Index
Locators in bold refer to figures/diagrams
Abbs, Peter 8
acceptance, self 70
accessing and objectifying the material 87
active/passive distinction, reflexivity 66–7
adult learning: challenges 161–2; and therapeutic education 164–5
affective: core 68; ways of knowing 141, 142
affectivity, mentalised 72, 100, 117, 128; see also emotion
agency x, xiii, 26, 27, 80, 111, 172; autobiographical self 71–3; bodily-felt perspective 67–8, 69, 87–9, 93; change 63; learning 49; narrative stance 112–15; reflexivity 73–5; relationship with structure 115–16; Susanna 57; ways of knowing 142, 143
Alhadeff-Jones, Michel 10
anger: defences 84; freewriting exercise 104, 105; group work 126, 127–8; psychotherapy 165; reflection 135; repressed 21–3, 24, 26, 27, 86; towards tutors 156
anxiety 40; and compliance 84–5; defences 82–4, 156
Anzieu, D. 55
Archer, Margaret 67, 77, 78, 130, 145
arts, role in transformative learning 167
assertion, self 85, 86, 126, 127, 130
assessment, CWPD programme 160–1, 170
assimilation 139
attachment to tutors 156
attention: selective 73; shifts 74–5, 76, 107, 111
authenticity 16, 63; group work 120, 122, 124, 128; Maria 45; psychodynamic theory 78, 86, 89; reflection 133, 136; reflexivity 106, 112; Simon 35; self-expression 19
author-self: see writer-self
autobiographical ‘I’ 68, 70–4, 78; and core self 80, 94, 107–8; fragmentation vs. multiple self 89–90; and reflexivity 74–5; and transformative learning 171
autobiography, fictional: see creative life writing
awareness: receptive 134; self 113
bad mother 113
Bakhtin, Mikhail 32, 65, 104, 110, 137
‘Beginnings’ (Susanna) 5, 52, 58, 104
being in the present 55
being oneself 25; see also self-expression
benevolent policeman metaphor 107
Bertalanffy, L. von 76
betweenness 77
bio-psycho-social framework xi, 64, 101, 141, 172
black and white thinking 77
blank slate metaphor 67
blocks, writing 16, 19–21, 30, 40; freewriting exercise 104, 105
bodily-felt perspective 49, 50, 69–70; agency 67–70, 87–9, 93, 116; and autobiographical self 72–4, 80, 107–8; awareness 171; creative life writing 113; disconnection from 91; neuroscience of 76; psychotherapy 165; reflection 139;
reflexivity 74–5; self in language 107; Susanna 59; trauma 80–2; trusting 112;
see also embodied self-experience; felt sense
Bollas, Christopher xi, 104, 112
bottom-up processes 92; dynamic systems theory 76–7; group work 121; learning 124, 171; meaning-making 106; see also bodily-felt perspective
boundaries: CWPD course 154; self-identity 41–3
Boyd, Robert 10, 63, 64, 66, 67, 79, 119, 121, 134, 151, 155, 156, 171
brain hemispheres 173; and agency 88; creative life writing 104–10; dissociative identity disorder 90; dynamic systems theory 75–8; group work 121, 130; integration, self 93; and reflexivity 116, 140–1; therapeutic education 169; and transformative learning 171; and trauma 80–2; ways of knowing 143
Brookfield, Stephen 134
Brown, Gordon (critical realist) 9, 10, 99, 117, 119, 129, 136
case studies: see student perspectives
Catholic upbringing 24, 40, 48, 83
change trajectories 77; see also transformative learning
chaotic space 114
childhood memories, Maria 40, 42
childhood words/sayings writing exercise 6
Cixous, Hélène 46
Claire (student) 17–22, 26; psychodynamic theory 82, 83, 86, 91; reflexivity/reflection 111–12, 116, 133; transformative learning challenges 158–9, 161; therapeutic education 166
Claudia (student) 18, 21, 24–7; psychodynamic theory 83, 86, 92, 93; reflexivity/reflection 109, 121, 123, 127, 130, 135–6, 143; therapeutic education 166
closing down of psyche: and anxiety 83; control 86–7; and fixity 38; trauma 80–2; see also opening-up
cognitive constructions 63
cognitive neuroscience: see neuroscience
Cohen Park, Christine (tutor) xiv, xvi, 2, 4, 7, 121, 123, 128, 156, 160, 167; writing exercises 175–7
