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Download Dreaming in the Classroom: Practices, Methods, and Resources by Philip King, Bernard Welt, Kelly Bulkeley PDF

By Philip King, Bernard Welt, Kelly Bulkeley

The basic advisor on easy methods to educate approximately dreaming.

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Read or Download Dreaming in the Classroom: Practices, Methods, and Resources in Dream Education (S U N Y Series in Dream Studies) PDF

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Extra resources for Dreaming in the Classroom: Practices, Methods, and Resources in Dream Education (S U N Y Series in Dream Studies)

Sample text

Roger Knudson, recent director of Miami University’s graduate clinical psychology PhD program, has questioned whether it is wise to expect undergraduate psychology students routinely to encounter their own dreams in a group-sharing context. Perhaps some of them—albeit a small minority—are too psychologically vulnerable for the experience to be positive rather than harmful. 7 On the other hand, many courses—literature, philosophy, and biology—and the overall college experience itself could be troubling to vulnerable students.

There have been no problems, and several students decided to major in psychology based on their experience. Instructors can bring students’ dreams into the course without discussing individual dreams in class. Students can reflect on their own dreams in a journal, as discussed earlier. Student dreams can be aggregated and distributed anonymously and analyzed in ways that don’t involve interpretation. Other mechanisms that can guard against psychological harm befalling students include screening before or at the start of the course, ongoing monitoring during the course, and follow-up “debriefing” after the course is over.

The instructor wishes mightily that he had been a better diagnostician, as do all who knew the student. What are we to make of this tragic event in terms of the question of dream sharing in college courses? Clearly, for almost all students dream sharing is positive, for some, it is a high point in their studies. For a small minority, dream sharing is negative and for a very few, may be harmful. We need procedures to protect the vulnerable without banishing dream sharing from courses on dreams. Instructors should provide full disclosure in the syllabus and at the first class meeting.

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