“The person is not the problem, the problem is the problem”. This formative statement by Michael White is a core principle for narrative-oriented therapists. Something becomes “a problem” when it gets in the way of a person’s life, visions and hopes. How we approach the problem shapes how we look at it, what we will find, and how we might act in response.
A person may consult with a therapist when in the grip of a problem-saturated story about themselves or some aspect of their life. A narrative-oriented therapist would be curious about the meaning of the problem to them, how this informs their thoughts and actions, and ways in which these are or are not helpful. Making use of ‘double listening' the therapist would also notice and appreciate the person’s knowledges, skills, values and commitments that can contribute to responding to the difficulties.
As an alternative to defining the person according to the problem or locating the problem within the person, a narrative-oriented therapist is guided by ‘positioning’ theory which suggests we come to know and experience ourselves through relationships located within specific histories, cultures and political systems.
Informed by this orientation, therapist and client work collaboratively to co-research, deconstruct and reauthor the problem-saturated story. This includes noticing neglected but helpful aspects of experience, witnessing actions in response to dearly held commitments and values, and paying careful attention to ways in which language is used. This can support the client to reclaim their life from the effects of a problem, and to discover or find their way back to preferred identity conclusions. This in turn can open hopeful possibilities which honour valued relationships and treasured aspects of their history and culture.
This approach invites therapists to attend to power relations in the therapy room, including by adopting a decentred yet influential stance and demonstrating respect for clients as the experts in their lives.
Illustrative examples, practical exercises, case study reflections, journal articles and other handouts, together with ample presenter-attendee dialogue, will support your learning.