NEW TO THIS EDITION: Revised and expanded chapters throughout incorporate significant changes in the field of dynamic child treatment over the last 15 years. New clinical illustrations represent a wide range of presenting problems from venues such as family service, community mental health, and outpatient child psychiatry, and illustrate aspects of therapeutic communication with children through metaphors. KEY FEATURES: Transcriptions of the actual stories told by children and reconstructions of specific therapeutic responses demonstrate how such techniques are actually used, lending additional clarity to clinical material. Specific information on how to use children’s projective stories in dynamic clinical assessment helps readers prepare to use strategies in their own clinical practice. Practical guidelines for identifying clients who are good candidates for storytelling include taking into account such factors as the child’s diagnosis, age, maturity, verbal ability, and resistance to engagement. Variations on the basic storytelling process range from non-reciprocal diagnostic techniques to stories used in conjunction with therapeutic games or other play techniques. Examples from the author’s case files illustrate storytelling with children suffering from attachment disorders, borderline disturbances, self-object disorders, and complex posttraumatic conditions. Chapter-ending discussion questions assist readers in discerning the most essential ideas and concepts.

What Else Can Stories Tell Us?: Using Children’s Metaphorical Communications as a Measure of Therapeutic Progress

What Else Can Stories Tell Us?: Using Children’s Metaphorical Communications as a Measure of Therapeutic Progress
8 What else can stories tell us?: Using children’s metaphorical communications as a measure of therapeutic progress

Reciprocal storytelling has been described here as a highly specialized, psychoanalytically oriented procedure in child psychotherapy used to elicit autogenic stories from children in order to learn more of their disturbing fantasies, conflicts, and defensive adaptations. The child is asked to produce an autogenic or self-composed story that has a beginning, a middle, an end, and perhaps a moral. The therapist then tells a responding story that reworks the thematic material from the child’s story and substitutes relatively conflict-free alternative resolutions for the child’s maladaptive solutions. Intended for use in conjunction with ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles