Running head ASIAN MUSLIM CULTURE 1THE ASIAN MUSLIM CULTURE.docx

Running head: ASIAN MUSLIM CULTURE 1
THE ASIAN MUSLIM CULTURE 5
Research Paper Outline: The Asian Muslim Culture
Name
University
1. Introduction
Culture is observable from a multifaceted approach in the form
beliefs, art, morals, law, and customs. In the Asian continent,
the Muslim culture has not been given as much focus as
Muslims in the Middle East. The focus of this paper is to
provide an outline for a research paper on Asian Muslims, a
brief annotated bibliography that presents information on
culture and practices, a reflection of what has been learned, and
what I expect to learn by the end of the research paper.
2. Body Outline

a) The body of the research paper will detail a literature review
that examines what other authors have published on the subject.
b) It will also have methodological procedures that entail data
collection using existing documents and records.
c) The research paper will provide findings, conclusions, and
discussion sections.
d) It will contain the implications of the culture's practices on
parties that directly involve with the culture.
3. Annotated Bibliography
Jegatheesan, B., Miller, P. J., & Fowler, S. A. (2010). Autism
from a religious perspective: A study of parental beliefs in
South Asian Muslim immigrant families. Focus on Autism and
Other Developmental Disabilities.
The authors of this study provide a focus on Asian Muslims who
have children who have Autism. They then interview South
Asian Muslims with the aim of ascertaining their beliefs on
autism. The methods used for the study were the collection of
interviews and conversations that were recorded during an
excursion that took a period of 17 months. The results indicated
that Asian Muslim families understood that taking care of
children with autism had to take place in Muslim terms. The
families also contested the understanding provided by experts
on the ailment. They believed that the approach presented by
experts destabilized rather than supported their children's
development. The findings provide insinuations of Muslims
perceptions on the contemporary and conventional use of
empirical results in the treatment of ailments.
Purkayastha, B. (2010). Interrogating intersectionality:
Contemporary globalization and racialized gendering in the
lives of highly educated South Asian Americans and their
children. Journal of Intercultural Studies, 31(1), 29-47.
The author of the study explores the fit of intersectionality
framework when seeking to understand transnational lives. The
data used in the survey was obtained from the author’s
exploration on South Asian migrant families as well as their
youngsters to the United States. The study primarily focuses on

highly educated migrants who have intent on maintaining useful
family ties. The researcher uses the information to ascertain if
the intersectionality methodology can provide an explanation of
life that span between actual and hypothetical social worlds.
The research concludes by stating that the intersectionality
method has to be deepened to as to attain experiences that are
simultaneous and demonstrate privilege and marginalization
across national and transnational contexts.
Rana, J. (2011). Terrifying Muslims: Race and Labor in the
South Asian diaspora. Duke University Press.
The author of the book notes that studies on South Asian
Muslims is often considered using particular flows and is
subjective. The author notes that previous literature examines
patterns and processes that describe the movement of people,
identities everyday life. The world Muslim is correlated with
multiple negative connotations within the global discourse. For
instance, they are often termed as sexualized and racialized.
Other terms that are sometimes representative of the culture
include terrorism, fundamentalism, the clash of civilization,
oppression of women, radicalism, barbarism, homophobic and
violent masculinists. When discussing labor in the diaspora, the
author notes that the political economy of oil and the dominance
of the dollar has shaped migration among Asia Muslims. The
Muslim inhabitants of the region Europe and North America are
preferred destinations for obtaining an income. There is no
adequate protection of organized labor, and the structures are
weak and dependent on foreign countries.
Dominiczak, P. (2015, April 03). Sajid Javid: The 'cultural'
problem among Asian Muslim men. Retrieved March 23,
2017, from
http://www.telegraph.co.uk/news/politics/conservative/115
15205/Sajid-Javid-The- cultural-problem-among-Asian-
Muslim-men.html
The author of the article illustrates the cultural problems that
have allowed Asian Muslim men to perceive women as
commodities and make them susceptible to abuse. The author

states that there is a misplaced sense of political correctness,
which plays a significant part in preventing social workers as
well as law enforcement personnel from adequately
investigating abuse and harassment claims. The result of the
occurrence left many girls exposed to abusive gangs since there
were limited ways of protecting them. The author also brings
about the fact that law enforcement officials fear to investigate
the cases in great depth due to the possibilities of them being
labeled as racists and racial profiling especially in foreign
countries. The author concludes by stating that the values and
attitudes towards women are very unacceptable and hinder the
freedoms of women.
4. Description of What is Learned and What I Expect to Learn
From the information provided, I have learned that the Asian
Muslim culture is predominantly composed of conservative
values that possibly harm other members that subscribe to the
culture. For instance, from the descriptions of both Dominiczak
(2015) and Rana (2011),
We learn that women are the primary victims of barbarism.
They are always on the receiving end. From the findings
provided by Jegatheesan, Miller, and Fowler (2010), I have also
learned that some of their customs and beliefs are detrimental to
their welfare. The occurrence can be manifested in the way they
dispute empirical findings that provide recommendations for
caring for children who are suffering from autism. As I finish
my mini research paper, I expect to learn of positives that come
from the subscription of the culture. I also want to learn the
perceptions and perspectives of the enforcers of such as culture
and what women think about the oppressions they are subjected.
Chapter 10: Collaborative and Narrative Therapies

