speech and language narrative therapy

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Narrative Therapy

What is narrative therapy?

When we talk about ‘narrative’, we are referring to the ability to tell a story or series of events with precision and clarity. For younger children this will happen verbally, but it also transfers to written work for older children. This is a very complex skill that requires remembering what happened, getting all the parts in the correct order, picking out the key information, finding and using the correct words in sentences and remembering grammar rules!

Why is it important?

We expect children to use narrative skills everyday. Remember it doesn’t just mean telling a story. When you ask your child what they did at school that day or when a teacher asks a child to explain what happened on the playground – these require good narrative ability. As children get older and have to logically order their work, make arguments, use paragraphs – these all require narrative skills.

We also see a knock-on impact on children’s literacy skills. They may have difficulty decoding and understanding the meaning of text. They may find it hard to make inferences and predict what is going to happen. In their written work they may have difficulties using more complex grammar and conveying their ideas.

How to spot a narrative difficulty .

Children with narrative difficulties tend to show some of these types of difficulties in their narrative retelling:-

• They use short sentences with less detail.
• Tend to talk about things in the here and now rather than extending this to other situations and times.
• Events in their narratives do not logically link.
• The story does not flow logically from one element to the next and they may jump around within the story.
• There may be mistakes or contradictions in the narrative.
• They may have a reduced vocabulary and use general words such as got, things and do.
• Difficulties knowing where to start. The child may jump straight in without giving the listener enough information and setting the scene.

What can you do to help?

There are different approaches to narrative therapy, but the most well known in the UK is the series of resources produced by Black Sheep Press . They provide a well structured, pre-written programme for teaching question words and narrative skills. They use colour and visual support to aid learning of the key elements and teach children how to move from the individual story elements onto producing their own narratives.

• Nursery Narrative pack – This is for children aged 3-5 years and introduces the narrative structure of ‘who’, ‘where’, ‘when’ and ‘what happened’.
• Reception Narrative pack – This is for children around the ages of 4-6 years old and extends on the nursery pack and links learning to literacy.
• Speaking and Listening thro narrative – This is for children in Key Stage 1 (5-7 year olds).   The latest edition provides full colour resources and lessons plans to support all narrative elements and link to the curriculum.
• From Oral to Written Narrative – This is designed for children in Key Stage 2 (7-11 year olds).  Again all resources are in colour and at each stage learning is linked to written skills and the curriculum.
• Black Sheep Press also have some other supporting narrative packs and assessments – why not go and have a look! Fun with narrative is another of my favourites.  You can also read our reviews of their narrative assessment apps here .

Hopefully now you know a bit more about narrative and why Speech Therapists talk about it so much! Helen and I have written further posts about the different areas and how to support them – you can find these by clicking on the links below.

Narrative therapy – who

Narrative therapy – where

Narrative therapy – when

Narrative therapy – what happened?

Narrative therapy – emotions and dialogue

Narrative therapy – the end

Narrative therapy – the whole story !

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$159.00 USD

0.5  asha ceus, the power and principles of narrative intervention #e275.

Presenter: Trina Spencer, PhD, BCBA-D

Description

Learn to harness the power of stories for academic and social success..

"Learning how to teach story grammar itself...I feel I have taught a lot of these elements, but not from this perspective. SLPs have a lot to do. Sometimes you take a training and feel that now I have to do this too! This approach, I think I could incorporate without stealing time from something else."

– S.P., prior course participant

Read more comments about this course!

Earn Competencies in Narrative Instruction.

Oral storytelling is a pivotal skill for academic and social success. Not all students have mastered it or can apply word, sentence, and discourse patterns to learn other content. Communication scientists have explored, developed, and investigated innovative ways of using oral storytelling to teach vocabulary, expressive language, inferencing, listening/reading comprehension and writing. The key teaching procedure is retelling , which is backed by an impressive body of learning science.

This competency course presents 10 principles of effective narrative intervention – providing clear and easy to implement recommendations for children, with and without disabilities, in preschool and elementary grades. Learn what's special about oral language and what's special about stories. Learn deficits that oral storytelling can help solve. Learn how oral storytelling instruction can effectively address the cluster of skills that are at the core of everything literacy related. Stories are everywhere. Why not harness their power?

Offered for 0.5 ASHA CEUs – 5 contact hours.

Course Overview & Run Time

Course Overview – Run Time: 5:00:10

• Roles and Responsibilities of SLPs in Schools.
• The Oral Language Basis of Literacy.
• Storytelling as the Pivotal Skill Repertoire.
• Measuring Narrative Skills.
• Ten Principles of Narrative Intervention.

Ongoing Learning Opportunities

Participants in this course receive access to the NSS Narrative Intervention Network , which includes timely support videos from course presenter, Dr. Trina Spencer. These presentations will include additional narrative intervention related topics.

Bonus Content Now Available! 

"I feel I have a new tool that I can use immediately in my practice. Course was well organized and informative. I enjoyed the videos."

– G.S., prior course participant

Content Disclosures

The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Comments From Prior Course Participants

"Narratives and complex language were beneficial to discuss. I liked everything!!" E.P. (Mar. 2024)

"The guidance in shaping or retelling the story and what to say to the students if they've missed a step or didn't use a complex word or sentence was beneficial. I enjoyed learning how to better do narration with my students." L.B. (Mar. 2024)

"Loved the assessment information. Very well done slides and practical application." R.C. (Feb. 2024)

"I liked the examples and details." M.A. (Dec. 2023)

"Clear presentation of the story re-telling method. I liked the slides and videos." A.D. (Dec. 2023)

"Great video examples of course principles in action. The value of oral storytelling was beneficial." S.B. (Nov. 2023)

"I love the icons and will be using them. I liked the videos that were shown." C.M. (Oct. 2023)

"Learning how to use the icons during storytelling to depict parts of the story was beneficial. I liked how this intervention contributes to language comprehension vs asking WH questions." P.F. (Oct. 2023)

"I liked all the handouts. And the instructor's enthusiasm and knowledge." M.H. (Sep. 2023)

"A very structured way of teaching story retelling. Prompting info was beneficial. I liked the free online resources." D.P. (Jul. 2023)

"The depth of detail regarding the 10 principles of intervention was beneficial. I liked the video clips!" D.V. (Jul. 2023)

"I liked the explanation of narrative vs. exposition similarities and differences. And learning about the principles for effective practice." A.C. (Mar. 2023)

"Learning how to teach story grammar itself. As a SLP, I feel I have taught a lot of these elements, but not from this perspective. SLPs have a lot to do. Sometimes you take a training and feel that now I have to do this too! This approach, I think I could incorporate without stealing time from something else. Also, I have not gone yet to the websites with the resources noted, but those seem valuable." S.P. (Feb. 2023)

"Detailed narrative language principles with specific examples, the embedding of the current research, and education on the importance of oral narratives on literacy. I liked the learning platforms (e.g., presentation slides, with pictures, with videos)." A.P. (Feb. 2023)

"I appreciate the detailed information on how assessment and intervention could look with doing the narrative intervention. The variety of videos, visuals, and examples were useful." A.G. (Jan. 2023)

"I appreciated the topic related to repeating, repairing, recasting, and expanding when a child makes an error during therapy sessions. I liked the concept of re-telling stories and the way the presenter taught the audience to facilitate this for better learning." A.K. (Dec. 2022)

"I liked the breakdown of teaching the narrative intervention and how it is critical to use stories that have the essential ingredients (character problem, feeling, action, and ending). I have used these components when working on listening and/or reading comprehension, but not with oral language. I will definitely be doing some things differently." G.S. (Dec. 2022)

"How to implement teaching narrative stories was beneficial. Liked enthusiasm of presenter, and the videos." Z.N. (Dec. 2022)

"The storytelling aspect is very practical to incorporate into my therapy - will look into cubed and story champs for my practice. I found course informative in an area I wasn't super familiar with." K.K. (Dec. 2022)

"I feel I have a new tool that I can use immediately in my practice. Course was well organized and informative. I enjoyed the videos." G.S. (Nov. 2022)

"Learning overall how to approach narrative skills. I liked the free resources." L.M. (Nov. 2022)

"Lots of video examples. I liked the free Storybook Supports." H.W. (Nov. 2022)

"Stewart's video with fading visual supports was very helpful. And learning the steps for teaching oral narrative and how to model/prompt." J.F. (Nov. 2022)

"I found the information specific to story champs and how to implement this program very helpful. I enjoyed the videos, which helped to illustrate the speaker's points well." H.R. (Nov. 2022)

"I liked the relationship between listening and oral language AND reading and writing. The organization and speaker were good as well." H.H. (Oct. 2022)

"The structure for implementation of training narratives and specificness of strategies and guidelines were helpful. I liked the repetition of the content with video examples."  D.G. (Oct. 2022)

"The ways to encourage active participation and responses was good information." T.B. (Oct. 2022)

"The supports of narrative intervention and the hierarchy were good. I liked the examples and videos." C.F. (Oct. 2022)

"The CUBED resources will be very helpful." M.W. (Oct. 2022)

"Very thorough coverage of the topic - including instruction in oral language - sentence complexity as well as vocabulary in narrative instruction." K.I. (Sept. 2022)

"Trina is such a great teacher. I felt compelled to try new things in my therapy setting. She is easy to listen to and well educated on this topic." K.B. (Aug. 2022)

Course Objectives

• Define the simple view of reading and the simple view of writing.
• Identify oral language constructs that contribute to reading comprehension and writing.
• Define narrative and explain how it is different from exposition.
• Apply ten principles for effective practice while using narrative intervention.

