BRIK - Relational Mapping

Building Connection with Relational Mapping

Forming tight cliques and excluding certain children is a common occurrence in middle schools and high schools, so common that it is accepted as part of adolescent social development by many teachers and parents. But this practice is problematic in many respects. At its worst, it can lead to violence, as occurred at Columbine High School and in other school shootings around the U.S. Less dramatic, but still harmful to the child’s development is being excluded from the group, losing the benefits of connection and social support that are the root of resilience for so many youths who have experienced trauma and unstable families.

Relational mapping(sm) is a technique that allows teachers and group leaders to get an actual picture of the dynamics of the group they teach, so that they can use their visual learning skills as well as their interpersonal skills to develop solutions to the exclusionary problems. The process helps teachers, tutors and group therapists focus on the relationships between the kids rather than on “a problem child” or even “a difficult behavior.” This is the key to helping young people learn to get along and stop impeding the positive flow of the group.

The three-hour Relational Mapping workshop allows teachers to bring in a classroom situation they have been unable to resolve, and involve the entire training group in rethinking it using relational mapping. The visual process is also fun for the teachers, and easy to use as a tool to involve assistant teachers and interns who may not have as much experience in unraveling classroom dynamics.

Follow-up Consultation with Teachers and Youth Workers

Unlike many interventions, which provide a one-time program and then are unavailable to the school, this program provides follow-up with staff. Just as students learn physics by solving problems of flow or fixing mechanical glitches, teachers learn best when they can apply new theories to their interactions with kids on a daily basis. The project director can return to the program on a weekly basis to discuss problems that arise with particular groups of students and check in on the interventions teachers are experimenting with. In this way, staff gain confidence in solving interpersonal problems and refine their abilities to use the relational-cultural model in their work.

These programs have been used in various after-school and school settings, and can be adapted to the needs of your program.

For further information contact Project Director Georgia Sassen, Ph. D. at 978 456 7366.

>>> Contact <<<