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Publications that make use of David Grove's ideas

Below are five lists of publications that make use of David Grove's ideas:
David Grove 2003
1. Academic and professional publications and research
2. Conference Presentations
3. Citations in academic and professional journals

I have also compiled lists of:
People engaged in clean-related research
Books/DVDs based on Grove's ideas
Bibliography of David Grove's publications
If you have anything to add please provide the reference via the contact form and I will gladly add it to the list. James Lawley, updated 9 Oct 2016.

1. Academic and professional publications and research

Akbari, Mohsen (2013). Metaphors about EFL Teachers' Roles: A Case of Iranian Non-English-Major Students, International Journal of English Language & Translation Studies, Vol: 1, Issue: 2, July-September, 2013
Download: eltsjournal.org/pdf_files/Metaphors about EFL Teachers' Roles-A Case of Iranian Non-English-Major Students-Full Paper.pdf
This research used a methodology derived from Symbolic Modelling to identify ten kinds of metaphors used by Iranian Non-English-Major Students to describe 'English as a Foreign Language' (EFL) teachers. In order of commonality the metaphor-types were: a guide; a professional; a devil; an angel; a parent; a natural element; a machine; a creator; a wet blanket; and miscellaneous.

Barner, Robert (2008). The dark tower: Using visual metaphors to facilitate emotional expression during organizational change, Journal of Organizational Change Management, Vol. 21, Issue 1, pp. 120-137.
Provides a descriptive case study showing how the construction of drawings as visual metaphors can help work groups “give voice” to their emotional reactions to organizational change events, and provide groups with a vehicle for interpreting and framing their experience of organizational change. Throughout the team’s discussion, the author attempted to be guided by each team’s unique perspective and personal interpretation of their drawings by the use of “clean language”.

Boyd, Kelly J. (2013). The Language of Equus: Exploring Equine-Assisted Psychotherapy (EAP) Using the Equine Assisted Growth and Learning Association (EAGALA) Model, submitted in partial fulfillment of the requirements for the degree of Master of Social Work, Smith College School for Social Work, Northampton, MA.
Download: dspace.smith.edu/bitstream/handle/11020/24188/Thesis - Kelly J Boyd - Final.pdf
Explores the professional insights, personal experiences and perspectives of equine-assisted psychotherapy mental health practitioners - many of whom mention their use of clean language.

Britten, David (2015). Felt sense and figurative space: Clients' metaphors for their experiences of coaching. International Journal of Evidence Based Coaching and Mentoring. Special Issue No. 9, June 2015 pp. 14-29. ijebcm.brookes.ac.uk/documents/special9-paper-02.pdf This study examines coaching clients' metaphors for their experiences of coaching. The findings suggest that eliciting metaphors is an effective, though problematic, means of generating experientially-rich research material. [Harland 2012, and Lawley & Tompkins 2000, are discussed.]

Cairns-Lee, Heather (2013). The Inner World of Leaders, Why Metaphors for Leadership Matter, Developing Leaders, Executive Education in Practice, Issue 13, Oct 2013 pp. 27-33, IEDP.
Download from: iedp.com/magazine/2013issue13/index.html
The research is based on in-depth interviews with 30 people who hold positions of leadership in international businesses. The interviews are conducted using Clean Language and explore how leaders can become more aware of their inner mental models and the implications that result from them. This exploration surfaces and examines the naturally occurring metaphors and implicit theories held by leaders – the everyday images of what they think leadership is.

Cairns-Lee, Heather (2015). Images of Leadership Development From the Inside Out. Advances in Developing Human Resources, 2015. adh.sagepub.com/content/early/2015/06/04/1523422315587897.abstract
This article explores the subjective and symbolic reality of those in leadership roles to discover what leaders can learn about their leadership and its development from awareness of their own mental models. These models are illuminated by an exploration of leaders’ naturally occurring metaphors and implicit leadership theories (ILTs) using clean language to acknowledge experience exactly as described while minimizing external influence or interpretation.

Cairns-Lee, H. & Tosey P.C.
(2014). Stepping Up, Stepping Back – Metaphors of Leadership. Presented at 15th International Conference on Human Resource Development Research and Practice across Europe. Theme “HRD: Reflecting upon the Past, Shaping the Future” 4-6 June, 2014, Edinburgh Napier University, Edinburgh, UK.
Download paper from: http://epubs.surrey.ac.uk/806942/ This working paper reports on a longitudinal inductive study that seeks to elicit and explore the naturally occurring metaphors and implicit leadership theories (ILT) used by leaders of business to describe their own leadership and development. The research comprises 30 leaders in international business and combines a novel research method using Clean Language to elicit and explore metaphors with drawings to depict the metaphorical landscapes and implicit leadership theories (ILT) described in the interviews.

