Journal of Creativity in Mental Health, 5:243–259, 2010

Copyright © Taylor & Francis Group, LLC

ISSN: 1540-1383 print/1540-1391 online
DOI: 10.1080/15401383.2010.507657

The Use of Therapeutic Stories in Counseling

Child and Adolescent Sexual Abuse Survivors

VICTORIA E. KRESS and NICOLE A. ADAMSON

Youngstown State University, Youngstown, Ohio, USA

JENNIFER YENSEL
Kent State University, Kent, Ohio, USA

Counselors will regularly counsel children and adolescents with

histories of sexual abuse and be challenged with providing sup-
portive and empowering interventions that serve to move the client
from victim to survivor status. Therapeutic stories are a creative
counseling technique that can be used when counseling child
and adolescent sexual abuse survivors. Theoretical support and
guidelines for using therapeutic stories when counseling sexual
abuse survivors are presented. In this article, case examples, sam-
ple therapeutic stories, and applications of therapeutic stories are
provided.

KEYWORDS counseling, therapeutic stories, sexual abuse, child,

adolescent, creativity

Child sexual abuse is a serious societal issue with estimates indicating that
12% to 35% of females are sexually abused as children and 4% to 9% of
male children are sexually abused (von Fraunhofer, 2006). In clinical help-
seeking populations, the prevalence of sexual abuse rises to 45% in females
and 29% in males (Jespersen, Lalumiere, & Seto, 2009). Thus, counselors
will regularly counsel children and adolescents who have a history of sexual
abuse.
Children and adolescents who are sexually abused are vulnerable to
many issues including shame and guilt, negative self-perceptions, substance
use, psychiatric disorders, suicide, and health problems (Dube et al., 2005).
Adult survivors of child sexual abuse display an increase in family problems

Address correspondence to Victoria E. Kress, Department of Counseling and Special

Education, Youngstown State University, Beeghley Hall, Youngstown, OH 44555, USA. E-mail:
victoriaekress@gmail.com

243
244 V. E. Kress et al.

such as divorce, domestic violence, and having family members who abuse
substances or are emotionally unavailable (Dube et al., 2005). They also
report a higher prevalence of depression, suicide attempts, illicit drug use,
and alcohol abuse than adult peers who report no childhood sexual abuse
(Dube et al., 2005).
Although child sexual abuse can present many challenges to nor-
mal development, most people can (and do) heal and move beyond
being victims to living healthy and productive lives (Chew, 1997; Dolan,
1991; Heckman & Westefeld, 2006; Phillips & Daniluk, 2004). Research has
shown that after experiencing abuse, survivors can experience posttrau-
matic growth (Tedeschi, Park, & Calhoun, 1998). Thus, a treatment focus
that emphasizes and strengthens resiliency factors that already exist within
clients while concurrently identifying methods that facilitate the develop-
ment of new resiliencies may prove to be therapeutic and helpful (Bogar &
Hulse-Killacky, 2006).
When working with a sexual abuse survivor, a counselor’s challenge is
to provide supportive and empowering interventions that serve to move a
client from a victim to a survivor status (Bogar & Hulse-Killacky, 2006; Kress
& Hoffman, 2008). Counselors working with this population can benefit from
developing clinical skills and interventions that are not only strength based
but are also tailored for use with child sexual abuse survivors (McGregor,
Thomas, & Read, 2006). Strength-based therapeutic stories provide mes-
sages of a more positive reality. Therapeutic storytelling decreases young
clients’ resistance to change while enhancing opportunities to connect with
alternative, optimal narratives (Creative Therapeutics, 1982).
The interesting characters and events conveyed in stories is one means
by which clients can connect with a more adaptive worldview. Through
therapeutic stories, clients’ perceptions can be altered and their interpreta-
tions of reality can become more positive; these strength-based solutions
may be difficult to reach through the use of only traditional talk-therapy
methods (Gardner, 1990). Davis (1989) suggested therapeutic storytelling as
an effective intervention when treating young victims of sexual abuse. Davis
(1989) suggested that therapeutic stories were even effective when working
with distractible, young children because they connected with the child’s
unconscious processes and thus facilitated change. Stories connect young
survivors with interesting characters, and children can then—consciously or
unconsciously—translate these ideas into their own personal experiences
(Creative Therapeutics, 1982; J. T. Pardeck & Pardeck, 1993).

