Creating Promising Futures Through Social Construction
228 Maple Street Middlebury, Vermont 05753
Peggy Sax, Ph.D. is actively involved in the study of dialogic and narrative approaches through therapeutic conversations, teaching activities and online learning communities. She is currently in independent practice in Middlebury, Vermont as a licensed psychologist, consultant, workshop presenter and teacher. First and foremost, Peggy is a practitioner. Her work as a teacher, consultant and online study group host is imbued with learning from firsthand experiences as a family therapist in her small town New England community.
Peggy’s professional development has been rigorously influenced by collaborative therapies, and by her mentors: Dario Lussardi, Tom Andersen, Lynn Hoffman, Michael White and David Epston. In the 1970s-80s, she learned hands-on within exceptionally innovative programs – the home-based “British Columbia Infant Development Programmes,” and a pioneering parent child center & vibrant community mental health center in Middlebury Vermont.
Since the early 1990s, Peggy has apprenticed herself to narrative therapy. An enthusiastic teacher and international workshop presenter, she enjoys the opportunity to draw upon her experiences and knowledge of narrative practice, and to share compelling stories from her practice with families and their children, teens, adults, couples, communities and students of all ages.
Having witnessed many courageous changes made by families and individuals facing personal challenges, Peggy became increasingly intrigued by applications of narrative and dialogic approaches outside the realm of therapy. In 2000, she received her PhD in Human & Organizational Studies at The Fielding Institute where Barnett Pearce mentored her into the wide world of narrative studies, dialogic communication, and reflective practice. Peggy's organizational consultations have brought her into community-based settings where professional services seek to become less professionally centered, more amplifying of people’s sense of personal agency, and more focused on strengthening and collaborating with community-based resources.
As a Taos Associate, Peggy wishes to nurture curiosity between dialogic and narrative approaches, and earnest dialogue across differences. She offers an abundance of ideas to refresh the spirit of our work through co-sponsored training events in Vermont, building online community and other collaborative initiatives.
Peggy’s fascination with online learning communities led to the book, Re-authoring Teaching: Creating a Collaboratory and the companion website: Re-authoring Teaching. The term, “Re-authoring Teaching” is a play on the term “Re-authoring Conversations” that Michael White and David Epston coined in their original description of narrative therapy. Peggy began the online “Narrative Practice and Collaborative Inquiry (NPCI) Study Group“ a few months after Michael White's death, in efforts to create "an island of belonging" for people drawn to narrative practice and other collaborative approaches from across geographic distance to find each other and build a learning community that transcends geography, professional status, and other differences. Since then, Re-authoring Teaching has become a non-profit organization hosting a range of narrative learning opportunities.
Peggy is the author of several articles: “Narrative therapy and family support: Strengthening the mother's voice in working with families with infants and toddlers (2000),” “It takes an audience to solve a problem: Teaching narrative therapy online” (2003), “Developing stories of identity as reflective practitioners” (2006), and “Finding common ground: Parents speak out about family centered practices” (2007).
Book: Re-authoring Teaching: Creating a Collaboratory (book): http://reauthoringteaching.com/about/re-authoring-teaching-the-book/
The Collab Salon:
Workshops & Narrative Camp:
Alliant Continuing Education: http://www.ce-psychology.com/product240.html
Email newsletter: http://reauthoringteaching.us10.list-manage.com/subscribe?u=c2ba748c57b2e787e44514ee5&id=f417400cdf
Re-authoring Teaching is a consortium of narrative practice teachers, practitioners and enthusiasts from around the world who seek to promote training and continuing education in a narrative approach to therapy, organizational, and community work. The term, “Re-authoring Teaching” is a play on the term “Re-authoring Conversations” that Michael White and David Epston coined in their original description of narrative therapy.