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عنوان فارسی مقاله:
روایات مشاوره شغلی: داستان زندگی من و روایت های تصویری
عنوان انگلیسی مقاله:
Creative writing for life design: Reflexivity, metaphor and change processes through narrative
سال انتشار : 2016
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بخشی از مقاله انگلیسی:
2. The intervention
As the career writing intervention has been described in detail elsewhere (Lengelle, 2014) we will only describe it briefly here. During the two-day course a group of 10–15 participants meets face-to-face in a classroom setting where a facilitator leads them through a variety of writing exercises and theory about identity/meaning-oriented learning. Participants spend about 80% of the time writing, sharing their writing by reading parts of it aloud, and 20% of the time the facilitator explains the exercises and movement between a ‘first-story’ (i.e. outdated, coping, default narrative that is no longer serving) and ‘second story’ (i.e. new understandings about identity). Participants write according to the proprioceptive method at the beginning of each day (Metcalf & Simon, 2002), they write poems based on existing poem prompts, they try their hand at fiction, reply to sentence stems like, “As I child I couldn't stand…” and they write dialogues (both fictional and not between different aspects of themselves). The closing exercise is focused on bringing together some of their insights in the form of a Haiku or archetypal reflection and in this particular case in the form of ‘advice to others’ (which after the writing is read aloud and talked about as a form of advice to self). In summary, a variety of exercises is used to help students to first express and explore their career and life preoccupations and slowly work towards a retelling of their experience in the form of a life-giving “second story” (for a full overview, see Lengelle & Meijers, 2014). 3. Method Interpersonal Process Recall (IPR) is aimed at obtaining “clients reports of their subjective experiences” (Watson & Rennie, 1994, p. 500). Ordinarily the IPR interview is done by using a recorded session between a counselor and client, which is later reviewed by the client and a researcher whereby the client is asked to remark on what he/she thought or felt during a particular moment in the intervention. A core feature of the IPR process is looking back at the moment of the interaction with questions like, “what did you feel at that moment” – clients are encouraged to express their inner cognitive, affective and somatic experiences and processes (Larsen et al., 2008). The IPR process normally uses “video-assisted recall to access conscious yet unspoken experiences” (o.c., p. 18) and asks the client or student what they were thinking or feeling during the session (or intervention) in order to closely observe the moment of interaction. The aim is having those participating “become more sensitive to and explicit about their internal processes during human interactions” (o.c., p. 20). For this research, instead of a recorded 50–60 min counseling session, followed by an IPR conversation within 48 h, we used IPR on writing done in the course within 48 h of the 2-day career-writing course. Instead of watching a video together and stopping it at various points to ask about thoughts and feelings occurring during the session, the written work was read aloud by both the participant and/or the researcher whereby the latter asked about the thoughts and feelings that had occurred during the writing of those words/sentences. For the IPR process, we made use of the student's first and last written assignment. The first assignment was a 20-min “proprioceptive write” (Metcalf & Simon, 2002) – the method has students write on unlined paper listening to baroque music, while being instructed to “write what you hear”, “listen to what you write” and “ask the proprioceptive question” (p. 32–24) which is “what do I mean by… (fill in word or phrase that can then be unpacked further)…?” The last exercise was one in which participants were asked to write the best advice they had to offer others with inspiration from various lines from a poetic card that plays with words and turns clichés or known phrases into original thoughts (e.g. “The public wants summersaults, I′d settle for balance”) (Boschman & Arik, 2013).
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کلمات کلیدی:
Life Design - Tabor tabor.edu.au/student-resources/life-design Life Design Counselling and Education is a professional counselling service dealing empathically and competently with a broad range of emotional and ... Publications - Black Tulip Press www.blacktulippress.com/Site/Publications.html Creative writing for life design: Reflexivity, metaphor and change processes through narrative. Journal of Vocational Behavior, 97, 60-67. Lengelle, R. (2016). How Life Design Can Help You Build a Joyful Life - Olle Lindholm https://ollelindholm.com/design-your-life/ Feb 26, 2017 - I could see the question coming, just by looking on her face. “Do you really want to major in creative writing?” my mother asked, not trying to ... Career Assessment: Qualitative Approaches https://books.google.com/books?isbn=9463000348 Mary McMahon, Mark Watson - 2015 - Education According to work done on the benefits of expressive writing (Pennebaker, 2011), ... of fictional characters and events, much like Savickas (2005) does in his life design work. Creative writing directly or inadvertently exposes life themes.
