NARRATIVE THERAPY AND HEALING: USING LITERATURE TO PROMOTE MENTAL HEALTH AND EMPOWERMENT FOR TRANSGENDER INDIVIDUALS IN EDUCATIONAL SETTINGS

Abstract

This paper investigates the therapeutic and healing potential of narrative therapy applied to transgender narratives in literature. The aim is to demonstrate how educational institutions can leverage LGBTQ-affirming stories to promote mental health, resilience, and empowerment among their transgender students, faculty, and staff. The methodology involves a narrative analysis of the novel Melissa (George) by Alex Gino through the lens of narrative therapy principles.

Key findings highlight how the narrative elements - plot, character arcs, and themes - serve as powerful validation for transgender readers' experiences and build understanding among cisgender audiences. The results indicate that embedding narrative therapy approaches using this text can create transformative spaces for transgender individuals to share stories, find community, and develop coping skills. Narrative writing workshops, book clubs, and discussion groups are recommended implementation strategies.

The paper concludes that centring authentic transgender narratives and narrative therapy in educational programming can foster inclusive environments validating diverse identities. Ultimately, literature emerges as a catalyst for healing by amplifying transgender voices and facilitating self-empowerment.