The  way  in  which  we  use  language  determines  our  relationship  with  problems.  This,  in  turn,  establishes  the  courses  of  action  available  to  us  in  attempting  to  lessen  problems’  effects  on  our  lives.      If  stories  of  a  problem  are  left  expressed  as  an  identity  claim  (adjectival,  e.g.  I’m  depressed)  or  a  personal  property  (possessive,  e.g.  my  depression),  there  is  a  risk  that  they  become  naturalized  (it’s  the  way  I  am,  my  personality,  my  character,  my  fault/weakness).  How  can  the  person  then  take  action  against  the  effects  of  the  problem,  if  they  are  perceived  as  the  problem  themself,  without  acting  against  their  self?  Alternatively,  externalising  the  problem  by  using  a  pronoun  and  noun  (e.g.  this  depression)  positions  the  experience  as  both  a  separate  and  specific  entity  with  which  to  engage.  Externalising  a  problem  provides  a  linguistic  shift  that  objectifies  the  problem  in  a  way  that  positions  it  at  a  distance  from  the  person.  The  relationship  with  the  problem,  rather  than  personal  performance,  can  then  be  re-­‐appraised  and  renegotiated.    Leaving  problems  as  identified  through  adjectival  and  possessive  descriptions  also  risks  decontextualizing  them  so  that  their  relationship  with  lived  experience  is  obscured.  This  has  the  added  hazard  of  reinforcing  the  idea  that  the  effects  of  the  problem  are  a  matter  of  personal  failure  rather  than  the  difficulties  of  living  in  trying  circumstances.  Johnella  Bird1  provides  a  useful  linguistic  tactic,  to  ensure  the  problem  remains  specific  and  contextualized,  by  speaking  it  thus:  (e.g.)  This  depression  you  experience  when  .  .  .  .      Michael  White2  identified  a  number  of  ways  in  which  the  practice  of  externalizing  problems  is  helpful.  These  include:  • decreasing  unproductive  conflict  • undermining  a  sense  of  failure  • uniting  people  in  a  struggle  against  the  problem  and  escaping  

its  influences  • opening  up  new  possibilities  to  take  action  • opening  up  more  effective  and  less  stressed  approaches  to  

problems  •              presenting  options  for  dialogue  rather  than    monologue                        about  the  problem.  ___________________________________________________________________________________  1.  See  Johnella  Bird’s  handouts,  at:  http://www.cybersoul.co.nz/hearts/handout-­‐intro.htm  2.  Michael  White  originally  published  these  ideas  in  ‘The  Externalising  of  the  Problem’,  Dulwich  Centre  Newsletter,  Summer  1988/89.  The  article  later  appeared  as  Chapter  2  of  Michael  White  and  David  Epston’s  seminal  work,  Narrative  Means  to  Therapeutic  Ends.  (1990),  New  York  &  London:    W.W.  Norton  &  Company.  

In  narrative  therapy,  the  person  is  not  the  problem.    The  problem  is  the  problem.  The  person’s  relationship  with  the  problem  is  the  issue  of  interest.    Unlike  in  the  Freudian  tradition,  where  ‘externalisation‘  refers  to  the  ‘projection’  of  one’s  thoughts,  feelings  or  motives  onto  another,  externalization,    in  the  narrative  therapeutic  sense,  refers  to  the  distancing  position  a  person  takes  in  relation  to  the  problem.  

