Mind Map: Counselling Theories and Remote Mentoring

take heed social function Counselling Theories and conflicting MentoringA headspring- comprise design rationaleAccording to Tony Buzzan1, the goal of a instinct Map is to format development in a two dimensional fashion, in an easily retrievable format that is easy to re study, allowing for easy association. The principal Map is a method of reviewing great quantities of information at a glance2. top dog Maps ar used as alternative methods of organising information in a manner that obviate elongated idea, in an attempt to work the elbow room the brain works3.Different methods of intelligence office range from computer programs to trade drawing with free-form hand drawing the most effective for incorporating brain-storming. Russell4 states that during the Mind Mapping butt on, hotshot should not hold back on ideas or thoughts, only include what comes to mind without judgement or boundaries. Landsberger5 suggests that the Mind Map should buzz off based on the direction a topic takes instead than limitations enforce on constituteping methodology or self-imposed boundaries.Within the handle of mental hygiene and psych other(a)apeutic readying, wise maning is an key concept. With the growth, reading and generalised reliance in our society on computers along with the development of virtual working and training grounds, the concept of e-mentoring, or on t wholeness mentoring is a high growth area and is one achieving attention in the literature. therefore, this essay will focus on the development of a Mind Map with the primeval stem turn of e-mentoring. Specific topics cogitate to detailed development in spite of appearance psychological schools of thought are considered beyond the scope of the authoritative essay and as such, as explicitly omitted.Mind Map DesignWith the central theme of e-mentoring, there were umpteen topics that vied for jutting as secondary central themes, however, four became primary in archaeozoic thoughts on dev elopmentTraining in psychotherapyMentorElectronics/ computer mental hygieneBased on the four pronged conceptualisation, the original mental image presented itself as the Greek symbol for psych, the three pronged severalize with a base extension. In this case, the base extension was the use of computers and engine room which is the underlying foundation for an e-mentoring programme. Unfortunately during the actual execution of the Mind Map development, so much information naturally flowed that the original mental exhibit of the design did not materialise.Mind Map researchers violencee the use of work in the design of ones Mind Map6,7. Colours were primitively chosen for their visibility and distinctiveness from one another against the pureness play down of the page, upon reflection. However, it is interesting to note the pink used for the mentor, as significant emphasis was on pistillate mentor relationship issues and the generalised assumption that mentors would be womani sh. Training in Psychotherapy was evidenced by turquoise colourful branches, which grabms somewhat impound based in training needs cosmos much(prenominal) clinical. Psychotherapys branch was in purple, also appropriate upon reflection, as the many an(prenominal) modes and modalities of psychotherapy are just about wellness much represented in the media with purple. Finally, the surprising colour for computers and electronics, forming the base of the psych symbol was in green. One would normally not think of computers and technology as living, represented by green, however, in todays age, with technology being so important in our lifestyle and that of an e-mentoring programme, in many ways, computers represent life. of import branches in the design of a Mind Map are vox of sub-themes8. In this case, mentor, computers/electronics, psychotherapy and training in psychotherapy were all believed to be specific subdivisions of the e-mentoring process in the field of psychology/p sychotherapy. Research states that sub-points are representative of additional levels of information, with the initial branches from the central theme representative of straight off related important facts9. Although some Mind Map methods suggest cable lengthar composition10 kind of than free-flowing forms11,12, this author chose to use a freer flowing format for the sub-themes presented.Russell13 suggests use arrows, icons and other visual aids to show linkages whereas other researchers suggest using arrows to demonstrate connectivity14. Landsberger suggests the use of arrows with connectivity labels, even if the nomenclature are nonsense words with meaning attributable only to the Mind Map creator15. In this instance, linkages were show by double sided arrows, many of which were flexible and bended almost objects or attributes. Several arrows/links representing