Recapturing the past Alternative Methods of Life Story Work in Adoption and Fostering

Abstract

Life story work has long been established as a highly effective means of helping children separated from their birth families to come to terms with a history of abandonment, rejection and loss. However, the traditional method of using photos, drawings, writings and memorabilia from the child's past to create a life story book may not always be possible or appropriate. Juliet Harper presents four case studies in which, for various reasons, it was necessary to pursue alternative methods of life story work, for instance through play and the exploration of dreams. She underlines the importance of truthfulness, sensitivity and flexibility on the part of the therapist, and the need to constantly watch out for clues from the child. In following their lead, she asserts, the most constructive path towards rebuilding their sense of self will be found.

Developing social work students' communication skills with children and young people: a model for the qualifying level curriculum

“…We have demonstrated how the tripartite framework of knowing‐being‐doing does not indicate isolated domains but progressive and dialectical pathways. Effective listening, for example, requires not just honed micro‐skills but a commitment to child‐centred and inclusive practice, underpinning knowledge about how mirroring, empathy and attunement create engagement and promote a ‘holding’ and containing environment within which children feel safe to communicate their thoughts and feelings freely (Harper 1996; Winnicott 1996; Applegate 1997), and the developed capability to create such an environment.…”

“…However, it also means being child‐led and this is where communication can be seen to be mediated through the social work role, task and context. It is reported to be essential to go at the child's pace wherever possible, rather than the worker being dominated by their own agenda (Harper 1996; Ruch 1998; Francis 2002). This requires time, patience, space and resources on the part of the social worker and is a challenge when the social work role is to complete formal procedures such as assessments or other bureaucratic priorities where the variety and individuality of children and their situations is less easily able to be taken into account.…”

“…Generally, though, such technical skills are discussed within the context of their use in particular roles, such as therapeutic work (Ruch 1998), life story work (Harper 1996), and the children's guardian role (Ruegger 2001) and with the complexities that these entail. First, it is noted that students need to become aware that ‘listening’ is a contested concept.…”

‘Thanks for the memory’: memory books as a methodological resource in biographical research

“…We knew of the potential of using alternative strategies to disrupt a purely narrative presentation of self, such as the use of photographic albums in oral history and cultural studies (Seabrook, 1991;Walkerdine, 1991); and the use of photographs in autobiographical work with young people (Cohen, 1989;Towers, 1986). We were particularly interested in methods that had been employed in child therapy in which young people were encouraged to compile memory boxes in order to create a resource for the maintenance of a coherent sense of self in the face of parental bereavement, adoption and fostering (Barnardos, 1992;Harper, 1996;Jones, 1985). We hoped that young people would bring to their memory books material they saw as relevant to their current and future identities, and records of their experiences in whatever form they saw as appropriate.…”

‘Remember when…’: exploring the experiences of looked after children and their carers in engaging in collaborative reminiscence

“…Evidence suggests that there is little consistency, even within UK local authorities, as to how life story work is carried out with looked after children and there are wide variations in terms of what it constitutes (Happer, McCreadie and Aldgate, 2006;Harper, 1996;Willis and Holland, 2009). Recent research highlights how there are still looked after children for whom few tangible memories from various placements are kept (Gallagher and Green, 2012;Willis and Holland, 2009).…”