Presenter & Disclosures

Trina spencer, phd, bcba-d.

Trina D. Spencer, PhD, BCBA-D , is an associate professor at the Rightpath Research & Innovation Center in the Department of Child and Family Studies, University of South Florida. She is also affiliate faculty in the Department of Communication Science and Disorders. She earned a specialist degree in School Psychology and a PhD in Disability Disciplines from Utah State University with emphases in language and literacy and early childhood special education. She has been a board certified behavior analyst since 2001. Dr. Spencer has worked with culturally, linguistically, and economically diverse children as well as children with disabilities, their teachers, and their families for 20 years. She has published 50 articles in peer-reviewed journals, 5 book chapters, and 22 non-peer reviewed articles, briefs, or encyclopedia entries. She has two current Institute for Education Sciences (IES) funded projects related to academic language and literacy interventions for at risk students. Her publications and editorial service span a number of disciplines including applied behavior analysis, speech-language pathology, early childhood education, special education, applied linguistics, and school psychology. She serves as the chair for the American Speech Language Hearing Association’s committee on Clinical Research, Implementation Science, and Evidence-Based Practice (CRISP), leads a national network of early childhood researchers who study Multi-Tiered Systems of Supports (MTSS), and serves as an editorial board member for Language-Speech-Hearing Services in Schools . Benefitting from strong collaborations with practitioners and other researchers, Dr. Spencer maintains a spirited research agenda to improve the academic and social outcomes of the nation’s most vulnerable students.

Speaker Disclosures:

Financial — Trina Spencer is presenter of online CE courses sponsored by Northern Speech Services; receives royalties.

Financial — Trina Spencer is owner of Language Dynamics Group, LLC; ownership interests; Intellectual Property Rights.

Nonfinancial — Trina Spencer has no relevant nonfinancial relationships to disclose.

Intended Audience / Accreditation

This program is offered for 0.5 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

• Speech-Language Pathologists

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.

ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

• Current ASHA Member.
• ASHA Certificate of Clinical Competence (CCC) Holder.
• Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology.
• Credentialed by a state regulatory agency to practice SLP or audiology.
• Credentialed by a national regulatory agency to practice SLP or audiology.
• Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC.
• Currently enrolled in a master's or doctoral program in SLP or audiology.

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site .

Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.

Additional accrediting agencies by which Northern Speech is an approved CE provider:

• California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
• Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
• Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
• Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.
• New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education. Provider #1654.

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You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.

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During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

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Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.

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Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.

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We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.

State licensing boards and online CEUs:

NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.

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Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.

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Most of our online courses provide a link to download the accompanying handout as a PDF file. 

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Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.

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A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded. 

Special Needs:

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More Offerings by: Trina Spencer

#e274 academic language and how to teach it.

This course takes a deep dive into academic language and how to teach it in meaningful contexts. Only 12% of students with language disabilities meet grade level expectations in reading and writing. When SLPs concentrate their language intervention on the dimensions of academic language—namely vocabulary, discourse structures, complex sentences, morphology, and inferencing—more students achieve academic expectations. 

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How Narrative Therapy Works

Jodi Clarke, LPC/MHSP is a Licensed Professional Counselor in private practice. She specializes in relationships, anxiety, trauma and grief.

Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital.

Verywell / Marina Li

What Is the Goal of Narrative Therapy?

Effectiveness, things to consider, how to get started.

Narrative therapy is a style of therapy that helps people become—and embrace being—an expert in their own lives. In narrative therapy, there is an emphasis on the stories that you develop and carry with you through your life.

As you experience events and interactions, you give meaning to those experiences and they, in turn, influence how you see yourself and the world. You can carry multiple stories at once, such as those related to your self-esteem , abilities, relationships, and work.

Developed in the 1980s by New Zealand-based therapists Michael White and David Epston, narrative therapy seeks to have an empowering effect and offer counseling that is non-blaming and non-pathological in nature.

There are a variety of techniques and exercises used in narrative therapy to help people heal and move past a problematic story. Some of the most commonly used techniques include the following.

Putting Together Your Narrative

Narrative therapists help their clients put together their narrative. This process allows the individual to find their voice and explore events in their lives and the meanings they have placed on these experiences. As their story is put together, the person becomes an observer to their story and looks at it with the therapist, working to identify the dominant and problematic story.

Externalization

Putting together the story of their lives also allows people to observe themselves. This helps create distance between the individual and their problems, which is called externalization . This distance allows people to better focus on changing unwanted behaviors. For example, a client might name anxiety “the Goblin” and explain to their therapist how they feel when "the Goblin" is around and how they cope with it.

As people practice externalization, they get a chance to see that they are capable and empowered to change.

Deconstruction

Deconstruction is used to help people gain clarity in their stories. When a problematic story feels like it has been around for a long time, people might use generalized statements and become confused in their own stories. A narrative therapist would work with the individual to break down their story into smaller parts, clarifying the problem and making it more approachable.

Unique Outcomes

When a story feels concrete, as if it could never change, any idea of alternative stories goes out the window. People can become very stuck in their story and allow it to influence several areas of their lives, impacting decision-making, behaviors, experiences, and relationships.

A narrative therapist works to help people not only challenge their problems but widen their view by considering alternative stories.

What Can Narrative Therapy Help With

While narrative therapy is a relatively new treatment approach, there is some evidence that it may be helpful for a variety of conditions. Mental health conditions it might help include:

• Attachment issues
• Attention-deficit/hyperactivity disorder (ADHD)
• Eating disorders
• Post-traumatic stress disorder (PTSD)

This approach can also be useful for anyone who feels like they are overwhelmed by negative experiences, thoughts, or emotions. This type of therapy stresses the importance of people not labeling themselves or seeing themselves as "broken" or "the problem," or for them to feel powerless in their circumstances and behavior patterns.

Narrative therapy allows people to not only find their voice but to use their voice for good, helping them to become experts in their own lives and to live in a way that reflects their goals and values. It can be beneficial for individuals, couples, and families. 

Benefits of Narrative Therapy

Narrative therapy holds a number of key principles including:

• Respect : People participating in narrative therapy are treated with respect and supported for the bravery it takes to come forward and work through personal challenges.
• Non-blaming : There is no blame placed on the client as they work through their stories and they are also encouraged to not place blame on others. Focus is instead placed on recognizing and changing unwanted and unhelpful stories about themselves and others.
• Client as the expert : Narrative therapists are not viewed as an advice-giving authority but rather a collaborative partner in helping clients grow and heal. Narrative therapy holds that clients know themselves well and exploring this information will allow for a change in their narratives.

Narrative therapy challenges dominant problematic stories that prevent people from living their best lives. Through narrative therapy, people can identify alternative stories, widen people's views of self, challenge old and unhealthy beliefs, and open their minds to new ways of living that reflect a more accurate and healthy story.

Narrative therapy does not aim to change a person but to allow them to become an expert in their own life.

Narrative therapy appears to offer benefits in the treatment of a number of different conditions and in a variety of settings. Some evidence supporting the effectiveness of this approach:

• One study found that adults with depression and anxiety who were treated with narrative therapy experienced improvements in self-reported quality of life and decreased symptoms of anxiety and depression.
• One study found that narrative therapy was effective at helping children improve empathy, decision-making, and social skills.
• Other research has found that married women experienced increased levels of marital satisfaction after being treated with narrative therapy.