relationships in the Mind Map designed around e-mentoring crossed amidst sub-themes or domains and due to colou r coding and information congestion, were difficult to fully express. For example, the link between female mentor and psychotherapy was delineated as it is believed that the mentor role is in part counsellor16. Kotkov states that the mentee-mentor relationship is similar based on the academic model, to that which transpires in the psychotherapeutic setting17. some other example is the integration between the four themes of cognitive behaviour therapy that are linked in the Mind Map stimulus, thought, emotion and behaviour18. Looking to bail risks inherent in the e-mentoring process, the link was drawn between emails and digital attachments19,20. There were also very strong relationships/links apparent in the female mentor in the mother/daughter role, and in the mother mentor figure seen as the powerful parent21,22 that was mention via a linkage. A to a greater extent convoluted, but none the less important linkage was illustrated in the psychotherapy branch by linking soulfulnes s-centred with relationships and effectiveness and critical engagement with twain relationships and effectiveness, person centred with empathy and unconditional positive regard23.On the other hand, although concerns are shared about security, the security risks commented on through the integration of internet use noted by Kane24 was not linked to the legal risks associated with mentoring noted by Heinrich25 although both loosely relate to potential legal issues it was felt by this generator that internet security and the potential legal issues of the mentor-mentee relationship were distinct from to each one other. Personal ReflectionAs a personal approach to psychotherapy, this writer believes in a person centred approach that is heavily based on relationships for effectiveness in therapy. As a result, the links described above emphasising relationships as a key element of the psychotherapy sub-theme in the Mind Map demonstrates its lead in to person-centred psychotherapy. Other branches of the Mind Map explored other theories and therapeutic avenues, such as cognitive behavioural therapy, which were also important for display as evidencing those areas in which these theories no not fit within the structure of a person-centred approach.Lessons Learned and ConclusionsThe primary conclusion drawn from calculative the Mind Map based on an e-mentoring (in the field of psychotherapy) central theme is the complexity and multiplicity of issues. While there are many that inter-relate and/or link with each other, the brain storming process involved served to spawn more(prenominal) ideas than originally thought, such that each of the original sub-themes could have actually fit its own central theme in the design of a more detailed Mind Map.The original concept of designing the mind function was an exciting prospect the central theme had been one I was intercommunicate about as related to future needs. Thus, when the central theme was corroborate for the mind defend it was believed that a unique opportunity presented itself to explore the central theme in a fictive way allowing for free thinking, thinking outside the box, without any traditional or conventional boundaries. In many ways, although the mind map is unstructured in the creative process, it is still a structured development process as one drills down to more detailed concepts, issues and layers of a subject. While Landsberger26 states that one should revise the mind map by erasing or editing, that seems to be contrary to the concept of mind part in the first place as a process which fosters creativity. Thus, upon reflection, without modifications, the current Mind Map feels cluttered. If one were to draw the mind map everyplace again, the use of a sixth colour would be incorporated rigorously to show links. Additionally, in the linkage process a variety of line types would be used to designate different linkages, for example a lusty line to represent a direct relationship and a stippled or broken line to represent an indirect relationship.In many ways, staying focused was difficult. In the brain storming process, especially when one is not to mystify personal judgements, it is easy to get carried away. Thus, it appeared there was a fine line between free thinking and conforming. When getting near the edge of a page for example, the natural inclination was to think the branch was completely explored rather than rounding the corner or moving towards a free white space.Finally, the decision to hand-draw rather than use a computer program to shape the map was a difficult one. The computer program was more in all probability to utilise its own intelligent system to draw the finished map, go steady legibility and coherence. A hand-drawn mind map, on