Thematische Bibliographien / Storytelling therapy

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Storytelling therapy“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Storytelling therapy"

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Becvar, Dorothy S., und Raphael J. Becvar. „Storytelling and family therapy“. American Journal of Family Therapy 21, Nr. 2 (Juni 1993): 145–60. http://dx.doi.org/10.1080/01926189308250913.

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Friedberg, Robert D. „Storytelling and Cognitive Therapy with Children“. Journal of Cognitive Psychotherapy 8, Nr. 3 (Januar 1994): 209–17. http://dx.doi.org/10.1891/0889-8391.8.3.209.

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Storytelling is a developmentally sensitive tool to elicit children’s thoughts, identify their distortions, and help them to more accurately make sense of their world. Integration of storytelling into a cognitive approach to child psychotherapy is encouraged due to cognitive therapy’s conceptual richness and flexibility. Cognitive case conceptualization augments the application of the storytelling techniques. Advantages of the storytelling approach such as familiarity to children, relationship enhancement, meaningfulness, and flexibility are delineated. Clinical examples are described and special considerations are outlined.
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Boulton, Nell. „Psychoanalysis as therapy and storytelling“. Psychodynamic Practice 13, Nr. 3 (August 2007): 314–17. http://dx.doi.org/10.1080/14753630701453155.

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Sublon, Audrey. „Caractéristiques des récits d'expériences personnelles actualisés durant les traitements logopédiques à l'adolescence“. Travaux neuchâtelois de linguistique, Nr. 66 (01.01.2017): 175–98. http://dx.doi.org/10.26034/tranel.2017.2910.

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Adolescents with a history of speech and language impairments still meet difficulties with their discursive production and adaptation to the interlocutor (Reed et al. 2007; Wetherell et al. 2007b). The institutional framework of speech and language therapy offers adolescents the opportunity to use different kinds of discourse taking into account the need of an adapted production to the interaction situation. Within this theme, this study highlights the work done on the personal storytelling competence during speech and language therapy sessions from a socio-interactionist perspective. The aim is to analyze the characteristics of personal storytelling initiated by the adolescents by examining if these initiations are legitimated by the therapists. This research specifies some of the characteristics of storytelling's coproduced during the treatments speech and language therapy with adolescents.
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D’Cruz, Kate, Jacinta Douglas und Tanya Serry. „Sharing stories of lived experience: A qualitative analysis of the intersection of experiences between storytellers with acquired brain injury and storytelling facilitators“. British Journal of Occupational Therapy 83, Nr. 9 (24.01.2020): 576–84. http://dx.doi.org/10.1177/0308022619898085.

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Introduction Narrative storytelling is a relational process. While interest in storytelling in brain injury rehabilitation is increasing, little attention has been directed to the interpersonal relationships experienced through storytelling. As part of a larger study exploring narrative storytelling, this paper reports on the intersection of experiences between those sharing their story and those listening to the story. Method A qualitative grounded theory approach informed all stages of the study. In-depth interviews were conducted with adult storytellers with severe acquired brain injury and facilitators of a storytelling advocacy programme. Findings Analysis of the intersection of data from 28 transcripts of interviews with eight storytellers and six facilitators was conducted. Two key relationships emerged to be central to the storytelling experience: (1) a collaborative partnership between the storytellers and the advocacy organisation, and (2) an intentional story-sharing relationship between the storytellers and facilitators. The advocacy context of helping others through story-sharing was central to the meaningfulness of the experience. Conclusion Narrative storytelling is a social relationship experience with much potential for building relationships in rehabilitation. Sharing stories of lived experience of disability presents an opportunity for meaningful occupational engagement, enabling social connectedness and contribution to society.
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Lindahl, Carl. „Dream Some More: Storytelling as Therapy“. Folklore 129, Nr. 3 (03.07.2018): 221–36. http://dx.doi.org/10.1080/0015587x.2018.1473109.

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Harsismanto J, Harsismanto J., Lussyefrida Yanti und Ilham Alfathona. „EFEKTIVITAS TERAPI TOUCH AND TALK DAN TERAPI BERCERITA TERHADAP KECEMASAN ANAK USIA 3-6 TAHUN DI RUANG EDELWEIYS RSUD Dr. M. YUNUS BENGKULU“. JURNAL KEPERAWATAN MUHAMMADIYAH BENGKULU 7, Nr. 1 (21.06.2019): 1–9. http://dx.doi.org/10.36085/jkmu.v7i1.302.

