About + Planning : Mind-mapping as a Therapeutic Tool

( PLEASE NOTE - the following is work in progress )

M O T I V A T I O N S :

- To focus upon FMP to explore further for the development and progression of route post-MA - in my case : importance of psychological education within curriculum development;

- Reduce strain on society - post pandemic;

- Enables children and families to process, make-sense of and reach resolution over personal issues - within conscious, subconscious and in some cases - the unconscious. 

- Empower children with the tools to develop self-critical skills and problem-solve within the development of their lives - REFERENCE COUNSELLING;

- Encourage closeness and connection within families - to integrate therapeutic practice as a form of bringing families together through understanding, empathy, kindness and compassion - integral skills to teach and inbed into the family dynamic for positive impact to benefit long-term livelihood and restore generational traumas;

- Obtain qualitative and quantitative results for long-term research proposal - to present strong body of evidence to the wider world for the potential of "sharing best practice" within schools and families in support of development of children;s mental health and wellbeing in a post-pandemic society;

I N T E N D E D  U S E  -  S E T T I N G S :

Mind-mapping as a therapeutic tool can provide a versatile approach with regards to where and when it can be undertaken. I have considered purpose of use within the following settings :

P A R E N T / G U A R D I A N :

To undertake the resource between parent/guardian and child is a useful practice and opportunity for the following examples :

- Opportunity for closeness, connection and bonding through facilitation of parent/guardian, to provide subtle prompts where required;

- Enables the parent to observe child responses, which may provide opportunity to overcome potential emotional barriers, or even provide insight into areas not previously disclosed - whether that be due to the child not feeling comfortable to broach / whether or not the right opportunity had previously presented itself / or perhaps whether the therapeutic element to delve into the layers of the unconscious grant an opportunity to present something entirely unbeknownst to either party;

- Progressing from the previous point - this opportunity provides scope for reflection and resolution - a defining moment that can only further deepen a bond of trust and comfort between a parent / guardian and child;

- Communicating a healthy message of pro-action between parent/guardian and child - for decompression and problems being shared within a family, for support and guidance;

- Opportunity to provide a starting point for regular check-in regarding progress and growth, regarding overcoming potential personal issues or barriers of the child;

C H I L D  I N D E P E N D E N T  P R A C T I C E :

- To develop and deepen independence around addressing and solving personal problems;

- To gain confidence at seeing results over regular use - particularly when completing before and after surveys and other activities to document and evidence growth; especially as children so often need to witness physical results, as confirmation for concrete understanding;

S C H O O L S :

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M I N D - M A P  L E A R N I N G  M O D E L :

E T H I C A L  C O N S I D E R A T I O N S :

In order to disseminate instructions to participants to undertake mind-mapping as a therapeutic tool, it is imperative to consider the following ethical requirements to ensure inclusivity for all participants :

1) That the instructions are clear and easily readable;

2) That instructions are adapted for parent and child use, as some instances children will work through the activity themselves, whereas others the parent will facilitate.

I N S T R U C T I O N S  -  H O W  T O  U S E :

(Not yet complete) :

The following instructions are provided for participants 12+ :

1) State a topic / scenario / problem / worry for reflection;

2) Think upon your subject and list as many things that come to mind, considering the following things to reflect upon - a) about the subject; b) thoughts; c) feelings; 

3) With each entry ask yourself the following question : what more can I tell myself about this?

4) Observe results and see if you can make connections between each;

5) Reflect upon results and using a different coloured ink state problem-solving tactics to work towards resolution;

6) Using a symbol of choice - read through all information provided to identify the most pivotal points - i.e - the things you have learned / the things you didn't know before doing the activity / the most important parts that you wish to take forward.