“This kind of listening, hearing, and responding requires that a
therapist enter the therapy domain with a genuine posture and
manner characterized by an openness to the other person’s
ideological base — his or her reality, beliefs, and experiences.
This listening posture and manner involve showing respect for,
having humility toward, and believing that what a client has to
say is worth hearing … This is best accomplished by actively
interacting with and responding to what a client says by asking
questions, making comments, extending ideas, wondering, and
sharing private thoughts aloud. Being interested in this way
helps a therapist to clarify and prevent misunderstanding of the
said and learn more about the unsaid.” — Anderson, 1997, p.
153
1
Mastering Competencies in Family Therapy (2nd ed.)
Diane R. Gehart
©2014. Brooks/Cole, Cengage Learning. All rights reserved.
For classroom use only.
Lay of the Land
Collaborative therapy
Collaborative therapists avoid standardized techniques.
Use postmodern and social constructionist assumptions to
facilitate a unique relational process.
Narrative therapy
Narrative therapists have well-defined sets of questions and
strategies for helping clients enact preferred narratives.
Diane R. Gehart
Collaborative Therapy and Reflecting Teams

Diane R. Gehart
In a Nutshell: The Least You Need to Know
Collaborative Therapy
A two-way dialogical process in which therapists and clients co-
explore and co-create new and more useful understandings
related to client problems and agency.
Avoid scripted techniques; focus on process of therapy, on how
client’s concerns are explored and exchanged.
Client is naturally invited to share in therapist’s curiosity,
joining the therapist in a shared inquiry about how things came
to be and how things might best move forward.
Therapists do not try to control or direct the content of
meaning-making process; they honor the client’s agency.
Diane R. Gehart
The Juice: Significant Contributions to the Field
Diane R. Gehart
Not Knowing and Knowing With
“Not knowing”
Refers to how therapists think about what they think they know
and the intent with which they introduce this knowing to the

client.
Avoid “pre-knowing.”
Assuming: Believing you can fill in gaps or that you have
enough information without sufficient evidence.
Clients with apparently similar experiences — such as
“psychosis,” “mania,” or “sexual abuse” — have unique
understandings of their situations.
Therapists choose to know with and alongside clients as they
engage in a process of better understanding clients’ lives.
Requires therapist ask what appear as obvious or trivial
questions:
“You say you are sad about the loss of your mother. Can you
tell me what aspects of her loss touch you most deeply?”
Shifts perspective of the situation, sometimes subtly and
sometimes dramatically.
Diane R. Gehart
Rumor Has It: The People and Their Stories
Diane R. Gehart
Significant Contributors
Harlene Anderson and Harry Goolishian
Tom Andersen
Lynn Hoffman
Peggy Penn
Jaakko Seikkula
Houston Galveston Institute

Grupo Campos Elísios: Collaborative Therapy Training Center
in Mexico City
Klaus Deissler: The Marburg Institute
Diane R. Gehart
The Big Picture: Overview of Treatment
Diane R. Gehart
Avoiding Monologues and Therapeutic Impasse
Monologue
A conversation with others or a silent conversation with oneself
or an imagined other.
In conversation between two people, each person is trying to
sell their idea to the other person: a duel of realities.
In silent conversations, monologues occur when same
description, opinion, or thought consistently occupies one’s
thoughts; closed to other thoughts.
Therapeutic impasse
Monological conversations lead to therapeutic impasse;
discussion no longer generates useful meanings or
understandings.
Therapists may begin to have pejorative descriptions of clients,
such as “resistant.”
Therapist’s job is to gently shift conversation back to a
dialogical exchange.

Therapist’s primary job is to ensure conversations in the room
don’t become dueling monologues.
Diane R. Gehart
Making Connection: The Therapeutic Relationship
Diane R. Gehart
Philosophic Stance
Therapist’s position
A particular way of being in relation with others.
Therapists focus attention on the person of the client and shift
away from roles and functions.
The philosophical stance encompasses postmodern, social
constructionist ideas.
Viewing the client as expert.
Valuing the transformative process of dialogue.
Diane R. Gehart
Conversational Partners: “Withness”
Withness
The therapeutic relationship is a conversational partnership; a
process of being with the client.
Sometimes referred to as “withness.”

The conversational partners “touch” and move one another
through their mutual understanding.
Withness also involves a willingness to go along for the ups
and downs of the client’s transformational process.
A commitment to walk alongside client, no matter where the
journey leads.
Diane R. Gehart
Curiosity: The Art of Not Knowing
Curiosity
Refers to therapist’s sincere interest in clients’ unique life
experiences and the meanings they generate.
Fueled by social constructionist epistemology.
Each person constructs a unique reality from relationships and
conversations in which he/she is engaged.
Diane R. Gehart
Client and Therapist Expertise
“The client is the expert”
Therapist’s attention focused on valuing clients’ thoughts,
ideas, opinions.
Therapists have limited information about fullness/complexity
of clients’ lives.
In session, therapists responsible for ensuring effective and
respectful dialogical conversation is conducted.
Rely on generative quality of conversation to support client

transformation.
Client holds more expertise in area of content and therapist
holds more expertise in area of process.
Both therapist and client have input on both content and
process.
If therapist believes client isn’t addressing an important
content, they will nonhierarchically raise the issue.
Diane R. Gehart
Everyday, Ordinary Language
Democratic relationship
Therapists listen, hear, and speak in a natural, down-to-earth
way; more democratic than hierarchical.
Therapists responsible for facilitating a dialogical process but
don’t approach task from a position of leadership or expertise.
Assume humble position, using everyday language, a relaxed
style, and a willingness to learn.
Diane R. Gehart
Inner and Outer Talk
Outer talk
Verbally spoken conversation between therapy participants.
Inner talk
Thoughts and conversations each person has within while
participating in a conversation.
When clients speak, they are speaking to therapist and to
themselves.
Therapist shouldn’t pressure clients to share inner dialogue.

