Connectedness Mapping Training

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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 caregivers 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 caretakers 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 Connectedness
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Strategies for Engaging the Youth

• Be mindful of the individuals developmental
  stage.
• Allow the child to take the lead.
• Work with youth at their convenience and on their
  turf.
• Encourage caregivers involvement.

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More Strategies for Engaging the Youth

• Keep a sense of humor.
• Be flexible.
• Respect individuality.
• Remember the unique cultural aspects of
  adolescence.
• A genuine rapport with an adolescent takes place
  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 teens 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 teens
  eyes.
• To align the Team in a shared vision of the
  childs 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

• Blue is for the blood that runs in the veins
  (body)
• Red is for the heart that bleeds
• Green is for the fertile and creative mind
• Yellow is for the light of the soul

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Tiers of Connectedness
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Grandparents generation
Foster Grandfather
Maternal Grandparents
Paternal Grandparents
Parents generation
Music teacher
Maternal uncle aunt
Foster Mother
Bio Mother
Ex-foster mothers
Foster Father
Therapist
Uncle Pat
Bio Father
JOHN
Sib. generation
Foster Siblings
Siblings
Green is the fertile and creative mind.
Blue is the blood that runs in the veins.
Peer
Girlfriend
Red is the heart that bleeds.
Yellow is the light of the soul.
FRIENDS
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Biological Connections
Non-Biological Connections
Grandparents generation
Parents generation

Sib. generation
Peer
Yellow Spiritual
Red Love
Green Creative
Blue Biological
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A Mapping Tool
PAST PRESENT FUTURE

• 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
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Evaluating Connectedness

• NEEDS- What human connections the teen perceives
  as needed in each dimension
• Heart best friend
• HAVES -What connections the teen perceives as
  currently available to her
• Mind a teacher who cares
• DESIRES- what connections the teen perceives as
  needed or desirable
• Body-meeting birth mother, finding someone to
  live with