Constructionism, Personal Construct Psychology and Narrative Psychology

Mancuso, James C.

doi:10.1177/0959354396061004

Cited by 24 publications

(8 citation statements)

References 28 publications

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“…Our position has been elaborated in other publications(Mancuso & Lerhrer, 1986;Mancuso, 1996). Our position parallels the position promulgated byCarver & Scheier (1981).…”

supporting

confidence: 76%

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Discussing nonconscious processes involved in autobiography

Mancuso¹

2002

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Early in life, most persons successfully acquire socially shared psychollages (constructions) that are accessed by the term well-formed story. The remembering processes involved in creating non-verbalized, self-guiding anticipatory narratives mirror the remembering processes involved in verbally recounting the tale of an episode in the life of the story teller. The level of success in matching the outcome slot in the self-guiding anticipatory narrative with the inputs that follow the actor's course of action determine the level of motivation for the person's attempt at revision of his/her self-guiding narrative. Under conditions of high match (low motivation for revision of narrative), much of the memory processing takes place "off awareness." To develop a strong theory of the place of narrative in person functioning, a theorist must develop useful formulations to describe "nonconscious" narrative-building processes.Requests for further information should be directed to James Mancuso,

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“…Our position has been elaborated in other publications(Mancuso & Lerhrer, 1986;Mancuso, 1996). Our position parallels the position promulgated byCarver & Scheier (1981).…”

supporting

confidence: 76%

“…In a previous publications (Mancuso, 1986(Mancuso, , 1996 I elaborated on propositions about the ways in which humans acquire the ability to use and then do use narrative structure. I prompted the view that early in life most humans can use a well-developed psychollage 1 by which they can categorize text as story.…”

Section: Introductionmentioning

confidence: 99%

Discussing nonconscious processes involved in autobiography

Mancuso¹

2002

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“…Similar to Lewin and Dewey's work, Piaget refers to the cycle of learning whereby cyclical interaction between individual and environment occur (Ang, Zaphiris, & Wilson, 2011;Mancuso, 1996). Central to this model are the notions of accommodation and assimilation (Ackermann, 1996;Gallagher & Reid, 2002;Piaget, 1962).…”

Section: Piagetmentioning

confidence: 99%

Experiential learning theory

2014

Theoretical Models of Learning and Literacy Development

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Purpose À To examine the impacts experiential learning can have on student learning in and out of the classroom. Models of experiential learning are presented including the experiential learning theory.Design/methodology/approach À The historical roots of experiential learning are reviewed before a new experiential learning theory is presented, VAKT-enhanced, to demonstrate the many unique paths that learners take toward content learning, retention, and synthesis.Findings À Apprenticeship experience is universally recognized as an effective method of learning; we learn from doing. Yet, the field of literacy has maintained for decades that reading skills must be taught, often carried out in a drill fashion, also known as the proverbial skilland-drill technique Practical implications À A multisensory approach that involves experiencing literature through hands-on and e-learning environments can promote reading acquisition efficiently, bridging the gap between diverse student bodies. Students must be rejuvenated to become interested or maintain interest in literacy, and using technology and experiential learning should be of central focus.

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“…Narrative psychology is based on a philosophy of human nature that emphasizes the individual's subjective interpretation of reality as part of an ongoing internal process that is personal yet shared within a social context (Crossley, 1996;Mancuso, 1996). This philosophical view assumes that individuals construct their own stories about life situations on the basis of their interpretation of past experiences, in relation to the social narratives of others, and according to culturally transmitted constructs of reality.…”

Section: Narrative Psychology and Theories Of Knowledgementioning

confidence: 99%

Narrative methods of personality assessment in school psychology

Esquivel¹,

Flanagan²

2007

Psychology in the Schools

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This critical review of narrative methods of personality assessment highlights their value in understanding unique aspects of personality functioning of children and adolescents in the context of school psychology. The use of narratives for assessment is based on constructivist theories emphasizing the role of the person and the social group in assigning meaning to reality through the use of storytelling processes. Narrative analysis is linked to thematic apperception techniques within a personological paradigm of assessment that attends to the internal and interpersonal processes underlying personality development. A comprehensive framework is described to guide the use of narrative methods of assessing children and adolescents. Research is proposed to validate these methods further as an integral aspect of personality assessment in school psychology. © 2007 Wiley Periodicals, Inc.Narrative assessment is a qualitative method of analysis used by a number of disciplines in the humanities and social sciences to understand the implicit meaning of personal accounts, life histories, autobiographies, and other forms of narrative discourse. This article focuses on the application by school psychologists of narrative analysis in personality assessment. A critical discussion is provided for (1) the theoretical and research literature that form the basis for an understanding of narrative methods, (2) the application of narrative approaches to personality assessment with children and adolescents, (3) a framework for analysis and interpretation of data derived from narratives, and (4) future directions in research on narrative assessment. Theoretical and Research Bases of Narrative AssessmentAn understanding of the use of narratives in psychology is derived from theoretical premises in related disciplines, including an interpretive approach to text analysis in the humanities, narrative conceptualizations of human knowledge, and personal-social constructivist movements in philosophy (Gergen, 1985;Polkinghorne, 1988). These major theoretical perspectives are discussed in terms of their influence on the application of narrative assessment methods in psychology. Narrative Psychology and Theories of KnowledgeNarrative psychology is based on a philosophy of human nature that emphasizes the individual's subjective interpretation of reality as part of an ongoing internal process that is personal yet shared within a social context (Crossley, 1996;Mancuso, 1996). This philosophical view assumes that individuals construct their own stories about life situations on the basis of their interpretation of past experiences, in relation to the social narratives of others, and according to culturally transmitted constructs of reality. This storytelling interaction between a person and the social and cultural environment provides a sense of identity, continuity, cohesiveness, and meaning to life experiences for the individual in the context of community (McAdams & Bowman, 2001).A psychological narrative perspective has its roots in the philosop...

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Constructionism, Personal Construct Psychology and Narrative Psychology

Cited by 24 publications

References 28 publications

Discussing nonconscious processes involved in autobiography

Discussing nonconscious processes involved in autobiography

Experiential learning theory

Narrative methods of personality assessment in school psychology

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