Therapist encouraged to track own inner and outer dialogues.
Therapist’s inner dialogue provides forms of information that
can facilitate therapeutic relationship.
When therapist’s inner dialogue is distracting from outer
conversation, therapist encouraged to bring up the issue if doing
so furthers dialogue in useful ways.
Diane R. Gehart
The Viewing: Case Conceptualization and Assessment
Diane R. Gehart
Problem-Organizing, Problem-Dissolving Systems
Therapeutic Systems
Are “problem-organizing” because they only come into being
after someone has identified a problem.
Are “problem-dissolving” in that they dissolve when
participants no longer have a problem to discuss.
Dissolving: In the end, client may not feel that the problem was
solved as much as it dissolved.
Therapist continually assesses who is involved in talking about
problem outside of session and inquires about multiple
perspectives.
Most likely to generate new perspectives when multiple
perspectives allowed to constantly linger in the air.

Diane R. Gehart
Social Constructionist Viewing
Philosophical stance
Realities are constructed in language and through relationships.
We engage in a constant process of revising and reinterpreting
our personal identities and social realities.
Shaped by conversations with friends, news stories, fiction
pieces, and any exchange of ideas.
Therapist is curious about client and focuses on how client
constructs meaning about the events in their lives.
Diane R. Gehart
Assessing the Client’s Worldview
How it works
Therapist focuses on better understanding clients’ worldview.
Don’t look for “errors” or “the source of the problem;”
approach clients with a gentle, nonjudging curiosity.
Therapist is looking for internal logic that makes client’s world,
hopes, problems, and symptoms make sense.
“Assessment” is a continuous “co-assessment” that occurs
through conversation.
Diane R. Gehart

Targeting Change: Goal Setting
Diane R. Gehart
Self-Agency
Not empowerment
No predefined model of health.
Overall goal is to increase clients’ sense of agency:
Sense that they are competent and able to take meaningful
action.
Agency is inherent and can only be self-accessed, not given by
someone else.
As implied in concept of client “empowerment.”
Therapist’s role is participating in a process that maximizes
opportunities for agency to emerge in clients.
Diane R. Gehart
Transformation
Transformational Process
Output of therapy conceptualized as transformation, not change.
Some “original” aspects remain while others are added or
diminished.
Clients’ narrative of self-identity, are transformed; opens new
possibilities for meaning, relating to others, and future action.
Process not controlled by therapist; emerges from within
clients.
Transformation through dialogue inherently and inescapably
mutual.

Therapists risk being changed themselves.
Diane R. Gehart
Setting Collaborative Goals
Forming goals
Goals constructed collaboratively with clients using their
everyday language.
Goals continually evolve as meanings and understandings
change.
Evolution of goals may be gradual or dramatic.
Therapists don’t have a set of predefined goals they use with all
clients.
Goals are negotiated with each client individually.
Diane R. Gehart
The Doing: Interventions and Ways of Promoting Change
Diane R. Gehart
Understanding from Within the Dialogue
Conversational questions
Questions that come naturally from within the dialogue rather

than from professional theory.
Follow logically from what client is saying and are generated
from therapist’s curiosity and desire to understand more.
Asked using client’s preferred words and expressions.
Help both therapist and client better understand the client’s
situation.
Diane R. Gehart
“Appropriately Unusual” Comment
How they work
Enable therapists to offer clients reflections that make a
difference.
Comments that are too usual reflect client’s worldview, offering
no possibility for generating change.
Comments that are too unusual are too different to be useful in
developing new meanings.
Appropriately unusual comments clearly fit within client’s
worldview while inviting curiosity and perhaps offering a new
perspective that is easily digestible.
Diane R. Gehart
Listening for the Pause
When clients hear an appropriately unusual comment, they
almost always have to pause.
Take time to integrate new perspective with current perspective.
Important for therapist to allow client time for inner dialogue.
After taking a few moments to reflect, client usually begins to

generate a response that reflects new thoughts and ideas.
Diane R. Gehart
How Far to Go?
How unusual is appropriately unusual?
Each client finds a different level of difference useful for
generating new ideas.
For someone unsure of therapy, comments cannot include
significant differences from current worldview until greater
trust is developed.
The more emotionally distraught clients are, the less useful they
find highly unusual comments.
Other clients require and prefer therapist deliver comments
quite different from their own, often in a very direct manner
that verges on being socially impolite.
Diane R. Gehart
Mutual Puzzling Questions and Process
“Mutual puzzling”
Therapists invite clients to join them in becoming curious about
the clients.
Rate of talking may slow down, there may be more pauses in the
conversation, and there is an inquisitive yet hopeful air to
conversation.
Shift in clients is visible: Body posture softens, head may tilt to
the side, and move more slowly or more quickly.
Occurs only when therapists are successful in creating a two-

way dialogical conversation.
A new distinction is highlighted and client is invited to “kick it
around” and see what, if any, new ideas emerge.
Therapist follows client’s thinking, kicking around the next idea
that evolves from the conversation.
Diane R. Gehart
Being Public
Sharing one’s inner dialogue
Therapists share inner dialogue for two potential reasons:
To respect clients by honestly sharing thoughts about
significant issues affecting treatment.
To prevent monological conversation by offering their private
thoughts to the dialogue.
When therapists make perspectives publicly known, they do so
tentatively and are careful not to overshadow client’s
perspective.
Being public generally occurs in two situations:
In communications about professional information with
clients/outside agencies/professionals.
When therapist has significant differences from client in values,
goals, and purposes.
Diane R. Gehart
Being Public with Professional Communication
How it works
When therapists handle professional matters, they “make

