Dramatherapy ii - from Sociometry, Sociogram to Sociatry

Individual

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      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

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Group

A personal journey

"... Moreno soon began to seek ways of measuring the form and structure of relationships in groups. The techniques of sociometry which he invented have since been widely and successfully adopted by his successors, becoming an accepted field of social research in their own right. At its simplest, this approach relies on asking of the social grouping under investigation to indicate their relationship to each other so that, for example, a pattern of dominance (vertical structure) or affinity (horizontal structure) can be discerned. These measures may be committed to paper in diagram form (a sociogram) or expressed by the individuals arranging themselves in positions symbolising their relationships (an action sociogram)". p.106.

"More complicated interconnections and patterns can be demonstrated and the group asked to explore alternatives in order to recognise sources of conflict and misunderstanding and to modify them. Moreno foresaw a new discipline for which he coined the name 'sociatry' in which the social organisation rather than the individual is the object of the healer's endeavours, a truly 'group' psychotherapy". p.106.

Anticipating future theory-practice policy and education change. Could the reduction in the options for student mental health nursing placements be compensated in-part by addressing the concurrent change in the range of therapeutic (modalities) interventions available?

Davies, M.H. Dramatherapy and Psychodrama, Chap. 5. pp.104-123. In Jennings, S. (Ed.), (1987) Dramatherapy. Theory and Practice for Teachers and Clinicians. Routledge, London. p.106.

Previously: theatre , space , diagram

Dramatherapy i - thresholds, liminality and wounded healers

Individual

|

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

|

Group

A personal journey The 'wounded healer' - Halifax (1982) ".. it is the experience of our own wounding that will enable us to engage with our clients in a healing process". p.15.

"Therefore we can begin to understand that rather than the drama being the chaos, the drama is both the container of the chaos and the means of exploring it. Accompanying our groups through such dangerous territory may seem too frightening for the dramatherapist to contemplate, let alone the client". p.15.

"The attributes of liminality or of liminal personae (threshold people) are necessarily ambiguous, since this condition and these people elude or slip through the network of classifications that normally locate places and position in cultural space. Liminal entities are neither here nor there: they are betwixt and between the positions assigned and arrayed by law, custom, convention and ceremonial. As such their ambiguous and indeterminate attributes are expressed by a rich variety of symbols in the many societies that ritualise social and cultural transitions. This liminality is likened frequently to - death, being in the womb, to invisibility, to darkness, to bisexuality, to the wilderness and to an eclipse of the sun or the moon". p.14.

"The 'illness/treatment' model has by its nature to emphasise what the patient cannot do rather than what he might be able to do; to emphasise that what requires to be done is carried out by others rather than what the patient might do for him/herself". p.262. Power as exercised (degrees of freedom?) through the therapeutic turn: the history of therapies; social, industrial, occupational, physical, drama, psychotherapy et al. ...

Turner, V. (1969) The Ritual Process. Structure and Anti-Structure. Routledge, London. cited in Jennings, S. (1987) Dramatherapy and Groups, Chap. 1. pp.1-18. In Jennings, S. (Ed.), (1987) Dramatherapy. Theory and Practice for Teachers and Clinicians. Routledge, London. p.14.

Mitchell, R. (1987) Dramatherapy in In-patient Psychiatric Settings, Chap. 12. pp.257-276. In Jennings, S. (Ed.), (1987) Dramatherapy. Theory and Practice for Teachers and Clinicians. Routledge, London. p.14.

In theoretical terms, Mitchell also describes the creative model, the learning model and the therapeutic model (p.265).

Halifax, J. (1982) Shaman: the wounded healer. Thames and Hudson, London [England].