THEORETICAL SUPPORT FOR THE USE OF THERAPEUTIC STORIES

Therapeutic stories can be used as a supplemental technique within any

traditional counseling framework (i.e., trauma-focused cognitive-behavioral,
 Therapeutic Stories 245

anxiety management training, or narrative therapy) to create altered

perceptions that facilitate change. An example of this would be a cognitive-
behavioral counselor developing a story that focuses on realized changes in
cognitions and beliefs (Gardner, 1971).
Milton Erickson’s model (1989) is one that can buttress the use of
therapeutic stories in counseling. Erickson believed that client change was
not evoked as a direct result of the information received from counselors
but rather by the inspiration clients received from the counseling process
(Erickson, 1989; Haley, 1993). Thus, Erickson (1989) used words, language,
and stories as a therapeutic medium to supplement traditional talk-therapy
counseling interventions.
According to Erickson, indirect suggestion is significant in creating client
change (Lankton, 2008). Erickson stated that indirect suggestion helped to
bypass conscious criticism, and was thus more effective than the direct sug-
gestions often relied upon in most talk-therapy approaches (Lankton, 2008).
Erickson (1989) stated that it was the client’s discovery that evoked effec-
tive, enduring client change. Erickson valued ambiguity in his interventions
and, as such, often used stories and metaphors as therapeutic tools to invite
client change (Erickson, 1989; Haley, 1993). Through creative interventions,
Erickson gave the clients unconscious permission to invite novel and more
adaptive methods, solutions, and outcomes into managing life’s problems.
Erickson’s (1989) theory is inherently strength-based; he believed that
counselors could use any material presented by clients to inspire change
(e.g., their culture, their language, their values, and their worldviews). The
aforementioned strengths and resources can then be used in combating
clients’ perceived problems (Erickson, 1989; Haley, 1993). Erickson theo-
rized that any change, even a change for the worse, meant that change
could happen. Once clients had shifted out of a stuck position (often the
position clients were in when they enter counseling), they could make shifts
toward wellness. Erickson also believed that symptoms were “forms of com-
munication” and “cues of developmental problems that are in the process of
becoming conscious” (Erickson & Rossi, 1979, p. 143). In other words, symp-
toms were seen as a client’s request for change (Lankton, 2008). According
to Erickson’s theory, the goal of counseling was to help clients develop the
resources they needed in the specific contexts they were needed (Lankton
& Lankton, 1998); thus, a focus on problems is perceived as futile.
Erickson believed that the unconscious mind was active in the change
process and metaphors, stories, and suggestions touched the unconscious
in a meaningful, change-generating way (Erickson, 1989; Haley, 1993).
Ultimately, he theorized that the unconscious was an active participant in
the therapeutic change process. However, clients were generally unaware
of the impact such techniques have on their unconscious (Erickson, 1989).
Erickson believed that destabilizing clients through the use of metaphors and
stories created a context in which clients could search for meaning (Lankton,
246 V. E. Kress et al.

2008). Thus, the therapeutic stories themselves were not intended to create
the outcome; the client’s destabilization is what facilitates enduring client
change.

BENEFITS OF USING THERAPEUTIC STORIES

Similar to Milton Erickson’s approach to therapy, therapeutic storytelling is

not limited to a certain stage in therapy and can be used with many divergent
populations (Cook, Taylor, & Silverman, 2004; Davis, 1989). Its flexibility
makes it a well-suited intervention for use with sexual abuse survivors of
varied ages, and as previously mentioned, it can be integrated into a vari-
ety of theoretical frameworks. Research has also supported the benefits of
using therapeutic stories in counseling (Kress & Hoffman, 2008; Pomerantz,
2007). Therapeutic stories can enhance self-knowledge and awareness, self-
acceptance, and a sense of personal agency in clients (Carlson, 2001).
Therapeutic stories enable clients to look at their experiences and high-
light new and alternate solutions to their perceived problems (Carlson, 2001;
Gardner, 1971, 1990; J. T. Pardeck & Pardeck, 1993).

