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1Department of Psychiatry Emeritus, University of Colorado Denver Health Sciences Center, Parker, CO 80134, USA. bob.emde@uchsc.edu
Attachment & Human Development
|December 7, 2007
Summary
Narrative assessment, focusing on shared meaning, can facilitate change in children. Further research on story stem narratives is needed to link assessment directly to therapeutic interventions.
Area of Science:
- Developmental Psychology
- Clinical Psychology
- Cognitive Neuroscience
Background:
- Narrative theory suggests assessments are collaborative and can initiate change.
- Current clinical practice often focuses on individual child meaning (subjectivity).
- Cognitive neuroscience advances support a broader perspective.
Purpose of the Study:
- To explore the shift towards intersubjectivity in narrative assessment.
- To integrate insights from cognitive neurosciences into clinical practice.
- To advocate for further research in story stem narrative assessment.
Main Methods:
- Review of narrative theory and cognitive neuroscience findings.
- Conceptual analysis of subjectivity versus intersubjectivity in assessment.
- Identification of research gaps in story stem narrative assessment.
Main Results:
- A shift from subjectivity to intersubjectivity in narrative assessment is proposed.
- Cognitive neuroscience supports the value of shared meaning in assessment.
- Current research is insufficient for direct treatment links.
Conclusions:
- Intersubjective narrative assessment holds potential for clinical change.
- Further story stem narrative research is crucial for treatment development.
- Integrating cognitive neuroscience enhances understanding of narrative assessment.
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