Further research is needed to determine what mental health conditions narrative therapy might treat most effectively.

Narrative therapy may present some challenges that you should consider before you begin treatment. Some things to be aware of before you begin:

• This type of therapy can be very in-depth . It explores a wide range of factors that can influence the development of a person's story. This includes factors such as age, socioeconomic status, race, ethnicity, gender, and sexual identity. 
• It involves talking about your problems as well as your strengths . A therapist will help you explore your dominant story in-depth, discover ways it might be contributing to emotional pain, and uncover strengths that can help you approach problems in different ways.
• You'll reevaluate your judgments about yourself . Sometimes people carry stories about themselves that have been placed on them by others. Narrative therapy encourages you to reassess these thoughts and replace them with more realistic, positive ones.
• It challenges you to separate yourself from your problems . While this can be difficult, the process helps you learn to give yourself credit for making good decisions or behaving in positive ways.

This process can take time, but can eventually help people find their own voice and develop a healthier, more positive narrative.

Narrative therapy is a unique, specialized approach to counseling. There are training opportunities for therapists to learn more about narrative therapy and how to use this approach with clients.

Trained narrative therapists are located throughout the world and can be found through online resources and therapist directories. You might also consider asking your doctor to refer you to a professional in your area with training and experience in narrative therapy.

During your first session, your therapist may ask you to begin sharing your story and ask questions about the reasons you are seeking treatment. Your therapist may also want to know about how your problems are affecting your life and what your goals for the future are. You will also likely discuss aspects of treatment such as how often you will meet and how your treatment may change from one session to the next.

Wallis J, Burns J, Capdevila R. What is narrative therapy and what is it not?: The usefulness of Q methodology to explore accounts of White and Epston's (1990) approach to narrative therapy . Clin Psychol Psychother . 2011;18(6):486-97. doi:10.1002/cpp.723

Hutto DD, Gallagher S. Re-authoring narrative therapy: improving our self-management tools . Philosophy, Psychiatry and Psychology . 2017.24(2):157-167. doi:10.1353/ppp.2017.0020

Rice, Robert H. (2015). "Narrative Therapy." The SAGE Encyclopedia of Theory in Counseling and Psychology 2 , 695-700. 

Shakeri J, Ahmadi SM, Maleki F, Hesami MR, Parsa Moghadam A, Ahmadzade A, Shirzadi M, Elahi A. Effectiveness of group narrative therapy on depression, quality of life, and anxiety in people with amphetamine addiction: A randomized clinical trial . Iran J Med Sci . 2020;45(2):91-99. doi:10.30476/IJMS.2019.45829

Beaudoin M, Moersch M, Evare BS. The effectiveness of narrative therapy with children’s social and emotional skill development: An empirical study of 813 problem-solving stories . Journal of Systemic Therapies. 2016;(35)3: 42-59. doi:10.1521/jsyt.2016.35.3.42

Ghavibazou E, Hosseinian S, Abdollahi A. Effectiveness of narrative therapy on communication patterns for women experiencing low marital satisfaction . Australian & New Zealand Journal of Family Therapy . 2020;41(2):195-207.doi:10.1002/anzf.1405

Muruthi B, McCoy M, Chou J, Farnham A. Sexual scripts and narrative therapy with older couples . The American Journal of Family Therapy . 2018;46(1):81-95. doi:10.1080/01926187.2018.1428129

Dulwich Centre Publications. What Is Narrative Therapy?

Goodtherapy.org. Narrative Therapy .

Positive Psychology Program. 19 Narrative Therapy Techniques, Interventions and Worksheets .

By Jodi Clarke, MA, LPC/MHSP Jodi Clarke, LPC/MHSP is a Licensed Professional Counselor in private practice. She specializes in relationships, anxiety, trauma and grief.

Narrative Intervention: Principles to Practice

Affiliations.

• 1 Department of Child and Family Studies, University of South Florida, Tampa.
• 2 Department of Communication Disorders, Brigham Young University, Provo, UT.
• PMID: 32776816
• DOI: 10.1044/2020_LSHSS-20-00015

Purpose Narrative interventions are a class of language interventions that involve the use of telling or retelling stories. Narrative intervention can be an efficient and versatile means of promoting a large array of academically and socially important language targets that improve children's access to general education curriculum and enhance their peer relations. The purpose of this tutorial is to supply foundational information about the importance of narratives and to offer recommendations about how to maximize the potential of narrative interventions in school-based clinical practice. Method Drawing from decades of cognitive and linguistic research, a tutorial on narratives and narrative language is presented first. Ten principles that support the design and implementation of narrative interventions are described. Results Clinicians can use narrative intervention to teach story grammar, complex language, vocabulary, inferencing, and social pragmatics. Storytelling, as an active intervention ingredient, promotes the comprehension and production of complex language. Conclusion When narrative intervention is implemented following a set of principles drawn from research and extensive clinical experience, speech-language pathologists can efficiently and effectively teach a broad set of academically and socially meaningful skills to diverse students.

• Child, Preschool
• Communication
• Comprehension*
• Language Development
• Language Development Disorders / psychology*
• Language Tests
• Language Therapy / methods*
• Linguistics

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The Importance of Narrative Assessments in Speech Language Pathology (Revised)

Of the first 100 clinician’s whose responses were analyzed, the two largest groups were composed of SLPs who had been practicing for over 15 years (39%) as well as those who had been practicing from 5-10 years (18%).

Of course it was not a surprise that 76% of these practitioners were based in school setting followed by 23% of practitioners in private practice. Out of them only about 74% of clinicians had ever assessed narratives. These numbers went further on decrease when asked how often these narrative assessments took place: 40% of clinicians stated that they’ve done it rarely with <25% of students, followed by 28% who stated that they performed narrative assessments only some of the time with <50% of students.

When asked if the clinicians favored standardized instruments, non-standardized instruments, or both, the responses were split. Out of those SLPs who performed narrative assessments (see above), 52% favored standardized instruments while a whopping 68% favored non-standardized instruments, indicating an overlap in what instruments were used by clinicians.

One thing which became immediately apparent by reviewing the survey results is that SLPs who used non-standardized instruments clearly used an impressively wide variety of assessments. Another was that some of the SLP-listed instruments did not actually assess narrative skills .  For example some survey respondents stated that they used the Test of Word Finding in Discourse (TWFD). However, this test actually assesses conversational skills and not narrative skills. A few responders stated that they used “responses on the definitions subtest of the Word Test – 2 ” ( WORD-3 is now available ), as a narrative measure, however, those responses can at best count as an informal assessment of spontaneous sentence formulation vs. a true narrative assessment.

So what actually constitutes a true narrative assessment and why are narrative assessments so important?

Well, in order for an assessment to count as a narrative assessment, an SLP must listen to some kind of prompted/unprompted story recounting some form of an event (instead of engaging in a back-and-forth conversational exchange with the child or listening to him/her formulate a brief response based on presented questions).

There are several different types of narratives which can be assessed:

• Fictional  
• Expository 
• Persuasive 

Out of these narrative types, accounts of personal experience, as well as the retelling of fictional stories, are used most frequently by researchers to assess younger children’s narrative competence (whereas expository and persuasive narratives are more useful for adolescent assessment purposes). Here are just some of the reasons why these are preferred.

Personal narratives constitute a large section of functional discourse commonly found in the spontaneous conversation of typically developing preschool and school-aged children. They are sensitive to narrative competence (Bliss & McCabe 2012). They require the speaker to organize an account or a recount of past experiences. They provide effective ways to tax the system due to unplanned discourse (Hadley, 1998; Hughes, 2001). Although they are natural to tell, they also require that the storyteller makes the story interesting to listeners so not to lose their attention (Hughes, 2001).  Finally, they are important for connecting with family and friends as well as for literacy acquisition (Bliss & McCabe 2012).

Similarly, fictional narratives tap into the child’s knowledge of organizational framework and are sensitive to language impairment (McCabe & Rosenthal-Rollins, 1994).  They have been routinely been identified as one of the single best predictors of future academic success (Bishop & Edmundson, 1987; Feegans & Appelbaum 1986). Poor discourse and narrative abilities place children at risk for learning and literacy-related difficulties including reading problems (McCabe & Rosenthal-Rollins, 1994).

Narrative analyses help to distinguish children with language impairment from their typically developing peers (Allen et al 2012).  Furthermore, language produced during story retelling is positively related to bilingual reading achievement (Miller et al, 2006).