public” their thoughts, rationales, and intentions by discussing
them directly with clients.
Openly discuss what therapist will reveal in an upcoming
conversation with another professional and/or recapping what
happened in the last conversation.
Most clients greatly respect therapist’s honesty and integrity
and respond with increased motivation to make needed changes.
Clients understand when they’re not given the report they hoped
for because progress is discussed consistently along the way.
Diane R. Gehart
Being Public with Significant Differences in Values and Goals
Therapist-client differences
Therapists make public their voice when there are significant
differences in values or goals that make it hard for the therapist
to move forward as an active participant in the conversation.
Diane R. Gehart
Accessing Multiple Voices in Writing
How it works
Access multiple, alternative voices using various forms of
writing to generate alternative perspectives.
Reading aloud of letters to witnesses makes things happen.
Writing invites different voices into the conversation to
generate alternative possibilities for understanding.
Clients may be asked to write the following:
Letters to themselves from aspects of themselves and/or from

newly emerging, future, or past selves.
Letters to themselves from significant others from the present,
past, or future.
Letters to and from significant others (alive or dead) speaking
from a voice or perspective that was formerly kept private.
Letters or journal entries to speak from parts of the self that are
typically not expressed and/or are emerging in therapy.
Diane R. Gehart
Reflecting Teams and the Reflecting Process
Reflecting teams
Families listen to therapeutic team’s conversation behind the
mirror.
Reversal of the one-way mirror.
Reflecting process
Develop diverse strands of conversation so client can choose
that which resonates and that which does not.
Avoid coming to agreement on any one description of what is
going on with the client.
Avoid comments that evaluate or judge client in any way.
Focus on offering reflections that are clearly owned by the
person making them.
Diane R. Gehart
Guidelines for Reflecting Teams

General guidelines
Only use with the client’s permission.
Give client permission to listen or not to listen.
Comment on what is seen or heard, Not what is observed.
Talk from a questioning, speculative, and tentative perspective.
Comment on all that you hear but not all that you see.
Separate the team and the family.
Listen for what is appropriately unusual.
Ask: “How would you like to use this session today?”
Diane R. Gehart
Related Reflecting Processes
More reflecting processes
Multiple reflectors
Single reflector
No outside reflector when working with a family
No outside reflector when working with an individual
With young children
Diane R. Gehart
“As If” Reflecting
How it works
Team members (or other witnesses to conversation) speak or
reflect “as if” they are some of the people in the problem-
organized system.
Includes client, family members, friends, bosses, teachers,
school personnel, medical professionals, probation officers, and
so forth.

Can be used with clients or with supervisees staffing a case.
Diane R. Gehart
Clinical Spotlight
Open dialogue, an evidence-based approach to psychosis
Uses collaborative dialogue and reflecting, as well as:
Immediate intervention
Social network and support systems
Flexibility and mobility
Teamwork and responsibility
Psychological continuity
Tolerance of uncertainty
Dialogue
Outcomes
83% of first-episode psychosis patients returned to work.
77% with no remaining psychotic symptoms after two years of
treatment.
Had more family meetings, fewer days of inpatient care,
reduced use of medication, and a greater reduction in psychotic
symptoms.
Diane R. Gehart
Outside the Therapy Room

Diane R. Gehart
Education and Pedagogy
Collaborative therapy in education
Used as a way to conceptualize educational pedagogy in K-12
and college settings.
Use relational, collaborative practices to engage student
curiosity and agency in the learning process.
Community learning process rather than an individual process.
Students
Invited to participate in designing learning experiences.
Engage with multiple perspectives.
Contribute to learning of all class members.
Diane R. Gehart
Research
Collaborative research inquiry
Typically used in qualitative, interview studies.
Views data as co-constructed with participants.
Participants play active role in:
Identifying what is important for researchers to know about
their experience.
Providing feedback on the final presentation of the results.
The researcher approaches clients from a not-knowing stance of
curiosity, wanting to learn more about the participants’
experiences rather than testing a preconceived hypothesis.

Diane R. Gehart
Business Consultation
Role of the consultant
Approaches system from a curious position:
Learn from those within it.
What they view as working and not working.
What they value most.
What they would like to see happen.
Consultant facilitates two-way dialogues in which members are
able to hear and say things they were not able to before.
Various reflecting processes are used to create forums for new
dialogue and understanding.
Diane R. Gehart
Narrative Therapy
Diane R. Gehart
In a Nutshell: The Least You Need to Know
General overview
Based on premise that we “story” and create the meaning of life
events using available dominant discourses.
People experience “problems” when personal life does not fit
with these dominant societal discourses and expectations.
Process involves separating the person from the problem.

Clients identify alternative ways to view, act, and interact in
daily life.
Assume all people are resourceful and have strengths.
Do not see “people” as having problems but rather see problems
as being imposed upon people by unhelpful or harmful societal
cultural practices.
Diane R. Gehart
The Juice: Significant Contributions to the Field
Diane R. Gehart
Understanding Oppression
Dominant discourses
Culturally generated stories about how life should go.
Used to coordinate social behavior such as how married people
should act, what happiness looks like, and how to be successful.
Foundational to how we behave and evaluate our lives.
Rarely conscious of their impact or origins.
Local discourses
Occur in our heads, our closer relationships, and marginalized
communities.
Have different “goods” and “shoulds” than dominant discourses.
Therapists attend to fluid interactions of local and dominant
discourses and how different values collide in our social
relationships.
Therapists help clients become aware of how different

discourses are impacting their lives.
Diane R. Gehart
Rumor Has It: The People and Their Stories
Diane R. Gehart
Significant Contributors
Michael White
David Epston
Jill Freedman and Gene Combs
Gerald Monk and John Winslade
Diane R. Gehart
The Big Picture: Overview of Treatment
Diane R. Gehart

