Zeitschriftenartikel: „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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Fatchurahman, M., M. A. Setiawan und K. Karyanti. „The development of group healing storytelling model in multicultural counselling services in Indonesian schools: Examination of disciplinary cases“. Education and science journal 23, Nr. 4 (18.04.2021): 157–80. http://dx.doi.org/10.17853/1994-5639-2021-4-157-180.

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Introduction. Discipline is a form of behaviour reflecting responsibility in a person and is essential to be applied to students. However, in reality, many students commit disciplinary violations at school. Therefore, social care teachers must provide innovative services to eliminate disciplinary violations. One such example is the narrative storytelling model presented in the form of healing stories, which can be applied to develop knowledge, feeling, social skills, and appreciation. Storytelling can play a very helpful role in counselling because stories reflect cultural laws, ethics, as well as in governing daily rules behaviour and guide decision-making.Aim. The current research is aimed to demonstrate group healing storytelling model in multicultural counselling services in schools for disciplinary case management.Methodology and research methods. This research methodology is based on the ADDIE (Analysis Design Development Implementation Evaluations) model. The participants of this study were 60 students at Muhammadiyah Palangkaraya Senior High School (Palangkaraya, Indonesia). The research instruments for the verification of group healing storytelling model in multicultural counselling services involved front group discussion (FGD), questionnaires, and Likert scale to examine student discipline data.Results and scientific novelty. The present research provides group healing storytelling model based in multicultural counselling services by applying aspects of local culture in Indonesia, namely ‘Huma Betang' (local culture in central Kalimantan, Indonesia). The authors developed a narrative storytelling model consisting of objectives and intervention stages. The strengths and weaknesses of this model were analysed. Based on the data analysis, this model can be used to improve disciplinary behaviour. The results of statistical analysis show that disciplinary behaviour has increased after the provision of healing storytelling services.Practical significance. Based on the research results, the authors recommend this model for disciplinary case handlers. This model is also effective to integrate the components of socio-cultural context in curriculum planning. The present model is easily to accept because it has the uniformity with the culture of counsellee. However, it is limited to a cultural context, so it will be complicated to implement it in a different cultural environment.

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Goorney, Simon, Caterina Foti, Lorenzo Santi, Jacob Sherson, Jorge Yago Malo und Maria Luisa Chiofalo. „Culturo-Scientific Storytelling“. Education Sciences 12, Nr. 7 (08.07.2022): 474. http://dx.doi.org/10.3390/educsci12070474.

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In this article, we reflect on the functions of outreach in developing the modern scientific mind, and discuss its essential importance in the modern society of rapid technological development. We embed our approach to outreach in culturo-scientific thinking. This is constituted by embracing disciplinary thinking (in particular creativity) whilst appreciating the epistemology of science as an evolving dialogue of ideas, with numerous alternative perspectives and uncertain futures to be managed. Structuring scientific knowledge as an assemblage of interacting and evolving discipline-cultures, we conceive of a culturo-scientific storytelling to bring about positive transformations for the public in these thinking skills and ground our approach in quantum science and technologies (QST). This field has the potential to generate significant changes for the life of every citizen, and so a skills-oriented approach to its education, both formal and non-formal, is essential. Finally, we present examples of such storytelling in the case of QST, the classification and evaluation of which correspond to future work in which this narrative approach is studied in action.

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Darmawan, Taufan Citra. „Combination of Storytelling and Music Therapy to Reduce Stress in Children with HIV/AIDS and Discrimination in Surabaya“. Journal of Health Sciences 14, Nr. 1 (26.02.2021): 14–20. http://dx.doi.org/10.33086/jhs.v14i1.1749.

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Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) in Indonesia are deadly infectious diseases. This disease will always be a problem at the national and global levels. The impact that often occurs, especially in children with HIV/AIDS, is psychological changes, namely stress. Efforts to overcome its disturbance are storytelling and music therapy. This research aims to apply storytelling and music therapy to reduce stress in children with HIV/AIDS. This research method was a quasi-experiment with a research design involving 1 group (one group pre-post test), containing 30 respondents aged 6-10 years with HIV/AIDS by purposive sampling. The independent variable was storytelling and music therapy, while the dependent variable was stress levels. The instrument used Hamilton Anxiety Questionaire (HAM-A). The results of the study showed that 26 samples (86.7%) experienced decreased stress levels. Analysis of Wilcoxon sign rank test obtained α=0.009, which means there was a difference before and after therapy. The combination of music therapy and storytelling can be a better alternative in reducing stress in children – by considering age, environment, and children's emotions to have an optimal effect.

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Legi, Julita Rosalia, Suhendar Sulaeman und Nyimas Heny Purwanti. „Pengaruh Storytelling dan Guided-Imagery terhadap Tingkat Perubahan Kecemasan Anak Usia Prasekolah yang Dilakukan Tindakan Invasif“. Journal of Telenursing (JOTING) 1, Nr. 1 (03.05.2019): 145–56. http://dx.doi.org/10.31539/joting.v1i1.496.