Narrative retelling bridges the gap between oral and written language and is important for appropriate reading and writing development (Snow et al, 1998). It provides insights into child’s verbal expression since it taps into multiple language features and organizational abilities simultaneously (Hoffman, 2009; McCabe & Bliss, 2003; Ukrainetz, 2006). This is not the case with standardized testing. Many children may evidence appropriate performance on standardized testing but still display significant difficulties in the area of narrative production. However, unless SLPs assess narratives in children specifically, they run the risk of overlooking weaknesses in this area of functioning.

Finally, assessment of narratives is very important because poor storytelling skills are indicative of social pragmatic language impairment. In fact, part of the diagnostic criteria of social pragmatic communication disorder in the DSM-V™ is “difficulties following rules for conversation and storytelling ”.

So what are some ways in which SLPs can assess narratives ?

When it comes to narrative assessment SLPs have many options available to them (as illustrated above). Depending on the age and type of the population they are working with (e.g., school-age vs. preschool) they can choose from a variety of standardized, non-standardized, or dynamic assessments.   However, when choosing the assessment it is very important to ensure that it examines both microstructure and macrostructure domains of storytelling.

When analyzing microstructure we are looking at the child’s grammar, syntax and vocabulary competence (content and form). In contrast, when we examine macrostructure we are looking at the child’s use of language. Is the story organized and cohesive? (Justice et al, 2006) Does it contain the story grammar elements commensurate with their age such as setting, initiating event, internal response, attempt, consequences, and reaction (Stein & Glenn, 1979)?

For school children 5;00-11;11 years of age, the standardized assessment, Test of Narrative Language -2 TNL-2 (2017) examines the microstructure and macrostructure elements, as well as measures the child’s ability to answer literal and inferential comprehension questions.   It costs $201. I have not had the opportunity to review TNL-2. However, the previous version of TNL  had notable limitations.  It was more effective at identifying narrative deficits in severely language impaired children vs. children with more subtler degree of impairment.  The orginal  TNL , test-retest reliabilities were not separately calculated for different ages. As per Baxter & Van Lingen, 2005, the test-retest data was based on a small, non-representative group and was not strong enough for clinical decision-making (p. 1041). It also did not equally represent all tested age-groups and SES levels. For example, the 5-year old group (n=83) was small and almost ½ of the number of the other groups and “upper-income” children were overrepresented in the sample (Baxter & Van Lingen, 2005, p. 1041). As many other standardized tests, TNL favored children with “mainstream” experience and is not recommended for use with multicultural/low SES children from “low print”/”low talk” environments. (Hayward et al 2008).

According to the developers, the TNL-2 has been improved in three major ways:

• New, more colorful pictures
• More inferential comprehension questions
• Consistent scoring format

They also increased the number of items on the comprehension tasks and added more inferential questions as well as more questions for the youngest, low-functioning and the oldest, high-functioning children.  Supposedly scoring for the oral narratives is now similar across the three types of stories which makes  the TNL-2 easier to score, and more reliable (as per authors).

To continue, if you are working with preschool/kindergarten aged children, then you might want to consider either the Narrative Assessment Protocol (NAP) by Pence, Justice, & Gosse (2007) or the Narrative Language Measures (NLM) by Petersen & Spencer (2012) both of which are available online for free.

Let’s begin with NAP . Developed for children 3-6 years of age, it uses Mercer Mayer’s (1969) ‘Frog, Where are You?’ book to analyze the child’s story microstructure (e.g., sentence and phrase structures, modifiers, nouns and verbs). According to the manual, the macrostructure domain of the NAP is currently under development. However, since the most recent manual was last updated in August 2008, I am not quite certain how up-to-date this information really is. To continue NAP is fairly easy to use. The child is first shown a book then asked to tell a story using pictures as prompts. One of the advantages of NAP is that it does not require narrative transcription and manual utterance tallying, since the examiner scores the narrative as the story is being told. However, the lack of macrostructure analysis is a big disadvantage in my eyes, which is why I personally do not use this assessment when I analyze the narratives of preschool children.

Next up is the NLM .  Referred to by its authors as the free RTI focused assessment tool, the NLM has two developed versions: NLM:P and NLM:K for preschool and kindergarten children respectively.  NLM: Listening  assesses a student’s ability to comprehend and produce complex language that is reflective of written language. Students are asked to listen to a brief narrative, and then retell that narrative. —Narrative retells incorporate listening comprehension, cognition, memory, and expressive language skills. Scoring takes place in real-time. Additional sections of the NLM allow for the examination of story grammar comprehension and inferential word learning or word use. A personal story generation can also be elicited to monitor a student’s expressive language.

NLM For Preschool: is a set of 3 FREE RTI focused assessment tools for preschool children which measures various dimensions of narrative language. It contains:

Test of Narrative Retell (TNR)

• Read a model story
• Ask for a retell

Test of Story Comprehension (TSC)

• Ask factual and inferential questions
• For younger children
• Extremely limited language
• Less demanding than TNR

Test of Personal Generation (TPG)

• Tell a model story
• Ask child to tell own thematically related personal story

NLM for School-Aged Children K-3rd grades  is based on Stein and Glenn (1979) story grammar (see below) and consists of 2 FREE tests:

• Test of Narrative Retell (TNR: SA )
• Test of Personal Generation (TPG SA)

Both use the same 25 short stories that have a consistent structure, length, and language complexity and highlight events that young children are likely to experience in their daily lives in US (e.g., getting hurt, losing something). Both —include real‐time scoring forms.

NLM administration time approx 2–5 min per subtest. TNR and TSC can be scored in real time while the child is narrating.  Scoring rubrics contain 0–2 or 0–3 point ratings and 2 critical subscales story grammar and language complexity. NLM limitations include child’s lack of exposure to testing, cultural considerations, lack of norms or cut scores to help identify at risk children. Furthermore,  single subtest administration should be avoided, and if infrequently probed (seasonal) the administration of all 3 subtests is recommended for validity purposes.

Personally, I prefer informal narrative assessments to the standardized ones.  There are many advantages to informal assessments.  They provide more detailed information regarding microstructural and macrostructural elements as well as child’s thought processes and socio-emotional functioning. They are based on least biased assessment principle  (Goldstein, 2006), which means that you can make adaptations/modifications if you are using a standardized protocol, you can take into account cultural considerations, and of course spontaneous language sample measures that can supplement and clarify diagnostic information from standardized assessments (Rojas & Iglesias, 2009).

Here’s how I perform mine. I use the books recommended by the SALT Software website because it offers convenient suggestions by age, ranging from preschool through 6 th grade. I typically read the story to the child first then cover up the words and ask the child to retell the story based on pictures alone. I read the story first because: “the model narrative presents the events, plot structure, and words that the narrator is to retell, which allows more reliable scoring than a generated story that can go in many directions” (Allen et al, 2012, p. 207).

As the child is retelling the story I digitally record his/her narrative for transcription and thorough analysis.  During story telling, I use the prompts such as: ‘What else can you tell me?’ and ‘Can you tell me more?’ to elicit additional information, however, I try not to prompt the child excessively; otherwise the child is producing prompted responses vs. telling me a spontaneous story.

So what am I looking at when I am performing my narrative analysis?

Well, in the words of Pookins from Helen Lester’s ‘Pookins Gets Her Way’: “Lots!”

• Is the story order appropriate or jumbled up?
•  Is the child using enough details?
• Are these details relevant to the story?
• Does the sentence structure contains errors such as run-on sentences or incorrectly produced words
• Is the child using temporal markers and cohesive ties to connect the story together
• Is the child’s sentence complexity adequate for their age?
• Is it immature or age-level?
• Does the child have word retrieval issues or is s/he maintaining lexical fluency?
• Is there story cohesion and coherence?
• Is there adequate use of anaphoric references (pronouns identifying characters)?
• Does the child have appropriate insight into character’s feelings, beliefs, thoughts?

I evaluate these areas using the guidelines set forth in Hedberg & Westby, 1993 “Analyzing Storytelling Skills” book, which offers a comprehensive guide to narrative analysis.  After I finish, I include the transcription and a detailed write-up in the body of my language report, so parents and professionals could see it and understand the nature of the child’s errors/weaknesses. Another reason why I include the transcription in the body of my report is because it allows parents and professionals to compare past results with future gains and to see in which specific areas (e.g., story complexity, sentence structure, perspective taking, use of details etc) progress was made following therapeutic intervention.

