Personal Growth Through Visual Arts '24 PDF

Personal Growth Through Visual Arts Our Working Alliance ABOUT US : Rhea Abrol (she/her) Qualifications : BSc Psychology, The University of Nottingham MSc Mental Health Studies, King’s College London PGD in Expressive Arts Therapy from SXC Mumbai What my work looks lik...

Personal Growth Through Visual Arts Our Working Alliance ABOUT US : Rhea Abrol (she/her) Qualifications : BSc Psychology, The University of Nottingham MSc Mental Health Studies, King’s College London PGD in Expressive Arts Therapy from SXC Mumbai What my work looks like : Personal therapy sessions, group work, expressive arts therapy workshops Assistant Coordinator at PGD in Expressive Arts Therapy Love Love Love research + writing Research Tutoring Lots of CPD What is Visual arts for me : It offers individuals an opportunity to access imagination and play, which allows for openness, curiosity, and connection with our deepest self. ABOUT US : Tan / Tanya Karen Rodrigues (they, them) Qualifications : MSc Psychology (Clinical) from AIBAS AUM PGD in Expressive Arts Therapy from SXC Mumbai Primary Practicum in REBT from the Albert Ellis Institute A student of Group Analysis, from HNI What my work looks like : Individual and Group therapy sessions from a trauma- informed, queer affirmative and intersectional lens that honours the lived experience of my clients. A midwife of others’ therapeutic journey Lots and lots of arts :) What is Visual arts for me : An accessible form of personal expression, especially when words sometimes fail to capture the entirety of my experience. A way to create, process, contain, and immortalize Your Role Our Role Course Objectives To give non-Psychology students an introduction to resources for personal growth. To understand different areas of mental, social, physical, spiritual and emotional growth. To understand the role of visual art in personal exploration. To challenge and build visual narratives of selfhood. To understand the connections between arts and health. Syllabus UNIT 1 UNIT 2 Arts and Wellbeing (completed) Mindfulness (completed) Personal Growth (completed) Positive Psychology (completed) Jung (completed) Self-Determination Theory (completed) Freud (completed) Narrative Therapy (completed) Maslow (completed) Attendance Time to class Prior Classes Preferred time Late & Absent Attendance Departmental Criteria Medical Certificates Responsibilities & Preparedness for Class Required Readings, Additional Readings Materials Questionnaires Visual Journal Google Classroom Feedback What is Active Class Participation? Class Participation Will be evaluated on a four-point scale (4 out of 20 marks for CIA) 4: Preparedness, Contribution to in-class interactions, Active participation in groups, pro-active engagement, openness and curiosity ← 4 0 → 0: Lack of preparation, irregular attendance, late for class, lack of contribution, disruptions, disrespect towards other students and faculty members Interruptions What are interruptions? Why do they happen? Context-appropriate interruptions When is it disruptive? Steps to contain it Your inputs  Empathy Being non-judgemental Mutual Respect Open to new experiences, opinions, and attitudes (both in others and in ourselves) Laughing with people Vs. Laughing at people Personal Growth Unit 1.1  What does it mean to grow? Visual Journal Prompt : Personal Growth Having a feeling of continued development; Sees self as growing and expanding; Is open to new experiences; Has a sense of realizing own potential; Sees improvement in self and behavior over time. Personal Growth Model (Maurer et al.,2023) “The Personal Growth Process model explains personal growth as a sociocognitive embodied process whereby an individual undergoes multiple mental shifts that make up an ongoing, fluctuating process over the long term, starting from a place of psychological safety.” Personal growth is a process of holistic change – it is an often chaotic, highly individualized, fluctuating process that may take years to unfold, with the individual moving constantly back and forth between distinct mental shifts, or subprocesses. **Click for Extra Reading on this module** Personal growth is 1) holistic, in that it is fundamentally embedded within the entire system into which the individual fits – including the physiological, biological, cognitive, emotional, social, and cultural realms – and it affects each level of inquiry; 2) dynamic, in that the process is not sequential or linear, but chaotic and iterative 3) gradual, in that it is often arduous and occurs over a long period; and 4) well-being enhancing, in that it a process of increasing one's capacities and skills for well-being. The Personal Growth Process (PGP) Model, illustrating the conditions for growth in the centre (psychological safety), and the personal growth sub-processes surrounding it, starting with self-awareness. The outer circle represents the outcome of growth, well-being defined as authenticity, harmony and life-satisfaction, enveloping the process  What can we do to make this classroom feel safer? Visual Journal Prompt : Sociometry - Energy levels - Morning person - Struggles to wake up in the morning - New to psychology - Uses visual art & art forms to engage in wellbeing - Feels like you need to be ‘good’ at art to use the arts - Is scared to use the arts - Skeptical - Excited/curious about this module References Maurer, Mia M, et al. “What Is the Process of Personal Growth? Introducing the Personal Growth Process Model.” New Ideas in Psychology, vol. 70, 1 Aug. 2023, pp. 101024–101024, https://doi.org/10.1016/j.newideapsych.2023.101024.  