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Between preschool age children will be very careful about something that is considered hurt themselves, besides that children's fears can occur because children are afraid of losing parents like when children are treated. The purpose of this study was to determine the comparison of the effectiveness of touch and talk therapy and therapy storytelling to anxiety of children aged 3-6 years in Edelweis rooms RSUD Dr. M. Yunus Bengkulu.This research is a quantitative study with a quasy experiment design, two groups pretest-posttest design. Sample of 32 respondents was taken by purposive sampling technique which was divided into 2 intervention groups. The results were obtained from 16 respondents before Touch and talk therapy. The average anxiety score was 31.62 and after intervention was 17.31 with a p-value of 0.000, the therapy group storytelling from 16 respondents, the average anxiety score before giving intervention was 31.56 and after intervention was 24.38 with p-value 0,000.The results of the statistical test scores after touch and talk therapy and storytelling therapy obtained p-value 0.001 alpha (0.05). It can be concluded that there are differences in effectiveness between touch and talk therapy and storytelling therapy. Touch and talk therapy is more significant for reducing anxiety in children aged 3-6 years compared to storytelling therapy. Further research is suggested to be able to collaborate between these two therapies with other therapies by considering the factors that influence the administration of therapy. Keywords: touch and talk therapy, storytelling therapy and anxiety
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Kryger, Anders. „Strategy development through interview technique from narrative therapy“. Journal of Organizational Change Management 30, Nr. 1 (13.02.2017): 4–14. http://dx.doi.org/10.1108/jocm-06-2016-0111.

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Purpose The purpose of this paper is to demonstrate the successful strategy formulation process of a new purchasing department at an international engineering group. Design/methodology/approach The strategy formulation was co-created by the department manager and employees at a storytelling workshop, facilitated with interview technique from narrative therapy, and later authorized by the business area director. The organizational intervention preceded the scholarly inquiry. Findings Employees’ retrospective storytelling about working at the company enabled them to formulate a joint mission statement using words and expressions from their own stories. Prospective storytelling enabled them to formulate a joint medium- and long-term vision and a corresponding action plan. This paper proposes interview technique from narrative therapy as a new practice-oriented strategic management tool and calls for further experimentation in rethinking best practices in strategy development. Originality/value Introducing narrative therapy interview technique in an organizational context is valuable because it may facilitate affinity of employees to strategy through storytelling thus contributing to contextualized strategy formulation and paving the way for subsequent implementation. This “from practice to research” approach can serve as inspiration for action researchers interested in driving organizational change.
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Pawiliyah, Pawiliyah, und Liza Marlenis. „Pengaruh Terapi Bermain Mendongeng dengan Penurunan Tingkat Kecemasan pada Anak Usia Pra Sekolah Akibat Hospitalisasi“. Jurnal Keperawatan Silampari 3, Nr. 1 (12.09.2019): 271–80. http://dx.doi.org/10.31539/jks.v3i1.788.

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This study aims to determine the effect of storytelling play therapy with a decrease in anxiety levels in pre-school age children due to hospitalization in Dr. Sobirin Lubuklinggau. The study design used a pre-experimental one group pre-post test design. The results obtained mean a decrease in anxiety 10.50, with the results of the Wilcoxon Test Asym 0,000 <0.005. The conclusion of this study is the effect of storytelling play therapy on pre-school age anxiety scores of children treated at RSUD Dr. Sobirin Lubuklinggau. Keywords: Anxiety, Storytelling, Child Care, Play Therapy
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Zetteler, Jessica, und Vanessa Snowdon-Carr. „Being creative with reminiscence therapy“. Clinical Psychology Forum 1, Nr. 184 (April 2008): 27–29. http://dx.doi.org/10.53841/bpscpf.2008.1.184.27.

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Dissertationen zum Thema "Storytelling therapy"

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Plante, Gregory Vincent. „Therapeutic storytelling and the narrative perspective“. online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3265885.

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Bitter, James. „Self-Disclosure and Storytelling in Adlerian Family Therapy“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6117.

