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The creative writing workshop as educational mediation
The writing summons the intimate, and the game with the words provokes the pleasure of sharing them without revealing oneself... after making sure that this expression will not be dangerous or the reflection of a devalued, unworthy self-image. or ashamed. Indeed, in social work, the word collected or entrusted, whether it is expressed verbally or in writing, constitutes a delicate issue to handle. Revealing a human encounter, a bond of trust that has been created, it can also be a source of placement, of trouble with the law, including if the reasons are justified and legitimized by the laws in force.
©Francesco Chiacchio
The positioning that is proposed during this week of training is to provide students with tools for setting up a collective space of expression through writing where everyone is welcomed in their uniqueness. This is why we will work on the structuring of the writing workshop, to create a containing, identifiable, fixed framework in order to be able to accommodate the unexpected, the surprise and the unprecedented. Referenced clinical benchmarks will make it possible to acquire key knowledge in order to promote a sufficiently reliable and secure environment that invites participants to express themselves with confidence.
The experience of the writing workshops will be a priority to play with words as a living material that provokes emotions when we transform it, when we listen to it or when we speak it. Each day will be punctuated by an alternation between theoretical contributions and playful writing workshops, without grammatical or spelling censorship. The workshops are structured but leave room for the imagination, for inventiveness, at each person's pace in order to explore them as a group. It may be offered during the week an alloy between writing and collage, so bring scissors and glue, or even old magazines.
In groups of 16 participants.
Duration: 35 hours continuously or in several sessions.
Program :
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Experiential creative writing workshops in large and small groups.
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Theoretical contributions followed by group discussions.
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The brakes on expression, in particular shame (B. Cyrulnik and Serge Tisseron) and school learning.
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Mediation by words, in connection with the place and function of the educator.
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DW Winnicott's clinic (transitional space, deprivation, holding, creativity...)
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Methodology addressing concrete questions to structure the workshop in an institution, but supported by theoretical contributions and group reflections.
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Why and how to publicize and present the workshop to the institution and the public?
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Why and how to formulate the framework of the workshops with the group of participants?
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Structure the workshop in time and space: capacity.
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Welcome and let go, enter and leave the studio.
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Free membership, proposal or prescription?
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How to ensure continuity within and between workshops? How to propose without imposing and remain creative?
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The future of writing.
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Benchmark sheet to evaluate the workshops over time. Interest and objective to evaluate the workshops. What are you evaluating?
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How to communicate as a team about the workshops while guaranteeing the confidentiality of the comments made by the participants?
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...
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Trainer: Béatrice Constantin-Mora.
Specialized educator for 10 years in boarding school (MECS, IME, ITEP, Foyer Autisme...) and in AEMO, then became a liberal analytical art therapist in 2013 then a trainer in 2016, strongly referenced in psychoanalysis, in particular Winnicott, without we might as well forget social work in the field and its multiple needs to tinker with relational access, which gradually form a toolkit of concrete experiences, like so many bridges to connect with oneself and the other, even the other in oneself ...
Mediation through marvelous tales in the educational relationship
Tales are above all cultural objects. Transmitted orally, they have gone through the centuries and undergone multiple transformations and variations by adapting to the countries in which they stayed...while retaining their initial structure.
This construction specific to the tale stages psychic and emotional parts in symbolic form, easily integrated by word of mouth. The listener can enter into resonance with the unconscious scope of the story and thus find ways to nourish his inner world, think the unthinkable without having to speak directly about himself and rely on the characters to put his own change into action.
But above all, storytelling is a game with strong relational power.
In his practice, the social worker is in contact with very varied life stories, with sometimes very different individual and social cultures. The whole task is to be able to first welcome the other in his difference, while offering him a secure and reliable framework, respecting what allows a satisfactory collective and institutional life.
Thus this work on the marvelous tale aims in priority to be able to elaborate, awaken, our own capacity for daydreaming in order to be able to share in symbolic language the journeys, saga, adventures which are entrusted to us. It is to open an intermediate space in order to speak with words that express images, symbols to experience more the world of the other, while respecting his integrity and ours. To be a listening presence and, through the voice of the tale, guarantee to another not to awaken their trauma, their shame or their anger, but to gradually offer them an entry into a space of symbolization, much softer than that the search for meanings or interpretations.
GOALS
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Immerse yourself in the world of traditional tales and write stories structured according to the characteristics of the tale.
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Develop your imagination, your personal world and share it with that of the other participants in the group.
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Develop one's creativity and psychic malleability, that is to say, be able to open up to symbolic and cultural representations different from one's own and welcome them.
MEANS :
1st time:Practice writing imaginary stories based on “true”, “likely”, “plausible” using:
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the structuring of tales as transmitted by Vladimir Propp,
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the formulas for opening and closing tales,
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the specific time and vocabulary of the tale,
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readings of different traditional tales from Europe, Asia and the Orient.
2nd time:
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The hero, in reference to the book "The hero with 1001 faces" by Joseph Campbell
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Play the diversion of tales.
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Elements for setting up a storytelling mediation workshop.
Duration: 35 hours continuously or in several sessions.
Speaker: Béatrice Constantin-Mora
Specialized educator for 10 years in boarding school (MECS, IME, ITEP, Foyer Autisme...) and in AEMO, then became a liberal analytical art therapist in 2013, then trainer in 2016, strongly referenced in psychoanalysis, in particular Winnicott, without forget about social work in the field and its many needs to tinker with relational access, which gradually form a toolkit of concrete experiences, like so many bridges to connect with oneself and with the other, even the other in self...