'Catch It, Drop It, Leave It There': Writing for Wellbeing as a Tool for Compassionate Practice in Higher Education
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| Title: | 'Catch It, Drop It, Leave It There': Writing for Wellbeing as a Tool for Compassionate Practice in Higher Education |
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| Language: | English |
| Authors: | Anne-Marie Smith, Sharon Padt, Kirsty Jones |
| Source: | Prism: Casting New Light on Learning, Theory & Practice. 2024 6(1):35-45. |
| Availability: | Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing Workshops, Undergraduate Students, Individual Development, Student Welfare, Altruism, Writing (Composition), Informal Education, Poetry, Bibliographies, Creativity, Computer Mediated Communication, Self Esteem |
| ISSN: | 2514-5347 |
| Abstract: | This is the story of a series of writing workshops with four undergraduate final year students, in a non-formal, non-graded, non-curriculum space. Students were introduced to 'writing for wellbeing' (WfW), using expressive writing strategies adapted from poetry/bibliotherapy practice. Initially intended as a research method for their dissertation projects, the writing workshops evolved into a significant creative space for the students' own personal development. Shared reflections about our experience of writing together sheds light on the broader potential of WfW as a participatory research method, and as a compassionate approach for writing the self in higher education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462846 |
| Database: | ERIC |
| Abstract: | This is the story of a series of writing workshops with four undergraduate final year students, in a non-formal, non-graded, non-curriculum space. Students were introduced to 'writing for wellbeing' (WfW), using expressive writing strategies adapted from poetry/bibliotherapy practice. Initially intended as a research method for their dissertation projects, the writing workshops evolved into a significant creative space for the students' own personal development. Shared reflections about our experience of writing together sheds light on the broader potential of WfW as a participatory research method, and as a compassionate approach for writing the self in higher education. |
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| ISSN: | 2514-5347 |
