Participant handbook for the

2020 Postgraduate CPD Training program in

Narrative Therapy and Community Work

A collaboration between University of Rwanda,

SOS Children’s Villages Rwanda and Dulwich Centre

Dear participant,

G’day and welcome to this 2020 Postgraduate CPD Training program in Narrative Therapy and Community Work.
Participants in other courses we have been involved in have been keen to know what was expected of them in
relation to the course they were enrolled in. Over time, we have had many conversations about this and have
found it helpful to write our ideas down on paper so that they can be referred to throughout the year. This is the
purpose of this handbook. It also contains a range of information about the course and the processes and
procedures we have developed.

We’ve been eagerly awaiting the commencement of this training program. We’re looking forward to learning
together!

Warm regards,
Serge Nyirinkwaya, Jill Freedman, Joseph Kalisa, Marc Leger, Beata Mukarusanga, Cheryl White,
Gene Combs, Marnie Sather, Hamilton Kennedy & David Denborough

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Contents

General information about the faculty and Dulwich Centre 3

1. The faculty
2. The courses we offer
Key aspects of the course 3
3. Overall structure
4. Reading
5. Written reflections on the reading
6. Sharing one longer reflection on Facebook / WhatsApp group
7. Timelines
Timeline summary 6
Formal bits and pieces 7
8. What enables successful completion of the course?
9. Feedback from participants to the faculty
10. Feedback from faculty to participants
11. If you have a complaint … our resolution process
12. Dulwich Centre Faculty email address
13. Dulwich Centre’s e-learning site
14. Written project

Reading list 13

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General information about the faculty and Dulwich Centre
1. The faculty
Our Training Faculty works as a collective. We all play our different roles and together we present this
course. The collective consists of:
Co-ordinators: Cheryl White & Serge Nyirinkwaya
Teachers/Tutors: Jill Freedman, Beata Mukarusanga, Marc Leger, Serge Nyirinkwaya, Marnie Sather,
Chaste Uwihoreye, Hamilton Kennedy, Gene Combs & David Denborough
Liaison: Joseph Kalisa & Serge Nyirinkwaya
It is relevant to note that, if you speak to one member of the collective about a matter related to the
course, you can expect that this will be shared with other members. We will meet together and discuss
how things are going. Emails sent to us may be shared. There is a shared confidentiality within the
faculty.

2. The courses we offer

The courses Dulwich Centre offers are skills-based courses in narrative approaches to therapy and
community work. In this way, they are quite specific.

Key aspects of the course

3. Overall structure
As you are already aware, this program will consist of:
 A five day intensive training in Jan-Feb
 Regular structured reading program – 6 collections of reading
 Regular structured writing program to relate readings back to one’s practice
 On-line e-learning site to remain in contact with faculty and participants throughout the year
 Attendance at 5 day Level Two Intensive in narrative therapy and community work 3-7 August
(and 13th International Narrative Therapy and Community Work Conference – 10-14th August)
 Writing a 5000 word project about how you have used narrative practice in your work over the
year. The aim of this project is to support practitioners to be able to use narrative practices in
their own context and in their own ways.

The structures of the course are designed to create a generative and supportive context for the
exploration of participants’ own ideas and work practices. Successful completion of the course will result
in the awarding of a certificate for the 2020 Postgraduate CPD Training Program in Narrative Therapy
and Community Work

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4. Reading
Much of the momentum of the course is created by regular reading and reflection. The reading list is a
key source of the ideas that the course aims to convey. For this reason, it is important that participants
keep up with the reading. Some topics have a considerable number of resources. It’s expected that
participants will read/watch at least 4 resources per topic.

