Narrative therapies with children and their families

Narrative Therapies with Children and Their Families Narrative Therapies with Children and Their Families introduces and develops the principles of narrative approaches to systemic therapeutic work, and shows how they can provide a powerful framework for engaging troubled children and their families Written by eminent and leading clinicians, known nationally and internationally for their research and theory development in the field of child and family mental health, the book covers a broad range of difficult and sensitive topics, including trauma, abuse and youth offending It illustrates the wide application of these principles in the context of the particular issues and challenges presented when working with children and families Since publication of the first edition, the importance of narrative therapy has continued to grow, and this new edition provides an updated and revised overview of the field, along with three new chapters to keep apace with developments in child mental health trauma work This book remains a key text in the field of systemic narrative training and practice With clinical examples throughout, this practical book will be welcomed by family and systemic therapists and other professionals in the field of child, adolescent and family mental health Arlene Vetere is a professor of family therapy and systemic practice at VID Specialized University, Oslo, Norway, and an affiliate professor in the Department of Family Studies, University of Malta She was formerly a professor of clinical psychology at Surrey University Emilia Dowling is a chartered clinical psychologist and systemic family psychotherapist She worked at the Tavistock Clinic for many years, where she was head of Child Psychology and was involved in postgraduate training, practice and research She currently works in private practice, is a member of the Institute of Family Therapy and has been published widely ‘In the ten plus years since the first edition of this book, much has changed in the landscape of narrative practice in working with children Fortunately for us, the book has more than kept pace with these changes The second edition integrates the most recent research and practise ideas that have emerged over the decade as well as introducing us to emergent issues The new chapters include: “working in early intervention settings such as school and other frontline agencies”; “children who have become refugees”; and “families living in a context of civil conflict” These new chapters caught my attention and I believe they add a great deal to our work with children and families.’ – D Russell Crane, PhD, Professor of Marriage and Family Therapy, Brigham Young University, Provo, Utah, USA ‘Narrative Therapies with Children and Their Families (Second Edition) is an essential read for anyone working with children and families Securely rooted in the rich traditions of family therapy, narrative psychology and psychoanalysis, this book is an essential resource for students and practitioners in the mental health field, as well as in school systems Contributors – leading experts from different backgrounds – address important issues like attachment, depression, trauma and violence, focusing on the inspiration and insights a narrative based approach can offer The focus is not only on giving the child a voice so that he/she can tell his/her story in words, in play, in drawings; but also on listening to the child’s voice and integrating it in the story of the parents, the family, the school, the therapy This is an important book that can serve as a clinical guide to therapy and counselling with children and their families It is likely to become a classic in the field.’ – Peter Rober, Context UPC KU Leuven, Belgium ‘This book is a treasure trove of ideas for therapeutic practice with children and their families It shows the breadth and strength of narrative as a major cohering metaphor in contemporary family therapy Different chapters cross the borders of systemic psychotherapy, psychoanalytic thinking, attachment theory and resilience research, as senior practitioners apply narrative ideas to particular family issues and contexts of practice The book makes for an enriching read for experienced therapists, and charts creative practice possibilities for training practitioners in family therapy, psychology, social work, psychiatry and child psychotherapy.’ – Carmel Flaskas, Adjunct Associate Professor, School of Social Sciences, UNSW Australia Narrative Therapies with Children and Their Families A practitioner’s guide to concepts and approaches Second Edition Edited by Arlene Vetere and Emilia Dowling Second edition published 2017 by Routledge Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2017 selection and editorial matter, Arlene Vetere and Emilia Dowling; individual chapters, the contributors The right of the editors to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988 All rights reserved No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe First edition published by Routledge 2005 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Names: Vetere, Arlene, editor | Dowling, Emilia, 1941– editor Title: Narrative therapies with children and their families :   a practitioner’s guide to concepts and approaches / edited by   Arlene Vetere and Emilia Dowling Description: Second edition | Milton Park, Abingdon, Oxon ;   New York, NY : Routledge, 2017 | Includes bibliographical   references and index Identifiers: LCCN 2016005956 | ISBN 9781138890992 (hbk) |   ISBN 9781138891005 (pbk) | ISBN 9781315687063 (ebk) Subjects: LCSH: Narrative therapy Classification: LCC RJ505.S75 N375 2017 | DDC 616.89/165—dc23 LC record available at http://lccn.loc.gov/2016005956 ISBN: 978-1-138-89099-2 (hbk) ISBN: 978-1-138-89100-5 (pbk) ISBN: 978-1-315-68706-3 (ebk) Typeset in Times New Roman by Apex CoVantage, LLC Contents Author biographiesviii Foreword by Charlotte Burckxiii Editors’ introduction to the second editionxv PART I Narrative concepts and therapeutic challenges1   Narrative concepts and therapeutic challenges EMILIA DOWLING AND ARLENE VETERE PART II Narratives of childhood25   Narratives and phantasies 27 MARGARET RUSTIN AND MICHAEL RUSTIN   Narrative perspectives on childhood depression 45 DAVID CAMPBELL AND JUDITH TROWELL   Children’s narratives of traumatic experiences 61 GERRILYN SMITH   Children who witness violence at home 75 ARLENE VETERE AND JAN COOPER   Engaging children and young people: a theatre of possibilities JIM WILSON 91 vi Contents PART III Narratives of working with families113   Narratives of fathers and sons: ‘there is no such thing as a father’ 115 SEBASTIAN KRAEMER   The changing context of permanency: unifying stories in the context of divided loyalties 133 SARA BARRATT AND RITA HARRIS   Second-phase parenting: narratives of parenting when children become adults 147 MYRNA Z GOWER AND EMILIA DOWLING PART IV Narratives in special contexts163 10 Whose story is it anyway? Children involved in contact disputes 167 KIRSTEN BLOW AND GWYN DANIEL 11 Narratives of attachment and processes of alienation in post-divorce parenting disputes 182 GILL GORELL BARNES 12 Narratives of