collaboration: see group work
Coltart, Nina 55
competitiveness 121
compliance 83, 84–5, 86, 88, 89
concepts of self: see self-concepts
conceptual frameworks 32
confidence: see self confidence
conflicts, inner 27; role in creativity 34–5, 39
consciousness: dynamic systems theory 75–8; expansion 63–4, 66; studies 11; see also autobiographical ‘I’; bodily-felt perspective; expanded psyche
constructivism 79
containment/holding 136, 149, 173; and agency 172; bodily-felt-self 49; definitions 99–100; diaries/journals 132–3, 133; group work 120, 122, 124, 129–30; learning environments 101; Maria 40–1, 43–4, 138; reflection 134; reflexivity 143; self in time 111; Simon 137; sub-personalities 91–2; Susanna 55, 57; transformative learning
Contexts for Practice course 4, 57, 138, 153, 160
control, psychic 15, 16–19, 20, 21; and creativity 86–7; creative life writing 104–6; and freedom dynamic 38; Simon 30, 34; sub-personalities 91–2; see also opening-up
core self: see bodily-felt perspective; felt sense
core states, ways of knowing 142, 143
cracking-up of the psyche 104, 138
creating the future self 104
creative life writing xvi, 1–3, 103; brain hemispheres 104–6, 107–8, 109–10; definition ix; narrative stance 112–15; practising reflexivity in the text 115–17; self in language 106–8; self in time 108–12, 116; see also writing exercises
Creative Writing and Personal Development (CWPD) programme ix–x, 1–3; admissions interviews 155; course structure 3–5; diaries/journals 132–4; identity 7–11; and psychoanalysis/ psychotherapy 162, 165–8; see also writing exercises
Creative Writing and Personal Development courses: see Contexts for Practice; Creative Writing and the Self; Independent Study; Projects: Practical and Theoretical; Writing and Groups; Writing for Personal Development; Writing Practice
Creative Writing and the Self course xv, 3, 32, 137
creativity 21; chaotic space 114; closing down of psyche 80; embodied 33, 40; playfulness 86; role of conflicts 34–5
Creme, Phyllis xvii, 101, 133, 173
critical reflection: see reflection/reflectivity
criticism, self 155
crossdisciplinary approaches xi
cultural self-concepts 82
CWPD programme: see Creative Writing and Personal Development programme cycles of transformation 77, 142, 144
Damasio, Antonio xii, 32, 68, 71, 73, 74, 106–9
dark material 125; Maria 42; Simon 33, 34, 35, 36, 86; Susanna 52; see also shadow
death metaphor 46
decentering of the ego 64
deep learning 167
defences, psychic 172; anger 84; anxiety 82–4, 85, 156; and psychotherapy 165, 167; to self-expression 113; splitting 92; trauma 80–2; see also hyperreflexivity
definitions: containment/holding 99–100; creative life writing ix; embodied-experiential learning 134; reflectivity 67; reflexivity 66–8; therapeutic education 164
deixis (pointing function of language) 115
dependence on tutors 156
development, personal 24, 30, 39, 45
developmental creative writing 1
dialogic writing exercises 104, 117
dialogic relationships 65; see also reflexivity
dialogues: embodied experiential learning/critical reflection 134–6; fictional 30–1, 35–6; internal 67, 93
diaries/journals 132–4, 136, 172; containment/holding 138; and reflexivity 143
‘Dictionary Pieces’ (Simon) 38
Dirkx, John 9, 10, 64, 65, 67, 79, 103, 129, 169, 170, 171
discernment 67, 151; and change 63; see also reflexivity
disclosure, illness 50–1, 54, 56, 59, 65, 124
discourse, transformative learning as 170
disorienting dilemmas 101, 103, 106, 143, 168; in group work 122, 123, 129
displacement of painful feelings 81
dissociative identity disorder 90
distancing 103
DNA helix metaphor 144
dominant self-concept 20, 27–8, 115, 144; psychodynamic theory 91–2; shadow 125
drama therapy 166
Duet (The Development of University English Teaching Project) 8
dynamic now 108–9, 112, 121, 123
