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xi | |
Foreword |
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xii | |
Introduction |
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1 | (11) |
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4 | (3) |
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7 | (1) |
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7 | (2) |
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9 | (3) |
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12 | (15) |
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12 | (1) |
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13 | (2) |
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Transformation -- Case example: Carys and Lizzie |
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15 | (2) |
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17 | (1) |
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Authenticity -- Case example: Louis |
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17 | (2) |
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Role of audience -- Case example: Pritti |
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19 | (1) |
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"Unblocking" -- Case example: Alissa |
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20 | (1) |
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Containment - Case example: Rowan |
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21 | (2) |
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Resistance -- Case example: Nicky |
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23 | (1) |
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24 | (2) |
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26 | (1) |
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27 | (17) |
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27 | (1) |
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Children's need of nurture and play |
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28 | (1) |
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29 | (1) |
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30 | (2) |
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32 | (1) |
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The play space as boundary |
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33 | (1) |
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34 | (1) |
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34 | (1) |
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35 | (1) |
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36 | (1) |
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Messy materials -- Case example: Carys |
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37 | (1) |
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Paint - Case example: Lizzie; Tim |
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37 | (1) |
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Clay -- Case example: Luke and Alice |
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38 | (1) |
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39 | (1) |
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39 | (1) |
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Baby doll play -- Case example: Shana and Melody; Louis |
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40 | (2) |
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42 | (2) |
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44 | (17) |
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44 | (1) |
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44 | (1) |
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45 | (1) |
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46 | (1) |
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46 | (1) |
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Role-modelling engagement -- Case example: Alice; Louis |
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47 | (1) |
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Child's role as "expert" -- Case example: Shana and Melody |
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48 | (1) |
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49 | (1) |
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Repairer of relationships -- Case example: Luke |
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50 | (1) |
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51 | (1) |
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Role of "scaffolder" -- Case example: Carys |
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52 | (1) |
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Role of "collaborator" -- Case example: Mark and Sharron; Lucy; Rowan |
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53 | (3) |
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Role of "educator" -- Case example: Luke, Alice and Robbie; Shana and Melody; Pritti |
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56 | (3) |
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59 | (2) |
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61 | (49) |
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61 | (1) |
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Historical use of stories |
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61 | (1) |
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Hero stories -- Case example: Simon |
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62 | (2) |
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64 | (2) |
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66 | (1) |
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66 | (1) |
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67 | (1) |
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How stories enable brain development |
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68 | (1) |
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Problem-solving narratives |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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"Storying Spiral" (Moore, 2018, 2019) |
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71 | (1) |
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The five stages of the Storying Spiral: Case example: Kirsten and Emma |
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72 | (2) |
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74 | (2) |
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Attachment, trauma and play |
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76 | (1) |
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76 | (1) |
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Contextualising attachment |
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77 | (1) |
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77 | (2) |
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79 | (1) |
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Challenges to attachment theory |
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80 | (1) |
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80 | (2) |
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Case example -- Case example: Carys and Lizzie |
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82 | (1) |
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83 | (1) |
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84 | (1) |
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84 | (1) |
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Addressing children's trauma -- Case example: Luke and Robbie |
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85 | (2) |
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87 | (1) |
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87 | (1) |
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Play and cultural identity |
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88 | (1) |
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89 | (1) |
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89 | (1) |
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Processes of play - Case example: Lizzie |
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90 | (1) |
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91 | (2) |
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Life story and Theatre of Attachment |
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93 | (1) |
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93 | (1) |
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94 | (1) |
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Developing a coherent narrative |
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95 | (1) |
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96 | (1) |
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Delivering the life story |
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97 | (1) |
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Stories of equivalent adversity |
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98 | (1) |
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Life maps -- Case example: Luke, Alice and Robbie |
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98 | (1) |
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Water game -- Case example: Mark and Sharron |
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99 | (2) |
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Clay -- Case example: Louis |
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101 | (1) |
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Costume drama -- Case example: Gemma |
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102 | (2) |
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Candle ceremonies -- Case example: Pritti |
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104 | (1) |
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Children's reactions to difficult truths -- Case example: Rowan |
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105 | (1) |
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Reworking childhood -- Case example: Jay |
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106 | (1) |
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Secrets -- Case example: Lucy |
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107 | (1) |
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Betrayal -- Case example: Billy |
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108 | (1) |
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109 | (1) |
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110 | (18) |
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110 | (1) |
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111 | (1) |
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Case examples -- Case example: Pritti; Luke; Johnny and Damien; Aiden; Louis; Shana; Fiona and Kaia; Jake |
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112 | (7) |
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119 | (1) |
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Case examples -- Case example: Pritti; Jay; Carys; Sharron; Alissa;Jay; Clare; Kelvin; Rowan |
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120 | (7) |
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127 | (1) |
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128 | (9) |
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128 | (1) |
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129 | (6) |
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135 | (1) |
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136 | (1) |
Bibliography |
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137 | (14) |
Appendices |
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151 | (2) |
1 Pre-intervention questionnaire: child's presentation |
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153 | (3) |
2 Theatre of Attachment protocol |
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156 | (4) |
3 Techniques for life story, dramatic play, sensory play |
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160 | (2) |
4 Post-intervention questionnaire |
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162 | (2) |
5 Life story |
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164 | (5) |
Index |
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169 | |