Beyond Trigger Warnings: Working towards a strengths-based, trauma-informed model of resilience in the university creative writing workshop

Russon, P

Beyond Trigger Warnings: Working towards a strengths-based, trauma-informed model of resilience in the university creative writing workshop

Russon, P

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Publisher:: Australasian Association of Writing Programs
Publication Type:: Journal Article
Citation:: TEXT, 2017, 21, (Special 42)
Issue Date:: 2017-10-31

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Field	Value	Language
dc.contributor.author	Russon, P https://orcid.org/0000-0001-7899-7451
dc.date.accessioned	2023-01-12T22:40:30Z
dc.date.available	2023-01-12T22:40:30Z
dc.date.issued	2017-10-31
dc.identifier.citation	TEXT, 2017, 21, (Special 42)
dc.identifier.issn	1327-9556
dc.identifier.issn	1327-9556
dc.identifier.uri	http://hdl.handle.net/10453/164921
dc.description.abstract	<jats:p>The creative writing workshop is an environment that relies on intimacy, empathy, trust, and connection. While the writer’s workshop in the university is not a therapeutic space, it is not a place of emotional neutrality. The way students experience the workshop as a place of safety or risk can affect their capacity to learn. How do we promote resilience among our students, particularly those experiencing mental illhealth or trauma? While trigger warnings may have a place in creating a safe space, they risk drawing attention to negative emotions and negative experiences, narrowing the focus of the threatened individual, and this may have the unwanted effect of reducing the capacity to learn. This paper explores two frameworks for a strengthsbased model of trauma-informed practice in the creative writing workshop that builds on positive emotions, positive meaning, autonomy, competence and social relatedness.</jats:p>
dc.language	en
dc.publisher	Australasian Association of Writing Programs
dc.relation.ispartof	TEXT
dc.relation.isbasedon	10.52086/001c.25896
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1904 Performing Arts and Creative Writing
dc.title	Beyond Trigger Warnings: Working towards a strengths-based, trauma-informed model of resilience in the university creative writing workshop
dc.type	Journal Article
utslib.citation.volume	21
utslib.for	1904 Performing Arts and Creative Writing
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of Communication
utslib.copyright.status	closed_access	*
dc.date.updated	2023-01-12T22:40:29Z
pubs.issue	Special 42
pubs.publication-status	Published online
pubs.volume	21
utslib.citation.issue	Special 42

Abstract:

The creative writing workshop is an environment that relies on intimacy, empathy, trust, and connection. While the writer’s workshop in the university is not a therapeutic space, it is not a place of emotional neutrality. The way students experience the workshop as a place of safety or risk can affect their capacity to learn. How do we promote resilience among our students, particularly those experiencing mental illhealth or trauma? While trigger warnings may have a place in creating a safe space, they risk drawing attention to negative emotions and negative experiences, narrowing the focus of the threatened individual, and this may have the unwanted effect of reducing the capacity to learn. This paper explores two frameworks for a strengthsbased model of trauma-informed practice in the creative writing workshop that builds on positive emotions, positive meaning, autonomy, competence and social relatedness.

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http://hdl.handle.net/10453/164921