The Act of Telling: A qualitative examination of child abuse disclosure and public storytelling experiences.

Abstract

This thesis consists of three papers. The first, a systematic review and thematic synthesis, explores the experiences of men disclosing child abuse as adults. The thematic synthesis produced four analytical themes: ‘the many faces of silence’, ‘breaking point’, ‘release, healing, and connection’, and ‘the deep cuts of unsafe recipients’. These themes explored the period of silence predating disclosure, the disclosure moment itself, and its aftermath, outlining both positive and negative experiences. The results are discussed in the context of wider literature and contextualised against reviews addressing similar topics, highlighting areas of resonance. Key implications and considerations for practitioners and future research are presented to conclude the paper.
The second paper presents a co-produced investigation of eight participants’ experiences of live storytelling on topics of facing, overcoming, or surviving adversity using an interpretative phenomenological analysis framework. Following analysis, three superordinate themes were developed: ‘connecting with a sense of primal humanity’, ‘a path to cathartic transformation’, and ‘the fires of purpose’. These themes outlined experiences of connection with others, unburdening from shame, transforming sense of self, reframing experiences, and connecting with a newfound sense of purpose. Links are identified between storytelling and trauma therapies, with conclusions drawn about storytelling events’ potential to kick-start post-traumatic growth for speakers. This prompts consideration of the potential that community programmes and partnerships might have for affecting positive change.
The final paper summarises implications for theory development, research, and clinical practice, before ending with reflections on process. This includes reflection on the role of co-production within a doctoral thesis and the hope that this experience may offer future generations in terms of the plausibility and accessibility of this approach.

Date of Award	8 Sept 2025
Original language	English
Supervisor	Rachel Bickerton (Supervisor), Nick Horn (Supervisor), Becky Leonard-Dixon (Supervisor), Michael Peters (Supervisor) & Lucy Piggin (Supervisor)