Posted by on Dec 3, 2016 in | 0 comments

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  • Narrative community work in Burundi, Africa: Working with orphaned children and teaching narrative practices to their caregivers— Carlin Moxley Haegert, Marcel Rachid and Linda Moxley-Haegert


    In this paper, we describe a project to support children from Burundi, Africa, who were orphaned by the civil war (1993 to 2003), or by poverty and the HIV/AIDS epidemic. We present our experiences of offering training in collective narrative practices to caregivers and volunteers and providing therapy for the children, and we share our plans for the future. Our hope is to inspire others to do similar work in developing countries and to inform them of some of the possible pitfalls. Although we outline many of the heartbreaking realities of life for these children, our hope is that this paper also highlights how narrative practices can be used to help such children find moments of hope in their lives.

  • 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.

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


    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


    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.

  • Perspectives on teaching family therapy from the Bouverie Centre


    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.


  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?


    Cal Albright
    Kermode Friendship Center
    Terrace, BC

  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


    • 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.


  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.