Should Creative Writing Courses Teach Ways of Building Resilience?

Abstract

This paper explores some contemporary practices in using creative writing in recovery from mental illness to consider ways in which undergraduate and postgraduate creative writing programmes might integrate resilience-building techniques for those students who may find some writing exercises ‘triggering’ or detrimental to their mental health. The question is also raised as to whether creative writing programmes should and can integrate resilience techniques, as many students draw upon material from their personal lives, and this can often prove upsetting, if not traumatising. The article argues that resilience techniques might enable students to manage ‘raw’ material and personal narratives in a positive way, and therefore become better creative writers. The article concludes by proposing a creative writing intervention that incorporates resilience and other strategies that support mental wellbeing.

Keywords:

• creative writing
• resilience
• writing cure
• pedagogy
• mental health
• wellbeing

Notes on contributor

Carolyn Jess-Cooke is an award-winning poet and novelist published in 22 languages. She is currently Lecturer in Creative Writing at the University of Glasgow. www.carolynjesscooke.com

Notes

1. Author Meg Rossof quotes this participant after teaching five 90-minute creative writing sessions for The Guardian. See <http://www.megrosoff.co.uk/2012/02/06/finding-a-voice/>, accessed 6 January 2015.

2. Mental Health Strategy for Scotland 2012–2015, 9781780459950 <http://www.scotland.gov.uk/publications/2012/08/9714>, 3.