In my project planning, I had anticipated that each session would follow the same format that included:
Every session closed with a return to the group and a positive sendoff with the assignment of listing and sharing things for which the learners felt grateful. In keeping with my interest in sharing power, I planned and prepared activities for each session, knowing that the plan might change according to participants' responses and interests. Each session also included an awareness of the group-operating principles that the participants had created when the group was first established. Principles included preserving the privacy of group members, respecting others' opinions, preserving the confidentiality of what was shared, and being able to choose to not participate in an activity. In the next section, I describe how I used creative approaches to encourage self-reflection, discuss how the women responded to the approaches, and share some of their reflections. Later in the paper, I report on my observations about changes in learners' participation and in their self-concept. Using Creative ApproachesTo stimulate reflection I used approaches that included movement, singing, poetry, writing, drawing, painting, beadwork, and group interaction. I used various exercises to draw the learner in, open up conversation, and use the whole self as a means to share information. MovementIn its definition of dance/movement therapy, the American Dance Therapy Association describes movement as a process that supports emotional, cognitive, social and physical integration. Publications about Brain Gym (Dennison and Dennison, 1994) describe how movement enhances learning. As well, for those unaccustomed to sitting, a two-hour group session can be a long time to sit in one place. People will be less likely to enjoy their time if they are uncomfortable. |
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