Title: Story dramaturgy and personal conflict : JAKOB A tool for narrative understanding and psychotherapeutic practice
Authors : Boothe, Brigitte
von Wyl, Agnes
Published in : The handbook of narrative and psychotherapy : practice, theory, and research
Pages : 283
Pages to: 296
Editors of the parent work: Angus, Lynne E.
McLeod, John
Publisher / Ed. Institution : SAGE
Publisher / Ed. Institution: Thousand Oaks
Issue Date: 2004
License (according to publishing contract) : Licence according to publishing contract
Type of review: Not specified
Language : English
Subjects : Counseling and Psychotherapy; Narrative analysis; Health; Psychology; Education
Subject (DDC) : 158: Applied psychology
401.4: Lexicology and terminology
616.89: Mental disorders, clinical psychology and psychiatry
Abstract: Storytelling is one of the important elements of primary socialization. Parents shape the individuality of their children, beginning in the first year of a child's life, by telling and sharing stories. Narrative communication, primarily initiated by the parental interaction partner, develops in the course of children's early lives to a broad and rich spectrum of cotelling and then to children's adopting initiative storytelling (Fivush, Gray, & Fromhoff, 1987; Nelson, 1993; Papousek, 1995; Welch-Ross, 1995). Listener and narrator are empathic partners in a narrative alliance; narrative communication is basic for the emergence of personal acceptance in the parent-child relationship. Narrative communication is important, also, for the emergence of confidence in the surrounding world because parental narrators are ambassadors and mediators of life and world, in the bad and the good sense; the belief in a good-enough environment (Hartmann, 1939, 1950) is mediated by parental narratives on people, creatures, and things as good or bad, inviting or dangerous, aversive or attractive. A child's secure attachment to a sensible and attentive mother figure (Bowlby, 1969) is always partly the product of a narrative mother-child union that enables and internalizes models of shared experiences, so that the child feels encouraged to explore, to ask for help, and to engage in narrative encounters on troubles, joys, misfortunes, and successes. The emerging self and the self-concept are fruits of narrative interaction (Eder, 1990; Lewis & Brooks-Gunn, 1979; Miller, Potts, Fung, Hoogstra, & Mintz, 1990), and the child's sense of self-continuity, autobiographical remembering, self-presentation, and self-knowledge have some of their roots in a narrative context (Neisser, 1998).
Departement: Angewandte Psychologie
Organisational Unit: Psychological Institute (PI)
Publication type: Book Part
DOI : 10.4135/9781412973496.d21
ISBN: 0-7619-2684-4
URI: https://digitalcollection.zhaw.ch/handle/11475/4005
Appears in Collections:Publikationen Angewandte Psychologie

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