The authors present a practical set of guidelines for school counselors interested in initiating and using narrative leagues after a small group experience ends. A case example demonstrates how a narrative league can help students to maintain new skills or behaviors.
Get full access to this article
View all access options for this article.
References
1.
BelcherH., & ShinitzkyH. (1998). Substance abuse in children.Archives of Pediatrics and Adolescent Medicine, 152, 952–960.
2.
BergR. C., LandrethG. L., & FallK. A. (2006). Group counseling: Concepts and procedures (4th ed.). New York:Routledge, Taylor & Francis Group.
3.
BrunerE. (1986). Actual minds/possible words.Cambridge, MA:Harvard University Press.
4.
FreedmanJ., & CombsG. (1996). Narrative therapy: The social construction of preferred realities.New York:W. W. Norton & Company.
5.
GergenK. (1991). The saturated self: Dilemmas of identity in contemporary life.New York:Basic Books.
6.
GilvarryE. (2000). Substance abuse in young people.Journal of Student Psychiatry, 41, 55–80.
7.
GoodnoughG., & LeeV. (2004). Group counseling in schools. In ErfordB. T. (Ed.), Professional school counseling: A handbook of theories, programs, and practice (pp. 173–182). Austin, TX:CAPS Press.
8.
KublinK. S., WetherbyA. M., CraisE. R., & PrizantB. M. (1989). Prelinguistic dynamic assessment: A transactional perspective. In WetherbyA. M., WarrenS. F., & ReichleJ. (Eds.), Transitions in prelinguistic communication (pp. 285–312). Baltimore:Paul H. Brookes.
9.
O'RourkeK., & WorzbytJ. (1996). Support groups for children.Philadelphia:Taylor & Francis.
10.
WhistonS., & SextonT. (1998). A review of school counselor outcome research: Implications for practice.Journal of Counseling and Development, 76, 412–426.
11.
WinsladeJ., & MonkG. (1999). Narrative counseling in schools: Powerful and brief.Thousand Oaks, CA:Corwin Press.