Increase Trust and Motivation

Therapeutic stories in the form of tales, myths, and parables convey morals,
lessons, and insights and can assist clients with problems such as poor
self-esteem, intolerance, inability to cope with trauma, physical handicaps,
troublesome anxiety, and anger (Lawson, 1987). Providing stories to chil-
dren in the therapeutic setting can enhance therapeutic rapport and client
motivation (Wilson, 2000). Stories capture the listener’s attention and can be
used to help enhance a client’s motivation to change while also reinforcing
therapeutic themes (Cook et al., 2004; Golden, 1999).
Therapeutic stories are nonthreatening, encourage flexibility and inde-
pendence, and offer a way to accept change rather than resist it. These
factors are particularly helpful with sexually abused children because of
their characteristic resistance, denial, and self-blame (Creative Therapeutics,
1982; Davis, 1989; Gardner, 1990). When used in groups, stories can increase
comfort level of participants, generate discussion, shift or deepen the focus,
and provide experiential learning; they are also a helpful tool for working
through altercations in group or individual settings (Van Lone, Kalodner, &
Coughlin, 2002).
As stories are a regular and enjoyable part of many children’s lives,
they are a natural, developmentally appropriate intervention. This mean-
ingful form of communication can make young clients feel engaged and
comfortable when working through difficult issues (Carlson, 2001). Carlson
 Therapeutic Stories 247

(2001) explained that through stories, the child sees the main character strug-
gle with his or her own problem, experiment with several ways of resolving
the problem, and then ultimately overcome the problem. The rapport that is
built between the client and the story’s character can assist clients in grasping
the difficulties in their own problems and provide new ideas for facilitating
change (Bergner, 2007; Wilson, 2000). This experience helps young clients
realize that they are not alone with the problem and reinforces the idea that
it can be overcome.

Promote Cognitive Organization

Stories can often help change intimidating clinical aspects of treatment into
an integrated way of healing (Bergner, 2007) and can offer a way of help-
ing children and adolescents address and overcome otherwise-unmanaged,
overwhelming fears (Freeman, 1991). Storytelling can highlight specific
aspects of clients’ situations, deemphasize other portions, and launch new
ideas that were never previously considered. During the therapeutic sto-
rytelling process, listeners connect with the story and become able to
process its meaning without defensiveness and resistance, which can occur
in traditional talk therapy (Bergner, 2007). This can help children identify
information that is significant to their own circumstances and make meaning
of concepts that are perhaps otherwise difficult to conceptualize. Metaphors
presented within a story may then assist the client with interpretation of such
concepts (Davis, 1989; Gardner, 1990; J. T. Pardeck & Pardeck, 1993).
Young clients may not have the insight to identify problems or conflicts
in their lives and may not feel a need to work toward change (Gardner, 1971;
J. A. Pardeck, 1986; J. T. Pardeck, 1989). The context of a specific story can
assist the client in identifying problematic situations and seeing how, if at
all, they are responding to the struggle being experienced (Bergner, 2007).
Some clients may be reluctant to work toward change due to associated neg-
ative emotions. Therapeutic storytelling may expand the listener’s capacity
to tolerate painful experiences, augmenting the effectiveness of trauma ther-
apy for children and adolescents who have been sexually abused (Gardner,
1990; Honos-Webb, Sunwolf, & Shapiro, 2001; J. T. Pardeck, 1989).

Empower the Client

Davis (1996) stated that child abuse often caused permanent changes to the
body, brain, and functioning of a survivor. The author described symptoms
that were more severe when the abuse was sexual, at a young age, recur-
ring, and/or combined with physical and emotional abuse. Posttraumatic
stress disorder often occurred as a result of the abuse, and symptoms of this
disorder affected all areas of functioning (Davis, 1996). These included, but
248 V. E. Kress et al.

were not limited to, difficulty in social relationships, memory and speech
deficiencies, and challenges controlling feelings (Davis, 1996). When work-
ing with child sexual abuse survivors, Davis (1996) recommended using
therapeutic stories to empower children and work through other symptoms
of abuse.
Child sexual abuse survivors are often unable to verbally express them-
selves (Carlson, 2001). Therapeutic stories can be used with sexual abuse
survivors to help facilitate the recovery process by providing them with lan-
guage they can relate to and by normalizing painful situations. The child’s
belief in a story’s characters allows the unconscious to interpret the story’s
message, which empowers the client and encourages change (Erickson,
1989).
Stories can also provide a way to address the emotional struggle of
child sexual abuse recovery. Children can easily relate to stories and feel
comfortable using this form of communication. Through stories, child sex-
ual abuse survivors are given permission to change and to accommodate
traumatic experiences and internal complexities in a way that is acceptable
to the child (Honos-Webb et al., 2001).

