Rewilding systemic practice

This paper is written in the context of the current ecological crisis affecting physical and mental health, social, economic, and political contexts, at local and global levels which calls for the disruption of old ways of thinking, living and moving towards the future through collective action. One way of responding as a systemic and family psychotherapist, has been my experience of rewilding my systemic practice with individuals, couples, and families in the UK since taking therapy outdoors. I will offer some examples of ecotherapy as part of my own personal and professional journey in “coming home” through nature, becoming an outdoor designer of therapeutic space and a minimalist wild therapist. I invite us all to re-think and re-create a therapeutic space which, by its very essence, is wild, meaning boundaryless, infinitely spacious and unpredictable. It can open up opportunities for creativity, for using metaphors to explore meanings beyond words. Nature becomes not only the context in which I practice but my co-therapist or even the primary therapist. Together we can enrich the therapeutic process through moments of magic and facilitate change using a wild reflecting team. In my experience of ecotherapy, voices from the wild carry unique messages, for example, birdsong can provide unexpected voices, useful interruptions or disruptions that can enrich the therapeutic process. Such a wild reflecting team can also be a daring metaphor to welcome the unexpected and unfamiliar into our systemic practices and relationships, to include new emerging and marginalised perspectives which may bring us all more in touch with our wildness, lost indigenous ways of relating and shape our futures through collective action.

Creating space to think and feel – Reflections on teaching, learning and practice in social work, with insights from social pedagogy

The stories and identities of people who use social work services are often obscured by mass media stereotypes and labels – ‘failed asylum seekers’, ‘scroungers’, ‘troubled families’. The influence of managerialism compounds this problem, with space for thinking and feeling continually under pressure. This practice paper draws on ideas from social pedagogy to reflect on the benefits of a creative attempt to connect heads and hearts in the academy. Informed by an approach used with nursing students in Australia, social work undergraduates in London (England) were encouraged to engage with a range of creative media (newspapers, films, television, plays, social media) and journal about what they noticed. Drawing on narrative ideas, students reflected on portrayals of people that were ‘thin’ – labelling and oppressive – and ‘thick’ – revealing a richer picture of people’s lives, needs and capabilities. After putting together short stories or accounts of their own, based on their journaling, students were invited to share these in a type of ‘reflecting team’ with peers. This process invited students to develop critical and ethical perspectives through thinking about what had struck them, what they had understood differently about the service user groups, what resonated with them personally, and how this might affect their practice. This small example of creative practice is considered as part of a wider reflection on the value of a rich curriculum for social work education, holding out hope for humane practice in challenging times.