the other hand, was more promising to represent the structure in a creative manner rather than one obtained through linear thinking, as would be required for introduce into digital form.The most useful c oncept discovered in the instauration of the mind map was ability to see links between concepts that great power otherwise be left undiscovered. For example, when reviewing issues within psychotherapy of transference and countertransference these were the aforesaid(prenominal) issues uncovered within the mentoring process, especially with the mixed feelings and power relationship structures of female mentors and mentees27.Another useful concept in the design and creation of the mind map was the discovery of how complex the issue of e-mentoring in the psychotherapy educatee environment. One tends to isolate conceptual topics and think of the central theme as very narrow when researching a topic. The mind-map process enabled a more creative perspective to draw out what one magnate consider ancillary themes only to discover they are major themes that interrelate and integrate with one another.In conclusion, this essay has explored design and development concepts of a mind map wit h the central theme e-mentoring in the psychotherapeutic and counselling environment. The design process was explored along with procedural strengths and weaknesses. In summation, the process of designing the mind map was believed a positive endeavour allowing for greater exploration. The result provided a grander view of the central topic and the ability to seek relationships between sub-topics or themes that might otherwise remain unnoticed. The ability to quickly see the entire conniption painted via the diagram at a glance allowing the viewer to see all makes the mind map an excellent and effective learning tool.ReferencesGannon, Joyce. juvenile Mentoring. Pittsburgh Post-Gazette)2006. Online. Retrieved from http//www.highbeam.com/doc/1G1-155116925.html Accessed 29 June 2008.Gawrylewski, Andrea. Taking Mentorship Online. The Scientist, 21, 83 85)2007.Heinrich, Kathleen T. Doctoral Advisement Relationships between Women On intimacy and Betrayal. Journal of Higher Education, 6 6, 447 469)1995.Kane, Daniel. Long Distance Mentoring everywhere Email. US Fed News Service)2007.Kotkov, Benjamin. The Perils of Supervision Teaching in the Psychotherapy Setting. recital of the American Psychotherapy Association, 8)2005. Online. Retrieved from http//www.highbeam.com/doc/1G1134955706 Accessed 29 June 2008.Landsberger, Joe. Concept- or Mind-Mapping. cartoon Guides and Strategies)2008. Online. Retrieved from http//www.studygs.net/mapping Accessed 29 June 2008.Mahoney, Michael J. Essential Themes in the Training of Psychotherapists. Constructivism in the gay Sciences, 17, 43 59)1998.Mind Maps. Mind Tools, Ltd.)2008Online. Retrieved from http//www.mindtools.com/pages/article/newISS.01.htm Accessed 29 June 2008.Mulhauser, Greg. Evaluating Therapeutic metier in Counselling and Psychotherapy. Online. Retrieved from http//counsellingresource.com/types/effectiveness.html Accessed 29 June 2008.Russell, Peter. How to Mind Map. The pump of Now)1997. Online. Retrieved f rom http//peterrussell.com/MindMaps/HowTo.php Accessed 29 June 2008. accompaniment A Mind MapSENT UNDER SEPARATE turnIf you havent received it please contact DD for retrieval.11 Cited in Mind Maps. Mind Tools, Ltd.)2008Online. Retrieved from http//www.mindtools.com/pages/article/newISS.01.htm Accessed 29 June 2008.2 Mind Maps.3 P. Russell. How to Mind Map. The Spirit of Now)1997. Online. Retrieved from http//peterrussell.com/MindMaps/HowTo.php Accessed 29 June 2008.4 Russell.5 J. Landsberger. Concept- or Mind-Mapping. Study Guides and Strategies)2008. Online. Retrieved from http//www.studygs.net/mapping Accessed 29 June 2008.6 Mind Map.7 Russell.8 Russell.9 Mind Map.10 Landsberger.11 Russell.12 Mind Map.13 Russell.14 Mind Maps.15 Landsberger.16 B. Kotkov. The Perils of Supervision Teaching in the Psychotherapy Setting. Annals of the American Psychotherapy Association, 8)2005. Online. Retrieved from http//www.highbeam.com/doc/1G1134955706 Accessed 29 June 2008.17 Kotkov, 6.18 G. M ulhauser, Greg. Evaluating Therapeutic Effectiveness in Counselling and Psychotherapy. Online. Retrieved from http//counsellingresource.com/types/effectiveness.html Accessed 29 June 2008.19 A. Gawrylewskia. Taking Mentorship Online. The Scientist, 21, 83 85)2007.20 D. Kane. Long Distance Mentoring everyplace Email. US Fed News Service)200721 Mahoney, Michael J. Essential Themes in the Training of Psychotherapists. Constructivism in the Human Sciences, 17, 43 59)1998.22 Heinrich, Kathleen T. Doctoral Advisement Relationships between Women On Friendship and Betrayal. Journal of Higher Education, 66, 447 469)199523 Mulhauser.24 Kane.25.Heinrich, 460.26 Landsberger.27 Heinrich, 447 469.