Support Structures

C2C Workshop - Student Day 3 Block 3

Goals for this session

• Reflect on existing support structures and why they feel supportive�
• Think about ways to find, build, & connect with existing support structures�
• Talk through example of “finding supports that work for you” (aka the dueling calendars)

Concept Map of Support Structures

• What is a concept map?
• A visual aid often consisting of “bubbles” with interconnected lines that describes all the parts within a given phenomena…
• You can see some examples and read more about concept maps at this link

The Learning Center, University of North Carolina at Chapel Hill

Concept Map of Support Structures

• Directions
• Begin with “me” bubble in the center
• Branch out from “me” bubble with things that support you in day-to-day life
• Could be people (e.g., mom, best friend, etc.)
• Could be groups (e.g., family, club, research team)
• Could be things (e.g., daily journal, having a to do list, hobbies, etc.)
• Branch out from things that support you to specific activities/events/actions associated with those things (e.g., going to dinner together, doing holiday traditions, reflecting, etc.).
• Branch out from those to characteristics of those events that make them supportive (e.g., fun, worry-free, feel organized, etc.)

The Learning Center, University of North Carolina at Chapel Hill

Discussion prompts

• What are the supports you identified?
• What are the key traits of a supportive environment?
• What are the shared values between you and the people in your supports bubbles?
• What are the “things” that help you feel supported or successful?

Discussion prompts

• There are some commonalities here in everyone’s concept maps:
• Spaces where you get to be yourself
• Spaces where it feels like you are seen as a whole person
• Sense of balance�
• Common to us in this room - but also beyond this room�
• Connected to larger community and larger frameworks
• Want to talk about parts of these larger frameworks as reference and potential resource

What is Disability Justice?

Disability Justice:

• “Centers intersectionality and the ways diverse systems of oppression amplify and reinforce one another.”¹
• “Cross-disability (sensory, intellectual, mental health/psychiatric, neurodiversity, physical/mobility, learning, etc.) framework that values access, self-determination, and an expectation of difference. An expectation of difference means that we expect difference in disability, identity, and culture. To be included and part of society is about being able to be our “whole self” (all of our identities together). Disability Justice includes space for self-care, reflection, and hard discussions.”²
• Recognizes “how diverse systems of oppression interact and reinforce each other. Because of this broader focus, the Disability Justice movement is the most comprehensive way to create lasting change for people with disabilities and who are multiply marginalized.”³

1 Disability and Philanthropy Forum 2 Ortiz, 2012 3 World Institute on Disability

Principles of Disability Justice

1. Intersectionality
2. Leadership of Those Most Impacted
3. Anti-Capitalist Politics
4. Cross-Movement Solidarity
5. Recognizing Wholeness
6. Sustainability
7. Commitment to �Cross-Disability Solidarity
8. Interdependence
9. Collective Access
10. Collective Liberation

ASL version of Principles of Disability Justice

Disability Justice - Practice

• “include [disabled] people’s full experiences of intersecting discriminations and exclusions to shape decisions and policy making in education, employment, housing, and health care”¹
• Center marginalized voices
• “Critiquing racism is not activism. Changing minds is not activism. An activist produces power and policy change, not mental change. If a person has no record of power or policy change, then that person is not an activist.”²
• Take action
• Public protest isn’t the ultimate form of activism³
• Utilize inclusive activism practices

1 Cachola, 2024 2 Kendi, 2019 3 Zaikowski, 2016

Additional Resources

• National Disability Organizations and Resources
• Crip Theory: Cultural Signs of Queerness and Disability
• Disability Justice Suggestions for Activism

Discussion prompts - finding & connecting to resources

• When in a new space or transitioning to a new environment (college, internship, job, etc.), how do you:
• Maintain your existing support structures?
• Find new support structures?
• Connect with existing resources? �
• Who do you reach out to? How do you find those people?�
• Where are some place you can look for those support structures?

Building or creating support structures

• Sometimes those support structures may not already exist.�
• Sometimes what worked for you before may not work in the new environment.�
• Sometimes what works as a support structure for one person doesn’t work for another.�
• Sometimes you have to adjust a support structure to work for you.

Example: Dueling Calendars & To Do Lists

• Want to provide an example of the variation in a single support structure that both Erin & Daryl use�
• Erin & Daryl have very similar jobs: both non-tenure track faculty; have research, teaching, & service components to job; higher teaching load�
• They think about/use calendars very differently�
• Highlight similarities and differences as well as how we settled into our current systems

Example: Daryl’s Past Habits

• For a long time, used a paper planner - through grad school. Wrote down tasks/to-do list on the day in paper. Could physically cross things off when done.�
• Switched to google doc to do list in postdoc. Started as just one list of things to get done. Viewed to do list as tasks to get done (by deadlines) without thinking about time took to do them.�
• Few contributing factors (multiple semesters of curriculum development, covid, etc) led to extreme burn out. Motivated shift in how I organized my time.

Example: Daryl’s Current Habits

• Start each week by making weekly to do list - separated by day. Small tasks (like send an email) vs big tasks (write an exam question)�
• Put tasks into my calendar with time saved. Important so wasn’t over committing myself. Means I have “full” calendar each week.�
• Decide what tasks I have time for and what tasks I don’t. Start a “next week” item list in my to do list & just accept that I can’t do everything in one week.�
• Keep track of transition time - walking across campus takes time!�
• Include personal & work things in one calendar/to-do list!

Example: Daryl’s To Do List

Small & big things on list

Example: Daryl’s Calendar

Example: Daryl’s Workflow

• Cross off & moving to “done” section is important - makes me feel good to cross things off the list (but not erase!).�
• Have to write things down - small & big. Otherwise I will forget. Means my to do list is intimidating to say the least. Often more than one page per week.�
• Opted for busy schedule during work day. I don’t have a lot of “down time” during the day, but when I go home, I don’t do work (usually). �
• Still a work in progress - some weeks/semesters are better than others. �
• To do list & calendar are essential for me to be able to do my job. Reduces cognitive load of remembering all the different things.

Example: Erin’s Process

• Daily, weekly, and running to do lists
• Helps with prioritization
• Calendar keeps appointments and tasks with deadlines
• Does not block time for working
• Mondays = meetings
• Tuesdays and Thursdays = teaching
• Wednesdays = working
• Motivation and capacity are major determining factors
• Daily check-in about upcoming deadlines and how much capacity I have for the day
• Try to set achievable goals that I can cross off throughout the day
• And once I’ve met goals, I’m done working

Example: Erin’s To Do List

Monthly Deadlines

Weekly Tasks

Daily Tasks

Example: Erin’s Calendar

Building support structures that work for you

• How do you know if a support structure isn’t working any more?�
• Who can you reach out to if you need help with building or adapting a support structure?�
• Are there any support structure you want to try out or feel like would help you?