2002: Issue 4

Posted by on Dec 3, 2016 in | 0 comments

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 feedback@dulwichcentre.com.au

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 1–16 of 17 results

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

    $9.90

    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

    $9.90

    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

    $5.50

    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

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    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

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    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

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    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

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    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

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    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

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    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

    $5.50

    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.

  • Pedagogies of hope— America Bracho

    $5.50

    In this piece, which was created from an interview, America Bracho describes some of the principles that inform the educational work of Latino Health Access – an institute of community participation in Santa Ana, California. The inspiring work of Latino Health Access has many influences. For the purposes of this publication, we specifically asked America to speak about the ways in which the work of Brazilian educator, Paulo Freire, has influenced their community practice.

  • Teaching in Genderland: therapy, performance, conveyance of knowledge and self-disclosure— Esben Esther Pirelli Benestad

    $5.50

    In this paper, bi-gendered Norwegian family therapist Esben Esther Pirelli Benestad, describes some of the joys, dilemmas and nervousness associated with teaching when this is understood to involve therapy, performance, conveyance of knowledge and self-disclosure.

  • The art of teaching— Phebe Sessions

    $5.50

    This piece is an extract from an interview with Phebe Sessions, a family therapist who for the last twenty six years has taught social workers at Smith College in Northampton, Massachusetts. This piece describes a number of themes including caring for teachers, diversifying authority, responding to students’ past experiences of trauma, and articulating the similarities and differences between teaching and therapy.

  • Writing at the interface of therapy, academic and community education cultures—Jane Speedy

    $5.50

    In describing the relationship between therapy, academic and community education cultures, particularly the different forms of writing practices that occur within them, this paper seeks to contribute to a conversation about the development of a ‘community of narrative practice’ involving teachers and learners within all three realms.

  • Perspectives on teaching family therapy from the Bouverie Centre

    $9.90

    A paper by Amaryll Perlesz, Jenny Dwyer, Robyn Elliott, Banu Moloney, Colin Riess, Pam Rycroft, Ann Welfare and Jeff Young.

    The Bouverie Centre at La Trobe University in Melbourne runs the longest established family therapy teaching program in Australia. ‘Bouverie’, as it is known, is highly regarded for its innovative teaching program, as well as its work in relation to HIV/AIDS, mental health, sexual abuse, acquired brain injury, and with homophobia in schools. This paper describes some of the current issues being faced and grappled with in therapy training programs both in Australia and elsewhere. We are delighted to include it here.

  • Our country was saved by students from an interview with Lolo Mabitsela

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    This interview took place around the diningroom table at Lolo’s Guesthouse in Soweto. Cheryl White, Makungu Akinyela and David Denborough had the pleasure of staying with Lolo Mabitsela and speaking with her about her life and her career as a teacher in Soweto’s schools. Earlier in the same day, we had travelled through Soweto and visited the Hector Peterson Museum which honours the lives of those school students who were killed during the Soweto riots of 1976.

1,972 Comments

  1. Listening to Tileah I was provoked to contemplate my own use of language when working with clients. I enjoy the narrative model of practice and I am aware that for some there is definitely stigma attached to the process of counselling or therapy. I have only had one experience of working with an Indigenous person as a client and I will be sure to look at my use of language. I like the idea of it just being a yarn, it takes the pressure and onus off of the client to do something.

  2. Hello:

    This is Andrea from Toronto.

    I found particularly helpful the discussion in the FAQ around the use of metaphors of conflict and combat. I expect to be working in healthcare settings with critically ill patients and their loved ones (mostly children and parents), and I anticipate hearing them use these kinds of combative metaphors during our conversations. I also anticipate meeting many people who are mentally, emotionally, and physically exhausted from “fighting” these problems. I appreciated the comments in the FAQ about combative metaphors, and the suggestions around exploring other kinds of metaphors which may be less conflict-laden and draining on their emotional resources. Thanks again for making this material available!

  3. I have started to use collaboration with clients when I am asked to write a report. I ask clients what they see as the areas of change and challenge of which they want others to be aware. I also at times share my report with the client first to be sure it accurately reflects their experience. In this way they are both acknowledging their ongoing journey and being acknowledged for the work they have done.

  4. Mike here, in London. I too was interested in “We were unwittingly adjusting people to poverty or other forms of injustice by addressing their symptoms, without affecting broader social and structural change.” It’s a really difficult question. I was involved for about 10 years in working with people suffering from homelessness. Sue Mann’s story really rang true for me. One thing I was involved in was a choir for marginalised people, literally helping them find their voices. That, I felt, was useful, and collaborative. But I have always been suspicious of things like distributing left-over sandwiches to people sleeping rough on the street, as if that made it OK for them to be there as long as we give them some stale sandwiches. Or giving them tents or sleeping bags. What message does it send? Even though it may be well-meaning.

