand. A government of El Salvador’s plan to provide alternatives to membership in street gangs, including prevention programs for young people, treatment for narcotics trafficking and substance abuse, and programs of social reinsertion
Mano Dura:[18] Heavy Hand. A government of El Salvador’s plan to make reforms to the penal code and the process penal code as well as a toughening of the punishment against certain crimes to make the judgment and jailing easier of detained youth, (it purports to judge 12 year-old minors as adults) in country wide dragnets to arrest gang members
Mano Extendida:[19] Extended Hand. A El Salvador’s government Plan which focuses on rehabilitation and on reintegration of gang members into the community
Mansos:[20] Short barreled fire arms
Manzanaso: Smoking marihuana in jail
Mara Salvatrucha 13: The Two words, the horned one, the beast, the big one. (MSX3, MS13, EM ES 3C)
Mentol: Falsehood, phony
Mickey Mouse
Logo: Symbol representing the Mau Mau Gang
Mierdakina: Name enemy gangs give to the La Maquina (The Machine)
gang
Mierdas: (Shits), a derogatory term its enemy gangs give to the MS13. Also, “Mierda Seca,” (dry shit) Mierdosos (shitty)
Morra: Young girl
Morro: Young boy
Morros(as) Term used by older gangbangers when referring to young members
Mota: Marihuana. Also, sess, hydro, trees, yesca, northern Cali
Motorolos: Drivers of public transportation
MVP: Most Valuable Person (gang banger)
Nel: No
Niña Mary: Marihuana, also, Mary Jane, Maria-Maria
No Se Pierde Nada: Nothing to lose. When in jail an inmate kills another
Ocho Locos: A youth gang in the Toronto’s North West
Onda: A word or expression with great significance such as: situation, moment, activity, vibe. i.e. How are things? Good vibe, bad vibe, etc.
One Time: Police
Operation Community
Shield:[21] A national law enforcement initiative that targets violent transnational street gangs through the use of ICE's broad law enforcement powers, including the unique and powerful authority to remove (deport) criminal aliens, including illegal aliens and legal permanent resident aliens
Operación
Libertad:[22] Operation Liberty. –Honduras’ Government- Operation Liberty specifically included measures to make gang membership and affiliation illegal and punishable with mandatory prison sentences
Orale: It is fine
Original Gangster: Also known as OG. He is a gangbanger who has killed already
Orphans: Gangbangers whose clicks have ceased to exist. They adhere to other clicks and are allowed to participate in missions, but never brought into the inner circle. They accept this situation
Paisa: A person who dresses like a gang banger, or relates to, but does not belong to the gang
Palabrero: The bearer of orders emanated from a meeting, a messenger with influence. In the case of the MS13, orders come from California
Paloma: Tough, heavy, unbearable, intolerable
Panikiado: Tripping from the effects of the drug
Panocha: A cursing name depicting a female genitalia comparing it with the 18th Street gang. Also cachuchas, pussyoyos, panoyo (all these have sexually diminishing connotations)
Panza loca: A pregnant woman
Papa: Potato. A hand grenade, homemade bomb
Paro: A favour, help
Pata de Gallina: Derogatory term given to the 18th Street’s gang hand signs by its enemies
PDT: Fight over the territory
Peaje: War tax. (The MS13, 18th Street, and other smaller gangs are in constant warfare). Also to ask money in exchange for something like protection, also known as rent money
Pepsi: To have problems. Also, how are you?
Perica: Cocaine, baking soda, yeyo, sweet milk, majestic blow
Pesear: Panhandle. Pesear comes from Peso the former official Money of El Salvador. Also, toll
Pigui: Small
Pinta: Jail, the big house, the mansion, where rent is paid
Placa:[23] Descriptive knick name of a gang banger of his physical appearance, skills, etc. Also Tattoo
Plakazos: Gang graffiti in walls, etc.
Plan Acero:[24] Plan Steele, Mexico. Since 2002 in Chiapas (Southern Mexico) Plan Steele has being in place… Plan Steele is either intelligence and of taking apart the youth gangs plan, or its fundamental objective is “to arrest those youth running with the gangs as Mano Dura (in El Salvador)
Plan Escoba[25]: Plan Broom: Guatemala 2004. Though not as draconian as the Salvadorean “Mano Dura” or the Honduran “Cero Tolerancia,” this legislation Would permit youth to be treated as adults, and included the deployment of thousands of the Army’s reserves through the “problematic” neighbourhoods in Guatemala City
Plantilla: The way one is dressed. Image that one presents. Also “the look”
Ponerle a alguien:[26] To rob or assault someone
Ponerse al brinco: To challenge an order, to put up “resistance"
Primo:[27] Marihuana and crack cocaine compound
Pum Pum:[28] A moniker for the bang bang of a fire arm
Putting Work: Earning position or status in the gang
Quedar de planta: To stay put. Is a punishment to the gang member by not letting him out of the territory. He is watched by other gang member
Que ondas?: Hello, how are you? What’s up?
Quien lleva
La Ranfla?: Who dictates orders? Who conducts the clic?
R.I.P. Rest In Peace, acronym written on walls in commemoration of a fallen comrade
Ranfla: A car, a ship
Rata: Rat, snitch
Raza: A saying the 18th Street uses as an auto identifier
Rebote: Get out of here. A command when the gang does not want someone in their area or sector of control. Also, I’ll be back soon
Red Rum: Death. Murder spelled backwards
Regalona: A promiscuous woman. Also Juanita, come into my house, prostitute
Relajo: Disorder
Renquear:[29] To deny
Rifar el Barrio:[30] Hand signals identifying gang belonging to friend and foe. (MS13, 18th Street) 18th Street does not call itself a mara but a barrio
Rifar la Mara:[31] Hand signals identifying her/his belong to Mara Salvatrucha 13. (MS13)
Rifar: To command, to control (See “Tirando Barrio”)
Rola: A song
Rollo: Matter, issue, project
Rondines:[32] Correctional officers
Saint Luis Cardinals
Base ball cap: Symbol representing the Luck Street Gang
Salsa de Tomate: Blood
Samisa Weson: Smith & Wesson
Seis o 6 Look out
Showdown: Gang bangers pointing guns at each other
Simon: Yes. Of course
Sivar: El Salvador
Soft Shit Locas: A Scornful name given by its enemies to the South Side 13 in California. a.k.a. Sesame Street
Sorbete: Oral sex received by a man
Submarino: When smoking marihuana and drinking an alcoholic beverage at the same time
Super: When two people lock fists to inhale the marihuana smoke caught inside
Super Mano Dura:[33] Super Heavy Hand. A package of anti-gang reforms was rapidly pushed through, which respected the provisions of the Convention but stiffened the penalties for gang membership to up to five years in prison for ordinary gang members and nine years for leaders
Switch Bitch: Someone who switches from one gang to another. Not to be for real
Tablas: Years in prison. (30 years = 30 tablas)
Tacas: Tattoos
Take it easy: Be careful. All under control
Takeado: Full, to the brim, overflowing
Tapado: A gang associate. A person that may be friends with a gang member but does not agree with his/her beliefs. Yet there is a relationship
Tecato: Cocaine addict
Tiempo! Command shouted by the click leader to stop the beating by one or more gang members to someone from the gang who is being disciplined
Tintiando: Tagging, painting graffiti
Tirado: Well dressed, wearing new clothes. Color matching clothes
Tirando Barrio: Communicating with members of his/her gang using hand signs to alert them about possible enemies or rivals
Tirar:[34] To report the result of a mission
Tiro: An action, any action.
