The use of metaphor in child psychotherapy: the development of an integrated model

English: This theoretical study focused on the use of metaphor in psychotherapy. The aim of the study was to provide guidelines for the use of metaphor in psychotherapy and child psychotherapy. Any visible portrayal or image of psychic contents was considered to provide an externalised metaphor for these contents. Metaphors were regarded to form part of a group of representational phenomena, which function as tools portraying psychic material. The researcher adopted an integrated approach and examined the contributions of theorists representing six psychological theories. These theories were psychoanalysis, analytical psychology, Gestalt therapy, Ericksonian psychotherapy, cognitive therapy and narrative therapy. Additional individual contributions mentioned were those of Rossi, Kolb and Kalsched. Information gathered from these theories was supplemented by information from disciplines outside the field of psychology. These contributions included views on the biological processes giving rise to representational phenomena, philosophical viewpoints and viewpoints on issues of interpretation and meaning-making. An initial, tentative study was conducted, which included gaining experience with the use of metaphor in psychotherapy, specifically the sandplay method. On the grounds of this study, research questions were formulated regarding the nature of metaphor, the key concepts mentioned in relation to metaphor (focusing on the identification of general principles regarded as conducive to metaphor-use) and descriptions of the process of using metaphorical material in psychotherapy. Metaphor was found to be a complex phenomenon. This was theorised to be partly as a result of the complexity of metaphor itself and partly due to the fact that metaphor-use reflects the nature and functioning of the psyche. The psyche was approached as a functional mind-body unity. The composite nature of metaphors allows the integration of levels and dimensions of awareness, specifically the integration of experiential participation with conceptualisation and understanding. Nine key concepts were identified which could serve as general guidelines for metaphor-use. An integrated model of metaphor-use was presented, indicating the various stages of the process and the manner in which the introduction of meaning through metaphor included the activation of and the interaction with existing unconscious psychic material, leading to new or altered conceptualisations with different linking options. Since a metaphorical portrayal of psychic contents possesses its own reality, it was postulated that, bearing in mind the general guidelines provided, a therapist could apply his/her own theoretical framework to the process. However, the guidelines and the integrated model of the process of metaphor-use could make it possible for a therapist to allow his/her framework to be enriched by contributions from other approaches. Regarding the role of the therapist, the study indicated that the therapist often became responsible for that part of the process which was not carried out by the patient. It is hoped that this study could be used as a framework to structure therapy with metaphors and indicate areas for future research.