Previously: theatre , threshold , liminal

MYTH, RITUAL AND PRACTICE FOR THE AGE OF ECOLOGICAL CATASTROPHE

Fabrice Monteiro, a garbage spirit, from his series
The Prophecy (2017)

The European Forum for the Study of Religion and the Environment

- is pleased to announce its
seventh international conference

Friday May 17 to Sunday May 19, 2024

Universität Potsdam, Potsdam, Germany

MYTH, RITUAL AND PRACTICE
FOR THE AGE OF ECOLOGICAL CATASTROPHE

 

Click here for the Call for Papers and Conference Description:

https://www.religion-environment.com/conference/open-call-for-papers

Proposals will be accepted until 31 October, 2023

This conference will explore the many questions that arise from the apparent continuing philosophical-scientific indigestibility of mythology, ritual and practice. What does or would gaia-logical mythology, ritual or practice look like? Are they, could they be more pedagogically effective with non-experts than analysis and critique? Is the solution to ecological alienation the same as the age-old solutions to spiritual alienation? Is ecological alienation parallel to the emic/etic divide in ethnography? Is “practice” the way “in”? Is “belief”? Does gaiaism demand rituals and practices? Are contemporary scholarly analyses (Haraway, Latour, Stengers, Mary-Jane Rubenstein’s pantheologies, Sloterdijk, etc.) today’s form of ecological myth? Is myth, with its associations with the archaic (despite the work of Cassirer, Barthes and others), a fitting genre for today? (Many traditional myths are hardly gaian.) Must gaian myth, rituals or practices be atheological (i.e., is theology, as some argue, inherently not deep-ecological)? Does subtractive theology (à la Badiou) better lend itself to legitimate gaian mythology? Do ecotheologies written out of specific continuing pre-modern cultural-religious traditions that are not entirely or comfortably gaian satisfactorily bridge the spaces between emic and etic genres/approaches and satisfy calls for new gaia-ologies? Is there a meaningful difference between the myths of “major religions” and “indigenous” cultures? How do or might “old” and “new” cultural material relate to one another? Must scholars-scientists, environmentalists or artists use only material from “their own” heritages in producing gaia-ologies? Are there bases for and modes of considering or evaluating the skill or usefulness of gaia-ologies, gaian myths, rituals or practices? How have religious or spiritual environmentalists created gaian myths, rituals or practices? How might they? What artists, artistic works or modalities or works of popular culture stand as noteworthy examples?

Conference Chair: Jonathan Schorsch jschorsch AT uni-potsdam.de

We will be most grateful if you could circulate this through your networks.

Kind regards,
Jonathan Schorsch

-- 
Professur, Jüdische Religions- und Geistesgeschichte
Institut für Jüdische Theologie
Universität Potsdam
  jschorsch AT uni-potsdam.de
  +49 (0)331 977 1744

Founder and Director
Jewish Activism Summer School
  www.jassberlin.org

Founder and Director
The Green Sabbath Project
  www.greensabbathproject.net

My source:

Philos-L "The Liverpool List". Department of Philosophy, University of Liverpool https://www.liverpool.ac.uk/philosophy/philos-l/
https://www.facebook.com/PhilosL/
@PhilosL @LiverpoolPhilos

Image: c/o https://www.fabricemonteiro.com/

I am planning to submit an abstract, to develop further ideas encountered and contributed at SOPHERE.

Reading: Doing reflective practice - a data-led way forward

Abstract

This article makes the case for an approach to reflective practice (RP) that is both evidence-based and data-led. We argue that, while RP within the field of TESOL enjoys a relatively high level of acceptance and status (perhaps even an orthodoxy), it has little corresponding knowledge base that demonstrates how RP ‘gets done’. We propose a need for more concrete descriptions of RP in order for teachers and teacher educators to fully engage with its possibilities, and in order to establish a knowledge base for promoting and supporting research by and for practitioners. In this article, we focus on the approaches that might be adopted to promote data-led and evidence-based reflection. Such a data-led approach would encourage the use of professional data, alongside appropriate tools (presented below) as a means of aiding and promoting practitioner reflection. In the first part of the article, we briefly outline what we consider to be some of the main challenges facing RP; in the second, we put forward a number of tools and procedures for enhancing RP and making it collaborative, data-led, and evidence-based.