Tiro al plato: Surprise quiz, pop quiz
Topar:[35] To stop, unlawful confinement, to highjack
Torcida: Jail
Torcido: Being prisoner
To remove the wig: To inform against
Toro:[36] A robbed car to commit a crime
Trabucos: Homemade weapons
Transnational Anti
Gang Unit (TAG):[37] The TAG is part of a four part initiative which will strengthen law enforcement, fugitive arrest, international coordination and information exchange. The creation of this unit was announced earlier this year (2007) in El Salvador by the US Attorney General.
Tranza: Bartering
Trencito: An initiation rite that the female candidate has to have sex with a group of the click’s members. These members are appointed by the leader
Tres Puntos: Three dots. A tattoo on the hand or face meaning either or all, which without it, the “gang banger” does not feel complete. Also:
a) my Crazy Life; sex, b) drugs, and to kill; and c) hospital, jail, cemetery
Trincar: To Kill
Troca:[38] Pick Up
Trompudo: Who informs against someone, rata, snitch
Trucha: Pay attention, look out. It is used as a signal to warn a gang member of what he/she is talking about
Vacas Locas: A name its enemies or rivals give the Vatos Locos (A name of a gang in Toronto)
Vacilar:[39] To live a frivolous life, from party to party
Vato: Guy, youth
Venadear: To hunt down
Vergo: A lot, numerous, super abundant
Vergueada: Beating
Vestirse
Tumbadas:[40] Females. Wear either very small or very large blouses over shorts with Niké or All Star runners. Pony tails high, plucked eyebrows, and lips painted black or dark color
Vestirse
Tumbados:[41] Males. Wear oversized clothes. Wear the shirts hanging down. Niké or All Star runners
Veterano: Senior gang member, a gang member that has earned respect for his bravery, or his actions on behalf of the gang. He can lead, command, or have a voice
Viejo Lin Old man Lin. The reputed internationally known leader of the 18th Street gang in El Salvador
Vincha: Bandana
Yamaha Bicycle
Zacatraz Maximum security prison in El Salvador where reputed gang leaders and members are incarcerated. The name of the city where the prison is located is Zacatecoluca, the term “Zacatraz” a compound from Zacatecoluca and the Alcatraz prison in the US
Zanzíbar: San Salvador, capital city of El Salvador
a.k.a. Sivar, Sivar Throne
================ACA=================
Chapter II
Inter-racial dating, is there anything wrong with it?
Graphic Design
Chapter II
Inter-racial dating, is there anything wrong with it?
Latino-Hispanic families “typically adhere to a number of values that might be called traditional” (Bernhardt et all 2004). Inter-racial dating is usually more common in the second generation or children of immigrants than in the first. Parents might perceive this as an open disregard of the values and cultural customs parents would like to keep within their families. In a multicultural society and especially in a large city like Toronto that is considered “… one of the world’s most ethnically diverse cities…” (Toronto Star, July 9, 2006), inter-racial relationships are a commonly observed occurrence among youth, and the Latino-Hispanic community is no exception. The fact that the child’s boy/girlfriend is from a different culture than the community’s own, does not mean that it will be a bad or inappropriate relationship. If the youth has been equipped with the right skills to subsist and thrive in a multi-cultural society, he/she should be able to make this relationship work.
It is important to take into account that “The way in which we rear our children is a reflection of the family and of society” (Elkind 1995) Trusting and respecting the children’s decisions, feelings and views will result in a strong and nurturing family.
Living in a multicultural society, Latino-Hispanic community members in Canada share their lives with people of all cultures and ethnic backgrounds. Children attend school with children of diverse cultural and racial backgrounds. It is only normal that they will develop friendships and even boyfriend/girlfriend relationships. Should a Latino-Hispanic parent be concerned or appreciate the fact that their children are being exposed to many new cultures and people? To respond to the question Inter-racial dating, is there anything wrong with it? This chapter explores four sub themes:
I. How to deal with your child’s choices concerning sexuality and relationships
II. Understanding and accepting your child’s choices
III. The joining of new and traditional values
IV. The meaning of multiculturalism
I. How to deal with your child’s choices concerning sexuality and relationships
a. Parents can deal with their children’s choices of sexuality and relationships by reacting calmly and intelligently and trying to find out about the person their child is seeing and/or having a relationship with. What matters here is the safety of their relationship, not the way parents might look at it. Rather than being in opposition and/or prejudging, have a serious, frank, composed, and open minded conversation with your children on the themes of sexuality and relationships.
b. Try to get acquainted and initiate interaction with the person your child is seeing so that you will get to know him/her. Also, try to find out if there is drug use, or gang involvement; however, do not use interrogation tactics but rather a friendly approach when asking questions. Do not assume your child is in a gang and/or using drugs because of appearances. Getting to know the parents of your child’s “friend” will bring reassurance to both you and them.
c. Parents have to be careful about messages they send their children. If they are going to say something negative related to their children’s “friends” the situation most likely will explode. Instead pointedly talk further with the child and find out more about the relationship and how he or she feels. Allow your children to go through and learn from the experience.
d. Topics of sexuality and relationships need to be discussed openly with your children. It is useful to explain possible complications a relationship could bring, and assess the needs of all involved based on mutual respect of your feelings, those of your child, and your child’s “friend.” Also take into account the maturity of your own child, and the fact that they will likely continue with the relationship regardless of consent or not. Before judging or making an opinion, focus on the positive qualities, even if slim, that you may recognize in your child’s “friend.” Colour, race and culture should not be aspects of how to make and judge friendships.
e. Don’t judge someone on first sight. Let us give ourselves the opportunity to get to know the person and then form an opinion. As long as the relationship is positive, a parent should accept and make an effort to get to know the person the child is going out with.
II. Understanding and accepting your child’s choices
a. A parent may not agree with his/her child’s choice of dating partner, but it is the child who has to deal with the relationship. Therefore, it will be up to him/her to realize whether or not he/she has made the right choice. Let’s begin by understanding that relationships with people from different cultures are not necessarily negative or harmful as sometimes feared. In the Canadian context, cross-cultural dating and relationships are an ever present reality.
b. Provide guidance but also allow your children to explore life and find for themselves what they want. Understand that what your child is doing is by choice, and if he/she is satisfied and the relationship is free of abuse, chauvinism, racism, and prejudice, these are what count most. Do not assume there is a problem before you have explored these issues with your child.
c. The youth is the one that does the choosing. He/she is the one who is going to live the experience, therefore, reaffirm your trust in your child, and give him/her advice and guidance. By getting to know their children’s partners and analyzing the situation and circumstances objectively, parents can learn how to relate to their child and their child’s “friend” with respect to their relationship regardless of cultural background.