Calderwood, Jackie (2011). Pervasive Media Arts: Participation, Practice and Well-Being, Institute of Creative Technologies, De Montfort University, Leicester.
Download: cleanlanguage.co.uk/articles/attachments/Calderwood-Pervasive_Media_Arts_Participation_Practice_Well-being.pdf
This paper introduces two arts-based action research doctoral projects that facilitate shared personal narratives discovered by walking in the landscape. One of the projects, Living Voices – a portable woodland walk featuring narratives from people who are living with the diagnosis of dementia – introduces the therapeutic approach of Clean Language within the recording process, and uses metaphor to elicit another layer of narrative, rich in textual imagery: each individual’s story is represented by a specific tree.

Calderwood, Jackie (2012). Pervasive Media, Commons and Connections: Research as Reflective Studio Practice at Banff, Reviews in Cultural Theory 2.3 Special Issue: On the Commons.

Cásková, Kateřina (2015). Sharing tacit knowledge of students with their training teacher. Pragmatism and Education. 2015. doi:15. muni.cz/research/publications/1301031
The aim of the research is to identify which factors facilitated the sharing of tacit knowledge between student teacher and training teacher, what brings sharing of tacit knowledge to student teacher, and what brings sharing of tacit knowledge to training teacher. It will be illustrated on data which are gained by in-depth interview that is inspired by method called 'clean language'. 

de Bryas, Sophie (2005). Modélisation symbolique : apprendre et transmettre (Etude ethnométhodologique),  Université Paris-VIII, DESS Ethnométhodologie et Informatique.

Divett, Diane R. T. (2004). Refocussing: The Development and Definition of the Theory and Its Therapeutic Practice with Critical Analysis and Illustrative Case Studies. PhD thesis, University of Auckland, School of Education, New Zealand.
Refocussing is a clinical approach which uses David Grove's Clean Language and his metaphor therapy  within the context of Christian theology.

Doyle, N., Tosey, P. & Walker, C. (2010). Systemic Modelling: Installing Coaching as a Catalyst for Organisational Learning, The Association for Management Education and Development – e-Organisations & People, Winter 2010, Vol. 17. No. 4
Download: Doyle-Tosey-Walker-Systemic-Modelling.pdf
We introduce the background to our organisational coaching process, Systemic Modelling, outlining where it comes from, how it works as a cornerstone of organisational development work and some practical examples. We present a case study with one corporate client to illustrate how it can be implemented, plus the results of our first evaluation. We use stories, metaphors and examples to track the shift in thinking of a group of senior managers from a silo-mentality, blame or defence culture to networking, collaboration and creativity. We conclude with a reflection on the whole process and the impact team coaching had on organisational learning.

Doyle, N. & McDowall, A (2015). Is coaching an effective adjustment for dyslexic adults?  
Coaching: An International Journal of Theory, Research and Practice, Published online: 25 Aug 2015. dx.doi.org/10.1080/17521882.2015.1065894
Includes some of the first peer-reviewed evidence for the effectiveness of coaching models such as ‘symbolic modelling’ that assist coachees in developing positive models of their experience. For example, the coaching question ‘When you are organised at your best, it’s like what’ (Walker, 2014) leads to a review of the scenarios and contexts in which the coachee can organise. The study involved 95 dyslexic coachees who, along with 41 line managers, provided independent ratings of work performance both before and after the coaching was conducted. The results showed a statistically significant improvement in the most common five areas of work performance selected by coachees and their managers in the introductory coaching session.

Flynn, Jim (2009) MSc thesis: An exploratory study on the use of metaphor on creative cognition, University of Leicester, School of Psychology.
Download: Flynn_Creative_Cognition_and_Clean_Language.pdf 
Results from this study broadly support the notion that Clean Language promotes creative cognition.

Groppel-Wegener, Alke (2015). Design Tasks Beyond the Studio. Proceedings of the 3rd International Conference for Design Education Researchers. Volume 1 pp.93-108 Editors: Robin Vande Zande, Erik Bohemia & Ingvild Digranes.
Download: Groppel-Wegener_(2015)_Design_Tasks_Beyond_the_Studio.pdf
This paper presents a research project that investigates whether the design thinking and problem solving used in the studio can also improve students’ levels of academic literacy. Using the ‘Fishscale of Academicness’ that likens texts to fish and Lawley & Tompkins’ Symbolic Modelling process, students are asked to verbalise their understanding of what makes a source academic in group discussions and at the same time to physicalise them as a visual representation. This paper analyses the metaphors student groups developed and discovers that allowing students to design their own personalised (and visual) metaphors turned the abstract experience of analysing secondary sources into something more concrete.