young offenders 198 RUDI DALLOS 13 Narratives of school exclusion 220 SUE RENDALL 14 A whole systems model of early intervention with schools and other frontline partner agencies: a systems relations approach 235 MARC VAN ROOSMALEN 15 Crossing frontiers: narrative approaches with refugee children and young people PAUL TIBBLES 253 Contents vii 16 Working with traumatised families in a context of civil conflict: shared narratives 271 ARLENE HEALEY 17 Narratives of hope 289 ALAN CARR Index313 Author biographies Arlene Vetere, FBPsS, FAcSS, is a professor of family therapy and systemic practice at VID Specialized University, Oslo, Norway She is a clinical psychologist registered with the UK HCPC and a systemic psychotherapist and systemic supervisor registered with the UKCP, UK For the past 20 years she has co-directed an independent family violence intervention project with Jan Cooper Emilia Dowling is a chartered clinical psychologist and systemic family psychotherapist who worked at the Tavistock Clinic for many years, where she was head of Child Psychology and was involved in postgraduate training, practice and research Her interests include systemic consultation with families, schools and general practice, and she has many years of experience of working with families during and after separation and divorce In all areas of her work she is particularly interested in the children’s perspective She currently works in private practice, and is a member of the Institute of Family Therapy She has published widely and co-edited with the late Elsie Osborne The Family and the School – A Joint Systems Approach to Problems with Children (Routledge, 1985, 2nd ed., 1994, reprinted by Karnac Books, 2003) She is coauthor with Gill Gorell Barnes of Working with Children and Parents through Separation and Divorce (Macmillan, 2000), and co-editor, with Arlene Vetere, of Narrative Therapies with Children and Their Families (Routledge, 2005) Her most recent book, co-authored with Di Elliott, is Understanding Children’s Needs When Parents Separate (Speechmark, 2012) Sara Barratt is a consultant systemic psychotherapist and social worker who worked in the Fostering, Adoption and Kinship care team at the Tavistock and Portman NHS Trust from its inception and subsequently managed the service She also teaches on the master’s and the family therapy supervision courses Sara has worked for most of her career with children who are looked after, adopted and in kinship care, and their families She also works as a psychotherapist in general practice and consults to social service teams and individual practitioners She co-edited Positions and Polarities in Contemporary Practice: The legacy of David Campbell with Charlotte Burck and Ellie Kavner and has contributed to a number of books and papers on systemic psychotherapy, fostering and adoption and systemic work in general practice Author biographies  ix Kirsten Blow was co-director of the Oxford Family Institute She is an experienced therapist with particular expertise in working with children and families facing developmental crisis or transition because of family breakdown David Campbell was a consultant clinical psychologist in the Child and Family Department of the Tavistock Clinic, London, where he worked as a systemic/ family therapist and a course organiser, supervisor and teacher for various family therapy courses In addition, he worked as a consultant to teams and small organisations in the public services He authored several books on the subject and co-edited the Systemic Thinking and Practice series of books Alan Carr is a professor of clinical psychology and director of the doctoral programme in clinical psychology at University College Dublin He is also a couple and family therapist at Clanwilliam Institute, Dublin He has practiced in Canada, the UK and Ireland He has written over 20 books and 200 papers and presentations in the fields of clinical psychology and family therapy His work has been translated into a number of languages including Portuguese, Polish, Korean and Chinese Jan Cooper, CQSW, BA, MSc, is a UKCP registered family therapist She is co-director of Reading Safer Families with Dr Arlene Vetere She combines clinical work, supervision and training in her private practice and is a visiting lecturer at Reading University Rudi Dallos is a professor and programme director of the doctoral program in clinical psychology at the University of Plymouth He has specialised in clinical work with children and families and has developed, with Arlene Vetere, an approach which integrates concepts and clinical techniques from systemic therapy, attachment theory and narrative therapy (ANT) He has conducted research and worked clinically with young offenders and developed the ANT approach to working with them and their families Gwyn Daniel is a systemic psychotherapist and supervisor in independent practice in Oxford and a visiting lecturer at the Tavistock Clinic in London She is the author (with Charlotte Burck) of Gender and Family Therapy (1995) and Mirrors and Reflections: Processes of Systemic Supervision (edited volume, 2010) and (with Gill Gorell Barnes, Paul Thompson and Natasha Burchardt) Growing Up in Stepfamilies (1998), as well as numerous professional papers Gill Gorell Barnes has been working with children and families since the 1960s, first as a psychiatric social worker and subsequently as a family and couples therapist within the National Health Service Her work has mainly been within the multicultural and changing population of London; at the Tavistock Clinic, an international psychotherapy training centre, where she lectured, supervised and researched for 25 years; and at the Institute of Family Therapy, which she co-founded with colleagues in the 1970s The nature of her work has always reflected the changing nature of family life, including divorce, stepfamily living, single-parent family living and the growth of gay and lesbian family life She has written three books on working with families in social change, and co-authored another five Currently she is writing a book about working 308  Alan Carr he would leave her to fend for herself To address these catastrophic narratives, Sue and Tom were invited to explore alternative, more hopeful narratives of the future in which Tom could allow himself to be forgiven and accepted by Sue and Sue could allow herself to be on an equal footing with Tom (rather than in a one-down position) The pessimistic narrative of abandonment and the related ambivalence about change receded over the course of therapy as Tom and Sue’s more hopeful story about their lives came to the fore Parenting Therapy also focused on inviting the couple to explore their story about themselves as good-enough parents Parenting issues were addressed in all sessions, but were the central focus of four sessions in particular Invitations were offered to them to describe ways in which they successfully met their children’s needs for safety, security, nurturance, control, intellectual stimulation and age-appropriate responsibilities Through describing many examples of goodenough parenting and enacting these within conjoint family sessions, Tom and Sue developed a