Narrative Navigator Guide Narrative Navigator Guide
Teacher Resource: Lesson 1 Facilitation
Topic: The Narrative Metaphor Life Story Lab Sequence
Instructional Objective
Students will differentiate between thin (reductive, deficit-based) and thick (complex, multi-storied) descriptions of human behavior, understanding the Narrative Therapy premise that "the person is not the problem; the problem is the problem."
The Hook: The Two Alexes
Description A (Thin)
"Alex is a 17-year-old male presenting with oppositional defiance and chronic procrastination. He has a history of academic failure and low motivation."
Description B (Thick)
"Alex deeply values fairness and resists authority when he feels unheard. He struggles with the weight of academic pressure, often choosing to step away rather than risk failing at something he cares about."
Prompt: "Which of these feels like a person you can actually talk to? Why?"
Materials Needed
Storytelling Minds Slides
Thickening the Story Worksheet
Highlighters (two colors)
Key Vocabulary
Narrative Metaphor: Seeing life as a series of stories.Dominant Story: The most powerful, often negative, story.Thin Description: Labels that hide complexity.
Instructional Flow
01
The Clinical Contrast (15 min)
Execute the 'Two Alexes' hook. Facilitate a discussion on how labels (ADHD, Lazy, Depressed) act as 'totalizing' descriptions that leave little room for agency or change.
"If you were Alex, which version would make you feel like you had a future?"
02
Theoretical Deep Dive (20 min)
Present slides on the Narrative Metaphor. Emphasize that we are "interpreting beings." We don't just live experiences; we weave them into stories that then dictate our behavior.
03
Thickening Exercise (25 min)
Distribute the Thickening the Story Worksheet . Students work in pairs to take a "thinly described" case study (The Bully, The Dropout) and find the "thick" human values underneath the behaviors.
Crucial Discussion Prompts
"When a doctor gives you a diagnosis, how does that story start to live for you? Does it open doors or close them?"
"Michael White (founder of Narrative Therapy) said 'The person is not the problem.' If that's true, where does the problem go? How do we talk about it?"
"Can a story be 'too thick'? Or is the goal always to add more complexity?"
Storytelling Minds Slides Storytelling Minds
The Power of the Narrative Metaphor
Module 01: Foundations
The Human Experience
"Humans are interpreting beings . We don't just live through events; we make sense of them."
Our lives are composed of many overlapping stories. Some stories are dominant , while others are subjugated .
Life is a Text
Thin vs. Thick
How we describe people matters.
Thin Descriptions
• Diagnostic labels (ADHD, Bipolar)
• Character judgments (Lazy, Mean)
• Leaves little room for change
• Focuses on deficits
Thick Descriptions
• Complex & nuanced stories
• Context & intentions
• Focuses on values & hopes
• Opens space for agency
"The person is not the problem.
The problem is the problem."
— Michael White & David Epston
Our Mission
Deconstruct
Break down the power of negative, 'thin' stories.
Investigate
Explore the history and tactics of the problem.
Re-Author
Co-write a new story where the person has agency.
Thickening the Story Worksheet Thickening the Story
Lab Exercise: From Labels to Narratives
Name
Date
The Premise
A thin description is a label that totalizes a person (e.g., "The Dropout"). It tells only one story—the story of failure or deficit. A thick description adds complexity, intentions, and values, allowing us to see the person behind the behavior.
1 Analyzing the "Problem Label"
Read the thin description below and answer the questions that follow.
"Jordan is a frequent truant who has checked out of school entirely. He is apathetic toward his future and shows a lack of respect for authority figures in the building."
Which words in the text above serve as "thin" labels that define Jordan's identity?
What does this description hide about Jordan? What stories or details are missing?
2 The Re-Authoring Lab
Imagine you are a narrative therapist interviewing Jordan. You discover that he misses school to take care of his younger sister because his mother works two jobs. He values loyalty and protection above high school diplomas.
Rewrite Jordan's story below using "thick" descriptions. Focus on his values, context, and the choices he is making.
3 Metaphoric Application
Think of a time you were "thinly described" by someone else (e.g., a teacher, a peer, or even yourself). What was the label, and what "thick" part of your story did that label fail to capture?
Breaking the Bond Slides Breaking the Bond
Workshop: Externalizing Language
SESSION 02
Language as a Wedge
Externalization is a linguistic process that drives a wedge between the person and the problem .
"When the problem is inside the person, they are the problem. When the problem is outside, change becomes possible."
PERSON
PROBLEM
The Linguistic Shift
Internalizing (Static)
"I am depressed ."
"He is a liar ."
"I'm just anxious ."
"We have a conflictual relationship."
Externalizing (Fluid)
"The Depression has been visiting me."
"Deceit has been talking to him."
"When Anxiety takes over..."
"Conflict is trying to divide us."
3 Ways to Externalize
1
Noun-ify
Turn adjectives/verbs into nouns.
2
Personify
Treat the problem like a character with tricks and tactics.
