Chinese

Posted by on Dec 3, 2016 in | 0 comments

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  • Flags and Multiple Identities: Being Chinese in Hong Kong— Ho Chi-kwan

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    Through an exploration of personal history and narrative, this piece conveys some of the complex themes that contribute to the construction of Chinese Hong Kong identity. Poignant imagery invites readers to consider the question: ‘What does it mean to be Chinese in Hong Kong?’

  • Collective Narrative Practice with Rape Victims in the Chinese Society of Hong Kong— Suet Lin (Shirley) Hung

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    This article presents an example of collective narrative practice with Chinese women who have experienced rape. In a cultural context where rape is an immense taboo and a source of shame, this group project linked individual women to the collective. The use of the Tree of Life methodology, re-authoring conversations, outsider witnesses, therapeutic letters and documents, and definitional ceremony, has richly described the knowledges and skills of these women which have helped them, and which could contribute to the lives of other women. In addition to acknowledging personal agency, the cultural dimension and social construction of sexual violence was exposed in local language and practice, and the power of dominant discourses was revealed and challenged.

  • Children authoring storybooks: A narrative approach for children learning a new language— Amy Liu

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    For young people from non-Chinese speaking backgrounds who are attending schools in Hong Kong, acquiring Chinese language proficiency can be a significant and anxiety-provoking challenge. When students are not yet proficient in Chinese language, their low estimation of their Chinese language ability can create a vicious circle: feeling incompetent and worrying about language acquisition makes it more difficult to learn. Acquiring an additional language is not merely a linguistic and grammatical exercise, but an affective one. This article explores the use of narrative tools and perspectives for supporting culturally and linguistically diverse (CALD) students in Hong Kong with their Chinese language learning. In particular, it shows how externalisation, therapeutic documents (in this case storybooks), Denborough’s (1995) ‘step by step’ process and a search for ‘wonderfulnesses’ (Marsten, Epston, & Markham, 2016) were used with individuals and groups. The article includes accounts of work with an individual and two groups of students. In the first story Alex, a 13-year-old student attending a mainstream secondary school, externalises negative emotions that adhered to the learning of Chinese, thus paving ways to see her abilities. In the second story, a group of three 14-yearold students from a mainstream secondary school externalise ‘strengths’ and ‘resources’ for learning Chinese so that the internal quality of a person was made apparent (M. White, 2007, p. 38). The third story involved a group of five students, eight to nine years of age, from a primary school attended mainly by CALD students. ‘Chinese’ was externalised and became an imaginary friend. This imaginary friend learned from the students, thus making the language less intimidating to approach. Recruited as a carrier and consolidator of the dominant knowledge associated with ethnic minorities, as a local Cantonese speaking person I attempted to maintain a position of being decentred but influential in these stories.

  • Multiple family narrative practice: In search of family agency for Chinese families of children with dyslexia through externalising documentation— Simon Chan

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    Around 10% of children in Hong Kong have dyslexia, and it can be supposed that in other parts of Asia, similar numbers of children have dyslexia. In Hong Kong, families of children with dyslexia are often victimised by the educational system, in which academic performance is a dominant indicator of competence. In this cultural context, dyslexia can be accompanied by significant shame and isolation. This paper describes a collective narrative intervention involving eight families of children with dyslexia. This intervention used key concepts of narrative practice to address issues relating to dyslexia and to foster agency in parents and children.

1,962 Comments

  1. “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.

  2. 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.

  3. 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

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

  5. 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

  6. Thank you for sharing your insights. This has been very enlightening as a student studying post-grad social work. Recently my tutorial group was discussing how professionals often use their interpretation and that clients may not get to see how some professionals interpret their stories, in this way many things can be missed especially what the client sees as being important.

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