(Please note that following is a work-in-progress) :
The following images document the initial trial-run workshop executing mind-mapping as a therapeutic tool, between my ten year son and I.
Prior to building my marketing for parent/guardian workshops (refer to blog “…”) it was an imperative point in my planning to run initial trials between my son and I as the intended target audience, for the purpose of ascertaining : a) the overall execution; b) response and effectiveness during; c) feedback from my son; and d) personal reflective practice, to identify pros and cons to take forward.
I have documented the experience below, providing first-hand insight to assist the images.
W O R K S H O P I N S T R U C T I O N S :
1) State a topic / scenario / problem / worry for reflection;
2) Think upon your subject, listing as many things that come to mind while 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 important points - i.e - the things you might have learned / the things you didn't know before doing the activity / the most important parts that you wish to take forward / the growth.
F O R E W A R D :
For the sake of research, I feel it imperative to outline that the following trial featured a subject that Grayson has personally struggled with over the last couple of years; not only as a general subject that children can encounter and struggle with, but also because of the fact that he is presently awaiting a SEND assessment for ADHD / autism, and as a result struggles with OCD tendencies. As a result of such, as a family we are pro-active with providing support and guidance to help resolve this issue, hence why the workshop featured submissions of articulations that demonstrated his understanding and comfort surrounding the topic. One may ponder upon why he selected such a topic if say the work - to a degree - had been done, and therefore may not present itself an appropriate selection for the purpose of research and overall impact and effectiveness. However, knowing that prior work has already been undertaken is a reason why I encourage his selection of subject, as such was an opportunity to observe the following :
- his present understanding, emotional cues and responses regarding comfort / discomfort (both verbal, non-verbal and manual submissions);
- reveal any gaps to which he requires further support;
- demonstrate growth and confidence within the topic since last discussed / shown distress;
- Additionally, the workshop granted further insight towards his emotional and psychological state, as revealed within the artistic expression within his submissions - as further noted in the "OBSERVATIONS" section below. This aspect manifested a somewhat performance art / art therapy, within itself. Having laid the table with a manaegerie of art tools and resources for freedom of selection and use to articulate his personal experience, became a two-fold workshop of Art + Science within therapeutic practice.
O B S E R V A T I O N S :
- It was important to me that we addressed this activity with authenticity regarding our submissions, to ensure the results were genuine and true to our experiences, however for the sake of sharing results within my research, it was most important to remain aware and uphold consistent ethical practice at all times, to ensure that both my son and I were comfortable with the topic selected and providing contributions that he was content in revealing within the public domain. It is with such in mind that my son confidently chose to select an issue that he has frequently struggled with over the last couple of years. (Not yet complete) …
- After informing my son of the activity instructions (as noted in blog post : “…”) I first and foremost found it interesting how he utilised full creative freedom within the task to articulate his personal experience and feelings regarding his chosen subject through the selection of materials and technique used to create the central font. Such comprised of a myriad of tools - such as : pens/pencils/wax crayons/scissors to create texture - to depict the meaning of each letter. The use of tools - more particularly scissors became as moment of great magnitude regarding a subconscious revelation and performance of what this subject meant to him. The use of the blade to cut, to scrape, to chisel and mark make was profound in effect and impact at revealing his discomfort and stress experienced when dealing with such troublesome thoughts. I found this a significant turning point in my exploration of trial and realised the power of pedagogical facilitation when it comes to children working within a rhizomatic territory and is therefore something in which I plan to take forward within workshops to follow and study further.
This was later questioned and as a result recorded via writing within his mind-map inclusions, stating : “I used different materials to explain how many different ways intrusive thoughts can be explained.”
- Regarding workshops instructions - number 6) : Using a symbol of choice - read through all information provided to identify the most important points - i.e - the things you might have learned / the things you didn't know before doing the activity / the most important parts that you wish to take forward / the growth. - Grayson became quite excited - with visible expressions of stimming and happiness - and shared this was due to having chosen to include little illustrations of manual tools to demonstrate significant areas he has worked hard to overcome his personal struggle. This visual association of marking tools next to his understanding of problem-solving with a big motivation of him generated much joy and positivity, which in turn sent a wonderful message of positivity within an area normally associated with personal adversity and anguish. This is such a strong physical observation that I am interested to learn whether will reocur in work to follow and in turn generate potential motivation for him to undertake himself as a personal therapeutic tool whenever required. This act of positive association in itself is a valuable form of therapeutic practice which can contribute in supporting him in his life long-term, and therefore demonstrate great scope for greater use for parents, children and families, in response to society post-covid 19.
…
Q U A L I T A T I V E + Q U A N T I T A T I V E R E S E A R C H :
In order to demonstrate scope of the activity and workshop, I have chosen to obtain qualitative data via the method of a simple number chart questionnaire to gather feedback stating thoughts and impressions of before and after. As this is merely the preliminary stages the questionnaire used within the trial is without development, yet provides a vital opportunity to observe the potential and purpose for further progression.
I have included some images below and will add further comments to assist the experience and my reflections for further development to follow.
F E E D B A C K - qualitative + quantitative data :
R E F L E C T I O N S :
- Art therapy : I have realised the magnitude of pedagogical facilitation when it comes to children's creative expression within a rhizomatic setting. This is something I wish to focus upon as a significant observation within workshops to follow, as I realise the performance aspect of art within mind-mapping is as important as the submissions. The expressions (verbal/non-verbal/material and resource selections/mark making - are as crucial as the submissions provided, regarding providing evidence of emotional and psychological cues of children surrounding their selected subjects for therapeutic decompression and resolution. This will therefore be signposted in side-notes for close observation for parents/guardians when undertaking at home with their children and families.
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