5. Written reflections on the reading

Each participant is expected to submit a brief paper (approximately 500 words) on each collection of
reading. It will be possible to upload these directly to the online learning site. The aim of these short
papers is to try out the ideas from the readings in your practice and then write about how this went! It’s
great to share stories of your practice then the tutor can offer you additional practical ideas. Don’t just
tell us what is in the readings because we already know this!! We want to know how you have tried to
use the ideas in your work .
 Were there any aspects of the writings/videos that resonated with your own experiences or
learnings? If so, in what way?
 How have you tried to put the ideas in the readings into practice?
 What differences have these ideas made to your practice? Or what difference could they make?
 What questions and/or dilemmas did they raise?
 In what areas did they spark your curiosity?
We have found that this process greatly contributes to the learning experience and assists participants
in making links between the reading and their own practice. This process also enables us as a faculty to
stay in touch with people’s thoughts and explorations. Here are some helpful hints from graduates from
the practitioners in earlier courses in relation to these reflections:

We found it very helpful to develop a regular routine for these reflections. It was then about prioritising
this rhythm so that the writing got done. Some of us always did our reflections on Sunday morning after
breakfast, others after dinner on a particular evening of the week. One of us always took the readings to
the local coffee shop on Sunday morning and read them while her partner read the newspapers! We all
found it helpful to develop a routine and to stick to it. If you do get behind, we’d recommend that you
take some time off work and catch them all up!

These reflections do not have to be ‘academic’, nor do they have to be the best piece of writing you could
possibly do. It’s much more important to do the regular reading and complete the writing. This is a
particular form of writing which involves a different rhythm. Here are the steps we found helpful: (1) do
the reading (2) take notes (3) wait a couple of days and try out some of the ideas in practice (4) then sit
in front of the computer and write for about thirty minutes (5) a couple of days later then go back to
these writings to edit and finish the writing, again for about thirty minutes. Of course, you will develop
your own rhythm and process.

We also found it helpful to organise a ‘buddy’, a specific audience/witness, for whom you will do the
writing. The pieces can even be written in letter form to this person if that is helpful. We found it helpful
to ‘write from the point of passion’, start from whatever aspects of the reading meant the most to you
and then just write. The piece may end up going in a completely different direction and this is okay.
Importantly, you have to trust the people reading it – that they’ll respect your writing and ideas and that
if they think you need feedback they will then give this to you. These reflections are not assessed or
graded, they are a way to stay in touch with each other and to relate the readings to your own life and
practice.

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6. Sharing one longer reflection on Facebook / WhatsApp group
We also use the reading and reflections as a key way of maintaining a sense of connectedness between
participants. This is because each participant nominates one reading about which they would be happy
to write a longer reflection (1,000 words) and then posts this on the Private Facebook Group and/or on
WhatsApp group. Everyone will then be able to read how other participants engage with the ideas in the
particular reading. We have found this process works really well in maintaining a sense of
connectedness even when people are reading and writing in different countries!

This 1,000 word reflection will explore the same questions listed above but in greater detail. These
papers should also be uploaded to the e-learning site as you do with the 500 word reflections.
Participants can choose which topic they wish to write their 1,000 word piece about.

7. Timelines
We have put a lot of thought into the timelines for this course – the dates when participants will be
required to send in reflections. We try to balance flexibility for participants, with the need to maintain
connection between participants and to retain the integrity of the course. We have also taken seriously
the feedback we have regularly received from participants of previous courses that having firm timelines
actually assisted them in prioritising their study when otherwise other demands in their life may have
taken over. We have particularly received this feedback from women participants who have many family
responsibilities. We have heard that having firm timelines actually enables them to prioritise their study
and learning and to ensure that there is space in their lives to follow through on the course work that
they have committed themselves to. With all of this in mind we have developed the following structure:

Written reflections: These are due on the dates listed on the reading list. These dates are not flexible
because it is a key component of the course that participants complete the reading and then the
reflections at the same time as one another. As explained above, it is the regular reading and reflections
that maintain connectedness between participants and faculty when in different contexts and countries.
If you don’t send your reflection in on time you will not receive feedback on it, and this is real waste! If
you are concerned that you might not able to keep up with these timelines, we strongly recommend you
get one or two weeks ahead so that there is some latitude if something unexpected then comes up (for
instance the flu, the computer crashing, unexpected events in your family, sudden demands at work!).
We particularly recommend this because a couple of the due dates are on or close to public holidays! If
you do slip behind, it’s best to skip a topic and then continue to hand in the rest of the reflections at the
proper date. This way you will get feedback on all but one of your reflections! There are 6 reflections,
but you will still complete the course if you only hand in 5 of these. So there is scope to miss one
reflection at some time during the course!