story about themselves as competent but not perfect parents This hopeful parenting narrative led them to ask us for expert advice on parenting skills so that they could improve the way they managed the challenges of child-rearing It was in this context that behavioural parenting skills training was offered This covered all the usual skills to enhance parent-child interactions, increase positive behaviours and extinguish aggressive and destructive behaviours The couple incorporated these skills into their own parenting styles and into their own story about themselves as good-enough parents This skills training involved direct coaching during conjoint family sessions During these sessions Maeve (aged 4) began to describe herself as more ‘grown up’, as viewing her father as a ‘gentle daddy’ rather than a ‘cross daddy’ and her mother as ‘more fun’ Building support The couple were invited in the middle and later stages of therapy to strengthen their ties with their families of origin This was not an easy invitation for the couple to accept Over the years both couples had become increasingly distant from their parents, because in each of their families they felt triangulated This is illustrated in the genogram in Figure 17.3 During her teens Sue had gradually become a confidant for her father and was estranged from her depressed mother Tom, in contrast, had become a confidant for his mother and had frequent conflicts with his father In both Tom’s and Sue’s families of origin their parents were locked into rigid, close, conflictual patterns of marital interaction Despite all this, as Tom and Sue’s narrative about their own relationship became more hopeful, they became more understanding of their parents’ difficulties and were prepared to visit their families of origin more frequently They let their parents know that they had come through difficult times, but were now hopeful that there were better times ahead, and that they were strong enough to build a good family This Narratives of hope 309 admission of vulnerability and declaration of hope strengthened ties between Tom and Sue and their families of origin Also the grandparents, Roger and Teresa, and Conor and Rachel, welcomed the opportunity to spend time with their grandchildren, Maeve and Mike This created a context within which they could be more supportive of Tom and Sue Disengagement The first six sessions were held at weekly or fortnightly intervals As the family began to make progress, the final four sessions were spaced at 3- to 5-weekly intervals Much of the therapy in the last three sessions focused on helping the couple make sense of the change process, develop relapse management plans and understand the process of disengagement as the conclusion of an episode in an ongoing relationship with the clinic rather than the end of the therapeutic relationship Tom and Sue were invited to forecast the types of stressful situations in which relapses might occur, their probable negative reactions to relapses, and the ways in which they could use the strengths they had discovered in therapy to deal with these relapses After ten sessions a review conducted with the referring social worker indicated that the family was doing much better The social services department decided that frequent monitoring of the family was no longer necessary At the review, the following specific treatment gains were noted In the social worker’s view the conflict between the couple no longer placed the children at risk The frequency of episodes of conflict between Sue and Tom had reduced from five to one per week, and the couple was confident that these arguments would never become violent Both children were healthy and well-adjusted and were being well cared for There were marked improvements in Tom’s anger management and Sue’s panic disorder with agoraphobia The couple said their marital satisfaction improved Supportive links with each of their families of origin were strengthened In short, the therapy goals had been attained Relapse management A relapse occurred a couple of years later at a time when Sue began working outside the home for the first time since the birth of the first child After two sessions in which the couple explored ways that they could use their strengths to jointly manage the new challenges in their lives, the frequency of the couple’s unproductive arguments reduced again Dilemmas in the therapist’s narrative There were three dilemmas central to the therapist’s narrative in this case First, there was the issue of customerhood Clearly, the main customer initially was the referring social worker, not the family We addressed this issue by conducting a careful network analysis and inviting the social worker to bring the family to the contracting session and explain the implications of accepting or rejecting an offer 310  Alan Carr of therapy Second, in this case there was a statutory requirement to monitor the risk that the parents posed to the children’s welfare, and the conflicting requirement for the parents to engage in a trusting therapeutic relationship to reduce this risk We addressed this dilemma by agreeing that the referring social worker would adopt the statutory risk-monitoring role, and the therapist would adopt an exclusively therapeutic role A third issue in this case was making space for both the narratives of the children and those of the parents The needs and welfare of the children Maeve and Mike, both of whom were under 5 years old, were paramount in this case But the parents, Tom and Sue, were also ‘needy clients’ with limited personal coping resources Throughout the therapy, we were mindful of balancing the needs of the children and the needs of the parents This was challenging because Tom’s and Sue’s stories were well articulated, but specific steps had to be taken to make the implicit narratives of Maeve and Mike more salient We did this during the assessment sessions through facilitating enactments and commenting on episodes in which the parents made good-enough or ineffective attempts to be attuned to the children’s needs and co-operatively meet these Throughout the ten sessions of therapy, parenting issues were addressed, and parent training was a central focus of four sessions Our approach to parent training involved helping Tom and Sue become attuned to the needs of Maeve and Mike, and in doing so to be able to listen to their implicit or unarticulated narratives In this sense Maeve’s and Mike’s narratives were central to the success of this episode of therapy The therapy as a whole was very demanding, and the management of the dilemmas mentioned in this section was addressed in peer supervision Summary In the integrative model of couple and family therapy presented in this chapter, therapy is conceptualized as a developmental and recursive process involving the stages of planning, assessment, treatment and disengagement or recontracting Specific tasks must be completed at each stage before progressing to the next For any problem, an initial hypothesis and later formulation may be constructed in which (1) the behaviour pattern which maintains the problem is specified; (2) the constraining narratives and beliefs which underpin the family