  5. Hi, I’m Mike. I work as a couples counsellor in London, England. My main training was 50% psychodynamic and 50% systemic. Narrative work was touched on briefly, for one module, and I am looking forward to learning more. Couples certainly do bring stories, often rather thin stories. “My partner is selfish.” Or “My partner had an affair”. Full stop. That’s all there is to know. Even in happy couples, people seem to get shaped into rather thin roles: this partner is the one who’s good with people, that partner is the one who’s good with money, this one cooks, that one drives. If the relationship ends, they may discover, actually *I* also can drive, cook, manage my money, make friends, I am a complete person.

  6. I think it will be an important part of my practice to investigate with clients which elements of our systems (social, cultural, political, economic) that are contributing to or mitigating their problems and suffering. I was particularly struck by the following sentence from the Just Therapy article: “We were unwittingly adjusting people to poverty or other forms of injustice by addressing their symptoms, without affecting broader social and structural change.” I think it is incumbent upon those of us in helping professions to work with the people we are helping to begin addressing the systemic issues that are contributing to (or creating) their problems. Otherwise, we may fall into this trap of “adjusting people to injustice.”

  7. Hello! My name is Andrea and I am a Masters student in a spiritual care program located in Toronto.

    After reviewing this chapter, I’m reflecting upon the question that was raised: “how do we respond to grief when that grief has been caused by injustice?” and thinking about it in the context of working with seriously ill children and their families in a hospital/hospice setting. Patients and families in that setting also face grief that has been caused by injustice (in the form of incurable illness), and I see how the narrative metaphor can be used to help those families begin to reclaim their own lives in the face of tremendous loss caused by uncontrollable circumstances. I can see how the Articles of the Narrative Therapy Charter of Story-Telling Rights would be tremendously helpful when working with patients and families as a framework for telling and receiving their stories about their lives and their problems.

    For me, the material in this chapter also raises the question of how we can help to facilitate healing in a world where systems are seemingly becoming more unjust and creating deep suffering. My initial thought is that we continue to listen to each other’s stories with deep compassion, and the teachings of this course will help to provide us with new ideas and skills on how to do this.

  8. Chimamanda Adichie’s TED talk was incredible. The one line where she said “a single story creates a stereotype. And the problem with stereotypes is not that they are untrue but that they are incomplete”. This blew my mind. I am ashamed to have ever participated in the single story belief of anyone let alone whole cultures, communities and countries , continents and so on. I know that moving forward I will endeavour to hear more stories and to encourage others to tell their story. I am about to run a photovoice narrative project to do just this, give a whole community the opportunity to change their stereotype.

  9. “Narrative therapy doesn’t believe in a ‘whole self’ which needs to be integrated but rather that our identities are made up of many stories, and that these stories are constantly changing.”

    I like this, I find it very compatible with my beliefs as a Buddhist. In Buddhism, as I understand it, mistaken beliefs about a solid, fixed “self” are the source of our suffering.

    I work with couples using EFT for couples, and in that approach, there is a big emphasis on externalising the problem as “the cycle that you get trapped in”, and encouraging couples to come up with their own name for it.

  10. Thank you for this. I am a counsellor, and trying to make as much as possible of my notes “in quotes”, that is, writing down things that the clients said. And not my own opinions.

  11. hello

    I the ED of a Friendship Center in Terrace, BC where were mostly target the indigenous population in our city of 12,000. I found your video interesting and something that we may want to try. Havee you been able to to do any follow ups studies to gage the long term effect of your program?

    Regards

    Cal Albright
    ED
    Kermode Friendship Center
    http://www.keremodefriendship.ca
    Terrace, BC
    Canada

    • Hi Cal, thanks for the interest. At this point the only followup has been through conversations with with people who return to volunteer on additional walks or engage with our other programs.

      However, a group of fourth year medical students at a local university have offered to run a pre and post measured study / report in 2020 as part of their studies which should be interesting.

      Let me know if you would like more information.

      CD

  12. Thank you for this overview of Narrative Therapy. I am returning to practice after some time away, and these reminders are timely and appreciated.

  13. Hi Chris

    I really enjoyed watching your video about Narrative Walks. My project is based in Blaenau Gwent, in South Wales, Uk. I’m wondering whether I might use such an approach in my work with our Youth Service, who support young people between the ages of 11 and 25. Have you any thoughts on this? Are there any resources available, either free or to purchase?

    Best wishes

    Paul

    • Hi Paul, m

      Much of my early attempts of the program were with the 15-20 year old age bracket and I found it worked really well. When I recently had an opportunity to run the program again with this age bracket – I extended the finish time so that could spend more time at the stop points and have a fire at the last resting place to talk about our intentions after the walk. This meant that we used head torches for the 2km which added a bit of a sense of theatre to the day. It was pretty cool.

      If you email me on hello@embarkpsych.com I can send you the manual. Or ask any other questions via this page so others might share in the answers.

      CD

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