This study offers a detailed exploration of the personal narrative of a nine year old boy diagnosed with a learning disability, and explains how the nature of the therapeutic relationship facilitated shifts in his personal understandings of himself, others and the world. Children diagnosed with learning disabilities experience a range of challenges in their different life contexts, and particularly within the school context. This is often because of constant evaluation and surveillance from teachers, family members and peers, who define the child within rigid and limiting frameworks. Soon enough children diagnosed with learning disabilities develop problem-saturated narratives that can significantly influence their relationship with themselves and others. This is because the individualising effects of having a disability cause them to feel different or isolated from their peers. This study illustrates an eight session case study, facilitated by a narrative play therapy approach, between a counsellor, a child and his parents. The therapeutic encounters were intended to assist the child in moving away from problem-saturated narratives of incompetence and inferiority towards more preferred narratives that would positively influence his self esteem. Key words: learning disability, dyslexia, narrative, narrative therapy, identity, self esteem. Children Diagnosed with a Learning Disability Children who have been diagnosed with a learning disability often experience themselves and their world very differently from other children (Rodis, Garrod, & Boscardin, 2001). Within the educational system a considerable amount of pressure is placed on children to succeed. The educational discourse of achievement that professes itself to be the only direction from which a successful future can be attained, marginalizes and rejects those children whose knowledge and skills exist outside this rigid and oftentimes insensitive system of evaluation. As a result, children soon create problem saturated narratives, believing themselves to be the problem. However, in the last two decades there has been a move from reductionism to constructivism and as a result research in the field of learning disabilities has started to focus on children’s non-traditional strengths and talents, which are often misunderstood and ignored by schools. Armstrong (1987) sums it up as follows: The schools allow millions of imaginative kids to go unrecognised

University of Macau / Faculty of Education

The purpose of this qualitative study is to explore how narrative therapy may facilitate not only a lessening of distressing symptoms for bereaved persons, but may also facilitate growth in identity. Five case studies are presented. The participants were chosen to illuminate different grief experiences. The case studies include a description of grieving people from different backgrounds, each with a unique relationship with the person or people who died, all of whom had different causes of death such as suicide, murder and natural causes. These differences provide an opportunity to explore the application of the therapy model with a range of grief experiences. A full and rich description of the experiences of the participants yield insight into the shared themes such as the impact of social expectations of how a grieving person should conduct him or herself, difficult physical and emotional experiences, the many losses flowing from the death, as well as an in-depth discussion of the identity growth that takes place as the bereaved person takes on different roles and tasks. Postmodern epistemology and social constructivism informed the praxis and interpretation of narrative therapy as bereavement model. Narrative therapy is shown as especially effective for grief therapy with therapeutic tenets such as deconstructing and creating richer narratives and alternative stories that enables the bereaved to explore diverse aspects of their character. The emphasis on what remains rather than what is lost, and the concept of remembering the loved one who died in the community of those who stay behind, transmute the loss-story to one of remembering and incorporating, which tends to bring significant emotional relief. This study contributes towards the field of growth through bereavement for which there seems to be a paucity in research. Furthermore, it provides additional evidence for post-traumatic growth in general, especially with the assistance of narrative therapy. / Psychology / Ph. D. (Psychology)