# Narrative therapist positioning ## Short definition Narrative therapist positioning is a method for taking a collaborative, non-expert, transparent and power-aware stance in narrative practice. ## Level [[LEVEL 3 — METHODS]] ## Expanded definition Narrative therapist positioning refers to how the therapist locates themselves in relation to the person, family, problem, culture, language and wider social context. In narrative therapy, the therapist does not position themselves as the expert on the person’s life. Instead, the person is understood as having expert knowledge of their own experience, values, history and meanings. The therapist brings skills in asking questions, noticing language, exploring stories, externalising problems, tracing values and supporting preferred identity development. This position is collaborative rather than directive. It is also transparent: the therapist may name where their ideas come from, offer reflections tentatively, ask permission, and invite the person or family to accept, reject or reshape what is offered. Narrative therapist positioning also includes awareness of power. The therapist pays attention to how professional language, culture, class, gender, race, age, diagnosis, service involvement and social expectations shape the therapeutic conversation. ## Purpose of this method The purpose of this method is to support a therapeutic relationship that preserves dignity, agency and collaboration. It helps the therapist avoid imposing expert meanings, professional labels or dominant cultural assumptions onto the person or family. It also supports ethical practice by making the therapist’s influence more visible and open to question. ## When to use this method Use this method throughout narrative practice, especially when: - professional language is powerful - the family has experienced judgement from services - the therapist is offering an idea or reflection - power differences are present - the person feels positioned as the problem - cultural meanings need to be handled carefully - the therapist wants to remain collaborative and transparent - the work involves sensitive identity or social context issues ## How this method works The therapist uses a collaborative and transparent stance. This may involve: - asking permission before offering ideas - using tentative language - locating the source of therapist reflections - checking whether ideas fit - privileging the person’s own language - avoiding expert certainty - noticing power and professional influence - inviting correction - remaining curious about culture and context - treating the person as separate from the problem The therapist may use situated comments, permission questions and transparency statements to make their position visible. ## Non-clinical example A mentor says to a student: “I have a thought, but it comes from my own experience of working with other students, so it may or may not fit for you. Would it be okay if I shared it?” This positions the mentor’s idea as one possible perspective rather than the truth. ## Clinical example A therapist notices that a parent appears worried about being judged. The therapist might say: “I am aware that, as a professional, my questions might sound like assessment or judgement. That is not my intention, but I would like to check how this conversation is landing with you.” This makes professional power visible and invites the parent to respond. ## Step-by-step process 1. Notice how you are positioned by the family, service or referral. 2. Notice how you may be positioning the person or family. 3. Use the person’s own language where possible. 4. Ask permission before offering ideas or difficult questions. 5. Offer reflections tentatively. 6. Situate your comments by naming where your perspective comes from. 7. Check whether your reflections fit. 8. Invite correction, disagreement or reshaping. 9. Attend to power, culture and professional authority. 10. Reflect afterwards on how your position shaped the conversation. ## Questions before using this method - How am I positioned in this conversation? - How might the family experience my professional role? - What assumptions am I bringing? - What power differences are present? - How can I use transparency and permission? - How can I avoid imposing expert meaning? - Whose language should guide the conversation? ## Questions during use - Would it be okay if I asked something about this? - Can I check how this question is landing? - Does this idea fit, or not really? - Would you use different words for this? - Can I offer a thought and you can tell me whether it is useful? - Is there anything in my role that makes this harder to talk about? - How would you prefer me to ask about this? ## Questions after use - Did I remain collaborative and transparent? - Did I impose an interpretation? - Did I check whether my ideas fitted? - Did I attend to power and culture? - Did I position the person as separate from the problem? - Did I invite correction and disagreement? - How did my own social location shape the conversation? ## Related epistemologies [[Narrative epistemology]] [[Social constructionism]] [[Poststructuralist epistemology]] [[Postmodern epistemology]] [[Relational epistemology]] [[Anti-oppressive epistemology]] [[Critical epistemology]] ## Related schools and models [[Narrative]] [[Systemic Therapy]] [[Conversational]] [[Dialogic]] [[Collaborative Therapy]] [[Post-Milan]] ## Related concepts [[Non-expert position]] [[Participant-observer position]] [[Therapist transparency]] [[Therapist tentativeness]] [[Power]] [[Positioning]] [[Narrative identity|Identity construction]] [[Language games]] [[Relational responsibility]] [[Dominant discourse]] [[Social location]] [[Culture constructs problems]] ## Related techniques [[Permission questions]] [[Situated comments]] [[Transparency statements]] [[Tentative reflecting comments]] [[Power questions]] [[Positioning questions]] [[Meaning-checking questions]] [[Reflexive questions]] ## Related pathways [[Narrative pathway]] [[Reflexive practice pathway]] [[Power and culture pathway]] [[Conversational pathway]] [[Dialogic pathway]] ## Key theorists / contributors [[Michael White]] [[David Epston]] [[Harlene Anderson]] [[Harry Goolishian]] [[Kenneth Gergen]] [[Sheila McNamee]] [[Lynn Hoffman]] [[Tom Andersen]] ## Key texts / references - White, M. (2007). *Maps of Narrative Practice*. Norton. - White, M., & Epston, D. (1990). *Narrative Means to Therapeutic Ends*. Norton. - Anderson, H. (1997). *Conversation, Language, and Possibilities*. Basic Books. - Anderson, H., & Goolishian, H. (1992). The client is the expert: A not-knowing approach to therapy. In S. McNamee & K. Gergen (Eds.), *Therapy as Social Construction*. Sage. - Gergen, K. J. (1999). *An Invitation to Social Construction*. Sage. - Andersen, T. (1991). *The Reflecting Team: Dialogues and Dialogues About the Dialogues*. Norton. ## Notes / source material Narrative therapist positioning should not become passive. A non-expert stance does not mean the therapist has no responsibility. The therapist remains responsible for ethics, safety, curiosity, power-awareness and careful use of therapeutic influence.