R J Comeau - Curriculum Design & Research
Section 4) Express your thoughts and feelings (and shape them to work for your goals)
Here’s a chance to get what’s in your head and your heart out on paper in a free-write.
There are tools in this section to shape your thoughts and feelings so that they serve your pursuit of your goals, instead of getting in the way.
Research has shown that increasing your awareness of your own thoughts and feelings, and intervening in thinking and emotions that are leading to behaviors that you want to change, can help you make positive steps toward personal goals (Meichenbaum, 1977). Other research has shown that expressive writing can help those who have suffered traumatic experiences, leading to better health outcomes and emotional well-being (Pennebaker & Chung, 2007).
For today, select one of the prompts below, and write a page or two in response. In coming days, choose a different prompt, or reflect back on an earlier day’s writing, and do metacognition: thinking about your own thinking and feelings, analyzing patterns and looking deeply into root causes.
Eventually, you’ll move on to the sections that help you to shape the thoughts and feelings you’re having that are interfering with your success in school. We’ll have conversations about your writing, thoughts, and feelings. Over time, let’s work to build a positive mindset and a resilient attitude, to help you do better in school.
Prompts: Write about …
Alternatively, you can choose to write poetry, lyrics, hip hop – all of which can be therapeutic, and empowering.
Early in the process, it’s
best to just write, to get your thoughts and feelings onto the page. As we talk
together about your writing, we’ll look for opportunities to reshape or reframe
any thoughts and feelings that trouble you, detailed in the pages that follow.
Meichenbaum, D. (1977). Cognitive-behavior modification: An integrative approach. Springer.
Pennebaker, J. W., & Chung, C. K. (2007). Expressive writing, emotional upheavals, and health. Foundations of health psychology, 263-284.
Copyright 2013-2015 Robert J. Comeau