Arts & Well-being Unit 1.2 Arts for Wellbeing Today’s Objectives - Introduction to Art Therapy - Myths about Arts and Wellbeing - Visual Art Practices Visual Art - How do you feel when you engage in art? Community Responses Arts for wellbeing How do you use the arts for wellbeing in your life? Community Responses Arts for wellbeing Allows our senses to tell a story Self-soothing and self-regulating Self-efficacy Meaning-making What does an art therapist do? Art Therapists work with clients in a safe, confidential space to help them work through issues and move towards healing and wellness. In addition to expressing themselves verbally, clients are provided an array of visual art materials like paints, markers, pastels, clay, yarn and so on to express themselves visually. Art Therapy offers clients the opportunity to engage in sensory, perceptual and symbolic experiences that are different from verbal communication alone. Art Therapy? “Art therapy? What is that? Oh I have those coloring books lying around!” “Using an art form as a way of coping? But arts and crafts aren’t my thing!” “Are you going to tell me what I’m feeling looking by at my art?” “I can’t draw…no way! And isn’t that just for kids anyway?” Myths about Arts and Wellbeing Art Therapists can interpret your art You need to be good at art to participate in art therapy Myths about Arts and Wellbeing Art Therapy is for children Art Therapy means colouring books Art therapy is like art class Identity Flag Draw a your representation of a flag on your paper Now I want you reflect upon your aspects of your identity, goals, values, beliefs, interests, strengths & personal characteristics and create a flag (About you) using symbols, shapes, lines, patterns, words You may choose to think about it or draw spontaneously 10 minutes Identity Flag Reflective Questions What will you name your flag? What do the symbols and patterns represent in your flag? What was the experience like? Surprises? Difficulties? Discoveries? 5 minutes What is Visual Journaling? Drawings, Images and Words Introspective and Reflective Process A visual journal is a place to record and explore ideas through text and image in an attempt to engage in a process of reflecting on the world around you - through drawing, doodling, collaging, playing with materials “Image development is a constant challenge for artist and teacher alike. The type of record keeping, encouraged by the use of a visual journal, is not only used by artists. History shows that great thinkers have been recording, documenting and reflecting. One easily envisions Edison’s light bulb sketches, Da Vinci's flying machines and, recently, Hawking's space-time diagrams. This recording of image making is a record of thinking, and step towards reflection.Thinking about how we think moves us out of the world of reflex and allows us to look beyond the immediate situation” (Grauer & Naths, 1998, p. 14-15). Remember - Try and use different techniques e.g. doodling, collaging, paints, crayons. The use of different materials will allow you to layer your ideas - Trust your instincts. Follow your gut. Our inner felt sense can take us places - Give yourself time - Keep the journal accessible Summary Art in India Myths about art therapy Arts for wellbeing Identity flag Visual Journaling Mindfulness Unit 2.1 Mindfulness Personal Growth Through Visual Arts ‘24 By Rhea & Tan What is mindfulness? Paying attention with intention “Practice of bringing awareness to the present moment with an attitude of acceptance and non-judgement” (Rappaport & Kalmanowitz, 2014, p.24) Aware and awake to the present moment It is the awareness that arises by paying attention, on purpose, in the present moment, and non-judgmentally Curiosity and compassion  Breathing in, I am aware of breathing in Breathing out, I am aware of breathing out. - Thich Nhat Hanh Myths about mindfulness What are some things people commonly say about mindfulness? Mindfulness is like emptying the mind Mindfulness is like meditation Mindfulness is supposed to be relaxing Mindfulness is the new trend You need lots of time and a busy person can not practice mindfulness Benefits of mindfulness Increased awareness Here and now presence Self-compassion Acceptance toward emotions You see thoughts, emotions and triggers not as facts Reduced rumination Flexibility to respond skillfully in the moment Fully immersed, sense of flow The arts and mindfulness Reading : Mindfulness and the art therapi es, Chapter 4. Mindfulness-based interventions focus on wellness, rather than on illness. Each person has the innate capacity for wellness. Mindfulness-based Art therapy was introduced by Caroline Peterson, integrating art therapy, with mindfulness skill training for oncology patients. Theoretical framework : Consciousness and self-regulation Necessity of Creative Action Experiential Openness open-hearted Play Self-actualization Visual Journal Prompt : Visual Journal Prompt :  Pause. Take a moment to witness the world that surrounds us... What strikes your attention? Five things you can see. Four things you can touch. Three things you can hear. Two things you can smell. One intention you are arriving with. Visual Journal Prompt : The emotional mind The reasonable mind When emotions and feelings When you approach a control your thoughts and situation intellectually and behaviour respond accordingly Driven by emotions, feelings Logical, Rational, Reasonable and impulses Examples? Examples? The wise mind Combination of logic and emotion The wise mind refers to a balance between the reasonable and emotional halves. Ability to recognize and respect