setting up therapeutic storywriting groups presented by
TRANSCRIPT
Setting Up Therapeutic Storywriting Groups
Presented by
Therapeutic Storywriting: Day 1
9.30-11.00: Group Introductions Introduction to Therapeutic Storywriting The Significance of Story Metaphor Interpretation within the Metaphor
11.00-11.15: Coffee11.20-1.00: The Structure of a Therapeutic Storywriting Session
Setting up a Group1.00-1.45: Lunch2.00-3.30: The Teacher’s Story
Ways into Story
Mindfulness Tuning
Mindfulness is about being in a state of awareness in the present moment.
In this exercise we focus our awareness on sound, body sensations and feelings.
Introductions
NameFeelings Role in schoolExperience of using story to support
emotional literacy
Setting up Therapeutic Storywriting groups (Waters model)
The training is a progressive programme and participants need to make a commitment to attend all three days.
The aim of the course is to support participants to set up Therapeutic Storywriting groups in their own schools.
Groups consist of 4-6 children and ideally run weekly for 8-10 weeks with each session lasting 1 hour.
Book references for Day 1
Waters, T (2004) Therapeutic Storywriting, London: David Fulton
Chapter 1: Introduction to Therapeutic Storywriting
Chapter 2: Principles of Therapeutic Storywriting
Chapter 5: Setting Up Therapeutic Storywriting Groups
Chapter 8: The Teacher’s Story
Online training manual
www.therapeuticstorywritingtraining.co.uk
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What is Therapeutic Storywriting?(Book ref: chapter 1 & 2)
An SEN intervention to support Emotional, Social and Mental Wellbeing
A therapeutic teaching approach which uses story metaphor as a means to explore aspects of the self
Research has shown that it improves pupils’ writing skills and also develops their emotional literacy
Aims to provide an emotionally containing environment in which to support the thinking process
Implemented by educational professionals with training in therapeutic storywriting
Particularly appropriate for use with pupils aged 7-12 yrs
Video
www.therapeuticstorywritingtraining.co.uk
Evidence base
TherapeuticStorywritingTraining.co.uk/evidence-base
Teacher Skills Required
understanding of the relationship between emotional and cognitive development in the child
understanding significance of story metaphor
ability to empathise
ability to reflect on own feelings engendered by the child
experience of teaching literacy
ability to model through own storywriting
ability to establish secure boundaries for a group
The Power of Story Metaphor
When unconscious material is to some degree permitted to come to awareness and worked through in imagination, its potential for causing harm- to ourselves or others- is much reduced; some of its forces can then be made to serve positive purposes.
(Bruno Bettelheim)
Two modes of thinking
There are two modes of cognitive functioning, two modes of thought, each providing distinctive ways of ordering experience, of constructing reality… A good story and a well-formed argument are different natural kinds. Both can be used as means for convincing another.
(Bruner)
Stories and narratives are very important sources for the renegotiation of meaning for children who have experienced problematic events or difficult family circumstances. It is a way to place events and characters into a cultural perspective.
(Cattanach)
A Cultural Perspective
Case study: Anya
Interpretation of Story Metaphor
Kept within the metaphor
Holding in mind
Facilitates empathy
Confidentiality
Relationship boundaries
Significance of Story Metaphor
Interface between the internal world and external world
Capacity to facilitate empathic exchange
‘Right-brain’ communication
Aspects of self can be projected onto story characters
Structure of a Therapeutic Storywriting Session (Book ref: chapter 5)
Mindfulness tuningFeelings check-in Read one pupil’s story from last session New story opener + discussion of feelingChildren & teacher write storiesShare stories/draw picturesMime game
Setting up a Therapeutic Storywriting group
Choosing the children: Include pupils with BESDs but normalise the group
Group size/gender: max 6, at least 2 girls & 2 boys Room: check timetabling & suitability Time/Duration: 45-60 minutes Liaison: parental permission, classteacher, SENCO Initial meeting and assessment with individual children Consistency Endings
Exercise: Setting up a group
How will you go about setting up your group
Address each point in the list ‘Setting up a TS
group’
Do you foresee any difficulties?
Discuss with a partner
Resources
Bell or chimeBlank page ‘project’ book (just over A4)Lined A5 sheets of paper in centre of table
with story starter written out – give choice of gender
Pens or pencils - discourage rubbers or rulers
Coloured pencilsChairs arranged around a central table
Next step
Meet with each individual pupil to do pre-course evaluation (see online manual).
If possible, run at least one TSW group session before day 2 of the training.
The Teacher’s Story(Book ref: chapter 8)
Provides choice points for discussion about feelings of characters, development of plot and resolution of dilemmas (restorying/search for meaning)
Addresses individual issues in the safety of the story metaphor
Establishes a ‘writer’s environment’ ( focus/crossing out/ taking risks)
Models academic literacy e.g. story structure, description, dialogue etc.
Extending emotional vocabulary
Brainstorm a list of words or phrases, other than happy, sad, bored, angry, to describe the feelings that pupils in your group may experience
Exercise: Story Openers (1)
Write a story opening using an animal character which names a feeling that may be uncomfortable for pupils in your group: Name the animal character Describe the setting Name the feeling
NB Do not say why the character is feeling like this.
Use no more than two sentences.
Exercise: Feelings Choice Point in the Teacher’s Story continued
Each person takes on role of teacher in turn. They read the beginning of their story and asks for suggestions from the group as to what might happen next. Teacher jots down ideas.
Spend 10 minutes writing the next part of the story incorporating ideas from the group. Leave story at an action point.
Sharing & Mime Game
Share written stories with group
Take turns to act out a scene from someone else’s story
Others in the group guess whose story has been acted out
Importance of Choice
Each week teacher gives a suggestion and some inspiration for a new story
Children choose to :-
take up the teacher’s suggestion
carry on with their current story
Choice in relation to sense of self
Further information, research & resources
Centre for Therapeutic Storywriting:www.TherapeuticStorywriting.com
Online training manual:
www.TherapeuticStorywritingTraining.co.uk