This thesis examines narrative practice in relation to identities of male youth (12-18) who have engaged in sexually abusive behaviours. To answer the following research question: How do male youth who have engaged in sexually abusive behaviours and participated in a treatment program narrate their experience of changes in their identity? I conducted semi-structured interviews, with male youth who have engaged in sexually abusive behaviours and are residing at Counterpoint House. I employ a narrative analysis and draw from White’s re-authoring map for categories of analysis. Results are examined through a Foucauldian lens and demonstrate that the participants experienced a shift in their identity. / Graduate / narrative practice / narrative therapy / jenniferflower@shaw.ca

Despite an extensive literature, there is surprisingly little research about what social workers do in their day to day practice. This body of published work, supported by critical review, argues that we need to hear, and learn from, practitioner voices if we are to comprehend the breadth, challenges and potential of social work practice. It contributes to a steadily expanding field of research that is exploring the hidden, frequently misunderstood, and often negatively perceived, world of everyday practice. By making social work more visible, we open up opportunities for students, social workers, other professionals and the public to learn about the profession's work by engaging with the live challenges and dilemmas encountered by practitioners. My research examines the actual work of social work by analysing practitioner narratives to reveal the ways in which social workers recount, reflect on and learn from direct work with service users and their families. Most of the research is informed by a strengths-based, narrative perspective, the critical best practice approach. It draws on qualitative methods, consistent with a social constructionist stance that recognises the contingency of practice with its multiple subjectivities, uncertainties, contested viewpoints and constant flux. Three main themes are explored: social workers' use of knowledge, their decision-making and judgement when services users are at risk of harm, or pose a risk to others, and the integration of practice and theory in a student practice placement. I also report on two related inquiries, one focusing on the experience of co-publication with practitioners, and the other on social workers' use of self in practice. The notion of 'best' practice is found, inevitably, to be fraught with ambiguity, raising important questions about the criteria on which judgements about 'good' practice can be made, and who is entitled to make them. My review tackles these and other theoretical, methodological and ethical issues that I encountered during the research. An essential thread that runs through all the research findings is the need for a critical, reflexive approach to everyday practice that recognises the situated, and often contradictory, nature of voice and of the practices described. Taken together, the research findings stress the centrality of practitioner capabilities such as relationship building, critical reflection, skilful use of self, respectful authority, curiosity, creativity and the ability to combine a range of different forms of knowledge in imaginative and flexible ways. They collectively make a strong case for valuing and learning from direct access to practitioners' experiences of practice. The research, conducted in a range of UK contexts, identifies how and why social workers' voices continue to fail to be heard, and suggests a number of ways of tackling gaps in our understanding. From a personal point of view, the research is also my own story of learning about doing research into my profession over the last ten years, and of seeking to share and use the findings to improve social work practice and make a difference to people who use social work services, their friends, families and communities.