members’ roles in this pattern are outlined; and (3) the broader contextual factors that predispose family members to become involved in these narratives and behaviour patterns are given In addition a similar three-column formulation may be constructed to explain exceptional episodes in which problems were expected to occur but did not happen These three-column formulation models provide a template for guiding the assessment of problems and strengths and for planning therapy Therapeutic interventions may be classified in terms of the specific domains they target within three-column problem and exception formulations, with some interventions targeting behaviour change, some targeting narratives and beliefs and others focusing on contextual risk and protective factors A central challenge in family therapy practice is to balance the focus on problems with the focus on strengths The use of problem and exception formulations is one practice that facilitates the development of narratives of hope Key Narratives of hope 311 findings from positive psychology have been incorporated into the exception formulation model used in this approach to practice References Bowlby, J (1969) Attachment and Loss: Vol. 1 Attachment New York: Basic Books Bowlby, J (1973) Attachment and Loss: Vol. 2 Separation: Anxiety and Anger New York: Basic Books Bowlby, J (1980) Attachment and Loss: Vol. 3 Loss: Sadness and Depression New York: Basic Books Bowlby, J (1988) A Secure Base: Clinical Implications of Attachment Theory London: Routledge Bray, J and Stanton, M (2009) Handbook of Family Psychology Malden, MA: Wiley-Blackwell Carr, A (2011) Positive Psychology (Second Edition) London: Brunner Routledge Carr, A (2012) Family Therapy: Concepts Process and Practice (Third Edition) Chichester: Wiley Carr, A (2014a) The evidence-base for couple therapy, family therapy and systemic interventions for adult-focused problems Journal of Family Therapy, 36: 158–194 Carr, A (2014b) The evidence-base for family therapy and systemic interventions for child-focused problems Journal of Family Therapy, 36: 107–157 Carr, A (2016) Handbook of Clinical Child and Adolescent Psychology: A Contextual Approach (Third Edition) London: Routledge Carr, A and McNulty, M (Eds) (2016a) Handbook of Adult Clinical Psychology: An Evidence-Based Practice Approach (Second Edition) London: Brunner-Routledge Carr, A and McNulty, M (2016b) Systemic couple therapy In A Carr and M McNulty (Eds) Handbook of Adult Clinical Psychology: An Evidence-Based Practice Approach (Second Edition, pp. 161–205) London: Brunner-Routledge Franklin, C., Trepper, T., Gingerich, W and McCollum, E (2011) Solution-Focused Brief Therapy: A Handbook of Evidence-Based Practice New York: Oxford University Press Gurman, A (2008) Clinical Handbook of Couple Therapy (Fourth Edition) New York: Guilford Liddle, H., Santisteban, D., Levant, R and Bray, J (2002) Family Psychology: ScienceBased Interventions Washington, DC: American Psychological Association Lopez, S and Snyder, C (2009) Oxford Handbook of Positive Psychology (Second Edition) New York: Oxford University Press Luthar, S (2003) Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities Cambridge: Cambridge University Press Masten, A (2013) Risk and resilience in development In P Zelazo (Ed.) Oxford Handbook of Developmental Psychology: Volume Self and Others (pp. 579–607) New York: Oxford University Press Rutter, M (2013) Annual research review: Resilience – clinical implications Journal of Child Psychology and Psychiatry, 54: 474–487 Sexton, T., Weeks, G and Robbins, M (2003) Handbook of Family Therapy: The Science and Practice of Working with Families and Couples New York: Brunner-Routledge Sprenkle, D (2012) Intervention research in couple and family therapy: A methodological and substantive review and an introduction to the special issue Journal of Marital and Family Therapy, 38: 3–29 312  Alan Carr Ungar, M., Ghazinour, M and Richter, J (2013) Annual research review: What is resilience within the social ecology of human development? Journal of Child Psychology and Psychiatry, 54: 348–366 Walsh, F (2012) Family resilience: Strengths forged through adversity In F Walsh (Ed.) Normal Family Processes (Fourth Edition) (pp. 399–427) New York: Guilford White, M (2011) Narrative Practice: Continuing the Conversations New York: Norton Zolkoski, S and Bullock, L.M (2012) Resilience in children and youth: A review Children and Youth Services Review, 34: 2295–2303 Index Note: Figures and tables are denoted with italicized page numbers; endnote information is denoted with an n following the page number abuse see child abuse and neglect; domestic violence ADHD (attention-deficit/hyperactivity disorder) 19, 122 – 3, 127nn16 – 17 adolescents see children and young people adoption 72, 80, 133 – 4, 136 – 8, 145n1 adult children: kinship care for children of 133 – 4, 141 – 3, 144 – 5; parenting adult children narratives 147 – 60 alcohol use see substance use and abuse anxiety: Birmaher Anxiety Scale on 57; childhood depression co-morbidity with 45, 57 – 8; civil conflict family narratives of 271 – 2, 274, 281, 284, 285 – 6; hopeful narratives addressing 302 – 3; perinatal, father and son narratives impacted by 122, 125; refugees experiencing and engendering 253, 256, 257, 260, 261, 262, 264, 265, 266, 267; Separation Anxiety Test for 201 attachment theory and behaviour: childhood depression narratives of 56; civil conflict family narratives with 275, 281; definition and description of 182 – 3; domestic violence witness issues with 76, 77; parenting adult children narratives with 149, 156 – 7, 158, 159; permanency as changing context impacting 134, 136, 138, 141; post-divorce parenting dispute narratives of 182 – 3; systemic approach integration with 19 – 20, 36; young offender narratives reflecting 200 – 3, 210 – 13, 211 Blow, Kirsten: tribute to 163 – 5 child abuse and neglect: childhood traumatic narratives of 62, 63, 64, 70; civil conflict family narratives of 284; contact dispute narratives of 172 – 3, 179; domestic violence witness distress similarity to distress from 76; early intervention whole system model addressing 247; externalising as response to 15; mother-fatherchild relationships impacted by 124; permanency as changing context due to 133, 135, 136, 138, 139, 140, 144; post-divorce parenting dispute narratives of 183; secondary traumatisation from 18; young offender narratives of 199, 203, 204, 206 – 7, 217 childhood depression narratives: absent parents as issue in 54 – 5; anxiety co-morbidity considerations in 45, 57 – 8; attachments as issue in 56; deficit-based, problem-centred vs resource-based, solution-centred view of 46; despair as issue in 55; familial relationship expectations in 52 – 3; family therapy including 45, 46, 52 – 6, 58; follow-up sessions for 47; individual therapy including 45, 46, 47 – 52, 58; Moods and Feelings Questionnaire on 56 – 7; mother and young person ‘in touch’ as 48 – 9, 57; mother-child interaction in 48 – 52, 53 – 4, 56 – 7; mother ‘out of touch’ with young person as 49 – 50, 57; mother ‘too in touch’ with young person as 50 – 2, 57; overview of 45 – 6, 58 – 9; parental and familial depression influencing 46, 51 – 2, 