their feelings, while responding to them in a rational manner Balance, Integration, Mindful Awareness Visual Journal Prompt : How would the wise mind respond? Situation: A close friend cancels plans at the last minute, leaving you feeling disappointed and hurt Situation: You have worked hard for an exam but you do not do well Situation: You are considering a major life decision  Response Art Notice what is coming up for you - physically, emotionally, cognitively, spiritually. Select one or two crayons, and create a spontaneous image on a sheet of paper, to serve as a response for what you are experiencing in this moment. Do not take more than 3-5 min. Visual Journal Prompt : Mindfulness self-assessment Click on the link Invoking self compassion Compassion involves sensitivity to the experience of suffering, coupled with a deep desire to alleviate that suffering (Goertz, Keltner, & Simon Thomas, 2010). Self-compassion is simply compassion directed inward. Three main elements: kindness, a sense of common humanity, and mindfulness. Self-compassion is relevant when considering personal inadequacies, mistakes, and failures, as well as when confronting painful life situations that are outside of our control. Visual Journal Prompt :  Positive Psychology & the PERMA Model Unit 2.2 Positive psychology & the perma model Origin of positive psychology What What does does survive thrive mean mean to you? to you? P.E.R.M.A. Theory of wellbeing The PERMA model by Martin Seligman is an attempt to answer what it means to thrive & flourish and what can enable it. He suggested five building blocks that enable flourishing. P = Positive Emotions E = Engagement R = Relationships M = Meaning A = Accomplishment Positive emotions Overall happiness = life satisfaction + positive emotions What positive emotions are not: - NEVER experiencing difficult emotions - ALWAYS feeling happy - Having ALL your needs met Benefits of positive emotions engagement Flow The mental state in which a person performing an activity is fully immersed in a feeling of energised focus, full involvement and enjoyment “The best moments in our lives are not the passive, receptive, relaxing times. The best moments usually occur if a person’s body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile (Mihaly Csikszentmihaly)” 24 Character Strengths Appreciation of Beauty Bravery Citizenship Creativity Curiosity Fairness Forgiveness Gratitude Hope Humour Integrity Judgment Kindness Leadership Love Love of learning Modesty and Humility Persistence Perspective Prudence Self regulation Social intelligence Spirituality Zest Signature strength activity 2-3 of your highest character strengths A new way to express this strength every day for a week Wednesday, Thursday, Friday, Saturday, Sunday Example: Wednesday: A new way to complete tasks Thursday: Journaling my real and authentic feelings about something in life Friday: Picking up a new book I have been wanting to read Saturday: Going on a walk in nature and taking pictures of what is catching my eye The science of relationships Happiness in Latin America Has Social Foundations (Mariano Rojas, 2018) Myers (2000)- longer life span & lesser stress Diener & Seligman (2000)- happy vs. unhappy groups Epley & Schroeder (2014) During work commute, they put participants in 3 conditions: Connection: Have a conversation with someone Solitude: Keep to yourself Control: Do what you normally do 5 min-rapid fire conversation What is your favourite hobby right now? If you could travel anywhere, where would you go? What is your favourite movie ever and why? If you could have a superpower, what would it be? What is your go to comfort food? Expanding Circle of care (Singer 1981) Guided Visualisation Script (As used in class): We know from the scientific literature that a sense of support really brings good things to us in terms of wellbeing.Just feeling supported lowers levels of cortisol, it activates regions of the brain that bring us a sense of safety and then it helps us handle stress and feel greater purpose. And expanding the circle of care or support makes us aware of all the people who are supporting us in myriad ways, from friends to family members, to mentors, strangers on the streets, acquaintances, and they do it in different ways and give us different things.And this practice is bringing that into our awareness in this moment, given all the scientific benefits of being supported. What I’d like you to do is to find a place where you feel safe and comfortable. And settle into a posture of ease. You may be sitting or standing, but with a nice posture, rest your hands in a comfortable place. Let’s take a nice deep breath in. And breathing out. Another nice deep breath in. And breathing out. Building on that, let’s just shift our awareness around the body. Breathing in, relax your shoulders and your face, your jaw, your brow.And breathing out. Just notice continuing this awareness of the body, if you can feel your pulse in your hands, getting ready for the circle of care. On this next breath in, I’d like you to think of a friend who has supported you in your life in a way that prompted feelings of gratitude. A friend who has given you things that matter to you. Calling this person to your mind, just think about how this person has supported you with words or a hug or material support in your work or your life. Now, as we really consider this person, this friend’s support of you in your life, notice what feelings in your body this gives rise to as sensations, maybe a warming in the heart or an ease in your muscles. A smile. Notice where your mind goes as you reflect on this