ASHLAND — November offers structured opportunities for celebrating writing, reading, authors, books, libraries, and literacy.
This piece focuses on engaging in the writing process throughout November, for all age groups, for varying individual-level goals, for promoting social connectedness, for maintaining and enhancing psychological well-being.
Developing a writing “community” is promoted, spotlighting a few initiatives of what is available in Ashland County.
Regarding writing endeavors, November is noteworthy in celebrating life writing, memoir writing, novel writing, and acknowledging “I Love to Write Day” on Nov. 15.
Why write?
Some of us write simply because we love to and the process is meaningful.
It may be viewed as FUN despite the challenges of editing, crafting multiple drafts until we reach a state of satisfaction or comfort with what we have produced. We may not plan to show anyone what we have created, and just place our “works” in boxes/cases, ready to look at again sometime in the future.
Or we may write to share our stories, even planning to give them – a part of us to hold on to after we are gone – to those who love us and whom we love.
Some of us write to post/publish for paid employment or self-employment, or for free because writing and sharing our creations just represents part of who we are.
We may write to advocate for a cause or belief that is meaningful to us, writing position papers or letters-to-editors.
And yes, we may even write poetry to advocate for change.
Engaging in writing, expressing oneself creatively yet safely, promotes mental health and overall well-being.
The writer is provided with a mechanism to find and share his/her voice if he/she so desires.
Consider being part of a writing community
Sharing written works-in-progress offers the opportunity to receive feedback and to reflect on questions posed by other writers and instructors, encouraging us to improve writing efforts.
Notably, this process may result in a strong sense of connectedness and belonging.
Being provided with hybrid or virtual writing opportunities can open the door to those who are homebound, isolated, and/or facing transportation difficulties to “connect” with other writers.
They can be embraced with support as well as writing-related ideas/feedback by those who come to know them over time.
When writing is done collaboratively or with other individual(s) simultaneously, social connections can be forged, social isolation and loneliness can be minimized, and creativity can flourish.
Intergenerational Connectivity
Intergenerational opportunities focused on writing and sharing works can bridge generations and cross generational divides, fight against ageism toward both younger and older individuals.
Well-being and resilience can be maximized. Mutual understanding and empathy can be enhanced.
Structured opportunities available in Ashland County
Catholic Charities Services of Ashland County (CC)
The relatively large-scale community-oriented pen pal program created by CC connects children (elementary school students) with older adults. Written exchanges (e.g., letters, cards), aims to bridge generations while generating empathy and connectivity.
In effect, while not the stated objective, they are effectively building a “writing community” between children and older individuals.
Both “age groups” are provided with ideas about what could be written about, basically prompts to start the sharing “give-and-take” process. To expand the program, consideration could be given to providing structured writing exercises, for participants to complete, share, even to collaborate on. For example, the exercises could address issues related to living and aging well, at any life stage, despite any challenges that might be faced.
Contact Denise Conrad, program coordinator (419-289-1903); denise.conrad@ccdocle.org) or access the CC website for information.
Ashland Public Library (APL)
APL offers relevant programming routinely – including book discussions, author visits, writing events and programming. APL opens the door to bringing the joy of writing to all age groups, and to bridge generations by supporting intergenerational connectivity as much as presently feasible.
Current programming information is available on their website, Facebook page, and by interacting with library staff.
Regarding November, APL has been inspired by the original NaNoWriMo program, and created their own initiative for inspiring writers to craft drafts of novels.
The original and official NaNoWriMo platform was recently marked by controversy and dismantled, but certain objectives remain valuable and are adaptable for specific community initiatives.
According to Lindsay Brandon-Smith, Community Engagement Manager, APL is exploring alternatives in future planning, even “the possibility of offering hybrid sessions via TEAMS.”
Weekly NaNoWriMo check-ins at APL in November are in-person, targeted for adults.
