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This paper concerns the book Tribute to Freud, by Hilda Doolittle (H.D.) (1886–1961). In the book, H.D. – an important person in the modernist poetry scene – presents her psychoanalysis with Sigmund Freud (1856–1939). She describes how literature, sculptures, mythology, and symbols were central to their dialogues. I have analysed these dialogues with respect to the three components of poetry therapy, the receptive, the expressive, and the symbolic. Based on the analysis, I discuss how poetry therapy and psychodynamic practice can be integrated and how practitioners from the two orientations can learn from and inspire each other. I reflect on the presence of symbols and mythology in the book and suggest that the symbolic component, which has received the least attention, could be strengthened by the psychodynamic tradition's acknowledgement of symbols and mythology. I also discuss how poetry therapy could inspire psychodynamic practitioners to acknowledge the expressive component. [ABSTRACT FROM AUTHOR]

This qualitative research paper discusses the importance of experiential learning in the creative writing process, the cognitive processing of difficult emotions that can result from writing creatively in both the first and third person, and the implications of this in therapeutic settings. It looks at the ways experiential learning can come not just first-hand from life experience, but also through interviewing others about their experiences, and the ways Interpretative Phenomenological Analysis can then be used to interpret the material and act as a stepping stone between fact and fiction. The study is based on the writer's 20-year databank of journalistic interviews, which represents hundreds of single case studies, and also on her experience of writing four published novels. It examines the significance of the overlap between creativity, psychology, and journalism, and the therapeutic implications of that overlap for journalists, authors, and psychologists and their patients. [ABSTRACT FROM AUTHOR]

This paper is an attempt to demonstrate the power and meaning of human lyricism by the only means that can really do so - lyricism itself. Using a fresh reading of T. S. Eliot's Four Quartets (Eliot, 1944), the author demonstrates the lyrical attitude Eliot himself offers us as a way to observe the world. This lyrical attitude, which the author believes is a vital component of the analytic presence, will be presented here as a unique kind of integration between the predictable and explicable - and that which is inexplicable and sometimes even unknowable. [ABSTRACT FROM AUTHOR]

The contribution of stories in biblio-poetry therapy practice and in enhancing personal development is the focus of this paper. Writing, telling and listening to stories open up possibilities for change and new learning windows. Through expressive and communicative stories, therapeutic and developmental dia- and polylogism can expand one's imaginative space and perspectives of action in a “holding framework” and even in virtual communities. Rewriting previous “truth stories” moves and modifies one's conceptions of self, others and life relations. The inhibitions, failures and dislocations inherent in storytelling also provide valuable experiential and experimental touching/moving knowledge. The presence of the “imagined reader” and the “internal supervisor” in the writing process can help in reflecting, evaluating and steering, through meta-emotional and metacognitive processes, one's own and others’ needs, aspirations and goals. [ABSTRACT FROM AUTHOR]