Looking back on our time in Northern Ireland, I can confidently say that this experience changed the way I think about psychology, mental health, and the communities I hope to serve in the future. While I expected to learn about the Troubles and the peace process, I did not expect to leave with such a deep understanding of how conflict and cultural turmoil shape a person’s sense of self, identity, and well-being for generations.
As a Native woman, I found myself constantly drawing connections between the stories we heard in Northern Ireland and the experiences of Indigenous communities back home in the United States. Although our histories are different in many ways, there were moments throughout this trip that felt deeply familiar and reminded me of stories I have heard before. I spent a lot of time thinking about the ways historical trauma continues to impact both Native and Irish communities, especially how loss, displacement, and cultural oppression can affect identity and healing. As someone who hopes to work with Native mothers and families, I feel as though this trip has strengthened my commitment to providing care that is culturally grounded and rooted in mutual respect.
One of the most meaningful moments of this trip came from our conversations with Avy and Glenn, which I know will stay with me for a very long time. Hearing them speak so honestly about grief and the challenges of navigating relationships within communities that are still recovering from conflict was incredibly powerful. I was especially struck by the way conflict can create emotional distance in everyday relationships, especially within our own families and friends. Listening to their experiences reminded me that trauma is extremely complicated, personal, and often carried in quiet ways. It also reminded me that one of the most meaningful things we can do for one another is simply listen and extend empathy whenever possible. As a future counselor, I felt deeply touched by that lesson and hope to carry it into my own practice.
Another highlight of this trip was the people I experienced it with. Some of my favorite memories were the conversations that happened after our days had ended. Whether we were processing a difficult story together, staying up late talking about the day, or listening to my classmates share perspectives that were entirely different from my own, I found myself constantly learning from the people around me. I am truly grateful for our group and for the close friendships I made on this trip.
Our trip to Derry was also incredibly impactful, and I loved the way their community was so honest in the way it remembered its history. I loved seeing the murals, talking with the community, and gaining a deeper understanding of what it means to live in a post-conflict society. Derry felt like a place that did not try to hide its history, but invited people to remember and move forward. It was one of the places where I felt the weight of the past most clearly, while also seeing the strength and beauty of the community progressively.
– Photo taken by me in Derry
I also think often about our time along the coast, especially at Corrymeela. There was something so special about slowing down there and simply just being present. Corrymeela gave me a sense of peace and community that is hard to put into words. It was one of the places where I felt the themes of reconciliation and belonging most deeply, which I also reflected on in my final paper. Giant’s Causeway was another reminder of how beautiful and grounding this part of the world is. Many of my favorite parts of the trip came from simply taking everything in and appreciating where we were.
Another one of my favorite experiences was the Traditional Music Trail. I cannot fully explain how much I loved getting to experience the music, stories, and rich history along the coast. The trail showed me that music absolutely acts as a form of storytelling and cultural preservation. It was an experience I truly will never forget.
One of my biggest challenges during this trip was that I always wanted more time. I wanted to see more, ask more questions, and understand more of Ireland as a whole, both in relation to the conflict and in terms of everyday life and culture. At times, it was also challenging to sit with such difficult stories and realize that healing takes so much time and effort, and that not many people are willing to extend such time to heal. I left Northern Ireland wanting to know more about people’s stories and how communities continue to move forward, especially when they are still so polarized and politically charged. This just means that I will have to go back someday.
What I loved the absolute most was the gratitude for life that seemed to exist everywhere and in everyone. There was such a strong sense of appreciation and presence that felt incredibly grounding. In many ways, it felt like a deep breath of fresh air that I needed. It made me realize how often we move quickly through life in the United States without slowing down to appreciate the people and experiences right in front of us. More than anything, this trip grounded me. I leave Northern Ireland with immense gratitude for the people and experiences that made these two weeks so meaningful, and for the amazing people waiting for us at home. I know this trip and the lessons I learned will stay with me long after this course has ended.
Lots of love, Kaite Clark <3
– Claire’s Film at Corrymeela
– Claire’s Film at Giant’s Causeway– Group at Derry Girl’s Mural in Derry– Giant’s Causeway taken by me
Hi! My name is Kaite Clark, and I am a 4th-year Psychology major, with a minor in Women’s and Gender Studies. I am so excited to share what our class was up to on Wednesday, June 3rd, in Belfast, Northern Ireland.