III. The joining of new and traditional values
a. Parents should try to make the effort to learn the culture of their child’s “friend.” Invite this person to your house, share some cooking or do something typical from your own culture and then endeavor to become familiar with theirs. We must accept that we are in Canada and that children go to school with children from other cultures, so we must educate ourselves on other cultures. Living in Canada we are bound to meet people from a variety of cultural backgrounds.
b. Tell your children about the family history, life in your (or your parents’) country of origin, how things were, what the struggles were, what the cultural traits are, what you did there including your occupation, customs and traditions. With reference to customs and culture, issues of racism, chauvinism, and nationalism may surface, however, guide your child in extracting the positive aspects of your culture, and trust him/her to make the right choices.
IV. The meaning and effect of multiculturalism
a. Canada is a multicultural society where diverse cultures meet and intercultural relationships are bound to happen. Avoid narrow mindedness. Here different cultures are much more integrated than in most other countries, where immigrant youth are bound to interact with youth from other cultures. Parents’ role in this case should be to try to understand the cultural diversity of the country we live in. They themselves may also inevitably interact and strike comradeships with people from different countries, races, and cultures in their places of work.
b. The fact that your child’s “friend” is from a different culture does not mean that the relationship will be negative. If both parties have the right communication tools, differences can be worked out and understandings can be reached easily. If the “friend” cares about your child he/she will treat him/her well and make him/her happy. The colour of the skin and cultural background need not be of any consequence.
c. By learning something about the culture of their child’s “friend,” the parent(s) will reinforce the parent/child relationship. At the same time this will enhance the child’s ability to adapt better later in life in the workplace and other social settings as he/she matures into an adult. We live in a multicultural society, where all of us are exposed to different cultures with their own ways of thinking, appearance, and tastes.
d. Parents should get to know their child’s “friend.” Converse, be friendly or at the very least cordial, and try not to let prejudices get the best of you. Acknowledge within the family the cultural diversity of the community, and accept the probability of your child becoming involved in inter-racial relationships.
e. Parents have to start by explaining their ancestry to their children. Youth and small children are usually receptive to learn about this. They will go to school, will see cultures of different countries, continents, and by comparing, will start understanding about their own culture and traditions. Children will be able to share the positive aspects about their own culture as well as to learn about new ones.
Chapter III
Talking Frankly With Your Children?
Effective Communication Practices
Graphic Design
Chapter III
Talking Frankly With Your Children?
Effective Communication Practices
Introduction:
The relationship between parent and child needs to be checked and counter checked every day, as a positive relationship needs to be nurtured. Negative relationships need to be transformed to prevent situations of family separation, youth homelessness, youth crime, and drug and alcohol abuse. To leave this relationship unchecked may result in a “troubled, disruptive, alienated, angry, non-compliant, and/or conflicted” (Pohl 2004) young person which in the future might “contaminate the person’s adult behavior.” (Bradshaw 1990)
In order to prevent this “contamination,” an open communication needs to be the norm within the family. It is important to take into account that in this dynamic there will be gender specific variables, as boys’ challenges typically differ from those of girls’. Responses and/or reactions will also be governed this way. Children’s responses, reactions, spoken and body language, expressions, and behaviour toward their fathers will be dissimilar to that with their mothers. Of special interest should be the communication and relationship between mothers and daughters. Therefore, in order to avoid or prevent regrettable outcomes, recommendations on how to react, address, and deal with the child/children’s back talk, mood swings, sassy responses, angry and violent outbursts will be offered. However, before presenting these recommendations, and as a way of introduction and to set the premise of the topic, three basic questions must be addressed:
1. What happens when children decide they don’t want to communicate with their parents? How should parents respond to this silent challenge?
Sometimes children will decide that they don’t want to communicate with their parents. Either they refuse it outright, or allow an initial response to abruptly cut it short. Faced with this challenge it is advisable for parents to withdraw from the situation, take a time out, give themselves and the child some space and renew the engaging effort at a later time when everybody has cooled down and has had time to think things over. It is important to understand that this behaviour does not mean that the child is disengaging from the family, but only testing how far he/she can push and control the situation. Children have a “fear of own loss of control,” and by taking this attitude they are demanding “an additional role from the adults who have charge of their lives” Redl and Wineman (1952). So then, this might be the right time for a parent to play that role and take control.
2. When children move out are parents still responsible for them?
In Canada, when children move away from home it is expected that their parents cease to be responsible for their wellbeing, however many parents in the Latino-Hispanic community still feel they are and act accordingly. Even if children in Canada are given more independence when they leave home, communication however should not be cut off, and it will or should be ruled or influenced by the new set of circumstances.
3. How can parents respond to their children when they are acting out in a way that creates positive interaction?
The immediate and most common response from parents in circumstances of back talk, mood swings, sassy responses, angry and violent outbursts from their children is one of anger and frustration. Remember that anger and frustration if not controlled will further aggravate the already volatile situation. The point here is to construct a positive relationship. Norberto Levy, an Argentine Psychologist, has this to say about anger:
El enojo es, en esencia, un remanente de energía que esa destinado a aumentar nuestros recursos para resolver el problema que nos produce el enojo. Sin embargo, al no saber como canalizarlo, termina convirtiéndose en un factor que daña aun más la situación a que nos enfrentamos… (2003)
Anger is, in essence, a remnant of energy that is destined to augment our resources to solve the problem that cause us the anger. However, by not knowing how to channel it, it ends up becoming a factor that damages the situation we are confronting even more… (2003)
With the goals of producing positive relationships and assisting in the construction of healthy communication between parents and children, here are the recommendations:
First reaction
a. Don’t say much at the moment, the situation may escalate.
Don’t get into arguments that can lead to violent actions. Avoid an intransigent kind of action. Do not react abruptly or go on the offensive or get defensive. Stay calm and allow some cooling off time.
b. Remove yourself from your child’s presence to avoid further conflict and approach him/her later when you are both calm, then deal with the issue when you have both cooled down and the tension has eased.
c. Converse calmly as if with a friend, but with respect and authority. The best response is to communicate in an intelligent way, not with insults coming from both sides. If you feel like your emotions may get the best of you, stop, take a breath and listen first, then analyze the problem.
d. Be firm, do not back track from what both parent and child have agreed upon as to what is and what is not acceptable behaviour. In your response and decisions don’t let it slide one time expecting the child to take you seriously the next time you want to discipline him/her.
e. Do not tolerate any form of violence. As a parent, you have to take a decisive stance when it comes to violence. If as a parent you cannot deal with the violence, seek professional help from anyone you may think will be able to help you in solving the awkward situation.
How can professional help be defined in this case? And how can one find more details?
A parent may not know where to start looking for professional help. In Chapter V Where can I get help or assistance? there is a list of recommendations.