Extensions: If there are extenuating circumstances as to why it is not possible for you to complete the
reflections by the due date, it is possible to apply in writing for an extension until the 30 October 2020. If
this extension of time is required, however, we cannot guarantee that faculty members will be able to
offer feedback on your writings. It will be possible, however, for participants to pay an additional
consultant’s fee and we will approach one of the course’s external consultants to read and give
feedback on your writings.

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Timeline summary:

Teaching Block 1 …………........................................................................................... 29-31 Jan & 4-5 Feb

Reflections:
1. Externalising conversations 21 February
2. Re-authoring conversations – strengthening a ‘second storyline’ 6 March
3. Documentation of alternative stories/ knowledges 20 March
4. Working with memory 3 April

Outline of project ideas submitted 24 April

5. Rituals, outsider witness practices, enabling contribution

and Community conversations 1 May
6. Responding to trauma/violence/abuse 22 May
7. Working with children/young people 12 June

Draft written project 5 July

8A. Mental health OR 17 July

8B. Drugs and Alcohol 17 July

Written project due 2 August

Teaching Block 2 ….……......................................................................................... 3-7 August

Conference 10-14 August

See also extra optional reading

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Formal bits and pieces
8. What enables successful completion of the course?
The following criteria are what need to be demonstrated in order to successfully complete this course:
 Attendance of at least 90% of training sessions.
 Successful and on-time completion of readings/ reflections
 Completion of a feedback form to offer us rigorous feedback on your experience of the training
program

If a participant is falling behind in relation to completing assessment tasks and course requirements, a
discussion will take place and a plan will be drawn up to try to ensure that they complete the course.
Considerable effort will be made to assist students in successfully completing the assessment tasks!

9. Feedback from participants to the faculty

In order to ensure that the courses run at Dulwich Centre are fulfilling participants’ expectations, it is
imperative that the faculty consistently seeks and receives feedback. This will occur in a range of
different ways:
 University of Rwanda/SOS/Dulwich Centre will seek participant feedback at times throughout
the year.
 Feedback about any aspect of the course can also be sent to us c/o [email protected]
at any time.
 Please also feel free to offer feedback to Joseph Kalisa and Serge Nyirinkwaya at any time
throughout the course and they will relay this to us.

10. Feedback from faculty to participants

The faculty will provide feedback to participants about their progress in the course in a range of ways,
including: Written feedback will be offered throughout the year on participants’ written reflections.

11. If you have a complaint … our resolution process

Dulwich Centre will ensure that participants have access to a fair and equitable process for dealing with
grievances. If a participant has concerns about any aspect of the program (including assessment results,
the feedback they have received, or a grievance about any other matter), we would like to hear about
this and will do all we can to respond. If you would like a copy of our formal resolution process, please
request one. It can be briefly summarised as:
 Speak directly with relevant teacher.
 If this does not lead to adequate resolution, speak with the course contact people, Joseph Kalisa
and Serge Nyirinkwaya.
 If this does not lead to adequate resolution, lodge a written appeal or grievance to the Dulwich
Centre Faculty ([email protected]).
 In the event that these internal processes do not resolve the issue, the faculty will approach
Dean Lobovits who acts as external consultants to Dulwich Centre training courses. Dean will
then liaise with the parties concerned and attempt to resolve the grievance.
Please note, we really want to ensure that, if anyone has a grievance, it gets sorted out and resolved. If
there are other ways that will assist in this process, we will be very open to considering them.

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12. Dulwich Centre Faculty email address
To contact any Dulwich Centre faculty member please use the address: [email protected]

13. Dulwich Centre’s e-learning site

The link to Dulwich Centre e-learning site is: https://dulwichcentre.com.au/courses/2020-rwanda-
narrative-therapy-and-community-work-training-program/ The Facebook group can be found at:
https://www.facebook.com/groups/220375102314520/

14. Written projects

We have found over previous years that asking participants to take on a major project, to hand in a
written piece of work about this project (approx 5,000 words, no more than 6,000 words), and
supporting them in the process of writing this, has been a very constructive exercise. In past years, these
written presentations have varied over a wide range of topics and we are open to you coming up with
your own ideas about this. We encourage everyone to choose a project/topic that they have lots of
energy for and would like to develop further thinking/skills around. Please contact Joseph Kalisa and
Serge Nyirinkwaya at any time throughout the year if you would like to correspond in relation to ideas or
dilemmas around writing your assignments.

