A Therapeutic Approach to Teaching Poetry: Individual Development, Psychology, and Social Reparation

The Therapeutic Value of Poetry Gaining Awareness and Overcoming Defenses (Neuro) Psychoanalytic Regression and Integration The Teacher as (Whole, Useful, Permanent) Object The Poem as (Self-, Transformational, Transitional, Reparative) Object A Poetry Therapy Model for the Classroom Cultivating Empathy: Wordsworth's Lyrical Ballads Reparative Text: Tennyson's In Memoriam Integrating Experience: Morris's The Defence of Guenevere and Other Poems Desire and Reparation: Rossetti's Goblin Market and Other Poems

"In A Therapeutic Approach to Teaching Poetry, the journey from theory to text in both literary criticism and psychology has been gracefully extended to personal and social development. As an educator and therapist, I have found that whether the poetic is experienced in the classroom or clinic, whether it is written or read alone or with others, it can serve in growth and healing capacities. Todd O. Williams, in this scholarly and practical book, is in effect making a compelling offer to writers, educators, therapists, and others to continue a dialogue to advance the common ground in literary, therapeutic, educational, and community-building studies." - Nicholas Mazza, Dean and professor, College of Social Work, Florida State University; author of Poetry Therapy: Theory and Practice"Drawing on the work of Freud, Klein, Lacan, Kristeva, cognitive psychoanalysis, neuropsychoanalysis, and poetry therapy, Williams offers a theoretically sophisticated and classroom-tested strategy for teaching poetry in a way that promotes cognitive and emotional developments that contribute both to students' greater personal well-being and to social justice. This is a brilliant and ground-breaking book that will be indispensable to anyone who cares about the personal or social benefits of reading and studying poetry." - Mark Bracher, Kent State University; author of Radical Pedagogy: Identity, Generativity, and Social Transformation"This is a valuable book for teachers who want their practice to be truly useful to students. The argument is eminently practical, and the writing is lucid, well-organized, and conceptually shrewd." - Marshall Alcorn, George Washington University; author of Changing the Subject in English Class: Discourse and the Constructions of Desire