After our visit to Langan College, we walked through C.S Lewis Square, a park that commemorates the work and literary masterpieces produced by C.S Lewis throughout his lifetime, specifically The Chronicles of Narnia. Within this area of East Belfast, you were able to find many Loyalist banners and flags to represent the locals’ support of the British government and paramilitary groups. It was shared with our group that the Irish movement was born within the area, and a place where you can find integrated schools that teach the Irish language.
Photo taken by Daniel Wehrenfennig (6/3)
Photo taken by Kaite Clark (6/3)
Photo taken by Kaite Clark (6/3)
One of the murals we walked past in East Belfast!
Photo taken by Kaite Clark (6/3)
As we navigated East Belfast, we passed through historic shipyards that were operating up until the 1960s. The community wanted to commemorate the working class history, so they preserved a large yellow crane to recognize the labor industries that have shaped Belfast. This crane is known as the Samson and Goliath Crane at the Harland & Wolff shipyard. Notably, it is also the shipyard that produced the Titanic, which at the time in 1912, was the largest passenger ship and designed to carry wealthy travelers and emigrants from England to New York.
Photo taken by Sam Rokoszewski (6/3)
We then met with Linda Ervine, “an activist who has campaigned for the de-politicisation of the Irish language by supporting cross-community healing through provision of and access to Irish language lessons in majority Protestant/Unionist areas” (extraORDINARYwomen, 2026). During her presentation, “The Miracle that is Turas,” she discussed the mission she started in 2012 that supported and advocated for the preservation of the Irish language, and made its education accessible to all. Ervine stated, “This is our journey of reconciliation. Every word spoken in Gaelic is another brick in the bridge that unites us as people living on this island” (Ervine, 2026). She also spoke on the support from grassroots organizations for the integration of learning spaces in programming, such as Turas, as well as local schools. With this, she did raise awareness and concerns around the lack of funding for her program, and how politicians tend to shy away from programs that don’t involve military action. Within the politics of it all, her courage to combat those who marked her as a “terrorist” or “radical” was admirable. She gave us a small perspective into the threats, danger, and fear that have followed her since the beginning of her mission, but she also spoke of her ‘why’ behind fighting it all.
Linda Ervine is a remarkable woman, who embodies that of a modern, inclusive way of living and teaching. The way she spoke about initiative was inspiring to say the least. Not only was she able to recognize the conflict between the people of Northern Ireland, but understood it from an empathetic lens, for both sides. With this recognition came a want and need for inclusive education that was hopeful for a future that represents all personalities and backgrounds present in Northern Ireland, specifically Belfast. We loved getting the opportunity to talk to Ervine, ask questions, and leave knowing that there are strong female leaders sharing the gift of education and culture daily, even in the midst of complex times.
Afterwards, we stopped and got lunch at Refresh Cafe in Skainos! Yum.
Photo taken by Kaite Clark (6/3)
Photo taken by Kaite Clark (6/3)
Photo taken by Kaite Clark (6/3)
In the afternoon, our class attended a meeting with the Chairman of the RUC Foundation, Stephen White (bio), at the Royal Ulster Constabulary (RUC) Memorial, along with two of his colleagues, Allan and Ernie. We gathered in a small office within the memorial building and had the opportunity to learn more about the perspective of the RUC/Police Force during the Troubles. Firstly, Mr. White was extremely charismatic and very open to sharing his experiences/opinions with our class, and did so in a way that was both educational and respectful to all parties involved. Mr. White shared his extensive knowledge and background in serving the RUC for more than forty years, continuing a multi-generational familial legacy, which is also continued by his son.
Although he talked much about the conflict and his experience within it, he focused much of his time in having our class understand the true problems seen during the time of the Troubles, and why the conflict was such a distressing and emotional time for both sides. He didn’t push politics on us at all, but encouraged us to take on a considerate mind to further understand just how distraught the situation came to be. He shared his own personal fears and experiences with our class, and also his connection with those whom he was “fighting against.”
One of his main focuses was paying tribute to the men and women who lost their lives due to the Troubles. He took the time and care to lay the foundation of the Troubles, explaining both the religious and civil conflicts it brought about. He expressed that both sides were wrong in their execution of ideas, beliefs, passions, and frustrations. White and his colleagues later explained that, “it is a gradual process in achieving a post-conflict, peaceful society, especially when the police force has been dehumanized and polarized from civilians. Community relations is the utmost important part of the job… we are the community” (White, 2026). They later shared that there were 4-5 murders daily during the Troubles, including both civilians and police officers.
Other important statistics to note is that women in the police force weren’t armed until 1994, and the average age of officers in 1980 was 25 years old, and only 10% of the force was Catholic-Nationalist, 90% being Protestant-Loyalist.
