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Connectedness Mapping Training

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OUTLINE

Introduction Rationale and features of the model Break out in groups Closure

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A Path with Heart

Look at every path closely and deliberately. Ask yourself and yourself alone one question. . . .

Does this path have a heart? If it does, the path is good. If it doesn't, it is of no use.

Yaqui Indian Shaman

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1a) Some implicit assumptions of a strengths based practice:

Humans have an inherent resilience and a tendency to grow, to heal, and to acquire new knowledge and skills.

Youth and caregivers (with natural supports) are viewed as solutions, not problems.

Focusing on strengths decreases blaming and negative stereotyping.

A focus on strengths is more compatible with normative development.

Strengths based practice increase independent functioning.

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1b) By Focusing on Youth and Caregiver Strengths:

Feelings of hope and positive expectations are cultivated that then lead to self-fulfilling prophecies and favorable outcomes.

The stage is set for cooperating and collaborating. Potential resources are identified (e.g. individual, caregiver

and social supports) that lead to the development of interventions that are better informed.

Solutions can be sustained over time because they are built on natural resources.

Relationship building and trust are promoted. Youth, caregiver, and transition team frustration is decreased

because there is an emphasis on problem solving. The youth and caregiver’s confidence is reinforced and

thereby increases empowerment which is more sustainable.

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1c) In Working with a Strengths Based Focus:

The focus is on strengths, Existing strengths and resources are discovered and

mobilized. The groundwork for success is laid by giving hope. Whenever possible, positive reinforcement is used. A problem-solving stance is maintained. What the youth and caregiver do well is emphasized. Interventions are more effective when needs are

defined. For example, the need for sufficient confidence to start three conversations this week.

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2b) An Empathic Stance:

Empathy is not pity; it is sharing feelings with someone.

An empathic perspective strives to see the world from the youth or caretaker’s point of view.

Activity:

Imagine sitting in the front seat of a car and taking a long road trip with the child and family.

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2c) Reciprocal Connectedness:

Attachment and bonding are essentially is a process that is entered into by two people

People do get attached to someone.

Attachment vs. Connectedness … to vs. with.Attachment to . . . . . . Connected with

For the purpose of the Connectedness Mapping, there are Body, Heart, Mind, and Soul connections between people.

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Conversations for Conversations for ConnectednessConnectedness

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StrategiesStrategies for Engaging the for Engaging the YouthYouth

• Be mindful of the individual’s developmental Be mindful of the individual’s developmental stage.stage.

• Allow the child to take the lead.Allow the child to take the lead.

• Work with youth at their convenience and on Work with youth at their convenience and on their turf.their turf.

• Encourage caregiver’s involvement.Encourage caregiver’s involvement.

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More More StrategiesStrategies for for Engaging the YouthEngaging the Youth

• Keep a sense of humor.Keep a sense of humor.

• Be flexible.Be flexible.

• Respect individuality.Respect individuality.

• Remember the unique cultural aspects of Remember the unique cultural aspects of adolescence.adolescence.

• A genuine rapport with an adolescent takes A genuine rapport with an adolescent takes place over timeplace over time

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Rationale for a Focus on Connectedness

By understanding a persons past and present relationships a sense of their strengths and needs emerge.

From this foundation a shared vision of future possibilities can evolve.

A teen’s relationship network provides a good starting place for understanding that teen.

Connectedness implies a caring relationship with a person.

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“To those who have been given,

arises the desire to give to others”

Taoist proverb

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Rationales for Connectedness Mapping

To help the Team understand the teen's view of and what was helpful or supportive in the the past.

To help the Team see the world through the teen’s eyes.

To align the Team in a shared vision of the child’s future.

Connectedness encompasses a broad range of adolescent needs:

relatedness, responsiveness, reciprocity, and verbal and non-verbal communication.

Connectedness builds societal competence and the need to contribute to society

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Levels of Connectedness

HEART - Who do you love? Who loves ya baby? Who do you want to love you? Who do you want to be loved by?

MIND-Who teaches you? What are you learning? Who do you teach? Who do you think about?

BODY- Who shares your blood? Does anybody share your body? Who provides you with food and shelter?

SOUL- To what or whom is your soul connected? What or who are your passions?

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Color Code for Lines

BlueBlue is for the blood that runs in the veins (body)

RedRed is for the heart that bleeds GreenGreen is for the fertile and

creative mindYellowYellow is for the light of the soul

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Tiers of Connectedness

Grandparents (and older) Generation Parents Generation

Siblings Generation (excluding peers) Peers

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Peer

Sib. generation

Parents generation

Grandparents generation

JOHN

FRIENDSGirlfriend

Siblings Foster Siblings

Foster Father

Ex-fostermothers

Music teacher

TherapistUncle Pat Bio

Father

BioMother

Maternal uncle& aunt

Foster Grandfather

PaternalGrandparents

MaternalGrandparents

Foster Mother

Green is the fertile

and creative mind.

Red is the heart that

bleeds.

Yellow is the light

of the soul.

Blue is the blood that runs in the

veins.

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Grandparents generation

Parents generation

Sib. generation

Peer

Yellow = Spiritual Red = LoveGreen = CreativeBlue = Biological

Biological Connections Non-Biological Connections

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A Mapping Tool

Current World View

Current connections

Strengths and supports

Dreams and Aspirations

Desired connections

Potential strengths and supports

Historical Narrative

Biological connections

View of family and personal connections

PAST PRESENT FUTURE

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Evaluating Connectedness

NEEDSNEEDS- What human connections the teen perceives as needed in each dimension

Heart: best friend HAVESHAVES -What connections the teen

perceives as currently available to herMind: a teacher who cares

DESIRESDESIRES- what connections the teen perceives as needed or desirable

Body-meeting birth mother, finding someone to live with