Treatment Phases
Phases in narrative therapy:
Meeting the person.
Getting to know people as separate from their problems.
Listening.
Listening for effects of dominant discourses.
Separating persons from problems.
Externalizing and separating people from their problems.
Enacting preferred narratives.
Identifying new ways to relate to problems.
Solidifying.
Strengthening preferred stories and identities.
Diane R. Gehart
Use of Thickening Descriptions
How it works
Instead of replacing problem story with problem-free one,
therapists add new strands of identity to problem-saturated
descriptions.
Infinite number of events can be storied into accounts of the
day.
When people experience problems, they tend to notice only
events that fit with problem narrative.
Helps clients create more balanced, rich, and appreciative
descriptions of events.
Diane R. Gehart

Making Connection: The Therapeutic Relationship
Diane R. Gehart
Meeting the Person Apart from the Problem
How it works
Therapists begin first session with clients by meeting clients as
everyday people.
Ask questions to familiarize themselves with clients lives.
Questions enable narrative therapists to know and view their
clients as everyday people.
Diane R. Gehart
The Problem Is the Problem
What this means
“The problem is the problem. The person is not the problem.”
Once therapists know client apart from the problem, they begin
to “meet” the problem in much the same way.
Problem is viewed as a separate entity or situation that is not
inherent to the person of the client.
Therapists can take an adversarial stance toward problem or a
more compassionate stance.
Diane R. Gehart

Optimism and Hope
Role of optimism
Therapists have deep, abiding optimism and hope for clients.
Hope and optimism derived from understanding of how
problems are formed.
By separating people from problems, quickly connect with the
“best” in the client; reinforces a sense of hope and optimism.
Diane R. Gehart
Therapist as Co-Author and Co-Editor
Role of the therapist
A co-author or co-editor; therapist and client engage in a joint
process of constructing meaning.
Rather than attempting to offer a “better story,” therapist works
alongside client to generate a more useful narrative.
Therapists focus on sociopolitical aspects of client’s life.
Some therapists maintain they should take a stance on broader
sociocultural issues of injustice with all clients.
Diane R. Gehart
Therapist as Investigative Reporter
Investigative reporter
The form of inquiry that is employed during externalizing
conversations.
Primary goal is to develop an exposé on the corruption
associated with abuse of power and privilege.

Therapist uses a calm but inquisitive stance to explore the
origins of problems.
Help clients develop better understanding of larger contexts.
Diane R. Gehart
The Viewing: Case Conceptualization and Assessment
Diane R. Gehart
Problem-Saturated Stories
What they are
The story in which the “problem” plays leading role and client
plays a secondary role, generally that of victim.
How they work
Therapist attends to how problem affects the client at an
individual and relational level, as well as how it affects
significant others.
Therapist listens for alternative endings and subplots where
problem is lessened and client is an effective agent; unique
outcomes.
Diane R. Gehart

Sparkling Events
Unique outcomes
Also known as sparkling events: stories or subplots in which
problem-saturated story does not play out in its typical way.
Often go unnoticed because they have no dramatic ending that
warrants attention; not “storied” in clients’ or others’ minds.
Used to help clients create lives they want and to develop a
more accurate account of own and others’ identities.
Diane R. Gehart
Dominant Cultural and Gender Discourses
What they are
The purpose of all discourses is to identify the set of “goods”
and “values” that organize social interaction in a particular
culture.
All cultures are essentially a set of dominant discourses.
Dominant discourses are the societal stories of how life
“should” happen.
Therapists listen for dominant discourses that most directly
inform the perception of a problem.
Inquire about local or alternative discourses.
Diane R. Gehart
Local and Alternative Discourses
Attending to client language and meaning
Local and alternative discourses are those that do not conform

to dominant discourse.
Couples who choose not to have children, same-sex
relationships, teen subculture, etc.
Local discourses offer different set of “goods,” “shoulds,” and
ethical “values” than dominant discourse.
Local discourse provides a resource for generating new ways of
viewing the self and for talking and interacting with others
around the problem.
Diane R. Gehart
Targeting Change: Goal Setting
Diane R. Gehart
Preferred Realities and Identities
Goal setting
Goal of narrative therapy is to help clients enact their preferred
realities and identities.
Enacting preferred narratives involves increasing clients’ sense
of agency.
When identifying preferred realities, therapists work with
clients to develop goals that consider local knowledge.
Clients often redefine preferred reality to incorporate local
knowledge and to lessen influence of dominant discourses.
Process often a gradual shift from “make this problem go away”
to “I want to create something beautiful/meaningful/great with
my/our life(ves).”

Diane R. Gehart
Middle-Phase Goals
How they work
Target immediate symptoms and presenting problem.
Examples
“Increase sense of agency in problem-resolution conversations
with spouse.”
“Increase opportunities to interact with friends using ‘confident,
social’ self.”
“Reduce number of times mother and father allow anger to take
over in response to child’s defiance.”
“Increase instances of defiance in response to anorexia’s
directions to not eat.”
Diane R. Gehart
Late-Phase Goals
How they work
Target personal identity, relational identity, and expanded
community.
Personal identity: “Solidify a sense of personal identity that
derives self-worth from meaningful activities, relationship, and
values rather than body size.”
Relational identity: “Develop a family identity narrative that
allows for greater expression of differences while maintaining
family’s sense of closeness and loyalty.”
Expanded community: “Expand preferred ‘outgoing’ identity to

social relationships and contexts.”
Diane R. Gehart
The Doing: Interventions
Diane R. Gehart
Externalizing
What it is
Conceptually and linguistically separating the person from the
problem.
Shifting clients’ perception of their relationship to the problem.
From “having” it to seeing it as outside the self.
How it works
Attitude of externalization is key.
Naming problem as external, other, or changing a descriptive
adjective into a noun.
From a client being depressed to having a relationship with
depression.
Talking about “sides” of clients or a relationship.
“The little girl in me who is afraid” or “The competitive side of
our relationship.”
Must emerge from dialogue or be introduced as a possibility.
Diane R. Gehart