Made available in DSpace on 2016-04-26T14:57:07Z (GMT). No. of bitstreams: 1 Vivian Silva Catenacci.pdf: 400452 bytes, checksum: 2a7cdc22d036acbbbd1be6618196d6a4 (MD5) Previous issue date: 2008-05-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Modernity identified the practice of telling stories against a background of tradition, involving people who were illiterate, peasant workers and for this reason fated to disappear. Contrary to popular belief there is now a substantial and continuous growth of this activity in the big cities. This study makes this assumption in order to understand what is specific to the practice in contemporary narrative. This study articulates concepts developed by researchers dedicated to the theme of narration and the world of short stories, by the narrative of storytellers invited to participate in the "II International Meeting of Storytellers" and the video documentary, "Histórias . It is also composed by statements from new storytellers and traditional narrators recorded in researches related to the theme. The story described in this dissertation is based on the experiences of the researcher, as listener and narrator, in raising and drawing up the issues investigated. This paper is divided into three chapters: the first is dedicated to the specific aspects of the art of oral narrative and the place the storyteller has been relegated to in Modern Times. Chapter two considers the changes which have occurred in the narrative practices under the influences of a society in transition. The last chapter presents a reflection on the skills of the storyteller in the contemporary context / A modernidade identificou a prática de contar histórias com o universo da tradição, uma ação própria das camadas populares iletradas, ligadas ao campo e, por isso, fadada ao esquecimento. Ao contrário da aposta moderna, verifica-se, na atualidade, um crescimento considerável e contínuo dessa atividade nas grandes cidades. Esta pesquisa parte desse pressuposto com o objetivo de compreender o que é específico à prática narrativa na contemporaneidade. Este estudo articula conceitos desenvolvidos por pesquisadores dedicados à temática da oralidade e do universo dos contos, à fala de narradores convidados a participar do II Encontro Internacional de Contadores de Histórias e do vídeo-documentário Histórias. O texto também é composto por depoimentos dos novos contadores e de narradores tradicionais registrados em pesquisas relacionadas ao tema. A história narrada nesta dissertação, é permeada pelas experiências da pesquisadora, como ouvinte e narradora oral, por terem suscitado a elaboração das questões investigadas. Este trabalho divide-se em três capítulos: o primeiro dedicado às especificidades da arte de narrar oralmente e ao lugar relegado ao contador com advento da modernidade. O capítulo dois tematiza as mudanças da prática narrativa ocorridas sob as influências de uma sociedade em transformação. No último capítulo apresento uma reflexão sobre o ofício de contador no contexto contemporâneo

Philosophiae Doctor - PhD / This research focuses on the displacement of families in the Western Cape during apartheid within the context of its slave past.The transmission of intergenerational trauma has been based on research on holocaust survivors. Aboriginal academic writers in Australia, New Zealand, Canada and the US found that initial studies of intergenerational trauma did not take into the account the historical trauma of colonialism which they believe has left its mark on aboriginal communities today. In South Africa writers from the Apartheid Archives Project have started to focus on the intergenerational trauma of apartheid. These are mainly academics from psychology and not social work. The Apartheid Archives Project and social work discourse do not focus on the historical trauma of slavery. Historians believe that slavery has still left a mark on its descendants in the Western Cape. The families in this research are descendants of slaves and they were also displaced as a result of the Group Areas Act during apartheid. Qualitative research using a postcolonial indigenous paradigm was adopted in this study. Life histories, semi-structured interviews and focus groups were the primary sources of data collection. The research design was a multiple case study which consisted of 7 families where each family was a case and 3 generations in each family were interviewed. The families had typical slave surnames and at least one generation was displaced as a result of the forced removals when the Group Areas Act (1950-1985) was implemented during apartheid. Thematic analysis, narrative thematic analysis and case study analysis was adopted .In addition narrative therapy theory and collective narrative practice was used to decolonise the conceptual framework and methodology. The trauma of displacement and historical trauma of slavery was not acknowledged as traumatic by the dominant society because South African society was based on institutional racism. The grief and loss of the trauma therefore became unresolved and disenfranchised. The findings indicate that disenfranchised grief, silence, socialisation in institutional racism and shame have been the main mechanisms in which the historical trauma of slavery and trauma of displacement has been transmitted within the families. The effects such as intimate partner violence and substance abuse and community violence in the form of gang violence are forms of internalised oppression which has also been transmitted intergenerationally. In addition overcrowding, poor housing and poverty has been transmitted via socialisation which is a societal mechanism of trauma transmission. vi The research findings indicate that the trauma of displacement and historical trauma of slavery was transmitted because the trauma was not included in the social discourse of society. In order to prevent the transmission of the historical trauma of slavery and displacement, the real effects of institutional , cultural and interpersonal racism need to be understood and the counter-memories and counter-histories of slaves and their descendants need to be included in social discourse. A framework to assist social workers in engaging with trauma transmission in families has been proposed in order to interrupt the trauma transmission in families.