Another few aspects of Mr. White’s talk was what successful, good policing does look like. He showed us a 6 point model: accountable, open and transparent, representative, impartial and free from partisan control, respect for and protection of human rights, community service oriented, and effective. He also shared the key checks of reform: leadership, political will, legislation, and time and security.
He related these structures to the Troubles, but also to what we are currently seeing in the United States. Mr. White posed the question, “What comes first, the state or the police?” I think this comparison of the two situations was vital for our understanding of the gravity of the Troubles, and how the encouragement and continuation of sectarian violence does nothing but cause true harm to communities and those living within. He also spent time discussing the notion of depicting the police as military troops, and its reinforcement hierarchy and fear.
Because of the conflicts seen in Belfast and largely Northern Ireland, the Police Act of 2000 was proposed and passed as a new generation of safety, security, and trust, as a result of the Good Friday or Belfast Agreement. Mr. White further explained that, “maximizing public trust was the most important piece coming out of the agreement deal” (White, 2026). He also spoke on the current status of the perception of police in Belfast, and that it has been a slow, gradual process in making amends, but one that officers are dedicated and hopeful about achieving in the future.
After our meeting with Chairman White, his colleague Allan took us on a rainy tour of the Memorial Garden, a place of tribute to the 312 men and women who lost their lives during the conflict. More information in regards to background and purpose can be found on their website. During his time as a police officer, Allan specialized in crowd control and protest management. On our tour, he shared that he knew many of the officers who had been killed. His vulnerability in sharing his story with us was deeply appreciated, and helpful in understanding a perspective that we wouldn’t normally focus on during a polarized conflict such as this. With this, in the garden, there is a trail parallel to the walkway that is a “windy road” that represents the epitome of life, and its unpredictability. The memorial was made to acknowledge the grief of the past, while not glorifying it. It represents how costly conflict and violence truly can be, especially when misunderstanding and misrepresentation are involved.
All of the following pictures were taken by me, Kaite Clark (6/3).
Note the quantitative difference in the listed deaths in the following images.
A major theme that we saw during Day 3 was framing and the power that specific narratives, when pushed by the right people, have in shaping the interpretation and education of a conflict. In the research article authored by Rafferty (2020), understandings of conflict absolutely influence how society interprets historical events and reconciliation efforts, much of what we heard Ms. Ervine speak during her explanation of the mission of Turas and Mr. White’s breakdown of the polarization between civilians and the police force during the Troubles. Although they approach the conflict from different perspectives, they both also sought to reframe assumptions and encourage an educational dialogue across communities. Rafferty (2020) reinforces the notion that the ways in which we approach history impact how individuals become engaged in the reconciliation efforts, which is why it needs to be the most accurate.
For example, Linda Ervine’s use of framing allows for a more inclusive, nuanced understanding of language and how its teaching does not need to include political undertones. With this, Mr. White allowed our class to take on a more educated approach to understanding the violence and collective policing efforts used during the conflict. Rather than presenting and forcing a “correct” version of history, our speakers challenged us to consider experiences that have been misunderstood or never considered before. Peacebuilding, according to Murphy et al. (2021), means straying away from the rigidness that often comes alongside identity and grief.
One strength of framing, when held in an inclusive and educational context, is that it encourages the creation of shared space and understanding of lived experiences, rather than a competitiveness of victimhood and rightness. Framing is a great tool that, when used appropriately, can bridge communities for a more peaceful life for future generations.
After our tour, we had dinner at the hotel, reflected on our days in groups, and had free time to explore the city! It was an honor to learn about integrated schools, inclusive and progressive learning, and the importance of consideration and empathy during troubling times.
Photo taken by Kaite Clark (6/3) in Cathedral Quarter, Belfast.
Murphy, J., Denyer, D., & Pettigrew, A. (2021). The role of framing mechanisms in explaining system-wide change: The case of the Northern Ireland conflict and peace process. British Journal of Management, 32(2), 322–341. https://doi.org/10.1111/1467-8551.12393
Rafferty, R. (2020). Conflict narratives, action frames, and engagement in reconciliation efforts among community activists in Northern Ireland. Peace and Conflict: Journal of Peace Psychology, 26(1), 9–21. https://doi.org/10.1037/pac0000398
Royal Ulster Constabulary George Cross Foundation. (2026). Royal Ulster Constabulary George Cross Foundation. https://rucgcfoundation.org/
White, S. (2026, June 3). Policing Northern Ireland: A Story of Service and Sacrifice. Peace Communication in Northern Ireland Study Abroad Program, Belfast, Northern Ireland.
