The Absent but Implicit – a map to support therapeutic enquiry

Maggie Carey, Sarah Walther & Shona Russell.

“It is not possible to talk about anything without drawing out what it is not. Every
expression of life is in relation to something else.”

Michael White referring to the work of Derrida1.

Abstract

This paper describes recent developments in the use of the „absent but implicit‟ in
narrative therapy. Michael White used the term „absent but implicit‟ to convey the
understanding that in the expression of any experience of life, there is a discernment
we make between the expressed experience and other experiences that have already
been given meaning and provide a contrasting backdrop which „shapes‟ the
expression being fore grounded. In therapeutic conversations, we can use the concept
of the „absent but implicit‟ to enquire into the stories of self that lie beyond the
problem story.

We review as a foundation for appreciating this particular practice, the ways in which
narrative therapy supports an exploration of the accounts of life that lie „outside of‟
the problem story. We follow this by a more specific description of how the concept
and practice of the „absent but implicit‟ offers further possibilities for bringing
forward these often neglected territories of life. This description includes the
presentation of an „absent but implicit‟ map of narrative practice which reflects the
authors‟ shared understandings of Michael White‟s most recent explorations and
teachings.

Introduction

Over the years, Michael White has presented numerous exciting and inspiring „re-
visionings‟ of the narrative approach that he had developed along with David Epston
(White & Epston, 1990, 1992). Michael‟s constant reading and exploration of ideas
and thinking outside of the field of psychotherapy continued to provide new slants on
practice and new ways of describing the process of a therapeutic conversation using
the narrative approach. (White, 1995, 1997, 2001, Morgan, 2000). As each connection
with another body of thought was described, it offered practitioners further
opportunities in their therapeutic work with individuals, families, groups and
communities. A range of colleagues within Australia and internationally, encouraged
and supported Michael White‟s long term interest in French critical philosophy, social
anthropology, feminist studies and related realms. Significant contributions were
made through the sharing of work and through rigorous discussions over decades as
Michael developed the practices of narrative therapy.

In this paper, we explore recent developments in just one aspect of the narrative
approach: the „absent but implicit‟. We can use this notion as a point of entry to
explore stories of self that are alternative to the problem story that people bring to
1
Workshop notes, 2006 Small group intensive with Michael White, Adelaide.

1
therapeutic conversations. The identification and development of these alternative
accounts of life is a key aspect of narrative practice.

Preferred stories
During the 1980s, Michael White had been proposing a therapeutic practice that
explored alternative stories; that is, accounts of life that were „other‟ than the problem
story (White, M. 1989). From the early 1990‟s Michael began to emphasise
„intentionality‟ and „intentional state enquiries‟ and alternative stories became re-
known as preferred stories (White, 1991, 1995, 2001).This shift reflected the way in
which the stories of life and self that are being looked for as alternatives to the
problem stories are not being thought of as just any old alternatives, but are seen as
stories that represent people‟s intentions for their lives. These preferred stories „fit‟
with what people want for their lives and what matters to them. The term preferred
conveys the sense that we make a choice to search for something other than the
problem and that people have preferences about how they wish to live their lives.

In the early 2000‟s Michael White applied the metaphor of „scaffolding‟ to the
practice of inquiry into preferred stories. These new understandings derived from the
work of Lev Vygotsky, a Russian learning theorist from the early 20th century
(Vygotsky 1986) and were developed and made more generally available through the
work of Jerome Bruner (Bruner, 1978, 1990). This offered a way to think about how
we can use therapeutic questions to provide stepping stones for people to „learn‟
previously unknown things about themselves in the, as yet, unexplored, territories of
their preferred stories. Thoughtfully scaffolded questions can support people to step
from the „known and familiar‟ of the problem experience into the „not yet known, but
possible to know‟ territory of preferred stories.