55, 57, 314 Index 59; research design and constraints for 46, 47, 50 – 1, 56; therapeutic work on 46 – 7; worrying as issue in 53 – 4; young offender narratives including 204 – 5 childhood traumatic narratives: characteristics of 70 – 1; creating new stories from 71 – 3; dream sequences in 66 – 8; ‘going turtle’ and ‘coming out of your shell’ metaphors for 73; moving between different frames in 66 – 70, 69; multifaceted storytelling of 65 – 6; multi- or bilingual expression of 66, 70, 71; naming and validating trauma in 62 – 3, 72; overview of 61 – 2; parental engagement in 72; professional and personal support for 64 – 5; resilience in 62, 63, 65, 66, 71, 72; self-talk in 67, 68; spiritual beliefs in 69, 71 – 2; transgenerational trauma issues influencing 63 – 4; visual images as 68 – 70, 69 children and young people: adopted 133 – 4, 136 – 8, 145n1; childhood depression narratives of 45 – 59, 204 – 5; childhood traumatic narratives of 61 – 73; civil conflict family narratives of 271 – 86; contact dispute narratives of 167 – 80; cultural influences on (see cultural influences); developmental stages of 9, 10 – 12, 19, 78, 200; domestic violence witness narratives of 75 – 89; early intervention whole system model for 235 – 51; educational experiences of (see schools); engagement of 91 – 110; families of (see families); foster 133 – 4, 260 – 2; hopeful narratives of 258 – 60, 263, 289 – 311; narratives and phantasies of 27 – 42; post-divorce parenting dispute narratives of 182 – 97; refugee narratives of 253 – 67 (see also refugees); school exclusion narratives of 220 – 33; school refusal narratives of 11, 48 – 50, 261; young offender narratives of 198 – 218; see also adult children civil conflict family narratives: attachment issues in 275, 281; breaking the silence with 274 – 5; Campbell family story as 285 – 6; coherence of 275; confidentiality of 272, 279, 284; context for 271 – 2, 277; family as expert resource for 279; family trauma in 280, 283 – 4; four narratives in 278 – 9; Good Friday Peace Agreement and 272, 274; holding hope for 277 – 8; Kelly family story as 284; legacy of the past in 272 – 4; Murry family story as 282 – 3; overview of 271; positioning to encourage 276; PTSD in 273, 280, 281, 282 – 3, 284; safety issues related to 271 – 2, 274, 276, 283; silence vs 272, 273, 274 – 5, 281 – 2, 284, 285 – 6; therapeutic relationship development for 275, 282 – 3; therapeutic witnessing of 276 – 7; transgenerational trauma in 273, 275, 276 – 7, 280 – 2, 283, 286; visual images depicting 278 – 9; see also war and civil conflict class, social see socioeconomic status confidentiality 79, 85, 214, 272, 279, 284 contact dispute narratives: agency of children recognized in 170 – 1; Anna and Jenny’s story as 173 – 4; Barney’s story as 171; child abuse and neglect in 172 – 3, 179; children holding out own mind in 176; children’s positions identified in 171 – 7; constraints on children’s 169 – 70; Danny’s story as 171; domestic violence in 170, 171; Hannah’s story as 176; hearing children’s voices in 167 – 80; Jamie’s parents’ story as 179; Jools’s story as 177; Jo’s story as 172 – 3; Kate and her children’s story as 175 – 6; Martin, Leo, and Denise’s story as 170 – 1, 177 – 8; overview of 167 – 70, 180; rigid or blaming stories as 173 – 6; siblings’ positions in 177 – 8; silence vs 172 – 3; of single or only children 176 – 7; Tracey’s story as 179 – 80; of very young children 178 – 80; Vijay and Hitesh’s story as 174 – 5 containment: in psychoanalytic approaches 33, 35, 37 cultural influences: contact dispute narratives reflecting 174; cultural turn in social sciences as 27, 29 – 31; domestic violence witness assistance attunement to 79, 80; on father and son narratives 117 – 20, 127n6; gender as 28, 34, 36, 41, 67, 77, 115, 116 – 17, 119 – 20, 198, 199, 206, 208 – 9; Harry Potter cultural codes and genres 40; multi- or bilingualism as 66, 70, 71; Index 315 narrative concepts and therapeutic challenges addressing 3 – 4; narratives and phantasies constructed in relation to 27, 28, 29 – 31, 34, 36, 41; parenting adult children narratives reflecting 159; permanency changes and challenges with 135 – 6, 142; race and ethnicity as 28, 34, 41, 135 – 6, 142, 262; refugee narratives reflecting 254, 255, 258, 259, 262, 264, 266 – 7; socioeconomic status as 28, 41, 183, 184, 190, 193, 194, 195 – 6, 204; young offender narratives reflecting 198, 199, 204, 206, 207 – 9 Darwin, Charles and William 118, 127n7 depression: childhood depression narratives 45 – 59, 204 – 5; civil conflict family narratives of 281, 282, 284; parental and familial depression 46, 51 – 2, 55, 57, 59, 120, 176, 281, 282, 284, 298, 304, 308; perinatal, father and son narratives impacted by 122, 125 developmental stages: domestic violence witness narratives impacted by 78; language and narrative skill development in 200; narrative concepts and therapeutic challenges consideration of 9, 10 – 12, 19; post-divorce child’s narrative influenced by 19 developmental theory 149, 155 – 8 developmental trauma disorder 257 divorce: childhood depression narratives related to 50 – 2, 54 – 5; contact dispute narratives due to 167 – 80; developmental stage influencing narrative about 19; post-divorce family work and narratives 7 – 8, 12 – 13, 19; post-divorce parenting dispute narratives 182 – 97 domestic violence: childhood depression narratives impacted by 55; childhood traumatic narratives of 62; civil conflict family narratives of 282; contact dispute narratives of 170, 171; domestic violence witness narratives 75 – 89; engagement of children/young people and revelation of 100; hopeful narratives and avoidance of 302 – 3; post-divorce parenting dispute narratives of 183, 184, 185, 186 – 8; young offender narratives of 205, 206 – 7, 211 – 12, 217; see also child abuse and neglect domestic violence witness narratives: assessments and scaling questions on 83 – 8; attachment behaviour concerns in 76, 77; Browns’ case example of 83 – 8; ethical issues related to 85; mediating and interacting factors for 78; mother-child relationship shaping 77; overview of 75, 89; practice implications of 89; resilience in 77, 81; Rivers’ case example of 81 – 3; safety considerations in 77 – 8, 78 – 80; secondary traumatisation from 88 – 9; therapeutic responses to 80 – 1; trauma and traumatic effects in 76 – 8; triangulation processes in 76 – 7; unacknowledged trauma in 81 – 3; visual images depicting 85, 88 drawings and images see visual images drug use see substance use and abuse duty of care 79 early intervention whole system model: blame avoidance in 244, 245, 246, 249; case illustration of 246 – 7; consultation process in 247 – 9; as emergent systems relation model 239, 239 – 41, 240; as grounded heuristic model of practice 239, 239 – 42, 240, 242; local context for 237 – 8; multiple interacting systems in 243 – 6, 244; national context for 236 – 7; overview of 235 – 6, 249 – 50; resilience support via 237, 239 – 40, 240, 241, 243, 249, 250; systems casework pathway in 241 – 2, 242, 246 – 7 educational experiences see schools emotions: adoptive child’s emotional difficulties 134; anxious (see anxiety); attachment engendering (see attachment theory and behaviour); contact dispute