| Id | 853 | |
| Author | Kizuk R.A. | |
| Title | Journaling and the creative writing workshop in counseling and recovery of adult participants | |
| Reference | 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 |
|
| 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. |
|
Results:
Smaller Distance better similarity
| Id | View | Author | Title | Distance |
|---|---|---|---|---|
| 804 |  |
Stockwell R. | Creative play: Welcoming students into a community of practice in creative writing through a participatory action research project | 81.0778 |
| 913 | |
Reason M., Heinemeyer C. | Storytelling, story-retelling, storyknowing: towards a participatory practice of storytelling | 90.1698 |
| 607 | |
Ensslin A., Skains L., Riley S., Haran J., Mackiewicz A., Halliwell E. | Exploring digital fiction as a tool for teenage body image bibliotherapy* | 103.42 |
| 802 | |
Bridger A.J., Emmanouil S., Lawthom R. | Trace.space: a psychogeographical community project with members of an arts and health organisation | 106.067 |
| 805 | |
Kesler T., Gibson L., Jr., Turansky C. | Bringing the book to life: Responding to historical fiction using digital storytelling | 109.889 |
| 674 | |
Delrieu V., Gibson L. | Libraries and the geography of use: how does geography and asset “attractiveness” influence the local dimensions of cultural participation? | 110.351 |
| 902 | |
Meehan E. | Immersive performance and somatic practices: Joan davis and the maya lila project | 114.09 |
| 948 | |
Secker J., Heydinrych K., Kent L., Keay J. | Why art? Exploring the contribution to mental well-being of the creative aspects and processes of visual art-making in an arts and mental health course | 114.84 |
| 683 | |
Biçakçi M.Y., Er S., Aral N. | Views of mothers regarding interactive book-reading process to their children | 115.014 |
| 613 | |
Chung Y.S., Kwon J.-H. | The efficacy of bibliotherapy for social phobia | 115.029 |
MESOC has received funding
from Horizon 2020 - the EU Framework Programme
for Research and Innovation (2014-2020) -
under Grant Agreement n°870935.
We take your privacy seriously and WE DO NOT process any personal data or any information that reveals personal identity or information that can be linked to such information to identify directly or indirectly.
2021 © CD