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Reports from the Field—Advancing Community Building through Performance

January 22, 2010

In 2004 I initiated a program to support grassroots social entrepreneurs and activist-scholars whose work is too new or innovative or radical to get much support. The program is called  The International Class of the East Side Institute. As of today, over 50 people from five U.S. States and 16 countries have been a part of it. Among them are psychologists from India and Brazil, applied theatre practitioners from Kenya and Canada, community organizers from Uganda and Taiwan, psychotherapists from South Africa and Argentina, youth workers from Nicaragua and Mexico, and educators and social workers from the Philippines and the United States. Coming from different places and professions, they share a desire to change the world-and an eagerness to take advantage of the unique opportunity the International Class offers them to create a global support network, to engage the philosophical, political and psychological issues of their practice, and to study and train as developmentalists with the creators of social therapeutic methodology.

Here is the first issue of The International Class alum newsletter, Reports from the Field.

Enjoy!

Posted in Community Organizing, Culture, Education, Learning Environments, Performance Movement, Social Therapeutics. Tagged with , , , , , , .

Galinsky on Play and Learning (and Performance)

January, 15, 2010

I was delighted to see The Work/Play – the current production of Youth OnStage! (the youth theatre of the All Stars Project) – featured in a column by Ellen Galinsky in today’s Huffington Post. I work with and am a huge fan of all the All Stars programs and have a special love for its youth and adult (Castillo) theatres. I’ve seen this production and attended the Culture Talk last Sunday that Ellen refers to. In addition to Ellen (president and co-founder of Families and Work Institute), Daniel Banks (founder and director of Hip Hop Theatre Initiative) and Dan Friedman (artistic director, Youth OnStage!) and the young cast of the play created a lovely conversation among equals.

Here is Ellen’s column:

A Tale of Two Worlds: B-School and High School

I’ve spent the past eight years immersed in the science of early learning, working with researchers from the world’s great universities. We have distilled this science into seven essential life skills you can teach your children (not typical academic achievement-oriented skills. Real life skills). The result of this journey is Mind in the Making, a book, awareness campaign, and teaching approach to early learning. The best thing about these skills is that you can apply them to your daily life, no matter how old you are. Each week, I’ll share with you real-life examples of these skills at play, and I encourage you to share your observations with me on Twitter (@ellengalinsky). Here is my first story:

World One:
Picture this: a group of young people from Youth Onstage have created and are performing a play called Work, Play & You–A Love/Hate Triangle at New York City’s Castillo Theater:

Here is one of the first scenes called “Security Check:”
Some of the young people in the cast play security guards; others play students waiting to be checked into their school building. They have obviously created this scene from their own experiences attending inner city schools. Because the scene is so powerful, I will share it with you from the play’s script:
Guard 1: Come on, come on. If you were any slower, you’d be going backwards.
Guard 2: Take that hat off. And get those rainbows out of your pockets.
Student: Hey, man I got the right to have rainbows in my pockets.
Guard 3: Don’t give us no attitude. Empty ‘em. Now!
(Student 1 empties his pockets and exits.)
(Second student comes through.)
Guard 2: Wait a minute. Is that glitter?
Student 2: (holding up the bag) Yes, it is–this backpack is sprinkled with happiness.
Guard 2: Go back outside and clean it off.
(Student 2 goes back out.)
(Third student comes through smiling.)
Guard 2: Discard that smile.
(Student has a hard time getting rid of her smile.)
Guard 2: Do you want it ripped off your face?
(She stops smiling and is waved in. Fourth student comes through.)
Guard 1: Wait, wait, do you see what I see in that bag?
(Guards 2 and 3 look.)
Guard 3: Yes, it’s definitely a glimmer of hope.
Guard 2: (opening bag, taking the hope out) We’ll keep that. If it’s still alive at the end of the semester, you can have it back.
Student 4: Please officer, I need that hope. It won’t hurt anyone.
Guard 2: Hope has no place in school. Get to class.
(Student 4 exits. Fifth student come in looking very sad.)
Guard 1: She looks depressed enough for school.
Guard 2: Yeah, she’s fine, let her through.
(Student 2 returns.)
Guard 1: Her bag’s clean now.
Guard 2: Yeah, but she’s a troublemaker. Scan her.
Guard 3: Okay, assume the position. Spread ‘em, spread em.
(Student 2 holds her arms out and spreads her legs. Guard 3 scans her. Looks in student’s hair.)
Guard 3: Wow! There’s dreams in her weave.
Guard 1: You’ve got some attitude problem, girl. Go home and wash those dreams out of your hair. Don’t come back until they’re gone.
Guard 2: I don’t know what’s wrong with kids these days.
(Sixth student enters.)
Guard 1: This bag has set off every alarm.
Guard 2: Open it up.
(Sixth student takes things out of bag.)
Guard 1: Self respect? You know that’s against the rules here.
Guard 2: Songs? Creativity is banned.
Guard 3: Imagination!
(The Security Guards are shocked.)
Student 6: I need my imagination.
Guard 1: Not here you don’t.
Guard 3: This one’s a real criminal.
All Three Guards: You’re expelled!

