Narrative Intervention

Abstract

This article describes a group narrative intervention for improving the behavior of 8- to 11-year-old children with attention-deficit/hyperactivity disorder at home and school.

The effectiveness of the narrative therapy on the fear of negative/positive evaluation and social phobia symptoms in socially anxious female students

“…According to Ghavami et al [21] study, the mean scores of social phobia for the experimental and control groups were 65.73 and 104.40, respectively, and that difference was significant in the posttest level: P < 0.01. These findings were in line with Kamali and Yoosefi Looyeh [20] and Rahmani and Moheb [31] and Ghavami et al [21], Dadsetan et al [32]. Narrative therapy had an effective way to reduce anxiety in the experimental group after training has been reported in various studies [32,33].…”

“…Although a number of treatments such as exposure therapy, cognitive behavioral therapy, practical relaxation, stress control training seem to be effective, the most well-researched treatment among them is cognitive--behavioral therapy [18], despite the effectiveness of cognitive-behavioral therapies, some people do not show improvements or they drop out of the treatment [19]. Further studies are needed to improve different approaches for the treatment of social phobia [20]. Based on the fact that narrative therapy has an effect on the decrease of shyness, anxiety and depression [21], the present study examines the effectiveness of narrative therapy on the decrease of fear of evaluations and social phobia symptoms.…”

Coaching college students in the development of positive learning dispositions: A randomized control trial embedded mixed‐methods study

“…Subsequently, the students developed time awareness and concentration, learned to embrace emotions rather than strive for avoidance, and adopted a friendly, appreciative attitude toward themselves and others. The narrative approach proved to be effective in developing students' positive identities and coping strategies (Kamali & Yoosefi Looyeh, 2013), improving mood states, and changing their sense of self (Corsten, Schimpf, Konradi, Keilmann, & Hardering, 2015). The participants restructured their own learning stories and shared their personal experiences, which was a powerful process that facilitated selfreflection and self-discovery, elicited their intrinsic motivation and hope for future learning, and established empathetic understanding and positive learning relationships with peers.…”