TY - JOUR AU - Buttery, John AU - Allan, John A. B. PY - 2012/04/01 Y2 - 2024/03/28 TI - Journal Writing as a Developmental Guidance Method JF - Canadian Journal of Counselling and Psychotherapy JA - CJCP VL - 15 IS - 3 SE - Articles/ Articles DO - UR - https://cjc-rcc.ucalgary.ca/article/view/60397 SP - AB - <p class="p1"><span class="s1">Students </span><span class="s2">in a </span><span class="s3">regular </span><span class="s4">Grade </span><span class="s2">7 </span><span class="s5">class participated </span><span class="s6">in </span><span class="s2">a </span>developmental <span class="s7">guidance </span><span class="s8">program </span><span class="s3">that </span><span class="s1">was designed around </span><span class="s9">writing </span>two <span class="s10">journal enteries </span><span class="s11">a </span><span class="s12">week </span><span class="s2">for </span><span class="s9">the </span><span class="s13">school </span><span class="s14">year. </span><span class="s4">The </span><span class="s8">program </span><span class="s4">was </span>included <span class="s2">in </span>the <span class="s4">Language </span><span class="s3">Arts </span>curriculum <span class="s1">and </span><span class="s4">was </span><span class="s15">seen </span>as a <span class="s10">natural </span><span class="s16">part </span><span class="s17">of </span><span class="s13">school </span><span class="s18">life. </span><span class="s4">The </span><span class="s14">students </span><span class="s1">used </span>the <span class="s8">program </span><span class="s17">to </span><span class="s10">write </span><span class="s8">about </span><span class="s11">their </span><span class="s19">own </span><span class="s17">individual </span><span class="s16">tasks </span><span class="s1">and </span><span class="s10">issues. </span><span class="s4">Seven </span>key <span class="s10">journal </span><span class="s20">themes were </span><span class="s11">identified </span><span class="s3">that </span><span class="s9">reflected </span><span class="s1">concern over </span><span class="s13">parents, </span><span class="s11">siblings, </span><span class="s9">ca</span><span class="s3">reer </span><span class="s5">aspirations, </span><span class="s10">national </span><span class="s4">and </span><span class="s9">international </span><span class="s10">issues, </span><span class="s7">emotions, </span><span class="s1">and </span><span class="s5">philosophical </span><span class="s4">and </span><span class="s6">reli- </span><span class="s14">gious </span><span class="s4">themes. </span><span class="s1">The </span><span class="s9">writing </span><span class="s14">process </span>and <span class="s5">class </span><span class="s3">discussions </span><span class="s7">which </span><span class="s3">followed </span><span class="s21">seemed </span><span class="s2">to </span><span class="s22">facilitate </span><span class="s13">emotional, </span><span class="s23">social, </span>and <span class="s8">academic </span><span class="s7">growth, </span><span class="s2">to </span><span class="s15">improve </span><span class="s17">the </span><span class="s14">classroom </span><span class="s10">climate, </span><span class="s1">and </span><span class="s2">to </span><span class="s16">increase </span><span class="s9">the </span><span class="s1">communication </span><span class="s3">flow </span><span class="s4">between </span><span class="s13">students, teacher, </span>and <span class="s13">parents.</span></p> ER -