Looking ahead · Proposed directions
Friendship, Loneliness, and Community and Power, Fairness, and Shared Responsibility are now available. Low Mood and Living With Illness remain suggested directions for future Brian Kennedy Learning pathways, with no release dates set. The list will develop as we consider learner needs, the existing curriculum, research, and appropriate professional review.
Friendship and Fairness each have five published modules. The proposed directions could extend the current work into distinct everyday concerns; their examples illustrate possible learning questions.
Now available
Explore the wish to belong, the difficulty of reaching out, and the work of sustaining friendship. Make room for solitude, mutual care, disappointment, and the practical conditions that help connection become possible.
A possible starting moment: You would like more contact, but hesitate to invite someone. What do you expect, what is actually available, and what small invitation might you try?
Now available
Look at who carries the work, whose voice influences decisions, and how agreements are made or avoided. Explore care, cultural expectations, unequal power, and responsible negotiation without treating every imbalance as equally shared.
A possible starting moment: One person keeps track of household tasks while another waits to be asked. What work is visible, what remains unseen, and what agreement could change the arrangement?
Proposed pathway · Not yet available
Explore how low mood and withdrawal affect participation in everyday life. Consider energy, grief, relationships, practical barriers, and support while finding manageable ways to return to something that matters.
A possible starting moment: You have stopped doing an activity you once valued. Would a smaller version, companionship, rest, or professional support be the more useful next step?
Proposed pathway · Not yet available
Make room for the grief, uncertainty, dependence, identity changes, and relationship adjustments that can accompany illness or altered capacity. Explore asking for help and reshaping participation around the life and resources actually available.
A possible starting moment: An old commitment no longer fits your capacity. How could you explain what has changed, receive help, and renegotiate your role without making your worth depend on doing it all?
A possible deeper exploration of communicating about desire, consent, pleasure, difference, and changing sexual relationships. Development would require specialist input and careful attention to scope.
A possible exploration of care, authority, repair, and changing roles across generations, with attention to children’s developmental needs and parents’ real circumstances.
Each new pathway would need its own source-grounded foundation, a companion article, a free introductory reflection, and five learning modules. The learning would use NOTICE: explore an ordinary moment, question the explanation, choose a manageable experiment, and let the result revise what you understand.
Editorial and professional review, technical and device checks, and learner feedback would inform development. Research about an ingredient or another program does not establish the effectiveness of a BKL pathway. Topics involving illness or persistent low mood would retain clear boundaries between education and individualized care.