Vygotsky‟s ideas of how we can come to learn about these stories of ourselves also
invited a consideration of how concept development supports a sense of personal
agency (White 2007 p. 226). At its simplest, this is the understanding that if we
haven‟t had the chance to develop some ideas about „who we are‟ and „what we are
on about‟, then we will not have a sense of being able to direct or have influence on
our lives: to steer our lives in directions that work for us and that fit with what matters
to us in life.

The primary focus of the narrative approach relates to how people understand their
lived experience and how they can be invited into a sense of personal agency in
relation to responding to the problem situations that they encounter.

Absent but implicit – a review of the ideas

In the late 1990s, Michael White began to present some thoughts connected with his
reading of Jaques Derrida.(White , 2001; Derrida, 1978; Freedman & Combs 2008)
These included the early formulation of the practice described as the „absent but
implicit‟ (White, 2000). The notion of the „absent but implicit‟ is based on Derrida‟s
ideas about how we make sense of things, about how we „read‟ texts and how the
meanings that we derive from texts depend on the distinctions we make between what
is presented to us (privileged meaning) and what is „left out‟ (subjugated meaning).

2
Michael drew on these ideas to propose that in order to make sense of certain
experiences, we need to distinguish these experiences from others that already have
meaning to us and which have already been described or categorised in some way. In
other words, we can only make sense of what things are by contrasting them to what
they are not: we can only distinguish isolation if we already have an understanding of
connection; and we can only distinguish despair if we already have some knowledge
about hope. These discernments depend upon what is „absent but implicit‟, the „other‟
experiences against which a discernment is made. The „absent but implicit‟ is not in
the original description or expression, but is implied by it.

Applied to therapeutic practice, these understandings offer a range of possibilities for

identifying and exploring preferred stories that are alternative to the problem story. In
relation to the accounts of life that people who seek counselling often present with,
the „absent but implicit‟ is the out-of-focus background against which the expressed
experience of distress is discerned; a back drop which distinguishes and illuminates
what is in the foreground. If we accept the proposal that people can only give a
particular account of their lives through drawing distinctions with what their
experience is not, then we can tune our ears to hear not only what the problem is, but
also to hear what is „absent but implicit‟ in their descriptions - what the problem is
not.

Through the practice of the deconstruction of texts, Derrida developed ways of

inverting the „binary opposition‟ that is present in what is written, in order to make
visible the marginalised meanings that have always been inscribed in the texts. In
therapeutic conversations we can do the same by appreciating that every expression
that a person gives to their experience is in relation to other experiences that are not
being named, or that are not evident but are there by implication. As we listen to the
problem story, we can ask ourselves: What are the subjugated meanings that the
problem story relies upon for its expression? How do these connect with stories of
preference and how can we bring them forward? These listening practices are referred
to as a „double listening‟, which has the potential to open up a wide field of
possibilities for exploration. (White, 2003, p.30).

In therapeutic conversations, this means that if a person is expressing emotional pain

as a result of traumatic experience then we might ask: What does this pain speak to in
terms of important beliefs about life that have been subjugated or violated? What
might these tears testify to about what it is that is held precious? What important
understandings of the world have been insulted, degraded, transgressed, or trodden
on? Such an inquiry, about what is in the background of this person‟s experience that
will make sense of the distress that is being expressed in the fore-ground, offers an
entry point to preferred or subjugated stories. From this point, we can go on to
develop a rich account of the values, hopes, and commitments and so on that have
been transgressed (White 2003, p.39).

For example, if a response to the above line of enquiry was: “Trust. I feel as though
he stole my ability to trust.”, we could then ask the person to tell us some more about
the importance of trust to them. Has trust always been something they have held as
significant or important? We could enquire into the history of their valuing of trust.
Who else in their life would know about the ways in which they manage to hold trust
in such high regard? What would have told others that trust was so dear to them? In

3
this way a fuller or rich account of self is placed into story lines which draw out the
skills and knowledges used to respond to life.

In responding in this way to people who had experienced significant trauma in their
lives, Michael White began to refer to preferred stories as „subjugated‟ or „second‟
stories and to conceptualise these subjugated stories as stories of self that had been
overshadowed by the experiences of trauma (White 2005).

