Journal May 2026 Release_Full Edition - Flipbook - Page 16
15
Another grin.
Darnell:
Yeah. He turned back to his buddies.
I left school at the end of the day, still puzzling at what felt like an astonishing
change in this young boy. It felt unreal, and I was convinced that it was a fluke,
not something that would endure. That evening, I called Paul to let him know I
had used his suggestion. I was excited but unsure that the change in Darnell
would stick; I wasn’t even sure what had happened. He talked me through the
process step by step and helped me understand how it unfolded and why I might
just try holding onto the belief that I was onto something.
I decided to pay close attention to what transpired in the following class sessions
and take notes after each class. Here is what happened.
Sharing the story
Darnell once again worked well in his group. Although the noise level was high in
the room, the groups were busy and focused. At the end of the class, I asked
Darnell if I could speak to him. I told him how impressed I was that he was able to
use his Strength to keep Trouble out of the room for a second time. I told him
what it meant to me and the effect it had on the class. I also told Darnell that I
believed other people should know about his ability to help the class and keep
Trouble away. I asked him if he would be willing to meet me in the principal’s
office one day soon so I could let the principal know what a good job he was
doing. Darnell said that would be okay. I told him I would arrange for a meeting
and would let him know when we might meet to see if he was still interested.
After the class, I checked with the principal and set a date for two weeks out.
Change continues; skills are put to good use
The teacher had allowed Darnell to join the rest of the students at the worktables.
“It’s Taken Care Of”: A Collaborative Effort by a Student and a Teacher to Keep Trouble out of the Classroom
Journal of Contemporary Narrative Therapy, May 2026 Release, p. 9-24.
www.journalnft.com
