Artistic Distance and The Language of Oppression

Author(s):  
Carmen Bugan

Writing is an emotional process and it works when it makes us feel, both as writers and readers: it has the power to move—movere. Yet a certain emotional distance is necessary when one writes poetry with the language of oppression, especially when one has been the victim, and offers a historical as well as an artistic testimony. What kind of liberties can one take with the material? What constitutes appropriate artistic utterance when one navigates the territories of poetry about the hard truths? Translating screams of pain and anger into poetic expression, which shows the effect of oppression on the inner landscape of feeling, is what poetry offers as an art. But writing that courts the sympathy of the reader gratuitously, arouses anger, sermonizes, or is imbued with a sense of self-pity, represents a failure of the art. The healing aspects of writing (not only in terms of healing the writer, but also in terms of healing the language itself) form a significant part of this chapter.

2021 ◽  
Vol 12 (1) ◽  
pp. 154-171
Author(s):  
Viacheslav Havrylkevych ◽  
Larysa Podkorytova ◽  
Larysa Danylchuk ◽  
Liudmila Romanovska ◽  
Tetiana Kravchyna ◽  
...  

The paper presents the results of empirical study of parents' attitudes towards their children with special educational needs. The following methods have been used: PARI method (E. Schaefer, R. Bell; adaptation by T. Nescheret), test-questionnaire of parental attitude of A. Varga and V. Stolin; questionnaire 'Analysis of family myth' by A. Nesterova. To clarify and deepen the analysis of research data, two samples of selected participants have been created: a) parents of children with special educational needs and b) parents of children without special educational needs. Two Google forms have been made with appropriate introductory questionnaires and research instructions. The analysis of the results obtained by the methods has revealed the following tendencies in the attitude of parents of children with special educational needs, in comparison with parents of other children: lower level of acceptance; greater concentration on the child and his/her control; a kind of inconsistency in the attitude to their children (simultaneous optimal emotional contact and excessive emotional distance); a sense of self-sacrifice and belief in its necessity. It has been proved, that the usage of different types and forms of art therapy (music, dance-movement, bibliotherapy, fairy tale therapy, phototherapy, film therapy, fine art therapy) helps to correct parents' attitude to their children with special educational needs. In addition, a number of recommendations for the use of art therapy to work with parents of children with special educational needs has been proposed.


2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.


2005 ◽  
Vol 36 (3) ◽  
pp. 103-115 ◽  
Author(s):  
Robert A. Wicklund

Abstract: Solidarity in the classic sense pertains to a cohesion among humans that entails physical contact, shared emotions, and common goals or projects. Characteristic cases are to be found among families, close friends, or co-workers. The present paper, in contrast, treats a phenomenon of the solidarity of distance, a solidarity based in fear of certain others and in incompetence to interact with them. The starting point for this analysis is the person who is motivated to interact with others who are unfamiliar or fear-provoking. Given that the fear and momentary social incompetence do not allow a full interaction to ensue, the individual will move toward solidarity with those others on a symbolic level. In this manner the motivation to approach the others is acted upon while physical and emotional distance is retained.


2014 ◽  
Author(s):  
Alison A. Fedio ◽  
James Sexton ◽  
Larisa Lasko ◽  
Simona Efanov ◽  
Stephanie Golden ◽  
...  

2011 ◽  
Author(s):  
Jean Guerrettaz Hancock ◽  
Robert M. Arkin
Keyword(s):  

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