3
Time-ify
Acknowledge that problems visit; they don't stay.
Why bother with this?
Reduces Guilt
If the person isn't the problem, they don't have to be "fixed"—they can be "supported."
Builds Agency
It's easier to fight a monster standing in front of you than a monster inside you.
Language Lab Worksheet Language Lab: Reframing Tool
Session 02: Externalization Mechanics
Name
Date
The Linguistic Wedge
Externalization is the process of objectifying a problem. Instead of saying "I am X," we say "The X has been visiting." This allows us to talk about the problem's tactics, history, and tricks as something separate from the person's identity.
Use nouns
Treat it like a character
Give it a name
Look for its tactics
Workshop 1: Conversion Lab
Internalizing Statement Externalizing Reframe "I'm just a lazy person." "My mother is very controlling."
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| "I am a failure at math." |
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| "They are a toxic couple." |
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Workshop 2: Problem Profile
Choose a problem (e.g., Self-Doubt, Procrastination, Comparison, The Perfectionist ) and personify it below.
What is the Problem's Name?
What is its "Mantra"? What does it whisper to you?
What are its favorite tactics or tricks?
The Logic of Distance
How does calling it "The Anxiety" instead of "I am anxious" change how you feel about your ability to handle it?
Reframing Key Resource Reframing Key
Teacher Resource: Lesson 2 Answer Key & Tips
Topic: Externalizing Language Life Story Lab Sequence
The Facilitator's Goal
When guiding students through reframing, ensure they aren't just changing words, but changing the locus of power . The problem should be treated as an entity with its own intentions and history. Avoid reframes that still place the problem "inside" the person (e.g., "My brain's laziness").
Conversion Lab Examples
Internalizing
"I'm just a lazy person."
Suggested Reframe
"The Laziness has been trying to convince me that I don't have what it takes."
Internalizing
"My mother is very controlling."
Suggested Reframe
"Control has been sneaking into the relationship between me and my mother."
Internalizing
"I am a failure at math."
Suggested Reframe
"The Failure Story has been overshadowing my efforts in math class."
Common Pitfalls
"My Anxiety": The possessive "my" still links the problem to identity. Encourage "The Anxiety."Passive Voice: Ensure students keep the problem as the active agent (e.g., "The Problem did X").Vague Labels: Encourage specific names for problems (e.g., "The Comparison Monster" vs. "Feeling bad").
Coaching Prompts
"Use these questions to help students deepen their externalization:"
• "If that problem had a voice, what kind of tone would it use?"
• "What is that problem trying to trick you into believing about yourself?"
• "Who does the problem want you to be?"
Tracing the Shadow Slides Tracing the Shadow
Mapping the Influence of the Problem
Mapping Influences
Once the problem is externalized, we must track its footprint across the person's life.
The Double Inquiry:
1 How has the problem influenced the person ?
2 How has the person influenced the problem ?
Investigative Journalist Mode
Where does the Problem visit?
Social
Friendships, isolation, belonging.
Academic
Grades, focus, future goals.
Emotional
Self-worth, sleep, internal peace.
Domestic
Family life, safety, chores.
The Mapping Toolkit
"When the Self-Doubt visits, what does it convince you to do with your phone at night?"
"How has the Anxiety been interfering with your plans to go to college?"
"What has the Anger been telling you about your best friend?"
Exposing the Tactics
By mapping the problem's influence, we are no longer looking for "causes" or "cures." We are looking for tactics . If we know the problem's moves, we can plan our counter-moves .
Problem Exposure Map Problem Exposure Map
Session 03: Mapping Relative Influence
Investigator
Date
The Mission
"Expose how the Problem has been operating in secret across different areas of life."
Externalized Problem
NAME HERE
Social / Peer Relations
Example: "Does it make you isolate?"
Academic / Future Work
Example: "Does it steal your focus?"
Internal State / Health
Example: "How does it affect your sleep?"
Family / Home Life
Example: "What tension does it create?"
Investigative Debrief
What is the "Biggest Lie" this problem tries to convince you of in these domains?
Which area of life is currently most affected by this problem's shadow?
Investigative Interviewing Script Investigative Interviewing
Teacher Resource: Lesson 3 Role-Play Guide
Topic: Mapping Influence Life Story Lab Sequence
The "Shadow" Interview
In this activity, students pair up as Interviewer and Client . The Interviewer's goal is not to solve the problem, but to act as a investigative journalist or "shadow hunter" who is meticulously documenting the problem's operations.
Essential Rule:
Never ask "Why?" (which looks for internal causes). Instead, ask "How?" and "When?" (which looks for external tactics).
Investigative Question Bank
Tracking the Tactics
"What kind of situations does the [Problem] like to invite itself into?"
"Does the [Problem] have a favorite time of day to start its work?"
"What does it whisper to you about your friends when they don't text back right away?"
Mapping the Damage
"How has the [Problem] been interfering with your sleep lately?"
"What has it convinced you to stop doing that you used to enjoy?"
