Metaphorical Symbolic Narratives: A Psychoanalytic Approach to Fairy Tales and the Use of Children's Stories in Psychotherapy and Special Education

Abstract

This paper explores the multifaceted impact of traditional fairy tales and stories on children's development from a psychoanalytical perspective. It delves into the symbolic, metaphoric, and representational capacities these tales nurture in children. The study also examines intra- and interpersonal, as well as family dynamics, associated with key factors influencing children's psychosocial development, drawing from the content of fairy tales. Additionally, the paper discusses the storytelling process as a psychosocial and cultural phenomenon. It emphasizes how this process aids in the handling of developmental challenges and unconscious intra-/interpersonal/family issues that are pertinent to a child's life. The discussion extends to contemporary times; incorporating data that illustrates how integrating traditional fairy tales into educational contexts, alongside other experiential psychopedagogical and psychotherapeutic strategies, can enhance resilience and psychosocial inclusion for children facing various difficulties and disorders. In summary, the paper explores the rich dimensions of traditional fairy tales, considering their impact on children's development, their relevance in contemporary educational settings, and their place in a digital era characterized by virtual reality and intense sensory experiences.