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This study aims to identify the effect of storytelling and guided imagery on anxiety levels of preschool children who will receive an invasive procedure (intravenous therapy). The quasi-experimental type of study is with the number of 24 people for sample. The sample technique is purposive sampling. The results of this study indicate the average level of anxiety of children who get storytelling intervention is 2.11 for groups of children accompanied by parents, and 2.50 for groups of children who are not accompanied by parents. Meanwhile, the average level of anxiety of children with guided imagery intervention is 2.17 in the group of children accompanied by parents, and 2.33 in the group of children who are not accompanied by parents. The results of statistical tests show that storytelling and guided imagery have an effect on decreasing anxiety level of preschool age children who receive invasive procedure (intravenous therapy). Storytelling and guided imagery can be applied as one of the interventions of atraumatic care to reduce anxiety of preschool age children who will receive invasive action (intravenous therapy). Keywords : Storytelling, Guided-imagery, Preschool Children Anxiety

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Sonday, Amshuda. „Digital Storytelling as a Reflective Tool in Occupational Therapy Curriculum“. Occupational Therapy International 2021 (16.09.2021): 1–10. http://dx.doi.org/10.1155/2021/2463916.

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With a shift in moving towards the 4th industrial revolution, digital storytelling has been identified as a novel way of facilitating teaching and learning. This paper will be aimed at offering an understanding of the experience and perspective of occupational therapy students in using digital storytelling as a reflective tool as an assignment as part of their undergraduate and masters occupational therapy curriculum at a university in South Africa. A descriptive qualitative study was undertaken, and five participants were purposively recruited. Individual semistructured interviews were conducted as well as a focus group with participants. An inductive analysis revealed two themes: Reflections on relevance within the occupational therapy curriculum and Is technology the new direction? The findings conclude that digital storytelling as a medium to showcase reflections on identifying formation was an innovative and novel way of documenting the reflective experiences of occupational therapy students.

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Abd Rahim, Normaliza, Zaitul Azma Zainon Hamzah und Arbaie Sujud. „Music Therapy: Storytelling with the Special Needs Children“. International Journal of Interdisciplinary Social Sciences: Annual Review 3, Nr. 5 (2008): 27–34. http://dx.doi.org/10.18848/1833-1882/cgp/v03i05/52618.

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Land, Ken. „Storytelling as Therapy: The Motives of a Counselor“. Business Communication Quarterly 70, Nr. 3 (September 2007): 377–81. http://dx.doi.org/10.1177/10805699070700030504.

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Rezaiyan, Farzane, Guita Movallali, Narges Adibsereshki und Enayatollah Bakhshi. „The Effectiveness of Online Dialogic Storytelling on Vocabulary Skills of Hard of Hearing Children“. Iranian Rehabilitation Journal 18, Nr. 3 (01.09.2020): 319–28. http://dx.doi.org/10.32598/irj.18.3.949.1.

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Objectives: The present study aimed to investigate the effectiveness of an online dialogic storytelling program on vocabulary skills (picture, relative, and oral vocabulary skills) of hard of hearing children. Methods: In this experimental study with pre-test-post-test and a control group design, 34 mothers of hard of hearing children participated. Children’s ages range from 4 to 6 years and they were selected from aural rehabilitation centers in Tehran. They were assigned randomly into the experimental (n=17) and control (n=17) groups that were matched for age and sex. Before starting the online dialogic storytelling program, the children took the Test Of Language Development (TOLD-P: 3). The online dialogic storytelling was done 20 minutes a day, 3 days a week for 12 weeks for mothers and their children. After completion of the program, the language development test was administered to both groups as the post-test. The data were analyzed by 1-way Analysis of Covariance (ANCOVA). Results: The results showed that the vocabulary skills, picture, relative and oral vocabulary of the experimental group significantly improved after participating in the online dialogic storytelling sessions (P<0.001) Discussion: Storytelling is one of the most effective ways to improve the vocabulary skills of hearing-impaired children and it seems that storytelling needs to be included in their rehabilitation programs.

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Haristiani, Ruris, Wahyuningsih Wahyuningsih und Susaldi Susaldi. „Storytelling Therapy Effectively Reduces Anxiety in Children with Leukemia at DR Wahidin Sudirohusodo General Hospital Makassar“. Jurnal Ilmiah Ilmu Keperawatan Indonesia 12, Nr. 02 (30.06.2022): 88–92. http://dx.doi.org/10.33221/jiiki.v12i02.1877.

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Background: Children with leukemia are prone to experience anxiety due to various factors. Moreover, side effects of chemotherapy such as diarrhea, nausea, and vomiting add stress to the children. Storytelling therapy can be used as one of the non-pharmacological methods to reduce anxiety in children. Objectives: seeing the effectiveness of storytelling therapy with audio-visual media in reducing anxiety in children with leukemia Methods: quantitative research with quasi-experimental: pretest-posttest without a control group. Anxiety in children is measured by Hamilton Anxiety Rating Scale (HARS) instrument. Statistical test with the Wilcoxon signed-rank test with α = 0,05 Results: There is a decrease in anxiety levels in children with leukemia after being given story-telling therapy. Based on data analysis by the Wilcoxon test, p: 0.000 means story-telling therapy is effective in reducing anxiety in children with leukemia at RSUP DR Wahidin Sudiro Husodo Hospital Makassar Conclusion: Storytelling therapy with audio-visual media is effective in reducing anxiety levels in children with leukemia

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Carragher, M., K. Sage und P. Conroy. „Interactive Storytelling Therapy: Task Effects and Generalisation to Conversation“. Procedia - Social and Behavioral Sciences 94 (Oktober 2013): 269–70. http://dx.doi.org/10.1016/j.sbspro.2013.09.134.

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Yati, Mimi, Sri Wahyuni und Islaeli Islaeli. „THE EFFECT OF STORYTELLING IN A PLAY THERAPY ON ANXIETY LEVEL IN PRE-SCHOOL CHILDREN DURING HOSPITALIZATION IN THE GENERAL HOSPITAL OF BUTON“. Public Health of Indonesia 3, Nr. 3 (19.09.2017): 96–101. http://dx.doi.org/10.36685/phi.v3i3.134.