As this powerful play, directed by Dan Friedman, continues, there is scene after scene where a character named Work and a character named Play compete for “everyman.” As one of the actors says in the beginning of the play: “When you go to school, you’re forced to leave play at home or on the street or wherever. They just don’t want it in the classroom.”

World Two
I saw this play on Sunday January the 10th, and following the play served as one of the discussants for a conversation with the audience and the cast. Then I went home and turned to the most serious of serious sections of the Sunday New York Times, the business section.

And there I read a front page article by Lane Wallace, entitled, “Multicultural Critical Theory. At B-School? The point of this article is that business school students need to learn the essential skills of critical thinking and perspective taking. As the article says, students need “to learn how to approach problems from many perspectives and to combine various approaches to find innovative solutions.”

Lest you think that this is only a radical idea, it is being implemented at such august B-Schools as Harvard and Stanford and the C.E.O. of the Association to Advance Collegiate Schools of Business, John J. Fernandes, estimates that while about 25 percent of association-accredited schools are changing their curriculum to develop more sustainable leaders now, he expects that figure to reach 75 percent in 10 years.

B-Schools are making these changes because they lead to better results–future business leaders who can possibly make better decisions.

So it was a day of two worlds–the world of high school education where students have to leave their best selves at the door and the world of business schools, where some of the leading institutions are revising their programs to help students obtain important life skills.

Is A Reconciliation Of These Two Worlds Possible?

That is the hope of the students from Youth Onstage and the play’s conclusion. I certainly hope they are right.

Having spent the past eight years studying how children learn and filming many of the best experiments in neuroscience, cognitive science, and child development research, it is clear to me that education must focus on what is learned (content AND life skills) and how it is taught (using techniques that include what researcher Kathy Hirsh-Pasek of Temple University and her colleagues are calling playful learning).

I also know that these essential life skills of critical thinking and perspective taking develop early and that there are hundreds of everyday ways that teachers and parents can nurture them. We shouldn’t have to wait until graduate school to try to reintroduce them to students. If we do, we are losing far too many students and potential leaders along the way.

Posted in Culture, Education, Learning Environments, Outside of School, Performance Movement, Youth Development. Tagged with , , , , , .

Pretend You’re Normal … Having Fun is an Attitude and an Activity

January 7, 2010

I came across an interview with Ann Weimer Baumgardner – author of Pretend You’re Normal: But Only When Absolutely Necessary, and described as a molecular geneticist, creative thinker, author and humorist on the IdeaConnection.com website. I hadn’t heard of Baumgardner (have you?) but I liked what I read. Here’s an excerpt from the interview (by Vern Burkhardt):

Burkhardt: You say we shouldn’t be afraid to make new rules and break old paradigms with our children. Such as letting them sleep in clean clothes for the next day if they hate getting dressed in the morning. Or who says you have to bathe just before bed rather than in the morning? Does it surprise you that many people don’t use creativity to deal with these types of challenges and, instead, often do things that cause undue stress in their lives?

