The use of therapeutic story in primary school settings in China

In the UK and other western countries, educational psychologists have adopted storytelling as a therapeutic technique with children for decades. However, although therapeutic storytelling has been introduced to China, little research has been done on the application of this therapeutic technique in Chinese primary school settings. The current study addresses this gap by using a constructivist grounded theory analysis of semi-structured interviews to explore how Chinese primary school psychological counsellors understand and use therapeutic storytelling. The data collection was based on a small purposive sample that includes twelve psychological counsellors. The findings indicate that storytelling can be used to facilitate the establishment of a therapeutic relationship and is
compatible with a wide range of therapeutic approaches.