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Background: Anxiety is one of the psychical stresses experienced by children during hospitalization. A storytelling in a play therapy is considered effective in reducing anxiety.Objective: This study aims to determine the effect of storytelling in a play therapy on anxiety level in pre-school children during hospitalization in the general hospital of Buton.Methods: This was a quasy-experimental study with pretest-posttest control group design. There were 30 pre-school children selected in this study using accidental sampling, with 15 assigned in each group. The Pre School - Spence Children’s Anxiety Scale (SCAS) was used to measure anxiety in pre-school children. Wilcoxon matched paired test was used to analyze the data. Results: Findings showed that the mean of anxiety level in the intervention group in pretest was 42 and in posttest was 31.53. Wilcoxon matched paired test showed p-value 0.003 (0.05), which indicated that there was a statistically significant effect of storytelling on the level of anxiety in pre-school children.Conclusions: There is a significant influence of storytelling in a play therapy on anxiety levels in pre school children during hospitalization. It is suggested that this intervention could be applied as a nursing intervention to reduce anxiety in children.

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Brito, Julio Miguel Souza de, und Piedley Macedo Saraiva. „Storytelling: Uma Análise de Aplicabilidade no Planejamento Estratégico de Marketing, em uma Empresa da área de Saúde em Crato – CE / Storytelling: An Analysis of Applicability in Strategic Marketing Planning in a Healthcare Company in Crato - CE“. ID on line. Revista de psicologia 16, Nr. 59 (28.02.2022): 234–49. http://dx.doi.org/10.14295/idonline.v16i59.3387.

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Resumo: O marketing passa por constantes processos de reinvenção. As mudanças são promovidas graças aos avanços tecnológicos e comportamentais de consumo da Sociedade. Esse novo consumidor é cada vez mais exigente e moldado por ações que acontecem em seu meio graças à constante mutação de mídias. Consequentemente, o cenário do mercado torna-se progressivamente competitivo, fazendo-se necessárias novas ações para reter consumidores em meio a uma disputa constante por atenção. Pode-se entender o Storytelling como uma ferramenta na construção de promoções de marcas e produtos. Apesar de se tratar de um recuso primitivo de contar histórias, a qual a humanidade sempre foi conduzida a realizar, a ferramenta se mostra muito efetiva para construir laços, encantar e mover grupos, conquistar e reter consumidores. Baseado nesse pressuposto, este trabalho propõe-se, através da compreensão do uso do Storytellingcomo alternativa de recurso estratégico na criação de um planejamento estratégico de marketing, a buscar evidenciar os fatores que determinam a percepção de valores e posicionamento da marca para a organização no planejamento estratégico. Tendo por objetivo compreender o que é tal ferramenta, sua estrutura e como podemos evidenciar os valores que reforçam a imagem e o posicionamento da marca, este estudo também tem interesse em perceber como podemos utilizar o Storytelling como alternativa para criação de um planejamento estratégico de marketing aplicado a uma empresa da área da Saúde em Crato, no Ceará.Palavras-chave: Marketing; Storytelling; Planejamento. Abstract: Marketing goes through constant reinvention processes. The changes are promoted thanks to the technological advances and consumer behavior of Sociedade. This new consumer is increasingly demanding and shaped by actions that happen in their environment thanks to the constant change of media. Consequently, the market scenario becomes progressively competitive, making new actions necessary to retain consumers in the midst of a constant dispute for attention. Storytelling can be understood as a tool in building brand and product promotions. Despite being a primitive refusal to tell stories, which humanity has always been led to do, the tool proves to be very effective in building bonds, enchanting and moving groups, conquering and retaining consumers. Based on this assumption, this work proposes, through the understanding of the use of Storytelling as an alternative of strategic resource in the creation of a strategic marketing plan, to seek to highlight the factors that determine the perception of values and brand positioning for the organization in the strategic planning. Aiming to understand what such a tool is, its structure and how we can highlight the values that reinforce the image and positioning of the brand, this study is also interested in understanding how we can use Storytelling as an alternative to create a strategic marketing plan applied to a healthcare company in Crato, Ceará.Keywords: Marketing, Storytelling, Planning.

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Silva, Marluce Iraneide Da, Aurênia Pereira de França und Aurelania Maria De Carvalho Menezes. „Contação de Histórias: Relevância no Processo Ensino/Aprendizagem na Educação Infantil / Storytelling: Relevance in the Teaching-Learning Process in Early Childhood Education“. ID on line. Revista de psicologia 15, Nr. 58 (30.12.2021): 687–97. http://dx.doi.org/10.14295/idonline.v15i58.3355.

