What makes narrative therapy applicable when working with children: A qualitative interview study of experienced Danish therapists
Translated title
Psykologers oplevelse af anvendeligheden af narrativ terapi i arbejdet med børn
Authors
Pettersen, Kristin Andrea ; Behrmann, Julie Thejl ; Jørgensen, Caroline Bjerre ; Blaabjerg, Julie
Term
4. term
Education
Publication year
2022
Submitted on
2022-05-30
Pages
71
Abstract
Dette speciale undersøger, hvad der gør narrativ terapi anvendelig i arbejdet med børn, set fra erfarne danske psykologers perspektiv. På baggrund af den stigende kompleksitet i børns mentale sundhed peger forfatterne på et behov for indsatser, der både tilpasses barnets udvikling og undgår at gøre barnet til problemet. Studiet er eksplorativt og kvalitativt: Ni psykologer med erfaring i narrativ terapi med børn i alderen 4–12 år blev rekrutteret via målrettet sampling og interviewet semistruktureret. Projektet fulgte COREQ-retningslinjer; interviewene blev transskriberet ordret og analyseret med tematisk analyse med en induktiv og semantisk tilgang. Analysen identificerede fire overordnede temaer (man skal være vild med børn; at adskille barnet fra problemet; praktiseret etik; praktiske udfordringer) samt to undertemaer ("acting is the key" og "the importance of the system surrounding the child"). Psykologerne oplevede, at narrativ terapi kan skabe et trygt rum, der matcher barnets udvikling og konkrete erfaringer, og at eksternalisering kan beskytte mod, at barnet opfattes som problemet og dermed reducere skyld og skam. Samtidig fremhævede de udfordringer ved bevidning og at forblive i en decentreret position. Diskussionen adresserer, om fundene er unikke for narrativ terapi eller også kendes fra andre terapiformer, en mulig naivitet i synet på diagnoser samt metodiske overvejelser om transparens, validitet, overførbarhed og magtasymmetri i interviewene. Fundene kan styrke den narrative praksis og være nyttige i uddannelse og supervision af nye terapeuter.
This thesis explores what makes narrative therapy applicable when working with children, from the perspective of experienced Danish psychologists. Against a backdrop of increasing complexity in children’s mental health, the authors argue for interventions that are developmentally attuned and avoid locating the problem within the child. The study is exploratory and qualitative: nine psychologists experienced in narrative therapy with children aged 4–12 were purposively sampled and interviewed using a semi-structured guide. The project followed COREQ guidelines; interviews were transcribed verbatim and analyzed using thematic analysis with an inductive, semantic approach. The analysis identified four overarching themes (being genuinely engaged with children; separating the child from the problem; practiced ethics; practical challenges) and two subthemes (“acting is the key” and “the importance of the system surrounding the child”). Psychologists reported that narrative therapy can create a safe space aligned with the child’s developmental stage and lived experiences, and that externalization helps protect children from being seen as the problem, reducing guilt and shame. They also noted challenges related to witnessing and maintaining a decentered stance. The discussion considers whether parts of the findings are specific to narrative therapy or shared with other approaches, a potential naivety regarding diagnoses, and methodological reflections on transparency, validity, transferability, and power asymmetry in interviews. The findings may strengthen narrative practice and inform training and supervision of novice therapists.
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