Baumgardner: No, it doesn’t surprise me. We’re all conditioned to go about the details of our life without thinking.

Just a few years ago my husband and I laughed when we realized we’d been making our bed for our mothers who live hundreds of miles away. Neither of us cares if it’s made or not. Those first thirteen years of our marriage are lost to us, but just think of all the unmade beds we have in our future.

That’s why I like kids so much because they ask that all important question, “Why?” When Emily was five, she asked if she could sleep in her closet instead of her bed. My mind went immediately to “No,” but I made myself ask “Why not?” I called the fire department and they thought it was safe, so I cut a foam mattress to fit, and she slept there for about six months. If she’s getting her rest, she’s safe, and it’s not impacting anyone else negatively – then, OK let’s do it!

Burkhardt: Your approach to making parenting fun has its roots in the way your parents found ways to have fun, and to say “yes” rather than “no.” Do you have evidence, or observe, that children are more well-adjusted and successful as adults when exposed to that type of parenting?

Baumgardner: My parents did say “yes” a lot, but it wasn’t the kind of yes where we were allowed to do whatever we wanted. There were definite rules. We had strict bedtimes, we were expected to be polite, to clean the house, and help with chores. There were consequences when we failed to complete our tasks. The “yes” was about how we chose to do the thing they were making us do. My dad would often say “Is this going to be work or is this going to be fun?” You begin to realize that having fun is an attitude not an activity.

Me: Having fun is both.

Posted in Culture, Education, Learning Environments. Tagged with , , .

Can Performance Change the World?

January 5 2010

That’s the question for the sixth Performing the World conference taking place September 30-October 3 in New York City. I’m what you could call the “chief organizer” for Performing the World (PTW) conferences and community. It’s a great job because there seems to be no end to the people and projects I find out about through word of mouth, referral and inquiry. Since the first PTW in 2001 performance has gained a lot of ground in the humanitarian, human rights, and social entrepreneurial fields—which just adds more to the performance movement-coming-into-being.

The sponsors of Performing the World 2010 are  the East Side Institute for Group and Short Term Psychotherapy (my organization) and the All Stars Project, Inc. For decades, both organizations have worked to create a performance-oriented culture and community, in conscious and direct relationship to progressive social change. Our activities involve all neighborhoods and social strata in New York City, and have created an international network of connections.

For PTW 2010, we ask performance activists and scholars to reflect on and address the political aspects of their performance work; at the same time, we invite social change activists to reflect on and address the performance aspects of their political activities. We are looking for proposals —for panels, workshops, performances, demonstrations, installations, etc. — that address this overarching question.

Performing the World 2010 will be a three-day “performance of conversation” with people from all over the world — scholars and researchers; teachers, therapists, social workers and community organizers; doctors and other health workers; theatre and other performance artists; union activists and business leaders; economists and political activists — on the subject of performance and the transformation of the individual, the community, and the world.

Proposals are due March 1. Spread the word!

Watch Joe Spirito’s Performing the World video!

Posted in Community Organizing, Culture, Education, Performance Movement. Tagged with , , , , .

Vygotsky: With and Without Truth

December 28, 2009

I ended 2009 with two adventures—one in Russia and the other in Serbia. Two different trips, two different countries, two different organizing milieus—connected in our collective histories with each other and with Vygotsky.

I spent a week in Moscow and its surrounds, mostly at the 10th Annual Vygotsky Memorial Conference, organized by psychologist Elena Kravtsova of the Vygotsky Institute of Psychology at the Russia State University for the Humanities and aided immeasurably by Dot Robbins. For many years, Elena has been implementing the ideas of  her grandfather Lev Vygotsky in creative and significant ways in schools and university training, along with her husband Gennady Kravtsov.  (They were featured  at a conference on Vygotsky and Culture that I and the late Leslie Williams of Teachers College Columbia University convened in 1997; a chapter in my book, Schools for Growth, is devoted to one aspect of their work, based on first-hand experience in the late 90s.)

