How Narrative Therapy Works
Narrative therapy is a therapeutic technique counselors use to help clients separate from their problems. This technique assists clients in distancing themselves from the problem and finding a way to help them rather than harm them. The client is asked to name the problem, externalize the problem, and identify unique outcomes in three stages. The therapist acts as an observer in narrative therapy, while the client is the expert. The client brings the problem and seeks a solution, and the counselor assists them in finding a solution while also naming the problem. To externalize the problem, the therapist mainly employs puppets and other objects. If the first stage fails, they must proceed to the next stage until the client is free of the problem.
Do you need an original copy of “Narrative therapy Nursing Assignment”? Contact us
According to Joseph (2014), the first stage of narrative therapy is to deconstruct problem-stated stories while the therapist is the listener and to observe the client share their story and the role of the problem in their life. The problem is represented as an object at this stage. In the case of a child who is a video game addict, the problem is viewed as manageable. “Exceptions to the problem are highlighted in the effort to provide the possibility of reauthoring the story, which is the second stage of narrative therapy.” Joseph (2014). (2014). Furthermore, many therapists tend to find a solution to a problem quickly. The goal of narrative therapy is to let the client decide how to solve the problem rather than the therapist making suggestions. In the case of trauma or abuse, a quick solution to the problem can lead to therapeutic failure. However, the most therapeutic technique of narrative therapy is to observe and let the client find a solution to the problem while taking over the session, taking on the role of the speaker, coming up with an idea, and deciding on a topic or problem to solve. When counseling children, externalizing the problem entails asking them to re-label the problem as an enemy, such as “Sneaky Poo” or “Fear Monster,” and imagining a rescuer from the problem. The counselor’s goal is to be creative and make the conversation interesting so the children can participate in the session. Using metaphors, the counselor can use observation, in which they must interact with the child while playing with the toy and observe. The therapist can introduce the child to a puppet to encourage activity and observation. Toys that allow a wide range of projection of feelings and theme development, such as small animals, dolls representing three generations, cars, a doctor’s kit, building blocks and fences, puppets, and army toys, to name a few, can be placed in front of the child. Butler et al., 2009. Using a puppet to symbolize the problem or separate the client from the problem is an effective tool for externalizing the problem.
Payne (2006) described a strategy for assisting the person in identifying the problem. First, they are to discuss their reasons for coming to therapy, identify the problem, and assist them in naming it. While the client cannot find a name, the therapist may decide to suggest one and must let the client decide whether or not to accept the name. As a result, the therapist may need to sit down and wait until the person feels like talking while maintaining eye contact to encourage the client to relax. If the client cannot come up with a name for the problem, the counselor may have to skip to the next stage of justifying the problem. At this stage, the client must justify the effects of the problem on them and describe the problem; this stage is critical because some clients already have an idea about the problem. The therapist can ask them questions about their results while evaluating the problem. In the event of a negative effect, the therapist can ask the client to explain the problem’s effects. If the evaluation is not harmful, the therapist must reflect on the problem’s effects on the clients. They can now return to the first stage and redefine the problem. During this stage, the therapist may ask the client questions about the current situation to assist them in finding a solution. Some questions that help the client identify unique outcomes related to the problem and find their meaning through restoring “a therapeutic process designed to help them create a sense of empowerment, self-efficacy, and hope.” Butler et al., 2009.
Other toys can be an effective tool for narrative therapy in children, so puppets in narrative therapy may not be the only effective tool for externalizing the problem. Depending on the child, the puppet may be a distraction or cause fear in some children. The therapist can use other objects in this case. The child must be invited to select an object that represents the problem. Instead of using a puppet, the child can write a letter or name the problem. However, the therapist can use the puppet in which they must imagine the puppet as the problem that needs to be changed. As a result, imagination is critical in narrative therapy for children.
Observing the child’s mood and behaviors while interacting with the toys is also critical. Observe safely while playing with the child and pay attention to nonverbal cues. Observing the child during the session is critical because they may not be able to speak and may express their emotions through sound, gestures, and other means. Children cry, yell, and run when they are upset, unlike adolescents and adults. As a result, the therapist must pay attention to all of these behaviors while observing. When using narrative therapy, the counselor’s role is to listen; the counselor can use his listening skills to comprehend the current situation. Listening can be used for empathy or reflective purposes, in which the child must summarize, rephrase, or respond to an open-ended question using active listening skills.
Similar Post: Patient Interview
References
Geldard, K., Geldard, D., & Yin Foo, R. (2013). Counseling children: A practical introduction (4th ed.). Thousand Oaks, CA: Sage.
Butler, S., Guterman, J. T., & Rudes, J. (2009). Using puppets with children in narrative therapy externalizes the problem. Journal of Mental Health Counseling. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest com.ezproxy.liberty.edu/docview/198690037?accountid=12085
Joseph M. Graham (2014). Narrative Therapy for Treating Video Game Addiction. International Journal of Mental Health and Addiction. https://doi org.ezproxy.liberty.edu/10.1007/s11469-014-9491-4
Payne, Martin. (2006). Narrative Therapy, SAGE Publications, 2006. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/liberty/detail.action?docID=334478.
Stiefel, I., Anson, J., & Hinchcliffe, D. (2017). Narrative Therapy with Pre-schoolers – Unfolding the Story. Australian & New Zealand Journal of Family Therapy.
ORDER A PLAGIARISM-FREE PAPER HERE
We’ll write everything from scratch
Question 
a Discuss solution-focused brief therapy. Describe key concepts and specific
interventions, including the use of the miracle question.
Narrative therapy
b. Discuss narrative therapy. Describe key concepts and specific interventions.
c. Discuss the strengths and limitations of SFBT and Narrative therapy.
References