Journey and Affinity Map
- 1. Assignment 7: Journey Map & Affinity Map Sara, Brielle, Soumil, Anamika
- 2. Child's Feeling What is the child feeling? Counselling/Asking for Help Opportunities Intent What is that had to be done? Touchpoint What part of the system do they interact with? Actions Systemic action Reaction of the system to the action Phase of journey Setting false expectations Divide created Scheduling of time Counselor autonomous School Home Being labeled as Dumb Recreational opportunity School counsellor Questioning Classrooms The report card Grading system Teacher Sam has to meet the counsellor Counsellor asks him what the problem is Sam tells them about the pressure from parents and teachers on grades Sam hides his poor Math grade from parents Parents pressure him to get good grades Sam cries and promises to work hard the next time He attends math class at school Teacher tells the class who got the highest and lowest grade Sam is restless and distracted for the rest of his class He plays games with friends during recess Open conversation between parents and child Sense of support and reassurance Incentive and goal setting Awareness around counselling and therapy to normalize it Phrasing of questions to be without blame Positive reinforcement Activities to channel energy positively He does not participate in his other classes Needs to share with the parents, his grades His grades are compared to Tom Parents do not go to a party to hide that their child is "Dumb" Ensure the social status He pushes a classmate to the ground when he loses a game Teachers complain to the principal Motivation/ Transparency To feel better To avoid feeling embarrassed Communication and hierarchy within the system Connection with school psychologists Reprimanded by a teacher Unhealthy competition and pressure Family is labelled as anti- social Says he's doing his best Counsellor probes more about relationship with parents Sam downplays parents involvement To avoid his parents finding out Counsellor schedules weekly meetings Check in on Sam Focus on individual development Inclusive language Intervention between children and teachers Maintaining privacy Preparation for change in behaviour Effectiveness of sessions Defense mechanism Journey Map Colour Coding System Anxiety, stress, sadness Resignation, confusion, indifference Hopeful, happy A visualization of the actions of a child in the public school system, his actions, interactions and events in a timeline that he goes through to accomplish a goal. 😕 😣 😕 😕 😭 😭 😭 😭 😕 😁 😣 😭 😣 😕 😕 😕 😕 😕 🙂 😭 😕😣 😁🙂
- 3. Affinity Map Behaviours Stakeholders System level Feelings Coping mechanisms Limited resources Clusters and categories of ideas, concepts, problems and observations. Focusing on children's problems and experiences in school between the ages of 10-14. Speaking up Acceptance & Awareness Parents don't spend enough time with children Changes in body and hormones can feel unfamiliar and uncomfortable Increased responsibility as no longer considered a "child" Parents argue or create friction at home Validation from social media Hiding or avoiding traumatic experiences Can be mocked for problems Teachers put pressure to perform well academically Bullying by peers Can be narrow minded Difficulty in making friends Therapy can be expensive Socio economic devide defines access of education Feeling sad, confused, anxious, stressed, depressed Becoming more dependent on social media and video games/tv Low self confidence Feel/get left out from peer activities Development dependencies and addictive habits Feeling awkward to open up Don't listen or pay attention to behaviour cues Internalising trauma or difficulties Lack of awareness of mental health Lack of social acceptance and awareness Understanding the importance of getting help Lack of awareness about who to reach out to Conforming to standards of beauty, success Parents issues are projected on children In between childhood and adulthood Teachers Begin to form "popular" groups at school Socioeconomic discrepancies become noticeable within peer groups Puberty, hormonal changes Ideas and enforcing of gender norms Adapting to new friends Rely on friends for comfort and support Respond in ways to reinforce issues Do not provide a communicativ e environment at home Social stigma Access to mental health services across socioeconomic strata Importance of academic performance Pressure to have a "successful career and future" Social media and virtual interactions limiting real life connection Parents Peers Not having someone to talk to Violent or avoidant behaviours Manifestations in controlling behaviours Social metrics of success School systems not providing support Feeling like one amongst many Materialism and comparison Disadvantages due to race, gender, geography Labelling and judgement Disadvantages due to race and gender