Post Modern Therapies

• Change occurs by separating the person from the problem and by creating a new narrative
• which emphasizes the individual’s competencies and strengths.

• ● Collaborator
• ● Investigator
• ● Views client as expert of their own life, maintains curious stance
• ● Co-author of client’s new narrative

• ● Understand the problem-saturated story and externalize the problem
• ● Deconstruct problem-saturated stories in order to create healthier narratives
• ● Bring greater awareness to client's strengths and competencies
• ● Increase client’s sense of control over the direction of their life

• Problem-Saturated Stories
• Alternate Stories
• Thick Story
• Thin Story
• Externalizing the Problem *
• Deconstructive Questions
• Mapping the Influence *
• Unique Outcomes
• Enlisting a Witness
• Written Artifact

The dominant and unhealthy stories an individual tells themselves. These are often the stories that bring people to therapy.

The new and preferred or healthier stories an individual develops.

The dominant narrative that the person maintains. This story has been repeated over time and is very detailed and usually problem-saturated.

The alternate story being developed, which has minimal details. A goal is to build on this story and make it thicker.

This is a type of intervention. The therapist asks questions that are designed to separate the person from the problem.

This is a type of intervention. Once the problem is externalized, the therapist will ask various questions designed to pull apart or dismantle the client’s problem-saturated stories.

This is a type of intervention. The therapist asks a series of questions to understand the effects of the problem in the client’s life.

This is a type of intervention. The therapist asks questions to highlight times in the client’s life when they were able to resist the effects of the problem. This is a prerequisite for re-authoring the client’s story.

This is a type of intervention. The client invites someone in their life to hear them share the new narrative. This person bears witness to the client’s telling of the new story and becomes an ally to strengthen or thicken this new story.

• This is a type of intervention. It is some form or written documentation that
• reinforces the client’s new story.

• ● Invite the client to share their problem-saturated story
• ● Ask questions designed to externalize the presenting problem
• ● Map out the influence of the problem on the client’s life
• ● Explore unique outcomes
• ● Assist client in reauthoring their story
• ● Enlist a witness to hear the client’s new story

Client is invited to tell their problem-saturated stories.

• The problem is externalized; mapping the influence/effects of the problem;
• identify/explore unique outcomes; re-author story; enlist a witness.

• Create written artifacts; document and support new narrative; write letters to self and
• others.

• Change occurs through accessing client’s strengths and resources. Emphasizes finding
• solutions to a problem, not on discovering the cause or origins of the problem.

● Therapist is a consultant, coach

• ● Client implements small and large changes to achieve their preferred future
• ● Client builds on current strengths and resources

• Exception Questioning
• Miracle Questioning
• Scaling Questions
• Presupposing Change
• Coping Questions
• Affirmations/Compliments

The therapist asks the client to think of a time in their life when the particular problem did not exist and what the client did differently during this time. The goal here is to focus on what has worked in the past to provide the client with a positive perspective. Example: “Tell me about the times when you don’t get angry.”

The therapist asks the client to envision how the future will be when the problem no longer exists and what their life looks like then. Example: “Imagine that tomorrow morning you wake up and a miracle has happened. What would be different that will tell you a miracle has happened and your problem has been solved?”

The therapist asks the client to think of a scale ranging from the worst things could be to the best. The client then rates their current position on the scale and is asked to identify how they could move up or down the scale. The client is also encouraged to identify what point on the scale would be good enough or where their “perfect future” is. Example: “You said that things are between a 4 and a 5. What would need to happen so that things were between a 5 and 6?”

• Rather than focusing on the problem that brought the client in,
• the therapist can ask the client questions to focus on the positive changes that have
• been occurring. Example: “What’s different or better since the last time we met?”

• If a client has trouble identifying positive change, coping questions are asked by the therapist in order to illustrate resources that the client already has. This can include validating the client’s difficulties while also showing that they are still able to get up in the morning, go to school, etc. This highlights the client’s strengths without undermining their view of reality. These questions are supportive while also challenging the client and shifting the focus away from problem-focused narratives.
• Example: “How
• do you keep going each day even when it feels like there is no hope?”

• Regularly acknowledge progress, strengths, and resources.
• Example: Tell the client, "I am impressed you are sitting in that chair again after what you
• just went through."

• Join with client competencies; envision preferred future; begin to identify client’s
• strengths; use solution-oriented language; come up with achievable goals.

• Identify strengths, resources, and traits client already has used to deal with problem;
• utilize solution-talk; identify exceptions to problems; utilize scaling questions to reflect on the nature of change the client has experienced; feedback to clients that include compliments and tasks; catch and highlight small changes; compliments/cheerleading.

Assist the client to identify things they can do to continue the changes they have made; identify hurdles or perceived barriers that could get in the way of the changes they made.