Dissertation Trauma: It's Not the Soul of Your Life
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Dissertation Trauma: It’s not the soul of your life: RE-CONSTRUCTING CHILDHOOD TRAUMA AND THE ROLE OF STORY SHIFTERS IN GENERATING ALTERNATIVE NARRATIVES By Barbara L. Ward, MSW, RSW for The Taos Institute and Vrije University Brussels, Belgium PhD Program Promoter/Advisor: Dr. Gerrit Loots Submitted September 1, 2015 - 1 - Table of Contents *Each chapter and sub-section is hyperlinked. Simply press the “control” key and left click the mouse/touchpad to go directly to that section. Acknowledgements Chapter 1 INTRODUCTION…………………………………………………………..Page 7 The Story of Juna: Re-constructing Childhood Trauma: “It’s not the soul of your life” The Orientation of this Dissertation Rationale for this Research: What difference could re-constructing trauma make? The Research Questions and Outline of Dissertation Chapters Chapter 2 SOCIAL CONSTRUCTION………………………………………………Page 12 Social Construction Orienting Principles Criticisms of Social Construction and Counter Arguments Language and Terms. What do words mean anyway? Summary of the Terms Used in the Dominant Discourse Vs Post-Modern Concepts of Trauma Chapter 3 THE CONSTRUCTION AND DOMINANT DISCOURSE OF TRAUMA: MAINSTREAM LITERATURE AND EXPERIENCES……………………………………………………….Page 30 Definitions of and Impairments in Childhood Development from Trauma The ACES (Adverse Childhood Experiences Study): More impairments from childhood trauma The Binary Position of Blame The Stigma of Mental Health The Social Construction of Mental Illness The Social Construction of Trauma: A Literature and Media Review Chapter 4 OTHER VOICES IN TRAUMA DISCOURSE……………………Page 53 The Trauma Informed Approach Trauma Informed Systems of Care Posttraumatic growth and Resilience: The Evolution Continues Resilience Culture and the Construction of Trauma - 1 - Chapter 5 NARRATIVES, IDENTITY AND TRAUMA……………………..Page 63 The Power of Stories Contextual Dimensions in How Stories are Told The Risks and Benefits of Telling a Trauma Story Narrative Therapy Chapter 6 COLLECTIVE STORY TELLING, CULTURE AND COMMUNITIES……Page 79 Public Testimony and Stories of Trauma Community Story Telling and Healing The Power of Connection and Empathy in Creating Space for Growth A Collective Response to Trauma in the Western World Chapter 7 THE RESEARCH PROCESS IN ACTION…………………………….………..Page 99 The Research Question The Role of the Researcher in Research Research Method: A Listener’s Guide How to Use the Listener’s Guide Research Decisions and Description of Methods Used First Interviews Second Interviews Third Interviews Focus Groups Focus Group with Community Members #1 Invitation and Forum Process Focus Group with Community Members #2 Focus Group with Practitioners at a Trauma Conference Structure and Format of the Practitioners Focus Group Research Methods Summary: Diagram Chapter 8 EMILY’S STORY (INTERVIEW # 1)…………….…………………..……….Page 119 Emily’s Story from her Perspective The Analysis Paralysis The Researcher’s Participation in the Story I-Poem for Emily Voices in the Story of Emily –The Minimizer Voice -The Wise Voice - 2 - -The Resistant Voice -The Pleaser Voice -The Victim Voice -The Resilient Voice Chapter 9 LANDON’S STORY (INTERVIEW # 1)………………………….Page 143 Landon’s Story from his Perspective Role of the Researcher in the Interview I-Poem for Landon Voices in the Story of Landon -The Victim Voice -The Resistant Voice -The Resilient Voice The Focus on the Victim, Resistant and Resilient Voices-Victim Voices -Resistant Voices -Resilient Voices Second Interviews and Reflections and Next Steps Chapter 10 THE GENERATION OF THE STORY SHIFTER FRAMEWORK……..Page 160 Introduction to the Concept of Story Shifters What is a Story Shifter? Shape Shifters and Story Shifters The Dimensions of Discursive Context and their Story Shifters Discursive Context The Story Shifters: The Discursive Context Dimension of Relational Activity A Stance of Not Knowing The Nature of the Relationship and the Establishment of Safety and Trust Meaning of Response While Telling the Story A Shared Experience The Discursive Context Dimension of Culture and Linguistics Knowledge Generation as a Story Shifter Media as a Story Shifter Social Constructs as a Story Shifter Language as a Story Shifter Summary Diagram Figure of the Story Shifter Theoretical Framework Chapter 11 THE MEANING STORY SHIFTERS MIGHT HOLD FOR OTHERS………Page 203 - 3 - Feedback on the Story Shifter Framework from Individuals and a Family (who were not part of a focus group) Conversations Summaries from the Community Focus Group #1 Individual Feedback from the Community Forum #1 on the Story Shifter Framework Conversations Summaries from the Community Focus Group #2 Feedback from the Practitioners Focus Group at a Trauma Conference Final Interview with Landon and Emily Reflections from Landon Reflections from Emily Summary of Focus Groups Chapter 12 POSSIBILITIES FOR THE FUTURE………………………………………..Page 221 Considerations for Applying the Story Shifter Framework to Other Settings Education Other Fields in Mental Health Other Professions Therapeutic Setting Community Setting In Other Cultures Limitations of the Story Shifter Framework Resources: A Tool for Consideration Resilient and Growth Rating Scale Future Research and Opportunities In Summary References……………………………………………………….