Details on article
|Title||Journaling and the creative writing workshop in counseling and recovery of adult participants|
Kizuk R.A.; Journaling and the creative writing workshop in counseling and recovery of adult participants ;Procedia - Social and Behavioral Sciences vol:30 issue: page:1788
|Keywords||Archetypes; Constructionism; Freud; Journalling; Jung; Kristeva; Lacan; Recovery; Self-help groups; Structured therapies; Writing groups
|Link to article|| https://www.scopus.com/inward/record.uri?eid=2-s2.0-84855674779&doi=10.1016%2fj.sbspro.2011.10.344&partnerID=40&md5=ed8cd7d19a6a638b117ec00b1bea9d00
|Abstract||Background. I discuss a method of facilitation that I have used in my Creative Writing courses at the University of Lethbridge for many years. I tend to focus primarily on potentials and possibilities in third-year courses and then move on to questions of forms, genre, and structure in the "Advanced" or exit-year courses. These courses rely heavily on rapport and a specific structure which has the effect (most of the time) of opening the spigot of the students' creative energies. Purpose of Study. Data from this pedagogy is plotted in a qualitative exploration using in-depth phenomenological "prompts" or thought experiments. This data will be presented in order to depict how art making or (in this case, Creative Writing journaling) contributes to mental health recovery and stability. The hope of our team is that this method may be deploy at a downtown satellite program open to street people and all and any who seek help. Sources of Evidence. An interpretative phenomenological approach is applied to data collected in several years of Creative Writing workshops at the University of Lethbridge. This data is broken down into three main categories: explanatory models of how the skills, qualities and approaches of the facilitator assisted recovery, on transformative characteristics of art making in this particular venue, and the wider social benefits of such art making. Main Argument. Using collaborative techniques grounded on the premise that the workshop is unconditionally a "safe place," a progressive conversation is established in which the matter of the self is drawn into both language that is fresh and control of language that holistically conforms to the group dynamic. In this dynamic, remarkable recoveries may take place. I will focus the discussion on the structure of the collaborative journalizing, the purpose of which is to bring structure into the very production of personal and creative recovery. The journaling is an extended process-meditation, begun on the first day of a half-semester course and finished on the day a final portfolio is submitted for grading. I argue that the dream-journaling should have a basic structure in any case, and discuss several such schema as they have been used not only in Creative Writing but also in the community and in the literature of counselling and guidance. Conclusions. The findings provide a initial but profound exploration into art facilitators' pragmatic knowledge and wisdom related to the health and recovery benefits of art making in the area of counselling and guidance. It also explores important skills and competencies required by those facilitating art making programs in mental health recovery contexts. Such data may help to inform policy and design of health recovery programs associated with Creative Writing workshops both in the college or university setting as well as the community health unit. © 2011 Published by Elsevier Ltd.
|Search Database||SC (Scopus)