The present study explores how the use of literary devices in therapy aides the construction of the therapeutic style of a student in systemic therapy. A categorical narrative analysis was applied to examine the processes of two clients, finding that the use of stories and metaphors led to genuine interventions. However, the use of literary devices did not always result in functional styles, as they also reinforced rigid identity notions which limited manoeuvrability in the sessions. Finally, the study confirmed that a responsible formation of the therapeutic style enhances the psycologist’s performance and generates solid bonds with the clients, showing the importance of taking the strengths and interests of students into account during the development of their therapeutic style.