Parents’ check list
1. A Healthy Family is a Strong Family
a. Listening, engaging, negotiating, and role-playing activities with the children are useful and important remediation actions. Maintain the most open and honest communication possible. A parent has to have space to be able to be angry and express his/her anger ideally, in a healthy way. Consult regularly with your children about issues relevant to them and the situations they encounter.
b. A very important aspect of the parent- child relationship is to be supportive, constantly encouraging communication, rewarding achievements and wisely dealing with mistakes. Validate your childrens’ abilities and make them feel that their participation at home is not only useful, but also necessary.
c. While our children are living at home, boundaries and a set of guidelines are necessary. Whatever form of discipline is practiced, the child should know right away that he/she has disregarded the boundaries. Establish concrete and reasonable rules that can be negotiated and reasonably modified. Talking with authority and firmness works. Children respect authority, but it must be executed with fairness, otherwise it only nourishes anger. Norms and responsibilities should be established for everyone in the family.
d. Parents have to share their thoughts, ideas, experiences, their own limitations and be honest and open about them. Children should be aware of what is going on with their parents. If their mother or father is tired because they are working two jobs, children have to know that. They have to know their parents are not superheroes and might be vulnerable.
e. Harmony between parents is very important for children’s self-esteem. A good, stable spousal relationship and positive problem solving attitude between parents gives children security and stability.
f. Recognize all the successes, the efforts, and intermediate stages through which the child is going through on his/her way to adulthood. During this phase talk to him/her about responsibility, health issues, safety, respect, spatial boundaries, and economic limitations. Tell these things to your child in a way that does not make him/her feel like he/she is being ordered around, and avoid getting angry when your child does not do things the way you want them done, because he/she might have tried his/her best. Emphasize improvements, but be careful not to show pity, nor give in to them.
g. Don’t take questions as a challenge to your authority. They are just questions even if the way they are asked suggests otherwise. Sometimes children are afraid to ask questions so they must build up their bravado before they can ask. This may cause them to sound aggressive and challenging
h. One thing a parent can do is to invite his/her child to job shadow so that he/she sees what jobs the parents do at their workplaces. Maybe the job is difficult. Maybe this is something the parent is not too happy with because they were professionals in their home country and now they are doing jobs that don’t require higher education. Children have to understand that the work their parents are performing is important because they are earning the money to sustain the family
i. Planning and participating in activities together with your children will nourish good communication and reinforce family relations. Emphasize how important it is to plan as a group, allowing children to take leadership roles; this will build trust among all family members.
j. An active member of the family is someone who brings different ideas and different perspectives for solutions to problems. For example if money is short in the house, have the whole family sit and discuss the issue and find solutions as a unit. It is important that children are brought into the discussions and given the opportunity to have input and demonstrate leadership within the family. They will learn the importance of taking many things into consideration before making a choice. Children feel secure when they are informed. This also gives them the opportunity to be helpful, as well as giving them a sense of power. At some point you will have to be the student and the children the teachers, and a result of this will be self-esteem and empowerment for the children.
k. Do not assume that you know your children just because they are yours. You get to know them by asking questions, by accompanying them to school games, and community events, by paying attention to the music they listen to and inquiring about it. Good conversations begin with simple little questions, and those are the starting points to get to know your child.
l. Give your children their own space. Respect their privacy. Do not read their diaries; do not go through their clothes, personal belongings, or correspondence, and; do not search their drawers, because that is a trust issue. Once your child knows that you have done that, the bond will be broken. Upholding respect does not mean losing control of the house. There has to be structure, discipline, firmness and dialogue, but these can only be achieved on the basis of trust.
m. Involve your children in activities that can bring them success and encourage them to be committed to attaining it. This however has to be done working from the premise that we cannot always achieve the best results. Reward the successes and positive actions, pay attention to the good and not so good things children do. Reward the good, and work with them to improve on the not so good. Let them know when they were in the wrong and help them succeed.
n. Since there is always a difference between siblings, do not compare your children against each other. Avoid focusing on the weak spots of the adolescent; instead emphasize his/her strengths and skills. Comparing within the family creates winners and losers. Beware of intra-family conflicts.
2. Involve yourself in your children today for a better tomorrow
a. Go deep and find out what is happening to your children, reach out to them, take into account the situations in which they find themselves, or situations the family is going through. If everything fails and you cannot control your children, seek professional help.
b. Give examples to your children of how you were raised and talk about your experiences of when you were growing up. A relative or other adult(s) whom the children are familiar with may be helpful. They may trust them, and feel comfortable and not intimidated talking to those people
c. Let your children have some independence. Let them make their own mistakes and learn from them. Encourage them to enjoy all their successes. At the same time, they have to know that parents are and will always be there whatever happens. Not achieving a goal is not the end of the world, but not being supported may lead them to give up. Children have to learn to take risks in their life, to build character, to fail and to succeed; sheltering and over-protecting a child will only make him/her dependent on other people.
d. Supportive parents allow opportunity for error, for risk taking and therefore for growth. They provide deep personal insight to their children into how adults make decisions and take actions. They move children and teens towards responsible adulthood by providing a space where they can share their ideas and perceptions without fear of ridicule. This affords them active participation in the household decision making process.
e. Teach your children to be themselves whatever the family’s social and economic position, not to feel down and to have pride and think of their importance in the family, community and society. As parents you are guides and are called on to show different options. Your main function is to educate and give your children tools, which will enable them to find their own path in life. They have to believe in themselves and in their decisions regardless of the outcomes. Even if you do not like to see them making mistakes you have to allow them to live the experience and trust they will learn from it.
f. Give positive messages to children and provide them with assertiveness tools to build their self-esteem so that they can non-violently defend themselves from bullying, practical jokes or abuse from peers. A parents’ job is to ensure that the child feels safe at all times and everywhere (i.e. at home, at school, in the street, malls, recreation centers, etc.)
g. Make the children feel their importance and value and that they are able to accomplish anything if they put their mind into it. Teach them to be winners first and foremost, and teach them how to strive for success. Let them not be participants for the sake of participation, but to participate to be triumphant. However, make them aware of possible set backs and how to learn from these.
h. Teach your children some basics of leadership. If they are doing well in school, let them know you are proud. When they achieve a goal, acknowledge it. Give recognition when the child succeeds or does something good; thank him even if the deed is a small one. Remember, that when you are young and you are doing well in school for example, to get that pat on the shoulder feels nice; it makes you want to do better still.
i. Teach the children mutual respect, not only between family members, but for others as well. Lead by example, and give constructive criticism making sure the child understands. Compare the negative with the positive and show the difference; teach them to always try to achieve all that is positive. Although it is difficult to always do the right thing, we should at all times have the right intentions when performing a task or when relating to people.
j. Instill self-esteem in your children by acknowledging their talents and skills, as well as constructively pointing out their limitations. Show them that they don’t need to be somebody else to accomplish something. This task begins with a dialogue between the parents, and continues between the parents and the children. In the case of a lone parent, it is often useful to initiate a dialogue between your child and a trusted family friend. For a lasting relationship, a wide reaching ongoing whole-hearted dialogue is valuable and effective.
k. Parents must be interested in the lives of their children and particularly what concerns them? What are their goals? Make the effort to get involved, go to their school activities, especially if they are participating. They will remember it. It will be a big deal for them; they want to make their parents proud.
