AURELIO & THE MENTOR'S GAP INVENTORY
FOCUSING ON CONNECTORS
FOCUSING ON CONNECTORS
Minding the Gaps in Aurelio's World.
Middle school left Aurelio without positive channels :
In high school his travel by bus to and from school was opened up, there were channels opened up:
In making the map we used the metaphor of "weather systems" to convey of the kinds of pressures and adversity he had to confront in a number of key environments in his life, what we're calling "settings and situations." Now, we take a closer look at these systems, with a focus on the "dynamic pathways" that connect (or not) intentions with results. These pathways can be physical and concrete, literally actual surface streets and freeways; these pathways can also come in the form of groups to which Aurelio belonged (or strived to belong) and serve as connectors within his belief system. Whatever form they take, we're calling these pathways "road conditions."
By gaining access to these pathways, we can become better mentors, for once identified, we can utilize them in developing our strategies, deciding on which pathways are the most promising "as is" and which pathways need to be used for "re-routing." Where—within the home, in the neighborhood, in school, on-line or other environments—did Aurelio experience his major challenges in any of the six stages in his journey, from pre-school to college graduation?
It needs to be noted that each of these pathways has its own “factors — on-ramps, barriers and facilitators and off-ramps. Congestion in some of these pathways create “pockets” of trapped systemic energy. These same pathways can be opened up, releasing trapped energy.
For Aurelio, some of the pathways are stronger than others, more relevant than others and more visible than others. Moreover, some of these pathways can merge and overlap and reinforce each other, forming a set of overlapping feedback loops with recursive properties. That is, they can double back upon themselves—forming feedback loops that can reinforce one another, exacerbating an already negative situation (aka, “vicious cycles”) or greasing the skids of his healthy development (aka, “virtuous cycles”).
Channels and Traffic. Just as the weather improved over the course of Aurelio’s life journey, so, too, did many of these dynamic pathways, connecting his dreams with actual accomplishments. In middle school he found himself mainly on surface streets encountering such physical barriers as gang territories and such emotional barriers as his father’s abuse and the racist slurs of his racist teacher. By high school he found himself encountering fewer barriers on both the physical freeways (his daily bus ride) and those interpersonal surface streets paved with a growing number of adults in whom he could trust. As he matured grew more skillful in judging the potential of new and unexpected routes—whether academic, social or emotional—through, for example, the Los Angeles Community Scholars Program and those intergenerational relationships he developed with his college professors.
Environmental/situational pathways. Now that he’s away from the extended family that supported him so fully, these channels are no longer as powerful. Then there are those channels that form his daily and weekly routines—his classes, his soccer team practices and games, the weekly meetings of the Cesar Chavez Society, not to mention his informal group of friends from his dorm. These channels are the stuff of what Tom Gilovich and Lee Ross call “the subtle sway of situations.”
Time and Place Pathways: Attending to Transitions, Recurring Events and Sticky Situations -- <reinforcing feedback loops> In middle school, the routines of schoolkeeping seemed stifling to Aurelio, not to mention the dangerous places he had to navigate, especially gang territories. In high school, the routines fell into a positive place. Day after day, week after week Aurelio was able to develop the habits that would constitute a strong social, emotional and academic foundation. Aurelio’s informal mentors within the school—the college counselor and his advisor—were able to reinforce these routines.
Groups as pathways. Then there are the groups within which Aurelio participates—the classes, the soccer team and the Cesar Chavez Society—that serve as channels where identity engagement takes place. These groups serve “double duty.” They influence him from within, as he navigates these groups’ internal dynamics. They also influence him by looking outward, especially his soccer team and the social justice work in the community through the Cesar Chavez Society, influence him through the pursuit of common goals and commonly held values. These are powerful channels that have replaced for the most part his prior dependency on his family. Honor committee/restorative justice committee
Social and emotional pathways. And then there is another set of channels altogether, chief among them his values, his mindsets, his character, which is best defined as the habits he develops out of his struggles he overcomes across a range of diverse situations.
