Narrative Approach To Student Retreat Leadership Formation: Case Study

In asking outsider witnesses to enter into the storied lives of others, definitional ceremonies allow for people to journey with another for a brief time, just as Jesus did with his disciples on the road to Emmaus. In thinking upon the preparation period that leaders go through in preparing for the retreat, the principles and practices of narrative therapy can prove beneficial to the formation process, especially in the crafting of retreat talks. Additionally, an incorporation of definitional ceremonies can intensify the experience of being accompanied so that retreat leaders can accompany others more effectively.

Part III: Translating a Narrative Approach to Student Retreat Leader Formation
Objectives of a Narrative Approach to Formation

In whatever is the most conducive form for each person creating their graph, each individual will share a broad scope of their life with the others on the retreat team. The graphing and sharing of one’s life provides the opportunity for leaders to be authentic and vulnerable with each other. It also provides them with practice at facilitating this activity with their own small group while on retreat. Additionally, during the assigning of retreat talks, adult and student directors will consider the content of an individual’s Life Graph to aid in their selection. The student leaders can also be given the opportunity to rank the talks that they feel comfortable giving on a piece of paper, while also offering verbal nominations for who amongst them would be an appropriate fit for giving each of the various retreat talks. Directors will collectively discern and provide the final talk assignments for the entire group, factoring in their initial leanings based on the leader’s personality and life experience, as well as from suggestions given by the team

This is done through the processes of a definitional ceremony (as discussed in Part II). Before sharing the stories, one of the directors outlines the four categories of response provided around definitional ceremonies of expression, image, resonance, and transport. Additionally, students are encouraged to offer acknowledgement rather than affirmation, and to use the shared story as the primary source of reflection. With these guidelines given, any clarifying questions around the parameters of the definitional ceremony can be fielded and answered. The person who is giving their talk will then assume the role of the care-seeker. The remaining leaders should assume the role of the outsider witnesses. The student giving the talk should take about fifteen to twenty minutes to deliver it. Their peers, who are actively listening to the story, reflect and make notes in response to a list of four questions that are provided for them. These questions are based on the categories of expression, image, resonance, and