GUIDELINES FOR THE USE OF THERAPEUTIC STORIES

Storytelling in counseling is a powerful tool that can create a very meaningful

experience for young clients. The following guidelines provide a structure
for the conceptualization, strategy, and implementation of the use of thera-
peutic stories in counseling child and adolescent sexual abuse survivors (see
Appendix).

Carefully Choose the Story

When introducing a therapeutic story, the counselor should first consider the
importance of presenting an appropriate story at an optimally opportune
time. When considering the use of therapeutic storytelling, the counselor
must be aware of the child’s age and developmental level, the history of
the presenting problem, and the timing of the presentation in relation to
the child’s therapeutic process (Burns, 2005; Freeman, 1991; Honos-Webb
et al., 2001; Malchiodi, 2008). The presented story must use language that
the child can easily understand to reduce the possibility of distraction or
loss of interest; age as well as cognitive development should be taken into
account. The message of the story should not address an issue for which the
client is not yet prepared; emotional development as well as client progress
in therapy must be considered.
Next, when selecting stories for use in counseling, the counselor should
incorporate into the story goals, resources, and conflicts that align with those
 Therapeutic Stories 249

of the client. The outcome of the story should support the therapeutic goal
of treatment. The resources used by the main character in the story should
parallel resources available to the client for achieving desired therapeutic
outcomes. The problem presented in the story should signify the clinical
problem faced by the client (i.e., frustration, guilt, resentment). Abuse symp-
toms may be characterized in stories as nightmares, challenges with eating
or sleeping, anxiousness, or fears and can be tailored to the client’s unique
struggles. The story may portray the main character making several failed
attempts at change or overcoming the problem before success is achieved
(Cook et al., 2004).
Connecting the client to the story is the next element in developing
a sound therapeutic story. When clients are able to identify with a ther-
apeutic story, their concept of the problem can be altered; this cognitive
alteration challenges the validity of automatic thoughts related to their core
issues and problem narratives. A good therapeutic story is designed to con-
nect the client to the main character, supporting characters, and the setting
(Burns, 2001; Cook et al., 2004; Malchiodi, 2008). The gender and culture of
the client should also be considered before developing a therapeutic story
(Burns, 2005). The main character could be a person, animal, or even an
object. Abused children might be portrayed as a puppy, fawn, or kitten;
these typically gentle animals have few defenses to protect themselves from
abuse (this works to minimize self-blame). Abusers may be characterized as
aggressive lions or dragons, but care should be taken to consider the com-
plex relationship the child may have with the abuser if it is a parent or sibling
(Davis, 1989, McGregor et al., 2006; J. T. Pardeck, 1989). Finally, story sce-
narios and landscapes which relate to the client’s interests and experiences
can be identified (e.g., use a soccer-focused story if the client enjoys soccer;
Davis, 1996).
Another important aspect when selecting a story is ensuring that the
message is positive and attainable. Ideally, the stories presented to clients
have messages or resolutions which portray reasonable, achievable client
outcomes (Cook et al., 2004; Malchiodi, 2008; Wilson, 2000). Personal power,
which is one goal of using therapeutic stories with abused persons, can be
seen in stories as self-love, acceptance, and utilization of personal abilities.
While there is no way to determine beforehand which aspects of the story
will resonate, clients are likely to take from the story what they are most
ready to find or what is most needed. Therapeutic stories with positive
messages can provide counselors, caregivers, and parents with a tool to
better support and comfort the child (Freeman, 1991).
Counselors should also determine if a prewritten story or a counselor-
generated, personalized story will be most therapeutic. Prewritten stories are
easily accessible and can be altered to suit the needs of the client. Counselors
may choose to use one of many prewritten therapeutic stories (e.g., Burns,
2001, 2005; Cook et al., 2004; Davis, 1989; Holmes, 2000; Lowenstein, 2002).
250 V. E. Kress et al.