Absent but implicit – recent developments

Through 2006 until2008, Michael had once again turned his attention to the „absent
but implicit‟. Although he did not have the opportunity to publish his most recent
developments in practice ideas, he shared his thinking at workshops2 and in
discussions with colleagues.

From the ideas of Foucault, he re-drew some emphasis in regard to the shaping forces
of modern power on the constitution of the self and the key understanding that for
every site of power there is a site of protest and resistance. People are never just
passive receivers of what life throws at them, there is always some point of resistance
(Foucault, 1980).

Michael also brought attention to identifying how the very act of giving expression to
the struggles of life is an example of taking action, of responding in some way. Not
only can we invite people to view the expression of the problem as implying some
preferred territory of life and identity, but we can hold an understanding that people
are already taking action in accord with that preferred story, through the very act of
their giving expression to the problem. By expressing what is problematic or
troublesome in life, people are doing something other than continuing to go along
with the problem. In this way, expressions of distress, pain, concern, upset, or the
complaints that people might make about the problem experience, become actions
taken in regard to the problem and these actions are founded upon preferred accounts
of life and identity.

Drawing on the work of another French philosopher, Gilles Deleuze, Michael

proposed that if „difference‟ is the baseline of experience, then our ears can be drawn
to the ever-presentness of stories that are different from the problem story. Everything
that is not the problem story becomes a possible site for the emergence of new
meanings that can be ascribed more useful and more „agentive‟ purpose.

In our own readings, we have been interested in Deleuze‟s distinction between

„everyday concepts‟ which reduce difference, and „philosophical concepts‟ which
expand difference and enable new possibilities. This has further supported our
understandings in relation to the practice of the „absent but implicit‟, and the
implications for this practice in terms of carefully scaffolding therapeutic

2
February 2006 Small group Intensive, Adelaide, South Australia; September 2006, Responding to
Violence intensive, Adelaide, South Australia; September 2007 Responding to Trauma, Adelaide,
South Australia; February 2008, International Summer School of Narrative Practice, Adelaide, South
Australia; March 2008 Small group intensive, Centre for Narrative Practice, Manchester, UK.

4
conversations which support the exploration of possibility in people‟s lives
(Colebrook, 2002a, 2002b, 2006).

A map for scaffolding the Absent but Implicit

Michael White had begun to explore ways of scaffolding enquiries into the „absent
but implicit‟ through the development of a further „map‟ of narrative practice. The
map metaphor reflects the conception of therapeutic conversations as pathways to
previously unknown territories and Michael applied it to a number of aspects of
narrative practice (White, 2007 pps 3-7).

The following eight part map describes possible directions we can explore when
inquiring about what is „absent but implicit‟ in people‟s expressions. We include a
practice example drawn from therapeutic conversations facilitated by one of the
authors, Maggie Carey.

1. The expression.
The starting point for this map is with the expression of what is problematic or
troublesome in people‟s lives. These expressions may initially be heard as concerns,
laments, complaints, frustrations, expressions of disappointment, distress,
bewilderment, confusion etc. In this part of the map, the therapist asks questions to
elicit a full description of what is problematic and begins to gather an account of the
effects of this on the person‟s life. The therapist invites the person to share
understandings of their experience as well as any other details which assist the
therapist to become familiar with what these understandings are related to.

Michelle is 21 yrs old and had been referred for counselling through a young mother‟s
programme at the local health centre. Although reluctant to talk to a stranger,
Michelle was willing to come along with Anne, one of the workers from the
programme.

As a child, Michelle had experienced the violent actions of her mother and was
eventually placed in foster care with a farming family. Unfortunately, this family did
not respond helpfully to Michelle who became extremely withdrawn, taking on an
almost mute response to the world around her. Michelle also developed a number of
habits such as bed wetting and scratching her arms until at times they bled that made
it difficult for her both at school and at home.