l. Going out with children, spending time together, going camping, to a base ball game, or to an activity where the whole family participates is important. It is essential for a parent to be willing and capable of sitting with their child and working on something they like. Growing together in a parent-child partnership while taking on new things and projects as the child matures will bring satisfactory outcomes.
m. Facilitate discussions to get ideas on the table, and then make sure the decision taken is satisfactory for everybody. At issue is what decisions best address the good of all involved parties. It is very important for parents to be open to new ideas from their children and let them take some leadership in helping to design the way the family relates and communicates. Make them active, thinking, contributing members of the family.
n. Become interested in your child’s daily life. Do not wait until the school calls, or the police come calling, or you see him/her with bruises to find out that something is wrong. Talk to him/her, volunteer something mundane about yourself, ask simple silly questions, ask fun questions, and always ask something for which the answer is going to help you to know your child better. Remember that many a time a good question is better than a good answer.
o. Make one day of the week a family day. Show your children that you are not only a parent but a partner in their journey to adulthood as well. Family structure and hierarchy has changed in comparison with your ancestral culture and your adolescence. The fact that at least the first generation was not born or have not lived for a long period of time in Canada will continue to have an impact on the family structure.
p. In order to improve family relations, try opening discussion from the child’s point of view to get his/her concerns on the table, going step by step being careful not to deny or put into doubt the child’s feelings. However, it is important to sensitively allow your child to experience the hurt of those feelings as a character building strategy, but in an environment that is caring, friendly and non-judgmental. Set goals, appraise challenges, discuss the process, envision how to solve the problem and review the results.
q. Back talk is usually symptomatic of something else. Children back talk when they feel they don’t have any respect for the person they are talking to or just to attract attention. Establish a pattern of communication relating to your children. The problem is not with the children, but with the behaviour. If the child persists with this behaviour remind him/her of the consequences. Back hands, violence, or insults will not work.
r. A decision made in the heat of the moment if it is not appropriate, may cause irreparable or difficult to repair consequences, especially if the police or the children’s aid society have intervened. At this moment it is important to listen to your cautionary inner-self and think hard what is right for the child, yourself, the family, and all involved.
Graphic Design
Chapter IV
What are my rights? Where can I get more information?
The usual reaction parents have when police come to their house to question or arrest their child or when he/she has been arrested outside is that of panic and uncertainty. This reaction might come from the experiences they lived in their home countries at the hands of the police, and/or the court system. Settling in Canada may have socially and economically modified the family’s way of life, but not changed the parents’ feelings of fear toward law and order authorities. This chapter aims to present an uncomplicated framework to ease parents’ and children’s anxieties in these situations. Following are some essential suggestions and recommendations to guide parents in dealing with these issues:
Know your and your children’s rights in case of the unexpected
a. It is important to seek information and guidance from professionals that have the knowledge and experience with these matters. Information can also be found in public and university libraries and government book stores.
b. Parents will need to familiarize themselves with legal terminology in case their children become involved in illegal activities or are involved in a judicial process. It is important to become familiar with the law. However, in case of need there are translators in the court system familiar with different languages to assist non-English speaking accused and/or parents.
c. Go to a legal information centre, speak to a community worker and ask for information about your rights and those of your children. There you can expect to get proper guidance in the area of justice. We all have to know what our rights are.
d. The internet is also a useful tool for parents to do research on how the justice system works. It is a process that both parent and child can follow.
Always be prepared…know your rights
a. In Canada there are many sources of information about your rights. It is only a matter of looking in the right places. Legal clinics are a good resource. Get a copy of the criminal code or Charter of Rights and Freedoms and use them as guides.
b. Speak with someone who is familiar with the law. Ask them to explain the meaning of justice system terminology in plain and understandable everyday language.
c. It is very important for parents to have networks with other parents who have children the same age, and probably have gone through some similar experiences. They can offer qualified support.
d. Do not get embarrassed. Regardless of who knows, or how uncomfortable you feel coming to a legal clinic or community centre, you must be prepared and educated on matters of your rights. Read material on the subject or have someone read it for you to inform yourself.
Understanding the Law
Child and Family Services Act
Each province in Canada has a different Child and Family Services Act. However, they cover many of the same values, rules and judgments. The following are some of the most important aspects of the Law concerning Child Welfare:
1. The safety, well being and protection of the child is what is most important.
2. To recognize that it is of high importance that the family unit remains intact. All possible arrangements will be done in order to do so. However, the best interest of the child remains as the first priority.
3. In order to help the child, it has to be recognized that the least disruptive course of action and one that is appropriate should be considered first.
4. To provide services whenever possible to children and their families which respect cultural, religious and regional differences.
5. Services to children should be provided in a manner that respects the child’s need for continuity as well as for stable family relationships. These services also take into account the physical and developmental differences there are among children.
People should report to the authorities if they suspect that:
1. Physical, emotional, neglect and/or sexual abuse is taking place.
2. There is high risk that there could be physical, emotional, neglect and/or sexual abuse
Youth Criminal Justice Act:
The Youth Criminal Justice Act applies to all young people who are between the ages of 12 and 17 at the time they have been charged of or accused of being involved in a criminal act.
Note: If the young person is under the age of 12, the Youth Criminal Justice Act will not apply. However, there will be consequences for any illegal action taken by the young person.
Contact with the police:
• Remember that the police are there to serve and protect the community. Thus, the police may be in contact with a young person when they have reasonable evidence suggesting that a crime has been or is about to be committed. At the same time, as a community member you should not hesitate to call the police, if you feel threatened or in danger, or if you see some one is in danger.
• The police should not stop anyone for questioning without having reasonable basis to think that a person has or is about to break the law.
• If the police stop an individual, he/she should politely give out only his/her name, address and age. The person does not have to answer anymore questions. Any other information may be used against the individual in a court of law. Following this, the individual should ask the police why he/she is being stopped and questioned. One should always ask the police officer if one is under arrest.
• The police can search an individual only when an arrest has been made or there is a suspicion of carrying weapons and/or illegal drugs. And in the case of a minor if they are believed to have liquor in their possession.
• The police cannot search your house or car unless they have a warrant, or if they believe that an offence is being committed there.
About arrest: What are your rights?
• Remember, an individual can only be arrested, if he/she has committed an offence, is in the middle of committing an offence, or about to commit an offence, or if there is a warrant out for his/her arrest.
• The police may or may not decide to lay charges on an individual following what is listed above. However, the police may also take into account if the individual has a criminal record, has had any police warnings in the past and/or the attitude shown when questioned by the police.
• If under arrest, the individual can be taken to a police station or given an appearance notice.
• Everyone has the right to remain silent, as an individual, he/she does not have to respond to any questions asked by the police.
• An individual has the right to know what he/she has been charged with. If not under arrest, the individual has the right to leave.
• The police must allow the individual to make a phone call to his/her parent(s), a lawyer or an adult who may be in a position to help them.
• A police officer can use as much force as is necessary to enforce the law, prevent a serious crime and/or prevent someone who is being arrested from escape.
• The police cannot force an individual to make any form of statement. If this happens, the statement cannot be held against that individual in a court of law.