The aim for the written project is that it be of a quality that can be submitted to a professional journal,
but it’s important to note that there is a great diversity of writing styles for different journals. We don’t
want the experience to be intimidating, but on the other hand we do wish to ‘stretch’ participants. We
have heard in the past that many people need a bit of challenge to take the next step in their careers,
which may be to publish their work.

Here are some more helpful hints about the written project from people who participated in our
interstate course:

We found it made a big difference if you could find a local audience to witness and encourage the
project. Often it worked best for those people who could base the project in their workplace because
then their colleagues could act as an audience. The other things we’d recommend include: keeping the
topic of the project simple, doing something you have passion for, running your ideas by faculty
members, and thinking about it all year (decide on something early!). We’d also recommend taking up
the opportunity to have faculty members read your drafts.

What needs to be demonstrated in the written projects

These guidelines are meant to assist people stay on track with the ideas they are developing for their
projects. They are not meant to be restrictive, however, and we're more than happy to speak with
people individually about the ideas they have and to find ways that the projects people are interested in
fit congruently with what we in the faculty require. The main theme that needs to be addressed in the
project is that of ‘double-story development - including the rich acknowledgement of the effects of the
problem AND a rich description of alternative/preferred stories’.

One of the key concepts of narrative practice involves ‘double-story development’ – ways in which
individuals, groups, communities can develop ways of articulating the effects of problems/obstacles in
their lives as well as being able to articulate their responses, special skills and knowledges, and
alternative story-lines associated with these. Often, it is important that this double-story development

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occurs simultaneously and continually. Within your project, it will be necessary to demonstrate how you
have made such double-story development possible in your work with individuals, groups and/or wider
communities.

It may be important to articulate how space was created to externalise ‘the problem’ and name the
dominant story, to trace its effects, etc., and how identifying unique outcomes or engaging with the
absent but implicit led to the first traces of an alternative story.

A significant emphasis of this project is in relation to how you have gone about generating rich
description of the alternative/second story and clearly demonstrating the relevant practice skills. There
are, of course, very many ways of generating rich description, as well as a vast array of circumstances
and contexts to which your project might relate. As you are planning and working on your project, we
recommend you keep coming back to the question: ‘Am I writing about work that involves double-story
development and the rich description of alternative/preferred stories?’

In order to successfully complete the course, any five of the following need to be demonstrated in your
written project:
 the use of the individual and/or collective externalising conversations (must include second
story development)
 the use of re-authoring conversations (tracing the social, relational, cultural histories of skills
and knowledges)
 the use of re-membering conversations
 ways of linking people's lives around shared preferred themes (may include the use of outsider
witnesses / definitional ceremony structures)
 the use of letters, documents, certificates, etc.
 the use of archiving solution knowledges and sharing these knowledges between people
 examples of enabling contribution
 re-invigoration of folk culture as response to trauma (creating song, dance, theatre, ritual, etc
from the material of the ways in which people are responding to hardship)
 the use of collective narrative methodologies – Tree of Life, Team of Life, collective timeline,
checklists of social and psychological resistance
 any other ways of enabling double-story development and the rich description of the
alternative/preferred stories of people’s lives
A further necessary competency involves:
 Demonstrate an awareness of the operations of power and privilege in your relationships with
those with whom you work (‘clients’).
 Demonstrate practices of accountability to respond to these operations of power and privilege.
 An awareness of considerations of individualism/socio-centrism

Each participant in this program is working in a unique context. Many of you will also be endeavouring
to find ways of ‘translating’ the ideas taught in the course into your own language and cultural context.
We hope that the process of developing your course project will encourage participants to generate
their own unique forms of narrative practice, which is responsive to the culture, language and local
context. Our aim is that people’s projects will contribute to a diversity of narrative practices. Please take
some time (words) within the project to describe your process of adapting/changing/developing the
ideas and practices taught within the course in order for you to be constructing your own forms of
narrative practice in your own context.

