parallels the problem rather than having primary focus on the outcome. One of the few exceptions,
apart from this book and Burns (2001), is Lankton and Lankton’s Tales of Enchantment(1989) that con-
tains goal-oriented stories for both adults and children. An outcome-oriented approach allows chil-
dren the experience of knowing someone has heard and understood their problem and has the vision
to see where they want to go and how they want to feel. As such it has the advantages of providing
hope, direction, and practical steps.
Make an Outcome-Oriented Assumption
I acknowledge having a bias in my assumptions about therapy. If parents bring in a child and say,
“Johnny is displaying conduct problems,” it is my assumption they are saying, “Show him ways of
behaving more appropriately.” If parents bring a teenager in and say, “Mary is anorexic,” it is my as-
sumption they are saying, “Teach her ways of eating better, or feeling better about herself.” This is
built on the understanding that the client wants to know more about attainment of the outcome than
about having a more intimate knowledge of the problem. Holding such an assumption helps prevent
the therapist from getting caught in the child’s or parents’ stories of an unfaltering problem and al-
lows for an clearer perception of how to reach a solution.
Examine the Expressed Goal
If a parent says, “I want to know why he or she is behaving this way,” examine that expressed goal. Does
the person want an analytical interpretation of the problem (and sometimes an explanation, especially
one that dispels parental guilt, may be reassuring) or some practical approaches to resolving the issue?
Shift from Negative to Positive
If a child says, “I don’twant to be frightened any more,” or “I am sick of being bullied all the time,”
shift your inquiries—and the child’s focus—into the positive with questions like, “Then how doyou
want to feel?” or “What will be different when you are handling the bullying better?”
Anticipate the Outcome
When the therapist believes in the child’s ability to reach the outcome, the child is more likely to do
so, too. Your positive expectations will have a positive effect on the child’s therapeutic success.
- PLAN YOUR METAPHORS
What Is the Outcome?
Just as it is said that every story has a beginning, a middle, and end, so we can say that every metaphor
has a Problem, Resources, and an Outcome. Similarly, as the writers of many stories begin by think-
ing of the end, so metaphors are more easily planned from the Outcome. Let me offer as an example
258 Creating Your Own Healing Stories for Kids