The focus for this research project was on the use of technology in bridging a perceived gap in sport psychology. This gap is present between the three main contexts in which sport psychology is practised, namely the individual consultancy, the lecture hall and the sports field. These contexts are removed from one another due to cost implications, time constraints and distance challenges. I propose that by using technology, in the form of video-taping athletes, these challenges can be overcome. Thus leading to better service delivery by sport psychologists on the one hand and more fulfilled and informed clients on the other. An example of this, in a practical situation, is this research project done with the golfers of the Tshwane University of Technology Golf Academy (TUTGA). Six of these golfers were video-taped while playing a round of golf. Then they were interviewed individually, using narrative practice interviewing techniques, about their experiences on the course. Lastly they were interviewed in a group session so as to ascertain how they experienced being video-taped on the course and how they experienced the use of video technology in the sport psychology process. Copyright 2007, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bezuidenhout, T 2007, Bridging the sport psychology gap in golf, MA dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-09302008-132016 / > E1115/ag / Dissertation (MA)--University of Pretoria, 2008. / Psychology / unrestricted

Made available in DSpace on 2016-04-28T20:38:35Z (GMT). No. of bitstreams: 1 Euridice Bergamaschi Vicente.pdf: 1289397 bytes, checksum: f7e5c56e54a7b77cd227c44b69eb31b8 (MD5) Previous issue date: 2012-12-12 / The objective of the study was to hold an intervention-study in order to understand the role of the questions posed by the therapist in the Contextualization and Sharing of Local Knowledge stages of a Conversational Round held in an Organization. The conversational dialogic process occurring during a Round is kept moving by questions, which the therapist uses with intention in order to obtain more information, establish relations between facts, link events and guide the conversational flow. To understand the role of questions in Conversational Rounds within the setting of an Organization may help in reflection upon the application of ICT Integrative Community Therapy in this context. This intervention-study was carried out with 49 employees from the industrial area of a Sugar and Ethanol Organization in the State of São Paulo, and involved a Round of Conversation. The protagonist was also interviewed. The conversational round model proposed by Adalberto Barreto was followed, with its six stages: Welcoming, Select a Theme, Contextualization, Sharing of local knowledge, Aggregation rituals and Evaluation. The material collected from the narratives during Contextualization, Sharing of local knowledge and interview was analyzed in order to classify the questions according to Karl Tomm's model: Lineal, Strategic, Circular and Reflexive questions. The new-paradigmatic theoretical assumptions of Systemic Thinking, Narrative Practice and Collaborative Posture were followed as well as Foucault's vision of power and knowledge. As results we observed that Lineal Questions were asked in order to obtain factual information or with a confirmatory goal after the Editorial. Strategic Questions enabled a broader scenario to be set; the participant's perception to be reinforced, reorientation of thinking to be proposed. Circular Questions enabled more information to be obtained and the subjects presented to be explored, and extended participants' perceptions to new spaces of feeling, acting and perceiving; and to an understanding of how events connect. Reflexive Questions allowed disruption of the existing circular process; the expression of personal and group values and beliefs; the protagonist to feel encouraged to confront an issue and seek his own resources as well as experience a given situation in the field of feeling. Although the importance of the role of questions in Conversational Rounds is obvious, with the type of question defined after the answer, one may state that in the Organizational context the Panopticon is clearly present. Its linking strength between the power and the quotidian in a group may prevent a process of normalized subjectivization from failing to occur, through coercion. It is through power and practices of freedom that the production of subjectivities takes place, and this was observed in the present study / O objetivo do estudo foi compreender, a partir da realização de uma pesquisa-intervenção, o papel das perguntas feitas pelo terapeuta nas etapas de Contextualização e Problematização de uma Roda de Conversação em uma Organização. O processo dialógico conversacional que ocorre durante a Roda é mantido por perguntas, e com uma intenção o terapeuta as utiliza para obter mais informações, estabelecer relações entre fatos, conectar eventos e orientar trajetórias. Conhecer o papel das perguntas em Rodas de Conversação em ambiente Organizacional pode auxiliar na reflexão sobre a aplicação da Terapia Comunitária Integrativa (TCI) neste contexto. Constituem aspectos teóricos-metodológicos a adoção de pesquisa-intervenção, na qual realizou-se uma Roda de Conversação utilizando a TCI com 49 funcionários da área industrial de uma Organização do ramo sucroalcooleiro, localizada no interior do Estado de São Paulo. Também foi realizada uma entrevista com o protagonista. Seguiu-se o modelo de Roda proposto por Adalberto Barreto com seis etapas: acolhimento, escolha do tema, contextualização, problematização, rituais de agregação e avaliação. O material coletado com base nas narrativas dos participantes durante a contextualização, problematização e entrevista foi analisado buscando-se classificar as perguntas segundo modelo de Karl Tomm: perguntas Lineares, Estratégicas, Circulares e Reflexivas. Foram adotados os pressupostos teóricos novo-paradigmáticos do Pensamento Sistêmico, da Prática Narrativa e Postura Colaborativa, bem como da visão de Foucault a respeito do poder e conhecimento. Como resultados observou-se que perguntas Lineares foram feitas para se obter informações factuais ou com objetivo confirmatório após a realização de Editorial. Perguntas Estratégicas permitiram: apresentar um cenário mais amplo; reforçar a percepção do participante, propor reorientação de pensamento. As perguntas Circulares possibilitaram obter mais informações e explorar os assuntos apresentados, bem como ampliar a percepção do participante para novos espaços do sentir, agir e perceber; e, ainda, para entendimento de como eventos se conectam. Perguntas Reflexivas permitiram que ocorresse uma perturbação em processo circular preexistente; fosse apresentada a expressão de crenças e valores pessoais e do grupo; o protagonista se sentisse encorajado a se confrontar com uma questão e buscar recursos próprios, bem como vivenciar uma determinada situação no campo do sentir. Apesar de ficar evidente a importância do papel das perguntas em Rodas de Conversação, sendo o tipo de pergunta definido após a resposta, pode-se afirmar que, em contexto Organizacional, o Panóptico está claramente presente. Sua força articuladora entre o poder e o cotidiano de um grupo poderia impedir, pela coação, que não ocorresse um processo de subjetivação normalizado. É por meio do poder e de práticas de liberdade, que ocorre a produção de subjetividades e neste estudo, isto foi observado

