Creative Writing as a Therapeutic Intervention: A Reflection on a Training Course

I attended a training course at the University of Huddersfield yesterday, actually called “Yoga for Creativity”. As much as the course was demonstrating how yoga techniques can enhance well-being, the facilitator asked us to explore how to use creative and meditative writing as a means of therapeutic intervention. The basis of this reflection is how creative and meditative writing can be applied in  mental health settings as a therapeutic intervention, and a further reflection will be written exploring Yoga as a therapeutic intervention.

The first exercise which the facilitator asked the group to engage in really excited me as I started to think that this is an intervention that could be utilised within my practice. The activity was taken from Goldberg (1986) where writing is used as a ‘timed exercise’. The facilitator asked us to:

  1. Write continuously for 10 minutes 
  2. To keep our hands moving with no pauses in writing
  3. No crossing out
  4. Forget the rules of spelling, punctuation and grammar
  5. Lose control, don’t think and forget logic
  6. Go for the jugular (don’t be afraid to dive right into writing that exposes our feelings or makes us feel naked)

After the allocated 10 minutes we could read what we had written and discuss with our neighbours the content (if we so wished). Surprisingly, the activity didn’t end there and the facilitator asked us to highlight up to 8 sentences in our creative writings. These sentences had to ‘jump out’ at us or offer meaning. After choosing our 8 sentences, we were asked to then make a poem out of the sentences in any order. This was brilliant. I began to think about how I could potentially use this as a therapeutic intervention related to mental health, and namely within my OCD Support and Recovery group.

As I was carrying out the exercise, I felt a sense of exposure, but this wasn’t anxiety provoking. It led to more of a curiosity as to what would come out from my 10 minutes writing without pausing. I guess it’s a lot like Freud’s  ‘free association’ but with a little bit of a twist. I like that idea a lot!

I think that if this intervention was used within my group, it has the potential to get a lot of ‘thoughts’ out on paper. For some this could be more anxiety provoking than others, dependent on the nature of OCD and the content of intrusive thoughts and obsessions. This is something that will have to be further explored through talking this activity through with members of the group to hear their perspectives and possible anxieties.

Possible Intervention

Follow the guidelines for intervention above but:

  1. Ask group members to write for 10 minutes continuously on the theme of OCD
  2. Highlight up to 15 positive words or sentences
  3. Adapt those 15 words into a creative poem related to their OCD.

Action Plan

  • I intend to research the evidence base for creative writing as a therapeutic intervention further. I have bought a book titled “Writing Well: Creative Writing and Mental Health” by Deborah Philips, Liz Linington and Debra Penman and also have a couple of chapters photocopied from “Ordinary Magic: Everyday Life as Spiritual Path” by John Wellwood from the training course attended. This will be read and studied further.
  • Speak to group members about their perspectives on using creative writing as a therapeutic activity to inform part  of their Recovery Action Plan.
  • Conduct the adapted activity on myself and see if it works.
  • Reflect further once I have used this activity on myself, and within a therapeutic environment.


Goldberg, N. (1986) Writing Down the Bones. Boston: Shambhala

Philips, D. Linington, L. and Penman, D. (1999) Writing Well: Creative Writing and Mental Health. London: Jessica Kingsley Publishers

Wellwood, J. (1992) Ordinary Magic: Everyday Life as Spiritual Path. London: Shambhala

Occupational Therapy Symposia: Identity and Transitions

After a very interesting conference I made my way over to the University of Salford to attend the occupational therapy symposia focussing on identity and transitions.

There were 4 presentations discussed but during the symposia I began to consider how OCD can shape ones identity, and what can happen to ones identity after the onset of OCD and anxiety. I began to reflect on my own experience and how my life and whole attitude to life and myself as a person has changed due to the experience of OCD.

Anyway I thought that this would be something that would be worth exploring!


Questions to think about for reflective blog post on identity:

  • How did my occupational identity change after the onset of OCD, depression and anxiety?
  • What role loss did I experience?
  • What occupations were lost?
  • Does OCD give you an identity or does mental illness change your identity?
  • What is identity?


Reflection on Completing the ‘Preparing to Teach in the Lifelong Learning Sector’ from 2011/2012

The Preparing to Teach in the Lifelong Learning Sector (PTLLS) module has introduced me to the teaching profession and how education and learning works in the lifelong learning sector, but it has also introduced new theories and how they inform teacher practice. The aim of this reflective evaluation is to consolidate my learning throughout the (PTLLS) module to demonstrate professional growth and to show how theory has been applied and impacted upon my practice as a student teacher.