The foster family attempted to shame Michelle out of the habits and maintained a
crusade of yelling as an antidote for her withdrawal. Michelle met all of these
attempts with silence. The school seemed to have given up on her and Michelle was
largely ignored which left her open to the ongoing tyrannies of the school yard. The
only islands of comfort were the contact she had with the animals on the farm and
with some of the part-time workers. After a few years, when Michelle was about 9 or
10, the family decided that it „wasn‟t working‟ and she was moved to a new family in
the city. A school teacher at the local primary school responded differently to the
habits and over time was able to engage Michelle in joining in some of the activities
in the class room.

5
From here things slowly improved. Michelle left school and went to work in the local
super market where she met and soon married Dave. At the time of meeting, Dave
and Michelle‟s daughter, Kimberly, had just begun to attend kindergarten. Through
conversation with Anne, the story came forward of what was distressing to Michelle
at present.

As Kimberly grew and developed, Michelle had been increasingly experiencing a

sense of feeling „frozen‟ in her parenting and this related to a fear that she would do
something to „damage‟ her daughter. This fear was contributing to a sense of being
helpless to change the past, and to a sense that there was something inside of herself
that was damaged which would make it almost inevitable that she would „mess up‟
Kimberley‟s life. When faced with the demands of being a mother to her four year
old, Michelle was constantly left with a sense of “not knowing what to do” and with
what she came to refer to as an „immobilizing fear‟. The internalised account of
herself as being „damaged‟ had rendered Michelle passive in the face of life; always
feeling that she was „done to‟ and unable to influence the course of events.

In hearing such initial expressions, the notion of the „absent but implicit‟ makes it
possible for the therapist to listen to these descriptions not as just single-storied
accounts of life, but as expressions of the discernment of something that is beyond the
problem story. This supports the identification of entry points to another account of
identity: one that conveys the sense that people can do something about the specific
issue which is distressing to them; and which also opens up the possibility of
developing a more general sense of personal agency in their lives.

From the description elicited in this part of the map, the therapist can invite Michelle
to consider how she might have been active in making a response to what has been
going on in her life, rather than a passive recipient of what she has been served. To
support this reflection however, we first need to establish what Michelle is up against
in the context of her life so that there is something against which she might see that
she has been resisting or protesting.

2. What the complaint or expression is in relation to.

The second step in scaffolding this movement into a story of personal agency is to
gather a detailed description of what the concern or complaint or distress is in relation
to. It is important to spend some time drawing out the context within which the
concern arose so that an „externalised‟ account of what the expression is in relation to
can be developed. This is an account that creates some distance between the person
and the problem, so that the person has the opportunity to „see‟ the ideas or beliefs
that support the problem, their location in the social, political and relational context of
life and how they operate to minimize her/his life (White, 2007; Russell & Carey,
2004; Freedman & Combs, 1996) .

This consideration alerts us to forces that might be subjugating or marginalising of the

person‟s sense of identity; such as experiences of injustice, or the expectations,
judgements or requirements that are made of us by others. We can „loiter‟ in
explorations about the consequences of this experience to gain a clearer understanding
of what it is that people are responding to.

6
 • What are these expectations trying to talk you into about your worth as a
person?
• How do they go about trying to do that?
• What tactics are they using to have you take on their assessment of you?

When the therapist asked questions of Michelle about what she was responding to in
talking about the „Immobilizing Fear‟, she spoke about the presence of a „Tyrannical
Voice of Judgement‟. This was a judgement of her worth as a mother and a judgement
of her right to experience love for her daughter. This voice had decreed that she would
never be able to be a good mother and had her convinced that she would do to her
daughter what had been done to her. Michelle was upset about what it did to her sense
of herself as a mother. She felt that the way that it was robbing her of the joy of
mothering Kimberly was harsh and unfair.

As the wider contexts for the problems that are being experienced become more
visible, people are supported in discovering that they are taking some action in
relation to what is going on.

