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Contemplating the school to work transition in the insecure and unpredictable twenty-first century world of work can be anxiety inducing for college students. Consequently, college students may develop disempowered career stories in which they feel ill prepared to explore career prospects or engage with the world of work. This paper describes a career counselling intervention aimed at transforming the disempowered career stories of college students into more empowered versions. Grounded in career construction theory and designed as a group modality, the intervention employs poetry therapy to enhance the development of internally defined and motivated career stories among the group participants. Although this paper highlights the Kenyan context, the intervention itself can easily be adapted to other contexts. [ABSTRACT FROM AUTHOR]

“What am I without paid work?” Some would say, “A non-person.” Others might say, “Free!” The experience of retirement is explored using creative writing for therapeutic purposes. Written from the perspective of fictional British retirees from different workplaces, the paper offers a view of how expressive and reflective writing can be both therapy and research at times of transition. Little in the literature on retirement in the UK uses the “experience near” approaches of writing as inquiry. This paper will point out some of the benefits of research methods that are “up close and personal”, culturally embedded and embodied. Encouraging the use of playful, creative writing in individual counselling and in groups is one of the aims of this paper. [ABSTRACT FROM AUTHOR]

Grief scholars have concurred that continuing bonds with the deceased represent normal adaptive behaviour in the face of loss, and numerous researchers have stressed the therapeutic benefits of writing through trauma; however, few have interrogated the potential therapeutic effects specific to elegy writing, which offers robust opportunities to express and transfigure grief through imagery and recollection. This research reveals the role of elegy writing in acknowledging and nurturing ongoing bonds with lost others. Drawing on critical debates surrounding the grief process, it examines case studies derived from adult writing workshops using poems by students working through loss to uncover ways elegy writing can assuage even difficult feelings like guilt and resentment, which often complicate the grieving process. [ABSTRACT FROM AUTHOR]

Chronic illness diagnoses frequently cause the shattering of personal assumptions about the self and the world, resulting in an experience of alienation and fragmentation of identity. Multiple studies on the effects of expressive writing have demonstrated physical, emotional, and psychological health benefits, yet little is known about how it might offer benefit in response to a chronic illness diagnosis. Combining the transformation-through-writing model with the dual process model for non-death loss and grief, I take an autoethnographic approach to explore how creative writing about Fibromyalgia (FM) allowed me to progress from a first story/loss orientation to a second story/restoration orientation as part of a dialogical process of self-reconstruction. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including the benefit of creative methods in counseling, the use of combined quantitative career testing and narrative career counseling, and the Dialogical Temporal Chair Technique.

In this article I discuss the ways in which writing poetry and reflecting on its meanings may be a valuable tool for promoting an educator's reflexivity surrounding issues of reconciliation. As Canada embarks on the work of healing the difficulties its colonial past has caused its original inhabitants (i.e. Indigenous peoples), educators must explore ways in which they can contribute to a more socially just, democratic, and healthy society. By utilising the theoretical framework of Dialogical Self Theory (DST) to describe and explore identity and the writing of poetry as an exploration of self, it becomes possible for myself, as an educator, to unearth my own biases and begin to create safe spaces for identity exploration, learning, and healing. [ABSTRACT FROM AUTHOR]

Writing creatively, expressively, and reflectively to aid the grieving process is founded on the idea that in order to survive and thrive after loss, personal meaning must be made of what has been suffered. The individualisation and secularisation of society has put the onus of meaning making on the individual while an abiding reservation about speaking openly about death in Western culture complicates this task. In this article we examine how metaphors are used to make sense of loss and its ensuing emotions and how they help the writer move from a ‘first’ (i.e. anguish, pain) to a ‘second’ story (i.e. healing). We argue also that evoking the beloved through writing is part of healthy grieving. We conclude that nudging, thread and crystalising metaphors as well as ‘poetic conversations’ - that help locate and position oneself in relation to the loss - together make constructing new life-giving (i.e. second) stories possible. The safety and privacy of writing is also key in making space for the voice of the bereaved. We note that grieving individuals ‘write about’ and ‘write to’ and thus evoke the person who has died. In this paradoxical way the bereaved face the reality of death by retaining the loved one. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editors discuss various reports within the issue on topics including poetry therapy, grief and narrative therapy.