ABSTRACT
This chapter considers a number of ways in which practitioners may use different forms of inclusive writing with children in order to contribute to the overall therapeutic process. The tone of written communication is very important. Because the worker aims for a collaborative style of address, letters are usually written as impressions encompassing ideas that are placed in the realm of possibilities. Reading letters aloud can give added potency to the process of reflection—one sees and hears the internal story as it becomes alive in the session and more available for new meanings to develop. Another aim of writing letters is to send messages to clients over the barrier of their reluctance to attend therapy. Creativity is a necessary part of any therapy and requires the therapist to take time to think and construct letters/stories in a language that pays attention to the systemic formulations within which a child's difficulties may be understood.