Harrer, Sabine (2014). From loss and grief to game design working with the experience of bereaved mothers. CHIPlay 2014 - Participatory Design for Serious Game Design. br/>
Download: http://www.participatoryseriousgamedesign.com/wp-content/uploads/2014/11/Harrer_V3.pdf
Draws on the work of Lakoff & Johnson [1980] and Lawley & Tompkins [2000] in a PhD project at the Austrian Academy of Sciences, University of Vienna, Austria to answer the questions: "How can the experience of loss and mourning be communicated through digital game design? How can the voices of grieving people be made tangible through game mechanics, rules, and game fiction?"

Hartley, Tamsin
(2012). Cutting Edge Metaphors, Journal of the Association of Surgeons of Great Britain and Ireland Number 37, September 2012, pp. 26-29.

Hyer, Lee & Brandsma, Jeffrey M (1997). EMDR Minus Eye Movements Equals Good Psychotherapy, Journal of Traumatic Stress, Vol. 10, No. 3, 1997, pp.515-522
Download: jimhopper.com/pdfs/hyerbrandsma1997.pdf
The "sixth psychotherapy principle" to apply to EMDR is clean language (p. 519).

Janssen SKH, Mol APJ, van Tatenhove JPM , Otter HS (2014). The role of knowledge in greening flood protection. Lessons from the Dutch case study future Afsluitdijk, Ocean & Coastal Management, Volume 95, July 2014, pp. 219–232. sciencedirect.com/science/journal/09645691/95
"The formal interviews had a semi-open character and were based on the clean language approach"

Just, Lara (2014). Why, when and how do qualified psychotherapists from a range of modalities make use of client-generated metaphors using Clean Language? A research thesis submitted in fulfilment of the requirements of Awaken School of Outcome Oriented Psychotherapies Ltd. for the Postgraduate Diploma in Outcome-oriented Psychotherapies, 16 December 2014.

Lawley J, Meyer M, Meese R, Sullivan W and Tosey P
(2010)
More than a Balancing Act?: 'Clean Language' as an innovative method for exploring work-life balance, October 2010, University of Surrey and Clean Change Company, ISBN: 978-1-84469-022-0. onlinelibrary.wiley.com/doi/10.1111/1467-8551.12042/abstract
Download: Clean_Language_WLB_final_report_October_2010.pdf
In this first funded research project to explore Clean Language, research partners, the Clean Change Company and the University of Surrey, collaborated to test the use of Clean Language as the principal research tool and  ‘discovery medium’ for exploring interviewees’ metaphors for ‘work-life balance’ (WLB). The purpose was three-fold: (1) To explore how Clean Language could generate insights into the experience of individual participants, and into understandings of the nature of WLB generally, through its capacity for eliciting participant-generated (autogenic) metaphors; (2) To test the application of Clean Language as a research methodology; (3) To pave the way for further research into, or utilising, Clean Language.

Lawley, James & Linder-Pelz, Susie (2016) Evidence of competency: exploring coach, coachee and expert evaluations of coaching, Coaching: An International Journal of Theory, Research and Practice. http://dx.doi.org/10.1080/17521882.2016.1186706
Download a free preprint version: Lawley&Linder-Pelz_CIJTRP_preprint_03_May_2016.pdf
Competency-based coach training and assessment implies that coaching skills and effectiveness are closely related. But who is best placed to determine ‘effectiveness’? This paper reports on research that examined how closely the evaluations of coachees, expert-assessors and coaches correspond. The research used a novel multi-method approach to triangulation including Clean Language interviewing (CLI) to explore coachees’ experience and evaluation of coaching. Assessor and coachee evaluations of the same coaching session were often at variance, both in terms of descriptive evaluations and numerical ratings. This suggests that compliance – or not – to a coaching methodology does not necessarily guarantee coachee satisfaction. While coach and coachee ratings showed no clear differences, in every triad coaches rated their own coaching considerably better than did the assessor. Practical implications include the need for multiple sources of evidence to establish coach effectiveness and certification standards, the need for coaches to develop calibration skills so they can be more responsive to the coachees’ in-session evaluations, and the usefulness of CLI together with established tools in evaluation research.

