Therapeutic StorytellingTherapeutic Storytelling

BibliotherapyBibliotherapy

BasicsBasics

• Everyone has learnt a lesson for a story.Everyone has learnt a lesson for a story.• A story is metaphorical when used to A story is metaphorical when used to

communicate something more than the communicate something more than the events itself.events itself.

• Symbols are the smallest units of Symbols are the smallest units of metaphor.metaphor.

• The story is a metaphor for the ideas it The story is a metaphor for the ideas it expresses.expresses.

• The importance of fantasy.The importance of fantasy.

The importance of FantasyThe importance of Fantasy

• Fantasy is the inner world of the child.Fantasy is the inner world of the child.

Two types of play:Two types of play:

• Imitative – follow the leader, cook like Imitative – follow the leader, cook like a mothera mother

• Fantasy or symbolic play – an chair Fantasy or symbolic play – an chair becomes a rocket.becomes a rocket.

How therapeutic stories help How therapeutic stories help with coping methodswith coping methods

• Options about what to do when Options about what to do when presented difficult issuespresented difficult issues

• New possibilities, creative solutions New possibilities, creative solutions for overcoming problemsfor overcoming problems

• Ways to dealing more effectively with Ways to dealing more effectively with emotional difficultiesemotional difficulties

• Options for new ways of reacting to Options for new ways of reacting to situationssituations

Metaphorical ImagesMetaphorical Images

• Allows the child to stay longer in the Allows the child to stay longer in the situation.situation.

• Provides the means for the child to Provides the means for the child to stay look at his powerful feelings stay look at his powerful feelings from a distance.from a distance.

Unknown ThoughtUnknown Thought(Bollas, 1987)(Bollas, 1987)

• “ “ I know this exactly but I have not ever I know this exactly but I have not ever thought it” (Margot Sunderland, 2007)thought it” (Margot Sunderland, 2007)

• When an unknown thought can be When an unknown thought can be named, then it can be thought through named, then it can be thought through and felt through.and felt through.

• Children need emotional education and Children need emotional education and therapeutic story help achieve this therapeutic story help achieve this education.education.

The Child and the therapeutic The Child and the therapeutic storystory

• Must be aptly chosenMust be aptly chosen

• Must identify with the main characterMust identify with the main character

• Must suffer the defeats, obstacles and Must suffer the defeats, obstacles and courage of the main charactercourage of the main character

• Must feel the character’s joys and Must feel the character’s joys and relief in coming through conflict and relief in coming through conflict and crisis to resolution.crisis to resolution.

• Must be indirect – this its safety lies.Must be indirect – this its safety lies.

When to tell a T. StoryWhen to tell a T. Story

• When the childWhen the child

- Giving full attentionGiving full attention

- Being receptiveBeing receptive

- Not distractedNot distracted

- Before they go to sleepBefore they go to sleep

Important things to Important things to rememberremember

• Story can be Story can be

• Fantastical,Fantastical,

• Absurd,Absurd,

• Do not put irrelevant character or Do not put irrelevant character or side plots into the story,side plots into the story,

• symbolic and not literal,symbolic and not literal,

• Can be interactive.Can be interactive.

Therapeutic Story MakingTherapeutic Story Making

• Identify the emotional problem or Identify the emotional problem or issue which the child is experiencing.issue which the child is experiencing.

• See handout for different scenarios.See handout for different scenarios.

• Can you think of any others?Can you think of any others?

StartingStarting

•Set a therapeutic objectiveSet a therapeutic objective

•What would you like to change?What would you like to change?

•Think of a strategy to achieve Think of a strategy to achieve this changethis change

Develop a frameworkDevelop a framework

• Put the issues into a different metaphorical context ……to Put the issues into a different metaphorical context ……to which the child can relate.which the child can relate.

• Borrow ideas from stories you know.Borrow ideas from stories you know.

• Start at the end a work backwards.Start at the end a work backwards.

• Present the main character as experience the same Present the main character as experience the same

emotional problem as the child- Metaphorical conflictemotional problem as the child- Metaphorical conflict..• Show the main character using similar methods to deal with Show the main character using similar methods to deal with

the problem as those used by the child – personify the problem as those used by the child – personify unconscious processes and potential in the form of unconscious processes and potential in the form of heroes/helpers and villains or obstructions.heroes/helpers and villains or obstructions.

Further DevelopmentFurther Development

• Show how these methods lead your Show how these methods lead your character problems which lead to character problems which lead to failure – metaphorical crisis.failure – metaphorical crisis.

• The story so far should have The story so far should have captured the whole context of how captured the whole context of how that character came to that moment that character came to that moment of crisis in their life.of crisis in their life.

ResolutionResolution

• Move towards the solution – vital part of the Move towards the solution – vital part of the journey- someone in the story appears to help the journey- someone in the story appears to help the character change direction and to move on to a character change direction and to move on to a better coping mechanism which makes them feel a better coping mechanism which makes them feel a lot better.lot better.

• Don’t move too quick – story becomes Don’t move too quick – story becomes unbelievable.unbelievable.

• Show the journey from crisis to positive solution – Show the journey from crisis to positive solution – new sense of identificationnew sense of identification

• Culminates with a celebration in which the Culminates with a celebration in which the protagonist’s special worth is acknowledged.protagonist’s special worth is acknowledged.

The Ugly DucklingThe Ugly Duckling

• Metaphorical ConflictMetaphorical Conflict

• Unconscious processes and Unconscious processes and potentialspotentials

• Parallel learning situationsParallel learning situations

• Metaphorical crisisMetaphorical crisis

• New identificationNew identification

• CelebrationCelebration

• Birth of funny looking duckling.Birth of funny looking duckling.

• Mother defends him, cites positive Mother defends him, cites positive qualities, gets a first look at swans.qualities, gets a first look at swans.

• Learning to swim, take care of Learning to swim, take care of himself and fly.himself and fly.

• Attack in the marsh, cold winter in Attack in the marsh, cold winter in the pond.the pond.

• Beholds beautiful new image in the Beholds beautiful new image in the water.water.

• The old swans are in awe of himThe old swans are in awe of him