How I’ve applied the psychology of creativity in my own career
This guest-written article by Applied Creative Psychology MA Programme Lead Cordele Glass explores how research in the psychology of creativity can be applied beyond academic theory and into everyday creative work. Drawing from his own career across music, audio engineering, coaching, writing and teaching, he reflects on how evidence-based insights have shaped his professional practice. Through these examples, Cordele shows how concepts such as divergent thinking, flow and creative habits can support both artistic development and sustainable creative lives.
My career has taken many twists and turns, but one throughline has remained consistent: I continually apply insights from evidence-based research in the psychology of creativity to my own professional work.
Around the world, scientists in the field of creativity psychology study how creativity emerges across mind, body, and behaviour. Their findings are often powerful, yet they tend to remain confined to academic journals. Much of my work has focused on bringing these insights into everyday creative practice. Below are a few examples of how that looks in real life.
Professional musician
I’ve been a performing musician for most of my life. Today, this includes writing and releasing albums and EPs. As of this writing, I’ve released over 100 original compositions across independent and label-supported projects.
My current work is playful, exploratory, and experimental. Creativity research distinguishes between divergent thinking, which generates novel ideas and combinations, and convergent thinking, which evaluates and refines them. Divergent thinking fuels my sound design experiments, while convergent thinking helps turn those experiments into finished releases. Learning to move intentionally between these modes has allowed me to finish projects without losing a sense of discovery.
Recording studio audio engineer
Alongside my own music, I’ve worked as an audio engineer in several music studios and performance venues. In these settings, creativity psychology often matters just as much as any technical skill.
Less experienced artists can struggle when recording feels too demanding, leading to frustration or anxiety. Research on flow shows that enjoyment and performance improve when challenge and skill are well matched. By breaking tasks into smaller parts or adjusting expectations, I’ve helped artists create positive studio experiences that support confidence and long-term creative growth.
Creative wellbeing coach
I’ve also worked for years as a creative wellbeing coach, supporting artists in strengthening their relationship with their own creative process.
One painter I worked with felt blocked after leaving a career in professional cake decorating. Creativity research shows that combining distant domains often leads to originality and incredibly unique ideas. By integrating cake decorating techniques into her painting practice, she developed a multimedia installation that felt deeply authentic to her experience.
Author
My first book, The Creative Spiral: The Psychology of Creativity Across the Lifespan, is being published this year. Writing it required sustained daily effort, so I relied on research on creative habits. Consistent repetition helped writing become more automatic, and pairing sessions with small rewards made the process genuinely enjoyable rather than draining.
I’ve also worked for years as a creative wellbeing coach, supporting artists in strengthening their relationship with their own creative process.
One painter I worked with felt blocked after leaving a career in professional cake decorating. Creativity research shows that combining distant domains often leads to originality and incredibly unique ideas. By integrating cake decorating techniques into her painting practice, she developed a multimedia installation that felt deeply authentic to her experience.
Catalyst tutor
Today, I teach creativity psychology through classes and workshops at Catalyst. One core principle I emphasize is psychological safety, which allows students to take risks, share ideas, and learn from mistakes.
In one workshop, a student gained new insight into their childhood culture that reshaped their understanding of their current creative habits. Moments like this are difficult to reach without applying the research-backed frameworks of creativity psychology, frameworks students can carry into their artistic and professional lives.
References
Al-Samarraie, H., & Hurmuzan, S. (2018). A review of brainstorming techniques in higher education. Thinking Skills and creativity, 27, 78-91.
Fullagar, C. J., Knight, P. A., & Sovern, H. S. (2013). Challenge/skill balance, flow, and performance anxiety. Applied Psychology, 62(2), 236-259.
Newman, A., Donohue, R., & Eva, N. (2017). Psychological safety: A systematic review of the literature. Human resource management review, 27(3), 521-535.
Zhang, W., Sjoerds, Z., & Hommel, B. (2020). Metacontrol of human creativity: The neurocognitive mechanisms of convergent and divergent thinking. NeuroImage, 210, 116572.
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