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Resumo: Este estudo tem como principal objetivo compreender a relevância da contação de histórias durante o processo do ensino e aprendizagem das crianças na etapa da Educação Infantil. Como objetivos específicos procurou: identificar de que forma a contação de história na educação infantil contribui para o desenvolvimento da criança no âmbito escolar; entender que a contação de histórias pode proporcionar às crianças o desenvolvimento do seu imaginário e suas possibilidades de forma ampla e significativa, através de experiências durante toda a vida e identificar os saberes necessárias no fazer pedagógico da contação de histórias na educação infantil. A metodologia adotada foi de forma bibliográfica, descritiva de uma abordagem qualitativa, fundamentado em estudo documental. O aporte teórico foi composto por Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) entre outros. Espera-se dessa forma contribuir para um relacionamento lúdico e prazeroso da criança com a contação de histórias que tem uma das possibilidades de formação do leitor, sendo na exploração da fantasia e da imaginação que se instiga a criatividade e se fortalece a interação entre texto e leitor, fatores significativos para os processos de ensino/aprendizagem. Palavras-Chave: Contação de histórias. Ensino/aprendizagem. Família e Escola. Prática pedagógica. ---Abstract: This study aims to understand the relevance of storytelling during the teaching and learning process of children in the Early Childhood Education stage. As specific objectives, it sought to: identify how storytelling in early childhood education contributes to the child's development in the school environment; understand that storytelling can provide children with the development of their imagination and its possibilities in a broad and meaningful way, through lifelong experiences and identify the necessary knowledge in the pedagogical practice of storytelling in early childhood education. The methodology adopted was bibliographical, descriptive of a qualitative approach, based on a documentary study. The theoretical contribution was composed by Abramovich (1997), Faria (2010), Amarilha (1997), Cavalcanti (2002), Cardoso (2016), Silva (2014) among others. It is expected in this way to contribute to a playful and pleasurable relationship for the child with storytelling, which has one of the possibilities of educating the reader, being the exploration of fantasy and imagination that instigates creativity and strengthens the interaction between text and reader, significant factors for the teaching/learning processes. Keywords: Storytelling. Teaching/learning. Family and School. Pedagogical practice.

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Ns. Erni Suprapti und Rika Desiana Lydia Sari. „PENERAPAN TERAPI MENDONGENG UNTUK MENURUNKAN TINGKAT KECEMASAN PADA ANAK USIA PRASEKOLAH AKIBAT PANDEMI COVID – 19 DI DESA KEBONDALEM KECAMATAN MIJEN KOTA SEMARANG“. Jurnal Ilmu Kedokteran dan Kesehatan Indonesia 1, Nr. 3 (01.11.2021): 55–65. http://dx.doi.org/10.55606/jikki.v1i3.81.

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Preschoolers are children aged three to six years. Covid - 19 is a pandemic that is shaking the world right now. Due to the Covid - 19 pandemic, children cannot play with friends outside the home. Limited play space for children makes it easy for them to feel bored just to stay at home, causing children to become anxious. The purpose of this case study is to apply storytelling play therapy to reduce anxiety levels in preschool-aged children at home due to the covid-19 pandemic. The method of this case study is descriptive. The result of the case study is a decrease in anxiety score in subject I from 45 to 30 and subject II from 51 to 34. The conclusion of this case study shows that storytelling therapy is effective in reducing the anxiety level of preschool children. Suggestions for this case study are expected that parents can apply storytelling to reduce anxiety levels in children at home due to the Covid-19 pandemic.

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Istanto, Wisnu, Diah Arumita Candra und Heni Heryani. „Promoting Storytelling in Enhancing Health Vocational Students’ Speaking Achievement“. Anglophile Journal 2, Nr. 1 (31.10.2021): 27. http://dx.doi.org/10.51278/anglophile.v2i1.266.

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Soft skills development requires the use of education media and forums. While storytelling may be used in competitions, media classes do not use it as a teaching media. Storytelling in the classroom hasn't been used to its fullest potential. English language proficiency can be improved through the use of digital storytelling, specifically on YouTube, by students. The study is intended to achieve similarities and discrepancies in the importance of the English-language achievement with general English and the implementation of digital storytelling. This study may be graded as an experimental investigation and classroom action research. This study employed cross-sectional research with independent speaking pre-test and post-test for experimental and control group design. Talking with storytelling therapy triggering different strategies is advised in experimental classes. It uses intervention research to change people's "talking," "doing" and "related practices". For the control group data combined with T-tests findings, a value of 0.417 has been achieved with an average value of -10.97436. In achieving speaking test outcomes, one may interpret that the treatment group has a more important meaning than the control group. The outcome of this study show that storytelling learning can help students at vocational health Level 2, more than the general English learning, achieve the high speaking achievement. Keywords: Promoting Storytelling, Speaking Achievement, Speaking Skill

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Bravo, Flor A., Jairo A. Hurtado und Enrique González. „Using Robots with Storytelling and Drama Activities in Science Education“. Education Sciences 11, Nr. 7 (02.07.2021): 329. http://dx.doi.org/10.3390/educsci11070329.

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Storytelling and drama are well-known teaching tools that can be used throughout the curriculum for the active participation of students in their own learning process. The introduction of robots in storytelling and drama activities provides students with a meaningful, multisensory, hands-on learning experience. This paper explores the potential and challenges of using storytelling and drama activities with robot actors in science teaching. We present the lessons learned from two experiences of storytelling and drama activities with robots in science education. Observations revealed that this approach facilitates the development of science concepts, creates a rich context to foster skills in students, creates a positive classroom environment, and improves the students’ attention and motivation. Finally, it was identified that there is a need to design low-cost expressive actor robots that are easily customizable. Additionally, the need to develop multi-robot programming interfaces that facilitate the creation of scripts for robots and their programming is also shown.

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Cerejeira, J. Gonçalves, C. Rivera Jiménez, I. Santos Carrasco, C. Capella und E. Rodríguez. „Narrative psychiatry: Healing through storytelling“. European Psychiatry 64, S1 (April 2021): S447. http://dx.doi.org/10.1192/j.eurpsy.2021.1193.