Because storytelling encompasses a number of higher-level language and cognitive skills (Paul et al, 1996), I believe that it should be an integral component of every language evaluation since no other assessment yields as much information about the child’s language abilities as the narrative one.

Now that I’ve told you how I perform narrative assessments, I’d love to know how you perform them and what formal/informal instruments do you use?

Helpful Smart Speech Therapy Resources: 

• Narrative Assessment Bundle
• Narrative Assessments of Preschool and School Aged Children
• Vocabulary Development: Working With Disadvantaged Populations
• Understanding Complex Sentences

  References:

• Allen, M,  Ukrainetz, T & Carswell, A (2012) The narrative language performance of three types of at-risk first-grade readers. Language, Speech, and Hearing Services in Schools,   43(2), 205-221.
• Baxter, A. & Van Lingen, G. (2005). Test review of the Test of Narrative Language. In Spies, R.A. and B. S. Plake (Eds.), The sixteenth mental measurement yearbook (pp. 1040-1045). Lincoln, NE: Buros Institute of Mental Measurements.
• Bishop, D. V. M., & Edmundson, A. (1987). Language impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders , 52, 156–173.
• Bliss, L. & McCabe, A (2012, Oct) Personal Narratives: Assessment and Intervention. Perspectives on Language Learning and Education . 19:130-138
• Feegans, L.,& Appelbaum, M (1986). Validation of language subtypes in learning disabled children.  Journal of Educational Psychology ,  78 , 358–364.
• Goldstein, B. A. (2006). Clinical implications of research on language development and disorders in bilingual children.  Topics in Language Disorders, 26 (4), 305–321.
• Hayward, D. V., Stewart, G. E., Phillips, L. M., Norris, S. P., & Lovell, M. A. (2008). Test review: Test of narrative language (TNL). Language, Phonological Awareness, and Reading Test Directory (pp. 1-12). Edmonton, AB: Canadian Centre for Research on Literacy. Retrieved 9/2/13 from http://www.ualberta.ca/~lphillip/documents/The%20Test%20of%20Narrative%20Language%20(TNL).doc
• Hedberg, N. & Westby, C. (1993). Analyzing story-telling skills: Theory to Practice . Tucson, AZ: Communication Skill Builders.
• Hoffman, L. M. (2009a). Narrative language intervention intensity and dosage: Telling the whole story.  Topics in Language Disorders ,  29 , 329–343.
• Hughes, D., (2001, Oct) Assessment of Narrative Abilities in Preschool and School-Age Children. Perspectives in Language Learning and Education.  pp. 7-11.
• Justice, L. M., Bowles, R. P., Kaderavek, J. N., Ukrainetz, T. A., Eisenberg, S. L., & Gillam, R. B. (2006). The index of narrative microstructure: A clinical tool for analyzing school-age children’s narrative performance.  American Journal of Speech-Language Pathology ,  15 , 177–191.
• McCabe, A., & Rollins, P. R. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3(1), 45–56
• Miller, J et al (2006). Oral language and reading in bilingual children.  Learning Disabilities Research and Practice, 21 , 30–43.
• Paul R, Hernandez R, Taylor L, Johnson K. (1996) Narrative development in late talkers: early school age.  Journal of Speech and Hearing Research, 39(6):1295–1303
• Rojas, R.  & Iglesias, A. (2009, March 03). Making a Case for Language Sampling : Assessment and Intervention With (Spanish-English) Second Language Learners. The ASHA Leader.
• Stein, N., & Glenn, C. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing (Vol. 2, pp. 53-120). Norwood, NJ: Ablex.
• Ukrainetz, T. A. (2006b). Teaching narrative structure: Coherence, cohesion, and captivation. In T. A. Ukrainetz (Ed.),  Contextualized language intervention: Scaffolding PreK–12 literacy achievement  (pp. 195–246). Austin, TX: Pro-Ed.

16 thoughts on “ The Importance of Narrative Assessments in Speech Language Pathology (Revised) ”

[…] Narrative/discourse assessment (task selection is age dependant) […]

[…] your child has serious problems doing that, then a speech-language pathologist can give them a narrative evaluation as the first step in helping […]

[…] narrative skills is the ability to describe things and retell how an event unfolded. For a toddler, this may mean […]

[…] According to Speech and Language Therapist, Tatyana Elleseff , “Narrative retelling bridges the gap between oral and written language and is important for appropriate reading and writing development (Snow et al, 1998).” […]

So much interesting and helpful information!

Thank you for all of the generous and helpful information!

[…] The Importance of Narrative Assessments in Speech-Language Pathology  […]

[…] the topic of word finding difficulties (HERE and HERE) as well as narrative assessments (HERE and HERE) of school-aged children. Today I am combining these posts  together by offering suggestions on […]

[…] I’ve shared my thoughts about picture books being an excellent source of materials for assessment and treatment purposes. They can serve as narrative elicitation aids for children of various […]

[…] Social Communication Abilities […]

I’m looking for narrative assessment for adolescents. Your post (and your assessment checklist) say the TNL-2 is for children up to 11;11, but the sites I’m looking at to purchase it list is as up to 15;11.

Are you saying it’s not useful for this older group?

[…] tests are not sufficient. In addition to these, research strongly recommends the inclusion of narrative assessment (which is highly correlated with social, reading, as well as academic outcomes), as part of SLP […]

[…] books are absolutely wonderful for both assessment and treatment purposes! They are terrific as narrative elicitation aids for children of various […]

[…] the past, I have written about why narrative assessments should be an integral part of all language evaluations.  Today, I’d like to share how I […]

[…] sensitive to social communication deficits? Quite a few, actually. For starters, various types of narratives are quite sensitive to social communication impairment. From fictional to expository, narrative […]

[…] begin with an informal narrative assessment which provides detailed information regarding microstructural and macrostructural aspects of […]

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• v.13(2); 2020 Jun

What Are We Missing? How Language Impacts Trauma Narratives

Cassandra bailey.

Department of Psychology, Sam Houston State University, Campus Box 2447, Huntsville, TX 77341 USA

Emily McIntyre

Aleyda arreola, amanda venta, associated data.

The potential for the development of psychopathology in aolescent refugees and asylees is high due to the trauma inherent in their experience. Yet, psychopathology rooted in trauma has proven amenable to treatment. Nonetheless, as most clinicians are monolingual, the language difference between clinician and client may be a barrier of desensitization and processing typically characteristic of trauma therapy. Thus, this study aimed to describe qualitative differences in speech production among native and non-native narratives using Linguistic Inquiry and Word Count (LIWC) processing software (Pennebaker et al. 2015 ) to understand if the current best practice will function similarly in these populations. We compared 10 adolescent immigrants (50% male) who narrated events that provoked their migration to the U.S. in their second language (L2; i.e., English) to 10 age- and gender-matched adolescents narrating in their first language (L1; i.e., Spanish). Results revealed L1 narratives were significantly higher in their use of/talk about anger, cognitive processes, discrepancy, tentativeness, perceptual processes, ingestion, relativity, time, work, and home. L2 narratives were higher in their use of/talk about positive emotions, death, causation, health, motion, space, and fillers. Findings have implications for the efficacy of treatments using discourse to ameliorate symptoms related to trauma in non-native languages.

Electronic supplementary material

The online version of this article (10.1007/s40653-019-00263-3) contains supplementary material, which is available to authorized users.

The number of foreign-born people in the United States was estimated to be 42,652,832 in 2015, a number that continues to rise (United Nations, Department of Economic and Social Affairs 2015 ; Cohn 2015 ). Many of these people leave their home country to search for better economic opportunities, or to seek refuge from wars, gangs, and other dangerous conditions, in order to stay alive. For example, in Syria alone, a civil war with a death toll of over 400,000 has caused Syria to earn the title of the poorest country in the Middle East, with 82% if its population below the poverty line (Cantin-Paquet, 2017 ). This violence and poverty, as well as Syria’s unemployment rate of 30% for those between the ages of 15 and 24, have caused families and adolescents to flee their homelands in search of safety in the United States (Cantin-Paquet 2017). Similarly, Central America’s poor socioeconomic conditions, record setting homicide rates, and widespread gang violence continue to drive citizens north (Migration Policy Institute 2017 ).