The conference offered a lot: a chance to experience first-hand several voices of Russian non-classical/Vygotskian psychology; the fun and challenge of leading a performatory workshop for more than 100 Russian university students with my dear  colleague Carrie Lobman; the privilege of  delivering a plenary address with the incomparable translation of another dear colleague Elina Lampert-Shepel; being reunited with Gita Vygodskaya after after nearly a decade (in addition to being together in Moscow and parts of Europe a few times, I and the Institute hosted Gita’s first ever visit to the US in the mid-1990s); and walking, talking with and learning from many of the other participants.

What I offered was a “Vygotsky without truth” — by which I meant the work of the Institute and its broader performance and development community.  I shared some of the theory/practice of truthless therapy and truthless developmental learning in and outside of schools, where it has come from, and how I understand it to be a worthwhile pursuit in the current social-cultural-political climate.

I think that the talk was challenging. For one thing, it didn’t do what many talks (not just at this conference but in most academic and intellectual contexts) do, which is to focus on what Vygotsky meant by something he wrote and make the argument for the correctness of that interpretation (“the truth”). I actually love following the train of thought of such speakers and authors and admire their smarts. It’s just not what I chose—or choose—to do. For another, putting “Vygotsky” and “therapy” together in the same sentence was completely new to the majority of the audience and, understandably, it took awhile for them to wrap their heads around it. It was fascinating and gratifying to me that it was the Russian psychologists who caught a glimpse of the newness and potential of our social therapeutic approach to emotionality and were the most eager to pursue the topic. The conversation continues!

I returned home for about two weeks and then traveled to Serbia, something I’ve been doing nearly every year since 1998. I go at the invitation of Zdravo da Ste (“Hi Neighbor”) to participate in their annual meeting. Zdravo da Ste is a unique organization initiated by volunteer developmental psychologists in 1992 originally to provide support to refugees—its work is Vygotskian based and delightfully focused on play, creativity and performance in all of their programs. Each year, guests like myself create a panel discussion and lead workshops on the theme chosen by the organization (this year it was play and development). Others who have become regular participants are Volker Bunzendahl (Denmark), Lina Kostarova-Unkovska (Macedonia), Paul Murray (UK and Serbia), Thomas Sorensen (Denmark), and Leif Strandberg (Sweden)—we were joined this year by Tim Prentki (UK). We’re an odd lot—academically trained (and somewhat academically located, on the fringe) practitioners and researchers who persist in creating environments for play, and who love to theorize about it too.

At the annual meeting (which took place in Golubac, a village in northeast Serbia) and again in Belgrade, Zdravo da Ste hosted a book launch for the Serbian edition of Let’s Develop! A Guide to Continuous Personal Growth, by Fred Newman (Institute co-founder, colleague, friend and mentor). A popular seller in English since 1994, the translation and publication came about through the efforts of  Zdravo da Ste psychologists (Vesna Ognjenovic and Bojana Skorc in particular), along with publisher Dragan Stojkovic and MOSTART.

Thus completed a year of travels, rich with new performances for me and others in our modest efforts to help the world develop. Here are some slides of some of the people and places I visited and people I worked and played with. It is great privilege to be building these relationships with colleagues who playfully and passionately resist “the tyranny of the normal.”

Dot and Elena

Panel on Play and Development in Golubac

Elina, Carrie and Gita

Let’s Develop! Book Launch in Belgrade

Posted in Activity Theory, Culture, Education, Psychology, Vygotsky. Tagged with , , , , , .

Development Grows in Juárez

October 30, 2009

These days, la Cuidad Juárez in the state of Chihuahua, Mexico is pretty much known for one thing—violent crime. No denying the destruction of life and transformation of culture that’s hit this city so hard. But it is not the whole story (it never is).

