Therapeutic Life Story Work (TLSWi) certificate

Dr. Bruce Perry describes, "...the way that Richard Rose lays out the core elements of this approach is both practical and elegant."

International life story work expert, author and adoptee Professor Richard Rose, AAP, MBA, BPhil, PGSWE, PQCCA, CQSW of Child Trauma Intervention Services (CTIS) and Oregon Post Adoption Resource Center (ORPARC) are delighted to debut this advanced, creative education opportunity for therapists, counselors, social workers, CASAs, foster-adoptive parents, educators committed to supporting individuals who have experienced trauma or disrupted attachments, and those with extensive lived or professional experience. Richard trains worldwide, including in Japan, Portugal, Czech Republic, New Zealand, Russia, Norway, Finland, Hong Kong, Singapore, Canada, Scotland, Wales, England, Australia and has worked with Indigenous Australians, First Nations, and Native American Tribes and—lucky for us—Oregon.

• Learn more about Richard here and explore the TLSWi membership site.
• Browse ORPARC's Life Story Work and All About Me resource pages to learn more.

View Oregon's current Directory of Statewide Certified Therapeutic Life Story Work Practitioners.

This Certificate is offered as a small group, virtual training series held live. Spots are limited.

Cost $1250 which includes:

• 6 full days of specialized training on Zoom (but LIVE)
• CEU's
• Free copy of Life Story Therapy with Traumatised Children by Richard Rose
• One year's free student membership to the TLSWi membership site
• Certificate awarded upon completion of the series
• Listing in exclusive Therapeutic Life Story Work practitioner directory

Practitioners working with children & families involved in child welfare systems prioritized. Organizational discounts available for groups of 3 or more!

Please contact ORPARC at TLSWi@nwresource.org.

Evidence Based Reports on Richard Rose's signature TLSWi approach:

• Barwon Pilot Final Evaluation, Deakin University
• Watkins, R. and Kontomichalos-Eyre, S.“Community Around the Child” Report, (2018). Victoria Police and Department of Justice, ANZSOC Conference, University of Melbourne, Australia.

Some of the many articles & resources citing TLSWi, Richard Rose's Work
Download a full list of over 100+ references!

• Atwool, N. (2017) Life Story Work: Optional Extra or Fundamental Entitlement? Child Care in Practice, 23(1), 64-76.64-76.
• Baynes, Polly. (2008). Untold Stories: A discussion of life story work. Adoption and Fostering. 32(2) 43-49.
• Bristow, G. J. (2018). What are the characteristics (types of knowledge) residential youth workers with high-risk young people bring to the field of residential work? (Publication No. 38631). [Doctoral dissertation, Victoria University]. CRICOS.
• Buchanan, A. (2014). The Experience of Life Story Work: Reflections of Young People Leaving Care.
• Coman, W., McGill, L., & Rainey, M. (2020). The Narrative Model for communicating with looked after children about challenging issues. Adoption & Fostering, 44(2), 142–155.
• De Clerck, G. (2019) Creative biographical responses to epistemological and methodological challenges in generating a deaf life story telling instrument. Contemporary Social Science, 14(3-4), 475-499.
• De Clerck, G. A. M. (2017). Seeing my journey with new eyes: Therapeutic life story work with deaf people. In: R. Rose (Ed.), Innovative therapeutic life story work: Developing trauma-informed practice for working with children, adolescents and young adults (pp. 174-188). London, Philadelphia: Jessica Kingsley.
• Gutsche, K. H. (2013). Perceptions of social workers regarding life story work with children in child and youth care centres (Publication No. 10728). [Doctoral dissertation, North-West University]. Boloka.
• Hamilton, E. (2019). Life story approaches and relationships within residential child care: A practice reflection. Scottish Journal of Residential Child Care, 18(2), 57-67.
• Hooley, K., Stokes, L., and Combes, H. (2016) Life story work with looked after and adopted children: how professional training and experience determine perceptions of its value. Adoption and Fostering. 40(3): 219-233.
• Humphreys, C. & Kertesz, M. (2015) Making Records Meaningful: Creating an Identity Resource for Young People in Care. Australian Social Work, 68(4), 497-514.
• Reams, Redmond. (2021). Lifebooks in Child Welfare: Why Isn't a Great Idea Used More Often? Adoption Quarterly, DOI: 10.1080/10926755.2021.1978024.
• Selwyn, J. (2017). Post-adoption support and interventions for adoptive families: Best practice approaches. Better Care Network.Post-adoption support and interventions for adoptive families: Best practice approaches . Better Care Network.
• Sindi, I. and Strompl, J. (2010. Who Am I and Where Am I From? Substitute Residential Home Children's Insights into Their Lives and Individual Identified. Child & Youth Services, 40(2), 120-139.
• Social Work Procedure Guide by Kent Child Care.
• Staines, J. & Selwyn, J. (2020). “I wish someone would explain why I am in care”: The impact of children and young people's lack of understanding of why they are in out‐of‐home care on their well‐being and felt security. Child & Family Social Work, 25(S1), 97-106.
• The implementation of therapeutic life story work: practice review of a pilot program by Dr. Jodie Park, Pathway Family Solutions.
• Tomlinson, P. Communicating with Traumatized Children: Lecture for foster and residential carers in Japan (2013). The goodenoughcaring journal. Vol 14.
• Watson, D., Meineck, C., & Lancaster, B. (2018). Adopted children’s co-production and use of ‘trove’ (a digitally enhanced memory box) to better understand their care histories through precious objects. Clinical Child Psychology and Psychiatry, 23(4), 614-628.
• Watson, D., Hahn, R., & Staines, J. (2020). Storying special objects: Material culture, narrative identity and life story work for children in care. Qualitative Social Work, 19(4), 701–718.