Writing about one’s self with others. Autobiographical writing as self-care

The autobiographical writing workshop is aimed at supporting participants, through the recollection of personal memories spanning across their life history, in a self-awareness process, in acknowledging themselves at the present time and their own resources, in retrieving their visionary qualities as a prerequisite and driving force for pondering on their life project.

General topic:
Personal autobiographical history for self-care and full self-awareness

Specific topics:

From dreams to future projects: identifying talents and resources to uncover aptitudes and pursue one’s intentions

Today: one’s identity, relationships, activities and feelings;

Memories of/from the past: memories from childhood, different life phases, goals achieved, dreams and goals still to be achieved

Participants would be adults, typically 25 years of age and older. The ideal number of participants is no more than 15-16 people;

Our aim is using autobiographical methodologies to deepen self-knowledge and personal growth through

1. review of one’s personal history
2. analysis of the present time in terms of its positivity, criticalities and potentialities
3. exploring one’s dreams, desires for one’s own future planning

Materials needed include: A computer and a projector to project slides; a large notebook for each participant to write on during the workshop, a small notebook to use as a diary at specific times or situations throughout the day; coloured pencils, markers, pens, A4 sheets, post-it notes

Conductors provide 5 sensory boxes, i.e. containers to collect objects useful as visual and audio stimuli (sounds, scents, images, various objects, photographs, etc.) which facilitate exploring one’s memories through a sensory approach

A classroom of a suitable size for the group is needed, with tables and chairs, allowing for solo writing and sharing with others. The location should always be the same in order to facilitate adaptation to the environment and the creation of familiar spaces to help concentration. Room temperature must be kept comfortable in both summer and winter. Lighting has to be adequate for easy writing and reading.

Equipment required: a PC workstation – a projector – a screen for projection – 1 flipchart – post-it notes-

Each weekly meeting runs for at least two hours. A minimum of six meetings is necessary to complete the course.

Here are all the phases to be covered in the process:

1. Team building activities: self-presentation through group games and autobiographical writings: pair work, mutual introductions, script-writing
2. The activity starts with the presentation of the workshop aims and methods, the description of autobiographical writing function and potential, the working methodology applied and the presentation and sharing of the autobiographical pact, i.e. rules and inter-personal setting needed for a collaborative and trusting climate
3. Autobiographical writing activities based on inspiring suggestions and reflections on the following topics, spread over six meetings

• Where I stand today, my identity. Writing one’s identity card, one’s own name acrostic, one’s own name story.
• Where I come from: recalling and writing down sensory memories triggered by evocative objects/ situations related to the five senses.
• Remembering experiences from the past to the present, acknowledging the emotions conjured up by memories and positioning them in one’s body which thus acts as an expressive medium
• Life’s climax: playing the 24 tiles game, which consists of writing on each tile a significant episode of one’s life, changes, turning points, traumas and wounds, achievements and goals reached; graphic representation of the goals reached through maps, islands and archipelagos
• Wounds and openings: from acknowledging hardships to activating personal resources for change, leading to resilience and gratitude issues
• Dreams and visualisation: exploring one’s dreams and desires using visualisation techniques, graphic depiction and writing of one’s wishes in the form of maps, islands and archipelagos
• From dreams to a life plan: exploring specific aspects that need improving for the fulfilment of one’s dreams and wishes; reflections and trials for turning such wishes into feasible plans (timing, strategies, specific steps, required relational and logistical support etc.)

Participants’ Evaluation of the Workshop

Usually this Workshop ends with a ‘’WORD ROUND‘’, during which each participant writes down an anonymised word expressing his or her feelings about the whole Workshop and the group on a post-it note and hands it in for sticking on the flipchart.  Facilitators will regularly carry out an in progress course evaluation

Conductors record their evaluation on paper at each meeting. Benchmarks under observation are:

1. completed activities
2. satisfaction degree
3. any difficulties faced
4. group dynamics triggered, if any, whether functional or dysfunctional
5. Attendance at activities
6. Written outputs
7. Sharing among participants

Such information, reviewed by the conductors on a case-by-case basis, allows targeting and adjusting each activity to meet participants’ needs

As for the evaluation of participants’ progress, during the last meeting they are asked to write: “ What I bring with me from this experience….”. They are asked to write reflectively and thoughtfully, analysing their own experience in relation to the group, to the workshop typology, to the experience of having recalled memories, even very distant ones, to what they have discovered about themselves, to the increase or lack of self awareness of their own value, resources and skills, and finally to their current feelings as regards a connection between their own wishes and the ability to make them come true.

Facilitators are responsible for ensuring that participants feel at ease, while providing a safe place and space for a shared search of a sense of self.

To this end, they introduce and share rules for mutual respect. These rules are framed in what we call the ‘Autobiographical Pact’, which is a mutual commitment to respect, withholding judgement, and empathic listening.

8 – 16 participants

In terms of complexity, given the sensitivity of the ‘personal material’ involved and the need to keep an eye on how well the group dynamics work, this kind of workshops is a level 3, as facilitators must be competent in autobiographical methodologies, as well as in identifying and managing group dynamics.

Co-leading by two operators in an autobiographical self-care workshop meets the needs of

1. monitoring and managing internal group dynamics
2. recording on paper the activities carried out in each session, according to each group’s specific features and participants’ needs
3. co-leading allows different modalities, approaches and points of observation when presenting activities, facilitating and enhancing each participant’s understanding of and involvement in the task