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In difficult times, people turn to poetry, reading, and writing for solace and peace. In emotionally intense and traumatic times, people use poetry to process and understand the lived eyepieces. The havoc wreaked by the COVID-19 pandemic has affected the emotional and psychological well-being of individuals all across the world. Poetry has emerged as a savior in these difficult times. A phenomenon, "lockdown poems", came into existence as individuals all across the globe processed and shared their lived experiences of isolation, pain, and suffering through poems. In the present paper, students of a management program process and share their experiences of the COVID-19 pandemic, the subsequent lockdowns, and their community work experience. Poetry as a therapeutic and hope-building tool is discussed in the paper along with the original poems written by the students. [ABSTRACT FROM AUTHOR]

This paper investigates the concept of emotion and its relevance to education via character education through the medium of poetry. The objective is to demonstrate the potential implementation of character education through poetry, and to show the intrinsic link between poetry and virtue, knowledge and reasoning. It is argued that poetry serves as a bridge between emotion and character education. The philosophy of emotions is explored through the works of Aristotle, Karin Bohlin and David Carr. Character education is understood in terms of a Neo-Aristotelian approach, drawing on Kristján Kristjánsson, Bohlin and Carr. My position is that, through exercising the craft of poetry, children and young students are provided with tools for exploring emotions, and for discerning and deliberating about virtues and moral contextual nuances in the broader context of human experience. [ABSTRACT FROM AUTHOR]

This paper explores the role of reflective practice in the medical field and investigates the factors that influence reflective writing. While reflective practice is widely acknowledged as crucial in medical education, there is a need to expand its conceptual boundaries and move beyond mere pedagogical exercises. The paper argues for the inclusion of creative writing, specifically poetry, as a form of reflective practice that allows medical students to effectively process their emotions and develop a more compassionate approach to patient care. By engaging in poetic expression, students can navigate ethical dilemmas, reflect on personal challenges, and cultivate empathy and appreciation for diverse perspectives. [ABSTRACT FROM AUTHOR]

The paper is an inquiry into the poetics of mourning and faith-based intervention in maladaptive grieving processes in Ethiopia. The paper discusses the ways that loss is signified and analyzes the meanings of ethnocultural and psychospiritual practices employed to deal with maladaptive grief processes and their psychological and emotional after-effects. Hermeneutics provided the methodological framework and informed the analysis. The thesis of the paper is that the poetics of mourning and faith-based social interventions are interactionally based meaning making processes. The paper indicates the limitations of the study and their implications for further inquiry. [ABSTRACT FROM AUTHOR]

This paper concerns young adults who came to Sweden from Afghanistan as unaccompanied refugee minors (UMs) and their engagement with poetry and other creative activities. The aim was to explore how UMs use poetic writing and other creative activities to handle resettlement challenges. Seven young men and six young women, aged 18–24, participated in semi-structured interviews. The material was analyzed using the three components of poetry therapy, developed by Mazza. Three themes were identified: (1) Encouragement; (2) Creative expressions as a "safe place"; and (3) A sense of recognition. Through creative expressions, our participants could understand and handle the emotional difficulties and the insecurity associated with resettlement. Poetic writing was a way to convey personal experiences of injustices, a source of self-understanding, and a way to establish new social networks. We discuss and present suggestions on how poetry and other creative activities can be integrated in interventions toward UMs. [ABSTRACT FROM AUTHOR]

While scholarship suggests Black and Brown youth disproportionately experience stressors that can disrupt cognitive and emotional regulatory processes, the recognize the resilience and innovation that Black and Brown youth have demonstrated amidst exposure to systemic stressors. Given this reality, school counselors are responsible for adopting strategies that center Black and Brown youth's internal capacity to foster authentic, emotional, development. This paper describes a culturally responsive school counseling intervention that leverages evidence-based counseling theory and hip-hop cultural practices to aid student's internal social and emotional potential. Specifically, the amalgamation of Hip-Hop and Spoken Word Therapy and Motivational Interviewing offers school counselors a social and emotional learning framework designed to engage with the complex intersectionality and emotional experiences of Black and Brown youth. A conceptual framing is presented herein, followed by tangible strategies for school counselors, an illustrative case study, and implications for practice and future research. [ABSTRACT FROM AUTHOR]