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Turski, Traci L. „The healing power of women's storytelling /“. Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1508.html.

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Thesis (M.S.)--Central Connecticut State University, 1998.
Thesis advisor: Judith Rosenberg. "... in partial fulfillment of the Master of Science in Counselor Education." Includes bibliographical references (leaves 72-80).
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Gagalis-Hoffman, Kelly. „Belief transmission through family storytelling : implications for family therapy /“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1505.pdf.

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Gagalis-Hoffman, Kelly. „Belief Formation Through Family Storytelling: Implications for Family Therapy“. BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/741.

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The purpose of this study was to phenomenologically explore and describe the influence family storytelling has on the formation and transference of beliefs. This study was a case study of one family who was identified as engaging in family storytelling. The participants were selected based on their participation in a 2004 pilot study, "A Phenomenological Examination of Family Recreational Storytelling." The results of the 2004 pilot study were analyzed for belief-centered themes. It was upon those themes that questions for this study were based. For this study it was hypothesized that: 1) storytelling strengthens family bonds and connections; 2) storytelling facilitates the creation of individual and familial beliefs; 3) these beliefs either facilitate or constrain the functioning capability of the family and its individual members; and 4) as this phenomenon is more fully understood, powerful interventions can be utilized by therapists and implemented in the field of marriage and family therapy. For the current study, it was concluded that family storytelling influences beliefs, which in turn affects individual action. Additionally, an individual's overall perspective on life is capable of being shaped by the tone and nature of the stories that children are told by their parents. Finally, this study provided insight into how clinicians can coach families to implement storytelling as a therapeutic intervention. Information regarding how parents used stories and the characteristics of the story, storyteller, and setting was outlined. How children used storytelling to form and establish beliefs was explored.
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Bitter, James Robert, und Rebekah J. Byrd. „Human Conversations: Self Disclosure & Storytelling in Adlerian Therapy“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/920.

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Starting with Adler’s original work with families in an open forum, there is a long history of both self-disclosure and storytelling in therapeutic practice. This presentation traces that history and identifies the purposes and goals of these interventions in Adlerian therapy. Demonstrations of effective use are provided. Participants will learn the purposes and therapeutic goals for self-disclosure & storytelling in Adlerian counseling & therapy. Participants will learn guidelines for appropriate use of self-disclosure and storytelling in therapy.
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Bitter, James Robert, und Rebekah J. Byrd. „Human Conversations: Self-disclosure & Storytelling in Adlerian Therapy“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/908.

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Bitter, James Robert, und Rebekah J. Byrd. „Human Conversations: Self-Disclosure and Storytelling in Adlerian Family Therapy“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/872.

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Bitter, James Robert, und Rebekah Byrd. „Human Conversations: Self-Disclosure and Storytelling in Adlerian Family Therapy“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5209.

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Self-disclosure and storytelling have been part of Adlerian family therapy and counseling since Adler's public work with families and educators in Austria. The benefits of both—as well as the cautions for use—have been well documented in the literature. Still, those who are recently trained and/or new to the profession often seem reluctant to engage clients in the kind of human, person-to-person (and person-revealing) conversations that let clients know they are not alone in the world and that encourage them to be imperfectly human. The use of self-disclosure and storytelling occurs less in training programs that put a premium on "taking a professional stance" and with practicum/internship students who are still unsure of how to use themselves in the therapeutic process. The authors describe the purposes and constructions of effective self-disclosure and storytelling in Adlerian family therapy and suggest guidelines for therapeutic decision-making and use.
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Shann, Stephen Charles, of Western Sydney Hawkesbury University, Faculty of Social Inquiry und School of Social Ecology. „Mating with the world : on the nature of story-telling in psychotherapy“. THESIS_FSI_SEL_Shann_S.xml, 2000. http://handle.uws.edu.au:8081/1959.7/93.