dynamic systems theory xii; learning environments 129–30; psyche as dynamic system 75–8; see also psychodynamic theory
Ecclestone, Kathryn xii, 168, 169, 170
edge, the 167
ego: and autobiographical self 71; decentering 64, 67
Elbow, Peter 6
embodied-experiential learning 77; critical reflection dialogue 134–6, 139–40; Maria 43–5; and therapeutic education 164; ways of knowing 141–3, 142; writing exercises 109
embodied realism xii–xiii, xv, 11
embodied self-experience 15, 16, 19, 28; fluidity 44; reflexivity 57; see also bodily-felt perspective; felt sense
emergent properties xiii
emotion 9; and change 63; neuroscience of 76; regulation 72–3, 74; repressed 21–8, 92, 111; role in learning 168–70; see also bodily-felt perspective; mentalised affectivity
emotional opening-up 151–3; see also opening-up of the psyche
empirical self 71
empowerment 111
equilibrium 46
ethics xv
exercises, writing: see writing exercises
expanded psyche 63–4, 66, 70, 73, 108–9; group work 124; managing 26–7; and reflexivity 74–5
expansiveness 89, 92–4; and splitting 85, 86–7
expectations of the course 154
experiential writing exercises 109; see also embodied-experiential learning
exposure: see self-exposure
expressive knowing pathway 142
extended consciousness: see expanded psyche
facilitation of learning: group work 127–9; modelling 157
fantasy, and imagination 117
fear: of exposure 19–21, 59, 89, 133, 135; of self-expression 122
feeling 9; mode 73–4; of knowing 69, 74
felt sense 139; dynamic now 109; learning 134, 153, 168–9; meaning 80; self in language 106–8; ways of knowing 143; wholeness 88, 107; see also bodily-felt perspective; embodied self-experience
fiction, value of 103
fictional autobiography: see creative life writing
first-person body: see bodily-felt perspective
‘Five Years On’ (Susanna) 53
fluidity/flexibility 16, 18, 21, 28; diaries/journals 133; group work 130; leading edge of the psyche 93–4; metaphors 36–9; psychodynamic theory 80; reflection 138; reflexivity 70, 73, 77; self-experience 44; self sense 173; Susanna 56–7, 59, 65
Fonagy, Peter xi, 72, 75, 100, 117, 128
food: metaphor 124; symbolism 42–3
forms, concepts, definitions, categories, distinctions rules 80
fragmentation of personality: grieving/insecurity 152; Maria 44, 45, 46; vs. multiple self 89–91; role in creativity 34–5, 38, 39; see also splitting
frames of reference 10, 63, 64, 170–1
Freewriting writing exercise 6, 104, 105, 106
freezing of the psyche 81
Future Self exercise 6, 7, 53, 104, 111, 112, 114, 116, 122, 128
game show, virtual reality 114–15
gender differences, transformative change 29
Gendlin, Eugene 80, 106, 107, 108, 134, 139, 141, 153
generative narcissism 112, 113
genomic unconscious 70
Giddens, Anthony 66
goal-directed group structures 130
going with the flow 16
good child narrative 21–2, 47, 82, 88
good mother 113
good-enough: mother 99; teacher 99, 129
grasshopper mind metaphor 29, 30, 38
grieving 63, 151, 152; expression 23–4
groundedness 78
group work xvi, 119; developing trust 119–22; facilitation of learning 127–9; reflexivity 129–30, 143; relationality 125–7; structured space for deep change 122–5
growing edge 143
Harriet (student) 18, 22; psychodynamic theory 83, 84, 91; reflexivity 105, 111, 125–6; transformative learning 156, 158
hemispheres, brain: see brain hemispheres
higher consciousness: see autobiographical ‘I’
holding, definition 99–100; see also containment/holding
holism/wholeness: bodily-felt sense 88, 107; brain hemispheres 107–8; creative life writing 115; dominant self-concepts 91–2; dynamic systems theory 76; learning 9; Maria 42; mental models 92, 93; self 49
Horney, Karen xi, xii, xiii, xvii, 28, 69–70, 71, 73, 84, 112, 156, 171; life solutions 85–91, 125
hyperreflexivity 92, 109, 112, 113, 143, 144; see also defences
‘I’ see autobiographical ‘I’