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There are many ways in which these competencies can be demonstrated within the written project, and
we really encourage creative approaches. We do, however, need to see real-life demonstrations of the
practices (i.e. it’s not appropriate to make up examples of interviews, or interview yourself, etc.). There
is no prescription as to styles of writing or presenting. What is important to keep in mind though is the
clear demonstration of the practice skills outlined above. These skills can, of course, be demonstrated in
a wide range of contexts!

If participants’ written assignments do not reflect an adequate demonstration of the skills mentioned
above, then participants will be invited to do some further work to ensure where possible that they can
successfully complete the course.

In summary, your project will need to demonstrate:

 double story development
 the rich acknowledgement of the effects of the problem
 the rich description of preferred storylines
 the use of any five of the themes outlined on the previous page
 an awareness of the operations of power and privilege in your relationships with those with
whom you work (‘clients’).
 practices of accountability to respond to these operations of power and privilege.
 an awareness of considerations of individualism/socio-centrism
 a consideration of how you are adapting/changing/developing the ideas and practices taught
within the course in order for you to be constructing your own forms of narrative practice
relevant to your own context.

We are very much looking forward to seeing people’s written projects!

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Reading list
We have put a lot of thought into this reading list. We have tried to create a flexible reading list, so that
those who have already read widely can stretch their thinking, and those for whom much of this reading
will be new will also be able to thoroughly enjoy the process. We have also decided to make this reading
list primarily practice-based and the topics we have chosen relate directly to narrative practice.

Reflections
Participants will be writing their regular reflections on the required reading for each of the 8 topics.
Participants will also select which of these topics they would like to write their 1,000 word reflection
upon. For this week it is expected that participants will write a 1,000 word response that will be
circulated to all participants via the Facebook Group and/or WhatsApp group.

Related reading realms

If you have a particular topic that you would like to read about, please contact David Denborough
([email protected]) and he will try to assist you!

Access to readings
We will ensure that all participants have access to all the reading for the course via our web site. We
have also donated a range of books to SOS-Rwanda so if you are based in Rwanda you may also be able
to access some of these.

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Topics
1. Externalising conversations 21 Feb
2. Re-authoring conversations – strengthening a ‘second storyline’ 6 March
3. Documentation of alternative stories/ knowledges 20 March
4. Working with memory, grief and loss 3 April
5. Rituals, outsider witness practices, enabling contribution &
Community conversations 1 May
6. Responding to trauma/violence/abuse 22 May
7. Working with children/young people 12 June
8A. Mental health OR 17 July
8B. Drugs and Alcohol 17 July

Indicates a resource related to working with children

Indicates a resource that relates to work in Africa and/or with Africans and/or by an
African practitioner.

Reflections
Please upload your reflections to the Dulwich Centre e-learning site. Please also post the 1,000 word
reflection to the Closed Facebook Group and/or WhatsApp group. Thanks!

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1. Introducing narrative practice and externalising conversations – 21 February

 Introducing narrative practices: Sharing stories and weaving history, culture, family,
and community: From a workshop by Michael White held in Uganda
 Externalising - Commonly asked questions co-ordinated by Shona Russell & Maggie
Carey
 Narrative practice with families with children: Externalising conversations revisited by
Michael White
 Standing Together on a Riverbank: Group Conversations about Sexual Abuse in
Zimbabwe by Sipelile Kaseke
 Video on-line: Externalising conversations: Statement of position map 1 by Mark
Hayward
 Supporting genocide survivors and honouring Rwandan healing ways: Our own names,
our own prescriptions - An interview with Chaste Uwihoreye
 Externalising the problem when it is expressed as a physical ailment (an exercise
developed in Rwanda during 2018 teaching block)
 Narrative responses to physical pains - An interview with Sister Seraphine Kaitesirwa

 A narrative theatre approach to working with communities affected by trauma,

conflict & war by Yvonne Sliep

2. Re-authoring conversations – strengthening a ‘second storyline’ – 6 March

 The danger of the single story by Chimimanda Adichie
www.dulwichcentre.com.au/the-danger-of-the-single-story.html [video]
 Part 2 and Part 3 Skill development – Narrative responses to trauma & Strengthening
stories of resistance/healing/reclamation (from a publication by Jill Freedman, David
Denborough & Cheryl White)
 Commonly asked questions about re-authoring conversations compiled by Shona
Russell and Maggie Carey, Narrative Therapy: Responding to your questions