Looking at El Paso and the fence that divides the countries

Looking at El Paso and the fence that divides the countries

Houses

Houses near CASA

I had the privilege and challenge of spending four days last week in this city on the US-Mexico border just south of El Paso, Texas. My colleague Carrie Lobman and I were invited to share the social therapeutic approach to learning, development, therapy and community building with a diverse group of people in Juárez. Our visit was hosted by CASA (Centro de Asesoría y Promoción de Juvenil, A.C.) and the Department of the Humanities, Universidad Autónomia de la Cuidad Juárez, and arranged and organized by CASA’s Miguel Cortez, a graduate of the East Side Institute’s International Class.

Work/Play Under the Mexican Sun

Work/Play Under the Mexican Sun

Our work began Thursday morning with a presentation I made to a packed auditorium at the university, entitled, “Como debe Cambiar la Educación: Juego, Performance e Improvisación para el Desarrollo Humano y el Cambio Social.” After that about 80 of the over 100 attendees crossed the campus courtyard to the workshop room. For 3 hours that day and 4 the next, Carrie and I led the group in performing conversations and improv activities, with both words and body. Near the end of the second day, we divided the group (by now very warmed up and into creating together) into smaller groups to design projects to “grow the city and its youth” and then performatorily share them with the large group. They had great ideas, like Cultural Caravan, Urban Complement, Winds of Change, Shoot Me with Your Ball.

A Performing Group

A Performing Group

Tera and Miguel

Tere and Miguel

CASA has a strong and solid presence in the poor community of Juárez. Headed by Maria Teresa Almada (“Tere”) CASA’s staff and practice is passionately progressive—unwavering in their conviction that people CAN develop in the worst of conditions. And they have what appeared to us to be a productive, non-hierarchical working relationship with the university. Throughout our conversations with staff, university faculty and students, and young people we never heard anyone blame either the young people who are killing and being killed (hired by the drug cartels to do their bidding) or their parents. They are, instead, focused on the community as a whole taking responsibility for what is going on and working together to provide prosocial things for young people to do.

On Saturday we led another workshop, this time at CASA. The group of about 60 included many teens—some from a CASA high school project and some who don’t go to school but who volunteer with CASA—and women from the community who are involved in CASA programs. Carrie and I saw some new things of value from leading the group in improv games, especially those involving mirroring and creatively imitating each other. One of the most moving was the transformation of both teens and adults when they started playing together, and seeing the teens’ joy when adults imitated them!  In the environment we all built, Vygotsky’s views on play and creative imitation—and their advancement in social therapeutic practice—were living, breathing forms of life.

CASA Workshop

CASA Workshop Players

At the CASA Workshop

At the CASA Workshop

Posted in Community Organizing, Culture, Education, Learning Environments, Outside of School, Performance Movement, Social Therapeutics, Vygotsky, Youth Development. Tagged with , , , , , .

Systemic, Social Constructionist and Social Therapeutic Approaches Meet in London

IMG_0298October 5, 2009

I just got back from six days in London where the highlight of my trip was leading a two-day training workshop for therapists and counselors at the KCC Foundation in London—entitled: Learning to Play the Philosophy Game: A Workshop on How Social Therapy is Done. KCC is a dynamic learning organization that, among other things, provides training in a systemic-social constructionist approach. I worked with 20+ women and men, about half of them experienced practitioners who had trained at KCC and half postgraduate students (also practitioners) currently training there. It was a joy!  And a tool-and-result—we all agreed! I look forward to creative collaborations in the near future and beyond.

Posted in Learning Environments, Psychotherapy. Tagged with , , , .

Performing Psychology in Denmark

September 17, 2009

Esben Wilstrup—self-described Danish roleplayer, postgraduate psychology student, and playful activist— and former student and very much current friend and colleague has just launched a blog. He calls it Performing Psychology. Check it out and talk to Esben!

Posted in Activity Theory, Education, Learning Environments, Performance Movement, Uncategorized. Tagged with , , , , .

Creativity and Zones of Proximal Development

September 16, 2009

Quite a few readers have asked  to read the entire chapter I quoted from in my post, Could Developmental After School Eliminate the Need for Remediation?  So I’ve just added it to articles/chapters/talks (above). The title of the chapter is Without Creating ZPDs There is no Creativity

Posted in Activity Theory, Learning Environments, Psychology, Vygotsky. Tagged with , , , , .