narratives expressing 167; depressed (see depression); domestic violence witnesses experiencing 76 – 8, 82 – 3, 86; emotional context and engagement of children/young people 95; Moods and Feelings Questionnaire on 56 – 7; narrative concepts of 5, 19 – 21; post-divorce parenting dispute emotional factors and arousal 184, 188, 192 – 4; trauma engendering (see traumatic experiences) engagement of children/young people: ability to decentre and take new position 316 Index for 94 – 5; addressing contextual constraints for 103 – 6; aesthetic orientation toward 103; anaesthetic orientation toward 103 – 4; categorical language restricting 103 – 6; children’s views on what works for 101 – 3; emotional context understanding for 95; ethics shaping 101; humanising processes in 109; ideals for 109; imagined inner talk improvisation for 97 – 9; overview of 91 – 2, 109 – 10; parental or familial engagement for 95, 96 – 7, 98 – 101, 102, 105 – 6, 109; play and improvisation for 92 – 3, 94, 96 – 101, 106 – 10; practitioner’s repertoire evolution for 93 – 4; practitioner’s training and consultation regarding 106 – 8; public sector service constraints on 91 – 2, 109; secondary issues arising during 102 – 3, 105 – 6; theatre of imagination development for 106 – 8; theatre of possibilities metaphor for 91 – 3, 95 – 101, 108 – 10; time travel talk for 99 – 101; visual images, writing, and music for 101, 102 ethical concerns: confidentiality as 79, 85, 214, 272, 279, 284; domestic violence witness assessment consideration of 85; duty of care as 79; engagement of children/young people shaped by 101; informed consent as 85; as narrative therapeutic challenges 10; professional boundaries as 64; psychoanalytic and systemic ethical commitment to patients as 36 externalising 15, 198, 208, 305 families: adoptive 133 – 4, 136 – 8, 145n1; attachment to (see attachment theory and behaviour); childhood depression narratives involving 45 – 59; childhood traumatic narratives involving 61 – 73; civil conflict family narratives of 271 – 86; contact dispute narratives of 167 – 80; cultural influences of and on (see cultural influences); divorce in (see divorce); domestic violence in (see child abuse and neglect; domestic violence); engagement of children/ young people including 95, 96 – 7, 98 – 101, 102, 105 – 6, 109; father and son narratives of 115 – 28; foster 133 – 4, 260 – 2; genograms of 10, 215, 298; hopeful narratives of 289 – 311; kinship care in 133 – 4, 141 – 3, 144 – 5; Oedipal relationships in 36, 119, 123, 124, 127n14; parental and familial depression in 46, 51 – 2, 55, 57, 59, 120, 176, 281, 282, 284, 298, 304, 308; parenting adult children narratives of 147 – 60; permanency as changing context for 133 – 45; post-divorce family narratives of 7 – 8, 12 – 13, 19; post-divorce parenting dispute narratives of 182 – 97; school exclusion narratives involving 220 – 33; social construction of 33 – 4; transgenerational trauma issues in 63 – 4, 273, 275, 276 – 7, 280 – 2, 283, 286 father and son narratives: absent or rarely seen fathers in 120 – 1; among Aka people 117, 120; among Efé people 116, 119, 120; cultural influences on 117 – 20, 127n6; drawing a line in 124 – 5; enmeshment impacting 122 – 3; evolutionary story of 115, 116 – 17; fathers ancient and modern in 115 – 19, 118; fathers’ exclusion in 121 – 4; fathers’ maternal qualities in 117, 126n3, 127n5; generation and gender issues in 115, 116 – 17, 119 – 20, 124 – 5; mother-child bond and 115, 116, 117, 118, 122 – 3, 124 – 5, 125 – 6, 127n6; mother-father relationship and triangulation impacting 116, 119 – 21, 124, 127n14; multiple caregiving or alloparenting influencing 116, 120; Oedipal relationships in 119, 123, 124, 127n14; perinatal anxiety and depression impacting 122, 125; public sector mental health support shaping 125; theatre metaphor for 124, 125 – 6; therapeutic alliance in 125 – 6 fostering 133 – 4, 260 – 2 Future in Mind 236 gender: domestic violence witness issues variance by 77; father and son narratives impacted by 115, 116 – 17, 119 – 20; masculine experience of victimisation based on 67; narratives and phantasies constructed in relation to 28, 34, 36, 41; parental care in relation to 115, 116 – 17, 120; young offender narratives reflecting 198, 199, 206, 208 – 9 genograms 10, 215, 298 Index 317 Harry Potter novels (Rowling) 27, 37 – 41, 64 hopeful narratives: assessment of issues prior to 290, 298 – 9, 299, 303, 304; building on exceptions for 306; building support for 308 – 9; courage challenges addressed in 306 – 7; disengagement or recontracting after 299, 309; exception formulation for 290, 294 – 5, 300 – 2, 304, 306; externalizing the problem with 305; integrative approach to 289 – 99; interactional reframing with 305; interventions or treatment with 290 – 1, 294, 296 – 7, 298 – 9, 299, 304 – 9; managing resistance with 307 – 8; overview of 289, 310 – 11; parenting focus in 308, 310; problem formulation for 290, 291 – 3, 299 – 300, 303 – 4; problems and strengths focus for 299 – 300, 306; refugee narratives becoming 258 – 60, 263; relapse management with 309; resilience in 301, 302; self-regulation challenges addressed in 306; stages of therapy for 294, 298 – 9, 299; therapist’s dilemmas associated with 309 – 10; three-column formulation approach to 289 – 90, 291 – 7, 303 – 4; Tom and Sue’s story as 290 – 1, 291, 294, 294, 298, 302 – 10 images and drawings see visual images informed consent 85 intergenerational ambivalence 149, 154 – 5, 159 – 60 intergenerational trauma see transgenerational trauma KIDNET (KID narrative exposure therapy) 257 kinship care 133 – 4, 141 – 3, 144 – 5 language and words: categorical, engagement of children/young people restricted via use of 103 – 6; child’s voice and expression of 9; interpreters of foreign 254 – 5, 261, 262, 266 – 7; language of becoming 11; learning disorders impacting 210; multi- or bilingual speakers 66, 70, 71; narrative concepts of 5; narrative skills using 200; refugees’ issues with 254 – 5, 261, 262, 264, 266 – 7; visual images supplementing 10 – 11 (see also visual images) life-cycle theories: parenting adult children in 151 – 2, 158, 160 lifelines 215 mental health issues: early intervention whole system model consideration of parental 247; post-divorce parenting dispute narratives of 183, 184; see also anxiety; depression; PTSD narrative concepts and therapeutic challenges: adult’s beliefs about what is best for children as 12 – 13; attachment theory integration with 19 – 20; children’s beliefs and knowledge about adults as 12; child’s voice being brought forth as 8 – 9; child’s voice in family therapy comparison to 9 – 10; contexts influencing child-practitioner interaction as 10 – 16; developmental stage considerations as 9, 10 – 12, 19; differentiating adult’s and child’s concerns and expressions as 15 – 16; drawing in family sessions as 17; emotions as 5, 19 – 21; ethical concerns as 10; externalising as 15; family focus in narrative work as 3 – 6; incorporating wider field knowledge with 18 – 19; interviewing children in safe context as 16; narrator’s voice being heard as 6 – 7; participants chosen for inclusion as 7; play and play materials use as 17 – 18; post-divorce family narrative example of 7 – 8, 