Personalized stories written by the counselor can convey specific messages

and be manipulated to increase therapeutic impact. Burns (2001) suggests
that when writing a personalized story, a storywriter should first identify the
desired outcome of the story and then incorporate the resources that will be
used to solve a specific problem.

Deliver the Story

When presenting a story, it is important that the counselor know the story
very well. Malchiodi (2008) suggested that children will feel safer and more
secure if the storyteller feels confident. An outline of the story may be helpful
in allowing the counselor to practice the story and enthusiasm for therapeu-
tic storytelling may increase the counselor’s and client’s investment in the
process (Burns, 2001).
Thoughtful prestructuring should be used to present this technique to
clients. The counselor should explain that the story to be told may help the
clients view their situations in different ways (Malchiodi, 2008). The client
could then be introduced to the main character and the problem of the story
even before the therapeutic storytelling has begun (Cook et al., 2004). The
client may be asked to guess what occurs in the story or the counselor may
wish to give specific listening directions (e.g., imagine what you would do
in this situation).

Process the Story

Erickson (1989) advocated for not processing therapeutic stories; he believed
that clients most benefited from hearing a story and then sitting with the
material. In this way, clients were able to let the story marinate and thus opti-
mize the likelihood that the story would impact them in unconscious ways.
Erickson (1989) believed that when a story became cognitive—through dia-
logue and verbal processing—clients were less impacted by the power of
the story.
Others believe that processing and interpreting the message with the
client is very important; they advocate for ensuring that clients have received
the story’s message in the intended way (Bergner, 2007; Burns, 2001). These
theorists believe that after presenting the story to the client, the characters,
problems, events, and solutions should be discussed (Bergner, 2007; Burns,
2001). The counselor should then encourage and guide the client in applying
the story to the client’s own situation (Burns, 2001; Cook et al., 2004).
Counselors have an obligation to use stories in a responsible and eth-
ical manner. As such, they should tailor stories to fit clients’ needs and
actively monitor the therapeutic value of storytelling with each client. If the
client misinterprets the story’s message or takes an unintended meaning
 Therapeutic Stories 251

from it, cognitive dissonance, emotional stress, or unproductive behaviors

could result (Kurtz & Schober, 2001).

CASE EXAMPLES

In this section, two case examples that illustrate clients who may bene-
fit from the use of therapeutic stories are provided. Each case is followed
by an appropriate therapeutic story for the client. Using the guidelines in
the Appendix, a discussion of how the story was chosen, how it could be
applied, and the associated benefits follows.

Case of Lisa
Lisa, a 6 year-old female, was repeatedly sexually abused by her grandfather.
Her parents noticed a change in her demeanor about 1 year ago, and they
were unsure as to why she no longer wanted to go to her grandparents’
house for after-school or weekend visits. She would often cry and scream
and hide in her home before leaving for her grandparents’ house or leaving
for school (if she was to visit their home after school). Her parents did not
understand her behavior and believed she was protesting separation from
her parents and neighborhood friends. They were told by the grandpar-
ents that Lisa became comfortable as soon as the parents left and that her
behavior was “not a problem” while she stayed at their home.
After 2 months of Lisa protesting going to her grandparents’ home,
she began to complain to her classmates at school that her genitals were
uncomfortable. A female classmate told their teacher, and Lisa was sent to the
school counselor. Lisa disclosed that her grandfather was “hurting” her, and
the counselor contacted the local Children Services Board. An investigation
led to legal action against Lisa’s grandfather and grandmother. It has been
7 months since Lisa disclosed the abuse to the school counselor.
Since Lisa’s disclosure, she has been reluctant to interact with others
and has a fear of leaving her parents. She often protests going to school and
refuses to go anywhere without her parents. Lisa is withdrawn and shows
aggression when children or unknown adults approach her. Lisa has told
you—the counselor—that she does not feel safe “leaving my mommy,” and
she wishes to “stop going to school.”

