Mandy Chilcott

Posted by on Nov 23, 2016 in | 0 comments

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  • Narrating creativity: Developing an emic, first person approach to creativity research— Mandy Chilcott and Daved Barry

    $9.90

    Despite the complexity of workplace creativity, laboratory or survey-based quantitative research conducted in the positivist tradition supports a trend towards prescriptive ‘recipied’ lists for stimulating creativity. In contrast, by recognising creativity as a complex multi-level system, we were inspired by ideas from narrative therapy to develop a new narrative inquiry methodology that uses personal storytelling to collaboratively investigate, promote intelligent reflection on, and enhance the creativity process.

    Our aim was to explore how taking a pragmatic constructivist approach might unfold a new way of eliciting richly descriptive realworld information that exploits local situated knowledge (what we call ‘emic creativity’) about the individual and group creative processes within a workplace. Using a developmental application of the methodology as a single-level case study on gaming designers in Denmark, we found that the new emic creativity methodology can contribute valuable information about creativity within a particular system.

1,962 Comments

  1. “Narrative therapy doesn’t believe in a ‘whole self’ which needs to be integrated but rather that our identities are made up of many stories, and that these stories are constantly changing.”

    I like this, I find it very compatible with my beliefs as a Buddhist. In Buddhism, as I understand it, mistaken beliefs about a solid, fixed “self” are the source of our suffering.

    I work with couples using EFT for couples, and in that approach, there is a big emphasis on externalising the problem as “the cycle that you get trapped in”, and encouraging couples to come up with their own name for it.

  2. Thank you for this. I am a counsellor, and trying to make as much as possible of my notes “in quotes”, that is, writing down things that the clients said. And not my own opinions.

  3. hello

    I the ED of a Friendship Center in Terrace, BC where were mostly target the indigenous population in our city of 12,000. I found your video interesting and something that we may want to try. Havee you been able to to do any follow ups studies to gage the long term effect of your program?

    Regards

    Cal Albright
    ED
    Kermode Friendship Center
    http://www.keremodefriendship.ca
    Terrace, BC
    Canada

  4. Thank you for this overview of Narrative Therapy. I am returning to practice after some time away, and these reminders are timely and appreciated.

  5. Hi Chris

    I really enjoyed watching your video about Narrative Walks. My project is based in Blaenau Gwent, in South Wales, Uk. I’m wondering whether I might use such an approach in my work with our Youth Service, who support young people between the ages of 11 and 25. Have you any thoughts on this? Are there any resources available, either free or to purchase?

    Best wishes

    Paul

    • Hi Paul, m

      Much of my early attempts of the program were with the 15-20 year old age bracket and I found it worked really well. When I recently had an opportunity to run the program again with this age bracket – I extended the finish time so that could spend more time at the stop points and have a fire at the last resting place to talk about our intentions after the walk. This meant that we used head torches for the 2km which added a bit of a sense of theatre to the day. It was pretty cool.

      If you email me on hello@embarkpsych.com I can send you the manual. Or ask any other questions via this page so others might share in the answers.

      CD

  6. Thank you for sharing your insights. This has been very enlightening as a student studying post-grad social work. Recently my tutorial group was discussing how professionals often use their interpretation and that clients may not get to see how some professionals interpret their stories, in this way many things can be missed especially what the client sees as being important.

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