Narrative methods of personality assessment in school psychology

Abstract

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...

Uncovering Victoria's Secret

“…These included pictures of garments, web page visits, and small group discussions. Projection is based on the hypothesis that individuals will project their own perceptions, attitudes, feelings, and needs in assigning meaning to relatively ambiguous stimuli (Esquivel and Flanagan, 2007; Wiggins, 2003; Kramer‐Moore, 2010). The narrative was recorded and transcribed.…”

'n Eksploratiewe ondersoek na adolessente se internetgebruik en die identifisering van moontlike risikofaktore ten opsigte van hulle psigososiale welstand

“…Narratiewe sielkunde is gebaseer op 'n filosofie oor die menslike aard wat die individu se subjektiewe interpretasie van die werklikheid as deel van 'n deurlopende proses wat persoonlik, dog gedeel is in 'n sosiale konteks, beklemtoon (Esquivel & Flanagan 2007). Die primêre fokuspunt van 'n narratiewe benadering is mense se weergawes van hulle ervarings.…”