101 HEALING STORIES FIR KIDS AND TEENS FULL BOOK PDF DOWNLOAD.
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Library of Congress Cataloging-in-Publication Data
Burns, George W. (George William)
101 healing stories for kids and teens : using metaphors in therapy / George W. Burns
p. cm.
Includes index.
ISBN 0-471-47167-4 (pbk.)
1. Metaphor—Therapeutic use. 2. Narrative therapy. 3. Storytelling. 4. Children’s stories—Psychological aspects.
5. Child psychotherapy. I. Title: One hundred one healing stories for kids and teens. II. Title: One hundred and one
healing stories for kids and teens. III. Title.
RJ505.M48B87 2005
618.928914—dc22
)No story is complete without its characters, and the stories behind this book are rich in many
loved and valued characters who have contributed so generously to its evolution. In keeping
with the spirit of this work, let me mention the children first. I am particularly appreciative of all the
2003 Year Seven students at Helena College, Western Australia, who wrote some wonderful, cre-
ative, expressive stories that had me feeling humble about my own efforts. I was unable to include
them all and want to thank, especially, Emma Barley, Anthea Challis, Corin Eicke, Erin Kelley,
Jonathon Matthews, Oliver Potts, Nathaniel Watts, and Stephanie Wood for so generously allowing
their stories to be included in Chapter 13, and commented on in Chapter 15. For enthusiastically
supporting the project I thank Helena College principal John Allen-Williams, MScEd, school psy-
chologist Susan Boyett, BPsych, and Year Seven teacher Claire Scanlon, BEd.
The other kid stories came from the creative pens of Sam Green, son of very dear friends, and
Pia Hill, student at John Curtin College of the Arts, Western Australia. For permission to reproduce
Pia’s story I thank principal Barrie Wells and English teacher Suzanne Covich, MCA. Much appre-
ciated, too, were the story-collecting efforts of Victorian primary school teacher Pamela Wooding,
BEd, even though none of the stories made their way into the text.
Julie Nayda has been with me on every book so far, keying in the words, sorting out my gram-
mar, adding constructive comments, and, on this occasion, tossing in some helpful story ideas of her
own. She is an invaluable asset to my work and my life and, on projects like this, it feels like we are
a real team—workmates and friends.
It is never easy to hand your work over to peer reviewers and ask them to be brutally honest in
their criticisms, yet what Stephanie Bennett, MClinPsych, Susan Boyett, BPsych, Eva Marjanovic,
MAppPsych, and John Thompson BA(hons) have contributed in a supportive yet frank way has been
invaluable. Discussions, contributions, and feedback have also come from Elaine Atkinson, MPsych,
Stephen Lankton, MSW, Rob McNeilly, MBBS, Julie Nayda, Tracey Weatherhilt, BPsych, Rick
Whiteside, MSW, and Michael Yapko, PhD. Thank you, too, to Deborah Clifford for generously
permitting the inclusion of her beautiful birthday story-poem in Chapter 17.
Once again I have really enjoyed working with my editor, Tracey Belmont, and thank her for
the embryonic ideas about this book. Thanks to Diana Plattner, for her copyediting; Kevin Holm,
for his efficient and friendly production editing; Cristina Wojdylo, and the rest of the team at John
Wiley & Sons, Inc., I thank you for all your support, encouragement, efficiency, and attention to
detail.
Children have and do enrich my life greatly—my own children, my grandchildren, the children
I see as clients—for they are ready to offer an unconditional smile, accept you into their world, and
share tales of their experience. When my children were young I thought it my responsibility as a fa-
ther to teach them what they needed for life. With my grandchildren I am discovering I have a lot to
learn from what they can teach me. As William Wordsworth said to his own five-year-old boy .
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