The article presents an analysis of the concept of narrative competence and its educational connotations. Narrative competence is increasingly recognized as the key area of an individual's language skills. Definitions and differences between the aspects of narrative activity are described. Stages of development of narrative competence in relation to the general phenomena of development are selected and presented. The development of methods of stimulating the narrative competence in the educational process is indicated. Finally, analyzed are general issues related to the development of narrative skills at school: building "narrative" relationships and new ways of assessing learning outcomes. Key words: education, narrative, narrative competence, narrative competence development Złożoność pojęcia kompetencji narracyjnejRozumienie i tworzenie opowieści (historii), zarówno w dzieciństwie jak i w wieku dorosłym, jest ważnym aspektem funkcjonowania społecznego, przynosząc wymierne korzyści w różnych sferach życia. Tezę tę podkreśla się głównie w obszarze psychologii narracji, psychologii języka i psychologii rozwoju człowieka 1 . Dla określenia pewnego rodzaju sprawności i wiedzy,
This study aimed to determine whether level of personality organization is associated with a relational pattern present in an autobiographical narrative about an important interpersonal relationship. The main goals were to explore whether and how the components of the internal relationship pattern, and whether and how the configurations of the components, are related to personality organization, when integrated personality organization (IPO) is taken into account. participants and procedure Assessment of the relational patterns was based on the Core Conflictual Relationship Theme (CCRT)-wishes (WS), responses from others (RO), and responses of the self (RS)-as identified from participants' self-narratives about important relationships (N = 90). results One-way analysis of variance revealed significant differences between groups with different levels of personality organization, according to one wish of self (WS2 To oppose, hurt, control), five responses of others (RO4 Bad; RO5 Rejecting; RO6 Helpful; RO7 Likes me; RO8 Understanding), and three responses of self (RS1 Helpful; RS4 Oppose and hurt others; RS8 Anxious). Considering the configurations of WS + RO + RS, the results indicate that in the borderline personality organization (BPO) group, the WS Libidinal + RO Frustrating + RS Negative pattern is most prevalent, while in the neurotic personality organization (NPO) and IPO groups, the WS Libidinal + RO Fulfilling + RS Negative and the WS Libidinal + RO Fulfilling + RS Positive configurations are most frequent. conclusions The study supports the thesis that component relationship patterns and their configurations might be related to personality organization. The main differences were found between BPO and IPO with NPO placed between them, in a way congruent with Kernberg's theory.
Both empirical and theoretical data would seem to suggest that patients with borderline personality organization (BPO; e.g., O. F. Kernberg, 2004b) show severe problems with emotional regulation that arise due to dysfunctions in intrapsychic representation and emotional–relational processing. The research presented here examines emotional–relational processing from 2 points of view—from that of referential activity (RA) and through the process of narrative processing. A major goal of the 2 presented studies was to explore the referential and narrative processes in BPO. Study 1 compares BPO with a general group of higher personality organization, Study 2 with specified groups (neurotic personality organization [NPO] and integrated personality organization [IPO]). We hypothesized that people with BPO (in their utterances) would show lower emotional–relational processing that might manifest in higher RA processes. The RA indices (concreteness, specificity, and imagery) were significantly higher in the BPO group for narratives about negative emotional–relational situations. No intergroup differences were observed for narratives about positive emotional–relational conditions (Study 1). Moreover, when lexical indices were used, the concreteness index was higher in a statistically significant way for BPO, in comparison with NPO, and the imagery index was significantly higher in BPO than in the IPO group (Study 2). From the experience-processing point of view, results in the BPO group revealed verbal access to emotional experiences but without the reflection stage, where arousal would have connected to meaning. Taking the structure of the representation into account, the disturbance in emotional–relational processing might be explained by a splitting within the intrapsychic representation.
The creation of abridged versions of research tools is a common, justifiable process, but unfortunately it is often carried out without due methodological care and regard for the consequences. Smith and collaborators (2000) have already written about the mistakes that can be made, but their article has not had much practical impact. There are two main mistakes commonly made by researchers: assuming the transferability of validity and reliability between the full and shortened versions and using less stringent criteria to assess the validity and reliability of short forms. These two problems manifest as nine sins committed during the construction of short forms. Here we present procedures designed to allow researchers to avoid these mistakes and create abridged versions of research tools that are as reliable as possible and to assess the costs of the various methods of abridging questionnaires. To this end we determine the expected length of the tool and weight the benefits of reduced questionnaire completion time against the loss of reliability. We also estimate the shared variance of the full and short versions and classification accuracy of the new, short version. We compared quality of short form obtained from three most common statistical techniques for abridging questionnaires. We analysed data from a sample of 519 persons; 309 (59.5%) completed the paper version of the Self-Narrative Inclination Questionnaire (IAN-R), and 210 (40.5%) participated in online tests. Abridgements based on factor loadings and Cronbach’s # were similarly effective and these two methods had a slight advantage over a method based on item response theory-based analyses of difficulty and discriminatory power.
The comment addresses issues concerning the importance of professional experience for various kinds of assessment carried out in the field of clinical psychology. The influence of clinical experience is understood broadly and considered in connection with assessment procedure leading to differential and structural-functional diagnosis, with special attention to the context of the diagnostocianʼs personality. The limitations that stem from monitoring focused exclusively on cognitive processes are also discussed.
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