Reflective practice

2 9 . 1 . 2 6

In a blog post from my last module I reflected upon the following point : how children are influential, malleable little things. And how if given creative freedom to express themselves, absent of rigidity and creative conformity, the potential is limitless.

How if we utilise this thought process, and consider the impact of Covid, how did this stint their creativity, at a time where play and imagination were integral to development and creative exploration? 

Interesting statistic to see how this will affect the arts within their generation? 

Is there anything we can do to fill the gap?

https://www.instagram.com/reel/DUDfW59Dfrs/?igsh=MXIwdHA3bHhma2sxcQ==

https://www.instagram.com/p/DUAjNV0Euok/?img_index=4&igsh=cmZkenhjMnlmOGt6

I can’t help but notice the irony of recent events in parliament regarding absence of play post 5 within education, and my recent research ascertaining the direct concern regarding the absence of play for the covid cohort. A generation with a beginning absent of play unlike any other, and in a time of world pandemic, where play was most integral. How will this impact… 

I can’t help but feel that the correlation is highlighting both that major work is required for this cohort of lost children, and that I am clearly on the right path. 

TO-DO : 

- Mind-map learning through play. And play. 

- Then mind-map a) absence of play on covid cohort; b) what happened to children during Covid; c) how did that impact their development?; d) relate back to headteacher comment of children seeming “innocent” and look into whether this is confirmed from other educators? And whether this characteristic is synonymous with trauma - vulnerability and loss of innocence often leaves victims of trauma acting “innocent” - as an attempt to reclaim what was lost; and e) consequently, what does this mean exactly for our children?

3 0 . 1 . 2 6

Came across : @grounded_brum on Insta (need to include screenshot)

Interested to request a workshop slot regarding covid and parents experience - group discussion of how it affected them - their children and what help they need. 

- To promote awareness of the implications;

- To provide a safe space to decompress;

- To enable emotional resolution, accountability and validation of the experience;

- To gain insight - view from outside perspective;

- To utilise sharing of experiences for the purpose of healing.

1 . 2 . 2 6

Generational trauma.. We have to contemplate the potential of generational trauma happening in the here and now. Perhaps workshop groups to identify supposed predictions? Night school? 

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Perhaps to create a large-scale mind-map that branch off pivotal points of research and then document via images and quotes and survey results how I problem-solved and then branching off how this positively impacted?

2 1 .  2 .  2 6 :

Thoughts on :

- the human experience;

- continual research project from previous findings of “pivotal points” - how I expand these; how the previous module was an investment of time to uncover and identify, and now I am to elaborate - bring to the wider world;

- this “innocence” of children. How it may be suggestive of tender moments expanded by lockdown, and then for other more less fortunate - trauma. Or how societal trauma was an impact to all. How the innocence shows stunted cognitive development during primal years. Perhaps? 

- how ? 1) Focus-groups - parents : what do they want to share / decompress / what are their concerns / to share results to them from previous work and record responses - what does this show? 2) directed questionnaires to children for answering - to present quotes and stats in wider exhibition; 3) pedagogical play activity for children - to wok through areas of concern; play workshop? I can I observe? Can I document and photograph? Is this something that can be done? 4) to present all results presented in exhibition - aim to quite literally bring to the wider world by sharing truths - actively demonstrating awareness; 

Feedback from my recent module submission evidences how people want to see; how they recognise it is a worthy cause for sharing, and how they wish to contribute. 

2 6 . 3 . 2 6 :

I am curious to see how I may generate workshops and resources around creative therapeutic practice to bridge the gap of children’s development and parental connection caused by the pandemic. 

I am interested in integrating a combination of previously mentioned ideas along with “school of life-esque” resources adapted for use for families and education. 

Rather ironically - in relation to my own practice of mind-mapping, I need to read over this entire thread and strategise with mind-maps where I am to go next. 

2 2 . 4 . 2 6 : 

I need to focus upon the following : 

- Brace a worry of Grayson's for work with mind-mapping for therapeutic practice, in order to compare to the previous mind-map completed (intrusive thoughts) and present. This will not only provide quantitative data required to compare evidence of effectiveness, but also to confirm how effective the workshop proved when facing a topic not previously discussed and worked upon. Intrusive thoughts are something that Grayson has struggled with over the last couple of years and therefore may confirm the origin of how such articulations were made. However, if Grayson should complete a mind-map without prior decompression and partial resolution, then it will provide valid insight into the overall impact and further potential.

…

M A K I N G  S E N S E  O F  T H I N G S :

Direct links from RIP to FMP : 

- taking research to a greater good : utilising mind-mapping as a therapeutic tool (referring to submission and impact generated) for the sake of providing support to children, families an educators in a post-epidemic society. 

- Utilising one “umberella” tool to provide support, as opposed to generating multiple - alternative potential publication, featuring a multitude of activities to provide support;

- Mind-mapping as a therapeutic tool within FMP enables the ground and time to be able to focus upon one methodology within a myriad of settings : children, parents, educators - such as demonstrated within the tri-ad of research spite as within RIP. This draws an interesting link as it remains to feature to tri-ad of sources within the concluding module which continues the line of research, only placing the research as the underpinning source and the present module embodying the resource for support, intervention and growth.