3. Naming the response or action.

The concept of the „absent but implicit‟ supports us to consider expressions of distress
as actions. People are not just giving a passive re-telling of what is problematic, rather
the expression of the problem can itself be thought of as a response. If the expression
was not a form of resistance, protest or question, then it would not be raised as a
problem. The person would just go along with whatever was happening and not draw
our attention to it. The third part of this map scaffolds a discovery of the type of
action that has been taken. What it is that people are doing in response to what is
troublesome in their lives? In order to elicit this naming, one could ask a number of
questions:

 What is it that you are refusing to go along with in raising this concern or in
expressing your distress?
 What is happening here that you do not want to let go unquestioned?
 It sounds as though you are not accepting of this situation. If you are not
accepting of it, then how are you responding to it?
 I understand you are not accepting of these expectations. How are you
questioning these expectations?
 How are you responding to this misunderstanding?
 How are you relating to this diminishment? Are you accepting it? Or asking
questions of it? What does this say about how you are responding to this
diminishment?

One could hear many possibilities in response to this line of enquiry:

 holding onto something that is precious

 speaking up for oneself
 reclaiming what is given value to
 sticking with beliefs about life
 questioning what has been going on
 challenging what has been done to them or others

7
  refusing to accept what they have been subject to.

Michelle‟s account of what was troublesome in the context of her distress was
externalised as the „Tyrannical Voice of Judgement‟. From here it was possible to
scaffold the expression of her distress in response to the „Immobilizing Fears‟ as an
action.

The therapist invited Michelle to name the type of action that was demonstrated in her
expression of distress about the Voice of Judgement. She was also invited to consider
how she was responding to the Immobilising Fears: “By letting others know about the
Fears, are you going along with what the Voice wants or are you taking some
different path? If you are not accepting of what is going on, then what are you are
doing? What sort of action is it that you are taking in relation to the Tyrannical Voice
of Judgment?”

Michelle decided that perhaps she must be making some sort of a protest, for if she
were not standing up for herself then she would not have made the decision to contact
the young mother‟s programme. She remembered that on the day that she had first
contacted Anne, she had come to a point of saying I‟ve had enough of this‟. When
asked what sort of protest this was, Michelle she replied that it was a “quiet but solid
protest”. On reflection later in the conversation, Michelle stated that this moment had
been a „light bulb moment‟ where she had a glimpse of how the Voice of Judgement
and the Fears had pushed her into the shadows, but that she was now seeing herself as
coming back out into the light.

4. Skills or know-how that are expressed in the action.

Once the expression of distress has been named as an action, we could develop a
description of the skills or know-how involved in taking such action:

 How is it possible for you to take this action?

 What does this action you are taking reflect about what you know about life?
 (a) Do you remember when you became clear about this understanding?
(b) When was that? What made it possible at that time for you to develop this
sort of clarity?
 What skills of living are you using here?

In discovering and naming her protest against the Voice of Judgement, Michelle had
taken some tentative steps into a different territory of her life. This new story of self
could now begin to be more richly described, using a line of enquiry that grounded
this account of herself in the practice or action of her life. We could now ask
questions about the skill and „know- how‟ that was being used in the making of the
protest. “How is it possible for you to take this action? How is it possible for you to
question or refuse the tyranny of the Voice of judgement, and to name the Fears?
What is making it possible for you to make this „quiet and solid protest?”.

These explorations are the „nuts and bolts‟ of what the person is doing in response to
the situation of their life and all of these actions require certain skills of life. In order
to make this protest, Michelle must have been drawing on some history, experience or
knowledge of protest.

8
In response to these questions Michelle began to talk about the skill of „noticing when
things weren‟t fair‟ even though this was mostly a thing that happened in her head.
She knew that she had a strong conviction that people should be treated with dignity,
care and respect. She also knew that she would notice when someone was acting in
ways that went against this. The conversation supported Michelle to identify the skills
involved in this „noticing‟ and the steps that she took when „things weren‟t fair‟.

Michelle and Anne also spoke about the steps that Michelle had taken to connect with
the young mother‟s programme, and we developed these as further skills and „know-
how‟ that Michelle had for responding to situations which were difficult.

