A Cognitive-Developmental Account of Storytelling in Child Psychotherapy

Russell, Robert L.; Broek, Paul van den

doi:10.1007/978-1-4899-3635-6_2

Cited by 21 publications

(13 citation statements)

References 46 publications

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“…Such findings support the use of the story as a structure to improve children's social reasoning (e.g., Gardner, 1971;Gray, 1998;Russell & van den Broek, 1988).…”

Section: Subcategoriessupporting

confidence: 70%

The development and validation of the group leader intervention system.

Nuijens

Teglasi

Simcox

et al. 2006

Group Dynamics: Theory, Research, and Practice

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The purpose of the study was to develop and validate an instrument for examining therapist interventions during group counseling sessions with children. The Group Leader Intervention System (GLIS), designed to code group leader verbalizations, was developed through a content analysis of session transcripts from a group intervention for children that uses stories and peer group processes to increase social problem solving. The system includes six global group process variables previously introduced in the literature (structure, group cohesion, modeling, information, exploration, and feedback) and introduces 9 subscales that examine various aspects of the global categories that have not been systematically studied. Reliability across three raters was established for the global categories and for 9 of the 11 subscales initially considered. This new instrument distinguishes between groups on the basis of quality of group member cognitive responsiveness (high or low) and phase of treatment (early, middle, or late).

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“…Such findings support the use of the story as a structure to improve children's social reasoning (e.g., Gardner, 1971;Gray, 1998;Russell & van den Broek, 1988).…”

Section: Subcategoriessupporting

confidence: 70%

The development and validation of the group leader intervention system.

Nuijens

Teglasi

Simcox

et al. 2006

Group Dynamics: Theory, Research, and Practice

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“…For example, narratologists and folklorists tell us there are a delimited number of story plots available to speakers, but nowhere in the tests and questionnaires was extent of plot repertoires queried (Russell and Bryant 2003;Russell and van den Broek 1988;Russell and Wandrei 1996). Similarly, items probing joint attention were conspicuously lacking.…”

Section: Discussionmentioning

confidence: 98%

Assessing Child and Adolescent Pragmatic Language Competencies: Toward Evidence-Based Assessments

Russell

Grizzle

2008

Clin Child Fam Psychol Rev

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Using language appropriately and effectively in social contexts requires pragmatic language competencies (PLCs). Increasingly, deficits in PLCs are linked to child and adolescent disorders, including autism spectrum, externalizing, and internalizing disorders. As the role of PLCs expands in diagnosis and treatment of developmental psychopathology, psychologists and educators will need to appraise and select clinical and research PLC instruments for use in assessments and/or studies. To assist in this appraisal, 24 PLC instruments, containing 1,082 items, are assessed by addressing four questions: (1) Can PLC domains targeted by assessment items be reliably identified?, (2) What are the core PLC domains that emerge across the 24 instruments?, (3) Do PLC questionnaires and tests assess similar PLC domains?, and (4) Do the instruments achieve content, structural, diagnostic, and ecological validity? Results indicate that test and questionnaire items can be reliably categorized into PLC domains, that PLC domains featured in questionnaires and tests significantly differ, and that PLC instruments need empirical confirmation of their dimensional structure, content validity across all developmental age bands, and ecological validity. Progress in building a better evidence base for PLC assessments should be a priority in future research.

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“…supported by anthropological, cognitive, developmental, and linguistic studies (see Bruner, 1986;Mandler& Goodman, 1977;Polkinghorne, 1988;Russell & van den Broek, 1988). In this integrated view, people organize, comprehend, store, and relate important experiences in their lives through schematic representations that take narrative form.…”

Section: University Of Minnesotamentioning

confidence: 99%

Changing narrative schemas in psychotherapy.

Russell¹,

Broek²

1992

Psychotherapy: Theory, Research, Practice, Training

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A model of narrative structure is introduced in order to describe clinically relevant changes in client's representations of life experience. The theory specifies key aspects of these representations in narrative terms, and as important targets for therapist interventions. Each target is illustrated with clinical examples germane to both dynamic and cognitive theories of psychotherapy.There is a growing interest among clinical psychologists in how individuals represent their experience. The role of narrative in the representation of an individual's life is argued to be central in psychodynamic treatments (e.g., Luborsky, Crits-Christoph & Mellon, 1986;Schafer, 1980Schafer, , 1981Spence, 1982), and to therapeutic change processes in client/therapist discourse (Russell, 1987<2, 1987£, 1991. Similarly, the role of schemas in psychotherapy has been advanced by cognitive therapists. Here, the focus has been on specific contents of schematic representation that have therapeutic relevance, namely, the representation of the self, the interpersonal world, and the emotions (e.g., Beck, 1987;Guidano & Liotti, 1983;Landau & Goldfried, 1981). The dynamic and cognitive therapy literatures focus on the contents and/or functions (e.g., filtering irrelevant information, biasing cognitive judgments) of narratives or schemas (e.g., Brandell, 1986). The relationship between narrative and schema is seldom recognized or addressed.In this article, we link the constructs of narrative and schema by proposing that narrative is a fundamental form of schematic representation, a view

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A Cognitive-Developmental Account of Storytelling in Child Psychotherapy

Cited by 21 publications

References 46 publications

The development and validation of the group leader intervention system.

The development and validation of the group leader intervention system.

Assessing Child and Adolescent Pragmatic Language Competencies: Toward Evidence-Based Assessments

Changing narrative schemas in psychotherapy.

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