ABSTRACT
This narrative study aims to explore how family resilience was strengthened when preschool teachers and parents collaboratively used resilience-orientated stories as a curriculum practice in three Taiwanese public preschools. The lens of Walsh’s developmental systems framework adopted in this study conceptualises a thematic analysis by providing three dimensions: belief systems, organisational processes and problem-solving processes. Three themes were revealed: storytelling as an effective mechanism for understanding influential factors on family resilience, storytelling empowering families of children with disabilities and resonance between storytelling and families’ experiences of adversities promoting family resilience. The implementation of this study suggests undertaking storytelling as a curriculum practice widely, and that, in order to promote family resilience, collaboration between teachers and parents should be advocated.