Syftet med studien är att utforska den narrativa arbetsmetoden Livets träd som karriärvägledningsinstrument och i vilka sammanhang metoden är som mest användbar inom vägledning. I undersökningen har vi använt en kvalitativ ansats med fyra enskilda intervjuer som datainsamlingsverktyg. Respondenter delar gemensamma drag angående det grundläggande syftet och utvärdering av metoden Livets träd. De menar att metoden bidrar till att stärka individers tro på sin egen förmåga. Genom bättre självkännedom får individen även en meningsfullhet i tillvaron och större möjligheter till att utforska sig själv och sina drömmar. Metoden i sig beskrivs som både filosofisk och kreativ, vilket gör att metoden inte passar alla, både vad som gäller deltagare och personal. För att arbetet i metoden ska ge bästa utdelning krävs det att man arbetat upp en trygghet inom gruppen. Det handlar om att både delge av sina egna tankar likväl som att få respons av de andra deltagarna. Metoden anses ha störst utvecklingsmöjligheter i arbetet med barn, vilket även är metodens ursprungliga målgrupp. Metoden passar även unga vuxna utan sysselsättning, ungdomar som lever i svåra familjeförhållanden, ensamkommande flyktingbarn, nyanlända invandrare, ungdomar som på grund av olika anledningar misslyckats att nå fullkomliga betyg på grundskola eller gymnasiet som tänkbara målgrupper och sammanhang för metoden. / The purpose of this study is to explore the application of the narrative method The Tree of Life as a career guidance instrument and to investigate the career counselling contexts in which the method could be most usable. As research strategy, we have chosen to perform a case study without intervention with four individual interviews as data collection method. The results show that the interviewees share common features regarding the fundamental purpose and the evaluation of the method The Tree of Life. They argue that the method helps to strengthen individuals’ belief in their own abilities. Through better self-knowledge individuals may perceive their life as more meaningful and they may get more opportunities to explore themselves and their dreams. The method itself is described as both philosophical and creative, which means that it cannot be applied automatically by all the counsellors and within every kind of target groups. The study shows that the method’s potential is better exploited when the counsellor succeeds in creating the appropriate sense of safeness within the group so that the participants can fully share the stories of their lives and get feedback from the others. According to the collected data, the method is considered to have its greatest potential for development in the work with children, who on the other hand have been its peculiar target group, since the method was developed in 2005. Nevertheless, the interviewees could see the method as applicable also within other target groups. They have referred in particular to young people who are neither in education nor in employment, to young people who live in a difficult family background, to unaccompanied refugee children, to newly arrived immigrants, and to youth who for various reasons are not able to fulfil their course of education.