identity/identity shifts 64, 67; bodily-felt perspective 69; boundary transgressions 41–3; compliance 82–5; frozen 50–1; grieving/insecurity 152; new personal typography 54; professional 20, 91, 113; Simon 34–5; social 67; see also dominant self-concept
illness: disclosure 50–1, 54, 56, 59, 65, 124; identity 81
image schemas 116
imagery 9; agelessness 45, 49; drum 51–2; gypsy 44, 45, 86; Mongolian yurt dwellers 44; music 51–2; ocean 55; self in language 107; shelter 54–5; snake 51–2
imaginal approach to learning 103
imagination: and fantasy 117; space for 30–4
Imagined Reader writing exercise 7, 31, 33
implicit bodily sense: see bodily-felt perspective; felt sense
Independent Study course 5, 16, 18, 22, 174; assessment 160–1; learning environments 100; Maria 46; openingup of the psyche 99; reflection 137, 138, 139; and reflexivity 144; Simon 32, 37; Susanna 58; therapeutic education 166; transformative learning challenges 153, 159
individuation 79
integration, self 16, 35–6, 63, 93; dynamic systems theory 76; real self 70; and trauma 82
integrity 63
internal gesture 107
interpersonal learning-within-relationship 142
interpersonal school xi; see also group work; relationality
interpretative phenomenology (IPA) xiv–xv
interviews: course applicants 155; interactive xiv
intrapersonal whole-person learning 142
intrapsychic rapport 112
intuition 16, 19; psychodynamic theory 80, 82, 83; and reflectivity 133, 134, 139–40; and reflexivity 67, 77, 103, 107, 115
Jill (student) 17, 20, 22; psychodynamic theory 82, 91; reflection 133, 144; reflexivity 120, 121–2, 124, 126–7, 130; transformative learning 152, 165 Johnson, Mark xii, xiii, 69, 74, 107, 116, 141
Johnson, Rebecca 103
journals. see diaries/journals
Jungian perspectives 9, 10, 64, 125, 136
Kasl, Elizabeth xvii, 9, 141, 142, 143, 164
Keats, John 124
kinaesthetic melodies 69
Kristeva, Julia 43, 46, 110, 138
Kuhn, T. 79
laminar/layered structures 99, 100, 136
language 43; autobiographical self 68, 70; Harriet 105; Maria 48; self in 106–8
language-based autobiographical ‘I’: see autobiographical ‘I’
leading edge of psyche 76, 77, 88, 92, 93–4
learning 27; agency 49; consequences of splitting 40–1; diaries/journals 132–4; embodied experiential 134–6; environments 99–101, 124, 129–30; group facilitation 127–9; from mistakes 57; reconceptualising 55–6; and reflexivity 140–5, 142; see also transformative learning
left hemisphere: see brain hemispheres
levels, ways of knowing 141–5, 142
liberating lost parts of the personality 24–6
life changes, Susanna 50
life solutions 85, 87–8, 90, 125
liminal space 143
loosening of psychic control: see opening-up
Lucy (student) 20–1, 24, 106; psychodynamic theory 84, 87, 91, 93; transformative learning 152–3
macroscopic dimensions, learning environments 100–1
magpie metaphor 17
managing the expanded psyche 26–7
Mantel, Hilary 54
Maria (student) xv, 40, 83, 116, 152; bodily-felt-self 49; diaries/journals 132–3; experiential grounding 43–5; feedback 158; freewriting exercise 104–5; group work 121, 124; identity boundary transgressions 41–3; imagery 45–6, 86; integration 93; narrator self 46–9; psychodynamic theory 91; reflection 138; self as process 43; splitting 40–1; writer self 92
McGilchrist, Iain xii, 76, 80, 90, 91, 94, 107, 108, 110, 114, 117, 130, 140, 141, 169, 173
meaning-making 174; bottom-up 106; felt sense 80; personal 10; self in language 107
Megan (student) 20, 86, 87, 105, 126
memory, working 73
mental frameworks, scaffolding 32, 137–8
mental models 77; holistic 92, 93; idealisation 109; top-down control 173–4
mentalised affectivity 72, 100, 117, 128
Metanoia Institute, Bristol 162