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What is going on in a therapeutic setting when one person tells a story to another? Is it really as it appears to be, with the story being told in order to communicate some information, either affective or factual? Or is this way of thinking about the business of therapy limiting, both for the people concerned (therapist and patient) and for those who theorise about the therapeutic process? These are the questions around which this work is organised. The thesis itself takes the form of a story being told, the story of a therapist, his client, and his clinical supervisor.The story of these relationships is used to argue that stories are told more to create something (a relationship) and forge something (a more vital connection to an animating world) than to communicate something.The author draws on both a philosophical, and a psychoanalytical tradition to show what he suggest are more vital ways of thinking about human behaviour in general and the therapeutic encounter in particular.
Doctor of Philosophy (PhD)
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Bücher zum Thema "Storytelling therapy"

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1962-, Brown Brian, und Crawford Paul 1963-, Hrsg. Storytelling in therapy. Cheltenham, U.K: Nelson Thornes, 2004.

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author, Slivinske Lee, Hrsg. Storytelling and other activities for children in therapy. Hoboken, New Jersey: John Wiley & Sons, 2011.

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R, King Nancy, Hrsg. Storymaking in education and therapy. London: Jessica Kingsley, 1990.

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1912-, King Nancy, Hrsg. Storymaking in education and therapy. London: J. Kingsley, 1990.

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More Annie stories: Therapeutic storytelling techniques. New York: Magination Press, 1992.

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Storytelling in psychotherapy with children. Northvale, N.J: J. Aronson, 1993.

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Sunderland, Margot. Using storytelling as a therapeutic tool with children. Bicester: Winslow, 2000.

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Transforming tales: How stories can change people. London: Jessica Kingsley Publishers, 2009.

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Lundby, Geir. Historier og terapi: Om narrativer, konstruksjonisme og nyskriving av historier. 2. Aufl. [Oslo]: Tano Aschehoug, 2000.

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Flash of insight: Metaphor and narrative in therapy. Boston: Allyn and Bacon, 1996.

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Buchteile zum Thema "Storytelling therapy"

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Dyson, Pam. „Storytelling Through Puppets“. In Puppet Play Therapy, 143–48. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315181349-13.

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Thumim, Nancy. „Therapy, Democracy and the Creative Practice of Digital Storytelling“. In Digital Storytelling, 229–40. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59152-4_17.

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Zur, Vered, und Boaz Zur. „Storytelling with Expressive Arts Therapy“. In Art and Expressive Therapies Within the Medical Model, 78–84. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429400087-8.

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Rober, Peter. „The Family’s Storytelling and Their Hesitations“. In In Therapy Together, 103–23. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-60765-2_6.

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Unnsteinsdóttir, Kristín. „SandTray Play and Storytelling“. In The Routledge International Handbook of Sandplay Therapy, 235–44. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315656748-15.

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Paivio, Sandra C., und Lynne E. Angus. „Why client storytelling matters.“ In Narrative processes in emotion-focused therapy for trauma., 39–52. Washington: American Psychological Association, 2017. http://dx.doi.org/10.1037/0000041-004.

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Courtney, Janet A., Meyleen Velasquez und Viktoria Bakai Toth. „FirstPlay® Infant Massage Storytelling“. In Touch in Child Counseling and Play Therapy, 48–62. New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315628752-4.

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Courtney, Janet A., Viktoria Bakai Toth und Carmen Jimenez-Pride. „Healing Reactive Attachment Disorder with Young Children Through FirstPlay® Kinesthetic Storytelling“. In Infant Play Therapy, 245–54. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429453083-17.

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Pullen, Christopher. „Factual Media Space: Intimacy, Participation and Therapy“. In Gay Identity, New Storytelling and the Media, 107–36. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1007/978-1-349-66841-0_5.

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Pullen, Christopher. „Factual Media Space: Intimacy, Participation and Therapy“. In Gay Identity, New Storytelling and the Media, 107–36. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230236646_5.

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Konferenzberichte zum Thema "Storytelling therapy"

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Tobing, Christine Masada Hirashita. „Storytelling Therapy to Building Childhood’s Emotion and Social Relations“. In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.073.

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Progga, Farhat Tasnim, und Sabirat Rubya. „"just like therapy!": Investigating the Potential of Storytelling in Online Postpartum Depression Communities“. In GROUP '23: The 2023 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3565967.3570977.

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Effert, Jana-Sophie, Birgitta Esser, Michael Buschermoehle, Jasmin Henze, Maren Warnecke, Rainer Surges und Salima Houta. „Usability Engineering for Medical Apps using the Example of an App for Epilepsy Self-Management with a Neurosensing System“. In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002713.