friend who has supported you strengthening your circle of care. Do you think about other things this person’s done, their face.And now just reflect on this friend’s place in your life, and name as if you’re writing it down on a piece of paper, what they’ve given to you.Is it freedom or strength or kindness or courage? Now think about a family member or a member of your chosen family who has supported you in your life in a way that brings gratitude to you right now. And think about how this family member has supported you with words, maybe a knowing or kind look in their eyes, a call on the phone or a text. And as you consider this person’s support of you, just notice what feelings this gives rise to in your body. What have they given you, and just name that. Could be love, or strength, or defiance, or irreverence, humor, what have they given to you? Finally, as we expand our circle of care and support, think about a mentor in your life. Someone who’s not part of your family or friendship circle who has taught you things, given you things, guided you in ways. Teacher, coach, somebody out there who has mentored you. Now think about how this mentor has supported you in your life in ways that make you feel appreciative and grateful right now. Consider how this mentor has lifted up your life and supported you.nd notice when we think about this mentor’s support – what feelings, sensations, thoughts, images, arise in your mind? And now reflect on, what has this mentor given to you? What is their role in your life? Where have they guided you to and name it. MEaning What does it mean to lead a meaningful life? The importance of balance Consider the following scenario involving a career man only a few years out of college. He has received a degree in accounting and joined a major consulting firm. To prove himself to his employer, he worked more than 60 h a week. He did not have much of a social life. Then he dated his college friend, and a year-and-a-half later they got married and started a family. Currently, he has a 6 months baby girl, and he remains devoted to his job. Lately, he realizes that he is failing as a father and a husband too. His job is consuming more time at the expense of his family. Although he feels good about his job, he feels a great deal of stress related to his role as a father and husband. This is a classic situation of imbalance between work and family life. Of course, balance is restored between work and family life if our subject decides to take action and engage in activities allowing him to experience a reasonable amount of satisfaction from both work and family domains. We define balance as a state reflecting satisfaction or fulfillment in several important domains with little or no negative affect in other domains. multiple life domains than a single domain. For example, Marks and McDermid (1996) described a theory of role balance that suggests that people who have well-balanced role systems, which they conceptualize as full engagement in and enjoyment of all roles, have higher levels of well-being. “every part of their life equally well” reported less role overload, had higher self-esteem, and lower depression levels. Carol put all her energy into caring for her children. She did not do anything significant in terms of leisure and recreation. She hardly saw any adult friends, although her friends were very important at one point in her life. Frisch assessed Carol’s situation as putting all her emotional eggs in the one basket of family life. This is a dangerous strategy because if things go wrong in Carol’s family life, she is likely to feel depressed. And this is exactly what happened. She over- invested herself in the family domain. What is your happiness pie made of? Accomplishment WOOP: Dr. Gabriele Oettingen W: your wish O: the best outcome O: potential obstacles P: if then plan Wish: read everyday for 1 hr in the afternoon Outcome: It will benefit my practice and help me delve deeper with my clients Obstacle: Getting distracted by my phone Plan: If while reading I get distracted by my phone then I will put my phone in a different room and continue to read Relationship bingo Make conversation with someone you have not spoken to before Do an activity with a friend Call a friend/family member who lives far away references Circle of Capacity: https://www.psychologytoday.com/intl/blog/arts-and-health/202109/traumatic-stress-and-the-circle-capacity Glimmers: https://www.hellomagazine.com/healthandbeauty/health-and-fitness/496911/glimmers-what-are-they-how-to-spot-the m/ WOOP: https://woopmylife.org/en/science Study in Latin America: https://www.researchgate.net/publication/323831952_Latin_American_Happiness_has_Social_Foundations_chapter_6_ World_Happiness_Report_2018 Positive Psychology Center: https://ppc.sas.upenn.edu/learn-more/perma-theory-well-being-and-perma-workshops#:~:text=There%20are%20five %20building%20blocks,routes%20to%20a%20flourishing%20life. Flow: https://positivepsychology.com/mihaly-csikszentmihalyi-father-of-flow/  Freud Unit 1.3  FREUD Personal Growth Through Visual Arts ‘24 By Rhea & Tan Id Ego Super Ego Id, Ego, Superego Pleasure Reality Morality  Quick Check-in : If they could respond in one sentence each, What is my ID saying? What is my Super ego saying? What is my Ego saying? Visual Journal Prompt : Defense Mechanisms It’s a function of the mind, wherein any type of mental material has the possibility to “screen” or conceal other material, in order to avoid experiencing painful feelings and affect. It is an act of the ego utilizing unconscious resources to decrease internal stress. It is often beyond the