Narrative Intervention Paper

This paper will recount the development and history of narrative therapy and provide a brief background assessment on the founders and significant contributors to the postmodern approach of Narrative Therapy. The role of the therapist, the theory of change, the target of intervention, the assessment from this approach, and what the approach says about normalcy, health, and pathology will be presented. It will also discuss how narrative therapy might work with and be sensitive to the cultural and diversity factors and give some examples of intervention from this approach. It will then discus the case using concepts and ideas from narrative therapy and the application of the essential ideas of the narrative therapy in the case and, where appropriate,

The goal of narrative therapy is to change the impact that the problem or issue has on one’s life (Shapiro & Ross, 2002, hence changing the individual. The individual narrates their life story as the clinician strives to assist the client’s in identifying with their experience and to address concerns in their life after a social, political and/or cultural lifestyle. (Shapiro & Ross, 2002).

Narrative therapy is guided by the idea that people’s lives have dominant storylines and people get stuck in problem-saturated stories (Morgan, 2000). When these dominant storylines begin to emerge, individuals will remember events that support the storyline, and forget events that don’t (Kelley, 2011, p. 317). The Brice family’s problem-saturated story when they presented to therapy

The aim of the study was to investigate the effectiveness of narrative chaining on memory. A total of 59 participants aged 10-69 years old took part in this experiment. They were chosen using convenience sampling and were split randomly into two independent groups. Participants had 30 seconds to memorise a list of words, either using maintenance rehearsal or narrative chaining to do so and then they were asked to write down as many words as possible after 2 minutes. Participants in the experimental group who used narrative chaining remembered a mean of 9.93 words out of 16 words with a mean percentage of 62% of words recalled. Participants in the control group who used maintenance rehearsal remembered a mean of 9.17 words

This paper will look at the logic of narrative therapy by focusing on 5 major points. This paper will begin by discussing how the narrative approach defines and perceives problems. It will address how narrative therapy views the nature of the relationship between the client and the professional. This paper will look at how problems are solved using the narrative approach. It will also focus on three main techniques used in narrative therapy, which will include externalization, deconstruction and re-authoring. This paper will also include a short narrative critique of the medical model.

Narrative therapy is way in which a therapist can help externalize sensitive issues, by allowing the client to take the reigns by talking through it outload with the therapist as the active listener. This objectification dissolves struggle and resistances and allows the client to address this issue in a more productive manner.

I teach fourth grade language arts where my main focus is to prepare my students to write a personal narrative for the Nebraska State Writing Test in January. Reading and writing are intertwined in my area of professional responsibility as I motivate my students to write a well-organized, creative personal narrative. As I have taught writing, I have found reading, writing, speaking, and listening go hand in hand when composing a personal narrative (Bruning, 2011, p. 299).

The client met with his counselor on 05/06/2017 for his one on one session to discuss his treatment plan goals. the client has been on track with his goals and is working on his second step. the client discuss one of the things that his currently working on and that is acceptance. the client explained that he is having a hard time acceptance certain situations and things that happen in his life, and most of the time it result in him resulting to using drugs. the client as well talked about being disappointed in himself for relapsing after two years of being sober. the client reported that he didn't use the tools that were given to him from his last his was in the program, getting a sponsor and learning coping skills. the client reported that

We talked about whose point of view the stories were told from, we struggled with this and it required a lot of modeling and scaffolding, and we also constructed new endings for the stories. Then we moved on to two new stories, The Three Little Pigs and The True Story of the Three Little Pigs by A. Wolf . Each time the oral and written responses improved but they still required a great deal of teacher mediation. The second assessment revealed that only 24% of my student had met the oral target and 31% had met the written. My kids were making great progress, but we had started out much lower than I had anticipated.

Writing and storytelling are powerful tools for change. An anonymous writer once wrote, “Your tongue has no bones but, is strong enough to break a heart.” Words have a lot of power especially with how you use them. Change has to be brought on by influence and one way of doing that is through storytelling.

Psychologist and best-selling author Clarissa Pinkola Estes, who using stories in therapy says, “Stories act like an antibiotic that finds the source of the infection and concentrates there. The story help makes that part of the psyche clear and strong again.”4 In her book Remember the Time, Eileen Silva Kindig recalls a woman who is very depressed after the death of her husband until a young couple moved in next door whom the woman conversed with and shared stories. The woman’s daughter told Kindig the more she shared her stories and knowledge, the more vital she even

Systemic therapy was based on Minuchin’s Structural Therapy model (1968) followed by Bateson's cybernetic model (1972) The first order cybernetic model considerd that problems within a family system should be focused on by strategically solving problems, meeting family goals and help change a person's dysfunctional behaviour. D Shazer (1985). These concepts in Systemic therapy were known as the major paradigms and were taught by therapists such as Minuchin in Milan until the information-processing systems were introduced. They were characterized by the therapist's observation of the system from the external social world. Minuchin S & Fisherman,HC (1981)

In terms of education, talk can be defined as everyday uses of spoken language and it refers to the act of both speaking and listening (Bearne, 1998). (Mercer, 1995)categorised talk in three ways; cumulative, disputational and exploratory. Cumulative talk is when pupils work together in pairs to gain a shared knowledge about a subject, disputational talk is mostly short controversial utterances in the form of a debate and exploratory helps people work together by using each other’s ideas critically. Mercer’s three categories of talk are examples of the types of talk that can be found in the classroom environment. This essay will consider will examine the importance of the talk in the classroom and the challenges of it, with specific reference to storytelling.

Hopfer (2011) studied and reported the development and evaluation of narrative intervention aimed at increasing HPV vaccination. The participants that received a combined peer-expert narrative intervention were two times more likely to get vaccinated within the following two months than the control group. Peer-only narrative intervention along with expert-only intervention did not significantly increase the odds of vaccination. Expert-only intervention actually decreased the odds of getting vaccinated compared to the control. These results supported the hypothesis that a combined-source intervention method would have the strongest effect. Overall, 15% of the control-group participants (n=61) received the HPV vaccine within two months of treatment,

Based on influences from Foucault and other scholars, narrative therapy assumes that the stories people tell and the language that they use play a role in their interpersonal and intrapersonal problems (Mattingly, 1998). The stories that cultures tell about such concepts as gender, class and race influence members views on the meaning behind these concepts. Because of external influences, when a client brings up a problem it is not the problem itself that needs to be examined. Instead, the client is being affected by their own framing of the problem. The stories that people tell themselves are shaped by society and can become problematic when a client feels that they no longer have control over their own story (Ross & Shapiro, 2002).