Linder-Pelz, S. & Lawley, J. (2015) Using Clean Language to explore the subjectivity of coachees' experience and outcomes. International Coaching Psychology Review, 10(2):161-174 September 2015 ISSN: 1750-2764. http://shop.bps.org.uk/publications/publication-by-series/international-coaching-psychology-review/international-coaching-psychology-review-vol-10-no-2-september-2015.html
Download a free preprint version: Linder-Pelz_Lawley-ICPR_preprint_15_Jun_2015.pdf
This paper contributes methodologically and substantively to understanding how coachees experience and evaluate coaching. First, we explore the use of ‘Clean Language’ as a phenomenological approach to coaching research, including the eliciting and analysing of data into findings and insights for coaches and coach trainers. Second, we explore the nature of events, effects, evaluations and outcomes reported by six coachees after single coaching sessions.
The interviews elicited detailed information on many aspects of coaching without the interviewer introducing any topics. The transcribed interviews were analysed using a form of thematic analysis within a realist/essentialist paradigm (Braun & Clarke, 2006). Coachees emphasised the coaches’ style of repeating back, pacing, setting goals and questioning, maintaining the focus of the session, confronting and challenging, as well as their responsiveness (or lack of it). Increased self-awareness was mentioned by all coachees.

Lloyd, Jonathan
(2011) The Use of Metaphor in Counselling and Qualitative Research Interviews. Assignment three of a Professional Doctorate in Counselling, School of Education, Faculties of Humanities, University of Manchester.
Download: Lloyd-Metaphor_in_Counselling_and_Qualitative_Research_Interviews.pdf
The use of metaphor in therapy is relatively common, although its specific conscious use as seen in Grove’s work continues to be unknown in the counselling world. This paper has also highlighted the possible use of Clean Language and metaphors in the research domain to enhance the richness of resultant data. ... Rather than looking at the hermeneutics, the meaning of the text, I want to investigate how much meaning is created by the questions posed. ... The profound findings that Clean Language, focusing on memory and metaphor, can increase the resultant amount of meaning by a factor of five.

Lloyd, Jonathan (2015) The Therapeutic Use of Metaphor: A Heuristic Study. A thesis submitted to The University of Manchester for the degree of Professional Doctorate in the Faculty of Humanities.
Download: Lloyd2015-PhDthesis-TherapeuticUseofMetaphor.pdf
This research was designed to explore the experience and understanding of counsellors’ and psychotherapists’ engagement with metaphors in the therapeutic process. The aim is to reflect on the experience of therapists involved in therapeutic metaphors from differing perspectives. It appears that the use of metaphor in therapy is pervasive and offers an opportunity for therapeutic change. The consideration of the construction of metaphors and their mutual development may be useful for therapists to consider. This research highlights the need for more investigation with regard to client perspectives, the environmental impacts on metaphors in therapy and who the therapist and client stand for metaphorically for each other. [NB. Includes plenty of references to David Grove's work]


Martin, John N.T. (2007). Book Review: Metaphors in Mind: Transformation Through Symbolic Modelling, by James Lawley and Penny Tompkins, Metaphor and Symbol, 22(2):201-211. tandfonline.com/doi/abs/10.1080/10926480701235510
Download prepress version: Martin_2007-Metaphors_in_Mind_Review.pdf
It seems odd to be reviewing an excellent book about the practical use of metaphor that is six years old, already has a couple of translations into another language (Italian and French), and has summary papers in several other languages. But conversations at a recent conference  suggested that the work it describes is not yet well known to metaphor researchers. Perhaps this reflects the gulf between the practitioner/trainer world of shared experiences and face-to-face contact versus the academic world of journal articles and statistics. But if I had a research student working on metaphor, experience of Lawley and Tompkins' work would be a key part of the basic training because of its striking capacity to bring our internal metaphorical worlds to life.

Martin, John N.T. & Sullivan, Wendy (2007). "... and good systems practice is [pause] like [pause] what?": 'Clean Language' and 'Metaphor Landscapes' as potential tools in Systems Practice. A revised version of the paper presented at the 11th United Kingdom Systems Society (UKSS) International Conference, Oxford University, 3-5 September 2007, Joined up thinking for a joined up world. Revised version published in Systemist Vol 29, Number 3, November 2007.
Download: academia.edu/18541536/ or cleanchange.co.uk/cleanlanguage/wp-content/uploads/2009/08/JNTM-WS-Final.pdf
Checkland has referred to the primacy of cognitive processes, and the importance of self-reflection and phenomenology in modern Systems thinking. This paper takes that position at its face value and describes a way of reflecting on one’s sense-making cognitive processes that is well established in its own domain, but, so far as we can tell, not widely known to Systems practitioners. It was developed as
‘clean language’ by David Grove (Grove & Panzer, 1989) and subsequently codified as ‘symbolic modelling’ by James Lawley and Penny Tompkins (Lawley & Tompkins, 2000). This paper provides the underlying rationale.