• If the individual in question decides to answer any questions, he/she must remember that anything said can be used against him/her at a later date in a court of law.
• If an individual is required to have their photograph and fingerprints taken, he/she should take notice and attend, otherwise charges can be laid when failing to appear.
• An individual has the right to ask the chief of police to have the photographs and finger prints destroyed if charges are withdrawn or if found not guilty as charged.
• If the individual cannot afford a lawyer, legal aid will be provided if he/she qualifies.
• Legal Aid Services
Legal Aid is available to low income individuals and disadvantaged communities for a variety of legal problems, including criminal matters, family disputes, immigration and refugee hearings and poverty law issues such as landlord/tenant disputes, disability support and family benefits payments. (Legal Aid Ontario)
• To qualify for legal aid, the following will be taken into consideration:
Income and assets
Parents’ income
Seriousness of the offence
When do I need a lawyer?
• When charged with breaking the law
• When needed to appear before a court of law
• To make sure that the individual’s rights are protected
What is the lawyer’s duty when representing an individual?
i) To properly represent the individual in court and follow all court rules in order for the accused to receive a fair trial.
ii) To be present in court for the individual, or else to send a representative, or a letter to the judge explaining the reason for the absence
If legal aid is denied, the following may be done:
• Community legal clinic (Ontario Only):
i) Lawyers, community legal workers and sometimes law students are available for advice. They might represent you in court.
ii) The Legal Clinic will look at the individual’s income and assets, parental income and the seriousness of the case.
Glossary of Terms – Alphabetical Order
This glossary of terms has been compiled consulting the Department of Justice Canada’s literature.
A.
• Acquit
It is what a jury or judge sitting without a jury does at the end of a criminal trial if the jury or judge finds the accused defendant not guilty.
• Adjournment
The final closing of any official gathering. In a court case, cases are often “Adjourned” to a different date.
• Aggravated Assault
An unlawful attack by one person upon another for the purpose of inflicting severe bodily injury.
This could also be used as a charge when an attack is perpetrated with a weapon.
• Appeal
To ask a more senior court to review a decision of a lower (subordinate) court
• Arrest
Take into custody, detain, or held by police. An individual can be arrested when he/she has committed an offence, is in the process of committing an offence, about to commit an offence, or have a warrant for their arrest.
• Assault
Is a crime of violence against another person. Assault is often defined to include not only violence, but any physical contact with another person without their consent, touching for example with or without the intent to harm.
• Attempted Murder
Acting deliberately and intentionally or with extreme disregard, which causes harm to another person (to attempt to murder another person)
In criminal law attempted murder is committed when the accused does an act that is more than merely preparatory to the commission of the crime of murder and, at the time of these acts, the person has a specific intention to kill.
B.
• Bail
A commitment made (and possibly secured by cash or property) to secure the release of a person being held in custody and suspected of a crime and to provide some kind of guarantee that the suspect will appear to answer the charges at some later date and will follow the conditions set by the court.
• Bail refusal
Where an application for bail is made by a person charged with a serious offence, a court may refuse the application if the court is satisfied that such refusal is reasonably considered necessary to prevent the commission of a serious offence by that person.
• Bench Warrant
If a person fails to appear in court when she has been properly ordered to do so, the judge issues a court order authorizing a law enforcement officer to immediate arrest on-sight and bring the accused to court.
• Break and Enter
The criminal act of entering a residence or other enclosed property through the slightest amount of force without authorization.
• Burglary
Also called breaking and entering and sometimes housebreaking. Any unlawful entry into, or remaining in, any building with the intent of committing a crime
C.
• Character Witness
A person who gives evidence of the good character of the accused in a criminal case.
• Community Hours
Community service is volunteer work done by youth (or an adult if it is their first offence) who have committed an offense. It is done to help repay the community for a crime they have committed.
• Confession
To admit one’s guilt. A statement made by an individual suspected or charged with a crime, that he/she in fact, commited that crime.
• Conspiracy
An agreement or plot between two or more persons to commit a criminal act.
• Contempt of court
Is a court ruling which, in the context of a court trial or hearing, deems an individual as being in contempt of the court, its process, and its invested powers.
• Conviction
The outcome of a criminal prosecution when the accused has been found guilty. Convictions are recorded in a criminal record.
• Court records
Court whose acts and proceedings are kept on permanent record.
• Court reporter
Is a person who makes a word-for-word record of what is said in court and produces a transcript of the proceedings upon request.
• Crown Attorney
Represents the state and acts as a prosecutor in the proceedings of a case.
• Curfew
Curfew refers to times when people are ordered to be off the streets. Usually a person who is subject to curfew is required to be in their residence at the time of the curfew.
D.
• Deportation
The removal of a foreign national under immigration laws for reasons such as illegal entry or conduct dangerous to the public welfare.
• Detain
To hold or keep in custody or possession.
• Detective
A person engaged or employed in detecting lawbreakers or in getting information that is not readily or publicly accessible (a police detective).
• Detention Order, also known as a “D.O”. or detained without bail
The grounds justifying the detention of an accused in custody are set out in subsection 515(10) of the Criminal Code. The detention of the accused must be necessary to ensure the his/her attendance in court; …for the protection or safety of the public, including any victim of or witness to the offence, having regard to all the circumstances including any substantial likelihood that the accused will, if released from custody, commit a criminal offence or interfere with the administration of justice…
• DNA
A chromosome molecule which carries genetic coding unique to each person with the only exception of identical twins. Through laboratory process, DNA can be extracted from body tissue such as a strand of hair, semen, blood, and are matched against DNA discovered at a crime scene or on a victim to scientifically implicate an accused.
• Duty Counsel
A legal Aid lawyer in the courthouse to assist an individual in the day of the first appearance and is without representation. Duty counsel can also give limited advice and speak for the accused in court.
E.
• Evidence
In law, various things can be presented in court for the purpose of proving or disproving a question under inquiry. It includes testimony, documents, photographs, maps, video tapes, etc.
• Extra Judicial Measures, formerly known as Alternative Measures
Extrajudicial measures provide meaningful consequences, such as requiring the young person to repair the harm done to the victim. They also allow early intervention with young people and provide the opportunity for the broader community to play an important role in developing community-based responses to youth crime. (The Youth Criminal Justice Act)
Extra Judicial Measures are a form of penalty. However the individual will not go through the court process. If accepted into the program, a probation officer will set it up.
F.
• False statement
A statement related to a case known to be untrue or made with reckless indifference as to its truth or falsity. A statement may also be "false" or "fraudulent" when it constitutes a half truth.
• False Testimony
Testimony is "false" if it was untrue when it was given and was then known to be untrue by the witness or person giving it.
A statement contained within a document is false if it was untrue when used and was known to be untrue by the person using it.
• Fine
Payment of money demanded of a person convicted of a crime or a misdemeanor; the fine is imposed by a court as punishment.
• Finger Printing
Is an ink impression of the lines upon the fingertip taken for the purpose of identification, it is done usually soon after the charges have been laid.
G.
• Guilty
The result of a conviction of a crime by way of a jury or trial by a judge
• Guilty plea
It means that the individual has admitted to committing the offence(s) in question.