This article assesses the topic of theatrical performances and sculpture in medieval India through an analysis of the relationship between narrative sculptures, literary works of poetry (kāvya), and theatrical performances, as these are described in the manuals on dance/theatre (nāṭya), such as the Nāṭyaśāstra of Bharata, with the commentary Abhinavabhāratī by Abhinavagupta, Saṅgītaratnākara, and Nṛttaratnāvalī. The sculptures included in this study are found in four temples built by the Hoysaḷa dynasty in the 12th and 13th centuries and represent the story of "Arjuna and the Hunter (kirāta)", told in the Mahābhārata and in later literary works that were well-known in the courts of South India, including the Hoysaḷa court. After providing a detailed description of the sculptures based on the śilpa and nāṭya śāstras (treatises on sculpture and theatre), the study suggests that the sculptors carving these images adopted the technical language of nāṭya according to its theatrical usage (viniyoga), as an instrument to convey specific meanings and to express the emotions (bhāvas and rasas) evoked in the story, in both dancing and non-dancing figures. [ABSTRACT FROM AUTHOR]

Originally intended for qualitative research, I-poetry is proffered here as a tool that counselor educators can use to help counselor trainees develop case conceptualization and treatment planning skills. Discussion includes a description of the I-poem Transcript and Case Conceptualization (ITCC) assignment, a teaching strategy that incorporates I-poetry with case conceptualization. With the discussion, we present step-by-step instructions for constructing an I-poem transcript from a recorded counseling session and using a client's "I" statements from the transcript to conceptualize elements of a client's case utilizing the T/C Model for Case Conceptualization. We include reflective questions that can help counselor trainees to devise treatment plans based on their written conceptualizations and discuss additional applications of I-poem transcripts in counselor education and clinical practice. [ABSTRACT FROM AUTHOR]

The catalyst for this self-study research was the performance of a sequence of poems at a colloquium for South African deans of education. The poems portray my interpretation of my students' stories of physically and emotionally painful experiences at the hands of their former teachers. My intention was to show how the creative possibilities of poetic language and poetic modes could enrich teacher education practice and research. However, while reading the poems, I was conscious of a palpable sense of distress building in the room. I began to wonder if I had made an awful mistake. Later, I questioned what I could or should have done differently, and, in this article, I offer an account of my efforts to learn from this painful poetry performance. I draw on the literary arts to combine vignette, poetry, and dialogue to inquire into my lived experience. Overall, the article demonstrates how extending my reflection through conversation with others allowed me to clearly see that my task as a teacher educator and educational researcher is not to avoid communicating heartbreaking stories in an emotionally powerful poetic format. Instead, it is to try to do so in emotionally supportive and educative ways. I offer my inquiry as an exemplar of how the literary arts can enrich teacher education practice and self-study research in creative ways to engage self-critically with social responsibilities. [ABSTRACT FROM AUTHOR]

This article addresses the question of how poetry and deep body-voice work share an ability to integrate body, mind, and feelings. Identifying five core poetry techniques, it discusses research that explains the way that poetry can affect brain and bodily sensations, as well as emotion and intellect. The relevance of the Triune Brain model to both poetry and voice is described, and a model of brain-voicing links is proposed, with a hypothesis as to why poetry, and certain kinds of voicing—metaphorically and literally—"go deep." The practice of "free-voicing" is introduced in this context, and its relevance to voice work, therapy, and well-being are discussed. [ABSTRACT FROM AUTHOR]

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]

The title of this article, "Tears in Translation", emphasizes two aspects of Sappho's works that are central for an understanding of the poetic corpus of Spanish Romantic poet Carolina Coronado, especially the poems that she wrote as homages to the Greek classical poet. On the one hand, there is the ragged or torn state of Sappho as a source, which allows her translator(s) to fill in the blanks and to pour themselves into the process of translation. On the other hand, the second meaning of tears (lágrimas) alludes to Sappho's and Carolina Coronado's complex uses of liquid motifs for the transmission/translation of affects/emotions in their poems. Assuming an implicit correlation between the translation of texts and the transmission of emotions embedded in them, "Tears in Translation" is an attempt to give visibility to a liquid poetic genealogy and acts as a transhistorical vessel/transfusion linking the bodily fluids overflowing in the work of Carolina Coronado, the main Spanish female Romantic poet, and Sappho's original texts. [ABSTRACT FROM AUTHOR]

In this article the author comments on poetry and Palliative care. Topics include focuses on uncertainty of prognosis, adequacy of treatment, response to sufferings in Palliative Care; clinicians regularly witness patients holding several thoughts; and similarity shown between poetry and Palliative Care is intense focus that is required by the practitioners.

This article examines the use of fictional literature as a method for helping students apply human behavior theory in competent practice. When students and educators read a poem, short essay, or novel, it allows them the opportunity to join together as an audience as they tease out teachable lessons from the story. The authors posit that when used in human behavior and the social environment courses, fictional literature allows educators and students to experience abstract content as more concrete. Following a brief literature review, we examine one novel through the lens of three different human behavior theories. [ABSTRACT FROM AUTHOR]