Therapeutic Life Story work is usually carried out for children between the ages of 5 – 17. It is a direct and reflective process in which the child is helped to evaluate and begin to make sense and meaning of their lives.
 

Therapeutic Life Story Work is a valuable piece of work which is usually completed over 12-18 sessions It pieces together all the different sources of information surrounding their life that is available to them, which often includes perceptions and misconceptions that help to clarify and put their past into perspective. It can often bring up painful memories which the child will be supported through by a qualified therapist so that the child is not compelled to repeat and carry any unresolved trauma through to adulthood.

“preoccupation with the past and wariness of the present
means that there is less of the child existing... she remains
fixed in her past” – Richard Rose

Each life story is unique to the child and it is often a creative and collaborative process which usually involves the primary carer of the child accompanying them in the sessions. The readiness of the child to do the work would be assessed before the work commences.

Life Story Work has the potential to bring about a deeper understanding and acceptance of who they are, without being defined by their past, thus empowering them to influence and shape their own future.

We work hard to develop a therapeutic relationship with children and their parents/carers. This enables families to meaningfully and deeply (as appropriate to children’s abilities) process children’s past experiences and help them to move into safer attachment relationships in the present and future.

 

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The Therapeutic Life Story Model consists of three stages;
Information Gathering, Internalisation and The Life Story Book.

INFORMATION GATHERING

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This stage involves the careful and an in-depth gathering of historical information pertaining to the child; both pre-and post-birth. Within this stage the The Life story practitioner collates both written and physical sources to provide greater insight into the child’s early life experiences. This then helps to identify the gaps in the child’s history and where the information needs to be sourced from to collate a detailed and factual narrative for the child to guide their therapeutic life story sessions.

This narrative then lends knowledge to the child’s trauma and provides insight into the child’s primary attachment and their Internal Working Model, which is how the child perceives themselves, others and the world around them. For many adopted and foster children, the ‘unknown’ of their life history can be extremely fragmented, confusing and often frightening.

Establishing this knowledge is key in preparing and planning for the interventions within the second stage of the Therapeutic Life Story work: Internalisation.

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INTERNALISATION

 

Within this stage the narrative is divided into session plans prior to the work commencing. Stage two isn’t just about reading the narrative to the child, careful planning and preparation is used to provide the child with focused therapeutic inventions to sensitively support the areas highlighted within the Information Bank.

Through this therapeutic process and the relationship with their carer, the child can develop further insight into their responses to trauma (developed in order to protect and keep themselves safe). Often this can present in a variety of behaviours and without knowledge of the child’s history it is difficult to see the communication behind them. By supporting the child’s awareness of this and the influences it has upon their present, there is an opportunity to change, move forward and develop a positive sense of self.

 

THE LIFE STORY BOOK

 

This stage is completed towards the conclusion of a child’s journey. It comprises the information and the work completed by the child within the sessions. The child is fully involved in selecting the design, fonts, and illustrations. This then helps the child to take ownership over their work and aid understanding of their journey and its importance.

How does Therapeutic Life Story work help adopted or fostered children?

For children who have been removed from the care of their birth family and suffered placement breakdowns or transitions, their life history can be extremely fragmented, leaving the child feeling lost and with no sense of belonging (Perry, 2012). This can impact hugely on their well-being and make the child very vulnerable in their present and future.

Therapeutic Life Story Work empowers a child’s voice and provides them with a safe space to feel and express their thoughts and emotions when making sense of past experiences and the relationship these have to their current thoughts, feelings and behaviours.

‘A child that is lost within her own family, community and culture is neuro-developmentally vulnerable. Without a life story, a child is adrift, disconnected and vulnerable.’ Perry (2012:10)

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The profound impact of Therapeutic Life Story Work, a highly effective approach developed by Richard Rose that specifically benefits children and young people. This method invites them to delve into their life's narrative, helping them make sense of their experiences, relationships and emotions.

Through structured and compassionate guidance, we collaboratively create a personal life story that illuminates their unique journey. By weaving together past experiences with the present, Therapeutic Life Story Work empowers children and young people to heal, grow and develop resilience.

This process involves creative activities, discussions and storytelling, providing a safe and nurturing space for them to express their thoughts and feelings.

Whether you are seeking therapeutic support for an individual or a family, this approach offers a path to self-discovery, understanding and positive transformation.

Therapeutic Life Story Work may help:

• Children and young people who are struggling with their identity and making sense of who they are and what has happened to them in the past.
• Children and young people who have experienced early-life abuse and/or trauma
• Foster or adoption placements that are struggling and at risk of breaking down
• Children in care or who have been adopted who are asking questions about their past.

 

 

Therapeutic Life Story Work has 3 stages:

 

1. The Information Bank
This stage involves the gathering of in-depth historical information about the child: both pre-birth and post-birth history. The information will be carefully gathered from various sources to develop a holistic view of the child's experiences. By ascertaining a detailed history, will enable an informed understanding of where the child has come from and the relationships they have experienced, thus providing information about the child's internal working model and their attachment strategies. It will also identify any gaps in the child's history that can be researched. By collating this information provides the narrative to the second stage of the Therapeutic Life Story Work; Internalisation.

• Reviewing historical case files
• Meeting with birth sibling parent, Therapist, Social Worker and parents
• Collating the information into a narrative for the child
• Preparing sessions for Internalisation stage

 

2. The Internalisation Stage
 

“The ideal internalisation is one where the child reaches
acceptance of who she was, who she is and a clear understanding
that she has the power to shape who she can be.” (Rose, 2012)

This stage is about undertaking sessions with the child and their parents/carers to help the child to gain a coherent narrative about their life journey and develop an informed positive sense of self. It is an opportunity through play and creative mediums for the child and parents to explore the feelings and thoughts related to their life experiences. This stage is generally about 12 -18 sessions and is undertaken with child, parents and therapist.

 

3. The Life Story Book
This stage occurs towards the end of the sessions and a life story book is completed incorporating the child's work developed in the internalisation stage. The child is involved in the development of the book, enabling them to have ownership of their life story. Rose, R. (2012) Life Story Therapy with Traumatised Children: A Model of Practice. London; Jessica Kingsley.