Oldal 173 [173]
OCR
172] Digital Media and Storytelling in Higher Education 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