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IntroductionWe all have the innate ability to tell our story and the way we do it can determine the impact that each problem has on our lives. Storytelling can play a critical role in psychiatric practice and, from this premise, a new way of practicing psychiatry has recently emerged: narrative psychiatry.ObjectivesThe objective is to offer a unified vision of narrative psychiatry, providing details on the historical and academic context of this approach.MethodsA narrative-type literary review focused on narrative psychiatry will be presented.ResultsNarrative psychiatry is an innovative clinical approach in line within narrative medicine and with a specific subtype of postmodern psychotherapy, the narrative therapy of Michael White and David Epston. This novel way of practicing psychiatry arises from critical movements within the discipline but it is an integrative and collaborative perspective: the position of each problem in the patient’s personal narrative is discussed and different therapeutic proposals are addressed, including for instance psychotropic drugs. This integrative posture gives the narrative psychiatrist enough flexibility to equally integrate the scientific achievements of biological psychiatry and the humanizing component of narrative practice. In this literature review, the key tools proposed by the main narrative psychiatrists worldwide for the narrative clinical interview will be exposed.ConclusionsNarrative psychiatry is a novel approach that narrows the therapeutic relationship and that puts in evidence the history of resistance of the consultant, healing through its own storytelling.

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Lee, Eun-Jung, und Hae-Yeon Kwon. „Effects of group-activity intervention with multisensory storytelling on gross motor function and activity participation in children with cerebral palsy“. Journal of Exercise Rehabilitation 18, Nr. 2 (26.04.2022): 96–103. http://dx.doi.org/10.12965/jer.2244028.014.

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This study determined the effectiveness of 16 multisensory storytelling sessions on physical function and activity participation in children with cerebral palsy. Twenty-four children aged 7 to 8 who belonged to stage I to III of the Gross Motor Function Classification System were randomly divided into experimental and control groups, with 12 children in each group. The experimental group performed group activities through multisensory storytelling for 60 min, twice a week for 8 weeks, while the control group performed structured physical activities. The motor function, activity participation, and peer relationship skills were measured. The collected data were analyzed using the SPSS 25.0 for windows program, and the significance level (α) for statistical verification was set to 0.05. The Wilcoxon signed-rank test was performed for intragroup changes in motor function and activity participation in the experimental and control groups. The Mann–Whitney U-test was used to compare the difference between the 2 groups. Both groups improved gross motor function (P<0.05) and activity participation (P<0.05). A significant difference between both groups was also measured. Multisensory storytelling resulted in significant improvements in large motor function and activity participation. Therefore, it can be an effective intervention for improving gross motor function and activity participation in children with cerebral palsy.

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Lee, Eun-Jung, und Hae-Yeon Kwon. „Effects of group-activity intervention with multisensory storytelling on gross motor function and activity participation in children with cerebral palsy“. Journal of Exercise Rehabilitation 18, Nr. 2 (26.04.2022): 96–103. http://dx.doi.org/10.12965/jer.2244028.014.

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This study determined the effectiveness of 16 multisensory storytelling sessions on physical function and activity participation in children with cerebral palsy. Twenty-four children aged 7 to 8 who belonged to stage I to III of the Gross Motor Function Classification System were randomly divided into experimental and control groups, with 12 children in each group. The experimental group performed group activities through multisensory storytelling for 60 min, twice a week for 8 weeks, while the control group performed structured physical activities. The motor function, activity participation, and peer relationship skills were measured. The collected data were analyzed using the SPSS 25.0 for windows program, and the significance level (α) for statistical verification was set to 0.05. The Wilcoxon signed-rank test was performed for intragroup changes in motor function and activity participation in the experimental and control groups. The Mann–Whitney U-test was used to compare the difference between the 2 groups. Both groups improved gross motor function (P<0.05) and activity participation (P<0.05). A significant difference between both groups was also measured. Multisensory storytelling resulted in significant improvements in large motor function and activity participation. Therefore, it can be an effective intervention for improving gross motor function and activity participation in children with cerebral palsy.

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Marques, Luana Thais Dos Anjos, und Francisca Ivoneide Benicio Malaquias Alves. „A Importância da Oralidade no Processo de Alfabetização com Enfoque na Contação de História / The Importance of Orality in the Literacy Process With Focus on History Telling“. ID on line. Revista de psicologia 15, Nr. 57 (31.10.2021): 720–28. http://dx.doi.org/10.14295/idonline.v15i57.3247.

