HPC 5860 Dreamwork: Clinical Methods/HPC 6380Therapeutic Writing, Fall 2012
Dr. Sally Atkins Dr. Harold McKinney
336F COE 316 E Edwin Duncan
(W) 262-6047 (H) 264-1188 262-6468 Office hours: TBA, will be announced and posted (Sign up on office door)
I. Course Description
This team taught course will combine elements of the following two expressive arts therapy courses:
HPC 5860 Dreamwork: Clinical Methods
An in-depth study of dreamwork as a clinical method, including cross-cultural perspectives on the role of dreams, myths and symbols in healing.
HPC 6380 Therapeutic Writing
An exploration of writing and the therapeutic process. Students will experience a variety of methods in using the written word to enhance client change as well as for self care for the therapist.
II. Content Areas
Intermodal expressive arts as related to dreamwork & therapeutic writing
Sleep, dreams and consciousness in expressive arts therapy
Accessing the imagination through dreams and writing
Writing and dream keeping as daily practices for counselor and client
Cross cultural and theoretical perspectives on dreams, myths and symbols
Sharing dreams and writing: Standing to the truth of personal experience
Research related to dreamwork and therapeutic writing
Intermodal methods of dreamwork and therapeutic writing
Note: All topics in this course are taught from a multicultural perspective, which emphasizes the differing experiences, cultures, histories, and perspectives of people from a variety of ethnic, gender, racial, and social class backgrounds.
III. Knowledge and Skill Outcomes
Students will:
1. Deepen their understanding of the creative process through dreamwork and therapeutic writing to facilitate personal growth and therapeutic change.
2. Develop a personal daily practice of writing and dreamwork. Understand and practice various approaches to dreamwork and therapeutic writing for personal growth and self care and to facilitate therapeutic change.
3. Understand ethical issues in using artistic forms and dreamwork in therapy.
4. Become familiar with empirical research supporting the effectiveness of
dreamwork and therapeutic writing with diverse client populations.
5. Become familiar with resources for dreamwork and for specific writing exercises for use in personal practice and in therapy.
IV. Infusion of Counseling Related Research
Students will review and evaluate research related to the clinical use of therapeutic writing and dreamwork as therapeutic interventions. This will include both in-class and out of class assignments.
V. Class Format/Methods of Teaching
This class will have a balance of content and experiential components, including lecture, discussion, small group work, and writing. Personal reflection and sharing are important components of the course. We will create a community of learning and practice in which confidentiality, trust, respect and the prizing of differences are emphasized.
VI. Course Requirements
1. Class attendance and participation.
2. Create and keep a personal journal. The journal will not be read by us or anyone, but you should bring it with you to class each session and be prepared to show documentation and discuss your daily writing practice. Prepare and submit a brief synopsis of the journal (3-5 pages) due at the next to last class.
3. Experiment with writing and keeping dreams as a daily practice for 20-30
minutes daily. Document this in your personal journal.
4. Read assigned texts and be prepared to discuss in class.
5. Attend and participate in a weekly peer dream group During September and
October. Minimum meeting time is one hour per week for four sessions.
Select and read one empirical study related to dreamwork or therapeutic writing.
Submit a one page synopsis and be prepared to share in class.
Create and share Artist Trading Cards.
VII. Student Performance Evaluation Criteria and Procedures
A-Contract
1. Attend and participate in all classes-no absences or tardies.
2. Attend and participate actively in small group work.
3. Write a one page summary of an empirical study on dreamwork or therapeutic
writing.
4. Submit a 3-5 page synopsis of your personal journal.
5. Create and share Artist Trading Cards with the class.
B-Contract
1. Attend and participate in classes with no more than one absence or two tardies.
2. Attend and participate actively in small group work.
3. Submit a 3-5 page synopsis of your personal journal.
4. Create and share Artist Trading Cards with the class.
All work is expected to be carefully and thoughtfully prepared. The professor reserves the right to raise or lower the contract grade up to one letter grade based on quality of student work and on class attendance and participation.
VIII. Attendance Requirements
Excused absences for illness or religious observance require written notification and additional make up work.
“Graduate students are expected to be responsible for regular class attendance. A student whose attendance in classes is unsatisfactory to the instructor, the advisor, or the Dean of Graduate Studies and Research, may be excluded from a course, a final examination, or a graduate program.” A.S.U. Graduate Bulletin, pp. 51-52.
IX. Required Texts:
Mellick, K. (2001). The art of dreaming. Berkeley, CA: Conari.
Thompson, K. (2011). Therapeutic journal writing: An introduction for
professionals. London: Jessica Kingsley.
Recommended Texts:
Bolton, G., Field, V. & Thompson, K. (Eds.). (2006).Writing works: A resource
handbook for therapeutic writing workshops and activities. Philadelphia: Jessica Kingsley.