3. Documenting alternative stories/knowledges – 20 March

 Using therapeutic documents – a review by Hugh Fox
 Collective documents as a response to collective trauma by David Denborough
- Example of a collective narrative document: Living in the shadow of genocide:
How we respond to hard times: Stories of sustenance from the workers of Ibuka
ENGLISH VERSION and Kinyarwandan version: KUBANA N’INGARUKA ZA JENOSIDE:
UBURYO TWITWARA MUBIHE BIKOMEYE
- Encyclopedia of young people’s life-saving tips:
https://dulwichcentre.com.au/encyclopedia/
- Collaborative representation’ by Sue Mann
- Songs as sustenance by David Denborough

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4. Working with memory, loss and grief – 3 April
 Saying hello again when we have lost someone we love by David Denborough
Chap 8 Retelling the stories of our lives
 Working with memory in the shadow of genocide – Versions in both KINYARWANDA
and English
 The Life Certificate by Mohamad Fareez
 Working with loss: Beyond re-membering by Jill Freedman video:
https://dulwichcentre.com.au/working-with-loss-beyond-re-membering-by-jill-
freedman/

5. Collective work: Rituals, outsider witness practices, enabling contribution

and community conversations – 1 May
 Raising our heads above the clouds, Caleb Wakhungu and the Mt Elgon Self-Help
Community Project:
See also this video: https://dulwichcentre.com.au/raising-heads-above-the-clouds-by-
caleb-wakhungu/
 Responding to genocide in Rwanda: Local knowledge and counter-stories by David
Denborough and Cheryl White in collaboration with Hodali Irakoze Pierre Claver, Jill
Freedman and Gene Combs
 Enabling contribution: Exchanging messages and convening definitional ceremonies by
David Denborough
 Community therapy: A participatory response to psychic misery by Adalberto Barreto &
Marilene Grandesso with reflections from David Denborough and Cheryl White
 Work from Aboriginal communities: Linking Stories and Initiatives: A narrative approach
to working with the skills and knowledge of communities by David Denborough,
Carolyn Koolmatrie, Djapirri Mununggirritj, Djuwalpi Marika, Wayne Dhurrkay &
Margaret Yunupingu see: http://www.dulwichcentre.com.au/linking-stories-and-
initiatives.pdf
 Exploring the bicycle metaphor as a vehicle for rich story development: A collective
narrative practice project by Marc Leger

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6. Responding to trauma/violence/abuse – 22 May
 Intergenerational narrative practice in response to intergenerational trauma
by Saviona Cramer with reflections from Rwandan practitioners
 Our story of suffering and surviving’: Intergenerational double-story development
with people from refugee backgrounds by Emma Preece Boyd
 Discovering children’s responses to trauma: a response-based narrative practice by
Angel Yuen International Journal of Narrative Therapy and Community Work #4 2007
 Children, trauma and subordinate storyline development by Michael White

 A framework for receiving and documenting testimonies of trauma by David

Denborough
 The journey of a lifetime: Groupwork with young women who have experienced
sexual abuse by Lisa McPhie and Chris Chaffey.
 A story of survival by Cecily In Dulwich Centre Journal 1998 Nos. 2&3
 Working with people who are suffering the consequences of multiple trauma: A
narrative perspective by Michael White Chapter 5 Trauma: Narrative responses to
traumatic experience

7. Working with children/young people – 12 June

 Narratives in the suitcase by Ncazelo Ncube-Mlilio:
https://dulwichcentre.com.au/narratives-in-the-suitcase-by-ncazelo-ncube-mlilo/
 Children, children’s culture, and therapy’ by Michael White (2000) Chapter 1 in
Reflections on narrative practice.
 The Team of Life with young men from refugee backgrounds by David Denborough