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Resumo: A oralidade desempenha um papel fundamental no que diz respeito ao desenvolvimento das habilidades como leitura e escrita, isto se dá em função da capacidade de aprender desenvolvida através do ouvir. Nesse contexto, a alfabetização é um processo que pode ser mediado através da oralidade, tendo como metodologia para isso o uso da contação de história. Desta forma, o presente artigo "A importância da oralidade no processo de alfabetização com enfoque na contação de história”, parte da relevância e pertinência do tema para a área da Pedagogia, justificando sua escolha na importância de discutir sobre as ferramentas que podem ser utilizadas em sala de aula pelo professor a fim de contemplar o processo de alfabetização. O objetivo do trabalho é analisar de que forma a oralidade pode facilitar o processo de alfabetização e como a contação de história se comporta dentro do Ensino Infantil. Para realização do artigo foi feita uma abordagem bibliográfica de cunho qualitativa que utilizou de autores como Cavalcante e Mello (2006), Lemos e Dias (2018), Busatto (2012), Marcuschi (2008) e dentre outros para compor o aporte teórico, que já possuem publicações sobre o tema discorrido. Assim, foi perceptível que as contribuições ofertadas através da contação de história para o Ensino Infantil são notórias, uma vez que tende a contribuir de forma significativa para o processo de alfabetização. Contudo, o artigo salienta que a contação de história vai além do simples ato de ler um livro ou uma história, necessitando de diversos recursos que irão contribuir para que o momento da contação seja também um momento de interação e de troca de saberes. Portanto, se conclui que os professores do Ensino Infantil devem ministrar suas aulas fazendo uso da contação de histórias, como uma metodologia interessante que irá despertar o gosto dos alunos pelo universo literário, bem como os manter concentrados enquanto escutam a história, despertando assim as habilidades que o professor pretende desenvolver com os alunos através do uso das atividades orais.Palavras-Chave: Ensino Infantill; Alfabetização; Oralidade. Abstract: Orality plays a fundamental role about the development of skills such as reading and writing, this is due to the ability to learn developed through listening. In this context, literacy is a process that can be mediated through orality, using storytelling as a methodology. Thus, this article "The importance of orality in the literacy process with a focus on storytelling", starts from the relevance and pertinence of the theme for the area of Pedagogy, justifying its choice in the importance of discussing the tools that can be used in the classroom by the teacher in order to contemplate the literacy process. The aim of this work is to analyze how orality can facilitate the literacy process and how storytelling behaves within kindergarten. A qualitative bibliographic approach was made using authors such as Cavalcante and Mello (2006), Lemos and Dias (2018), Busatto (2012), Marcuschi (2008) and others to compose the theoretical contribution, who already have publications on the theme discussed. Thus, it was noticeable that the contributions offered through storytelling for kindergarten are notorious, since it tends to contribute in ways significant for the literacy process. However, the article emphasizes that storytelling goes beyond the simple act of reading a book or a story, requiring several resources that will contribute so that the storytelling moment is also a moment of interaction and exchange of knowledge. Therefore, it is concluded that Kindergarten teachers should teach their classes using storytelling, as an interesting methodology that will awaken students' taste for the literary universe, as well as keep them focused while listening to the story, thus awakening their skills that the teacher intends to develop with the students through the use of oral activities.Keywords: Kindergarten; Literacy; Orality.

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Dipper, Lucy, und Madeline Cruice. „Personal storytelling in aphasia: a single case study of LUNA therapy“. Aphasiology 32, sup1 (26.07.2018): 60–61. http://dx.doi.org/10.1080/02687038.2018.1487919.

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Hercigonja Salamoni, Darija, und Ana Rendulić. „Drama techniques as part of cluttering therapy according to the verbotonal method“. Logopedija 7, Nr. 1 (30.06.2017): 24–29. http://dx.doi.org/10.31299/log.7.1.4.

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Cluttering is a syndrome characterised by a wide range of symptoms. It always contains one or more key elements such as abnormally fast speech rate, greater than expected number of disfluencies, reduced intelligibility due to over-coarticulation and indistinct articulation, inappropriate brakes in speech pattern, monotone speech, disturbance in language planning, etc. Drama activities and storytelling share a number of features that allow spontaneous use during therapy process and detachment from real-time, concrete place or true identity, and therefore allow unprecedented freedom in choosing and creating speech-language expressions. The use of drama elements and techniques in cluttering therapy enables better focusing of the child during therapeutic process and better integration of acquired speech/language skills and knowledge. During therapy, we should be aware to correct the patient both in speech production and in the perception of his/her own speech. From the aspect of speech pathology, it is important how auditory and visual information during patient’s production influence on his/her overall perception of his/her own speech. For all those reasons, it is especially important to choose the appropriate story or event and to present it in a way that ensures good interaction during therapy. The presentation of dramatisation is the ideal tool for stimulation and development of different speech activities, with focus on fluency, correct articulation and other elements that make up values of spoken language. Drama techniques can be implemented trough drama activities or storytelling. When working with children, storytelling and drama techniques can be integrated and combined in multiple ways in order to provide robust and flexible transition toward a structured language.

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Dimino, John. „Playing in Clinical Supervision: Encouraging Emotional Honesty, Flexibility, and Resilience“. International Journal of Supervision in Psychotherapy 2021, Nr. 3 (01.06.2021): 29–35. http://dx.doi.org/10.47409/ijsp.2021.3.2.

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Concepts from the early literature on play therapy with childrenare related to recent innovative contributions to the training of psychotherapists in supervision. A review of some of the research evidence supporting the use of role play and storytelling in supervisionis presented. Then a particular method called Mimesis is highlighted that uses stories with universal mythological themes that are relevant to the development of psychotherapists. It is hypothesized that storytelling coupled with spontaneous role-play bring both supervisor and supervisee into a liminal space that can foster empathy and the attainment of psychotherapy skills.

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Linghede, Eva, Håkan Larsson und Karin Redelius. „(Re)presenting equestrianhistories—storytelling as a method of inquiry“. Sport, Education and Society 21, Nr. 1 (15.12.2015): 82–95. http://dx.doi.org/10.1080/13573322.2015.1061985.

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Morrison, Hayley J., und Jenna R. Lorusso. „Developing Teacher Candidates’ Professional Advocacy Skills Through Persuasive Storytelling“. Journal of Physical Education, Recreation & Dance 94, Nr. 1 (02.01.2023): 6–11. http://dx.doi.org/10.1080/07303084.2022.2136312.

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Anderson, Kim M., und Jonathan R. Cook. „Challenges and Opportunities of Using Digital Storytelling as a Trauma Narrative Intervention for Traumatized Children“. Advances in Social Work 16, Nr. 1 (27.07.2015): 78–89. http://dx.doi.org/10.18060/18132.