Patient, Client, Beneficiary—Therapy Across Cultures

September 16, 2009

In a few weeks, I’ll begin working (and playing) with a new International Class—grass roots community activists and scholars who will gather at the East Side Institute for their first residency. Coming from different places and professions, they share a desire to change the world—and an eagerness to take advantage of the unique opportunity that the International Class offers them to create a global support network, to engage the philosophical, political and psychological issues of their practice, and to study and train as developmentalists with the creators of social therapeutic methodology.

At the same time as this new grouping is forming (it’s the sixth year of the program), recent grads continue to work together and support each other. Some of them composed letters/emails sharing their experiences of the Class and its impact on their work and lives. Before sending them to colleagues, they posted them to each other. For the past week or so they’ve been discussing how people in therapy are referred to in their different cultures, and engaging in a fascinating deconstruction of various terms. I asked their permission to post some of their conversation here (they said yes!).

The catalyst was part of the letter Lisa, alum from Brooklyn, NY, wrote:

During this time I also came into social therapy as a patient. I had been in therapy before. Some of it was helpful. But for the most part it was focused on understanding myself—why I was the way I was, what was wrong with me, how to fix my problems. In social therapy the focus was on the group—on what and how I could create with other people in the process of building the group. Social therapy didn’t fix me or take away my craziness, but it helped me build relationships and create my life without being overdetermined by my craziness and my problems.

When they read Lisa’s letter (which they liked overall), some alum questioned the word “patient.”

Peter, in Uganda, commented:

Hi everyone,

Great to read from everyone. I really have enjoyed your writings, thank you.

Lisa, thank you for that piece, I think it’s great. However, I wanted to comment on the word “Patient” as used in the 2nd paragraph. ”… having been a patient for a number of years…..”

Since you have not sent it to the people you don’t know yet, I thought we could change that to another word, though I really don’t know the best word to use, probably “Client”, but I am not sure. Maybe I can invite the group/Lois to comment on it. Otherwise, it’s great.

Lisa responded:

I am open to changing the word “patient,” but I am curious to know more about why you think it would be a good idea and also what everyone else thinks.

One of the things that I think is revolutionary about social therapy is the concept that the “patient” is not a vulnerable, passive, stigmatized person but rather a powerful, active agent in changing his or her life and the world. Or to put it another way, in creating his/her group/therapy. That’s why I am inclined to use/challenge that word. But I could also say “client” or “member of a social therapy group.” Thoughts?

The conversation continued.

From Esben, in Denmark:

I had the same response as you, Lisa – I like the word patient because it’s somewhat of a joke, in the sense that it does not refer to the conventional meaning of patient as passive vulnerable recipient/victim – however, I don’t know if you should make the point clearer, i.e. that in social therapy the patient is “a powerful, active agent in changing his or her life and the world. Or to put it another way, in creating his/her group/therapy.”. I do think using the term patient in this way does help to deconstruct and destigmatize the ‘role’ of patient.

I also just wanted to note that I feel so privileged every time I discover an email from my international friends and colleagues – we’re quite a task force ;o)

Hugs,

From Simon, in Canada:

