the groups is evaluated, both qualitatively and quantitatively, and to see that the benefits of reading are translated into policy. Jane is in no doubt that there is something special about the activity of reading that sets it apart from other activities, such as meditation or playing a musical instrument, which also require concentrated effort. ‘The fact is it’s social – so it’s not so much like playing a musical instrument, it’s more like being in a string quartet. You are reading others as well as reading the book. Reading is not a passive activity. It’s probably the most primal creative activity, after procreation and the eating of food, and I think that’s to do with language. Language helps us survive, so we can say things like, “Look out for that rock”, but we can also say, “I feel hurt because my child is sick”. So it’s emotional as well as purely practical. I think written language is the most intense and complex form of language, so having access on a weekly basis to that and sharing the difficulties of that with other people, I don’t think there’s anything else that would be quite as creatively demanding.’


Something meaningful The story is important, Jane says, but just as important is the opportunity for people to come together, with a purpose. ‘I’ve been reading with a group at a drug and alcohol facility, with people with some pretty hefty life and personal problems to sort out. It’s not been a very stable group. You need to do a new thing each week. But they’ve settled down over the last month into a relatively stable group and I said to them a few weeks ago, “Shall we start reading a novel?” We started chucking a few ideas around, and one guy just said to me, “Come on everyone, it doesn’t matter what the book is, Jane, just bring us something meaningful”. I thought to myself, this is really important because the story is a nice thing and it gets us along but what all of these people with bloody big problems were mostly enjoying in that group was being together with a cause to talk to each other, about something very serious – that’s the nub of it, I think.’ Beverley La Roc, who runs nine Get into Reading groups from her base at Toxteth Library, also stresses the importance of people coming together, learning how to be with other people, to listen to others and to respect their views. Beverley’s groups include a group of young people expelled from school, a group at a hostel for pregnant teenagers, and another at a dementia home, as well as open groups run from the library. ‘You can see how it changes people,’ Beverley says. ‘One of the things I have really noticed, working with teens, in particular, is that they learn empathy. They will take on board other people’s views, whereas before they would have sworn or smashed something. They think only their view is right. Through being part of a reading group they start to take account of other people’s opinions and voices.’ Beverley’s open groups tend to be very mixed, and can include people with basic skills needs alongside highly-educated, professional people. Social cohesion is one important pay- off, but the groups also help people become more stable, confident and independent. One group member, Gita, is a former barrister with a history of mental health problems. Before joining Beverley’s group Gita had been sectioned under the Mental Health Act four times, but not once since joining. Although Gita’s group is open, Beverley estimates that around half of the participants have mental health issues of one sort or another. ‘I think they feel comfortable in this environment because people are so accepting,’ Beverley says. ‘They accept each others’ differences.’ Just as the groups are diverse so too are the outcomes, Jane says. ‘Progress for some people could mean joining a library,’ she explains. ‘For someone living in a hostel for street people that would be a great outcome. Another outcome might be that someone will say, “Can I take this poem home and keep it?” That’s progress for someone who never thought a poem was ever going to be any use to them. Some people might go on to do a formal course but some of the people most in need aren’t ready to be in a classroom.’ Even in Eleanor’s inpatient groups there is a mixture of people who are very unwell and people who are about to be discharged. The informal nature of the groups and the fact that no-one is pressured to read aloud means that anyone can take part and anyone can benefit. ‘I suppose it’s about giving people a vocabulary for their experiences,’ Eleanor says. ‘I read a poem on the women’s ward and one of the women said to me that if she was to write down what she was feeling it would be that: “That is what I want to say myself”. It’s giving words to people for feelings they might not be able to express for themselves. I think it’s the richest thing you can do, personally. I love music. I’ve been to some of the music sessions here. But unless you play an instrument you are just listening. With this you are actually actively engaged with it.’


Some of the names in this article have been changed


42 ADULTS LEARNING SPRING 2012

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