……………………………………Page 233 Appendices……………………………………………………………………………………………Page 252 Addendum #1 Additional Information: Harry Potter and Boggarts...........Page 258 Addendum #2 Additional Information: Discursive Context - 4 - Acknowledgements This dissertation is relationally constructed. There were many friends, family members, co- workers and even strangers on the street who attentively listened to me talk in rapid speech and with passion and excitement about this research, what it means to me, and potentially could mean to others. No matter who the person was who was listening, the response at the end of my explanation, or at times my rant about how we typically view trauma and how we might generate some alternates was always the same in that everyone said that it “made sense”, that it was “important to do this”, and that it “resonated with them”, in that they could relate to what it might mean to someone they knew, or themselves. I am particularly grateful for the enthusiasm I received for this research proposal in the early stages of my thinking at the Taos Institute conference in Taos, New Mexico, in March 2013 where fellow Social Constructionists provided excellent leads or related research that was invaluable in furthering my development of some of the ideas in this research. As much as this dissertation is relationally constructed, it is also at risk to offend. I come from a white, upper-middle class, upper-middle age, female, English-speaking, Canadian perspective. As much as I acknowledge diversity and being as inclusive as possible, I am limited, or as Ken Gergen (2009) would say “bounded” by myself and my life experience as I know it. When I give presentations to others and teach about childhood trauma, I always open with a similar statement about being at risk to offend, and invite audience members to speak to me if I say something that they found offensive in terms of their identity, so that I may continue to learn. I invite the reader to do the same here. I am of course indebted to my “buddy”, co-worker, friend and ‘partner in crime’, Kevin Clouthier, for introducing me to Social Construction, the Taos Institute and their PhD program. Many times in the last few years Kevin shouldered the blame for “what he got us into”. My Taos advisor, Gerrit Loots, Brussels, Belgium, was invaluable during the dissertation process. His on-going enthusiasm and words of wisdom to provide structure, process and next steps kept me moving forward and engaged in the process. It is always easier to walk away when there are challenges and it was difficult at times to tackle such a large project together with miles of distance and an ocean between us, with only audio skype, but Dr. Loots kept the process pleasant and was encouraging. I look forward to seeing Dr. Loots in person. When friends and family members asked over the years how my PhD is going, they were being very brave, because although my response was always passionate, it may not have always been - 5 - representative of positive progress, and may have included a voice of frustration at times about the process. My adolescent daughter, Tiarra Ward, may have suffered the most during the production of this dissertation. She was asked many times to only disrupt me if it “was very important” during my dedicated PhD working times. She was left with questions unanswered, meals unmade, demands not met, dishes in the sink and dirty laundry in an effort to support this research. Hopefully she benefitted from the observation of my patience and perseverance as well as my value of pursuing something that fuels passion, and doing something just because it needs to be done. I also appreciated the support from my parents and boyfriend who also tolerated the neglect of other priorities and assisted in helping out in any way they could to make life easier. Special thanks also to fellow Taos students Ellen Crump and Naomi Rather, who provided regular stimulating conversation about Social Construction but also friendship, warmth and humour about many other things we shared as Taos students as well as women, mothers, partners and therapists. Special thanks as well to my friends and colleagues who proved to be excellent editors. Irma Fuergues in particular went above and beyond, reading more than her “designated” chapters,