awareness of the conscious self. These unconscious mechanisms decrease conflict within themselves, specifically between the superego and id (Cramer, 2015). Defense mechanisms can be internalized or externalized, which can result in corresponding behavioural problems. Defense Mechanisms (Cramer, 2015) Types of Defense Mechanisms Acting out Avoidance Conversion Denial Identification Projection Splitting Isolation of Humor Anticipation Regression Affect Displacement Intellectualization Rationalization Reaction Suppression Compensation formation Sublimation  Avoidance: Compensation: Dismissing thoughts or feelings that are uncomfortable or Focusing on achievement in one area of life in order to keeping away from people, places, or situations associated distract attention away from the inadequacy or fear of with uncomfortable thoughts or feelings. inadequacy in another area of life. Eg. Someone with post-traumatic stress disorder, where one Eg. Someone who does not feel satisfied with their personal avoids the location of a traumatic motor vehicle accident or life at home might focus more time and effort on work if their avoids driving completely. work is perceived as being more rewarding. Denial: Displacement: Dismissing external reality and instead focusing on internal Transferring one’s emotional burden or emotional reaction explanations or fallacies and thereby avoiding the from one entity to another. uncomfortable reality of a situation. Eg. Someone who has a stressful day at work and then Eg. Someone who continues to shop for expensive designer lashes out against their family at home. clothes despite being in serious financial debt. Isolation of Affect: Projection: Avoiding the experience of an emotion associated with a Attributing one’s own maladaptive inner impulses to someone person, idea, or situation. else. Eg. Someone who describes the day their house burnt down Eg. Someone who commits an episode of infidelity in their in a factual way without displaying any emotion. marriage may then accuse their partner of infidelity or may become more suspicious of their partner. Rationalization: The justification of one’s behavior through attempts at a Splitting: rational explanation. Failing to reconcile both positive and negative attributes into a Eg. Someone who steals money but feels justified in doing so whole understanding of a person or situation, resulting in all- because they needed the money more than the person from or-none thinking. whom they stole. Eg. Someone who no longer appreciates an artist they used to enjoy because of their choices beyond art.  Reaction formation: Replacing one’s initial impulse toward a situation or idea with ***Important Reading : the opposite impulse. Chapter 4 - Psychoanalytic Therapy Eg. Someone who teases or insults a romantic interest whom they like. Conversely, reaction formation may be present in someone who is overly kind to someone whom they dislike. Sublimation: Transforming one’s anxiety or emotions into pursuits considered by societal or cultural norms to be more useful. Eg. Someone who channels their aggression and energy into playing sports Defense Mechanisms Group Activity: Improvise and co-create a story with your group members. Include as many instances of defense mechanisms (DMs) as possible into the plot. Notice which DMs were woven into the story.  Defense Mechanisms A question to reflect on: What’s the difference between coping mechanisms and defense mechanisms? Visual Journal Prompt :  References Bailey, R., & Pico, J. (2023). Defense mechanisms. PubMed; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK559106/ Corey, G. (2017). Theory and practice of counseling and psychotherapy (10th ed.). Cengage Learning. Cramer, P. (1998). Coping and Defense Mechanisms: What’s the Difference? Journal of Personality, 66(6), 919–946. https://doi.org/10.1111/1467-6494.00037 Cramer, P. (2015a). Defense mechanisms: 40 years of empirical research. Journal of Personality Assessment, 97(2), 114–122. https://doi.org/10.1080/00223891.2014.947997 Cramer, P. (2015b). Understanding Defense Mechanisms. Psychodynamic Psychiatry, 43(4), 523–552. https://doi.org/10.1521/pdps.2015.43.4.523 Self-Determination Theory Personal Growth Through Visual Arts ‘24 By Rhea & Tan “Self-awareness is not only a gift, but it is a responsibility.” Mufti James Hannush Self Determination Theory (Richard Ryan & Edward Deci) We all have fundamental psychological needs, and meeting these needs can help enhance wellbeing Autonomy Competence Relatedness - Being the author of - Capacity to act - We are social species your life - Awareness and Capability in and disconnection is - Freedom to choose situations debilitating - Not having it can feel - Confidence to achieve goals - Integral to being human constraining - Expertise - Feedback, Closeness, - External Barriers - Response to social comparison Shared Goals - Setting your own goals with appropriate guidance Hedonic Well-being & Eudaimonic Well-being Eudaimonic: living life well; choices aligned to authentic self; self-expression; more enduring and increased subjective well-being; an orientation toward “growth, authenticity, meaning and excellence”. Hedonic: pleasurable life experiences; seeking things that make us feel positive; minimizing that which makes us feel negative; or more simply, the state of ‘feeling good’. Research Schuller and Seligman (2010): Compared pleasure, meaning and engagement. Found meaning and engagement to be stronger predictors of long-term wellbeing. Waterman (2008): Found actualising true potential more beneficial (long-term) than accumulating pleasurable life experiences. As