Visual notes: Patient No. 6, Psychiatric Diagnosis, 1959

As part of my research for a current project into mental health treatment in BC 1940’s to 60’s, I came across vintage psychiatric videos recently.

One particular interviewee has completely captured my heart.

Psychiatric interview series. Patient no. 6 : evaluation for treatment

Publisher: Los Angeles : University of California at Los Angeles, 1959.
Edition/Format:  Film : Film : State or province government publication  Visual material : English
Summary: A spontaneous psychiatric interview of a young lady presenting herself for diagnosis and psychiatric treatment. Camera placement emphasizes the patient and puts view in the interviewer’s chair. Produced for research purposes directed at the viewer’s communications.
Material Type: Government publication, Film, State or province government publication
Document Type: Visual material
OCLC Number: 7476159
Description: 1 film reel (30 min.) : sound, black and white ; 16 mm
Responsibility: produced for the Department of Psychiatry, School of Medicine, by the Motion Picture Division, Theater Arts Department, University of California, Los Angeles.

Patient No. 6, age 21, is engaging, intelligent, alarmingly modern, and– though I don’t know them and their actual circumstance– I can’t help but feel they are a victim of their times.

The interview takes place in 1959, and the therapist/interviewer is gentle and is good at holding a safe space.  In the interview, Patient No. 6 seems reserved, honest, with a dry sense of humour.  They wear Levis, rolled up t-shirt sleeves, rockabilly hair.  They sit with legs spread, elbows on the arms of the chair and they lean forward.  They have an awesome style.

They have however been in and out of treatment and psychiatric hospitals since age 14, labelled with difficulties that include:

Antisocial and impulsive behaviour, promiscuity, lesbianism, illegitimate children (2 stillborn, 1 adopted, twins adopted, 2 in grandmother’s care), multiple marriages, drug and alcohol addiction, psychosis, runaway, theft, bad cheques, car theft…

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Treatments have included hospitalization, detox, medication, shock treatments and psychotherapy.

I created a mind map of dialogue snippets…

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4 years later, in 1963, Patient No. 6 and the therapist/interviewer meet again.  And again– though I don’t know them and their actual circumstance– I can’t help but see a person who cannot fully express their individuality and identity.

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My heart breaks for them as they reach for the handbag.  May I smoke?

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They do express the benefits of talk therapy and they seem to have found an understanding life partner and they are committed to their children.

I have two children that have to be raised.  I want them to be emotionally stable.

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I haven’t been able to stop thinking about this beautiful human being– so open and engaging.

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I do hope they continued to ride motorcycles and wear Levis. I do hope they had a happy life.

Creative engagement to energize and foster growth


Why do I  love utilizing creative engagement so much?  Well, let’s be honest, I don’t think I really know any other way to engage participants!  But seriously, what I truly love about it is that it creates an “active workspace dedicated to real-time creative activity to energize observers and encourage a different take on problem-solving.” (Lynda Barry)

For participants, creative engagement encourages “being present and seeing what’s there.” (Marilyn Frasca)

And I love that it equalizes everyone in the room and fosters safe dialogue and dynamic brainstorming.

“What happens when students from different disciplines get together to work intensely using both drawing and writing to bring about the unthinkable?” – Lynda Barry


Group mind mapping: RJ as a pedagogical tool @SFU

 

On March 30, 2016, I took the  Criminology 315 (CRIM 315) students at the Simon Fraser University Burnaby Campus (teacher: Associate Professor and director of the Center for Restorative Justice, Brenda Morrison) through an in depths mind mapping process as they reflected on their understanding and learning during the course.

CRIM 315 is designed to contrast restorative justice with the dominant adversarial/retributive/punitive model of justice through a critical analysis of these two paradigms of justice. Several key principles, assumptions, and concepts necessary for understanding the foundation and practice of restorative justice are explored during the course.

This particular group of students has been focusing on restorative justice within the educational setting (from theory to practice to social echo). My role as  guest teacher was to engage the students creatively and to discuss my restorative art-based practices with at-risk youth, young offenders and fragile populations.

I was delighted to have my former student, now colleague, Miko Philip participate as co-facilitator during my session.  I shared my own restorative practices and successes within the secondary school setting through the lens of  Miko’s personal experiences. Miko spoke openly about her time Keith Lynn Alternative Secondary School, her personal struggles, her transformative experience in the summer of 2015 in the Inside Out Project at Mountainside Secondary, and her current powerful and life-changing studies at Rhodes Wellness College.

But before we began the mind mapping segment (outside in the sun), Brenda discussed delicious items for the students to keep in mind:

Pedagogy– how do you achieve educational outcome?

• Discipline of the circle 

Declare mission (versus declaring major)

• What does the circle add to higher learning?

• What is your discipline beyond criminology?

• Theory/Praxis/Practice

• Social Echo

• Justice/identity/belonging

Spiral of Inquiry: Scanning, Focusing, Developing a Hunch, Learning, Taking Action, Checking.