Walsh and Mann write:

We believe that there is a need for more emphasis on:

■ data in helping to make RP more concrete so that we can see how reflection ‘gets done’ in practice;
■ reflective tools that produce data that might act as evidence for practitioner reflection.

This central challenge can be broken down into four issues that need to be addressed, namely, that RP is:

■ insufficiently data-led;
■ heavily focused on the individual at the expense of collaborative options;
■ dominated by written forms of reflection;
■ lacking in detail about the nature and purposes of reflective tools (p.352).

Walsh, S. & Mann, S. (2015). Doing reflective practice: A data-led way forward. ELT Journal. 69(4), 351-362. doi: 10.1093/elt/ccv018

TESOL = Teachers of English to Speakers of Other Languages

Visual Literacies as Visual Imageries - 8th Global Meeting of the Visual Literacies Project

Is it a stretch from Hodges' model to the visual literacies? A connection that allows visual culture to be read, theorised and practised through "writing, letters, graphic novel, storytelling"; I'm sure there is.

In 2012 I was able to attend a workshop on visual methodologies in Newcastle (UK). The speakers there took me out of my comfort zone; children's drawings, video, self-generated data, photographs. How much of health (digital, ...) literacy is visual? That preceding sentence itself bears closer examination. Is this a legitimate question? What do how and much mean in this context? What is the measure that provides the much? Where are the values? These may be initially intangible but social media and the portrayal of images, files, dialogue, what is personal and confidential could suddenly undermine values. What of the outcomes and the dependencies between literacy forms that can confound us? How are we to respond to critics of the many literacies that are proposed?

In health and social care dementia can amount to storytelling by proxy, but this is subtraction. Taking away, diminishing identity while also acknowledging the need to assure individual stories and narratives. There is a need to try to anchor identity in an accessible form across the senses and media. So much of health and social care is invisible: knowledge lies and is found in all its forms. It may be fragmented and fragmentary. Practitioners seek to illuminate. The matter of where, when, why and how to cast the light. Increasingly the patient must navigate their own course, be independent in their illness. Even if vision is physically limited, visual literacy is still demanded. The unique, personal sense of seeing. Policy dictates people see, the sick see and they recover through self-care, coping strategies, personal resources.

Concepts are increasingly a visual currency; reflection, reflective practice, the exchange of ideas across disciplines and much more. What is very interesting in this call is the invitation for cross-over presentations. Looking back to the 2012 workshop I am reminded about the frequent lack of overarching ideas or theory to encompass things like health communication or literacies.

Does this matter?

Jones, P. (1996). An overarching theory of health communication? Health Informatics Journal, March, 2:(1), 28-34. http://jhi.sagepub.com/content/2/1/28.abstract
(My source: Inter-Disciplinary.Net )

Call for Participation 2016

Wednesday 6th July – Friday 8th July 2016
Mansfield College, Oxford

Concepts like picture, visual art, and realism circulate in newspapers, galleries, and museums as if they were as obvious and natural as words like dog, cat, and goldfish. – James Elkins

Human societies of all kinds have throughout history always generated their own distinctive visual cultures. However, with the possible exception of art historians this sense of immense diversity and rich historical precedence has been somewhat ignored. Everyday discussions in all forms of media appear to suggest that ours is the visual generation, when this is clearly not the case. Indeed, the term ‘visual literacy’ has crept into our general language use indicating that there is a code for interpreting visual texts of all kinds. This notion in itself has become a source of discussion in many areas and forms one of the key topics for this conference. This project seeks to place a reflective pause in the busy lives of the delegates who attend, and the visual bombardment we all encounter with the aim of unpacking how the visuals in the respective professional and personal worlds represented actually create meaning. As Sherwin (2014: xxvi) suggests, its time that we all “retool our minds” in this digital-visual age in order to “judge well how we judge.” Or to put it another way, one of the key focal points will be the reimagining of how the visuals we deal with on a day to day basis generate understanding