Bosnack, R. (1988). A little course in dreams. Boston: Shambhala.
Goldberg, N. (2006). Writing down the bones. Boston: Shambhala.
Lamott, A. (1994). Bird by bird: Some instructions on writing and life. New York: Pantheon.
Ullman, M. (1996). Appreciating dreams: A group approach. Thousand Oaks,
CA:Sage.
Wooldridge, S. G. (1996). Poemcrazy: Freeing your life with words. New York: Three Rivers.
X. References (See Reference Lists attached.)
Academic Policies Statements
Student Religious Observance:
Students must be allowed a maximum of two (2) excused absences each academic year for religious observance required by the faith of a student. Written notice must be give to each instructor no later than three weeks after the first class day of the term.
Academic Integrity Code:
The tenants of Appalachian State University’s Academic Integrity Code will be enforced throughout this course including but not limited to assignments and activities (in and outside of class). For more information on the Academic Integrity Code please refer to: http://www.academicaffairs.appstate.edu/resources/integrity/code.html.
Student Accommodations:
Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at <http:/www.ods.appstate.edu> or call 828.262.3056. Once registration is complete, individuals will meet with ODs staff to discuss eligibility and appropriate accommodations.
S. Atkins
Research on Therapeutic Writing
Creative writing can be an effective method for enhancing healing and personal growth and development in many different settings and with many diverse populations. Numerous empirical studies attest to the effectiveness of a wide array of writing strategies.
Whom can writing help?
Therapeutic writing has been shown to be effective with populations such as the following:
Breast cancer patients
Laccetti, M. (2007). Expressive writing in women with advanced breast cancer. Oncology NursingForum,
34(6), 1019-1024.
College students
Wiitala, W. & Dansereau, D. (2004). Using popular quotations to enhance therapeutic writing. Journal of
College Counseling, 7(2),187-191.
College and Low-income Youth
Chandler, G.E. (2002). Self discovery and cultural connection. Issues in Comprehensive Pediatric
Nursing, 25, 255-269.
Adolescents
White, V.E. & Murray, M.A. (2002). Passing notes: The use of therapeutic letter writing in counseling
adolescents. Journal of Mental Health Counseling, 24(2), 166-176.
Gillespie, G. (2005). The use of collaborative poetry as a method of deepening interpersonal
communication among adolescent girls. Journal of Poetry Therapy, 18(4).
Children
Waters, T. (2002). The therapeutic use of story writing. Psychodynamic Practice. 8(3),343-258.
Asian Indian Women
Keeling, L. M. & Nielson, R.L. (2005). Indian women’s experience of a narrative intervention using art and
writing. Contemporary Family Therapy, 27(3), 435-452.
How does writing help?
In the age of health care management and health insurance crisis, writing is a low cost way to extend and enhance treatment for both mental and physical problems. The Writing Cure: How Expressive Writing Promotes Health & Emotional Well-Being, an edited work by Lepore and Smyth and published by the American Psychological Association documents many aspects of the power of writing as a therapeutic tool to shape and reshape human experience. Studies included in this text report some of the ways in which writing can help.
Therapeutic writing has been shown to:
Promote and contain emotional catharsis,
Reframe experience,
Facilitate self-regulation,
Deepen self-awareness,
Improve self-image and self efficacy,
Help restore memory and cognitive processes undermined by stress,
Strengthen neuroendocrine and immune system functioning,
Improve respiratory functioning,
Promote social relationships,
Reduce pain, and
Reduce blood pressure.
Therapeutic Writing: Selected References
Adams, K. (1998). The way of the journal. Lutherville, MD: Sidran Press.
Baldwin, C. (1991). Life’s companion: Journal writing as a spiritual quest. New York: Bantam.
Berry, W. (1983). Standing by words. San Francisco: North Point.
Bolton, G., Field, V. & Thompson, K. (Eds.) Writing works: A resource handbook for therapeutic writing workshops and activities. Philadelphia: Jessica Kingsley.
Brown, R. M. (1988). Starting from scratch. New York: Bantam.
Cameron, J. (1998). The right to write. New York: Tarcher.
Chavis, G. C. & Weisberger, L. L. (2003). The healing fountain: Poetry therapy for life’s journey. St. Cloud, MN: North Star Press.
Citino, D. (2002). The eye of the poet. New York: Oxford University.
De Salvo, L. (1999). Writing as a way of healing. San Francisco: Harper.
Dillard, A. (1989). The writing life. New York: Harper & Row.
Dissanayake, E. (1988). What is art for? Seattle: University of Washington
Elbow, P. (1998). (2nd Ed.). Writing without teachers. New York: Oxford.
Elbow, P. & Belanoff, P. (2003). Being a writer. New York: McGraw Hill.
Francis, M. & Pennebaker, J. (1992). Putting stress into words: The impact of writing on physiological, absentee, and self-reported emotional well-being measures. American Journal of Health Promotion, 6, 280-287.