After coming to America, adolescents can experience negative psychological symptoms as a result of physical, emotional, and psychological trauma (Balderas et al. 2016 ). In addition to physical and financial hardships, social obstacles for adolescent immigrants include language barriers as well as differences in values and culture (Kupzyk et al. 2016 ). Because of trauma faced in their home country, they are also more likely to exhibit difficulties adjusting to life in the United States (Balderas et al.). As such, therapeutic interventions in this population are imperative to prevent the development of psychological disorders. A common technique used during therapeutic interventions for individuals who have experienced trauma is called narrative therapy, which requires the client to recall and recount traumatic memories in an effort to desensitize clients to the adverse effects of the traumatic event (Halligan et al. 2002 ; Schauer et al. 2005 ).

As the proposed mechanism of maintenance for adverse reactions to the past traumatic event is emotional avoidance, recounting the story via written or spoken narrative can help expose individuals to those emotions that they had been avoiding (Schauer et al. 2005 ). Indeed, differences in cultural expression of emotion may further highlight the importance of processing the event, as collectivist cultures promote emotional suppression, and individualistic cultures promote cognitive reappraisal (Ramzan and Amjad 2017 ). This technique allows the individual to recognize that the trauma they experienced is time-limited, and that they are no longer at risk for danger (Halligan et al. 2002 ). Yet, while most immigrants speak a language other than English, these exposure sessions often must be done in English, as a majority of mental health care providers in the U.S. are monolingual English speakers (Kalist, 2005 ). This discrepancy between the client’s and clinician’s language presents a problem during interviews and clinical therapy sessions, as emotional responses are more difficult to illicit when recalled in an individual’s non-native language (L2), or a language other than that in which the event took place (Venta et al. 2017 ). Furthermore, phrases and stories spoken in an individual’s L2 have been shown to have less emotional weight than the same phrase spoken in their native language (L1) (Ayçiçeği and Harris 2004 ; Dewaele 2008 ; Tausczik and Pennebaker 2010 ), potentially weakening the effectiveness of this intervention process. Indeed, remembering emotional events in the L1 elicits brain activity on an fMRI that is similar to the original event, whereas the same material reviewed in the individual’s L2 produces brain activity that is significantly different (Buchanan 2007 ; Hsu et al. 2015 ). Therefore, it is important to examine the quality of narratives produced in an individual’s L1 or L2.

Extant literature reveals that linguistic analysis holds promise for symptom assessment, monitoring, and treatment outcome regarding adolescent trauma. For example, researchers found a relationship between increased word count, greater use of body words (e.g., torso, saliva, arm) and positive emotion words (e.g., delighted, happy, pleased) and fewer insight words (e.g., understand, think, comprehend) with trauma symptomology in an adolescent sample (Marshall et al. 2017 ). Thus, findings not only indicate that language is essential in adolescent trauma monitoring and assessment, but also may suggest areas for future examination, including whether trauma narratives should be done in the individual’s L1 in order to properly assess and monitor trauma. Indeed, given that linguistic narrative quality is related to clinical presentation and treatment prognosis (Marshall et al.), and core linguistic processes seem to function differentially based on language spoken (Ayçiçeği and Harris 2004 ; Buchanan 2007 ), the clinical utility of narrative quality and related treatments may be compromised for individuals who attempt to communicate their story in their non-native language. The possible decreased utility of narrative analysis in L2 would have consequences for the effectiveness of treatments using discourse to better trauma-related symptoms.

Against this background, the current study examined aspects of speech produced by 10 adolescent immigrants from various foreign countries, as they narrated their migration experiences to the United States in their L2 (i.e., English) as compared to 10 age and gender matched adolescent immigrants narrating their migration in their L1 (i.e., Spanish). We hypothesized that narratives in an individual’s L1 would contain more theme congruent, or negative affective content, than those narratives expressed in individuals’ L2. There were no hypotheses regarding other qualitative aspects of L1 versus L2 narratives, as a lack of research exists on narrative qualities in an individual’s second language, and thus, descriptive analyses are exploratory. Although most research has been done on adults, one study on trauma narratives in children (Sim and Lamb 2013 ), and one in adolescents (Marshall et al. 2017 ) demonstrated trauma narrative quality changes with age, and, thus, age was examined in analyses. Finally, gender was examined in analyses, due to the differences in language across genders (Newman et al. 2008 ).

Participants

All participants attended a local high school, specifically serving recent immigrant students, during the course of this study. The data used in this study are a subset of a larger dataset on psychopathology in recently immigrated adolescents (Venta et al. 2016 ). As such, all individuals ( n  = 10) who completed the study in their L2 were retained for analyses, whereas, all but 10 age and gender matched participants who completed the study in their native language were excluded from analyses ( n  = 64). Because there were several potential age and gender matches per L2 individual, a random number generator was used to choose the final match. The participants ranged in age from 16 to 21 years-old ( M  = 18.70, SD  = 1.64). Of the 10 L2 participants, two were from Pakistan, one was from Turkey, two were from Syria, two were from Jordan, one was from China, and two were from The Republic of Congo. In both the L1 and L2 groups, five of the participants (50%) were female with the other five (50%) being males. Of the 10 L1 participants, four were from El Salvador, three were from Honduras, and three were from Guatemala. All countries are considered collectivist nations (Hofstede 1980 ).

Migration Experiences Interview (Venta, 2016 )

All participants were asked questions, in Spanish (L1 group) or English (L2 group), from the Migration Experiences Interview , created for a larger project for which this study was a part (Venta, 2016 ). This interview consists of 25 questions about the adolescent’s experience before (e.g., “Who had the idea that you should come to the U.S.?”), during (e.g., “Did you see or experience anything frightening while you were traveling to the U.S.?”), and after (e.g., “What happened immediately after you arrived in the U.S.?”) their migration (see Appendix A for a full list of questions).

IRB approval was obtained for this study. Researchers obtained consent both from those youth who were 18 years or older, as well as from the caregivers of those youth who were under the age of 18. Subsequently, assent was obtained from all minors. After receiving the appropriate permissions, trained graduate students interviewed the participants using the Migration Experiences Interview, along with other related interviews and self-reports, which were part of the larger study. Interviews were carried out in English, the participant’s L2, or Spanish, the participant’s L1, and were video recorded for further transcription. Research assistants then transcribed each of the interviews into word documents according to the Linguistic Inquiry and Word Count (LIWC) format (Pennebaker et al. 2015 ). English narratives were transcribed in English, whereas Spanish narratives were transcribed in Spanish as the LIWC program is capable of analyzing speech in various languages including English, Spanish, German, and Russian, for example (Pennebaker et al. 2015 ). Once all interviews were completed participants were given a $20 gift card to Target for their time.

Researchers then used the Linguistic Inquiry and Word Count (LIWC) processing software (Pennebaker et al. 2015 ) to conduct quantitative analyses of speech. LIWC is capable of analyzing narratives concerning areas of ranging complexity. From word count and parts of speech (e.g., such as adverbs, nouns, pronouns, verbs, conjunctions, etc.) to psychological processes (e.g., words that indicate emotion, cognition, perception, etc.), LIWC has demonstrated adequacy in analyzing social relationships, honesty, hierarchies, thinking styles, and cognitive processing, and has elucidated differences in emotional memory recall, as well as qualitative differences in adolescent trauma narratives based on symptom severity (Kowalski 2000 ; Marshall et al. 2017 ; Tausczik and Pennebaker 2010 ). However, because of the syntactic and grammatical differences inherent in Spanish in comparison to English, linguistic and grammatical dimensions (e.g., pronoun use, article use, etc.) were eliminated from analyses. All other categories that could be equivalently compared in both English and Spanish were maintained.

As such, categories retained for analyses included affective processes, such as positive (e.g., happy, sweet) and negative emotions (e.g., hurt, nasty), more broadly, and anxiety (e.g., fear, worry), anger (e.g., hate, annoy), and sadness (e.g., cried, upset) more specifically; cognitive processes, described more specifically by the use of causal (e.g., resulted, because), discrepant (e.g., should, would), and tentative (e.g., might, possibly) language, as well as words of certainty (e.g., permanently, never); and time orientations such as relativity (e.g., area, bend), motion (e.g., come, train), space (e.g., out, small), and time (e.g., beginning, since) words. Additionally, the categories of biological processes, including more specifically body (e.g., torso, saliva), health (e.g., medication, sick), sexual (e.g., love, sex), and ingestion (e.g., food, eat) words; perceptual processes, such as sight (e.g., see, view), hearing (e.g., listen, sound), and feeling (e.g., touch, feel) words; drives, such as achievement (e.g., success, win) words; and personal concerns, including the subcategories of work (e.g., job, market), home (e.g., house, bedroom), money (e.g., cash, buy), religion (e.g., church, mosque), and death (e.g., kill, dead) were included in analyses. Finally, word count (i.e., number of words used), assent (e.g., yes, agree), use of nonfluencies (e.g., hmm, umm), and use of fillers (e.g., like, you know) were maintained for analyses. The full list of variables used, as well as their descriptive statistics, can be found in Table ​ Table1 1 .