Hi All,

Regarding the use of the word patient: At first, I thought that the use of the word was just fine; however, when the word was singled out for discussion, I started to think how I dislike the word client, but it also serves a function, just like the word patient, right? Nevertheless, technically, I now wonder if Lisa was ever a patient or was she more like a client? I mean to say that this all seems to be an interesting language game or a real good “joke” (as Esben says). I am not sure Lisa was a patient when I think about - I mean, will the readers get what Lisa is doing linguistically? Well, I would like to think some will. :) I come to “understand” a patient to be one who has simply received medical treatment; so, the question for me is, has Lisa ”undergone” and is “undergoing” or ”involved in” a psycho-therapy treatment, which would be considered to be providing medical treatment? In North America and many other places in the world, a client is a person taking advice from an attorney, accountant, or another professional person – and in this case, what arises for me is the idea of professionalism and what is a professional? A therapist seem to me to be a professional – so is Lisa a client – does Lisa take advice and does the therapist really give advice? or does the relationship consist of something more allusive . . . is it a unquantifiable exchange or more to the point, is it not a building of community, which is so much more complicated than the capitalistic client-customer-patient model can address? In other words, the relationship between the therapist and Lisa – found within the context of social therapy - is unclear to me actually – the line of client and/or patient seems to me to be blurred, not just because money exchanges hands, which makes Lisa a customer . . . a client . . . a buyer of mental goods (however you want to describe it); but more importantly, if the patient, as a concept “is to be understood as vulnerable, passive, stigmatized person, rather than a powerful, active agent in changing his or her life”. . . I agree with those that have suggested that as long as the point is made clear – as I believe Lisa has done – that Lisa’s idea of being a patient is her “becoming a powerful, active agent in creating her group/therapy,” which is in turn, allows her to create developmental possibilities – WELL, so be it – in this case, if it is good for her, it is good for me.

It was Fun playing with you all :-) Thank you for the opportunity – what a wonderful debate :-)

From Ishita, in India:

Dear Friends

This reminds me of the debate going on worldwide to change the term Schizophrenia. But changing the name does not always change its impact. We need to change people’s outlook, transform the perception of the community towards people suffering from mental illness. Any person can be a patient any time (either suffering from physical or mental illness), so to me patient is a state of human being at particular time and place and not a description of the human being at all.

But we in our center use the term beneficiaries.

Love to all

From Prativa, in India:

I feel that in general the term “Patient” itself refers to a sick person either physical or mental. As we have seen in social therapy sessions, each member of the group is creating an environment for emotional development where they are trying to overcome stigma related to the terms “patient” and “illness.” Lisa, you are also too bold in your expression that I could not match the term patient with you. But I appreciate your revolutionary thought and attempt in using the term “patient.”

From Peter, in Uganda:

Wow, this turns into an interesting conversation, thanks for everyone’s contribution and I feel they are all great.

I commented about the word “Patient” in the context that we (the group) are trying to invite people (both that we know and we don’t know) to learn about Social Therapy and the International Class. And it’s the reason I said to Lisa that it was good she had not sent it out to the people she doesn’t know.

This was because, echoing Prativa’s word that the term “Patient” refers to a sick person, it’s quite easy for one to exonerate/excuse themselves that they are not patients (sick) to join social therapy. But believe me or not, so many people out there, (we are all) either mentally, physically or emotionally “sick”, but they (we) don’t want to believe or accept the fact that they (we) are sick.

Quoting Ishita’s words too (by the way, thank you Ishita for your wonderful contributions), that “we need to change people’s outlook, transform the perception of the community towards people suffering from mental illness,” is another example to show that people don’t want to associate themselves to “illness.” ?I may agree with Lisa when she says, “A patient” is not a vulnerable, passive, stigmatized person but rather a powerful, active agent in changing his or her life and the world, but for any person to understand that, they need to first join and learn/understand what social therapy is all about and to whom it is intended.

Maybe if we may ask Ishita why do you (at your center) use the term “Beneficiaries” to mean “Patients”? probably it will also help us to understand more why we may or may not use the word “Patient.”

From Ishita, in India:

I am enjoying our group discussion.

These are all mainly game of language. But it has some inner meaning too. I think when you are going to a doctor, teacher, lawyer, you expect to be benefited from these professionals. So we use the term beneficiaries who are coming to our center for that particular time for getting some benefit in their life which may be due to some reason they cannot do on their own. Peter, I agree with you as people often refuse to accept themselves as patient when suffering from mental illness, but in the case of chronic schizophrenia or other problems we have seen people prefer to remain in that state as it appears to them a comfortable situation where they need not be active, face challenges of life and think, “I cannot do that because I am a patient.” They do not want to change their performance and they play the same old role day in and day out.

Posted in Culture, Language, Psychology, Psychotherapy, Social Therapeutics. Tagged with , , .