Research on storytelling in counseling and psychotherapy with children has typically involved literary and metaphoric techniques that foster client change. There is limited research on the efficacy of telling one's personal life story as a counseling technique, especially in the school setting. The purpose of this study was two-fold: (l) to describe and implement a technique for school counselors to use in individual counseling sessions to foster resilience in children and, more specifically, (2) to explore the effectiveness of telling one's life story and creating a personal life book as a counseling technique to improve two characteristics of resilience -- internal locus of control and perceived coping resources. The research question that guided this study was: To what extent is telling one's life story and creating a life book an effective counseling technique for fostering resilience in children who have experienced loss? A sample of fifty children from two elementary schools (grades 4-6) who had experienced a significant loss were randomly assigned to one of three groups: (1) the experimental group who received the life book technique, (2) a control group of students who received other individual counseling, or (3) a control group who received no counseling at all. Two constructs of resilience in children were measured: (1) internal/external locus of control (Children's Nowicki-Strickland Internal-External Locus of Control Scale) and (2) perceived coping resources (Coping Resources Inventory Scales for Educational Enhancement). Pre-test/Posttest analyses of data following the six-week experimental period were conducted using ANOVA statistical procedures. Quantitative results indicated that, statistically, the life book technique was no more or no less effective in improving internal locus of control or coping resources than either other individual counseling techniques or no counseling at all. However, qualitative evaluation of the technique offered support for the effectiveness of the life book technique as indicated by the life book participants who experienced change in a positive direction on both instruments and the unanimous positive evaluations of the life book participants and participating counselors. Therefore, while the life book technique was not found to be statistically significant in fostering resilience, the positive implications of qualitative analysis warrant further research to explore the life book technique as a school counseling practice to foster positive client change. / Ed. D.

This dissertation, Constructing Hope: Narrative and the Foster Care Experience, analyzes the language used to explain the foster care experience to children under the care of Arizona's Child Protective Services (CPS). The dissertation proposes revisions to the language around foster care to make the experience less confusing and makes recommendations to encourage hope for foster children. This multi-methodological study combines ethnography and textography. Engaging narrative inquiry, relying particularly on Earnest Bormann and Walter Fisher, the dissertation analyzes Arizona's training material for Child Protective Services (CPS) case managers (CORE training) and Arizona's training material for foster parents (PS-MAPP training) along with interviews of case managers and foster parents. The analysis of the CORE training for CPS case managers reveals that narratives about CPS generally focus on the birth parent as central to the plot and situate children as supporting characters. Also, the analysis shows narrative disjunctures between the characterization of birth parents in the CORE training and the experiences of the case managers interviewed. I show how the language used in the CORE training could be more coherent with the experiences of case managers and the experiences of children. The analysis of the PS-MAPP training reveals a contradiction between the characterization of the foster caregiver and the metaphor of "parent" used to describe the foster caregiver. Also, the study demonstrates ways in which the strength/needs framework, which is central to the training, could be expanded to better prepare foster caregivers for their work. Finally, examining Aviva Children's Services' Life Book program reveals ways in which hope can be cultivated for foster children. The analysis of the Life Book project proposes a rhetoric of hope applicable to other populations who have undergone serious trauma.