KJ Wiseheart is a multiply neurodivergent counsellor and narrative practitioner. They are committed to co-creating neurocosmopolitan conversations and communities where all neurocognitive differences in experience, communication and embodiment are appreciated and affirmed. KJ is also enthusiastically exploring therapeutic applications of tabletop role playing games. KJ is a graduate of the Master of Narrative Therapy and Community Work program at The University of Melbourne. They can be contacted care of Dulwich Centre.
Therapeutic documents can serve as lasting records of the skills and knowledges that have helped people through hard times. When shared, they can foster community and solidarity by challenging limiting narratives and making space for counter-narratives to be seen, heard and celebrated. This practice story describes the creation of a therapeutic document in the form of a short animation, which was developed through narrative therapy sessions with Felicity, an Autistic woman and parent of two Autistic daughters. It shows how an apparently small moment can contain “bits of brilliance” that can become the basis of a significant counter-story.
Key words: therapeutic document, Autism, neurodivergence, narrative practice
Wiseheart, K. J. (2025). Full Circle: Documenting hard-won knowledges and celebrating “bits of brilliance”. International Journal of Narrative Therapy and Community Work, (1). https://doi.org/10.4320/IHRJ7258
Author pronouns: they/them
Full Circle: Documenting hard-won knowledges and celebrating “bits of brilliance” — KJ Wisehart
Narrative therapy offers a space where counter-stories can take shape: stories that resist and challenge the dominant narratives that so often define people’s experiences in limiting ways (White & Epston, 1990). One powerful way in which narrative therapy seeks to honour these counter-stories is through therapeutic documentation – creating written, audio or visual records that capture a person’s preferred identities, values and skills. These documents act as reminders and reinforcements of the narratives people choose to stand by, offering solidarity and a sense of community in the face of isolating problem stories. Therapeutic documentation provides a tangible and lasting record of the hard-won knowledges that have helped people get through difficult times and facilitates the sharing of these preferred stories with others (Fox, 2003).
This story of practice outlines the process of creating Full Circle, a short video-story developed in collaboration with Felicity, a late-diagnosed Autistic woman and mother of two Autistic daughters. The video emerged within the context of ongoing narrative therapy conversations, and serves as a document of celebration of the ways in which Felicity and her family are resisting problem-saturated narratives while navigating complex and ongoing struggles.
The context of “Full Circle”
When we first began meeting, Felicity was deeply concerned about her younger daughter, Amelia, who had been suspended from school multiple times and ultimately had to change to a different school. Felicity said that at that time, “I didn’t see myself as a very good mum. I thought I was terrible at everything – terrible at life, terrible at raising my kids; I just couldn’t do a good job. I felt like I couldn’t get anything right. With all these big problems … We come from pretty serious trauma, so I often felt stuck in that mindset of ‘I don’t know what I’m doing, I can’t do anything right’”.
Others often viewed Amelia’s reactions as “aggressive”, and Felicity feared that this perception might lead to her daughter being excluded from educational opportunities or even being “taken away”. While these concerns weighed heavily on Felicity, she also saw many wonderful qualities in Amelia – her warmth, humour and deep capacity for connection and care. Amid the worry and external scrutiny, Felicity remained attuned to what she called “bits of brilliance” in her daughter’s ways of being.
The video-story Full Circle had its beginnings in a seemingly small moment – when Felicity briefly mentioned that the family had been in a minor car accident earlier that week. Knowing that Amelia was a fan of anime and manga, I began sketching a rough storyboard as Felicity described the incident. Amelia had initially reacted to the shock of the accident in a way that might have appeared to others as “anger” or even “rage”. However, Felicity was able to stay present, keep her daughter safe and keep everyone else safe. By offering her daughter the support she needed in this distressing situation, Felicity witnessed something remarkable: by the end of the encounter, Amelia had engaged in a friendly interaction with the other driver. She even gifted him a loom-band bracelet she had made, and he genuinely appreciated it.
As Felicity and I reflected on this moment, and wondered together about what had made it possible, our understanding of the story evolved. Initially, I saw it as a testament to Felicity’s parenting skills: her ability to provide a secure environment for Amelia. But Felicity showed me that this was much more a story about Amelia’s skills: her capacity to regulate when given the right support, her ability to connect with others, and the importance of those around her knowing how to help her return to a place of calm. This shift in perspective was crucial because it highlighted that Felicity didn’t have to be the only one providing this support. By sharing what worked, she was creating the possibility for greater independence for Amelia in the longer term. Teachers, support staff and other trusted adults could also learn and use these approaches, ensuring Amelia could access the support she needed beyond the family environment.
Initially, the story was captured as a homemade comic-style zine. When I first showed it to Amelia, she was excited to see it and shared that “it’s great to be able to look at it and remember because sometimes when I get upset, I don’t remember afterwards what happened”. Felicity saw the value in sharing this story with others – especially those who interact with Amelia regularly. As a result, the document evolved from a homemade zine into a short video, and now also a professionally printed comic book.
Wiseheart, K. J. & Holden, F. (2025). Full Circle [Video]. International Journal of Narrative Therapy and Community Work, (1). https://dulwichcentre.com.au/full-circle-documenting-hard-won-knowledges-and-celebrating-bits-of-brilliance-kj-wisehart/
This animation was created using Pixton.com
Impact and significance
As a therapeutic document, Full Circle has already had profound effects. One of Felicity’s hopes in sharing this story publicly is that it may be useful for other families who experience similar difficulties: “I want them to know that they’re not alone”.
For Felicity, re-watching the video has become a practice of reaffirmation that has helped her stay connected to her preferred ways of being, particularly in difficult moments. It serves as a counterbalance to the problem-saturated narratives that still hold sway at times. She reflected:
I’ve discovered skills I didn’t even realise I had until I put them down on paper. It’s given me, not pride exactly, but a sense of accomplishment, like, “I can do this”. This shows that I am indeed doing it! So it’s been good. It’s made me feel like I know what I’m doing, and I’m able to own that, saying, “I am good, I am accomplished”.
Importantly, it is also a tool for collective meaning-making – Felicity has shared the video with both her daughters, creating space for intergenerational conversations about identity, belonging and the strengths they share. Felicity and Amelia have since shared this document with other family members, staff at Amelia’s school, support workers and other professionals involved in her care. Many have said that they have learnt a lot from the story, and that it has deepened their understanding of how to support Amelia effectively.
For narrative practitioners, this project underscores the importance of celebrating and documenting the counter-stories that emerge in therapy. It reminds us that even when life remains difficult and the effects of problem stories persist, there is power in pausing to recognise and give form to the brilliance that exists within those we work with. Full Circle is a testament to the idea that therapeutic documentation is not just about resisting dominant narratives – it is about creating something that can stand as a beacon, a reminder and a source of continued connection to preferred ways of being.
Conclusion
The practice of narrative therapy invites us to listen for and elevate the alternative stories that exist alongside problem narratives. In documenting these counter-stories through creative means – whether through letters, audio or video – we offer people a tangible anchor to return to when problem stories grow loud. Full Circle exemplifies the significance of this practice, demonstrating how a mother’s journey of self-discovery and advocacy could be honoured in a way that strengthened her preferred identity and offered connection to others who share similar experiences.
In sharing Full Circle with the broader community of narrative practitioners, we invite reflection on how therapeutic documentation can be used to uphold the dignity, wisdom and beauty inherent in people’s lives, even in the midst of struggle. By making space for counter-stories to be seen, heard and celebrated, we continue the vital work of narrative practice: affirming that no single story can ever fully contain the richness of a person’s experience.
References
Fox, H. (2003). Using therapeutic documents: A review. International Journal of Narrative Therapy and Community Work, (4), 25–35.
White, M., & Epston, D. (1990). Narrative means to therapeutic ends. Norton.
