Examines poetry written by a South African political prisoner (including verses found in his possession at the time of death) who died in custody under suspicious circumstances. Concludes that suicide (the official explanation) was a most unlikely explanation for his death, which was far more likely to be due to murder or neglect. (SR)

Describes how choral reading and "orchestrations" of poetry engage the interest and enthusiasm of adolescents. (SR)

Notes that living creatively and fluidly often depends on an adult's ability to play. Describes a workshop designed to enhance awareness of the importance of play for adults and to provide imaging strategies helpful to therapists, teachers, and poets. (RS)

Describes the use of poetry writing in work with delinquent female adolescents as a therapeutic method allowing deep rooted feelings and experiences to be expressed, and advancing group cohesion and universality. (SR)

Describes the ways in which the use of poetry in group therapy facilitates therapeutic goals consistent with interpersonal theory. Discusses the relationship between poetic interventions and I. D. Yalom's therapeutic factors, and offers a case example of an in-patient therapy group. (SR)

Offers rationales for teaching cartoons and poetry together, and describes classroom activities involving cartoon poetry. (SR)

Considers why James Magee has converted the titles (more particularly, poemlike utterances) of plastic works of art to an oral/communication medium. Discusses Magee's titles as they dissolve the frame, and hence its conventional significance as a marker of apprehensibility. (RS)

Interviews Jack Prelutsky, a well-known poet for children who provides a perspective on the imperfect people and perplexing paradoxes that puzzle everyone. Provides a look at random notes from his notebook and drafts and a list of the books he has published. (MG)

Compares poetry to a dead body that teachers, like mad scientists, are trying to revive. Suggests that teachers stop trying to teach students to find the meaning in a poem but to simply accept the experience in a nonjudgmental, open way. Offers three activities designed to help students to explore poetry in their own way. (PRA)

Discusses the dilemmas of evaluating and assessing students' poetry. (SR)

Describes the use of the collaborative poem in poetry therapy groups with low functioning patients in a psychiatric unit. Shows the collaborative poem to be an effective technique in fostering group cohesion and instilling contact with reality. (SR)

Discusses what a poet can offer severely disturbed psychiatric patients and how that is distinct from what a clinician offers. (SR)

Examines the place of poetry within five major schools of psychotherapy. Presents the process of self-creation as a final common pathway for poetry and therapy. Applies specific principles of poetry therapy to schizophrenic patients. Concludes with an identification of key issues pertaining to the role of the therapist and the field of poetry…

Explores some of the similarities and differences between the intent of poetry and psychotherapy. Focuses on linguistic and craft aspects, with some discussion of both the formal and unconscious aspects of poetry as they relate to different therapeutic styles. Draws some parallels with implications for therapy. (RS)

Discusses some theoretical considerations essential to understanding poetry's power to assist in healing mental, moral, or spiritual anguish. Presents two fundamental and contrasting notions of what a poet does, how a poem comes to be, what place a poet and poetry have in society, and what criteria determine whether a poem is art, or not. (RS)