H.
• Homicide
The taking of another person’s life.
• House Arrest
When an individual is legally forced to stay in his/her house as if it were a prison.
I.
• Indictable Offence
An indictable offence is more serious than a summary conviction offence. Conviction of an indictable offence exposes the individual to greater penalties.
If the individual is prosecuted by indictment, he/she is entitled to trial by jury for most offences.
J
• Justice of the Peace
A public officer invested with judicial powers, who usually oversees bail hearings and signs arrest warrants, administers oaths, issues subpoenas, warrants, and summonses.
L.
• Lawyer
A person that has been trained in the law and that has been certified to give legal advice or to represent others in litigation. Also known as a "barrister & solictor" or an attorney. In a court of law are called “Counsels.”
• Legal Aid
Program providing access to justice throughout Ontario for low-income individuals by funding and managing legal aid services. (Legal Aid Ontario)
If the individual qualifies, legal aid will be provided to him/her by the courts. This can be done either by hiring a lawyer who will work for the individual, or a lawyer who works for the province will be assigned to represent the individual
M.
• Manslaughter
Accidental homicide or homicide which occurs without an intent to kill and which does not occur during the commission of another crime or under extreme provocation.
• Murder
Intentional homicide (the taking of another person's life), without legal justification or provocation
N.
• Not Guilty
A verdict rendered by a jury which clears a criminal defendant after finding that the Crown has not proven the defendant's guilt beyond a reasonable doubt
• Not Guilty Plea
Means that the accused is going to argue that he/she is not guilty under the law (it does not always mean innocence).
O.
• Oath
A religious or solemn affirmation to tell the truth or to take a certain action.
• Offence (criminal)
Criminal offence is any act, which goes against the Criminal Code.
P.
• Paralegal
A person who is not a lawyer or is not acting in that capacity but who provides a limited number of legal services
• Pardon.
A pardon is a government decision to allow a person who has been convicted of a crime, to be free and absolved of that conviction, as if never convicted.
• Parole
An early release from incarceration in which the prisoner promises to uphold certain conditions (usually set by a parole board) and under the supervision of a parole officer. Any violation of those conditions would result in the return to prison for the individual.
• Perjury
Is an intentional lie given while under oath or in a sworn affidavit. The maximum penalty is 14 years in prison.
• Plea Bargain
A negotiated agreement between the defense and the crown in a criminal case
Typically the defendant agrees to plead guilty to a specified charge in exchange for an oral promise of a lower sentence.
• Police Custody
The detention of an individual by virtue of lawful process or authority. To be in custody, is to be lawfully detained under arrest.
• Prime Suspect
The one person law enforcement officers believe most probably committed the crime being investigated.
• Probation
The release into the community of a defendant who has been found guilty of a crime, typically under certain conditions, such as paying a fine, doing community service, attending counseling, a drug treatment program, anger management, etc. Violation of the conditions can result in incarceration.
• Probation Officer
An officer appointed to investigate, report on, and supervise the conduct of convicted offenders on probation.
• Promise to Appear
A document signed by the individual under arrest promising to appear in court at an appointed date.
R.
• Recess
A temporary adjournment of a trial or hearing.
S.
• Search Warrant
A court order (i.e. signed by a judge) that gives the police permission to enter private property and to search for evidence of the commission of a crime, for the proceeds of crime or property that the police suspect may be used to commit a crime.
• Sentence
The punishment given to a person who has been convicted (i.e. found to be guilty) of a crime, it may be time in jail, community service or a period of probation.
• Suspended Sentence
A sentence which is suspended by the court and the convicted person is not required to serve time in jail.
• Summary Conviction
Summary conviction offences encompass the most minor offences in the Criminal Code.
T.
• Trial Court
The trial court is the court in which a lawsuit is filed, and where all litigation leading up to and including the trial is held.
V.
• Verdict
It is the decision of a jury. In criminal cases, this is usually expressed as “guilty” or “not guilty.”
Y.
• Young Persons (Formerly known as “Young Offenders”)
All young people who are between the ages of 12 and 17 at the time they are said to have committed the crime.
On February 4, 2002, the House of Commons passed Bill C-7, the Youth Criminal Justice Act (YCJA). The new law replaces the Young Offenders Act (YOA), and is in force as of April 1, 2003, following a period of preparation for its implementation. The term “Young Persons” replaced “Young Offenders”under the Youth Criminal Justice Act (YCJA). (Department of Justice Canada)
Chapter V
Where can I get help or assistance?
Graphic Design
Chapter V
Where can I get help or assistance?
Immigrant parents, including Latino-Hispanics are often unaware of available and existing community services that can be accessed in case of need. When a situation arises the affected people will first turn to their immediate support system, such as significant close community or family members, and/or friends for guidance or counseling. Misleading though well intentioned suggestions may come forth to the detriment of the person in need, thus making solutions much more difficult to be attained. Following is a set of suggestions aimed at easing anxiety and guiding or counseling parents when dealing with issues for which solutions may require support from outside their immediate support system.
Here is a list of suggestions to assist parents:
Get to know your Community
a. It is important for parents to know that all community centres provide “that kind of” information and have a policy of confidentiality where everything talked about or said is kept in confidence. It is advisable to always talk to a professional, explain the situation and ask for guidance or referral.
b. Seek professional support as soon as possible, and try to find appropriate services that address your needs. Some community organizations organize parent groups to discuss legal, educational and cultural issues pertaining to parents and children. Parent group sessions provide strength, problems can be discussed and solutions can be found. Do not be afraid to talk and confide in others, as community wisdom is very effective.
c. In case of need, first make sure the child is physically and emotionally safe, and then see what needs to be done to solve the problem. Do not blame yourself or despair. Sometimes your children are just being children. However, do seek professional help, be it from a community agency, school, church or family doctor.
d. Look within your community for places that offer youth and family support programs, where there is a counselor or a youth advocate for different needs. It is important to know what kind of services are out there. Even if you are afraid of what you are going to find out or what you are going to be told, it is important to know where help can be obtained and to make use of it.
Learn what your community offers and take advantage of it
a. Find out where there is a professional counselor; arrange an appointment for you and your child. Meet with the counselor first, state the problem and ask for assistance to resolve the problem. Let your child talk to this person alone allowing time for as long as needed. Following that, ask what needs to be done, what steps need to be followed; parents should overcome the fear of talking in an open manner about the problems.
b. The best course of action is for you to go to a youth and family counselor. However, if there is a problem between you and your child that prevents you from looking for professional help together, go to a resource center and look for reading material, watch community channels or listen to community radio programs, use phone lines in your language, or try to find guidelines in community directories where information is provided. Do not try to solve the problem by yourself and in your own way when you are overwhelmed. Look for help.
Be informed about what your Community has to offer…become involved
a. Parents should be proactive rather than wait for an incident to occur. There are community agencies that are connected with services and programs that can help parents. Go to them. There are different avenues for parents to obtain information and support. Legal clinics, youth and family service agencies, the police, and schools are good sources of information. Always look for means to attain that information and educate yourself about these important issues.
b. There are community agencies with staff who can speak the same language as the parent. If a culturally oriented service can be obtained, better for the parent. Do not be afraid of seeking help and share your experiences with other people who might be going through the same situation.