Therapeutic Story: Samantha’s Tail

Once there was a beautiful cat named Samantha. She had long, soft orange
fur and bright, shining eyes. Samantha was a very curious cat and always
loved to sneak through all the rooms of the house to see everything that
252 V. E. Kress et al.

was happening. Sometimes, Samantha would slide down the staircase, and
other times she would catch a ride in a laundry basket as Tony carried it
down the stairs. Tony took care of Samantha and loved Samantha very much.
Samantha also loved Tony very much. Samantha loved to pounce and play
with Tony, and sometimes she would just cuddle on his lap. Samantha also
loved it when Tony took her to the park! Samantha had many friends, and
whenever it was time to go to the park, Samantha was always ready and
excited!
The park was a magical place with all sorts of fun things to do.
Samantha loved meeting all the new cats and would jump and play hap-
pily at the park. Samantha would climb up in the trees and then scurry
down. Samantha would race with the other cats and trot across the beautiful
green grass to show off her silky fur. Samantha always had fun at the park
and loved meeting new cat friends. Samantha loved to play at the park and
sometimes wandered far away from Tony. Samantha would run and jump
and pounce and play, and Tony would come get her when it was time to
go. Samantha was always sad when it was time to leave the park.
One day, it was time to go to the park, and Samantha became very
excited! She really wanted to run and explore and play. One of her new cat
friends, Graham, asked her if she would like to explore the old castle on
the other side of the park, and Samantha was quite excited. She knew Tony
would come get her when it was time to go home.
Samantha and Graham trotted away and finally reached the big, old
castle. It was large and wonderful, and there were many rooms to explore.
The two ran up and down the winding halls of the castle. But then, all of
a sudden, the castle began to shake and then it began to crumble. The old
castle was falling apart! Samantha and Graham had to run as fast as they
could to get out, and just as they reached the door, a big piece of the castle
landed on Samantha’s tail. She could not get away, but Graham kept on
running!
Oh, no! She tried to pull her tail out, but it was stuck, and it hurt! She
was trapped. She tried to push the rock with her back legs, but it wouldn’t
budge. This was awful—she was hurt and stuck and felt all alone. But
Graham didn’t leave her; as soon as he knew what happened to Samantha,
he came back to help her. Graham and Samantha both pushed and heaved
the rock until it finally slid off of her tail. Although she was free and safe,
Samantha’s tail was hurt and damaged. She was very sad for a long time.
Every time she saw the scars on her tail, she would feel scared, trapped, and
alone.
Samantha did not want to go back to the park ever again. Samantha did
not want to go anywhere. She was very sad about the terrible castle falling
and ruining her beautiful tail. Samantha was worried that it was her fault
that the castle fell on her tail. Maybe if she was not running so fast, it would
not have fallen on her tail. She was also angry that the castle fell on her tail.
 Therapeutic Stories 253

She couldn’t do anything to stop it. Samantha was very upset and did not
want to make any new friends or do anything fun. Tony was very worried
about Samantha. She never left the house; she just lay in a ball on the floor.
Samantha was afraid to leave her house, and she was very unhappy.
She used to have so much fun going to the park, and she missed meeting
new friends, but she was afraid something bad would happen if she went
outside again. Samantha told Tony why she was unhappy, and Tony thought
having some of Samantha’s friends over to the house might cheer her up.
Samantha thought that would be OK since she would not have to go outside,
and she had a great time. Her friends did not even notice that her tail had
been hurt, and they played and laughed. After her friends came to her house
a couple more times, Samantha felt like she could go to their house to play.
She went and nothing bad happened!
After playing with her friends in their houses, Samantha started to want
to go to the park again. She was very scared to go back to the park, but all
of her friends said they would go with her. They slowly walked to the park,
and Samantha felt so happy to see the grass and the slides, and she ran and
pounced and had a great time!
Now, Samantha knows that every once in a while, bad things can hap-
pen in life, but most of the time nothing scary happens. Samantha loves to
be happy, and she plans to keep going to the park. Even though she will
never go in any other old castles again, she could not have known that it was
going to crumble and fall down. Samantha is going to make safe choices,
and she is not going to worry about the things she cannot control.