5. Intentions and purposes.

The development of these accounts of skills and know-how invites questions about
the person‟s intentions and purposes in taking the action that they did.

 What are/were you hoping for in taking this action?

 What does this reflect about what you are planning for your life?
 When you think about not going along with what was happening, what ideas
did you have for your life?

Actions are always expressions of meaning and Michelle was invited to reflect upon
the intentions that might be shaping of the skills and know-how involved in protesting
against the Voice of Judgement. “What does this protest say about what you are
wanting in life or what you intend for your life? When you think about not siding with
the tyranny of the Voice of Judgement and the Immobilising Fears, what purpose
might that serve?”

From here, the conversation quickly went in the direction of Michelle‟s hopes for her
relationship with her daughter. She was clear about her wish not to let the Voice of
Judgment or the Fears deter her from fulfilling her desires to be able to provide
Kimberly with a different sort of life from the one that she had experienced. The
conversation uncovered many examples of how Michelle had put these hopes and
intentions into practice, and these examples could now be linked into an emerging
story of Michelle as a good mother.

6. What is given value to – the ‘absent but implicit’.

Having explored the intentions, purposes and hopes that people have for their lives,
the conversation can move on to identify how these purposes reflect what is
important, held precious, or given value to by the person (White, 2007, p.103). It is in
this part of the map that what was „absent but implicit‟ in the initial expression of
distress, in terms of how this distress might relate to a separation from or
transgression of something which is important or valued, now becomes visible and
named.

 What does this say about what‟s important to you?

 What are you giving value to?
 What does this say about what is the bottom line for you, or about what you
hold precious in terms of what you intend for your life?

9
Questions about what Michelle was giving value to in what she wanted for Kimberly
and their relationship created a scaffold for Michelle to reflect on what was most
precious to her as a mother. “These intentions you have in relation to Kimberly
having a different life to what you had, what do they reflect about what you give
value to in life? What do these intentions say about what is important to you? What
does it say about what you stand for in life, and about what living is about for you?”

Michelle spoke about how important it was to her that Kimberly could have access to
the respect and care that she herself was not given as a child and experience the love
that Michelle had in her heart for her. “It‟s about the importance of everyone having
some sense of dignity and worth. I need to keep the Voice and the Fears from getting
in the way of my showing her that. Sometimes it might mean that I have to say „no‟ to
her but that‟s not about damaging her, it‟s about caring for her and wanting her to
know about respect.”

It is important to keep in mind that this orientation is not a concern with values as
moral entities or normative cultural edicts. Rather it is an enquiry into what it is that
this person or this community is giving value to. What understandings of life do they
hold as precious? This makes space for local cultural appreciations of what this
person or this community are valuing, from which we can then bring forward the
history of that valuing. It also highlights the person or community‟s sense of agency
in the action of giving value to something or of holding to a hope or of wanting
something in their life.

7. Social and relational history of what is ‘absent but implicit’.

Michael White emphasised the „resurrection of continuity in the place of discontinuity
of a sense of self‟ in relation to the rich story development of previously subjugated
stories3. Once we have established what it is that is being given value to, we can
support this „resurrection of continuity‟ of self by bringing forward the social and
relational history of what is being valued. We can do this through conversations that
trace the history of action, knowledge, skills and values. These conversations can
begin by asking:

 Where have these purposes shown up in your life before?

 Can you tell a story about how you learned these skills, values?
 Have you done anything like this before?
 Was that recently or some time ago?
 Do you remember what was important to you back then?

When the therapist asked Michelle about whether she had ever made any protests as a
child, it was not long before she identified a number of ways in which she had
responded to the unhelpful practices of her foster family. Her responses of silence
came to be storied as further examples of „quiet but solid protest‟ at the disrespectful
and seemingly uncaring actions of her foster family.