Following are lists of legal information sites and service agencies to assist parents and families in finding required assistance in Toronto:
Related Information on Legal Information, Legal Aid and Community Support Services in Toronto
(Currently this Information may require some updating)
Child and Family Services ActR.S.O. 1990, CHAPTER C.11Consolidation Period: From October 5, 2007 to the e-Laws currency date.Last amendment: 2007, c. 9, s. 25. e-.on.ca/html/statutes/english/elaws_statutes_90c11_e.htm
The Office of the Ontario Provincial Advocate for Children and Youth
Direct Line (:(416) 325-9765
Main Office (: (416) 325-5669
Toll Free (: 1 (800) 263-2841
advocacy@
Legal Services
Community and Legal Aid Services Programme
Osgoode Hall Law School York University
Phone: (416) 736 5029
Downtown Legal Services - Homepage
Phone (416) 934 4535
Downtown Legal Services (DLS) is a poverty law clinic operating out of the Faculty of Law, University of Toronto. Our services cover criminal, consumer rights, employment, and social.
dls.utoronto.ca
Durham Community Legal Clinic
Phone: (416) 947-3330
durhamcommunitylegalclinic.ca/resources.html
Family Service Association of Toronto
Phone: (416)-595-9230
Legal Aid Ontario, Criminal Law Services
Legal Aid Ontario - Clinics and Area Offices
Locations Greater Toronto Area (GTA)
The Greater Toronto Area map is available as a PDF document.
legalaid.on.ca/en/locate/pages/046.asp
Legal Aid Ontario - Specialty Clinics
legalaid.on.ca/en/specialty.asp
Parkdale Community Legal Services
Phone: 416-531-2411
mailbox@
Rexdale Community Legal Clinic- Woodbine Centre
Phone: 416-741-5201
South Etobicoke Community Legal Services
Phone: (416) 252-7218
secls@southetobicokelegal.ca
Youth Support Services in Toronto
Catholic Children’s Aid Society of Toronto
Phone: 416-395-1500
as.toronto.on.ca
Children's Aid Society of Toronto
Phone: (416) 924-4646
casmt.on.ca
Central Toronto Youth Services
Phone: (416) 924-2100
Covenant House
Phone: (416) 598-4898
Delisle Youth Services
Phone: (416) 489-9586
Phone: (416) 482-0081
East Metro Youth Services
Phone: (416) 438-3697 Fax (416) 438-7424
Email: vip@emys.on.ca
Website:
Evergreen Centre for Street Youth
Phone (416) 977-7259
ysm.on.ca/evergreen.php
For youth 16- 24 only
Hispanic Development Council
-Youth Program
-Community Services Member Agencies
hispaniccouncil.ca
Phone: (416) 516 0851
Horizons for Youth
Phone: (416) 781-9898
Jessie's Centre for Teenagers
Phone: (416) 365-1888
mail@
Jewish Family and Child Service
Just Ducky Yonge Kids Ltd.
–
Phone: (416) 488-3825
JVS helping people succeed
Nelson Mandela Children's Fund (Canada)
Phone: (416) 496-8403
mandela-children.ca
Oolagen
Community Services Wraparound program
Phone: (416) 395 0660
ocs@
Rexdale Youth Centre
The George Hull Centre for Children and Families
Phone: 416-622-8833
reachus@georgehullcentre.on.ca
The Hinks-Dellcrest Centre
Jarvis Street Site
Phone: (416) 924-1164
Sheppard Avenue Site
Phone: (416) 633-0515
Turning Point Youth Services
Phone: (416) 925-9250
turningpoint.ca
YMCA Greater Toronto
Phone: 416-928-9622 or 1-800-223-8024
YMCA Rexdale Youth Resource Centre
Phone: (416) 741-8714
postmaster@
Yorklea Youth Services Incorporated
Phone: (416) 425-5638
Youth Connect
Ministry of Children and Youth Services – Youth Justice Services
youthconnect.ca/main/english/help.html
YOUTHLINK
Phone: (416) 967-1773
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-----------------------
[1] Smutt, Marcela y Miranda Jenny Lissette E. El Fenomeno de las pandillas en El Salvador. Serie Adolescencia. 1998
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[3] Solidaridad y violencia en las pandillas del gran San Salvador. Mas alla de la vida loca
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[5] Solidaridad y violencia en las pandillas del gran San Salvador. Mas alla de la vida loca
[6] La Prensa Grafica. La Mutacion de las pandillas juveniles. Presos en carceles de L.A. envian ordenes
7 Revista Envio. Pandillas y maras: protagonistas y chivos expiatorios
[7] Smutt, Marcela y Miranda Jenny Lissette E. El Fenomeno de las pandillas en El Salvador. Serie Adolescencia. 1998
[8] Solidaridad y violencia en las pandillas del gran San Salvador. Mas alla de la vida loca
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[10] Cruz, Jose Miguel y Portillo Pena Nelson. Solidaridad y violencia en las pandillas del gran San Salvador. Mas alla de la vida loca. UCA Editores. 1998
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[12] Revista Envio. Pandillas y maras: protagonistas y chivos expiatorios
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[14] Smutt, Marcela y Miranda Jenny Lissette E. El Fenomeno de las pandillas en El Salvador. Serie Adolescencia. 1998
[15] La Prensa Grafica. La Mutacion de las pandillas juveniles.
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[21] National Policies and the Rise of Transnational Gangs
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[24] Revista Envío. Pandillas y maras: protagonistas y chivos expiatorios
[25] Solidaridad y violencia en las pandillas del gran San Salvador. Mas alla de la vida loca
[26] Solidaridad y violencia en las pandillas del gran San Salvador. Mas alla de la vida loca
[27] Smutt, Marcela y Miranda Jenny Lissette E. El Fenomeno de las pandillas en El Salvador. Serie Adolescencia. 1998
[28] Smutt, Marcela y Miranda Jenny Lissette E. El Fenomeno de las pandillas en El Salvador. Serie Adolescencia. 1998
[29] El Fenomeno de las pandillas en El Salvador
[30] El Fenomeno de las pandillas en El Salvador
[31] America Latina en Movimento Informe Especial
Centro de Estudios de Guatemala. Sistema penitenciario: el reto de la rehabilitación
[32] Revista Envío Universidad Centroamericana
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[33] La Prensa Grafica. La Mutacion de las pandillas juveniles.
[34] La Prensa Grafica. La Mutacion de las pandillas juveniles.
[35] La Prensa Grafica. La Mutacion de las pandillas juveniles.
[36] Embassy of the United States San Salvador, El Salvador. Authorities inaugurate the Transnational Anti Gang Unit
[37] La Prensa Grafica. La Mutacion de las pandillas juveniles.
[38] El Diario de Hoy. “Por mi madre vivo, por mi barrio muero”
[39] El Fenomeno de las pandillas en El Salvador
[40] El Fenomeno de las pandillas en El Salvador
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