12 – 13, 19; power issues as 13 – 14; practitioner’s emotional impact from working with children as 18; practitioner’s experience of childhood as 14 – 15; practitioner’s statements as positive support in 15; storytelling use as 18; trauma theory integration with 20; useful therapeutic techniques for 16 – 18 narrative exposure therapy (NET) 257 narratives and phantasies: conflict and difference in 36; containment for 33, 35, 37; cultural turn in social sciences influencing 27, 29 – 31; multiple voices in 35 – 6; overview of 27; play in therapy exploring 34 – 5; public sector mental 318 Index health pressures on 31 – 2; reasons for narrative approach 27 – 9; social identity reflected in 28, 33 – 4, 36, 41; systemic and psychoanalytic approaches in 27 – 9, 30, 31 – 41; therapeutic enactment of 32, 33, 34 – 5; understanding Harry Potter 27, 37 – 41 narratives in special contexts: Blow tribute 163 – 5; civil conflict family narratives 271 – 86; contact dispute narratives 167 – 80; early intervention whole system model 235 – 51; hopeful narratives 258 – 60, 263, 289 – 311; post-divorce parenting dispute narratives 182 – 97; refugee narratives 253 – 67 (see also refugees); school exclusion narratives 220 – 33; young offender narratives 198 – 218 narratives of childhood: childhood depression narratives 45 – 59, 204 – 5; childhood traumatic narratives 61 – 73; domestic violence witness narratives 75 – 89; engagement of children/ young people 91 – 110; narratives and phantasies as 27 – 42 narratives of family work: father and son narratives 115 – 28; parenting adult children narratives 147 – 60; permanency as changing context 133 – 45 National Health Service: funding and resource constraints in 91, 236 – 7, 274; public sector mental health under 31 – 2, 58 – 9, 91 – 2, 109, 125, 235 – 51, 273 – 5, 276, 280 Oedipal relationships 36, 119, 123, 124, 127n14 parenting adult children narratives: adult children parenting parents in 148 – 9, 155, 160; attachment patterns in 149, 156 – 7, 158, 159; collectivist vs individualist parents in 155; context for relationship in 148, 150 – 1; definition of relationship in 147, 148, 149 – 50; developmental theory and 149, 155 – 8; with emerging adults 148, 153; family life cycle stage including 151 – 2, 158, 160; family rituals in 158; intergenerational ambivalence in 149, 154 – 5, 159 – 60; with middle years adults 148, 153 – 4; with older adults 148, 154 – 5; overview of 159 – 60; practice implications of 158 – 9; stages of 148, 152 – 5, 160; theory/theoretical framework of 147, 148 – 9, 150; transgenerational patterns in 149, 157 – 8 permanency as changing context: adoption and 133 – 4, 136 – 8, 145n1; attachment issues in 134, 136, 138, 141; child abuse and neglect leading to 133, 135, 136, 138, 139, 140, 144; contact with birth family members in 134 – 6, 141; establishing safe context for narratives of 144 – 5; fostering and 133 – 4; kinship care and 133 – 4, 141 – 3, 144 – 5; managing incoherent narratives in 133, 138 – 41; overview of 133 – 4; school and learning challenges with 137 – 8; task of therapy in 139 – 41, 144 – 5 phantasies see narratives and phantasies play and play materials: attachment demonstrated via 201; childhood traumatic narratives in relation to 66; contact dispute narratives encouraged via 172; engagement of children/ young people via 92 – 3, 94, 96 – 7, 101; narrative concepts including 17 – 18; narratives and phantasies explored via 34 – 5; permanency narratives using 140; puppet play as 93, 172 post-divorce parenting dispute narratives: alienating narratives in 188, 190 – 7; attachment in 182 – 3; bringing children’s voices into 188 – 9; clinical setting vs court assessment context for 184 – 6; difficulties identifying children’s ‘own’ experience in 194; economic factors in 183, 184, 190, 193, 194, 195 – 6; emotional factors and arousal in 184, 188, 192 – 4; fathers and children in 183; future questions and steps shaping 196 – 7; hostility furtherance in 190; interventions into alienating narrative 194 – 6; mental health issues in 183, 184; mutual influence of parties in 186; parent’s narrative of other parent influencing 190 – 1; positive memory retention in 186 – 8; punctuating circular processes in 191 – 2; research sources for 182; silence vs 189; step-parents and repartnering in 189, 190 – 1, 194 – 5; systemic framework for 186; therapeutic possibilities for 196; violent incidents in 183, 184, 185, 186 – 8; working with memories and stories in 189 – 90, 195 Index 319 psychoanalytic approach: conflict and difference in 36; containment in 33, 35, 37; cultural turn in social sciences influencing 30; ethical commitment to patients in 36; multiple voices in 35 – 6; narrative approach vs 27 – 9; Oedipal relationships in 36; systemic approach and 27, 31 – 7; transference and countertransference in 32, 34 – 5; understanding Harry Potter in 37 – 41 PTSD (post-traumatic stress disorder) 63, 256 – 8, 273, 280, 281, 282 – 3, 284 public sector mental health: childhood depression practice implications in 58 – 9; civil conflict treatment support and constraints in 273 – 5, 276, 280; diagnosis with defined and time-limited therapy pressure in 31 – 2; early intervention whole system model in 235 – 51; engagement of children/young people constraints in 91 – 2, 109; funding and resource constraints in 91, 236 – 7, 274; perinatal support in 125 puppet play 93, 172 race and ethnicity: narratives and phantasies constructed in relation to 28, 34, 41; permanency changes and challenges with 135 – 6, 142; refugee challenges of 262 refugee narratives: anxiety associated with 253, 256, 257, 260, 261, 262, 264, 265, 266, 267; asylum seekers in 254, 260; cultural influences on 254, 255, 258, 259, 262, 264, 266 – 7; developmental trauma disorder diagnosis based on 257; hopeful narratives as 258 – 60, 263; interpreters of 254 – 5, 261, 262, 266 – 7; narrative therapies addressing 257 – 66; Nizar’s story as 260 – 6; outsider witnesses to 255; overview of 253 – 4, 267; PTSD diagnosis based on 256 – 8; refugee defined for 254; refugee trauma in 255 – 8; resilience in 258, 259, 263, 266, 267; terminology clarification for 254; therapist impacted by 266 – 7; torture in 254, 256, 257, 259, 262, 265; Tree of Life depicting 258 – 60; unaccompanied minors in 254, 256, 258, 260 – 6, 267; visual images in 258 – 60, 261 refugees: childhood traumatic narratives of 63, 64, 66 – 70, 72; early intervention whole system model for 247; refugee narratives of 253 – 67 resilience: in childhood traumatic narratives 62, 63, 65, 66, 71, 72; in domestic violence witness narratives 77, 81; early intervention whole system model supporting 237, 239 – 40, 240, 241, 243, 249, 250; in hopeful narratives 301, 302; in refugee narratives 258, 259, 263, 266, 267; in school exclusion narratives 220, 225 – 32; vicarious 266, 267 Ricoeur, Paul 30 – 1 Rowling, J.K.: Harry Potter novels 27, 37 – 41, 64 school exclusion narratives: child’s easy temperament described in 230 – 1; coherence of 226 – 7; comprehension of events in 229 – 30; family flexibility in 228 – 9; family routines in 231 – 2; as interactional process 221; mother’s enjoyment of own schooling in 232; narrative theory application for 221 – 5, 232 – 3; overview