Friedman, B. (1993). Writing past dark. New York: HarperPerennial.
Fox, J. (1995). Finding what you didn’t lose. New York: Tarcher.
Fox, J. (1997). Poetic medicine: The healing art of poem-making. New York: Tarcher Putnam.
Fuchs-Knill, M. (2004). To day. Toronto: EGS Press.
Goldberg, N. (2005). Writing down the bones. Boston: Shambhala.
Goldberg, N. (1990). Wild mind: Living the writer’s life. New York: Bantam.
Hinchman, H. (1997). A trail through leaves: The journal as a path to place. New York: Norton.
Housden, R. (2003). Ten poems to set you free. New York: Harmony Books.
Housden, R. (2003). Ten poems to open your heart. New York: Harmony Books.
Housden, R. (2001). Ten poems to change your life. New York: Harmony Books.
Hughes, E. F. (1991). Writing from the inner self. New York: HarperCollins.
Jarrell, R. (1953). Poetry and the age. New York: Alfred Knopf.
Jerome, J. (1980). The poet’s handbook. Cincinnati, OH: Writer’s Digest Books.
L’Abate, L. (1991). The use of writing in psychotherapy. American Journal of Psychotherapy, 45, 87-98.
Lamott, A. (1994). Bird by bird: Some instructions on writing and life. New York: Pantheon.
Lee, J . (1994). Writing from the body. New York: St. Martin’s Press.
Le Guin, U. (1998). Steering the craft. Portland, OR: Eighth Mountain Press.
Lepore, S. J. & Smyth, J. M. (Eds.). (2002). The writing cure: How expressive writing promotes health and emotional well-being. Washington, D.C.: American Psychological Association.
Lerner, A. (Ed.) (1977). Poetry in the therapeutic experience. New York: Pergamon Press.
Lyne, S. (2007). Writing poetry from the inside out. Naperville, IL: Sourcebooks.
Levine, S. K. (1992). Poiesis: The language of psychology and the speech of the soul. London: Jessica Kinglsey Press.
Makin, S. R. (1998). Poetic wisdom: Revealing and healing. Springfield, IL: Thomas.
Mazza, N. (1999). Poetry and therapy: Interface of the arts and psychotherapy. New York: CRC Press.
Messer, M. (2001). Pencil dancing. Cincinnati, OH: Walking Stick Press.
Mezger, D. (1992). Writing for your life. San Francisco: HarperSanFrancisco.
Moyers, B. (1999). Fooling with words. New York: Willilam Morrow.
Moyers, B. (1995). The language of life. New York: Doubleday.
Oates, J. C. (2003). The faith of a writer. NY: Harpercollins.
Oliver, M . (1994). A poetry handbook. San Diego, CA: Harcourt Brace.
Oliver, M. (1998). Rules for the dance : A handbook for writing and reading metrical verse.
Orr, G. (2002). Poetry as survival. Athens, GA: University of Georgia.
Pennebaker, J., Colder, M., & Sharp, L. (1990). Accelerating the coping process. Journal of Personality and Social Psychology, 58, 528-537.
Pipher, M. (2006). Writing to change the world. New York: Riverhead Hardcover.
Progoff, I. (1975). At a journal workshop. New York: Dialogue House.
Rainer, T. (1978). The new diary. Los Angeles: Tarcher.
Rilke, R. M. (1954). trans. by Norton, M. D. H. Letters to a young poet. New York: W.W. Norton.
Riordan, R. (1996). Scriptotherapy: Therapeutic writing as a counseling adjunct. Journal of Counseling & Development, 74, 263-270.
Roethke, T. (1965). On poetry and craft. Port Townsend, WA: Copper Canyon Press.
Sanders, S. R. (1995). Writing from the center. Bloomington, IN: Indiana University Press.
Snyder, G. (2007). Back on the fire. Emeryville, CA: Shoemaker & Hoard.
Spera, S., Buhnfeind, & Pennebaker, J. (1994). Expressive writing and coping with job loss. Academy of Management Journal, 37, 722-733.
Strand, C. (1997). Seeds from a birch tree: Writing haiku and the spiritual journey. New York: Hyperion.
Wahlstrom, R. L. (2006). The Tao of writing. Avon, MA: Adams Media.
Walker, A. (1997). Anything we love can be saved. New York: Random House.
Wright, J. & Chung, M. (2001). Mastery or mystery? Therapeutic writing: A review of the literature. British Journal of Guidance and Counseling, 29, 277-291.
Whyte, D. (1994). The heart aroused: Poetry and the preservation of the soul in corporate America. New York: Doubleday.
Wood, M. (2002). The pocket muse. Cincinnati, OH: Writer’s Digest.
Wooldridge, S. S. (1996). Poemcrazy: Freeing your life with words. New York: Three Rivers.