I “teach” online a lot and I love it. I’ve done a course on Social Therapeutics at Massey University (evidently in New Zealand English, though, a “course” is called a “paper”) and just launched one through the Zur Institute for 6 CEUs. But the bulk of my online teaching is through the East Side Institute—our introductory courses, online certificate program, and in-person/online combo called The International Class.

More of our faculty are offering online courses too, and I work with them on how to do it. I tell them (and hopefully help them) to see an online course as a completely new opportunity for social creativity.

I’ve learned from these newbies some of the things that “seduce” them into relating to the course as if it’s a face-to-face, real time learning environment that just happens to not be face-to-face or real time! Like silence (i.e., no posts) for a few days, or a response to a reading that is very far from what you expect, or a conversational thread that seems “off topic.” In a  regular course, such things are no big deal, but online they can loom large indeed, sometimes enough to worry the course leader into trying to control what will happen, too quickly correct a misunderstanding, ask a lot of questions, or fill in a silence with erudtion—all of which don’t make good use of the uniqueness of the online learning environment.

In my experience, the slowness (or timelessness) of online discussion makes it easier to respond to the whole group even as you are responding to a particular person. You (and everyone else) can read and re-read what people have written, and see the process by which the conversation is being created. Someone can always revisit a topic, something that’s harder to do in regular courses. You can also play with each other’s posts. I’ve had students take a line or two from different people’s posts and create a new post that then becomes part of the mix (and can create another “student” in the course).

Taking playful initiative seems easier online. So does sharing. I’ve found that students tend to be more giving of their life experiences in ways that create a safe place for playing with the most challenging theoretical material. On their own, some have videotaped conversations with friends or colleagues on the readings and posted them for us to see and comment on. Others describe readings and web material that excite them and recommend them to everyone. Others create scenes, take photos, draw pictures.

If you want help with the online environment or have a story to share, post a comment!

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!

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

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

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

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 Players

At the CASA Workshop

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!

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.

“It is not only a Vygotskian atmosphere where professionals share different backgrounds, but a zone where you may improve your human skills and to help others to perform a better world.” –Ignacio Dalton, educational researcher, Buenos Aires Argentina

“The class has been such a wonderful support system, helping me to deepen my consultancy with the youth and staff I work with in non-profit organizations.  The group has inspired me to be more creative in my work, to take more risks, and to build more.  It has been an honor to be part of such a group that is dedicated to human development, even when life, social, and political circumstances challenge us.”–Kim Sabo Flores, evaluation consultant, Brooklyn NY

“The International Class has made me learn to challenge some of my old beliefs and to peel off the rigid self image that we all try to portray in our life. The cultural and economic differences of all the countries of the student has made us get an even broader viewpoint on all the topics which were discussed.”–Ishita Sanyal, psychologist, Calcutta India

The International Class is a course of study in postmodern and activity-theoretic approaches to human development and learning. Emphasis is on social therapeutics, a methodology utilized in diverse mental health, educational, youth development and community organizing settings in the US and internationally.

I began this program in the fall of 2003 and I lead it with a great faculty. We provide a unique opportunity for practitioners and scholars from the US and countries around the world to study together, learn the Institute’s cutting edge developmental methodology, and build ties and support for themselves and their communities.

A creative playground and postmodern academy, participants create a dynamic zone of development in which they can engage the philosophical, political and psychological questions emerging from their practice.

The ten-month program combines residencies in New York City and seminars, supervision and project development sessions conducted online. Students come together to work with Institute faculty and others in the broader development community and advance their programs and research.

Residencies. The International Class meets at the Institute three times during the academic year (two six-day and one twelve-day residency period) to work together as a group with Institute faculty and associates. Site visits, observations, participant observations and experiential learning activities supplement daily seminar activity.

At Home. In between residencies, students study the social therapeutic method in relation to socio-cultural activity theory, theories of performance, postmodernism, group process and community development. Learning formats include on-line seminars, mentoring, dialogues with guest colleagues of the Institute, supervision and conference calls with faculty and mentors.

The International Class is cross-disciplinary and open to practitioners and scholars with a broad range of educational and life experiences—and a passion for innovation. Applications for the 2009-2010 program will be accepted through July 2009. Tuition is $3200. A limited number of full and partial scholarships are available.

For more information, including dates, applications and scholarship forms, contact me! To read more about the program, go to http://www.eastsideinstitute.org/internationalclass/index.html