How to create a safe setting for writing for wellbeing

A safe setting is one of the main characteristics that can affect the success of a session. This ‘How to’ guide outlines areas and actions that can influence building a safe and secure environment to explore writing for wellbeing. It is supported with examples and comments gathered from members of Lapidus International.

Where to begin

The key features of a safe setting are:

• A physical space that is supportive of the work
• An approach that engenders trust and confidence in the facilitator
• Respect for all those in the room, without judgement or criticism
• An open and spontaneous atmosphere that encourages choice and agency

This is what Lapidus members suggest can happen if you get this right:

‘people can connect with their voices … and let go of feelings of not being good enough’.

It creates ‘a sense of choice – not only to go at own pace but to choose what to write about and to respond in own way’.

‘Building an atmosphere of trust and respect within the group offers clients the opportunity to share painful or traumatic memories (as well as positive and celebratory ones) that may never have been shared before.’

What to consider

It is important to be aware of the barriers to creativity, the difficulty that some might experience responding from their authentic selves and the need to be alert and active in listening, both for the facilitator and for group members.

• Facilitator is well-prepared: try out methods and processes before suggesting others use them. This ensures that the facilitator can accompany the participants/client on the journey and appreciates the potential difficulties and delights therein.
• Setting up a welcoming environment: clear directions to location, a well-lit facility, a room set-up with elbow room and space to work, supportive base for writing (table top/clipboards), ease of eye contact with facilitator and other group members to encourage connection.
• Effective opening to establish tone: greet people as they arrive, have well thought-out opening words to welcome the group as a whole, to clarify approach and to address any concerns. It’s also worthwhile involving individuals early on as this is a quick way to indicate how the session will proceed.
• Establishing ground rules for group behaviour: respect for others, importance of listening to each other, setting expectations (‘not about spelling, punctuation, technique, and craft), establishing boundaries as well as emphasising the need to balance needs and participation; participants don’t have to share their writing or contribute verbally, and can say PASS if asked a question.
• Confidentiality: important enough to stress this separately.
• Facilitator communicates values and establishes norms to support them: that everyone is capable of creativity and that everyone has a voice worth hearing. ‘It’s not about what is right and what is wrong.’
• Compassionate listening from all: it needs to be ‘safe to share in an uncritical environment.’
• Group energy: it’s important that the facilitator is attuned to the energy of the individual/group. This most likely will vary during the course of a session and the facilitator needs to adapt to hold the space with care.
• Flexible, nurturing structure: design of the session encourages spontaneity, provides choices for participants and gives room to share as they wish. This encourages people ‘to write from the heart and go deeper into the whole process of connecting with themselves.’
• Space for reflection: provide an opportunity to write reflectively, to shape the abundance of detail and memory in a way that forges meaning.

Note: It is important to have a sound understanding of ethical practice and to know what to do if an individual discloses information that puts themselves or others at risk.

Lapidus International plans to develop such training and has already put forward a project proposal seeking funding for its design, development and delivery.

Our ethical code can be found at: https://lapidus.org.uk/ethical-code

Further support

‘I often think of a group as being like a warm island in stormy seas. The numbers arrive out of the wind and dark, clutching their precious papers, they smile tentatively and shyly at each other, wrap their chilled hands around a cup of tea and settle into a circle with their papers between them. If the group members can take each other as they experience them within the closed social system of the group, if they can relate to and support each other through a discussion of the writing without seeking to question beyond the boundaries of that writing, then the group can be powerfully facilitative.’ (p129, Bolton G, 1999)

1. Lapidus Scotland (2015) ‘Facilitating Groups’ https://www.lapidusscotland.co.uk/lapidus_tool/facilitating-groups/
2. Bolton, G (1999) ‘The Therapeutic Potential of Creative Writing: Writing Myself’, Chapter 9, p127-141, London: Jessica Kingsley
3. Chavis, GG, (2011) ‘Poetry and Story Therapy – the healing power of creative expression’, Chapter 12, p161-163, London: Jessica Kingsley Publishers