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be a practice for developing resilience. In receptive bibliotherapy, a narrative
is processed in which interpersonal conflicts or life situations relevant to the
client are presented. But bibliotherapy can not only be receptive-reflective, it
can also be based on the active participation of the client through the practice
of creative writing. Ihus, in addition to therapeutic processes based on the
clients receptive-reflective attitude, the client can be involved actively in a
kind of art therapy, in written or oral textual production (Kottler, 2015).
Bibliotherapy as an art therapy practice can be an integral part of therapist
training. Bartos (1989) used it effectively in group therapy with alcoholics.
Narrative therapy is particularly indispensable for groups of clients with
addiction problems, or are grieving. In systematically structured complex
therapeutic processes, life story narratives emerge in which attachment
patterns can be explored. Relational nd transgenerational attachment patterns
and the clients coping strategies are revealed to the therapist by reconstructing
the story. In the dialogic process, clients discover, experience, validate and
reflect on their positive and negative emotions. The therapist and participants
examine how the client has responded to critical events in his or her life and
what of these scenarios have been retained in hisher present relationships.
With the help of the therapist, the client explores hypothetical new scenarios.
During the storytelling, the client may both experience support while also
formulating future perspectives and strategies for action (Dallos & Vetere,
2009).
Not all autobiographical narratives have a coherent narrative structure, as
clients may not be able to effectively verbalize their life events and feelings. The
narratives of newly traumatized clients are often fragmented and incoherent,
but the clients use of language can also provide a point of reference in therapy.
The therapist can observe the extent to which clients distances themselves
from the events by conveying their own narratives. Clients might also share the
narratives of others, using the third-person perspective during the storytelling.
The use of present and past tense can also reveal what stage the client is in
terms of the coping process (Kottler, 2015).
This is also the case for preschool-age children. Jakab (2018) explored early
childhood attachment among preschool children using Dallos 13 stories
revolving around everyday problems. These stories featured the attachment
person and a child, and the child had to continue the story once it started.
The children used the characters to share the stories of their interactions
with their parents at home.
Children who have been victims of domestic violence or abuse can
reconstruct their interactions in dramatized role-play games. This allows
them to gain more control over the events during the therapy process. In
a safe, therapeutic environment, the therapist is also involved in shaping
the narrative and using symbolic story devices to help reframe the child’s
life situation. The child can thus, together with the therapist, make sense of
anxiety and provoking events in the safe space of play while at the same time