However, APL is offering a unique “online Beanstack writing challenge for kids, teens, and adults, with a chance to win a prize bundle from Cartolina on Main,” according to Brandon- Smith and Sarah Norris (Aspiring Writer and Community Engagement Associate, APL).
As for examples of writing programs, Story Scribes will end in December and be replaced with a “bullet journaling class.” APL’s Pen & Page monthly, evening program will continue. Norris leads much of the writing-related programming at APL.
In the section about APL — paragraph beginning with “As for examples of writing programs…” — Consider inserting a line after “bullet journaling class” or joining the subsequent lines into one paragraph along with “As for examples….” (Hope that that is sufficiently clear).
Pathways Peer Support
Under the auspices of CC, Pathways Peer Support is “open to individuals 18 and older who would benefit from recovery-focused groups and activities,” creating a supportive and strengths-focused atmosphere.
Peer-to-peer connectivity is fostered through programming designed and provided by Pathways’ participants, CC staff, and community agencies.
Recent recovery-oriented programming included/addressed boundary setting, healthy relationship skills, budgeting, co-occurring disorders (i.e., mental health conditions and addictions), peer supporter skills/process/recertification, sewing, seeking safety, and expressive writing.
Regarding the latter, e.g., a new program started in September, focusing on “opening up by writing it down.”
Up-to-date information on available programming can be accessed on the Facebook page for Pathways Peer Support.
For information, contact Deb Brookshire, 419-496-0140, or submit an online request by going to the section about Pathways on the website for CC.
Challenges to creating writing groups
Challenges to creating as well as navigating the continuation and expansion of writing initiatives are diverse.
They must be considered throughout the planning and programmatic implementation process.
Issues may arise, for example, with finding a shared vision while having mechanisms in place for program design and implementation; implicit and explicit power differentials; “politics” of all types; how efforts are funded; transitions and changes in agency/organizational leadership when in charge of programming; and group dynamics.
Participants may vary widely in the following realms:
Expectations;
Hopes;
Goals;
Literacy;
Writing skills;
Preferred writing genre(s); and
Comfort as well as preferences with giving and receiving feedback.
There are benefits and pitfalls to how writing communities are offered – online, virtual, hybrid, or in-person. Group size, structure, and agreed-to-guidelines make a difference.
Accessibility, technical skills, computer skills, psychological factors (e.g., anxiety) and participant disabilities (vision, hearing) may have an impact on participation, and how best to design programming.
For initiatives to continue, grow, and be “successful” as defined by planners/instructors/participants, there is a need for participants:
To be engaged and to routinely attend;
To be willing to listen and share when they are comfortable doing so;
To forge and then strengthen authentic connections, grounded in trust;
To be mutually respectful and genuine; and
To retain confidentiality.
Closing comments
From 2014 through 2020/2021, the Mental Health and Recovery Board of Ashland County (MHRB) oversaw and/or fostered a strong “writing for recovery” initiative.
For information about (1) what the initiative entailed, (2) the spinoffs to an initial grant funded project, (3) ideas about what programming could involve (questions to ask when designing programs) and “what worked” as well as (4) views about what this type of initiative could make possible (e.g., improving quality of life, advocacy, self-empowerment), please refer to:
WRITING FOR RECOVERY – WRITING EXERCISES AND IDEAS: To Incorporate into Personal Recovery Plans and Use in Writing Groups. Copyrighted by the MHRB, 2019.
(I am proud to have been involved in this endeavor, including the spinoffs to the original project). (Contact the MHRB, 419-281-3139 for access to this resource).
This resource will stimulate your thinking about:
>programmatic challenges and how to overcome them,
>reveal why writing communities are so important and valuable, and
>what could be considered when designing/implementing writing community initiatives to promote behavioral health as well as to be beneficial in general.
Diana Spore, PhD, MGS, is a social gerontologist, advocate bordering on activist, writer/poetess, and older adult, who resides in Ashland. She is a participant of the Older Adult Behavioral Health Coalition of Ashland County. Spore can be reached at dianaspore@zoominternet.net.