The Roles of Metaphor and Imagination in Child Trauma Treatment

Haen, Craig

doi:10.1080/15289168.2020.1717171

Cited by 8 publications

(2 citation statements)

References 32 publications

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“…The use of narrative metaphors has been a provocative tool for practitioners to elicit nuance in the struggles of their clients. Contributions of the tool have included the ability to identify the temporal sequence of major life events that anticipate mental health problems, as well as the emotive themes that cohere these events to inform subjective trauma (Denham, 2008; Haen, 2020; Seligman & Kirmayer, 2008). Recent scholarship has gone further to use narratives to help practitioners themselves process traumatic experiences of client deaths and construct them as part of their sense of professional identity (Hung et al, 2022).…”

Section: Narrative Metaphors As a Qualitative Analytical Toolmentioning

confidence: 99%

Narrative Metaphors as a Qualitative Analytical Tool: Networked Webs of Oppression and Pedagogical Care for People of Colour in Academia

2022

International Journal of Qualitative Methods

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Reflecting on an (auto)ethnographic study from the standpoint of a person of colour, this article uses the narrative myth of Gaia to analyze and structure the recollection of over 5 years of teaching people of colour at a large Canadian university and distill from them the character of pedagogical care. This article demonstrates how narrative metaphors offered the qualitative researcher an analytical tool to examine the networked webs of oppression conjoining personal lived experiences and experiences of students as a rich source of data for people of colour, excavating the nuanced socioemotional modalities that complicate marginalized instructors’ ability to provide pedagogical care for fellow marginalized students and the emotional labour required to resolve these tensions.

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Section: Narrative Metaphors As a Qualitative Analytical Toolmentioning

confidence: 99%

Narrative Metaphors as a Qualitative Analytical Tool: Networked Webs of Oppression and Pedagogical Care for People of Colour in Academia

2022

International Journal of Qualitative Methods

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“…From a developmental perspective, the ability to employ fantasy content by children reflects an adaptive capability, an essential component of play (Russ & Fehr, 2013). However, trauma is suggested to disrupt these metaphoric and pretend-play capabilities (Haen, 2020;Terr, 2008) by impeding the ability to differentiate real life from fantasy (Carrick et al, 2010). Thus, the distinction between reality and fantasy or imagination is blurred.…”

Section: Peritraumatic Dissociative Manifestationsmentioning

confidence: 99%

“And Then Cinderella Was Lying in My Bed”: Dissociation Displays in Forensic Interviews With Children Following Intrafamilial Child Sexual Abuse

Tsur

Katz

2021

J Interpers Violence

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Child sexual abuse (CSA) has been implicated in dissociative peritraumatic and post-traumatic symptoms and disorders. Although explicitly relevant to the legal process following alleged CSA, very little is known about dissociative manifestations in the context of forensic interviews with children following abuse. The current study was designed to uncoverperi- and post-traumatic dissociation of abused children as revealed in forensic interviews. The study examines the display of dissociation in 42 forensic interviews with children (29 girls, aged 4-14) following intra familial child sexual abuse (IFCSA). Thematic analysis was used to identify key expressions of dissociation in all of the forensic interviews. The analyses identified depersonalization and derealization in the children’s description of the abuse. This was manifested both in an inability to feel things that happened during the incidents or imagination and fantasies that were reported as part of the abusive incidents. The children’s interviews also revealed the potential manifestations of dissociative amnesia, which was evident in the children’s attempts to communicate their retrieval difficulties to the forensic interviewers. Finally, it was identified that the forensic interviews were a platform in which dissociative post-traumatic reactions were activated and often displayed in sensory flashbacks. The current findings uncover the importance of acknowledging trauma and dissociation in the context of forensic interviews with abused children and the urgent need to implement unique responses to trauma within practical guidelines.

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Mindfulness as an Intervention for Self-Regulation and School Reintegration in a Trauma-Informed Primary School Post COVID-19 Lockdown

Diamond

2024

Mindfulness

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Objectives The unprecedented global pandemic and enforced isolation have increased emotional, cognitive, and social dysregulation in children, exacerbated by an educational environment dominated by a recovery agenda focusing on academic outcomes and regular testing, which continues. The use of a creative, agentic mindfulness activity was employed to support school reintegration, self-regulation, positive relationships, and a reduction in exclusions. Method A case study of a Year 4 group of children over a 6-month period in a trauma-informed primary school explored a mindfulness and guided visualisation intervention in the form of a book entitled “My Magical Garden”. Semi-structured interviews with the Head of Pastoral and Wellbeing and the classroom teacher, along with a participative Zoom session with the children, and their poems and stories, were conducted and analysed using reflexive thematic analysis via a constructivist epistemology and experiential orientation to data interpretation. Results The intervention led to reductions in children’s stress and anxiety levels and decreases in emotional and cognitive dysregulation. The intervention also resulted in an increase in positive relationships and school reintegration, and increased attention on cognitive tasks. The class also experienced zero exclusions over this period. Conclusions Mindfulness meditation and guided visualisation techniques that are creative, and intrinsically motivated, support cognitive and emotional regulation and support social and school success. In view of the ongoing impact of the pandemic and lack of support for social and emotional wellbeing, particularly for children facing adversity, mindfulness meditation programmes in schools should be available to all children. Preregistration This study is not preregistered.

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The Roles of Metaphor and Imagination in Child Trauma Treatment

Cited by 8 publications

References 32 publications

Narrative Metaphors as a Qualitative Analytical Tool: Networked Webs of Oppression and Pedagogical Care for People of Colour in Academia

Narrative Metaphors as a Qualitative Analytical Tool: Networked Webs of Oppression and Pedagogical Care for People of Colour in Academia

“And Then Cinderella Was Lying in My Bed”: Dissociation Displays in Forensic Interviews With Children Following Intrafamilial Child Sexual Abuse

Mindfulness as an Intervention for Self-Regulation and School Reintegration in a Trauma-Informed Primary School Post COVID-19 Lockdown

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