 Listening-for-alternative-stories-Narrative-practice-with-vulnerable-children-and-
young-people-in-India
 The gift of giving: Empowering vulnerable children, families and communities in rural
Uganda by Caleb Wakhungu
 Working in the worlds of children: Growing, schools, families, communities through
imagining by Elspeth McAdam & Peter Lang
 Conversations with children with disabilities and their mothers by Maksuda Begum
and an Alternative Intake form
 Presenting the League of Parents and Small People Against ‘Pocket Kering’: Debuting
the skills and knowledges of those who experience financial difficulties by Elizabeth
Quek Ser Mui OR video version: Video on-line: The League of Parents and Small
People against ‘Pocket Kering’ by Elizabeth Quek and Rose
 Fostering collaboration – between parents and children, and between child protection
 services and families an interview with Michael White

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8A Mental health - 17 July
 Psychotic Experience and Discourse an interview with Michael White in Re-Authoring
lives, Chapter 5
 Honouring Samoan ways and understandings: Towards culturally appropriate mental
health services and ‘Multiple sites of Healing’ by Kiwi Tamasese International Journal
of Narrative Therapy and Community Work 2002, No. 2, 64-71.
 Introducing Narrative Psychiatry: Narrative approaches to initial psychiatric
consultations by SuEllen Hamkins
 Solidarity and friendship: An interview with Claver Haragirimana by David Denborough

 Narrative practice and peer support by Hamilton Kennedy

 Holding our heads up: Sharing stories not stigma after losing a loved one to suicide
Compiled by Marnie Sather and David Newman

OR
8B Drugs and alcohol – 17 July
 Challenging the culture of consumption: Rites of passage and communities of
acknowledgement by Michael White Reflections on Narrative Practice
 Conversations with persons dealing with problems of substance use by Wendy West
 Overcoming Craving: the use of narrative practices in breaking drug habits by Har
Man-Kwong IJNTCW 2004 No. 1
 Consultations with young men migrating from alcohol’s regime by Lorraine Smith and
John Winslade. Dulwich Centre Newsletter 1997. Nos. 2 & 3
 Acts and stories of resistance by Murisi Mtsvanga-Moyo:
https://dulwichcentre.com.au/co-researching-alternative-stories-murisi-mtsvanga-
moyo/

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OPTIONAL EXTRA READING

Thinking behind practice:

Decolonising, post-structuralism, considerations of culture, individualism
 De-colonizing our lives: Divining a post-colonial therapy by Makungu Akinyela,
International Journal of Narrative Therapy and Community Work, 2002, #2
 Decolonising identity stories: Narrative practice through Aboriginal eyes by Tileah
Drahm-Butler in Aboriginal narrative practice
 Decolonising research: An interview with Bagele Chilisa

 Stories from Sri Lanka – responding to the tsunami by Shanti Arulampalam et al.
Chapter 3 Trauma: Narrative responses to traumatic experience
 Post-structuralism and therapy – what’s it all about compiled by Leonie Thomas. In
Russell & Carey Narrative Therapy: Responding to your questions.
 A poststructuralist approach to narrative work by Gene Combs and Jill Freedman
 Broadening the horizon: Looking beyond individualism/collectivism by David
Denborough Chapter 9 Collective Narrative Practice
 The challenges of culture to psychology and postmodern thinking by Charles
Waldegrave Just Therapy ~ a journey
 Beyond psychological truth – Deconstructing Western deficit-oriented psychology and
the co-construction of alternative psychologies in narrative practice by Chris Wever,
The International Journal of Narrative Therapy and Community Work 2015, 1, 11-25.
 Five radical ideas, splits and things not to leave behind: A conversation with Ron
Findlay from A memory book for the field of narrative practice
 Working for gender justice across culture: An interview with Taimalieutu Kiwi
Tamasese by Cheryl White

Stay up to date!

Friday Afternoons at Dulwich Centre: free video presentations and forum discussions
http://dulwichcentre.com.au/friday-afternoons/

International Journal of Narrative Therapy and Community Work:

https://dulwichcentre.com.au/international-journal-of-narrative-therapy-and-community-work/

Dulwich Centre Email News: free e-newsletter full of news about trainings and projects:
https://dulwichcentre.com.au/email-news/

We hope you enjoy the course!

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