McGrath, Maureen (1998). A Study in the Use of Symbolism in Counselling. MA thesis: University of Durham, Centre for Studies in Counselling.

Naughton, Linda (2009). Beyond Narrative: Modelling Metaphor in Environmental Discourse. MSc thesis:Cranfield University, School of Applied Sciences innovation and Design for Sustainability.

Needham-Didsbury, Isabelle (2011). The Application of Metaphors in Psychotherapy, a dissertation submitted in partial fulfilment of the requirement for the Masters in Research in Speech, Language & Cognition, University College London, Division of Psychology & Language Sciences.

Needham-Didsbury, Isabelle (2012). The Use of Figurative Language in Psychotherapy, University College London, Working Papers in Linguistics 2012, pp. 75-93
Download at: ucl.ac.uk/psychlangsci/research/linguistics/publications/wpl/12papers/needham
This paper surveys a proportion of the literature on the use of metaphor in psychotherapy including Grove's work and Symbolic Modelling.

Needham-Didsbury, Isabelle (2014). Metaphor in Psychotherapeutic Discourse: Implications for Utterance. Poznań Studies in Contemporary Linguistics, 50(1), 2014, pp. 75–97.
Download at: academia.edu/6750568/
This paper examines figurative expressions in two passages from attested psychotherapy exchanges where explicit use is made of metaphor for therapeutic purposes and discusses the use of Clean Language in this context.

Nehyba, Jan & Lanc, Jakub (2013). Koncept čistého jazyka v psychoterapii (The Concept of Clean Language in Psychotherapy), Psychoterapie: praxe – inspirace – konfrontace, 7(2) 123-133 Brno: Masaryk university. psychoterapie.fss.muni.cz/clanky/koncept-cisteho-jazyka-v-psychoterapii
Preprint paper: cleanlanguage.co.uk/articles/articles/335/1/Koncept-cIisteIho-jazyka-v-psychoterapii/
The article introduces 'clean language' or a 'clean approach' - one of the post-modern oriented therapeutic approaches, building on the ideas of the late David Grove. The way of facilitating the therapeutic session is specific in the 'cleanness' from the therapists conscious and unconscious contents it strives for in the interaction. This allows the client to immerse himself deeper in his own mind-body processes and their organization. After the theoretical background, the article focuses on the practical example of how is possible to 'let emerge' metaphors, self-reflections, insights or 'aha!' moments for the client. In the concluding part, the text offers a discussion of the principles of the clean approach and the ways it can be inspiring for therapists.

Nixon, Sarah (2013). Using Metaphors to Aid Student Meta-Learning: When You’re Learning at Your Best Your Like What?, Creative Education 2013. Vol.4, No.7A2, 32-36 Published Online July 2013 in SciRes.
Download: scirp.org/journal/PaperDownload.aspx?FileName=CE_2013071116424370.pdf
This paper adds to the body of knowledge in relation to students using metaphor as a tool to support meta-learning. This project focuses on what students are like when they are “learning at their best” and discusses what knowing this information does for both individual self-awareness and working with others. Six final year students spent half a day exploring, developing and pictorially representing their “learning at best” metaphors.  All six students were positive that the development of personal learning metaphors was beneficial and thought that it was important that these were developed systematically over time. The benefits were highlighted to be both for the individual working on their own and for understanding others in group work situations.

Nixon, Sarah (2014). Teaching and learning pedagogies to enhance practice in Higher Education: a practitioner's perspective: Doctorate by publication, Liverpool John Moores University, Faculty of Education, Health and Community.
http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.631529
This mixed method approach studied the enhancement of the student experience through creating conditions where excellent learning can occur both individually and through working in communities of practice. Includes the application of Clean Language and Systemic Modelling.

Nixon, Sarah & Walker, Caitlin (2009). Personal Development Planning - Inspiring Capability, chapter 11 in Enhancing Student Centred Learning in Business and Management, Hospitality, Leisure, Sport and Tourism, edited by John Buswell and Nina Becket for HLST, Oxford Brookes University, published by Threshold Press. heacademy.ac.uk/hlst/resources/detail/resources/enhancing_student_centred_learning
PDP has been an area of interest within the Sport Development programme at Liverpool John Moores University. The chapter begins with the context for the project and what we wanted to happen. Then outlines the philosophy underpinning our approach and introduce key features including the notion of autogenic metaphors for learning, clean (metaphor-free) questions, clean set-up and clean feedback. It continues with how we went about engaging staff and students, some challenges, learning and the impact so far, and then ends with a summary of how we will do things differently this year, knowing what we know now.