metaphor xv, 9; benevolent policeman 107; cooking 16, 17; dance 45, 51–2, 65; DNA helix 144; food 124; grasshopper mind 29, 30, 38; magpie 17; music 69; prairie/ranch 33, 38, 65, 92, 116; reflexivity 38; sea anemone 135; seeing my thinking 114; self 32, 35; self as writer 33–4; Simon's use of 36–9; stunned fog 23, 81; visual 27; water 37–8; writing 46
Mezirow, Jack 63–5, 79, 101, 134, 144, 151, 164, 168
Milner, Marion xi, 73–4, 107–8, 111, 134–5
mind-body relationality 107; see also bodily-felt perspective; embodied self-experience; felt sense
Miranda (student) 19–20, 22–3, 81–2, 120, 139
mistakes: learning from 57; making 18
modelling: facilitation of learning 128, 157; ways of knowing 141–5, 142; see also mental models
Mongolian yurt dwellers imagery 44
Moskowitz, Cheryl (tutor) xiv, xvi, 2, 6–7, 128, 130, 155, 156–7, 160, 167–8
‘Mother-Food’ (Maria) 42
mourning: see grieving
multi-dimensional learning 167, 173
multiple personality disorder (dissociative identity disorder) 90
multiple self 54–5; vs. fragmentation of personality 89–91; reflection 138–9; see also splitting
multiple ways of knowing 141, 142
‘Murder’ (Simon) 36, 38, 54, 65
music 109–10; imagery 51–2; metaphor 69
Myers, J. G. 10, 63, 66, 67, 79, 121, 134, 151, 156
mythopoetic approach to learning 103
narrative self 70, 109; Maria 46–9; see also autobiographical self
narrative stance, creative life writing 112–15
need to be right 77
negative capability 124
Neisser, U. 32
neuroscience of the self xi, xii, 11, 64, 68–9, 110; see also brain hemispheres
new personal typography 54
Newman, Michael 170
Nicholls, Sophie xvii, 1, 33, 74, 110
normal polypsychism 90
normative dimension, learning environments 100–1
object relations theory xi
objectifying the material 87
objective reframing 63
ocean imagery 55
open-ended design, course 129
opening-up of the psyche 15–16, 28, 92–4, 99; attention shifts 74–5; diaries/journals 133; fear of 89; learning environments 129–30; reflection 135; and reflexivity 77; Susanna 50, 51, 52, 55, 56, 58; transformative learning challenges 151–3
ordered freedom 107
Ostrelande (Land of the Other) 42
ownership, bodily-felt perspective 69
passive/active distinction, reflexivity 66–7
pathologisation 79
‘Pencil’ (Simon) 37, 53, 65, 138
perseveration 77
personal development 24, 30, 39, 45
personal identity: see identity/identity shifts
personality, fragmentation 34–5; integration 35–6
perspectives, transformation 66
Petitmengin, Claire 69, 108, 141, 174
practical ways of knowing 141, 142
prairie metaphor 33, 38, 65, 92, 116
pre-reflective bodily self-awareness 141, 142
presentational (imaginal or expressive) ways of knowing 141, 142
pretend modes of functioning 117
primordial feelings 68
professional identity 20, 91, 113
projections, self-criticism 135
propositional (conceptual) ways of knowing 141, 142
Proust writing exercises 42, 106
psyche as dynamic system 75–8; see also expanded psyche
psychic control: see control, psychic
psychic multiplicity: see multiple self
psychic shifts 34; see also attention shifts; identity/identity shifts
psychodynamic theory xv, 71, 79–80; agency and core self 87–9; anxiety defences 82–4; compliance 83, 84–5, 86, 88, 89; dominant self-concepts 91–2; fragmentation vs. multiple self 89–91; loosening of psychic control 92–4; splitting 86–7; trauma 80–2; see also dynamic systems theory
psychotherapy 117, 149, 159, 161, 164–5; and CWPD programme 162, 165–8; see also therapeutic education
Qualley, Donna 66
rage: see anger
ranch metaphor 33, 38, 92, 116
realism 77
reality constructions 10
rebellion: childhood 24–5, 105; student mini-rebellion 127, 128, 130
receptive awareness 134
receptive listening 121, 123, 128, 134
recognition 63
reconnection, with subconscious/unconscious mind 64
reflection/reflectivity xvi, 63, 65, 67, 77, 172–3; definition 67; diaries/journals 132–4; and embodied experiential learning 134–6, 137, 139–40, 144; and reflexivity 67, 140–5, 142; and therapeutic education 164; thinking feelings 137–9; ways of knowing 142 reflective function 72
