It may take some prompting or guidance along the way to help move the child from the prob-
lem toward the outcome, but ways to assist with this are elaborated further in Chapter 16. It is im-
portant when casting a child in a role that he or she becomes the problem solver or character who
reaches the desired outcome. Sometimes it may be helpful for the child to assume (as in the current
example) the role of the annoying or bullying person to perhaps understand that person’s perspective
a bit better. However, it is better to complete the story with movement toward, or attainment of, the
desired outcome rather than just an understanding of the other perspective.
A second use of drama is to recommend that parents take children to live theater productions of
plays that may be relevant to the therapeutic outcome, such as The Wizard of Oz or The Lion King.
This means the therapist needs to be aware of what is happening in his or her community at the time
and to recommend those productions that may be beneficial or therapeutic. Such stories can then be
discussed at subsequent therapy sessions in much the same way that a storybook might be discussed.
VIDEOS OR DVDS AS A SOURCE OF
HEALING STORIES: VIDEOTHERAPYRent a Kids’ Video
If, as a parent or a therapist making a therapeutic recommendation to a family, you suggest a family
pizza-and-video/DVD night, how many children are likely to turn it down? Hesley and Hesley
(2001) have written a very pragmatic book about using video movies in adult therapy to allow clients
to identify with problems similar to their own and to build strategies for working their way through
that situation. Clients are requested to rent relevant videos and then talk about the topic in their next
therapy session.
A close relationship exists between VideoWork and a clinical use of therapeutically constructed
metaphors. Both involve surprise that disrupts habitual responses, both use rich images that re-
quire a client to supply personal content in order to construct meanings that are relevant, and
both involve implied directives for change. (p. 9)
These authors say there is a difference between watching videos for entertainment and viewing
them therapeutically. To ensure the latter, the therapist needs to help prepare the client for watching
TOOLS & TECHNIQUESTools and Techniques 33
EXERCISE 3.2
■ Plan to act out a story, perhaps in collaboration with a child.
■ Find the outcome or point at which the story will end.
■ Explore the journey or steps the character needs to reach that outcome.
■ Find the crisis or challenge where your story will begin.
■ Seek out the character or characters that are most likely to communicate the story’s
message.