Neuro-Linguistic Programming (NLP) is known as an effective approach to communication, learning, and psychotherapies. Whereas the approach originally emphasizes the client’s internal experience, there have been some criticisms and problems, such as too much simplification of therapeutic methods, or difficulties of utilizing the technique outside sessions. This article presents how NLP successfully worked to the client with flashbacks and trouble with leaving home. Basic models and tools were utilized in sessions, so that the client could use them. Considerations include (1) reconstruction of symptom as client’s patterns for experience, (2) sharing therapeutic strategy showing maps, (3) practice of techniques.
In this article, the author examines the topics required to consider the use of the externalizing technique and deconstruction in psychotherapy through a clinical case using narrative therapy. The client, a man suffering from depression and feelings of remorse, initially rejected the therapist’s attempt to externalize his problem during the sessions. He hesitated to resist the problem and said, “I can’t break off the relationship with it.” However, application of aspects of Morita therapy, such as acceptance and coexistence with feelings of discomfort, led to deconstruction and therapeutic changes. Based on this study, the author suggests how therapists can use narrative therapy effectively with clients in Japan.
In this study, the author, who is a teacher in a school for special needs education, taught “Insect Extermination” to the students, and considered the effect. In her classes, she targeted eight junior high school students. As a result, the subjectivity, self-affirmation, and expressive ability of each student has come to be improved. They have come to solve their problems by themselves. Moreover, they have come to cooperate with the “Insect Extermination,” and the teachers learned how the students perceived each problem. By externalizing their problems with the “Insect Extermination,” a constructive dialogue of the solution to problems was developed between the students and the students, the teachers and the students, who did not blame anyone.