reflexivity xv–xvi, 28, 65–6; and agency 68–70, 73–5; creative life writing 115–17; definition 66–8; dynamic systems theory 75–8; group facilitation 128–30; higher consciousness 70–3; metaphor 38; and reflection/reflectivity 67, 140–5, 142; self-experience 57; writing exercises 104
relationality: and compliance 84–5; group work 125–7; Susanna 58–9; writing process 120; see also group work
repressed emotions: anger 86; childhood 40, 48; expression 21–8, 92, 111; and transformative learning 65
resistance, to self-expression 113; see also defences
responsibility for self 165
Rhiannon (student) 17, 20, 21, 25, 27; psychodynamic theory 83, 91, 93; reflexivity 113–15, 133
right hemisphere: see brain hemispheres
Ruth (student) 18, 20, 21; psychodynamic theory 81, 91; reflexivity 104, 120, 139; transformative learning 153
sadness, expression 23
safe spaces xvi, 20, 92, 99, 109, 117, 172; group work 121, 124, 127, 129; Maria 44; psychodynamic theory 81, 84, 85, 87, 89; reflection 132; Susanna 51–5, 59; transformative learning 154; see also containment/holding
Salway, Sarah (tutor) xiv, xvi, 121, 128, 144, 155, 156
Sampson, Fiona 1
Sass, Louis 92
scaffolding, mental frameworks 32, 137–8
sea anemone metaphor 135
see[ing] my thinking metaphor 114
selective attention 73
self xiii; actual 71, 88; affective core 68; constructions 10; formation 79; in language 106–8; metaphors 32–5; as process 43, 54–5, 70, 110; sense/concept of 67; as source 104; in time 108–12, 116; validation 93; see also autobiographical ‘I’; dominant self-concept; embodied self-experience; identity/identity shifts
self-acceptance 70
self-agency: see agency
self-assertion 85, 86, 126, 127, 130
self-awareness 113
self-belief 21
self-concepts 67; defensive 92; dominant 20, 27–8; identity shifts 64; and psychotherapy 165; social 64, 71, 91, 93
self-confidence 16, 17, 19, 21, 25, 26; Maria 40, 49; psychodynamic theory 83, 84, 86, 87; reflexivity 120, 121; Simon 39; Susanna 50, 58; transformative learning challenges 154–5, 159, 160, 165
self-criticism 155
self-dialogues 31
self-exposure through creative writing 65, 87; fear of 19–21, 59, 89, 133, 135
self-expression: authenticity 19; fear of 122; repressed emotions, expression 21–4, 25; resistance 113
self-identity: see identity/identity shifts
self-in-relation 125–7; see also relationality
Self as Source writing exercise 7, 26, 85, 113
self-reliance 58
self-respect 56
self-therapy, therapeutic education as 167
self-transforming mind 143
self-work 9
selfing 49
semiotic 44; chora 43, 138; writing exercises 103–4, 106, 107, 109–13, 143
shadow 56, 125, 136; see also dark material
shared mental states 130
Sheets-Johnstone, Maxine 69, 80, 81
shifts, attentional 74–5, 76, 107, 111
Siegel, Daniel 74, 75, 76, 77, 78, 81, 82, 92, 93, 94, 129, 134
significant learning 164
Simon (student) xv, 29, 84, 87, 116; compliance 85; conflicts 34–5, 38, 39; fictional dialogues 30–1; group work 122; metaphor use 36–9; personas 35–6; psychodynamic theory 91, 92; reflection 137–8; space for the imagination 32–4; transformative learning challenges 152, 153; writer self 65, 86, 93, 104; writing process problems 29–30
social agents 77
social identity 67
social self-concepts 64, 71, 91, 93
soft structures 130, 133, 136, 161
somatic marker hypothesis 168
soul work 9
sound master model 93
space for the imagination 30–4
spatial modes of consciousness 73–4
‘Speak Properly’ (Megan) 105
spiritual me 71
splitting: creative 113; and learning 40–1; sub-personalities 85, 86–7; see also multiple self
Stacey (student) 20; psychodynamic theory 83, 91; reflexivity 104, 120, 123, 133
Stella (student) 18, 22, 27; psychodynamic theory 84, 91; reflexivity 104–5, 112–13; transformative learning 152, 166