There are combined pathways, reinforcing feedback loops and cortisol channels. Vicious and virtuous cycles
Playing Meteorologist and the Travel Agent
Middle school left Aurelio without positive channels :
- Gang territories to and from his middle school in peace (situations and groups)
- His father’s abuse prevented him to trust other men in his life (individuals)
- His racist teacher prevented him from emotional stability (individuals supported by repeat situations)
In high school his travel by bus to and from school was opened up, there were channels opened up:
- to trust other men (individuals)
- put his values into action through service projects (values situations)
- the LA scholars another route (groups and situations)
In making the map we used the metaphor of "weather systems" to convey of the kinds of pressures and adversity he had to confront in a number of key environments in his life, what we're calling "settings and situations." Now, we take a closer look at these systems, with a focus on the "dynamic pathways" that connect (or not) intentions with results. These pathways can be physical and concrete, literally actual surface streets and freeways; these pathways can also come in the form of groups to which Aurelio belonged (or strived to belong) and serve as connectors within his belief system. Whatever form they take, we're calling these pathways "road conditions."
By gaining access to these pathways, we can become better mentors, for once identified, we can utilize them in developing our strategies, deciding on which pathways are the most promising "as is" and which pathways need to be used for "re-routing." Where—within the home, in the neighborhood, in school, on-line or other environments—did Aurelio experience his major challenges in any of the six stages in his journey, from pre-school to college graduation?
It needs to be noted that each of these pathways has its own “factors — on-ramps, barriers and facilitators and off-ramps. Congestion in some of these pathways create “pockets” of trapped systemic energy. These same pathways can be opened up, releasing trapped energy.
For Aurelio, some of the pathways are stronger than others, more relevant than others and more visible than others. Moreover, some of these pathways can merge and overlap and reinforce each other, forming a set of overlapping feedback loops with recursive properties. That is, they can double back upon themselves—forming feedback loops that can reinforce one another, exacerbating an already negative situation (aka, “vicious cycles”) or greasing the skids of his healthy development (aka, “virtuous cycles”).
Channels and Traffic. Just as the weather improved over the course of Aurelio’s life journey, so, too, did many of these dynamic pathways, connecting his dreams with actual accomplishments. In middle school he found himself mainly on surface streets encountering such physical barriers as gang territories and such emotional barriers as his father’s abuse and the racist slurs of his racist teacher. By high school he found himself encountering fewer barriers on both the physical freeways (his daily bus ride) and those interpersonal surface streets paved with a growing number of adults in whom he could trust. As he matured grew more skillful in judging the potential of new and unexpected routes—whether academic, social or emotional—through, for example, the Los Angeles Community Scholars Program and those intergenerational relationships he developed with his college professors.
Environmental/situational pathways. Now that he’s away from the extended family that supported him so fully, these channels are no longer as powerful. Then there are those channels that form his daily and weekly routines—his classes, his soccer team practices and games, the weekly meetings of the Cesar Chavez Society, not to mention his informal group of friends from his dorm. These channels are the stuff of what Tom Gilovich and Lee Ross call “the subtle sway of situations.”
Time and Place Pathways: Attending to Transitions, Recurring Events and Sticky Situations -- <reinforcing feedback loops> In middle school, the routines of schoolkeeping seemed stifling to Aurelio, not to mention the dangerous places he had to navigate, especially gang territories. In high school, the routines fell into a positive place. Day after day, week after week Aurelio was able to develop the habits that would constitute a strong social, emotional and academic foundation. Aurelio’s informal mentors within the school—the college counselor and his advisor—were able to reinforce these routines.
- His high school also tended to two critical “time” channels in the form of transitions, especially the transition into the high school during the summer and the transition from high school to college in the summer.
- As for place, the campus architecture in his high school—a central town square surrounded by hospitable rooms and spaces that allow students to gather informally, the welcoming quality of the classrooms, the cleanliness of the place — all signaled quality and care.
- Together, time and place conspire as a school culture well positioned to reinforce the routines of his growing love of learning and in a place that was pleasant and inviting. The wrap-around in the Los Angeles Community Scholars Program.
Groups as pathways. Then there are the groups within which Aurelio participates—the classes, the soccer team and the Cesar Chavez Society—that serve as channels where identity engagement takes place. These groups serve “double duty.” They influence him from within, as he navigates these groups’ internal dynamics. They also influence him by looking outward, especially his soccer team and the social justice work in the community through the Cesar Chavez Society, influence him through the pursuit of common goals and commonly held values. These are powerful channels that have replaced for the most part his prior dependency on his family. Honor committee/restorative justice committee
Social and emotional pathways. And then there is another set of channels altogether, chief among them his values, his mindsets, his character, which is best defined as the habits he develops out of his struggles he overcomes across a range of diverse situations.
There are combined pathways, reinforcing feedback loops and cortisol channels. Vicious and virtuous cycles
Playing Meteorologist and the Travel Agent