of 220; Philip’s head teacher’s story as 224 – 5; Philip’s parents’ story as 223 – 4; Philip’s story as 222; positive reframing in 228; reconciliation of multiple narratives 225; resilience in 220, 225 – 32; systemic framework for 220 – 1; well-defined social support in 231 schools: childhood depression and attendance at 48 – 50; childhood traumatic narratives and situation in 69, 71; domestic violence witness issues and support in 77, 81; early intervention whole system model in 235 – 51; engagement of children facing issues in 95 – 6, 97, 102, 105 – 6; narrative concepts and therapeutic challenges in 4; permanency changes and challenges with 137 – 8; refugees attending 264 – 5; school exclusion narratives 220 – 33; school refusal narratives 11, 48 – 50, 261; young offender narratives of 206, 207, 210 secondary trauma 18, 65, 88 – 9, 259 second-phase parenting see parenting adult children narratives self-perception: developmental stages influencing 11 – 12 320 Index sexual violence: childhood trauma narratives of 62, 63, 64, 70, 71 – 2; externalising as response to 15; mother-fatherchild relationships impacted by 124; permanency challenges related to 138, 140; post-divorce parenting dispute narratives of 183; young offender narratives of 203, 211 silence: civil conflict family narratives vs 272, 273, 274 – 5, 281 – 2, 284, 285 – 6; contact dispute narratives vs 172 – 3; post-divorce parenting dispute narratives vs 189; refugee narratives including 260, 262, 266 social identity: narratives reflecting 28, 33 – 4, 36, 41; refugees establishing 258; sociograms of 215 socioeconomic status: narratives and phantasies constructed in relation to 28, 41; post-divorce parenting dispute narratives related to 183, 184, 190, 193, 194, 195 – 6; young offender narratives involving 204 spousal abuse see domestic violence storytelling: multifaceted storytelling of childhood traumatic narratives 65 – 6; as narrative concept 18 substance use and abuse: childhood depression narratives related to 55; civil conflict family narratives of 281, 282; domestic violence related to 80, 84, 86; permanency changes and challenges due to 140, 141, 142, 143; young offender narratives of 204 – 5, 206, 208 – 9, 209, 212, 213 Sure Start programme 125 systemic approach: attachment theory integration with 19 – 20, 36; civil conflict family narratives in 275, 280, 281; contact dispute narratives in 168, 169; cultural turn in social sciences influencing 30; early intervention whole system model using 235 – 51; engagement of children/young people using 91 – 110; ethical commitment to patients in 36; father and son narratives in 115 – 28; multiple voices in 35 – 6; narrative therapy intimate connection with 27; narrative therapy similarities and distinctions from 3 – 6, 220 – 1; parenting adult children narratives in 150; permanency narratives in 139 – 41; post-divorce parenting dispute narratives in 186; psychoanalytic approach and 27, 31 – 7; school exclusion narratives in 220 – 1; understanding Harry Potter in 39; young offender narratives in 213 Tavistock Clinic 31, 46, 188 testimony therapy 257 – 8 theatre metaphor: engagement of children/ young people applying 91 – 3, 95 – 101, 106 – 10; father and son narratives based on 124, 125 – 6; puppet play as 93, 172; theatre of imagination development as 106 – 8; therapeutic enactment as 32, 33, 34 – 5 therapeutic engagement see engagement of children/young people torture: in refugee narratives 254, 256, 257, 259, 262, 265 transference and countertransference 32, 34 – 5, 214, 217 transgenerational theory 149, 157 – 8 transgenerational trauma 63 – 4, 273, 275, 276 – 7, 280 – 2, 283, 286 traumatic experiences: car accidents as 64; child abuse as (see child abuse and neglect); childhood traumatic narratives 61 – 73; definition and description of 76; developmental trauma disorder diagnosis based on 257; domestic violence as (see domestic violence); effects of 76 – 8; PTSD diagnosis based on 63, 256 – 8, 273, 280, 281, 282 – 3, 284; refugees experiencing 63, 64, 66 – 70, 72, 247, 253 – 67; secondary or vicarious traumatisation from 18, 65, 88 – 9, 259; sexual violence as 15, 62, 63, 64, 70, 71 – 2, 124, 138, 140, 183, 203, 211; transgenerational trauma issues 63 – 4, 273, 275, 276 – 7, 280 – 2, 283, 286; trauma theory on 20; war and civil conflict as 62, 63, 64, 66 – 71, 72, 247, 253 – 67, 271 – 86 Tree of Life 258 – 60 UN Convention on the Rights of the Child 168 UN Convention relating to the Status of Refugees 254 Index 321 vicarious resilience 266, 267 vicarious trauma 18, 65, 88 – 9, 259 violence see child abuse and neglect; domestic violence; sexual violence; torture; traumatic experiences; war and civil conflict visual images: childhood traumatic narratives including 68 – 70, 69; civil conflict family narratives including 278 – 9; domestic violence witness narratives including 85, 88; drawing in family sessions creating 17; engagement of children/young people via 101; genograms as 10, 215, 298; narrative language supplemented by 10 – 11; post-divorce parenting dispute narratives including 195; refugee narratives including 258 – 60, 261; Separation Anxiety Test using 201; Tree of Life drawings as 258 – 60; young offender narratives including 214, 215 war and civil conflict: childhood traumatic narratives of 62, 63, 64, 66 – 71; family narratives of 271 – 86; refugees fleeing 63, 64, 66 – 70, 72, 247, 253 – 67 young offender narratives: Adam’s story as 204 – 6, 208 – 10, 209, 211, 212 – 13; attachment influencing 200 – 3, 210 – 13, 211; child abuse and neglect in 199, 203, 204, 206 – 7, 217; coherence and structure of 199 – 200, 201, 209 – 10, 211 – 12, 213; commonality and uniqueness of 206 – 7; communication skills and 202 – 3; confidentiality issues with 214; content of 199, 208 – 9, 213; creating a secure base for 214 – 15, 217; cultural influences on 198, 199, 204, 206, 207 – 9; development of 199 – 200; domestic violence in 205, 206 – 7, 211 – 12, 217; dominant story in 208 – 9, 217; exploring narratives and alternative narratives 216 – 17; gender issues influencing 198, 199, 206, 208 – 9; individual and family therapy involving 213 – 17; modelling of 215; narrative skills needed for 199 – 203, 215 – 16; narrative therapy including 203 – 10; overview of 198, 217; practice implications of 213 – 17; problems with narrative approaches for 198 – 9; reflectivity on 212 – 13; scaffolding of 215; specific incident deconstruction from 215 – 16; substance use and abuse in 204 – 5, 206, 208 – 9, 209, 212, 213; visual images and aids in 214, 215; youth offending teams encouraging 203 – 4, 205, 217 young people see children and young people .. .Narrative Therapies with Children and Their Families Narrative Therapies with Children and Their Families introduces and develops the principles of narrative approaches to... coauthor with Gill Gorell Barnes of Working with Children and Parents through Separation and Divorce (Macmillan, 2000), and co-editor, with Arlene Vetere, of Narrative Therapies with Children and Their. .. work with children and families. ’ – D Russell Crane, PhD, Professor of Marriage and Family Therapy, Brigham Young University, Provo, Utah, USA Narrative Therapies with Children and Their Families