Mapping Influence of Problem and Persons
Relative influence questioning
First detailed method for externalization.
Used early in therapy.
Serves simultaneously as an assessment and an intervention.
Composed of two parts:
Mapping the influence of the problem.
Mapping the influence of persons.
Diane R. Gehart
Mapping the Influence of the Problem
How it works
Inquires about how the problem has affected the lives of the
client and significant others.
Expands reach of the problem beyond how client generally
thinks of it.
Followed up by mapping the influence of person.
Ensure that the client does not feel worse afterwards.
Diane R. Gehart
Mapping the Influence of Persons
How it works
Begins the externalization process more explicitly.

Involves identifying how person has affected life of problem.
Diane R. Gehart
Externalizing Conversations
The Statement of Position Map
Category 1: Negotiating an experience-near definition.
Define the problem using client’s language.
Category 2: Mapping the effects.
Involves identifying how the problem has affected the various
domains of the client’s life.
Category 3: Evaluating the effects.
After identifying effects of the problem, client evaluates these
effects.
Category 4: Justifying the evaluation.
Ask about how and why clients have evaluated the situation the
way they have.
Diane R. Gehart
Externalizing Metaphors
Metaphors for relating to problems
Walking out on the problem.
Going on strike against the problem.
Defying the problem’s requirements.
Disempowering the problem.
Educating the problem.
Escaping the problem.
Recovering or reclaiming territory from the problem.
Refusing invitations from the problem.

Disproving the problem’s claims.
Resigning from the problem’s service.
Stealing their lives from the problem.
Taming the problem.
Harnessing the problem.
Undermining the problem.
Diane R. Gehart
Avoiding Totalizing and Dualistic Thinking
Totalizing
Descriptions of the problem being all bad.
Such descriptions promote dualistic, either/or thinking.
Can be invalidating to client and obscure problem’s broader
context.
Diane R. Gehart
Externalizing Questions
What they are
Used to help clients build different relationships with their
problems.
Transform adjectives to nouns.
Capitalization used to emphasize the problem viewed as
separate entity.
How they work

Presume person’s separate from problem and they have two-way
relationship with problem.
It affects them, and they affect it
Two sets of questions:
Conventional therapeutic questions.
Externalizing questions.
Diane R. Gehart
Problem Deconstruction
Deconstructive listening and questions
Used to help clients trace effects of dominant discourses.
Empower clients to make conscious choices about which
discourses they allow to affect their life.
Therapist listens for “gaps” in clients’ understanding and asks
them to fill in details or has them explain ambiguities in stories.
Clients “unpack” stories to see how they’ve been constructed,
identify influence of dominant and local discourses.
Used in externalizing conversations.
Target problematic beliefs, practices, feelings, and attitudes by
identifying:
History
Context
Effects
Interrelationships
Strategies
Diane R. Gehart
Mapping in Landscapes of Action and Identity or Consciousness

Involves following steps
Identify a unique outcome.
Ensure that the unique outcome is preferred.
Map in landscape of action.
Critical events
Circumstances surrounding events
Sequence of events
Timing of events
Overall plot
Map in the landscape of identity or consciousness.
“What were your intentions behind these actions?”
“What do you value most about your actions here?”
“What, if anything, did you learn or realize from this?”
Diane R. Gehart
Intentional Versus Internal State Questions
Intentional state questions
Questions about a person’s intentions in a given situation.
“What were your intentions?”
Promote a sense of personal agency.
Internal state questions
Questions about how a person was feeling or thinking.
“What were you feeling?”
Can have effect of diminishing one’s sense of agency,
increasing one’s sense of isolation, and discouraging diversity.
Diane R. Gehart

Scaffolding Conversations
How they work
Used to move clients from that which is familiar to that which
is novel.
Scaffolding describes five incremental movements across zone
of learning:
Low-level distancing tasks: These tasks characterize a unique
outcome.
Medium-level distancing tasks: These tasks allow unique
outcomes to be taken into a chain of association.
Medium-high-level distancing tasks: These tasks reflect on a
chain of associations.
High-level distancing tasks: These tasks promote abstract
learning and realization.
Very-high-level distancing tasks: These are plans for action.
Diane R. Gehart
Permission Questions
What they are
Questions therapists use to ask permission to ask a question.
Used to emphasize democratic nature of therapeutic relationship
and encourage clients to maintain a clear, strong sense of
agency.
Used throughout interview regarding what is being discussed
and how to ensure the conversation is meaningful and
comfortable.
How they work
Therapists exempt from prevailing social norms of polite
conversation topics and are free to bring up taboo subjects such
as sex, past abuse, relationship problems, death, fears, and
weaknesses.

