Narrative Counseling in Schools: Powerful &amp; Brief

Winslade, John; Monk, Gerald

doi:10.4135/9781483329321

Cited by 49 publications

(62 citation statements)

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“…The principles of this work draw closely from narrative family therapy (Epston & White, 1992;Freedman & Combs, 1996;Monk & Winslade, 2013;Monk, Winslade, Crocket, & Epston, 1997;Payne, 1999;White, 1995White, , 2007White, , 2010White & Epston, 1990;Winslade & Monk, 2007). Narrative practice is built on the idea that the most useful knowledge that can be drawn upon to address any problem is found in the local, indigenous knowledge, or folk knowledge (White, 2001) of those directly involved.…”

Section: Principles Of the Undercover Team Approach -mentioning

confidence: 99%

The Effectiveness of “Undercover Anti-Bullying Teams” as Reported by Participants

Winslade

Williams²,

Barba

et al. 2015

Interpersona

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An analysis of archival data retrieved from a school counselor's careful recording of student responses during the conducting of 35 "undercover anti-bullying teams" reveals a highly positive qualitative account of the success of these teams. A targeted, non-punitive, restorative process calls forth peer influence to transform the bullying relation in a short time-frame. The bullies are involved in the transformation and the victim is never required to confront the bullies. Student responses show that participants value the chance to help a peer, take up the responsibility of stopping bullying responsibly, and victims are happy with the results. This paper reports on the analysis of archival data collected in one high school in Auckland, New Zealand, on the use of undercover anti-bullying teams to combat bullying relationships. The data is qualitative in nature and is gleaned from records kept in the process of administering the process of setting up and monitoring the work of 35 teams over the course of five years (2006)(2007)(2008)(2009)(2010)(2011). The value of this data is that it provides a glimpse into the effectiveness of the process through the eyes of participants in the process, including victims, bullies and bystanders.An undercover anti-bullying team (Williams, 2010;Williams & Winslade, 2007;Winslade & Williams, 2012) is a unique approach to bullying. It embodies a non-punitive relational approach to the problem of bullying. It invites those who are bullying "to develop positive relationships with the victim and other students and thereby rewrite the bullying story" (Williams, 2010, p. 1). The focus is on transforming the relationship between the bully and the victim rather than on identifying the bully as a problem person and either pathologizing or punishing him or her. Approaches to BullyingEver since Dan Olweus (1978) popularized the concern over bullying, there has developed an accumulation of methods for reducing bullying behavior in schools. Some approaches have been educational in focus (for example,

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Section: Principles Of the Undercover Team Approach -mentioning

confidence: 99%

The Effectiveness of “Undercover Anti-Bullying Teams” as Reported by Participants

Winslade

Williams²,

Barba

et al. 2015

Interpersona

Self Cite

View full text Add to dashboard Cite

show abstract

“…Seeking to help clients make new meaning from existing stories, the counselor works from a position of not knowing so that the client, rather than the counselor, provides the meaningful explanations (Winslade & monk, 1999). Furthermore, the counselor seeks to facilitate a power-sharing dialogue (Winslade & monk, 1999) and to work from a position of coauthoring or shared authority (Winslade, crocket, & monk, 1997).…”

Section: An Overview Of Narrative Theorymentioning

confidence: 99%

“…Furthermore, the counselor seeks to facilitate a power-sharing dialogue (Winslade & monk, 1999) and to work from a position of coauthoring or shared authority (Winslade, crocket, & monk, 1997). Questions are used to generate a new client experience (monk, 1997) of the presenting issue as a vehicle toward reauthoring.…”

Section: An Overview Of Narrative Theorymentioning

confidence: 99%

Rethinking Client Resistance: A Narrative Approach to Integrating Resistance Into the Relationship‐Building Stage of Counseling

Gold

2008

The Journal of Humanistic Counseling, Education and Development

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“…I and others contend that the knowledge o f parents is of equal value to the knowledge of medical professionals. Moreover, I endorse the constructivist contention that experiences should be viewed within a social context (e.g., social norms, institutions) to fully understand the situation (White & Epston, 1990;Winslade & Monk, 2007). Examining context was particularly important in terms of parenting children with suspected FASD since the availability o f supports and services had the potential to impact parents' experiences.…”

Section: Conceptual Lensmentioning

confidence: 99%

“…Finally, I sought to honour the experience (i.e., story) o f parenting children with FASD (i.e., parents' experiences o f suspected FASD). The belief that situations can be interpreted/constructed from multiple perspectives or stories is at the heart of a constructivist perspective (Madigan, 2011;White & Epston, 1990;Winslade & Monk, 2007). Using the lens of postmodernism and constructivism allowed me to approach congruent presence of three specific facial abnormalities at any age, impairment in three or more central nervous system areas, and confirmed (or unconfirmed) maternal alcohol exposure.…”

Section: Conceptual Lensmentioning

confidence: 99%

Daily experiences of parenting a child with suspected FASD and the applicability of a psycho-educational group.

Bennett¹

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Narrative Counseling in Schools: Powerful & Brief

Cited by 49 publications

References 0 publications

The Effectiveness of “Undercover Anti-Bullying Teams” as Reported by Participants

The Effectiveness of “Undercover Anti-Bullying Teams” as Reported by Participants

Rethinking Client Resistance: A Narrative Approach to Integrating Resistance Into the Relationship‐Building Stage of Counseling

Daily experiences of parenting a child with suspected FASD and the applicability of a psycho-educational group.

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