This study examined the possibility of a clinical intervention using the Japanese version of the SPARK Resilience Program in a psychological clinic. The program was used to provide counseling to a female high-school student and in a psychoeducational approach for an elementary-school boy. The former case demonstrated the potential to increase awareness of clients’ resources and strengths revealed in previous counseling. In the latter case, the program helped the client overcome adversity, such as entrance exam failure and interpersonal difficulties, and showed the potential for positive changes in the family system. Through these two cases, we suggest the possibility of clinical interventions that can bring out the independent power of clients and link learning about resilience with real-life changes.

This study used narrative therapy techniques to examine a mother whose son experienced difficulty separating from her and attending school. The dominant story has a significant influence on the individual’s life. The separation anxiety hypothesis of school refusal has been a dominant story for teachers and parents in Japan for decades. In this case, unexpected factors or incidents were identified separately from the dominant story. The boy’s unconscious desire to protect his mother at home influenced his school refusal, not the expected school maladjustment. This study provides a basis for the effective use of narrative therapy during psychotherapy sessions.