Summary: This journal article presents the theoretical basis for Therapeutic Storywriting Groups, an outline of how they work in practice and a summary of the research report commissioned by SERSEN to evaluate their impact on pupils’ learning. ‘The Use of Therapeutic Storywriting Groups to Support Pupils with Emotional Difficulties’ in British Journal of Learning Support Vol. The findings, largely drawn from interviews with the pupils themselves, show how the groups enabled pupils to use the medium of story writing to process emotional experiences and increased their motivation to engage in writing.Ĭontact: Waters, T. The third paper evaluates the impact of Therapeutic Storywriting Groups, delivered by a cohort of educational professionals trained by the researcher, on pupils’ emotional, social and academic development. The second is also practitioner research and extends the theoretical framework to include aspects of psychosynthesis theory and in particular Assagioli’s theory of subpersonalities. The first is a piece of practitioner research and explores the psychodynamic aspects of therapeutic storywriting, illustrated by an individual profile of a pupil with selective mutism. The first three papers focus on the Therapeutic Storywriting Groups model. Summary: This PhD by Publication provides a commentary on 5 published research papers and covers both Therapeutic Storywriting Groups and Story Links. ![]() The Use of Therapeutic Storywriting to support Pupils with Behavioural, Emotional and Social Difficulties The research indicates that Therapeutic Storywriting Groups are an effective intervention for increasing two significant protective factors associated with pupil resilience, when delivered by trained school staff. Results showed that there was a significant increase in the emotional vocabulary and sense of belonging of pupils in primary school pupils experiencing SEBD. Summary: The empirical paper evaluated whether Therapeutic Storywriting (TSW, Waters, 2004) can enhance resilience and emotional and behavioural adjustment. The results indicate that pupils in Therapeutic Storywriting groups made significantly greater academic gains compared to a control group and extended their use of emotional and causal words.Įvaluating the Impact of Therapeutic Storywriting on Children’s Resilience and Emotional and Behavioural Adjustment (full thesis) ![]() Underlying mechanisms that were associated with positive outcomes included changes in cognition, improvements in coping strategies and improvements in working memory capacity. The author then used a sequential explanatory mixed methods design to investigate the effects of a therapeutic storywriting intervention on children’s writing. Therapeutic writing interventions were found to be effective in reducing symptoms of stress, depression and anxiety and were related to improvements in academic performance. Summary: This PhD thesis documents a systematic review of research to explore the effects of therapeutic writing interventions on students’ emotional and academic outcomes. (PhD thesis, Soton)Įxploring Children’s Writing during a Therapeutic Storywriting Intervention: A Mixed Methods Study The young people from forces families and non-forces families enjoyed attending the groups and felt emotionally supported, increasing their confidence and sense of belonging, as well as their motivation to write and participate in class. They showed academic as well as emotional gains.Ĭontact: Maclean, G. Summary: In 2012, fifteen schools in Gosport made use of Forces funding to commission Hampshire Educational Psychology to give training in how to run Therapeutic Story Writing (TSW) groups for the benefit of Forces children. This research evaluated the impact of the TSW groups in these schools. Hampshire Educational Psychology)Įvaluation of Therapeutic Storywriting Groups in Hampshire ![]() Research Findings Summary Sheet for SchoolsĪn exploration of the Therapeutic Storywriting intervention as a means of reducing anxiety and enhancing working memory and the academic attainment of anxious children.Ģ013 Hampshire Educational Psychology Service (Batchelor, J Murray, J. The evidence-base shows Therapeutic Storywriting Groups develop pupils’ emotional wellbeing and improve academic literacy skills.
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