摘要：The present study provides a brief overview of the ‘narrative turn’ in counselling and adopts a narrative perspective and analysis to explore Greek mothers’ experiences, and meaning making of involvement in their children’s learning. Data were collected via ten narrative interviews (life-history/biographical narrative). Participants portrayed a variety of conceptions and practices regarding children’s learning and parental participation. Mothers’ stories depicted parental engagement as a complex, multifaceted, flexible and multivoiced construct which can take various forms and is open to change. The findings can inform and enrich counselling practice and prevention efforts including parenting training programmes, family community programmes and home-school link initiatives. Of particular interest for counsellors and therapists are stories of functional and dysfunctional parental involvement practices, school expectations and cultural scripts, the working mother, identity and the process of change.