Nixon, S. & Walker, C. (2009). Modelling the curriculum through metaphors: one programme's approach, CETL Journal: Innovations in Practice, 1(2), 3-6.
As part of exploring Personal Development Planning (PDP) across the Sport Development programme we decided to gather the views of staff on the programme to see if we could agree on a common model, philosophy and message. This approach, called Metaphors at Work (Walker 2007), allows individuals and groups to explore their own thoughts and perceptions on a subject, in this case the degree programme, through the development of metaphors [using Clean Language] and their associated meaning. The process has a number of stages which are documented in this paper with the overall objective being to get to a jointly shared view amongst staff.

Open University (1999). Imagery and Metaphor, part of the OU Business and Management postgraduate course B822: Creativity, Innovation and Change produced by John Martin. The course includes three videos related to David Grove's work featuring Caitlin Walker: Engaging the Imagination; Group Metaphor Development; and Clean Language.
How do you address problematic issues at work? This [programme] reveals more creative ways to solve problems, other than relying on rational techniques such as brainstorming and lateral thinking. Employees at a small software company are shown how to access their unconscious minds using the power of imagery, associative thinking, [Clean Language] and metaphor, to find solutions and creative approaches to their work. Meanwhile at a Neuro-Linguistic Programming seminar, participants learn to use metaphor for practical problem-solving. The facilitators also comment and discuss their techniques and observations, including the significance of gesture, body language and breathing in the sessions.

Open University (2004). Practical Thinking: an online course in perception, ideas and action, T185, part of the Technology Faculty’s 'Relevant Knowledge' programme (2004-2006, no longer available) produced by John Martin:
This ten-week course  is presented online and explores the practical role of metaphor in shaping and transforming various areas of imagery, thinking and communication. Application areas include the concept development stages of policy-making and design, the generation of ideas, visualising implementation issues, the communication of complex project ideas, problem-solving, resolving differences, and so on. T185 draws heavily on the ideas of cognitive scientists such as Lakoff and Johnson, classic writers on creative problem solving such as George Prince, management writers such as Gareth Morgan and practitioners such as Lawley and Tompkins.

Owen, Ian R. (1989). Beyond Carl Rogers: The work of David Grove, Journal of Interprofessional Care, 4(4), 186-196. informahealthcare.com/doi/pdf/10.3109/13561828909046386
This article is written with the belief that psychotherapy can be enriched by the addition of ideas from anthropology and holistic health care. This paper introduces the psychotherapy of David Grove. It re-emphasizes the need for therapists, or healers of all kinds, to be aware of the language, therapeutic structure and experience of clients. Clients' experiences are more fully understood in the context of greater awareness of the inter-relationships of language, experience, belief, enculturation and communication. Such awareness is posited as being crucial to holistic practitioners. The case for a phenomenological therapy is put forward.

Owen, Ian R. (1996). Clean Language: A linguistic-experiential phenomenology, in A.-T. Tymieniecka (Ed.) Analecta Husserliana, Vol. 48. pp. 271-297, Dordrecht: Kluwer Academic.
In this study [David Grove's] clean language is applied to make a reproducible method for phenomenologists as this new procedure adheres to many phenomenological first principles. The method reveals the place of metaphor and metonymy as possible connections between language and lived experience.

Pickerden, Anita M (2013) How do older workers in the fire & Rescue service deal with work life balance issues as they plan for, approach and transition through retirement? Thesis submitted for the degree of Doctor of Philosophy at the University of Leicester.
Download from http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.593712
The research made use of Clean Language during the interviews (pp. 95-96).

Robinson, Fe (2013). How does exploring metaphorical representations of organisational change at its best affect levels of well-being in an ambiguous and rapidly changing public sector work environment?  Paper presented to The Third International Neuro-Linguistic Programming Research Conference, Hertfordshire University, 6-7th July 2012.
A shorter version was published in Acuity, No. 4.
Full paper available at: cleanlanguage.co.uk/articles/articles/332/

This study found that exploring metaphorical representations of organisational change at its best correlated significantly with increasing well-being during a period of organisational change; potentially mitigating deleterious effects and causing a small well-being uplift. Group and one-to-one interventions showed similar well-being correlations over a three-month period. However, the nature of the effect was different, with insights and positive affect the prime outcome for the one-to-one intervention, and workshops additionally leading to experimentation with new skills. There are four implications of this study for clean language practitioners. Firstly, clean language and symbolic modelling interventions are suitable as part of the change management mix to support employee well-being. Secondly, metaphorical interventions have effects over time, undertaking interventions over a period is recommended. Thirdly, creating an open, safe environment for exploration and insight is key to supporting well-being. Finally, teaching clean language will enable application of learning into other contexts. Using one-to-one interventions may require more sessions to lead to behavioural change.

