ABSTRACT
This chapter presents a model of metaphor construction, as one approach to the study of process and change in child therapy and development. It illustrates research approaches to normal and pathological functioning suggested by the proposed model. The issue of multiple meanings underlying a single statement suggests that thoughts and beliefs may be surface cognitive behaviors with ties to deeper cognitive structures. The camp of imagery has also exploded with research and theoretical reports ever since its return from being ostracized by behaviorism. The reformulation proposed frees the definition of metaphor from its traditional locus in words and expands it by integrating play action, imaging, language, emotions, and cognition in metaphor construction. The metaphor was viewed as having been restructured whenever changes occurred in the meaning and vehicles fitted together as revealed by a shift in play theme, the roles assigned to child and therapist, and the behavioral mode dominating.