Capturing dialogue and participant voices is such a treat and I love how the whole brain is engaged by the group.  Students can see the process unfold and gain new insights and perspectives as a result.

At the beginning and part way through the afternoon, I utilized a couple of my favorite Lynda Barry exercises to cleanse our brains!

To really start the process, Miko asked the students the big question: What is Restorative Justice?  Not so easy to answer it turns out!

We started with one word reflection per participant, then the students broke off into groups to create a sentence answer.

RESULTS:

What is Restorative Justice?

An opportunity to grow as a person when you have done something wrong in a way that is rehabilitative rather than punitive.

A value based philosophical framework guiding a rehabilitation process.

An inclusive approach to learning that emphasizes passion, respect, empathy, positivity, and acceptance in a safe and productive environment.

A values based approach to building community by empowering stakeholders.

We then discussed what identity and belonging means to each participant to enrich the exploration:

SOME RESULTS:

Relationship based, learning from each other, growth, supportive community, different way of learning, listening skills, equal opportunity to talk, accepted and not judged, having a place, empowerment, voice, equality, spend time in a place despite being uncomfortable, inclusivity, understanding (less about knowing), safety, community (actions affect others), non judgmental, ontological security, transparency.

Groups then shared their reflections on the mind map on social echo:

SOME RESULTS:

The effects of stereotypes and perceptions; igniting your inner passion to make a change; being an agent of change; individual and collective; whatever you take from it; expanding knowledge; being a voice through which knowledge can be carried to a broader audience.

We ended with a circle reflection!


Huge thank you to Miko Philip for being so open and enriching our day so much.  And thank you to Brenda Morrison, Cristina Serverius and the students who participated to willingly!

Check out Brenda’s recommendations:

TED TALK:

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BOOKS:

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Visual facilitation is #visualstorytelling w. felts and paper

Many of you know, I love mind mapping.

If you say, can I talk to you?

…you know that I will first pull out felt pens and paper before saying- talk to me.

I usually work either one-on-one or with small groups, in order to facilitate deeper dialogue and connection, as well as help with personal and project planning.

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It is the best way to engage right and left brain to create the big picture.

Mind maps integrate both right-brain and left-brain thinking by capturing your stream of consciousness in a structured way. – Jennifer Lee

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I find myself lately visually facilitating much larger group discussions and workshops!  And I have to say, it feels like home!

For example:

• Community Engagement in Retirement Living

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Large mind map created live during workshop facilitated by Beverley Pomeroy

The graphic recording/visually storytelling/mind map process engages participants in a friendly and whole-brain way and, most importantly, allows all voices in the room to be heard and visually recorded.

Whole-Brain thinking provides you with a strategic road map for creativity, problem-solving, innovation and transformation. These processes can be used to develop creativity and innovation capabilities within the individual and organization. – Linda Naiman

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There is something absolutely profound and magical that happens when participants feel heard, visually!  The process creates an overview of the big ideas; themes and key phrases naturally form in real time.  Mind mapping facilitates dialogue and reflection.   The resulting map also serves as a guide for subsequent reporting and recommendations.

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The process itself feels like a dance between the key facilitator, the graphic recorder/visual storyteller and the participants.

SPECIAL NOTE:

It is such an honor (and a blast) working with author and community engagement strategist, Beverley Pomeroy.

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And during our first workshop, we were joined by artist, Emily Cowan, who enriched the experience for participants by drawing a portrait of the group during the event:

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Bev and Kat by Emily Cowan
Kat and Bev by Emily Cowan

What a delight for everyone involved to be captured by Emily!!!

• Think!Well

A little less than 2 weeks ago, I was asked to visually record youth voices during:  Think!Well– an evening to explore youth mental wellness, get connected with youth and community resources, and talk about the importance of taking care of our minds.

What a treat to spend 5 hours visually storytelling and developing a large mind map for the youth as a take away!  This map serves as a real-time art piece, celebrating the profound dialogue during the evening and all the hard work and leadership exhibited by the youth facilitators and support staff.  The art will hopefully now act as a springboard to further youth-run workshops around mental wellness.

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Large mind map created live during Think!Well youth conference on mental wellness at Burnaby Neighborhood House

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This visual storytelling is not new.  Nor unique.  It’s been going on for a long time by many practitioners.  But there is so much of it happening in the world of graphic recording, visual facilitation and visual storytelling right now.  I am LOVING being part of the current movement!!!

And I am also excited about the opportunities that are unfolding!  Cheers to the power of felts and paper!!!  Cheers to what lies ahead.

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Check out:

Mindmap tutorial week on the blog!

Getting ready to dive into a much-needed new mindmap this week, so I thought I’d create a tutorial during my process!

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What to expect:

Part 1: What is a mindmap?

Part 2: The big vision

Part 3: Stream of consciousness mapping

Part 4: Prioritizing/consolidating/connecting

Part 5: Enhancing

Part 6: Addressing

Part 7: Reviewing

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What you will need:

  • Large sheets of paper
  • Felt pens in various colors
  • A journal
  • Willingness

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Part 1 soon!  See you here!