Application
The first step in determining how to use therapeutic storytelling with Lisa is
to carefully determine an appropriate time to do so. This story could be used
early in therapy with Lisa, and she could be encouraged to begin to process
the sexual abuse she experienced. The story should be told in a comfort-
able setting by a counselor who is familiar with the tale and its intended
meaning.
It is next imperative to choose an appropriate story for the client.
Samantha’s Tail was written for Lisa by the authors and incorporates a
conflict that aligns with Lisa’s conflict; the client is expected to identify with
the main character, and the damage done to Samantha’s tail represents Lisa’s
sexual abuse. The goal of the story was to help Lisa understand that the
sexual abuse was not her fault and was conveyed to the client through
Sam’s ability to overcome her fear and depression. Details of Samantha’s
Tail, such as Samantha’s name and sex, could be changed to align with a
different client’s needs.
The storyteller can next decide whether the story should be verbally
processed with the client. The following questions can be posed.
254 V. E. Kress et al.

● What made Samantha realize that she was not happy staying inside all day?
● Was it smart for Samantha to talk about her problem?
● Who was able to help Samantha with her sadness and fears?
● What made Samantha strong enough to start enjoying life again?
● Did Samantha feel like it was her fault that her tail got injured?

The counselor may relate Lisa’s answers to the client’s sexual abuse, if
appropriate. The relationship between Samantha’s story and Lisa’s problems
may be revisited at a later time as well.
Therapeutic storytelling can increase trust and build rapport between a
counselor and client, and Lisa may begin to feel more comfortable engaging
in an open therapeutic relationship if the counselor uses stories to reach her.
Samantha’s Tail will help the client organize her thoughts, and Lisa will be
able to better identify her own struggle and develop strategies to overcome
the impacts of the abuse she endured. Finally, the positive message of hope
found in the story about Samantha will empower Lisa and provide hope for
the client’s future.

Case of Brad
Brad, a 9-year-old boy, has been sexually abused by a 17-year-old male.
Brad told his mother that when he spent the night at his classmate’s house,
the classmate’s older brother “did bad things” to him. After reporting the
incident to legal authorities, Brad’s mother brought him to see you. His
mother reported that he does not seem to have “any happiness left in him.”
He does not get excited to play with friends or go to his favorite restaurant,
and he has stopped “caring about his grades.”
Brad calmly and methodically tells you—the counselor—about his
friends, immediate family, and school, but he refuses to talk about his friend
whose older brother abused him. When asked about the night he spent
at his friend’s house, Brad becomes silent and stares at the floor until the
topic of discussion has been changed. Brad’s mother has reported that he
is experiencing many emotional difficulties. Most notably, Brad has “scared”
some of his classmates by making obscene sexual comments. Brad’s teacher
reported that he is typically very “mellow” but occasionally gets “very angry
in class.” Traditional methods of talk therapy do not seem to be engaging
Brad in therapy.

Therapeutic Story: The Family Friend

Once upon a time, there was a young boy named Gabriel who was afraid
to talk. He was not always afraid to talk and he used to be very friendly.
One day, Gabriel went to school, just as he always did. He also always went
 Therapeutic Stories 255

home after school to an empty house. Gabriel was comfortable at home

alone after school. He always got his homework done and did his chores.
Yet, that day, Gabriel went home to find a family friend at his house; the
friend was going to babysit him. Gabriel was confused that there was a man
there. He is usually home alone for an hour before his parents get home
from work. Although Gabriel was excited to see his family friend, he had a
strange feeling.
The two began to play together, playing games, then action figures. But
the man wanted to play action figures in a way Gabriel had never seen or
did before. The man kept touching the action figures in all sorts of weird
ways. Gabriel was uncomfortable. He told the man he did not like his game,
but the man did not stop. Gabriel went to go into another room, and the
man followed him. He made Gabriel play action figures and would not stop
even though Gabriel hated the game. The family friend told Gabriel not to
ever tell his mom or dad that he stopped over and then he left.
Gabriel became afraid, afraid that he would be hurt again. He felt a
lot of pain. It was a different pain than he had ever experienced. It was
not like falling and skinning his knee; it was a pain that hurt both his body
and his feelings. Gabriel did not really understand what caused this pain
or what happened. Soon his parents noticed a change in how Gabriel was
acting. His friends and teachers also noticed that he was not the same.
When asked, Gabriel said nothing was wrong. But his parents felt that deep
down, Gabriel was hiding something. Gabriel finally told his parents that
the family friend came over, but he would not say anymore about it. His
parents wanted him to go talk with them and someone else, a counselor,
they said.
When Gabriel and his parents went to the counselor, they had a lot
of fun playing with games and cars, and drawing pictures. After several
times meeting all together, the counselor asked how he had been hurt.
Gabriel began to cry. The counselor explained to the boy that nobody ever
deserved to be hurt and the best way to stop hurting is to talk about it. So
that is what he did! It was like the pain gradually began fading away. His
parents were not mad at him! Gabriel realized they were crying only because
they wanted to help him and loved him so much. Gabriel was wondering if
the pain was his fault, but the counselor and his parents reassured him that
nothing he could have ever done would make it OK for someone to hurt him
like that.
Gradually, Gabriel began to become less afraid, and he began to talk to
his friends again. The memory was still there, and he still could remember
how it hurt, but he felt better to have people to talk to. He did not feel angry
anymore, and he was able to be nice to his friends at school. He realized
that sometimes when something scary happens, you have to do something
scary like tell others to help feel better and understand what happened. And
that is what he did!
256 V. E. Kress et al.