Descriptive statistics by group

Examples come from the LIWC 2015 output variables list provided in the manual. Achievement was split due to the significant relation with gender. Male values are presented first

Relations between Key Variables and Demographics

Prior to examining relations between the key study variables, we explored relations to demographic variables (i.e., age and gender). Age was not significantly correlated with any variable of interest, and, thus, was not controlled for in subsequent analyses. We also examined the relation between key study variables and gender. Gender was only significantly related to Achievement ( t (18) = 2.149, p  = .045, d  = .961), and, thus, separate analyses were run for males and females in subsequent analyses of Achievement. No other independent samples t-tests comparing variables of interest and gender reached significance.

Relations between Language and Key Variables

Independent samples t-tests were used to explore differences in linguistic metrics across the two samples. That is, in each t-test, language was used as the grouping variable to determine differences between L1 and L2 narratives with regard to each key variable listed in Table ​ Table1. 1 . Males and females were examined in two separate models for Achievement . Results are presented in Table ​ Table2. 2 . Levene’s Test for Equality of Variances was significant for Sadness, Feel, Health, Sexual, Relativity, Death, Nonfluencies, and Fillers , thus, equal variances were not assumed for calculations using those variables. Results suggest L1 narratives were significantly higher in their use of/talk about negative emotions, anger, cognitive processes, discrepancy, tentativeness, perceptual processes, ingestion, relativity, time, work, and home. Conversely, L2 narratives were higher in their use of/talk about positive emotions, death, causation, health, motion, space, and fillers.

Independent samples T-test results

n =  20. * p <  .05, ** p <  .01, *** p  < .001 (2-tailed). Achievement was split due to the moderating effect of gender. Male values are presented first. The d value for nonfluencies could not be calculated because the SD for each category is 0.00

The current study aimed to examine the quality of narratives produced by individuals speaking in their native and non-native languages. Helping to understand how nativity of language contributes to different characteristics of speech can aid in the understanding of psychological processes found in narrative production. We hypothesized that theme congruent affect (i.e., negative affect) would be richer in L1 narratives, and explored the prevalence of other characteristics of speech. L1 narratives were significantly higher in their use of/talk about negative emotions, anger, cognitive processes, discrepancy, tentativeness, perceptual processes, ingestion, relativity, time, work, and home, whereas L2 narratives were higher in their use of/talk about positive emotions, death, causation, health, motion, space, and fillers. Although this study is descriptive in nature, we offer several explanations for the results.

As hypothesized, negative emotions (i.e., including anger) were, overall, more prevalent in L1 narratives in comparison to L2 narratives. This is in line with prior research suggesting that not only are emotions less easily remembered in L2 speech production (Pavlenko 2002 ), less information that is relevant to the narrative (i.e., emotions) is typically present in retrieval of a memory when narration is produced in a language other than that in which the memory occurred (Foa and Kozak 1986 ). Indeed, researchers have used brain imaging to demonstrate the link between language of recall of a memory and emotional experience (Buchanan 2007 ), as well as the increased emotional quality (e.g., more expressed emotion, imagery, and richness) of a narrative when recalled in an individual’s L1 in comparison to their L2 (Javier et al. 1993 ). In addition, Dekraker and Köhler ( 2015 ) demonstrated the link between emotional expression and physiological reaction differs based on language.

Although prior research, overall, suggests L1 narratives contain more affective processes (i.e., both positive and negative emotionality; Holmes et al. 2007 ), based on the theme of the narrative (i.e., negative precipitants of immigration) it is not surprising L1 narratives had lower positive affect in comparison to negative affect. It is also not shocking L2 narratives had significantly more positive emotionality than L1 narratives due to research summarized by Venta et al. ( 2017 ), which suggests individuals may artificially portray themselves as more idealizing (i.e., using positive descriptors with little or no substantiation) or dismissive (i.e., trivializing their experience) when communicating in their L2. Indeed, it is unlikely the experiences faced by L2 narrators were significantly more positive than L1 narrators, as the content of narration was nearly 50 times more morbid, as measured by the use of words related to death, than that of L1 narrators. This suggests that, although the L2 narrative may be less emotionally valent, the concrete content may be more indicative of negative or positive experiences than descriptions using more abstract content, such as feelings (Altarriba and Bauer 2004 ).

Finally, discussion of affective results would not be complete, without a review of the cultural differences in emotional expression across the African, Asian, Middle Eastern, and Central American cultures included in this study. Indeed, research suggests a culture’s endorsement of collectivism or individualism on Hofstede’s ( 1980 ) collectivism/individualism dimension best predicts patterns of emotional expression (Kim-Prieto and Eid 2004 ; Matsumoto et al. 2008 ; Ramzan and Amjad 2017 ). Although there are differing levels of collectivism across countries included in this study, all countries score solidly on the collectivist side of the spectrum (i.e., below a score of 50, which would indicate equal levels of collectivism and individualism). As both positive and negative emotional expression, is less common in collectivist cultures, there was a possibility of a floor effect, of emotional expression, yet this did not happen.

Furthermore, little research has been conducted comparing differences in emotional expression across varying geographical regions of the world, as most studies examine the difference between the heterogeneous “East” and “West” (Kim-Prieto and Eid 2004 ), corresponding to collectivist and individualistic cultures, respectively. However, Kim-Prieto and Eid performed a more specific comparison of China/Taiwan and the U.S./Australia to various African nations, and overall found similar emotion norms between China/Taiwan and African nations than the U.S./Australia and African nations. Additionally, a systematic review containing specific comparisons of various individualistic nations to various collectivist cultures (e.g., Pakistan, Turkey, China) overall found similar patterns of emotional suppression across collectivist cultures (Ramzan and Amjad 2017 ). More specifically, at the country level, scores on the Hofstede collectivism/individualism dimension are as follows: Pakistan, 14; Turkey, 37; Syria, 35; Jordan, 30; China, 20; El Salvador, 19; Honduras, 20; and Guatemala 6. Information for The Republic of Congo was not available, so the average score of the surrounding countries was used (i.e., 26.5). These scores were found using Hofstede Insights ( https://www.hofstede-insights.com/ ) country comparison tool. Thus, an average of the participants’ score in the L2 group (i.e., Pakistan, Turkey, Syria, Jordan, China, and The Republic of Congo) is 26.8, whereas the average of the participants’ score in the L1 group (i.e., El Salvador, Honduras, and Guatemala) is 15.4, suggesting the L1 group would display fewer emotions overall, as they are, on average, more collectivist. This lends confidence to the idea that our findings regarding negative affective expression are more a result of the language of expression than due to culture or geographic region of origin.

With regard to cognitive processes, findings may be confounded by the participant’s status as refugees (i.e., L2 participants) versus asylee seekers (i.e., L1 participants). By definition, refugees are individuals who have been granted haven in the U.S. while still in their country of origin. To be granted refugee status, an individual must pass a series of requirements, including an interview process wherein they explain why they should be granted refugee status before entering the U.S. As such, it is likely L2 participants, all of whom were refugees, had already disclosed their narrative to at least one other entity (i.e., the U.S. consulate in their country of origin), and, thus, had already established their narrative prior to the interview for the current study. This would result in less tentative (Pasupathi 2007 ) and more causal language (Tausczik and Pennebaker 2010 ), whereas asylee (L1) narratives would be characterized by more discrepant language as they search for meaning of their situation and actively try and make sense of past events (Boals and Klein 2005 ). Indeed, due to the severe backlog that plagues immigration court (Pair Project n.d. ), it is unlikely L1 participants/asylee seekers in this study had experienced the same interview process, which occurs in the U.S. for asylee seekers. Thus, the interview for this study may be the first time L1 participants had tried to make sense of their migratory experience.