Clients compelled to answer questions even if they’re
uncomfortable.
Narrative therapists are sensitive to power dynamic related to
taboo subjects and ask for the client’s permission before asking.
Diane R. Gehart
Situating Comments
How they work
Used to maintain democratic therapeutic relationship.
Reinforces client agency by ensuring comments from therapist
aren’t taken as “higher” or “more valid” truth.
Situate comments by revealing source of perspective,
emphasizing that it is only one perspective among others.
When source and context of a therapist comment are revealed, a
client is less likely to overprivilege the comment.
Diane R. Gehart
Narrative Reflecting Team Practices
Three primary tasks
Develop thorough understanding by closely attending to details
of the story.
Listen for differences/events that don’t fit problem-saturated
narrative.
Notice beliefs, ideas, or contexts that support problem-saturated
descriptions.
Guidelines for team

During reflecting, team members participate in back-and-forth
conversation.
Team members should not talk to each other while observing the
interview.
Comments should be offered in a tentative.
Comments are based on what actually occurs in the room.
Comments situated in speaker’s personal experience.
All family members should be responded to in some way.
Reflections should be kept short.
Diane R. Gehart
Re-Membering Conversations
How they work
Clients develop sense of identity grounded in associations of
life.
Associations of life include “membership” of significant people
and identities from client’s past, present, and projected future.
Clients encouraged to identify who’s a member, assess
influence of each member, and decide whether membership
should be upgraded, downgraded, or canceled.
Process of re-membering includes:
Identifying the other person’s contribution to the client’s life.
Articulating how other person may have viewed client’s
identity.
Considering how client may have affected the other person’s
life.
Specifying implications for the client’s identity.
Diane R. Gehart

Leagues
What they are
Clubs, associations, teams.
How they work
Membership in league signifies accomplishment in a particular
area.
Virtual communities of concern.
Temper Tamer’s Club, to which child is given membership
certificate.
Anti-Anorexia/Anti-Bulima League
Diane R. Gehart
Definitional Ceremony
What it is
Involves inviting significant others to witness emerging story.
This ceremony has three phases:
The first telling: The client tells his/her life story, highlighting
the emerging identity stories as the invited witnesses listen.
Retelling: The witnesses take turns retelling the story from their
perspectives.
Retelling of the retelling: The client then retells the story
incorporating aspects of the witnesses’ stories.
Diane R. Gehart
Letters and Certificates
What they are

Used to develop and solidify preferred narratives and identities.
Use same techniques used in session to reinforce emerging
narrative.
Perform following functions:
Emphasize client agency: Letters highlight clients’ agency in
their lives, including small steps in becoming proactive.
Take observer position: The therapist clearly takes the role of
observing the changes the client is making, citing specific,
concrete examples whenever possible.
Highlight temporality: The time dimension is used to plot the
emerging story: where clients began, where they are now, and
where they are likely to go.
Encourage polysemy: Rather than propose singular
interpretations, multiple meanings are entertained and
encouraged.
Diane R. Gehart
Interventions for Specific Problems
Diane R. Gehart
Children
Interventions for children
Externalization process comes more naturally to children.
Externalization adapts well to play and art therapies:
Problems can be portrayed in art media or acted out with
puppets and dolls.
Children enjoy drawing or acting out unique outcomes and

preferred narratives; often accelerates adaptation of new
behaviors.
Diane R. Gehart
Domestic Violence
Interventions for Batterers
Work from within clients’ lived reality.
Includes experience of helplessness/powerlessness they say
leads to try to regain control through violence.
Therapists shouldn’t accept responsibility for violence.
Inadvertently do when they challenge explanations, give advice
on how to stop abusive behavior, offer strong arguments against
violence, or try to break down denial.
Nine-step model that requires client to take full responsibility
for violence and for ending it.
Throughout process, therapist is supportive without condoning
violence or attacking it; focus is on facilitating process.
Diane R. Gehart
Jenkins’s Nine-Step Model for Working with Men Who Batter
Invite the man to address his violence.
Invite the man to argue for a nonviolent relationship.
Invite the man to examine his misguided efforts to contribute to
the relationship.
Invite the man to identify time trends in the relationship.
Invite the man to externalize restraints (note: he avoids
externalizing anger and violence to prevent possible minimizing
of responsibility).

Deliver irresistible invitations to challenge restraints.
Invite the man to consider his readiness to take new action.
Facilitate the planning of new action.
Facilitate the discovery of new action.
Throughout process, therapist identifies dominant discourses
that have contributed to violence; these are deconstructed and
externalized.
Diane R. Gehart
Tapestry Weaving: Working with Diverse Populations
Diane R. Gehart
Working with Diverse Populations
Postmodern therapies integrate consideration of cultural issues
at the most fundamental level of their method.
The broader questions of diversity and of how society, its
norms, and the use of language affect individuals are the
guiding premises in postmodern philosophical literature, making
these therapies particularly suitable for clients from
marginalized groups
Unlike most mental health therapies, narrative therapy places
societal issues of oppression at the heart of its therapeutic
interventions, and many narrative therapists are active agents of
social justice.
Collaborative therapy attends more to local discourses, working
closely with the client and significant others to determine what
the problem is and how best to resolve it.

Focus on local knowledges ensures that the client’s cultural
values and beliefs are a central part of the therapy process.
Both narrative and collaborative therapy have international
roots and are practiced in numerous countries around the world.
Diane R. Gehart
Applications with Native-Americans
Observations
Subtle eye contact
Active listening
Spirituality
Self-in-relation
Home visits
Gentle, reflective stance
Art, storytelling, and metaphor
Helpful in changing emotions, cognitions, and behaviors
Ceremonies and rituals
Self acceptance
Lessons of daily living
Empathy
Role modeling
Diane R. Gehart
Hispanic Youth
Applications
Cuento therapy: Used to convey themes and morals to provide
models for adaptive responses to problems, such as acting out,

self esteem, and anxiety.
Hero/heroine therapy: Children identify male and female Puerto
Rican heroes and heroines to help bridge bicultural,
intergenerational, and identify conflicts.
Temas storytelling therapy: Therapists selected pictures from
the thematic apperception tests that represented Hispanic
cultural elements. Then group of children asked to develop a
story with the cards. Therapist reinforced adaptive, preferred
narratives and helped find alternatives to maladaptive
responses.
Diane R. Gehart
Multiracial and Multiethnic Individuals
Socially constructed struggles and clinical issues
Conflict between how multiethnic individuals define themselves
and how public elects to define them.
Forced-choice dilemmas: Individuals faced with message that
they need to pick one ethnic identity over another.
Lack of role models to guide in understanding multiethnic
identity.
Difficulty finding same-race peers.
Conflicting messages within a family when parents are not
unified in perceptions of their child.
Result in fragmented sense of self, lower self-esteem, and
feelings of isolation.
Susceptibility to rejection from majority groups and minority
groups socially.
Diane R. Gehart