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Background: Recognizing and documenting epileptic seizures in everyday life is fundamentally important for the precise therapy of those affected. However, studies on seizure diaries have shown that up to 45% of seizures that can be recorded via EEG are not documented by the diarists (Hoppe et al., 2007). To address this gap, the MOND project (Mobile Smart Neurosensing System for the Detection and Documentation of Epileptic Seizures in Daily Life) is working on a wearable neurosensor system. As part of this project, an app that is connected to the sensor is being developed to assist users with epilepsy management. Objective: This research aims at developing and evaluating a digital epilepsy diary that simultaneously shows the data collected via the sensor system and can be used as a tool simplifying the physician-patient-communication. The main objective pursued in this paper is to describe the user centered design process with focus on long-term usage support. Therefore, we address the following questions: How can seizure documentation be supported by the app design? Do an avatar concept and dialogue-based interaction promote long-term usage? Methods: We follow a user-centered design approach. The work is based on an app developed in the previous EPItect project (Houta et al., 2020), which was already evaluated in its basic functions but not so much regarding usability issues. User perspectives were included iteratively throughout the whole process: At the beginning, a heuristic evaluation was carried out to identify which features need to be revised. For considering the integration of the app into everyday life of patients, storytelling was used to describe the care process. Added to the requirements already known from the Epitect project, these findings culminate in a developed design for the MOND-App including an avatar-based prototype. User feedback was conducted before, during and after the design process through user workshops and semistructured interviews with a small sample (four patients). Results: The results of the evaluation phase show acceptance of the avatar concept, in particular with dialogue-like interaction being seen as superior to long texts. At the same time, there was skepticism about whether an avatar can really lead to increased motivation in the long term. The collected user feedback also shows which concerns arise regarding data protection and could thus prevent use, the areas in which certain input methods (such as lists) are particularly desirable, and the areas of the app that require increased customizability. These latter areas primarily concern the nomenclature of symptoms and seizure types, which is often created independently by patients. Conclusions: The results of the interviews show a high willingness to use the app, as important functionalities supplemented by suitable input formats and dialogue-like interaction were positively evaluated. At the same time, customizability – mainly in the naming and description of symptoms and seizure types outside clinical classifications – is an important aspect in the development of an app for epilepsy management. The long-term impact and use of such an app need to be assessed in follow-up studies after full development. Hoppe, C., Poepel, A., & Elger, C. E. (2007). Epilepsy: accuracy of patient seizure counts. Archives of neurology, 64(11), 1595-1599. Houta, S., Meschede, C., Beeres, K., Surges, R., & Klötgen, M. (2020). USER-CENTERED DESIGN AND EVALUATION OF STANDARD-BASED HEALTH TECHNOLOGIES FOR EPILEPSY CARE.
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Zsiray, Barbara, und Ildikó Koós. „HOW RORY’S STORY CUBES CAN IMPROVE THE ABILITY OF STORYTELLING IN WRITING AND SPEAKING“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end041.

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"Using board games in the classroom is an opportunity for experiential learning and teaching. The presentation is an example of how board games can be used in mother tongue teaching. Our previous questionnaire proves that 9–10-year-old children show a positive attitude towards board games, and its use in lessons helps to increase interactions between students. In addition, cooperation within the group was strengthened. We have reflected on this with a new project. Our goal is to examine how the popular board game, Rory's Story Cubes, can develop written and oral communication of 9–10-year-old students. In the first period, essays were written by the members of the experimental group and the control group, in which five previously specified words were used. The quantitative and qualitative indexes of the data were analysed by Mean Length Utterance (MLU) and the Hungarian adaptation of Developmental Sentence Scoring (KFM), and creativity was considered. In the second phase, the members of the experimental group took part in an activity process that lasted 15 weeks and was held twice a week. The games with the Story Cubes were carried out under the supervision of the methodical leader of the experiment and recorded with the video camera. The oral texts were analysed in the same way. In the last period of the process, the participants again wrote an essay. The results show that the consistent use of the given board game is beneficial for the semasiological and syntactic cohesion of the students' oral and written texts. The project's achievements may contribute to the widespread use of Rory's Story Cubes, thereby expanding the methodology of native language teaching."
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