the opportunity to be creative non- verbally, whether that person is someone having problems which make him fairly immobile or is a person experiencing a high degree of involvement in living. In these classes, it is hoped the student will discover that working with one’s hands can be a release, and that it can afford an individual a great deal of satisfaction while making him more aware of his own body. Concretely, the student can acquire specific skills in several media so that he may assist a client to develop his own creative potential.

Creative Writing, Effective Speaking, and English help the student understand the impact written and spoken words can have. Drama affords creative release and also prepares the student to participate in role playing and psychodrama.

Other classes on campus are included to help the student become more aware of the “human condition” and more open to other persons’ methods of expres- sion and thought.

Both Humanities and Philosophy ex-

pose the student to ideas of people who have influenced society. As a result, the student may become less dogmatic in his own thinking.

Anthropology introduces the student to cultures and societies not typical of his own. The realization that these cul- tures can function regardless of the level of “advancement” should help the student be more tolerant of different ideas and the way another person may choose to live and solve his problems.

During the freshman year students are given a background in the medical model of mental illness, but throughout the two-year program the focus is on inter- personal relationships and communica- tion theory. The students use their own experiences, and experiences with other students, to clarify and identify their own ways of relating to each other.

The sophomore year offers group dynamics and psychodrama. Again, stu- dents use their own experience in the group to better understand the stages of a group and the roles its individual members can assume at different times.

ON GRADUATING

We’ve stopped to cry and laugh and grow, We’ve grown together and the Growing made us think and see and feel. Let’s stand silently and touch others Let’s reach out and feel the warmth That we’ve learned to know is there. We’ve sought and fought and shared We’ve stopped to listen, see and learn Learning made us be.

by Linda Stafford, MHT May 6, 1970

Perspectives in Psychiatric Care Volume X Number 1 1972 27

Authorities claim that a person will learn to function and function well if he is allowed “to be” in an accepting and vitally interrelated Community. Students at Daytona Beach Community College are extremely fortunate to have an op- portunity to participate in just such a community. They receive their practical experience at a nearby day-care center which subscribes to the same philosophy. Together with the clients and staff, the students help facilitate the atmosphere of open, honest, productive activity.

From our experience, my classmates and I know the philosophy works. Indicative of this is the following story told by a fellow student after making a house call on a female client.

I arrived at Joyce’s home early in the evening. Joyce’s husband, teenage sons, and small daughter were present.

I was very tired that particular evening, and desperate for a way to help Joyce find some joy in being alive.

Joyce has been a client in the Day Care center for some months now and although she does have so-called “good days,” she still remains depressed and uninterested in life when she seemingly has everything going for her - a loving husband, three beautiful children, a nice home, and no money problems. Joyce seldom smiles and I can’t remember ever hearing an honest laugh come from her. She usually sits with her legs crossed and arms folded in a rigid posit ion.

The interview started with the same old words pouring from Joyce: ”I can’t do it. I’m afraid I’ll never get any better. I don’t see anything to laugh about and I hate to face each day.” And so on.

Even though she had been in hospitals and had many hours of private therapy, I could see meaningless years ahead for her and I began to see myself as a failure for not being able to help her. In despera-

tion I interrupted Joyce and suggested playing a game. The children were all for it, of course, and Joyce’s husband - perhaps feeling some of my own despera- tion - agreed. Joyce agreed reluctantly.

“Let’s all sit in a circle on the floor,” I began. “Then each person must turn to the one sitting on his right and while touching that person tell him something about him ihat he really enjoys.”

I started the game by turning to Joyce’s four-year-old. Taking her small hands in mine, I said, “Kathy, what I really enjoy the most about you is your beautiful smile. You always give me such a warm, friend- ly feeling. It’s a pleasure to see you.”

Each member of the family followed my example. Meanwhile Joyce was try- ing to think of something she enjoyed with her husband. I was beginning to give up when she turned to me and said, “I enjoyed the family picnic we had two weeks ago.” She was about to go on but I stopped her and said,” Joyce, look at your husband and tell him!”

Joyce turned to her husband and took his hands. “Jim,” she said, “I really en- joyed that picnic.” As she spoke, her face relaxed a little. I asked Joyce what she felt just then. “I feel like giving Jim a kiss.”

“Then do it!” She and Jim kissed and Joyce started

laughing. It was the first laugh I had ever heard from her. “If anyone should walk in now and see us sitting on the floor, they would think we were all nuts.” she said.

As I left Joyce’s home, the family urged me to return and play the game again. I pointed out that they didn’t need me to play it, but I do plan to return. Tomorrow Joyce may have her rigid expression again but if I can somehow help her relearn to enjoy a little something from each day. . . .

This kind of dramatic encounter does not take place every day, but experiences like this are what make our program valuable and worthwhile. W e like what we are doing.

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