Stern, Daniel 69
structure, and agency xiii, 94, 115–16, 130
stickiness 50, 59, 77, 143; see also hyperreflexivity
student perspectives: see Claire; Claudia; Harriet; Jill; Lucy; Maria; Megan; Miranda; Rhiannon; Ruth; Simon; Stacey; Stella; Susanna; Tess
subconscious sources of creative writing 30, 32, 33, 34
subject-in-process 110
subjectivity, Kristeva on 43
sub-personalities 24, 85, 86–7, 89, 165
Susanna (student) xv, 50, 91, 92, 116; diaries/journals 133; disclosure 65; freewriting exercise 104; future self 53; group work 120, 122, 124, 128–30; integration 93; learning environments 100, 101; loss/illness 50–1; reanimation 51–2; reconceptualising learning 55–6; reflexivity 57; relationality 58–9; self as process 54–5; self in time 109, 111; therapeutic education 165–6; time perception 56–7; trauma 81
symbolic: Kristeva on 43; realm 138
systems theory: see dynamic systems theory
Taylor, Edward W. 10, 11, 64, 79, 128, 168
teaching approaches 174
temporality: see time
tension between opposites 42
Tershakovec, Andrew xii, 75, 76, 77, 81, 88, 93, 109
Tess (student) 16, 20, 21, 22, 26, 124; psychodynamic theory 83–4, 86; transformative learning 166–7
theory, literary 32; experiential grounding 43–5; Maria 46; Susanna 55
theory of mind 76
therapeutic education xii, xvi, 162, 164–5; pros and cons 168–70; and psychotherapy 165–8; and transformative learning 170–1
thinking feelings 15, 100, 137–9
This is How I Shelter, When I Shelter writing exercise 54
This is What I Remember writing exercise 55–6, 124
This is Where I Risk, What I Risk writing exercise 135
This is Who I Am writing exercise 44
time: perception 56–7; self in 108–11
time-space levels 116
top-down control 112; dynamic systems theory 76–8; meaning-making 106; model of thinking 173–4; self-regulation 88, 92
transformative learning xii, xv, xvi, 9–11, 15–16, 53, 63, 64; adult learning
implications 161–2; assessment 160–1; blocks 16, 19–21; emotional openingup 21–8, 92, 111, 151–3; feedback 158–60; liberating lost parts of the personality 24–6; loosening cognitive control 15, 16–21; managing the expanded psyche 26–7; multiple ways of knowing 141; non-learning 154–5; professional identity 27–8; theory 77; and therapeutic education 170–1; tutors 155–8
transgressions, boundaries of self-identity 41–3
transitional spaces 172; diaries/journals as 133
travel memoir, Susanna 58
trust, developing 144; group work 119–22, 127–8, 130; Simon 137
trusting core consciousness 112
turning points, Susanna 53, 58
tutors: expertise 157–8, 160; group work 127–9; transformative learning challenges 155–8, 161–2; see also Cohen Park; Moskowitz; Salway
two-tier model of consciousness 76
unconscious mind: integration 64; neuroscience of 76; prairie metaphor 33, 38, 65, 92, 116
universal sense of self 67
validation 27, 127; by others 88; self 93; Susanna 56
vicious circles 37, 88, 143, xi
virtual reality game show 114–15
visual metaphors 27
vitality affects 69
voice, writing 120; see also writer self
voicing criticism 156
ways of knowing, multiple 141, 142
Web of Words writing exercise 5–6, 52, 173
website, Lapidus organisation 1
wholeness: see holism/wholeness
whole-person epistemology 141
wild prairie metaphor 33, 38, 65, 92, 116
Winnicott, Donald xi, 40, 99, 133
working memory 73
writer self: Maria 40, 46; Simon 29, 32–3, 38, 65, 86, 92–3, 104, 138
writing exercises 5–7, 103–4; Cohen Park 175–7; embodied-experiential learning 109; semiotic 103–4, 106, 107, 109–13, 143; see also Freewriting; Future Self; Imagined Reader; Proust; Self as Source; This is How I Shelter, When I Shelter; This is What I Remember; This is Where I Risk, What I Risk; This is Who I Am; Web of Words
writing metaphors 46
writing process, problems 29–30
writing voice 120; see also writer self
‘Yan, Tan, Tethera, Methera, Pimp’ (Harriet) 105