"In what ways has it been trying to damage your reputation with your parents?"
Model Dialogue
INTERVIEWER:
"So, when the Comparison Monster starts its work, what is the first thing it convinces you to do on your phone?"
CLIENT:
"It usually tells me to go to Instagram and look at what my old friends are doing."
INTERVIEWER:
"And as you're scrolling, what is its favorite thing to say about your own life?"
CLIENT:
"It says that everyone else is moving on and I'm just stuck here."
INTERVIEWER:
"Interesting. So it's using the 'Moving On' story to make you feel isolated. How does that feeling affect your ability to get your homework done that night?"
What to Listen For:
Are they naming the problem consistently?
Is the problem treated as the active agent?
Are they covering multiple domains (social, academic, etc.)?
Does the client feel more like a witness than a failure?
Sparkling Moments Slides Sparkling Moments
Excavating Unique Outcomes
Session 04
What are they?
Sparkling Moments (Unique Outcomes) are times when the problem did not dominate, even though it was expected to.
They are the "exceptions" to the dominant negative story.
Finding the Evidence
Types of "Exceptions"
Action
A time you actually did something different.
Thought
A time you resisted the problem's lies.
Intent
A time you wanted to resist, even if you didn't fully.
Expanding the Moment
Once we find a sparkle, we must use curiosity to make it "thick."
"How did you manage to resist the [Problem] for those 10 minutes?"
"What does that choice say about what you value in a friendship?"
"If your younger self saw you do that, what would they be surprised by?"
From Moment to Movement
One sparkling moment is a clue . Many sparkling moments become a new story of competency and agency.
Exception Detective Log Exception Detective Log
Session 04: Excavating Sparkling Moments
Detective
Date
Spotting the Sparkle
A "Sparkling Moment" is any event that falls outside the dominant negative story. Even in the deepest depression or the most intense anxiety, there are fleeting moments where the person resists, manages, or steps away from the problem's influence.
1 Analyzing the Session Transcript
Read the dialogue snippet below. Your goal is to find at least two moments where a "sparkling moment" is hiding.
Therapist: "It sounds like Self-Doubt has been making it hard for you to show your art to anyone."
Client: "Yeah. It's constant. It tells me I'm a fraud. Last Tuesday, I even hid my sketchbook under my bed when my cousin came over. I mean, I did show her one small doodle I did in the margins of my notebook, but that was just a scribble. Mostly, I just hid everything. Self-Doubt is just too loud."
Quote the "Sparkling Moment" you found in the transcript:
Why is this an exception? What did the client do that was different from what the problem wanted?
2 Expanding the Clue
Now, write three curiosity questions you would ask the client to help "thicken" this moment and explore its significance.
Q1:
Q2:
Q3:
3 Your Own Story
Think of a problem you've been externalizing. When was a "sparkling moment" in the last week where you took a small step away from that problem's influence? What values led you to do that?
The Final Draft Slides The Final Draft
Mastery Simulation: Re-Authoring
Lesson 05
Putting it all Together
01
Externalize
Separate the person from the problem.
02
Map
Trace the problem's influence.
03
Excavate
Find the sparkling exceptions.
04
Re-Author
Build the new story of strength.
Simulation Rules
Respect the "Client's" story.
Focus on Process , not Advice .
Maintain the Narrative Metaphor.
Use your session guide.
Avoid the "Fix-It" Trap
"Don't tell them what to do. Help them discover what they are already doing to resist the problem."
The 15-Minute Session
Minutes 0-3
Naming & Externalizing the Stressor
Minutes 4-8
Mapping Influence (Shadow Tracking)
Minutes 9-13
Excavating Unique Outcomes
Minutes 14-15
Naming the New Story
You are a Co-Author, not a Judge.
"Our task is to help people make the stories they want to live, visible."
Re-authoring Session Guide Re-authoring Session Guide
Session 05: Simulation Protocol
Therapist
Client
Phase 1: Externalization & Naming
Minutes 0-3
Prompting Questions:
• "If we were to give this struggle a name, what would it be? (e.g., The Perfectionist, The Comparison Monster, The Weight)"
• "Does it have a favorite color or voice? How would you describe its personality?"
Observation Notes: What name did the client choose?
Phase 2: Mapping Influence
Minutes 4-8
Prompting Questions:
• "How has the [Problem Name] been interfering with your relationships lately?"
• "What does it whisper to you when you're trying to work on your college applications?"
Key Tactics: What are the problem's favorite moves?
Phase 3: Excavating Unique Outcomes
Minutes 9-13
Prompting Questions:
• "Can you tell me about a time in the last week where the [Problem Name] was trying to take over, but you managed to keep a small part of yourself free?"
• "How did you manage that? What was more important to you in that moment than the problem?"
Sparkling Moment: Describe the exception found.
Phase 4: Identifying the New Story
Minutes 14-15
The Final Inquiry:
"If that moment of resistance was the first page of a new story, what would the title of that story be?"
The Final Draft Title:
