2002: Issue 4

2002-no-4Dear Subscriber,

Welcome to this final issue in our inaugural subscription year. Looking back, it seems we have covered a lot of territory. From ‘The Question of Forgiveness’, to ‘African American perspective on healing the past and present’, to practicebased papers addressing personal failure, externalising conversations, remembering conversations, and much more! We hope you have enjoyed the diversity of writings and interviews.

This final issue for the year focuses on a theme which we have wanted to publish on for some time – ‘Reflecting on teaching and supervision’. We often receive requests for articles on this topic. In this publication, practitioners and teachers from Australia, New Zealand, Mexico, Israel, the USA, Norway and England all discuss the aspects of teaching narrative ideas that are bringing them the most challenge and delight.

We have also included here two interviews considering the meaning of education in South Africa – a country that is teaching us all so much. We’ve included these perspectives because they remind us of the broader meaning of teaching for many of the people of this world.

This journal begins however with a practice-based paper by Maggie Carey about externalising conversations with children, and a paper by Michael White on journey metaphors within therapy, teaching and community contexts.

Thank you for subscribing to this journal in its initial year. We’ve been delighted with the response we’ve received from readers. We’d love to hear your comments about this year’s content and would welcome any suggestions you may have for future issues. Please contact us c/o [email protected]

We hope you have enjoyed your subscription and that you will join us again next year for further explorations of narrative therapy and community work!

Warm regards,

Dulwich Centre Publications.


Showing 1–10 of 17 results

  • What the Wildman, the Dragon-Arguing Monster and Camellia the Chameleon taught me about externalising conversations— Maggie Carey


    In this paper, Maggie Carey relates three engaging stories about her use of externalising conversations with children. In doing so, this paper illustrates the diversity of metaphors that are engaged with in externalising conversations and the ways in which the knowledges, imagination and stories of children can be an intricate part of therapeutic conversations and how these can be shared between families.

  • Journey metaphors— Michael White


    In this paper Michael White documents the use of katharsis and rite of passage metaphors within therapy, teaching and community work contexts. This paper was written to be given as an evening address to participants prior to the Dulwich Centre Publications’ International Narrative Therapy and Community Work Conference held at Spelman College in Atlanta in June, 2002. As practitioners from many different countries gathered together in the beautiful grounds of the historically black women’s college, there was an increasing sense of anticipation about what experiences lay ahead of us. Never before had such an event been held at an historically black college, and participants and organisers alike felt powerfully welcomed by Vanessa McAdamsMahmoud of Spelman College and the local African American community. We didn’t know exactly where this was all leading, we only knew that we were delighted to be travelling together. What was clear was that thorough preparation would be required to make this event all that it could be. The writing and delivery of this paper was one aspect of these conference preparations. Now, six months later, we would once again like to thank Vanessa McAdams-Mahmoud, Vanessa Jackson and Makungu Akinyela for inviting us to host the conference at Spelman College, and for making possible what was a rigorous, generous-hearted and healing event.

  • Introducing counsellors to collaborative supervision— Kathie Crocket


    Preparing counsellors for supervision is a long-neglected area. In this paper, Kathie Crocket explores the positioning of counsellors in supervision and offers an example of a letter she writes to students as a way of introducing them to the notion of collaborative supervision and all this can entail.

  • Outsider-witness practices and group supervision— Hugh Fox, Cathy Tench and Marie


    This paper describes the work of a ‘narrative supervision group’ organised and run in Sheffield, UK. It conveys how the work of supervision reached out of the room in which the group met and touched the lives of the people who were at the centre of the discussions. In doing so, this paper illustrates a possible model for the use of outsider-witness practices in group supervision.

  • Storying professional identity: from an interview with John Winslade


    This paper describes the implications of shifting a counsellor education program at Waikato University in New Zealand, to a narrative or poststructuralist orientation. One of the key implications has been to open up the possibility of viewing counsellor education as a process of storying professional identity.

  • Starting with values— Yael Gershoni & Saviona Cramer


    Yael Gershoni and Saviona Cramer are therapists and teachers at the Barcai Institute in Israel, and the following paper is an extract from an interview that took place in Adelaide in November 2002. This paper describes a way of approaching therapy training and supervision as a project related to values and ideals. It describes the use of narrative ideas in building upon students’ preferred stories of being a therapist and the use of reflecting teamwork and deconstructive questions in this process.

  • A Mexican perspective on teaching narrative ideas— Emily Sued & Barbara Amunategui


    Emily and Barbara are well-respected therapists and teachers within the Instituto Latinoamericano de Estudios de la Familia (ILEF) in Mexico City. In this short piece, derived from a lively and enjoyable interview which took place in Mexico City, Emily and Barbara speak about the ways in which narrative and social constructionist ideas, and the local Mexican context, shape their teaching.

  • Developing skill ambitions— Mark Hayward


    This paper addresses some of the dilemmas and contradictions experienced in teaching and supervising narrative therapy within a western educational institution’s culture of assessment and describes a supervision structure used to address the predicament. The paper also takes up the ideas of Michel Foucault about the constitution of self as moral agent and uses these ideas to elaborate the author’s learning aims and a path towards them.

  • Cultural racism – the air we breathe— Norma Akamatsu


    In this piece, Norma Akamatsu, a Japanese American family therapist, describes the histories that led to her teaching on issues of racism and some of the key principles that inform her work at Smith College, Northampton, Massachusetts.

  • Discerning between structuralist and non-structuralist categories of identity: a training exercise— Alice Morgan


    Through the description of a training exercise, this paper illustrates the relevance of assisting trainees to discern between structuralist and non structuralist categories of identity. This piece assumes knowledge of various narrative therapy concepts. If you are not familiar with these, recommended reading is offered at the end of the paper.