per positive psychology and humanistic theories (e.g. SDT) - wellbeing and overall functioning are enhanced by pursuing and eventually achieving goals and aims that are personally meaningful (Deci & Ryan, 2000) Choosing what is right for you in the long-term Requires emotional regulation, delayed gratification Stronger predictor of long-term psychological wellbeing The pursuit of intrinsic (not extrinsic) personal goals has shown to lead to long- term personal growth, wellbeing and adaptive functioning. What’s the difference between intrinsic & extrinsic goals? What are personally meaningful goals? Intrinsic goals vs Extrinsic goals Intrinsic: aligned with personal values, goals and provides internal fulfillment Extrinsic: driven by pressure, social conformity, external approval and validation Examples ? Eudaimonic. Hedonic. Well-being. Well-being. Intrinsic Goals. Extrinsic Goals.  how to be a good friend to our future self? Visual Journal Prompt : What does your identity flag represent and how would you describe it? Were there any difficulties, surprises, or discoveries during your experience of creating the identity flag? When you are done with a particular item in the relationship bingo you can tick that. Do journal about your experience of using using this bingo too! Maslow’s Hierarchy of Needs Unit 2.5 What would our hierarchy of needs look like?  Narratives for Personal Growth Tan & Rhea Introduction Introducing stories and how they show up in our lives Stories can: Influence what we consider important Determine how we interpret our experiences “As people become aware of the different stories in their lives, they decide which stories to hold onto and build their lives upon. Through the process of re-authoring, people reinvent their lives.” We all give meaning to our lives through the storying of experiences.” The power of narratives In life, we may hold on the problem-saturated narratives (due to our past adverse experiences) e.g. (hopeless narrative: “nothing ever works out for me”, failure narrative: “I can never do well”, inadequate narrative: “I am not good enough”), and these narratives have the power of filtering out problem-free experiences from our memories and perceptions. For example: for someone who is stuck in the hopeless narrative of “nothing ever works out for me” may fail to notice the healthy relationships they share with their friends or for someone who is stuck in the failure narrative of “I can never do well” may not notice that they are a great writer. The more we identify with a problem-saturated narrative or story, the more we filter out/ignore experiences that do not fit the problem-saturated story. As a result we also filter out hope, ability, imagination and resilience. Finding alternative stories help expanding a person’s repertoire, imagination and resilience. Let’s try some techniques! - There are many techniques in narrative work, but we will focus on three primary techniques - Double Listening - Externalisation - New descriptions of identity & self-environment Double-listening Re-looking at something & double listen Uncovering things that are not readily available Double-listening Double-listening involves uncovering things that are not readily visible. It includes re-looking at something & finding alternative strength-based, problem-free narratives indicative of personal agency. It does not mean invalidating someone’s experience. For example: If someone has experienced a lot of despair, double- listening may look like asking them “how did you manage to hold on despite the despair?”. As a result, they may also identify traces of hope in their story. Double-listening Another example: 19 y/o college student Megha often feels like a failure and feels she is useless. At the same time, she gets up early every day to go for a walk. Although she is caught up in a ‘problem-saturated’ narrative of feeling like a ‘failure’, she also contradicts this narrative by getting up early and going for a walk, which is evidence for discipline and consistency. Helping her become aware of this narrative can help her become free of the problem-saturated narrative.  Benefits of Double-listening Zooming in Freedom from Finding new problem stories saturated narratives Finding hope Re-storying descriptions of identity Let’s “double-listen” for some alternate narratives Once upon a time in a house nestled in the hills, there lived a girl named Aditi. Bright and confident, Aditi lived with her parents. She loved nature, spending time with animals and loved photography. Overall she had a peaceful and fulfilling life. However, she had recently started experiencing difficulties at school, where a new teacher would consistently pick on Aditi. This teacher would constantly criticize Aditi and put her down. She would nitpick Aditi’s classwork and make her feel like a failure. As a result, Aditi started feeling very disturbed and anxious. Although her close friends often reached out to her and offered support, she often felt alone and like a loser. Many months passed and due to numerous complaints from different students who experienced similar behavior as well as parents and faculty members, this teacher was forced to resign. However, Aditi continued to experience the lingering impact of her difficult experience and struggled with these concerns. As someone who was an avid photographer, she lost her motivation to photograph and even found her earlier photographs unremarkable. There was an annual photography event at her school, but she refused to enroll for it. She only saw herself as a failure who was incapable of doing anything. She still loved animals and spending time with them gave her solace. She would also try and explore a new area of town with her friends every week. But Aditi could not shake off the feeling of being a failure and did not believe in her ability to succeed or excel at anything. Reflective Questions What do you think is going on for Aditi? What narrative is she stuck in? What is her problem-saturated story? How would you use double listening in this story? What is the evidence of her resilience and preferred narratives/ descriptions she can tap into? Externalisation “The person is not the problem, the problem is the problem” Externalisation is a technique used in narrative work where we see the problem as separate to the person. In this process, the person can understand the impact of the problem on their life and feel a sense of agency.  