Preferred accounts of life can be further sustained through therapeutic enquiries that
make connections with figures from people‟s lives - past or present, real or fictional -

3
Workshop notes, February 2008 International Summer School of Narrative Practice, Adelaide, South
Australia.

10
who share or represent or support similar ideas about what is important in life.
Explorations which connect people together around what is „absent but implicit‟ can
support individuals to continue acting in ways which fit with what it is they give value
to. There are many narrative practices which seek to support such connections, such
as re-membering practices (White, 2007; Hedke and Winslade 2004; Russell & Carey,
2004), but a starting point might be to ask:

 Who would have known about this and would have appreciated what you were
standing for in doing what you did back then?
 Can you think of other people you know who share your view about what is
important here?
 Does anyone else know what you are standing up for? What does the position
you are taking mean to them?
 Can you tell me about these people?
 What difference does it make in your life to think of these people?

Michelle was able to offer a number of examples of significant people in her life with
whom she had a felt a connection around the valuing of respect and care. A farm hand
called Eric who worked with the calves was identified as someone who would not be
surprised to hear Michelle talking about the importance of respect and care as he
would have witnessed it in her connection with the animals on the farm. Another
figure that came to be re-membered in this account was the primary school teacher,
Mrs Anderson, who had invited Michelle into a different and preferred sense of
herself.

8. Connecting actions over time and into the future.

A final step in this map of scaffolding the „absent but implicit‟ is to connect the story
of the person‟s actions and experiences across the dimension of time. This implies a
sense of movement and contributes to an experience of personal agency.

 What is the link between the protests you made as a child and what you have
been doing more recently?
 How does this history of „silent but solid protest‟ form a foundation for the
current actions?

Connecting actions through time serves to bring forward the continuity of the themes
of the story and makes clear the account of self that is „absent but implicit‟ in the
original distress or complaint. The „collapsing‟ of time also provides a foundation to
carry the story line forward into the future with the person now having an experience
of „knowing what to do‟.

Michelle was invited to consider what she might do next, based on the preferred
understandings of herself that had been developed. “If you were to keep these
understandings close to you, of how you value respect and care, and believe that it‟s
important for everyone to have a sense of dignity and worth, what differences will
that make? What might be some of the next steps that you will take that will be in line
with what is important to you? Being clear about the importance of Kimberley
experiencing the love that you have in your heart for her, what does this make
possible in relation to the Voice of Judgement and the Immobilising Fears?”

11
Michelle reflected on how her re-connection with this history of taking action to
protest injustices in her life gave her a reference point of a „real‟ achievement of her
own making, which furthered her determination to continue with actions of protest as
an adult and to offer Kimberly the opportunity to grow up with the knowledge that it
was always right to protest injustice. Furthermore, in tracing more recent examples of
protest Michelle reflected that these protests were no longer silent; rather they were
spoken and witnessed by others. Michelle predicted that this would make it possible
in the future to resist attempts by the Voice of Judgement to have an unhelpful
influence on her parenting of Kimberly. She predicted that this would leave open the
space for her to more fully experience her daughter‟s love and that she would be
better able to recognise and extend the ways in which she gave Kimberly the love,
care and respect that were so important for every child to have.

This final category of enquiry is important in contributing to a sense of self agency

that will continue to be available to the person as they go about their lives.

Conclusion

The appreciation of the double-storied account of life in the expression of what is

problematic is a distinctive contribution that Michael White has made to therapeutic
enquiry. The notion of the „absent but implicit‟ offers a way to identify hope even
when there is a sense of overwhelming despair in people‟s expressions of their lives.
The understanding that no one is completely passive in the face of the circumstances
that impact on them, that they are always responding to what is being done and are
active in that response, provides us with a frame through which we can always find
pathways to stories of personal agency by which people can direct their lives.

Through this conception of therapeutic work, the possibilities for other than problem-
dominated stories to emerge become endless. The emphasis that Michael White has
placed on the ever-presentness of stories that are outside of the narrow constraints and
judgements of the problem stories has always provided a sign post in narrative
exploration. This scaffolded map of the „absent but implicit‟ takes a further step in
offering a line of enquiry that can support people to reach those places with a sense of
being active in their own lives.