This thesis bridges narrative theory and the practice of developing narrative exhibitions in museums. It aims to show how an understanding of narrative theory provides a dynamic context for evaluating ongoing exhibition practices and adapting them to changing attitudes and aspirations. For practitioners within the museum sector it introduces a rich body of previously under-utilised scholarship along with a method of interfacing it with museum practice. The idea of deriving ideas for museums from other sectors is not new. Museums increasingly embraced narrative in the 1980s after seeing its value in attracting audiences to film, theatre and theme-parks. Then it was assumed that what was relevant in one sector would be equally relevant in another. However, the interim upsurge of Media Studies suggests that rigorous examination of how each medium operates is necessary in order to identify similar constraints and affordances before scholarship from one area of practice can be appropriately applied in another sector. In opening a path for museum practitioners to gain insight from narrative practitioners in other sectors, the thesis intends also to open the way for knowledge to flow from the discipline of museum studies out into other areas of narrative practice, where cross-disciplinary approaches have already gained ground. At the outset, a context is established through a review of narrative literature. Two different approaches are used. Firstly a broad review of different ways to approach narrative is carried out and a typology of narrative is developed. Secondly commonalities are identified between narrative in exhibitions and narrative practice in other media. Exhibition practices are then described in detail, focusing on experience at the Museum of New Zealand Te Papa Tongarewa, where research was enriched by in-depth interviews with exhibition development staff. Te Papa’s development of narrative exhibitions is traced, and two case studies demonstrate how their model is put into practice to achieve narrative delivery within the museum galleries. For museum professionals and narrative practitioners in other fields, this thesis provides an opportunity to examine processes of narrative delivery against a backdrop of theory. It makes a useful link between the museum sector and other areas of narrative practice.

This research project is a narrative study on the use of chess as a therapeutic medium in a substance abuse rehabilitation centre. Stabilis Treatment Centre served as the rehabilitation centre where the data was collected and the therapeutic sessions conducted. In this research report I introduced Stabilis Treatment Centre by exploring and providing an overview of their existing programmes. I have stated the research problem and the subsequent research question and goals. A literature review is included where information with regards to drug abuse, exercise psychology and the use of chess in various contexts is provided. The research methodology is examined and narrative practice is introduced and explored. The three participants in this research project are introduced and their experiences of playing chess are explored and extended to their experiences of life and relevant situations. This process is documented in letter format where I as researcher wrote letters to each participant reflecting on their experiences of using chess to narrate their personal narratives. This research project concludes where I summarize the results of this study as well as providing recommendations for future studies. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2008. / Psychology / unrestricted

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