Activity: Relationship map

Step 1

Explanation and discussion: Give each adolescent six index cards and a piece of drawing paper. (Optional: If this is a follow-up to the Silhouettes activity, adolescents should bring their self-portraits.)

Step 2

Facilitator says: “All of us are affected by the people in our lives. Some people are helpful to us, and others are unhelpful. Think of three people in your life who help you, and three people in your life who you have a difficult relationship with. It’s ok if you choose the same person for both categories!”

Step 3

Facilitator says: “You do not have to say or write the names of the people you are thinking of, but if it will help you to remember, you can write them on one side of the index cards and then turn them over.”

Step 4

Facilitator says: “Think of a symbol that represents how each of these people is helpful or difficult. For example, my sister is someone I find helpful. She always makes me feel safe and comfortable when I am with her. So, I would draw her as a tree with lots of leaves, because the shade of the tree makes me feel cool and relaxed in the same way that she does. When you are ready, draw your symbols on the index cards.”

Step 5

Give adolescents at least 20 minutes to work on their drawings. Walk around the room and support them as they draw.

Step 6

Facilitator says: “Now you are going to create a map that demonstrates the helpful and difficult relationships in your life. On your piece of paper, draw yourself. Then, put your index cards in places on the map that tell us more about these positive or difficult relationships. For example, if I use my example about my sister, I would put the symbol I chose to represent her, (a tree), above me, because even when she is far away I feel that she is protecting me.” (Alternative: If adolescents are using their self-portraits from a previous activity, they can place the index cards on their self-portrait.)

Step 7

Distribute tape or glue sticks so that the adolescents can attach the index cards to their drawing.

Step 8

Sharing and Take away:

Explain: When the adolescents have finished, ask them to stand or sit comfortably in a circle with their drawings. Each adolescent should describe and explain:

• One important positive or difficult relationship in their life.
• The symbol they chose to represent that relationship.
• Why they placed it on their maps as they did.

Step 9

Facilitator says: “In our next sessions would you like to continue with more activities to explore the positive and difficult relationships in your life?”

Step 10

Agree on the plan for the next session with the adolescents.

Disability: If one or more of the adolescents in the circle is blind, use poetry or metaphors instead of drawing to explore relationships. (See Improvise below).

Psychosocial wellbeing and recovery: If adolescents aren’t ready or interested in talking about difficult relationships, focus on a map of positive relationships.

Focus more on competency domains such as Empathy and respect and Leadership and influence. Instead of drawing a map of the people they find helpful and difficult, adolescents can draw a map of the ways they influence people around them positively and negatively. Follow-up with activities to promote adolescents’ awareness of the contributions they make, and strategies to help them engage more positively with those around them.

Environment

Indoor or outdoor space

Supplies

• One piece of drawing paper
• Six index cards per adolescent
• Markers or coloured pencils

Improvise

Instead of drawing, adolescents could use poetry or metaphors to describe the relationships in their lives. They can start with the phrase I have a... and complete it six times, each time representing a different relationship. For example:

• I have a tree. I feel safe and cool when I am near the tree, and it gives me comfort and shelter.
• I have pair of shoes that are too small. They make me feel clumsy, and hurt my feet, which keeps me from walking and running as fast as I want to.