Mandy  has  brought  her  daughter,  Alley,  to  see  me.  Here  is  a  (very)  potted  version  of  our  first  conversation:3-­‐    Katy:  So  what’s  brought  you  both  here  today?  Mandy:  I’m  just  fed  up  with  Alley’s  behaviour.  It’s  driving  me  crazy.  (holds  head  in  hands  and  sighs  a  very  big  sigh).  Katy:  Could  you  tell  me  a  bit  about  the  behavior  that’s  troubling  you?  Mandy:  Well,  it’s  all  these  tantrums;  I  mean  she’s  7  years  old  but  she’s  behaving  like  a    2-­‐year  old.  Katy:  When  does  this  happen  and  what  would  I  see  if  I  witnessed  one  of  these  tantrums?  Mandy:  She  screams  and  hits  when  it’s  time  for  bed.  Katy  (to  Alley):  Have  you  noticed  this  too,  Alley?  (Alley  nods).  Katy:  Alley,  what  do  you  think  it  might  be  that  invites  all  this  screaming  and  hitting  at  bedtime  (seeking  Alley’s  understanding  of  the  problem)?  Alley  (looks  sat  her  feet  and  whispers):  I’m  .  .  .  scared  .  .  .  when  the  light  goes  out.  Katy:  So  this  Fear-­‐of-­‐Lights-­‐Out  (externalization)  invites  you  scream  and  hit?  Alley  (looks  up,  a  little  relieved):  Yep.  Katy:  Mmm,  I’ve  met  a  few  Fears-­‐of-­‐Lights-­‐Out  before.  This  one  that’s  been  bothering  you;  what’s  it  like  (seeking  specificity)?  I  mean  could  you  draw  it  (inviting  specifics)?    (Alley  nods  and  smiles.  Katy  gives  Alley  some  paper  and  crayons  and  she  proceeds  to  illustrate  with  vigour).  Katy:  That  looks  pretty  ugly!    Has  it  got  a  name  (personification)?  Alley:  Yeah!  It’s  really  mean!  (adds  fierce  eyebrows  to  drawing).  It’s  name  is  Rex-­‐the  Wrecker.  Katy:  Gosh,  is  it?  What  has  Rex-­‐the-­‐Wrecker  been  getting  up  to  that’s  so  mean?  Alley:  It  tells  me  there’s  monsters  under  the  bed  and  to  watch  out!  And    .  .  .  that  I  might  die  if  I  close  my  eyes.  (Frowns).  Katy:  And  what  do  you  do  when  that  happens  (initial  recognition  of  agency)?  Alley:  I  do  this  (pulls  in  her  arms  tight  to  her  body)  and  try  to  stop  Mummy  turning  off  the  light.  Katy:  So,  is  that  OK  with  you,  that  Rex  The  Wrecker  that  turns  up  at  bed-­‐time  and  pulls  these  mean  tricks  on  you?  (seeking  Alley’s  position  in  relation  to  the  problem)  Alley:  No.  Katy:  How  come?  (seeking  identification  of  values  and  intentions  that  guide  actions)  Alley:  I  don’t  want  to  be  scared      .  .  .  and  I  don’t  like  that  it  makes  Mummy  upset  too.  Katy:  (holds  up  the  drawing  and  considers  it)  It  sounds  like  Rex-­‐the-­‐Wrecker  has  been  getting  away  with  scaring  you  and  upsetting  Mummy  and  this  is  not  what  you  want?    Following  on  from  here,  we  identified  some  moments  when  Alley  resisted  the  invitations  to  kick  and  scream  at  bed-­‐time  one  night  recently,  which  involved  being  more  interested  in  thinking  about  the  dance  concert  in  which  she  had  just  performed.  This  opened  up  a  conversation  about  her  skills  and  knowledges  in  overcoming  some  bullying  which  almost  stopped  her  from  going  to  dance  classes,  which  she  loves.  Through  this  process,  acts  of  ‘not-­‐giving-­‐in’  were  articulated  that  made  more  visible  to  her,  and  to  Mandy,  her  ability  to  resist  acts  of  bullying,  which  were  applicable  to  resisting  the  ‘bullying’  of  Rex  the  Wrecker.      3.  This  is  a  pastiche  of  several  cases.    

What is externalisation in narrative practice?   An example of an externalising conversation  

   

     