Multiracial and Multiethnic Individuals (cont.)
Working with multiracial and multiethnic individuals
Relational-narrative approach involving nine phases:
Inviting clients to tell their stories.
Externalizing the problem.
Probing for unique outcomes and subjugated stories.
Expressing curiosity.
Reauthoring one’s life.
Expanding the therapeutic conversation.
Telling the new story to an audience that bears witness.
Strengthening self-validation.
Developing strategies for resistance.
Diane R. Gehart
Sexual Identity Diversity
Working with LGBTQ
Help them to construct positive labels and identity narratives
for themselves and relationships.
Narrative sexual identity therapy
Helps clients live their lives in congruence between personal
beliefs and behaviors.
Process that focuses on deconstructing dominant discourses that
constrain and confuse clients’ sexual identity.
Approach has six general steps or phases:
Client presents sexual identity concern.
Map dominant narratives.
Identify preferred narratives.
Recognize exceptions/emerging counter-narrative.
Highlight identity-congruent attributes, activities, and

resources.
Resolution/congruence.
Diane R. Gehart
Research and the Evidence Base
Jaakko Seikkula and team report open dialogue approach has
nearly eradicated chronic cases of psychosis.
Australian study examined effectiveness for treating major
depressive disorder; 74% of clients achieve improvement.
In another Australian study, women with eating disorders and
depression engaged in 10-week group therapy; resulted in
reduced self-criticism and changes in daily practices/activities.
Process research indicates unique outcomes that enable clients
to re-conceptualize problems are correlated with positive
outcomes.
Support from psychiatry; in describing how people change,
bottom-up processing, is more helpful than top-down
processing.
Both forms are important, but most people who feel “stuck”
related to a problem are stuck in top-down processing.
The not knowing position of postmodern therapists is an
excellent approach for facilitating bottom-up processing.
Diane R. Gehart
Running head: SOC 1010
1

SOC 1010
6
SOC 1010, Introduction to Sociology 3
Name
University
Facts
According to ACA (2017), The Affordable Care Act constitutes
of three facts:
Make affordable health insurance accessible: The law allows
premium tax credits that allows for households that earn a low
income afford health insurance. Households that have an income
between 100% and 400% level of the Federal poverty level are
subject to premium tax credits. Federal poverty level is
different for every state and is determined annually.
The Medicaid expanded to accommodate for adults earning less
than 138% of the federal poverty level. Notably, not all states
do this.
Innovative medical care delivery methods adopted to make
healthcare affordable.

Applying the perspectives
An interactionist theorist would study the effects of ACA on the
different social classes. The social institution of healthcare is
divided as the quality of healthcare is determined by the amount
deducted from an individual. The effect of the ACA reform is
studied to determine the change of view in the self-worth of
individuals and its difference in the different social
stratifications. The rich may not have a problem altering their
payments to suit the quality of healthcare they seek but the poor
will do.
A conflict theorist would perceive ACA as a point of
conflict between the rich and the poor. The rich seem to have
power and control over the health care unlike the poor. Instead
of the government making health insurance mandatory therefore
adding burden to individuals that do not afford, they could make
reforms on the government-funded programs available to assist
those unable to afford healthcare.
A functionalist perspective would imply that making health
insurance mandatory is unnecessary, as the individuals initially
did not have to pay (Lawler, 2014).
Notably, a functionalist theorist would contend that we
require all individuals from society to be as sound as
conceivable with the end goal for them to add to society through
their typical parts. Despite what might be expected, a conflict
theorist would contend that, in giving everybody healthcare
services, we are empowering an inescapable battle over rare
assets. At last, one side is contending that widespread
healthcare services is required for a working society, while
alternate rejoinders that it is not an essential need for each
individual, and that we have to consider how we can best use
our assets. It is clashes like these that make ACA such a
disputable subject, and that have along these lines postponed
any sort of advance.
Personal Belief
ACA is not affordable to all households. It should not be
mandatory. However, it should not deem as a failure as more

time should be given to assess that.
Sociological imagination
I developed my personal belief on Affordable Care Act
majorly based on class. The presence of different social classes
excludes those of lower social classes from affordable health
care. In addition, race; as a big percentage of those in lower
social classes are African-American (Lawler, 2014).
Research process
According to Lawler (2014), the research process to study the
belief of individuals on the Affordable Care Act would USE the
scientific method. The first step is to define the problem where
the impact of ACA on individuals is studied.
The second stage would be to determine more facts on the topic
through research of existing resources. Existing resources
would help avoid problems already encountered in previous
research. A hypothesis can then be formed after studying
existing resources. A study can then be designed to determine if
the individuals had another form of insurance and the two put in
comparison. A conclusion after data is analyzed is reached and
a report is made.
References
Affordable Care Act (ACA) - HealthCare.gov Glossary. (n.d.).
Retrieved February 26, 2017, from
https://www.healthcare.gov/glossary/affordable-care-act/
Lawler, S. (2014). Identity: sociological perspectives.
Cambridge: Polity.

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