Questions for failure Externalising failure New Descriptions of Self-Identity & Environment We are often trapped in the negative descriptions of our own identity. We may feel powerless and locked into a problem-saturated story. We may not experience our environments as nurturing. Exploring preferred & safe environments and alternate descriptions of identity can help provide foundation for future growth. Visualisation Think about different environment where you feel really whole and safe places you prefer to be. It could be a special room in your house, at the beach or at a favourite cafe. Imagine a place where can feel connected and a place you can be yourself. Take a few moments to visually see the place and take it all in. What are the colours of that place? What are the sounds? Pause to listen to the sounds Where do you see yourself in that place and what are you doing? What are the important things in the environment? Are there any people, objects or animals in the space? Activity (25 mins) Use art to draw your preferred environment So many of you drew: Your rooms Nature Friends/Cousins/Family Pets Reflective Questions What are the qualities of your preferred environment? What is the difference between your preferred environment and current environment? This is the class response for your image. Based on the image you all generated - how can you make your daily env. Feel calmer/ feel safer/ feel more comfortable? Summary The power of narratives: understanding that stories can influence what we consider important & determine how we interpret our experiences The vicious cycle of problem-saturated narratives & the importance of finding alternative stories that are strength-based and free of the problem-saturated narrative Technique 1: Double listening (e.g. Aditi’s Story) Technique 2: Externalisation (“the person is not the problem - the problem is the problem”) Technique 3: New Descriptions of Self-Identity & Environment Readings https://docs.google.com/document/d/1sFtKUh9Qw3aq1UdfWoBQw7nAy5 CgnAfo_ppj-2G2Jfc/edit?usp=sharing Carl jung Who was carl Jung? Carl Gustav Jung (1875-1961) was one of the pioneers of modern depth psychology and psychoanalysis Born in Switzerland - he first became a physician and then entered the field of psychoanalytic psychiatry His ideas have profoundly influenced humanities, the arts, psychotherapy and religious studies “Jungian Psychology invites a deepened dialogues: with oneself, with others, with collective society, with history and with whatever transcendent energies move us and move history.” (Jung Society of Washington) The conscious level Thoughts, memories and emotions that a person is aware of The Personal unconscious Repressed or forgotten memories and experiences that continue to influence an individual throughout their life “Everything of which I know, but of which I am not at the moment thinking; everything of which I was once conscious but have now forgotten; everything perceived by my senses, but not noted by my conscious mind; everything which, involuntarily and without paying attention to it, I feel, think, remember, want, and do; all the future things which are taking shape in me and will sometime come to consciousness; all this is the content of the unconscious”s” (Jung, 1921). The Collective unconscious As humans, we have a shared inherited unconscious knowledge across generations expressed through universal symbols and archetypes This can show up in the form of dreams, visions, feelings expressed in culture, art, spirituality Archetypes Common themes and ideas have been passed down through centuries. Carl Jung noticed that many myths, religions, and stories from different cultures share similar patterns and symbols. Archetypes are deep within our minds and shape how we see the world. They influence our personality and how we view ourselves and others. Even though these archetypes are universal and affect everyone, they can show up in unique ways for each person. Archetypes can help: Understand people Self-reflect Navigate interactions It's important to understand the hidden archetypes that affect how we act and feel. By recognizing these influences, we can make better choices and create a more balanced and complete sense of ourselves. E.g.: caregiver archetype. Someone who strongly identifies with the caregiver archetype may have a strong desire to help others (at the expense of their own needs). As a result, this person may feel really burnt out because they are neglecting their own needs. If this individual becomes aware of this, they can start to take care of their own needs and balance it with helping others. They can intentionally decide when they want to offer support and when they want to take care of themselves. Some common archetypes 1. Ruler 2. Creator/Artist 3. Sage 4. Innocent 