Schenck, Klaus (2013). "So What's a Meta For?" InterAction - The Journal of Solution Focus in Organisations, Volume 5, Number 2, November 2013, pp. 35-53(19), SFCT.
Purchase from: ingentaconnect.com/content/sfct/inter/2013/00000005/00000002/art00004
The approach of “Clean Language” has cultivated a whole set of questions that may be helpful to know about, and useful for extending the toolbox of Solution Focus questions.

Seldon, Bob. (2010). How Clean Is Our Language? Training and Development in Australia, Vol. 37, No. 4, Jul 2010: 36-37.
Purchase at: search.informit.com.au/documentSummary;dn=329133785918865;res=IELBUS


Snoddon, Martin (2005). Legacy of War: Experiences of members of the Ulster Defence Regiment, Conflict Trauma Resource Centre, Belfast.
Download from: beyondthebattlefield.co.uk/adjustment.php
Research included use of Clean Language in 12 interviews of individuals and four workshops each attended by 20 participants.

van Helsdingen, Annemiek & Lawley, James (2012). Zuiver belevingsonderzoek: het vermijden van onbedoelde beïnvloeding in kwalitatief onderzoek, Kwalon, Aflevering 3 2012.
Available from: boomlemmatijdschriften.nl/tijdschrift/KWALON/2012/3

Translated from the original Dutch version as Modelling Shared Reality: avoiding unintended influence in qualitative research, Kwalon Vol 3, October 2012. (Journal of the Netherlands Association for Qualitative Research).
Available in English at: cleanlanguage.co.uk/articles/articles/328/
Download: academia.edu/attachments/30371322/download_file 
Modelling Shared Reality is a new qualitative research methodology which is rooted in Clean Language and Symbolic Modelling. It minimizes undesired influence of the researcher during all stages of the research: design, interviews, analysis and reporting. The methodology is action oriented: both the process and the results function as a catalyst for action, behavioural and organizational change.

Vanson, Sally (2011). Aligning identity in legal services firms: Do senior partners in legal services firms possess the core characteristics of identity to work in alignment within the firm? Thesis submitted in partial fulfilment for award of the degree of Doctor of Business Administration, University of Portsmouth, June 2011.
Download: eprints.port.ac.uk/8519/2/Sally_Vanson_Thesis_revised_March_2012_Final_copy.pdf
The study used clean language techniques to take out presupposition and incorporate narrative spacing in the questions asked of 11 senior partners from large UK law firms working across a range of legal specialisms.

Tompkins, Penny, & James Lawley (2006). Coaching with Metaphor, in Cutting Edge Coaching Techniques Handbook, Chartered Institute of Personnel and Development, Coaching at Work, September 2006

Tompkins, Penny, Wendy Sullivan & James Lawley (2005). Tangled Spaghetti in My Head: Making use of metaphor, Therapy Today, Journal of the British Association for Counselling and Pychotherapy, October 2005.
Tosey, Paul (2011). 'Symbolic Modelling' as an innovative phenomenological method in HRD research: the work-life balance project, presented at the 12th International Conference on HRD Research and Practice across Europe, University of Gloucestershire, 25th–27th May 2011.
Download from: epubs.surrey.ac.uk/7135/
This project applied symbolic modelling in order to elicit the naturally occurring metaphors of six mid-career managers in the UK, relating to the way they experienced work-life balance. The analysis yielded a unique metaphor landscape for each manager. A key finding is that, although the ‘work-life balance’ metaphor is widespread, not one of the interviewees’ main metaphors overtly involved ‘a balance’. However, a number of their metaphors implied some form of balancing, for example ‘juggling’, ‘surfing’, or being in ‘equality’. The study illustrates potential enhancements that symbolic modelling and the clean language questioning technique can bring to phenomenological interviewing and analysis in HRD research. The results also have implications for the understanding of work-life balance, and for managers and human resource professionals who are dealing with work-life balance issues in the workplace.

Tosey, Paul (2014). Clean Language in Research Interviews. Rapport 40 pp.44-46.
Download: Tosey-2014-Clean_Language_Interviews-Rapport40pp44-46.pdf
This introductory article outlines applications of Clean Language to research interviewing. Interviewers are likely to find Clean Language accessible and of potential use as an approach to data gathering.

