blogging a to z april challenge – k

k – kade

Could it be any other word? My classmates knew his name. Some even said they felt as if they felt as if they knew him a little.

Kade.

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blogging a to z april challenge – j

Theme: how my graduate school experience impacted my grief and my relationship with Kade.

j – jubilant

I decided on the word, jubilant, because it conjured the time of graduation, December 2018.

Graduation.

I felt so drained by my year-long internship an hour away from home and the end-of-program capstone paper that I don’t know if I even appeared outwardly jubilant. It barely felt real. But I was wearily, inwardly, jubilant at the prospect of getting my life back.

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People told me that Kade would be proud of me. And I believe it. And that thought is so tender and so sad.

blogging a to z april challenge – i

i – i

I…brought Kade with me to class and didn’t know that would be the case.
I…shouldn’t be surprised because I bring him everywhere.
I…was surprised sometimes at what was activating (who knew anything covered in a dry Clinical Assessments class would bring up wistful memories?).

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blogging a to z april challenge – h

h – healing

When I was discussing the possibility of grad school with my counselor, she informed me it would be like a very expensive counseling session.

She wasn’t lying.

I had also heard that this kind of program is transformative; that I would not end the same person I was when I started.

Also not wrong.

The experience and all its layers have been healing. With every class, theory, self-reflection, project, and exposure to others I at least learned something about myself, if not also my grief.

Carl Jung quote

blogging a to z april challenge – g

g – grief therapy class

My Grief Therapy class at Regis was an impacting experience. I had heard that the only instructor who taught it, Dr. Annamarie Fidel-Rice, was soulful, depth-oriented, and remarkable. I jumped on taking it as soon as I could because I knew it wasn’t offered every semester.

Wow.

Dr. Fidel-Rice and the class did not disappoint. It was by far the most expressive, feeling, experiential, and immersive class I took in the program—I guess like grief is. You can read more about the class in this previous post: heworeflannel.com/2017/05/03/one-year-down/.

In learning about providing grief therapy, we were allowed to process our own losses. We created loss timelines, engaged in writing prompts and coloring prompts, chose and reflected on images that spoke to us and our grief, allowing the unconscious to become conscious, and learned and participated in healing ritual.

burning bowl

Though not a picture from ours, we partook in a burning bowl ceremony choosing something no longer serving us. There was power in taking part in rituals in community.

blogging a to z april challenge – e

e – evidence-based

ev·i·dence-based / adjective: denoting an approach to medicine, education, and other disciplines that emphasizes the practical application of the findings of the best available current research.

I appreciated the evidenced-based grief researchers, authors, and professionals whose work I referenced in school. While completing assignments, I was learning about my grief, myself, my boy, and our relationship.

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JennyKade

blogging a to z april challenge – d

d – dreams

Several of the professors at Regis happened to come from a depth psychology/Jungian background. This is a focus on the “unconscious” and includes dreamwork.

At the conclusion of my Grief Counseling class, the benchmark paper was to “include sleep dreams you may have had that companioned you during a grieving time in your life.” I was glad I had recorded my Kade dreams in a dream journal I keep by my bed.

For this project I got to revisit a dream, research the writings of Jung and other depth psychologists, and get my professor’s feedback. That exercise was the essence of the joining of my grief and my counseling education.

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