Family Therapy for School Nonattendance Problems: A Narrative Approach

Abstract

In the Chinese context of Hong Kong, education is seen as important for building character and social achievement. In the dominant social discourse, students encountering school attendance problems are often considered either psychologically dysfunctional or socially deviant, and their parents are viewed as incompetent or irresponsible. With the concrete case example, this paper illustrates how narrative therapy provides a space for students’ voices and critical perspectives. It also helps families resist and renegotiate the oppressive meritocratic ideology promoted in the education system and in society. Integration of the systemic and the narrative approaches in the practice is also discussed.

Keywords:

• Narrative therapy
• school nonattendance
• Hong Kong

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1 In a recent long-distance phone contact with Rebecca for this article, Rebecca revealed that although her anxiety still stays with her, she has step-by-step reclaimed a normal life. With the same principle, she makes every attempt to be a success rather than getting rid of the anxiety completely. Her treasured value of justice guides her attention and involvement in the fight against racial and sexual orientation discrimination.