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This article address the challenges and opportunities of implementing a web-based Digital Storytelling (DS) curriculum to supplement the trauma narrative component of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for traumatized youth, ages 9-17, receiving mental health services at a rural domestic violence (DV) agency. Digital storytelling, as the term suggests, combines storytelling with technology that integrates a mixture of digital images, text, audio narration, and music. Ultimately, implementing the DS curriculum empowered youth to process and develop their trauma stories in a multi-sensory, accessible and coherent manner. In doing so, they gained tools (writing, narrating, illustrating, and ultimately assembling their own stories) to form adaptive responses regarding their family violence experiences in its immediate aftermath and possibly over time. Agency implications are discussed regarding training, technical, and confidentiality issues related to the implementation of a web-based DS curriculum.

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Rogova, Evgeniya, und Leonid Yanickiy. „Narrative as Involvement Technology: Socio-Psychological Groups in VKontakte Social Net“. Virtual Communication and Social Networks 2022, Nr. 3 (26.09.2022): 161–66. http://dx.doi.org/10.21603/2782-4799-2022-1-3-161-166.

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Narrative and storytelling involve social net users in various socio-psychological groups. Modern narrative psychology focuses on life purpose formation. Narrative as an interpretive process concerns almost all spheres of everyday life and correlates with subjective and intersubjective experiences. Narrative studies are a source of knowledge on how a person endows the world, life, and goal-setting with meaning. Observing the interpretation of one’s experience can reveal how subjectivity works. Narrative makes it possible to construct the world, as well as to comprehend it in terms of past, present, and future. Psychology of meaning formation brings us closer to personality and inner subjectivity. Storytelling is popular both on the Internet and in various branches of scientific knowledge, marketing, linguistics, psychology, pedagogy, and journalism. Storytelling is used in existential psychology, logotherapy, and art therapy. Personal experience verbalized as a story reveals one’s personality, values, and beliefs. Storytelling makes one feel complete, helps to find a purpose in life, and facilitates psycho-corrective activities. Storytelling in online socio-psychological groups possesses all the features of a narrative. For instance, the Vkontakte social network allows its users to employ all the features of narration, thus involving the audience in communication and influencing their psyche. Based on content analysis and hermeneutic approach, the authors identified such involvement technologies as suggestion, persuasion, and emotional infection. Storytelling is not only a means of promoting psychological services in socio-psychological groups, but also a means of psycho-correction and psychological impact. It develops relevant meanings in the addressee, personal development, self-help, and stress relief.

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Fetriani, Renty. „PENGARUH TERAPI BERMAIN BERCERITA TERHADAP TINGKAT KECEMASAN PADA ANAK USIA PRASEKOLA (3-5 TAHUN) AKIBAT HOSPITALISASI“. JURNAL MEDIA KESEHATAN 10, Nr. 2 (15.11.2018): 179–84. http://dx.doi.org/10.33088/jmk.v10i2.343.

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Anxiety is the impact of hospitalization experienced by pre-school children who can disrupt the child's development and healing process. This study aims to determine the influence of play therapy tells the story of anxiety levels of preschoolers who undergo hospitalization. Experimental pre experimental method using a pretest-postest one group design. Sampling technique is accidental sampling with sample of 30 respondents. Paired Test with significance level 95% (α <0,05). The results showed that the level of anxiety level before the play therapy tells story 28.00 and after the play therapy tells story 21.77, p value = 0.001 (<0.05) means there is a difference in children before and after doing play storytelling therapy is 6.33. The conclusion that the play storytelling therapy should be an alternative to decreasing the level of anxiety in children who underwent hospitalization In Dr. Rsud. M.Yunus Bengkulu. It is hoped that other researchers will be able to examine other factors that affect children's anxiety, such as anxiety due to separation, loss, injury, and pain. The research can be done by multiplying the sample being studied and using the comparison group, and the way of random sampling to obtain maximum results

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CLARKE, LIAM. „Storytelling in Therapy Community Care Clinical Values Applying Family Therapy Handbook of Professional and Ethical Practice“. Journal of Psychiatric and Mental Health Nursing 13, Nr. 2 (April 2006): 251–55. http://dx.doi.org/10.1111/j.1365-2850.2006.00937.x.

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Abramyan, L. A. „Why does an ethnographer need a story?“ Voprosy kul'turologii (Issues of Cultural Studies), Nr. 1 (20.01.2023): 7–9. http://dx.doi.org/10.33920/nik-01-2301-01.

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continuation of the discussion on the scientific and cultural status of storytelling that began in #11 last year. Today, a professional ethnographer and ethnologist, professor at the Department of Archeology and Ethnography at Yerevan State University, visiting professor at the University of California at Berkeley, co-author of the method of mask therapy, consultant at the Institute of Mask Therapy, expresses his position.

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Chung, Joyce, Nytzia Licona, Jouk Alexandra, Jennifer Terry und Odette Harris. „Storytelling in Female Veterans Survivors of Traumatic Brain Injury: A Phenomenological Analysis“. Archives of Physical Medicine and Rehabilitation 102, Nr. 10 (Oktober 2021): e34. http://dx.doi.org/10.1016/j.apmr.2021.07.559.

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Rhue, Judith W., und Steven Jay Lynn. „Storytelling, Hypnosis and the Treatment of Sexually Abused Children“. International Journal of Clinical and Experimental Hypnosis 39, Nr. 4 (Oktober 1991): 198–214. http://dx.doi.org/10.1080/00207149108409636.

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Lin-Stephens, Serene. „An image-based narrative intervention to manage interview anxiety and performance“. Australian Journal of Rehabilitation Counselling 26, Nr. 1 (20.03.2020): 3–6. http://dx.doi.org/10.1017/jrc.2020.1.

