Connectedness Mapping Training

1. Connectedness Mapping Training

2. OUTLINE • Introduction • Rationale and features of the model • Break out in groups • Closure

3. 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

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. Conversations for Connectedness

10. Strategies for Engaging the Youth • Be mindful of the individual’s developmental stage. • Allow the child to take the lead. • Work with youth at their convenience and on their turf. • Encourage caregiver’s involvement.

11. 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

12. 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.

13. “To those who have been given, arises the desire to give to others” Taoist proverb

14. 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

15. 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?

16. 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

17. Tiers of Connectedness

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

19. Biological Connections Non-Biological Connections Grandparents generation Parents generation Sib. generation Peer Blue = Biological Green = Creative Yellow = Spiritual Red = Love

20. Current World View Current connections Strengths and supports A Mapping Tool PAST PRESENT FUTURE Historical Narrative Biological connections View of family and personal connections Dreams and Aspirations Desired connections Potential strengths and supports

21. 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