Abstract
If the global pandemic has taught us one thing, it is that humans have an innate need for connection. Many people sought connections within work communities, neighborhood groups, faith-based groups, communities of like-minded educators, or communities of post-secondary students. Often, these communities took to the internet in order to remain connected, using digital resources and virtual platforms, including social media, that allowed for interpersonal communication and feelings of connectedness. Regardless of the type of community to which members of society strived to belong, or the methods chosen in an attempt to maintain connectedness, this need for connection was, and is, inherent to all of society. The purpose of this chapter is to present the notion of the connectedness cycle, clarify its subcomponents, and provide clear and specific examples and strategies as to how connection can create a paradigm shift in both the workplace and in education environments.
TopBackground
The notion of connectedness is not something new. In the late 1960s, John Bowlby’s attachment theory presented the idea that the mother and infant bond is paramount to healthy development, and later research expanded upon this idea to incorporate the parent and child bond, along with the primary caregiver and child bond (Palm, 2014). A key component of Bowlby’s attachment theory was the notion of “attunement” (Meyer et al., 2013, p. 166), or a shared experience in which the child begins to understand emotions based upon the reaction of the caregiver to emotions presented by the child. These types of shared emotional experiences are, in essence, precursors to the development of self-regulation (Colmer et al., 2011). The idea of attunement will be discussed further when strategies for supporting students and employees are discussed.
As children grow and develop into adulthood, then, the relationships that they continue to build drive both well-being and success. Once into adulthood, and in the higher education or work environment, relationships with fellow students or colleagues have the potential to set the tone for either the learning environment or the work environment. Quality relationships with other students and professionals have the ability to improve our productivity and create an overall positive school and work environment, complete with greater satisfaction (Jacobs, 2012). Jacobs (2012) further noted the importance of creating relationships with administration, executives, policy makers, or those in leadership roles. This facilitates an open-door approach, potentially creating more meaningful outcomes for all stakeholders.
Key Terms in this Chapter
Mindfulness: A nonjudgmental awareness of the present moment, including an understanding of one’s own, and other’s feelings and emotions.
Connectedness Cycle: A dynamic cyclical practice of making connections, giving support, and providing meaningful feedback.
Academic Control: The degree to which students have influence over academic achievement and outcomes.
Autonomy: Self-directed, ownership, and choice in one’s own work/learning.
Self-Reflection: The practice of thinking about one’s self, in many different capacities, such as one’s own learning, one’s own emotions, one’s one needs, etc.
Pedagogical Space: The act of flexibly responding to the needs of students with research-based practices. In this chapter, this term is also used for employees.
Meta-Cognition: The practice about thinking about, and reflection upon, one’s own thinking and learning.
Attunement: Recognizing emotions and needs of others, and responding appropriately.
Task Instrumentality: Recognizing value in tasks, identifying them as meaningful and beneficial to one’s own self.