N E W S L E T T E R    

S U M M E R   ‘ 1 1 -­‐ 1 2  

The importance of kids’ own ethics in therapy Life’s challenges are not the sole preserve of adults. However, children’s expressions of distress in response to experiences of danger, unpredictability, humiliation, loss, unfairness, powerlessness or inability, tend to be interpreted quite differently to those of adults. This can, sometimes, lead to problematized behaviours becoming the focus of adult-concern. If this is at the cost of understanding the meaning a child makes of their experience, and the significance to them of the strategies they attempt in order to deal with the problem’s influences, an important opportunity for ethical development can be lost. The risk, then, is for kids to learn how to be seen to do the ‘right thing’ and not to get caught doing the ‘wrong thing’, rather than learning to take action based on ethical decision-making processes. I have been using a narrative-based approach to working with children and young people across arrange of settings since the late ‘90s. In this way of practising, children’s ideas about the problem, and the ways they go about shrinking its influences, are at the forefront of conversations. By acknowledging what children value and intend for life, and the skills and knowledges they use to honour this—even in the face of problems—narrative practice helps them build ethical agency in their world. A key practice in this way of working is the externalization of the problem. This can open space for acknowledgement of children’s values and intentions for life and their skills and knowledges. It can be highly influential in shifting relationships with tricky situations and experiences for kids, and their families, whilst building abilities in using ethical judgement. In this issue, I have focused on the narrative practice of externalization. I hope you find this valuable.

Using  externalisations  to  help  support  kids:  Fantastic  free  resources  available  online    

Supporting   preferred   connections   and  actions   in   living   through   narrative-­‐   and  critical  theories-­‐influenced  collaborations  

Liverpool  supporter  and  anti-­‐Fear  person    -­‐  a  paper  by  David  Epston  In  this  paper  David  provides  an  elegant  account  of  his  work  with  a  13  year-­‐old  and  his  parents.  In  the  pursuit  of  a  shift  in  the  relationship  with  Fear,  the  problem  is  externalized  and  the  young  persons’  skills,  knowledges  and  values  are  engaged,  and  documented  in  therapeutic  letters,  to  great  effect.  An  inspiring  read!  To  access  the  PDF  of  the  paper,  go  to:-­‐    http://www.dulwichcentre.com.au/explorations-­‐2011-­‐1-­‐david-­‐epston.pdf    

Hold  on  to  Your  Horses                                Sandra  Taylor  says,  “Hold  on  to  your  Horses        exists  because  my  daughter  needed  a  story  that  helped  her  visualize  and  control  her  impulsive  ideas”.    In  this  tale,  beautifully  illustrated  by  Angela  Call,  Mommy  explains  to  Amy  that  her  ideas  are  like  horses  and  she  needs  to  take  good  care  of  them  and  keep  them  safe!    This  book  provides  a  fine  example  of  externalization  used  to  invite  a  different  and  non-­‐blaming  relationship  with  the  impulsive  forces  kids  sometimes  struggle  to  tame.    The  book  is  downloadable  free  in  PDF-­‐form,    or  can  be  ordered  in  hardback,  at:-­‐  http://www.holdontoyourhorses.com/  

                                                                                                                                                                                                                                                         Beating  Sneaky  Poo  Faecal  soiling  can  be  a  real  bummer  (?!!)  for  everyone  involved.  This  was  one  of  the  first  problems  Michael  White  very  effectively  externalized  in  working  with  children1.    Psychiatrist,  Terry  Heins,  and  clinical  psychologist,  Karen  Riche,  have  teamed  up  with  illustrators,  Geoff  Pryor  and  Quantum,  to  provide  an  educational  guide  that  explains  the  problem  and  its  tricks,  giving  guidance  on  how  to  beat  that  Sneaky  Poo!  Access  Beating  Sneaky  Poo  online,  at:  http://www.narrativetherapylibrary.com/img/ps/spoo2.pdf  

1.  “The  goal  of  treatment  is  to  interrupt  the  vicious  cycles  associated  with  the  symptoms  and  to  trigger  more  desirable  ones.”  Michael  White.  “Pseudo-­‐encopresis:  From  avalanche  to  victory,  from  vicious  to  virtuous  cycles.”  Family  Systems  Medicine,  Vol  2(2),  Sum  1984,  150-­‐160.  

 

124  Lord  Street  Newtown  NSW  2042          email: heartheadhand@optusnet.com.au  

web: heartheadhand.com.au  

Katy Batha mob. 0421 345 156 Registered Psychologist • Narrative Therapist Accredited Supervisor • Trainer

 

Heart  Head  Hand  Newtown    

 

I  will  be  available  over  the  Christmas  and  New  Year  period  (except  13  -­‐16  Jan.)  so  please  feel  free  to  refer  people  during  this  time.      Best  wishes  for  2012!  

In this issue:- • The importance of kids’ own ethics in therapy • What is externalization in narrative practice? • An example of an externalizing conversation • Using externalisations to help support kids: Fantastic free resources available online

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