Tosey, Paul (2015). And what kind of question is that? Thinking about the function of questions in qualitative interviewing. Chapter 14 in Handbook of Research Methods on Human Resource Development. Editors, Saunders, M. N. K. & Tosey, P. Edward Elgar Publishing.
Look inside the book: amazon.com/Handbook-Research-Development-Handbooks-Management/dp/1781009236
This chapter explores qualitative interviewing, drawing from a project that investigated managers' metaphors of work-life balance, informed by a practice called Clean Language. The chapter highlights the function of questions in interviews and considers how to design and ask questions in order to elicit data of good quality.

Tosey, P., Lawley, J. and Meese, R. (2014). Eliciting Metaphor through Clean Language: an Innovation in Qualitative Research, British Journal of Management. doi: 10.1111/1467-8551.12042. Purchase at: onlinelibrary.wiley.com/doi/10.1111/1467-8551.12042/abstract
Download a free copy of preprint version: http://epubs.surrey.ac.uk/807943/
This paper shows how an innovative method of questioning called Clean Language can enhance the authenticity and rigour of interview-based qualitative research. We investigate the specific potential of Clean Language as a method for eliciting naturally occurring metaphors in order to provide in-depth understanding of a person's symbolic world; despite substantial interest in metaphors in the field of organizational and management research there is a lack of explicit, systematic methods for eliciting naturally occurring metaphors. We also demonstrate how Clean Language can improve qualitative research more widely by addressing the propensity for researchers inadvertently to introduce extraneous metaphors into an interviewee's account at both data collection and interpretation stages. Data are presented from a collaborative academic–practitioner project in which Clean Language was used as a method of interviewing to elicit the metaphors of six mid-career managers, relating to the way they experienced work–life balance. The first contribution of this paper is to demonstrate the potential of Clean Language for eliciting naturally occurring metaphors in order to provide in-depth understanding of a person's symbolic world. The second contribution is to show how Clean Language can enhance the rigour and authenticity of interview-based qualitative research more widely.

Walker, Caitlin (2006). Breathing in Blue by Clapton Duck Pond, British Association of Counselling and Psychotherapy, Counselling Children and Young People, Dec 2006, pp.2-5.

Walsh, B. , Nixon, S. , Walker, C. and Doyle, N. (2015). Using a Clean Feedback Model to Facilitate the Learning Process. Creative Education, 6, 953-960.
Download from file.scirp.org/Html/6-6302593_57272.htm
in this article we examine the “clean feedback” model developed by Walker and Doyle (2006) and explore its impact on the learning experiences of a purposeful sample of eleven beginning physical education teachers. The findings indicate that the model has improved the students’ ability to give and receive both positive and negative feedback and to improve students self awareness and understanding of their own learning and teaching styles.

Ward, C., Tosey, P. & Cairns-Lee, H. (2013). 'A Strange Route to Get Here': Metaphors of Leadership Development and Leadership. Presented at 14th International Conference on Human Resource Development Research and Practice across Europe, 5-7 June 2013: HRD in Turbulent Seas-Continued Global Economic Uncertainty: Challenges and Opportunities. University of Brighton, Brighton Business School, UK.
Download from: ufhrd.co.uk/wordpress/ward-c-tosey-p-and-cairns-lee-h-a-strange-route-to-get-here-metaphors-of-leadership-development-and-leadership/
The purpose of this paper is to explore leaders’ naturally occurring metaphors of leadership development and leadership. It reports a secondary analysis of interview transcripts from a study (Ward and Preece, 2012) of seven leaders.

Wing, Suzanne Brown (1994) David Grove Metaphor Therapy and traumatic memory resolution with incarcerated sex offenders. A dissertation submitted in partial fulfilment for the degree of Doctor of Philosophy in Clinical Psychology, The Un
James Lawley

James LawleyJames Lawley is a UKCP registered psychotherapist, coach in business, and certified NLP trainer, and professional modeller. He is a co-developer of Symbolic Modelling and co-author (with Penny Tompkins) of Metaphors in Mind: Transformation through Symbolic Modelling. For a more detailed  biography see about us and his blog.

 
Comments
  • Comment #1 (Posted by Caitlin Walker, trainingattention.co.uk 6 Jan 2017)

    Following research trails while writing about Clean Language Interviewing I've come across a few articles I hadn't seen before and in their references are links to others - all downloadable.

    DAVID GROVE’S METAPHOR THERAPY
    DAVID PINCUS Chapman University, Orange, California
    ANEES A. SHEIKH Marquette University, Milwaukee, Wisconsin

    http://journals.sagepub.com/doi/abs/10.2190/IC.30.3.d
     
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