The preparation of this paper has offered the opportunity not only to reflect on
Michael‟s contribution to therapeutic practice, but also to think forward to the
development of new ideas and practices that are congruent with a narrative approach.
We are looking forward to continuing our exploration, development, enhancement
and sharing of these ideas with interested colleagues and practitioners and to hearing
about developments from others who are engaged in therapeutic practice and research.
We hope that this paper contributes to discussion and deliberation of the narrative
approach and that there can be ongoing exchanges about ways in which others are
developing narrative therapy. To have this sense of vitality and development in the
work honours the inspiration and stimulation that Michael White has contributed to
the field of therapeutic practice.

12
References:
Bruner, J. (1978). The role of dialogue in language acquisition. In A. Sinclair, R., J.
Jarvelle, and W. J. M. Levelt (eds.) The Child's Concept of Language. New York:
Springer-Verlag.

Bruner, J. (1990) Acts of Meaning. Cambridge, Mass.: Harvard University Press.

Colebrook, C. (2002a) Understanding Deleuze. (Crows Nest, Australia: Allen

&Unwin.
Colebrook, C. (2002b) Gilles Deleuze. London: Routledge.

Colebrook, C. (2006) A Guide for the Perplexed. London, New York: Continuum.

Derrida, J. (1978) Writing and Difference. Chicago: University of Chicago Press.

Foucault, M (1980) Power-knowledge; selected interviews and other wirtings.

NewYork: Pantheon.

Freedman, J., & Combs, G. (1996). Narrative therapy: The social construction of
preferred realities. New York: W. W. Norton.

Freedman, J. & Combs, G. (2008) Narrative Couple Therapy. In A. S. Gurman (ed,)

Clinical Handbook of Couple Therapy New York: Guilford Press

Hedtke, L. & Winslade, J (2004). Re-membering lives: Conversations with the dying
and the bereaved. Amityville: Baywood Publishers

May, T. (2004) Gilles Deleuze: An Introduction, Massachusetts: Cambridge

University Press.

Monk G, Winslade J, Crocket K, Epston D. (1997) Narrative therapy in practice:

the archaeology of hope. San Francisco: Jossey-Bass.

Morgan, A. (2000) What is Narrative Therapy? An easy to read introduction.

Adelaide, South Australia: Dulwich Centre Publications.

Russell, S. and Carey, M. (2004) Narrative Therapy: Responding to your questions.

Adelaide, Australia: Dulwich Centre Publications.

White, M. (1989). Selected Papers. Adelaide: Dulwich Centre Publications.

White, M. and Epston, D. (1990) Narrative means to therapeutic ends. New York:
W.W. Norton.

White, M. (1991) Deconstruction and Therapy. In Therapeutic Conversations. S.

Gilligan (ed.) New York: W.W. Norton.

13
White, M. and Epston, D. (1992) Experience, contradiction, narrative, and
imagination: Selected papers of David Epston and Michael White, 1989-1991.
Adelaide, South Australia: Dulwich Centre Publications.

White, M. (1995) Re-Authoring Lives: Interviews & Essays. Adelaide, South

Australia: Dulwich Centre Publications.

White, M. (1997) Narratives of Therapist’s Lives. Adelaide, South Australia; Dulwich

Centre Publications.

White, M. (2000) Re-engaging with history: The absent but implicit. In Reflections on
Narrative Practice. Adelaide, South Australia: Dulwich Centre Publications.

White, M. (2001) Folk psychology and narrative practice. Dulwich Centre Journal.
2001, No. 2.

White, M. (2003) Narrative practice and community assignments. International

Journal of Narrative Therapy and Community Work. No. 2.

White, M. (2004) Working with people who are suffering the consequences of
multiple trauma: A narrative perspective. International Journal of Narrative Therapy
and Community Work. No. 1.

White, M. (2005) Children, trauma and subordinate storyline development

International Journal of Narrative Therapy and Community Work. Nos. 3&4.

White, M. (2007) Maps of narrative practice. New York: W.W. Norton & Co,

Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT press.

14