Application
A counselor may choose to use therapeutic storytelling with Brad because
he is not responding to traditional talk-therapy methods. The increase in
trust and rapport that results from the storytelling process may allow Brad to
eventually engage in traditional methods of therapy. Additionally, the client
will be able to begin processing the event and organizing his cognitions
surrounding it. The positive message in the story will also empower the
client and show him a way to improve his current situation.
The Family Friend was developed by the authors especially for Brad,
but a prewritten story could also have been used to communicate with the
client. The Family Friend could also be altered in the future to align with a
different client with similar sexual abuse history. Discussion questions may
be processed to explore the client’s interpretation of the story.

● What made Gabriel tell his mother what happened?

● Why did Gabriel stop talking?
● What made Gabriel start talking again?
● Was it smart for Gabriel to talk about his problem?

SUMMARY

The use of therapeutic storytelling in counseling survivors of child sexual

abuse is a promising creative counseling intervention. Storytelling is a non-
threatening approach that can transcend the barriers of client anxiety or
resistance to change. Therapeutic storytelling can be used by counselors to
enable growth and progress and to invoke the change process.
Despite the flexibility and applicability of therapeutic storytelling, it is a
complex skill that must be learned, practiced, and adjusted. The counselor
should have a good understanding of the implications of this therapeutic
tool before it is used with a survivor of child sexual abuse.
The responsibility that comes with using a technique such as therapeutic
storytelling is significant. Therapeutic stories can bring about strong emotion,
and counselors must be prepared to guide clients through these experiences.
The counselor should be aware of the clinical rationale for choosing to
use storytelling techniques, and he or she should ensure that the client is
emotionally ready for this technique.
In this article, guidelines for using therapeutic stories were presented.
Although it is beneficial to have many professional viewpoints regarding the
use of therapeutic storytelling, it would be beneficial to the counseling com-
munity to uniformly use this technique. A unified application of therapeutic
stories could help enhance future research on the efficacy of this technique
with sexual abuse survivors. Due to the paucity of research on the use of this
 Therapeutic Stories 257

technique, empirical research is needed to establish the effectiveness of this

approach in creating client change. Research on the use of this technique
might focus on when this technique might work best and with what specific
client issues.

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Victoria E. Kress is Professor in the Department of Counseling and Special

Education at Youngstown State University, Youngstown, Ohio.
Nicole Adamson is a graduate assistant in the Department of Counseling
and Special Education at Youngstown State University, Youngstown, Ohio.
Jennifer Yensel is a doctoral student in the Department of Counseling and
Human Development Services at Kent State University, Kent, Ohio.

APPENDIX
Guidelines for the Use of Therapeutic Stories
1. Carefully choose the story.
a. Present an appropriate story at an opportune time.
b. Incorporate goals, resources, and conflicts that align with those of the
client.
c. Connect the client to the story.
d. Ensure the message is positive and attainable.
e. Determine if a prewritten story or a personalized story will be most
therapeutic.
2. Deliver the story.
a. Know the story very well.
b. Introduce the client to the story.
3. Process the story.
a. Apply the therapeutic value of the story.
b. Use therapeutic storytelling in a responsible and ethical manner.
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