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AbstractA visual narrative intervention – Serious Storytelling with Images – was proposed to manage interview anxiety and performance. Its ability to evocate significant incidents and enhance narratives construction was evaluated ideographically in two case studies. The findings suggest varying levels of sophistication in interviewee actions, challenges encountered, and perceived roles of images. Counselors can refer to the hierarchical concepts when tailoring interview training and coaching. Further investigation is highly recommended to confirm and measure intervention effects.

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Praz Pitteloud, Sandrine. „Interactions autour des contes dans le cadre d'une prise en charge logopédique de groupe“. Travaux neuchâtelois de linguistique, Nr. 49 (01.12.2008): 153–68. http://dx.doi.org/10.26034/tranel.2008.2765.

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For several years, storytelling is used in speech therapy group of children who attend a special education class (language class).The work done in this type of group is based on the assumption that access to the imagination and construction of language will help to (re)start thought process. The experience shows positive results of such therapy on these children development of language and communication, but also on their capacities of representation and symbolization.

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Garrett, Robyne. „Critical storytelling as a teaching strategy in physical education teacher education“. European Physical Education Review 12, Nr. 3 (Oktober 2006): 339–60. http://dx.doi.org/10.1177/1356336x06069277.

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Coon, David R. „God vs. gay: Queer counter-storytelling and Christianity in films about conversion therapy“. Queer Studies in Media & Popular Culture 7, Nr. 3 (01.09.2022): 177–92. http://dx.doi.org/10.1386/qsmpc_00078_1.

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This article compares dramatizations of ex-gay conversion therapy in the films But I’m a Cheerleader (1999), Save Me (2007), The Miseducation of Cameron Post (2018) and Boy Erased (2018) to demonstrate how the films refute the harmful myths circulated by ex-gay ministries and thereby combat the anti-gay agendas that such ministries support. The films all emphasize the liberation of their queer protagonists, but they differ in their treatment of Christian antagonists, with depictions ranging from mocking to hostile to sympathetic. I argue that while all four films offer empowering representations of lesbians and gay men surviving conversion therapy, only Save Me employs a rhetorical strategy that seeks to reconcile the perceived conflict between queerness and Christianity.

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Walsh, Susan. „Learning from stories of mental distress in occupational therapy education“. Journal of Mental Health Training, Education and Practice 11, Nr. 4 (12.09.2016): 220–33. http://dx.doi.org/10.1108/jmhtep-02-2016-0010.

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Purpose The purpose of this paper is to describe processes of learning from personal experiences of mental distress when mental health service users participate in occupational therapy education with tutors and students who have also had experiences of mental distress. Design/methodology/approach A post-structural theoretical perspective was applied to stories which emerged from the research process. Semi-structured group and individual interviews were used with three service users, three students and three tutors (including the author) who had all had, at some time in their lives, experiences of mental distress. Findings Stories based on previously hidden personal experiences of mental distress began to shift dominant understandings. Further, as educators, service users challenged whose authority it is to speak about mental distress and permitted different narrative positions for students and tutors. However, technologies of power and technologies of self of powerful discourses in professional education continued to disqualify and exclude personal knowledges. Learning from stories requires a critical approach to storytelling to expose how hidden power relations maintain some knowledges as dominant. Further, learning requires narrative work, which was often hidden and unaccounted for, to navigate complex and contradictory positions in learning. Social implications Although storytelling based on personal experience can help develop a skilled and healthy mental health workforce, its impact will be limited without changes in classrooms, courses and higher education which support learning at the margins of personal/professional and personal/political learning. Originality/value Learning from stories of mental distress requires conditions which take account of the hidden practices which operate in mental health professional education.

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Bohme, Helen. „Landscapes of possibility. When autobiography becomes autoethnography“. Murmurations: Journal of Transformative Systemic Practice 5, Nr. 1 (24.09.2022): 47–56. http://dx.doi.org/10.28963/5.1.5.

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With many years of experience as a family therapist I became a researcher and embarked upon a Professional Doctorate in Systemic Practice. I had wanted to illuminate the art, craft, and the aesthetics therapy where therapist expertise is creating the space for and architecting a dialogical process. Traditional research methods were too limiting for this project so I created my own bespoke methodology. This paper shows examples of how I have blended reflection on personal and professional experiences and conversational storytelling in writing my doctoral thesis. I discuss details of my methodological journey and articulate these ideas through the creative use of two reflexive dialogues. These illuminate the value of systemic conversation and storytelling, how we make meaning and sculpt our identities.

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Pradanita, Vista Nurasti, Yunias Setiawati und Sasanti Yuniar. „Communicating using storytelling method to children experienced sexual abuse and harassment“. COUNS-EDU: The International Journal of Counseling and Education 6, Nr. 2 (04.01.2022): 55. http://dx.doi.org/10.23916/0020210633620.

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Every year, sexual abuse against children is increasing. Globally, it is estimated that 3-31% of children had experienced sexual abuse. This harms children, including the impact of physical injury, neurobiological impact, and psychiatric, such as depression, anxiety, eating disorders, PTSD, drug abuse, self-harm, suicidal thoughts, and attempted suicide. To help children who are victims of sexual abuse, a special approach is required to ease the communication to children. Since children communicate using symbols, thus storytelling, which is part of the Play Therapy technique, is the right method to communicate awareness to children. With an approach using the storytelling method, hopefully, children will be able to understand the very situations, recognize and express their emotions properly, and minimize the negative impact after the abuse.

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Smrokowska-Reichmann, Agnieszka. „Of Stimuli and Metaphors: Therapeutic Storytelling (Fairy Tale Therapy) in the Snoezelen Room“. Social Pathology and Prevention 7, Nr. 1 (10.01.2022): 49–57. http://dx.doi.org/10.25142/spp.2021.003.

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