5. Explorer 6. Rebel 7. Hero 8. Wizard 9. Joker 10. Everyman 11. Lover 12. Caregiver Which Image represents which archetype for you? Story creation time Groups of 4-5 You can make the story as serious/silly as you like Pick one archetype In the story you should talk about their core traits, a conflict they face and how it's resolved (think about the archetypes traits and journey & the inner side and outer side of that archetype) Some stories by the class… Once upon a time, there was a boy named Max who had a reputation for being a troublemaker. In school, he was known for his mischievous antics, often distracting his classmates and causing chaos in the classroom. His teachers frequently complained to his parents about his lack of focus and his tendency to disrupt, One sunny Sunday morning, Max’s mother asked him to accompany her to the grocery store. As they walked through the bustling streets, Max’s mind wandered, thinking of all the fun he could have instead of running errands. Suddenly, he noticed an elderly man standing at the curb, looking anxious and unable to cross the busy road Max paused, feeling a twinge of empathy for the old man. Despite his usual antics, something inside him stirred. He approached the man and asked, “Would you like some help crossing the road?” The old man smiled gratefully and nodded. With careful attention, Max guided the man across the street, making sure to navigate the rushing cars safely. Once they reached the other side, the man turned to Max and said, “Thank you, young man. You have a good heart” He started paying more attention in school, realizing that his teachers were there to help him learn, not just to scold him. His teachers noticed the change and praised him for his efforts In the end, it was a single moment of kindness that changed Max’s life. He learned that even the smallest actions could have a profound impact, not only on others but also on himself. By- Ria ,Taqdees ,Sarah once upon a time, in the middle of the darkest night, in the middle of the nowhere, rose a monster from the darkest corners of hell. he was green, huge, showing bones of his shins, smelling utter garbage, covered mud and blood. summoned by the worst nightmares of children, he was hungry for flesh and dreams. just as he appeared to abduct children and cook them in the flames of hell, nobody realized that he wasnt a monster, he was a pookie (🎀) indeed. as it turned out, he was wrongly accused of being a tormentor when he was being tormented by the rude stereotypes all around. all he ever wanted was friends with whom he enjoyed and confided in. since adults despised him for his looks, he found his friends in children, who were ever so non-judgemental. while everyone thought he was a monster with horns, but he was a Pookie (🎀) with candies for kids. As it turned out the real monster was not OUR monster, it was the society all along. -tisha, afreen, shreyas, joy, rupali, gauri circle The ‘Circle’ is perhaps the universal symbol that mostly reflects the whole psyche of the human being. It symbolises all aspects of life and nature. The symbol of the circle is found in all cultures, religions, myths, and dreams and used symbolically in every period in art history. It had a symbolic meaning of divine power. Archaeologists also interpreted the circle as a regenerative symbol. It was associated with the body and procreative organs of the goddess. One could find designs of concentric circles painted on the walls of temples. One could also associate and call the circle – ‘sacred geometry’. It has been used in different religions as a symbol of wholeness. In comparative religions the circle is interpreted as a symbol of time. Indigenous Africans belief of the circle as an infinite cycle without a beginning and with no end is also another interpretation. The Hindus share a similar idea that the circle represents the eternal creation and destruction of the cosmos as well as the cycle of birth and death. The circle remained always a mysterious form and artists were always fascinated by its shape and used it and interpreted it in an extraordinary way in their works. MAndala  The mandala symbol is found in nature - plants Sun wheel - Solar Wheels Even in Buddhist Meditation the mandala symbol ‘yantra’ is composed of linked triangles The circular shape of Mandala also used in architecture in sacred plans of cities and piazzas As per Jung, Mandala is a symbol of wholeness or self-representation of the process of individuation - becoming whole, self-realization and bringing together the conscious and the unconscious Jung produced these spontaneous circular drawings and they brought him closer to his unconscious Jung did a lot of mandalas with his patients It helped them turn inward and it helped the psyche achieve inner coherence Mandala is supposed to help one from feeling isolated towards a sense of completeness and wholeness Mandala Activity Close your eyes and think of an intent for yourself Reflective questions What does your mandala reflect? What was your experience of creating the mandala? Did you notice any archetypal imagery (e.g., circles, spirals, animals, or figures) in your mandala? What might they symbolize for you? What insights or messages do you take from the mandala? How might they guide your personal growth? summary The Conscious Level The Personal Unconscious The Collective Unconscious Archetypes Mandala Readings Jungian Archetypes: https://conorneill.com/2018/04/21/understanding-personality-the-12-jun gian-archetypes/ Mandala Reading (you can download PDF on the website): https://journals.asianresassoc.org/index.php/ajir/article/view/2164