The PTLLS module has enabled me to gain new knowledge and skills in three main sub areas: teaching practice, theory and practical experience. However, Initially I began by researching what makes a good teacher. I reflected on previous teachers of mine, reflected on how they taught, how they engaged their learners and their teaching methods. I realised that a good teacher can diversify, make learning accessible, interesting and also captivate their audience.

The PTLLS module provided an introduction to the wider roles and responsibilities of the teacher and the role of the Institute for Learning (IfL) in providing an ethical and professional structure to guide practice (Duckworth et al, 2010; Gravells, 2011). IfL, 2008).  Following the IfL Code of Professional Practice is the responsibility of all teachers’ as doing so ensures each learner is provided with a seamless service underpinned by respect, professionalism and quality (Gravells, 2011). All teachers should reflect on their practice (Gravells, 2011; IfL, 2008) to learn, grow and now that I am aware of the roles and responsibilities, I am able to act as a reflective professional who empowers each learner to achieve their educational goals.

The teacher is required to break barriers to learning (IfL, 2008) e.g. learning needs, and to identify these barriers through the use of initial and diagnostic assessments (Gravells, 2011) e.g. through application forms or interviews. Through learning how to identify needs, I believe I am able to empower learners by providing learning that is suitable to their needs. This has been achieved through following support plans for dyslexic learners and providing handouts on specific coloured paper based upon their needs.

Theoretically, I have learned numerous theories of learning, such as ‘Blooms Taxonomy’ and how the cognitive, affective and psycho-motor domains inform teacher practice. Bloom suggested that learner’s experience 5 stages ‘attention, perception, understanding, short-/long-term memory and change in behaviour’ (Gravells, 2011, p. 58). My understanding and learning of ‘Bloom’s Taxonomy’ now assists me with a deeper understanding of the learning process and how to plan lessons aimed to reach each domain.

Furthermore, I have developed knowledge and skills in learning styles analysis, such as Honey and Mumford (1992), and Fleming (2005) who indicated that there were four styles of learning, however the PTTLS module focussed on three: Visual, Aural and Kinaesthetic (Gravells, 2011). Through developing knowledge in how to identify learning styles, I am now able to analyse how each learner learns and processes information best, and so adapt how I provide learning to meet individual learner needs, thus ensuring inclusivity (Gravells, 2011; Silver et al, 1997).

Importantly, the PTLLS module prepared me for putting theory into practice. The micro and mini teach enabled consolidation all of learning, such as how to develop a successful lesson plan mapped to learning outcomes using specific, achievable, realistic and timely aims and objectives, how to embed functional skills necessary to meet legislation requirements set by the Education and Skills Act (2008) ( and ensuring good time management within the lesson. A knowledge of, and experience of successful lesson planning is crucial to enable effective teaching and assessment (Gravells, 2011). This experience built confidence in my abilities as a teacher but importantly, it highlighted personal learning needs that I am required to develop and action in order to become a better teacher in the future, such as projecting my voice to make sure I am heard by all learners.

As a student teacher I understand the importance of learning and to continuously improve upon practice. Due to the nature of the profession, teachers’ must have a sound knowledge base, keep up to date with developments within their area of expertise in order to maintain professional standards and to ensure one is fit for purpose and fit for practice (Gravells, 2011; IfL, 2008).  Student teachers’ should employ strategies for further learning, and skills acquisition, and in evaluating practical teaching and mapping it to classroom learning in Teacher Education.

A method of learning that teachers’ and all student teachers’ must participate in is reflective practice (Gravells, 2011). The importance of reflection should not be underestimated, as learning can take place anywhere and at any time. Teacher’s must evaluate their practice to continuously improve and become better teachers’ (Gravells, 2011) and become better equipped to deal with challenging situations. An example from my experience of reflecting on performance is through considering how to become better at classroom management.

As a teacher one must never stop learning. Continuing professional development (CPD) is a requirement of the IfL to prove teachers’ are providing a service that is current, quality assured and ensures that the teachers’ knowledge and skills are constantly replenished (Gravells, 2011; IfL, 2008; IfL, 2009. By maintaining CPD this ensures professionalism flourishes, demonstrates a commitment to IfL standards and most importantly, a commitment to your learners (Gravells, 2011; IfL, 2008; IfL, 2009).


I will now discuss three ways in which my practice has been developed since undertaking the PTLLS module.

Firstly, I believe that I have learned about the importance of planning. Planning lessons is crucial for success (Gravells, 2011). I have learned how to integrate functional skills into my lesson planning and to map them to learning outcomes, a crucial aspect of lesson planning (Gravells, 2011) and meeting the requirements set by the Education and Skills Act (2008) (

I have learned about the importance of using differentiation as an approach to teaching to respect the individuality of learners (Timmons, 2010).  Utilising theory, such as learning styles analysis is crucial to ensure you are teaching effectively for each learner, and promoting inclusivity in your practice (Gravells, 2011). Theory informs teacher practice (Gravells, 2011) and the PTLLS module has given me a valuable insight to its importance.


