1. Creating an Audience for Children’s Preferred Stories A Narrative Approach to Hearing the Voices of Children Andrew Duggan Senior Lecturer School of Health & Human Sciences 7th Annual Narrative Conference 14th April, 2007

2. 1 Who Will Comfort Toffle? Now once upon a time, although not very long ago. And Hidden in the forest where the tall dark pine trees grow, There lived a boy called Toffle in a house that stood alone. He always felt so lonely, and one night was heard to moan; “I feel so frightened of the dark, especially tonight…….” ‘Who Will Comfort Toffle’ – Tove Jansson (1960).

3. 2 Children’s Narratives Is the problem gaining influence over the person or is the person gaining influence over the problem? (White & Epston, 1990) How do we create a storied therapy that privileges a child’s lived experience? Incorporate: Reflective posture Encourage authorship & re-authorship –Creative use of letters, documents, certificates

4. 3 Personal and Cultural Voice Personal Experiences are Expressed through Stories Strengths, Vulnerabilities, Losses & Hopes are Embedded in Each Story Stories contain a Rich Fabric of Perspective & Emotion Conscious & Unconscious Connections that can be Shared, Deepened & Validated

5. 4 The Child is Not the Problem For White and Epston (1990) Stories are invented by the client and significant others to Explain Life Events People experience problems when stories do not represent their lived experience Narrative Therapy is the Re-Storying of the Client’s Lived Experience

6. 5 Preferred Stories Become interested in the child’s preferred story – the hidden, new or exceptional events in the child’s life that are separate from the dominant, problem- saturated stories. When preferred alternative stories are noticed and inquired about and audiences are engaged to witness them in a particular way, these preferred accounts of identity become more richly and thickly described.

7. 6 Creating Audiences Just as problem stories can be constructed in relation to others, so to can preferred accounts be witnessed and audienced in relation to others.

8. 7 Witnessing children’s preferred stories Invites us all to become part of the ‘new’ story. The images we evoke can help children link with the images in their own lives Helps the child see that the ‘problem is the problem’ Helps create resonance.

9. 8 Identity as a social, relational and collaborative project Engaging audiences contributes to the revaluing of those things that are important to the child. Most of the time these are hidden under the weight of the dominant story. Hidden because they have never been thoroughly inquired about.

10. 9 Identity as a social, relational and collaborative project Hidden because their significance has been diminished by others. Hidden by the tricks and the tactics of the problem.

11. 10 How do words make a person? Get to know the child apart from the problem. Externalize the problem and give it characterization. Discover the child’s abilities and re-author the child’s story.

12. 11 How do words make a person? Do not allow the ‘problem’ to cloud the conversation. How has the child ‘fought, attacked or defeated’ the problem? Who ‘stands’ with the child against the problem?

13. 12 Narrative Letters and Documents Help the child redefine his/her relationship with the problem Family invited to ally against oppressive stories, situations, powers Inform all concerned of the child’s victory over the problem Summarize psychotherapeutic progress Predict future success  Celebrate taming fears

14. Thank you a.duggan@hud.ac.uk