Hence, this project aims at generating an interdisciplinary forum in which the notion visual literacy can be explored and expanded by a range of delegates from all walks of life. The conference as a whole could be of interest to a spectrum of delegates ranging from those who are simply interested in how visual frames create a sense of meaning in social media, everyday encounters as well as those interested in art history, advertising, drawing and doodling, comics, movies, museum curation and painting. As stated, in particular one of the key discussion points of this event is the reimagining of where the visual field as whole could move into in the future. In considering this overall domain and future directions, Gretchen Bakker (2015:205) begins her critique of this overall area with the statement: “Let us imagine ourselves.” Bakker’s comment reveals the shift in thinking across several fields related to visual literacy who would appear to have begun to question how visual elements actually create meaning. This project offers the time and space for these individual fields to describe not only how meaning is made within their field or daily walk, but future directions for their fields.

Thus, this project will seek to take this statement as a core theme, asking accepted delegates to not only imagine how their work could evolve beyond their current interests and understanding, but also imagine how their work connects to those working in other fields. There are numerous concurrent and intersecting fields at this current time.

Looking to encourage innovative inter- and transdisciplinary dialogues, we warmly welcome papers, narratives, presentations, artwork, or performances from all disciplines, professions, and vocations which grapple with issues related with visual literacies and visual imageries. These may be related to, but not limited by, any of the following themes;

1. Visual Literacy as a Focus and Framework
~ Is there such a thing as visual literacy in your experience and/or discipline?
~What are the current debates in your experience and field?
~What are the various elements that are a part of visual literacy in your experience?
~What are the modes and nodes of interdisciplinary connections to visual literacy in your field?
~How will the concept of visual literacy be described in the next decade in your discipline?

2. Visual Literacy as Practice
~What are the forms of representation and realization of visual literacy in your field?
~What are the current debates and issues around the notion of ‘practice’ in your field?
~What are the current ‘tools, approaches and applications’ of visual literacy in your field?
~What are the current interdisciplinary connections to the ‘tools, approaches and applications’ of visual literacy in your field?
~What are the ‘insiders views’ visual literacy? (That is from the perspective of artists, taggers, digital natives, digital or visual immigrants)

3. Visual Literacy as Analysis
~What are the modes of visual literacy analysis in your field?
~What are the ‘tools’ of visual literacy analysis in your field?
~What are the current debates around analysis in your field?
~What are the current debates and forms of analysis in the areas of art history, fine arts, creative arts, multimodality, cinema, television, drama and IT?

Call for Cross-Over Presentations

The Visual Literacies as Visual Imageries project will be meeting at the same time as a project on Diaspora. We welcome submissions which cross the divide between both project areas. If you would like to be considered for a cross project session, please mark your submission “Crossover Submission”. 

...

Additional links:

Visualities Research Group, Newcastle Univ.

Book: 

Rose, G. (2012) Visual Methodologies An Introduction to Researching with Visual Materials, 3rd ed., London: Sage Publications Ltd.

'X', 'Y', 'Z'... Based Learning

As a student or lifelong learner starting a course you expect that you will and are being exposed to the latest learning and educational methods and techniques*. The non-exhaustive list that follows is ... what shall we call it? ... non-trivial in its extent:

PROBLEM-BASED LEARNING
case-based learning
SOLUTION-BASED LEARNING
person-based learning
BLENDED LEARNING
e-learning
DISTANCE LEARNING
self-directed learning
ASSIGNMENT-BASED LEARNING
work-based learning
PRACTICE-BASED LEARNING
enquiry-based learning
GARDEN-BASED LEARNING
game-based learning
COMPUTER-BASED LEARNING
project-based learning
INQUIRY-BASED LEARNING
resource-based learning
CAMPUS-BASED LEARNING
movement-based learning
ADVENTURE-BASED LEARNING
classroom-based learning
SKILLS-BASED LEARNING
action-based learning
COGNITIVE LEARNING
team-based learning, ...

Hodges' model is person-centered, situated and capable of taking in multiple contexts.

So perhaps the most important word above is based ...?

*One of the original roles for Hodges' model was curriculum development, posts to follow on this topic....