Additionally, perceptual processes and indicators of temporal relativity were found to be greater in L1 narratives. Research indicates greater use of perceptual processes and time indicators are associated with richer detail (Bond and Lee 2005 ; Vrij et al. 2007 ), which is more easily achieved when the individual’s language of recall matches their language of encoding (Altarriba 2003 ; Marmolejo et al. 2009 ; Schrauf and Rubin 1998 ). On the other hand, Bond and Lee ( 2005 ) found spatial and motion relativity to be related to personal distancing from the narrative. Yet, they also note their finding may be attributable to linguistic classification issues inherent in the English language (e.g., someone may be “ under pressure ” or “ in a bad mood ”). These classification issues may overinflate words found in these categories which may not be present in the Spanish language due to idiomatic variation. Another finding likely confounded by language is the greater presence of filler words in L2 narratives, such that individuals used more filler words in their less fluent language.

Achievement as a dependent variable was the only analysis examined separately by gender due to significant relations between the two variables (i.e., significant for females but not for males). The differences in use of achievement words among L1 and L2 female speakers might be confounded by country of origin. Females in Pakistan, Jordan, Syria, and Congo often experience extreme gender inequality, making the relative gender equality of the U.S. seem to allow significantly more opportunity than that of their home country (Davis et al. 2014 ; Norris 2009 ). Indeed, contrary to intuitive reasoning, the use of fewer achievement words has been attributable to less achievement frustration (Winter 1998 ).

With regard to personal concerns, the greater use of work and home words by Spanish (L1) speakers may be parsimoniously explained by the larger percentage of L1 speakers with jobs, living independently in this sample in comparison with L2 speakers, resulting in more domestic and occupational responsibilities manifested as narrative content. Finally, little to no research has found significant the use of ingestion and health words, respectively, on mental or physical health outcomes. Indeed, the only research that exists on ingestion words regards the relation between longer major depressive episodes and fewer ingestion words (Capecelatro et al. 2013 ), as well as the use of fewer ingestion words to predict greater weight loss (Chung et al. 2008 ). At this time, it is thought that these results are also confounded by the participant’s status as refugees (i.e., L2 participants) versus asylee seekers (i.e., L1 participants). Indeed, in addition to an interview, refugees must pass a medical examination before they are granted access to the U.S. On the other hand, asylee seekers often travel for weeks to months without food or water before arriving in the U.S. requesting asylum. Thus, L1 speakers may have expressed more ingestion words than L2 speakers due to their recollection of such hardships, whereas L2 speakers may have expressed more health words recounting such medical examinations required for their migratory approval.

Characteristics of communication have been shown to be indicative of coping ability and even prognosis (e.g., Marshall et al. 2017 ) for trauma survivors, but the picture may look different for individuals who attempt to communicate their story in their non-native language. The greatest implication of these findings suggests these differences have consequences on the efficacy of treatments using discourse, such as narrative therapy, to ameliorate symptoms related to trauma. Although this study did not measure PTSD symptomatology, the refugees and asylees in this study, who, by definition, have encountered persecution in their country of origin, described the events that lead to their migration, their migratory journey, and post-migratory living, which were not without hardships. Indeed, 100% of participants had reported at least one traumatic event. Participants who communicated these experiences in their L2 spoke with less negative emotionality, and more idealistic, dismissing speech. This has implications for the effectiveness of narration on desensitization, the proposed mechanism of trauma focused therapies. Indeed, it is proposed the disconnect in speech production and emotion, as well as lesser use of details, will lead to smaller physiological responses to their narration, and, thus, less habituation to the experience (Dekraker and Köhler 2015 ). In addition, the increased cognitive complexity associated with processing information in one’s non-native language can divert attention away from the substance of discourse, toward affectively empty language categories, such as grammatical aspects of speech (e.g., verb conjugations, article usage, etc.) and word categories (e.g., space and motion), allowing for a more subtle form of cognitive emotional avoidance.

In sum, although more research is needed, this study preliminarily suggests the decreased utility of narrative therapy in an individual’s L2, as it reduces the expression of theme congruent emotions and requires more conscious effort, likely reducing the efficacy of such treatment to ameliorate trauma-related symptoms. Research on adolescent trauma narrative qualities is scant, yet one study on adolescent trauma narratives in English demonstrated a link between increased word count, greater use of body words, and fewer insight words with increased trauma symptoms (Marshall et al. 2017 ). While trauma symptomatology was not measured in the current study, there was no statistically significant difference between L1 and L2 narratives with regard to these categories, and more research is needed to determine if these relations even hold in L2 English narratives, or narratives disclosed in other, non-English languages. Thus, at this time, no determinations are made regarding the relation of other word categories analyzed in this study with relation to the efficacy of trauma narrative treatment.

Although we have elucidated several qualitative differences between L1 and L2 speech production, this study is not without limitations. Indeed, our sample of 20 participants (i.e., 10 in each group) limited the statistical analyses that could be conducted. Further, results may either be considered spurious or underpowered with a sample of 20, and, thus, a larger number of participants is a goal for future research. However, due to the uniqueness of participants in this study, and deportation fears related to participation in research (Gusmano 2012 ), 20 participants can be considered a stepping stone inciting research on this topic in this population and results should not be discounted. Additionally, results may be confounded by several variables including immigrant status (i.e., refugee versus asylee seeker), country of origin, pragmatic use of language, culture of the narrator, level of acculturation, acculturative stress, comfortability in the interview, readiness to share, and language fluency. As such, future research should endeavor to control these variables.

Moreover, future research should endeavor to examine if variables of interest vary as a function of time (i.e., before, during, or after migration), a task that was not feasible in the current study due to word count restrictions imposed by the LIWC software, and lack of power. Future research should also include a longitudinal examination of PTSD symptomatology and prognosis based on language nativity. It is important to know how narrative production is affected by language nativity to understand if the current best practice will function similarly in these populations. Indeed, Tausczik and Pennebaker ( 2010 ) concede that “many of the findings [in this area of study] may not hold with different groups of people or across a wide range of settings,” (p. 37) inviting future research on this topic.

Electronic Supplementary Material

(DOCX 29 kb)

Acknowledgements

This research was supported in part by the Sam Houston State University Enhancement Research Grant Amanda Venta, Principal Investigator. Special thank you to members of the Youth and Family Studies Lab who helped make this project possible.

Compliance with Ethical Standards

On behalf of all authors, the corresponding author states that there is no conflict of interest.

All procedures followed were in accordance with the ethical standards of the responsible committee on human experimentation [institutional and national] and with the Helsinki Declaration of 1975, as revised in 2000. Informed consent was obtained from all patients for being included in the study.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Rosatom Starts Production of Rare-Earth Magnets for Wind Power Generation

TVEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of Rosatom enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

For reference:

TVEL Fuel Company of Rosatom incorporates enterprises for the fabrication of nuclear fuel, conversion and enrichment of uranium, production of gas centrifuges, as well as research and design organizations. It is the only supplier of nuclear fuel for Russian nuclear power plants. TVEL Fuel Company of Rosatom provides nuclear fuel for 73 power reactors in 13 countries worldwide, research reactors in eight countries, as well as transport reactors of the Russian nuclear fleet. Every sixth power reactor in the world operates on fuel manufactured by TVEL. www.tvel.ru

NovaWind JSC is a division of Rosatom; its primary objective is to consolidate the State Corporation's efforts in advanced segments and technological platforms of the electric power sector. The company was founded in 2017. NovaWind consolidates all of the Rosatom’s wind energy assets – from design and construction to power engineering and operation of wind farms.

Overall, by 2023, enterprises operating under the management of NovaWind JSC, will install 1 GW of wind farms. http://novawind.ru

Elemash Magnit LLC is a subsidiary of Kovrov Mechanical Plant (an enterprise of the TVEL Fuel Company of Rosatom) and its main supplier of magnets for production of gas centrifuges. The company also produces magnets for other industries, in particular, for the automotive

industry. The production facilities of Elemash Magnit LLC are located in the city of Elektrostal, Moscow Region, at the site of Elemash Machine-Building Plant (a nuclear fuel fabrication facility of TVEL Fuel Company).

Rosatom is a global actor on the world’s nuclear technology market. Its leading edge stems from a number of competitive strengths, one of which is assets and competences at hand in all nuclear segments. Rosatom incorporates companies from all stages of the technological chain, such as uranium mining and enrichment, nuclear fuel fabrication, equipment manufacture and engineering, operation of nuclear power plants, and management of spent nuclear fuel and nuclear waste. Nowadays, Rosatom brings together about 350 enterprises and organizations with the workforce above 250 K. https://rosatom.ru/en/

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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