ERIC Number: EJ972645
Record Type: Journal
Publication Date: 2012
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-7363
EISSN: N/A
Available Date: N/A
Narrative Therapy with an Adolescent Who Self-Cuts: A Case Example
Hannen, Elaine; Woods, Kevin
Educational Psychology in Practice, v28 n2 p187-214 2012
The National Institute for Clinical Excellence identifies educational psychologists as appropriate specialists to deliver interventions to promote the emotional well-being of children and families. A role for practitioner educational psychologists in providing specific therapeutic interventions has also been proposed by commentators. The present study reports an evaluative case study of a narrative therapy intervention with a young person who self-harms. The analysis of data suggests that the narrative therapy intervention was effectively implemented and resulted in attributable gains in emotional well-being, resilience and behaviour for the young person. The authors discuss the role of the educational psychologist in delivering specific therapeutic interventions within a local authority context and school-based setting. Consideration is also made of the development of the evidence base for the effectiveness of narrative therapy intervention with young people who self-harm. (Contains 2 figures, 3 tables, and 2 notes.)
Descriptors: Evidence, Intervention, Educational Psychology, Psychologists, Child Welfare, Therapy, Case Studies, Data Analysis, Self Destructive Behavior, Well Being, Resilience (Psychology), Student Behavior, Identification, Counseling Effectiveness, Student Attitudes, Mental Health, Foreign Countries, Adolescents, Females, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
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Author Affiliations: N/A