Finally, and most importantly, the PTLLS module introduced the IfL Code of Professional Conduct (2008). This is possibly the most important aspect of learning in the PTLLS module because it has ensured that quality is measurable. I believe that following these standards of conduct and professionalism will act as a guide for providing a quality service to learners.


Duckworth, V., Wood, J., Dickinson, J. and Bostock, J. (2010) Successful Teaching Practice in the Lifelong Learning Sector. Exeter: Learning Matters

Gravells, A. (2011) Preparing to Teach in the Lifelong Learning Sector. 4th Ed. Exeter: Learning Matters

Institute for Learning (2008) Code of Professional Practice. London: Institute for Learning

Institute for Learning (2009) Guidelines for your CPD. London: Institute for Learning

Silver, H. Strong, R. and Perini, M. (1997) “Integrating Learning Styles and Multiple Intelligences”. Educational Leadership. (9), pp.22-27.

Timmons, J. (2010) Becoming a Professional Tutor in the Lifelong Learning Sector. 2nd Ed. Exeter: Learning Matters.

Other References (Date Accessed – 18/12/11)

Meditation and Breathing Exercises: A Quick Reflection

I have been attending a Mindfulness Meditation group for the last 8 weeks and during my time as an attendee I have experienced a variety of mediations, breathing exercises, learned some Mudra’s and listened to some interesting excepts from books such as ‘The Power of Now’ by Eckhart Tolle.

Prior to attending this group I had little experience of meditation and breathing exercises. I had used ‘Progressive Relaxation’ with clients who experienced anxiety disorders, but this was the length and breadth of my knowledge of breathing exercises and anxiety management. Today though, I was introduced to a very interesting breathing exercise by a very experienced Yoga and breathing exercises teacher. The exercise encourages you to exercise your entire lungs, and in rather an interesting way by directing your thumbs in different directions (I will write a further blog with pictures to illustrate this with instructions on how to use it). After completing this exercise I was left with a sense of contentment, energised and totally relaxed.

I feel that this particular exercise is easy to do, learn and easy to apply to practice. It has broadened my range of skills in anxiety management, and leaves me with a stronger sense of confidence in applying breathing exercises for my OCD Support and Recovery group.

I believe that this breathing exercise benefits the client by promoting a sense of wellbeing, but it also exercises the entire lungs and aids in increasing lung capacity. This not only would be a useful intervention to utilise in mental health but also possibly in pulmonary rehabilitation with clients with respiratory disorders such as COPD or asthma. Infact, one group member commented how 60 years ago, as a child she had asthma and recalled a similar intervention in hospital to help manage her asthma before inhalers became the norm.

Action Plan

  • I am going to do a write up about this interesting breathing exercise, and will include pictures to show how to position your thumbs.
  • Use this breathing exercise with my clients who may experience anxiety to work on increasing their wellbeing and providing them with an interesting tool to manage their own anxieties to enable optimal occupational participation.
  • Investigate further breathing techniques to broaden my range of skills for anxiety management and document these on my blog.
  • Make enquiries about local Yoga classes to attend to learn techniques to promote my own personal wellbeing and to integrate into my own practice with clients too.

Occupational Therapy Explained!

I think we can all agree that defining occupational therapy is no easy task, and I’m sure we can all understand the almost gasp at the sound of the dreaded question of “What exactly is occupational therapy”. I know I have been there, many a time, and it always fills me with anxiety because it can be so difficult to explain. To be frank, it’s not an easy concept to explain, and even as a student occupational therapist, it took me a long while to really understand the role. It doesn’t help with the differences being so extreme from the physical settings to mental health to learning disabilities to vocational rehabilitation (to mention a few) that it can get confusing not only for health care professionals, but the wider public.

I started to think about how difficult explaining occupational therapy can actually be, what with the scope of practice, range of work settings and very common misconceptions (such as occupational health and vocational style therapy) which makes it not only inaccessible to other health care professionals, but also for newcomers to the profession, students, and most importantly, our clients, their carers and the wider public. So, whilst searching through some literature I happened to stumbled across a couple of interesting articles from two Nursing journals. Both articles explain in simple, and plain language just what occupational therapy is. They’re fantastic!

So here they are attached at the bottom of this blog post, I hope you find them useful (whoever you are reading this piece)!

Understanding the Role of OT 2009

OT Explained

Action Plan for me…

I aim to use these articles as handouts for my clients, and for anyone who wants to understand the role of occupational therapy a little more.