Back in the swim 24th March 2009

So, new start of term and a new essay looms! Ha, bring it on I say...

It was good to see everyone again and interesting as A noted that if a client has had a break from counselling then sometimes the first session back is notable for the absence of client. Our group was no exception as a couple of members did not return.

We concentrated very much on reconnecting and starting to think about writing styles for the essay. A divided these styles into four categories: Diver, Patchworker, Architect and Grand Planner.

DIVER: Just gets straight in there and comes up with something.
PATCHWORKER: Draws research from a variety of areas and patches it all together.
ARCHITECT: Structured, planning. Methodical.
GRAND PLANNER: Writes it all in their head and just does it. No re-drafting.

We divided into groups according to which style we felt we were and brainstormed the advantages and disadvantages of each style. K and I were architects. The advantages were, organisational, methodical, logical, sound structure, intro, body and conclusion. The disadvantages were mainly to do with spontaneity (or lack thereof!) and the ability to admit valid new discourses. Ie: Don't get hung up too much on the planning to deny new ideas. This was an interesting approach with new essays imminent.

We then worked in triads to give, receive and observe counselling on writing styles. This got more complicated because there were three feedback forms to fill in. One self-reflective and the other two for the giver and receiver of the counselling. This will take a while to get used to. It was impossible for me to divide myself the-writer-as-counsellor from me the writer-of-scripts though I was certainly prepared to admit that my creative writing could also use the freedom of admitting new ideas and concepts.

Writing styles: 6th February 2009

Today we discussed different writing styles in preparation for the first essay.

It became apparent that a certain balance between the academic and the vernacular was preferable. On the one hand, any quotes should be rigorously referenced to back up (or disprove) your argument but on the other hand there was every danger of sending your tutor to sleep if the tone was too dry and removed from personal experience. Spacing, font, paragraphs and grammar all have their part to play here. Also an awareness of the audience, as it were.

This followed a very honest presentation by M who spoke candidly about how he has altered in his relationships since beginning the course.

9th January 2009

An interesting presentation from E who recounted an aggressive encounter she had had when in her other job as a nanny and accompanied by her young charge. She handled it very well but was shaken by the incident. The group were very reassuring and supportive as we discussed various interpretations for the woman's behaviour: something hard to pin down as it is difficult to know what goes on in someone else's head. We agreed that a certain amount of projection and transference must have been going on (on the part of the aggressor) and that it was unlikely to just come out of nothing or indeed as a reaction to anything E might have done.

We then moved on to how we felt about the break and how we felt about coming back to the group. J and I talked about her self-doubt and how she very nearly gave up on the course altogether because of it but I felt she could draw on that feeling as an empathic tool for counselling. We are not experts after all, we are just human.

I then spoke about the holidays, a break in which everybody seemed to be moaning about something. I felt my own concerns to fade somewhat into the background in an attempt to keep everybody happy.

We moved on to different writing styles and discussed it in counselling ways. This I did with T. We identified creative writing, stream of consciousness writing and the academic form. We took turns to speak and to listen. Hard for me to keep my fat mouth shut. Note to self: LISTEN, DON'T INTERRUPT.