Narrative psychology is a perspective in psychology concerned with the "storied nature of human conduct", [1] that is, how human beings deal with experience by observing stories and listening to the stories of others. Operating under the assumption that human activity and experience are filled with "meaning" and stories, rather than lawful formulations, narrative psychology is the study of how human beings construct stories to deal with experiences.
The word narrative is used as a specific method. It is a method of articulating life experiences in a meaningful way. [2] Narrative psychology is not a single or well-defined theory. It refers to a range of approaches to stories in human life and thought. [3] In narrative psychology, a person's life story becomes a form of identity as how they choose to reflect on, integrate and tell the facts and events of their life not only reflects, but also shapes, who they are. [4] It is a social constructivist approach that studies the implications of these stories for individuals and societies. [5]
Psychologists became interested in stories and everyday accounts of life in the 1970s. The term narrative psychology was introduced by Theodore R. Sarbin in his 1986 book Narrative Psychology: The storied nature of human conduct [1] in which he claimed that human conduct is best explained through stories and that this explanation should be done through qualitative research. [6] Sarbin argued that "narrative" is a root metaphor for psychology that should replace the mechanistic and organic metaphors which shaped so much theory and research in the discipline over the past century. [1]
Jerome Bruner explored the "narrative kind of knowing" in a more empirical way in his 1986 book Actual Minds, Possible Worlds. [7] Bruner makes a distinction between "paradigmatic" and "narrative" forms of thought, proposing that they are both fundamental but irreducible to one another. [8] The hermeneutic philosopher Paul Ricoeur argued that since we live in a changing world, creating narratives helps to bring order to the changing flux. [9]
The narrative approach was also furthered by Dan P. McAdams, [10] who put forward a life story model of identity to describe three levels of personality, leading to explorations of how significant life transitions are narrated and how the "self and culture come together in narrative". [11] [12]
Narrative psychological approaches have become influential in research into the self and identity, as analysing life stories can explore the "unity and coherence" of the self. [6] [13] More recently, narrative psychology has sought to use quantitative research to study communication and identity, studying narratives to obtain empirical data about human social cognition and adaptation. [14]
Narrative psychologists use interviews to provide an opportunity for a person to give a detailed account of their life or particular events. Elliot Mishler has criticized the standard use and analysis of interviews. Qualitative researchers often disrupt the storytelling nature of interviews and ignore the narrative structure of transcribed interviews. [15]
Narrative researchers provide more opportunity for interviewees to provide a more extended narrative account of particular experiences. These narrative interviews can then be transcribed and analyzed to explore both their structure and content with reference to the immediate and broader social context. [16] [17]
According to Brown and Taylor (1997), formerly enslaved African-Americans have made contributions to narrative psychology by participating in the Federal Writers' Project that was conducted from 1937 to 1938. Nearly three hundred field workers participated in the process of interviewing 2000 former slaves across seventeen states to construct narratives from the former slaves' accounts of their lives as slaves and during the period after the Civil War. One of the best interviewers was said[ by whom? ] to be folklorist Ruby Pickens Tartt, who worked principally in rural Sumter County in Alabama. She recorded exactly what the slaves would say in their interviews, and she went on to write folk tales based on their tales. [18]
T.L. Brink and Victoria Karalun (2022) contend that the different historical and contemporary schools of psychology (e.g., Positive Psychology) are converging on narratives as the central element in 21st century psychology, mediating between such constructs as moods, attitudes, personality traits and roles. [19]
Hermeneutics is the theory and methodology of interpretation, especially the interpretation of biblical texts, wisdom literature, and philosophical texts. As necessary, hermeneutics may include the art of understanding and communication.
A narrative, story, or tale is any account of a series of related events or experiences, whether nonfictional or fictional. Narratives can be presented through a sequence of written or spoken words, through still or moving images, or through any combination of these. The word derives from the Latin verb narrare, which is derived from the adjective gnarus. The formal and literary process of constructing a narrative—narration—is one of the four traditional rhetorical modes of discourse, along with argumentation, description, and exposition. This is a somewhat distinct usage from narration in the narrower sense of a commentary used to convey a story. Many additional narrative techniques, particularly literary ones, are used to build and enhance any given story.
Jerome Seymour Bruner was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at the New York University School of Law. He received a BA in 1937 from Duke University and a PhD from Harvard University in 1941. He taught and did research at Harvard University, the University of Oxford, and New York University. A Review of General Psychology survey, published in 2002, ranked Bruner as the 28th most cited psychologist of the 20th century.
Participant observation is one type of data collection method by practitioner-scholars typically used in qualitative research and ethnography. This type of methodology is employed in many disciplines, particularly anthropology, sociology, communication studies, human geography, and social psychology. Its aim is to gain a close and intimate familiarity with a given group of individuals and their practices through an intensive involvement with people in their cultural environment, usually over an extended period of time.
The psychology of self is the study of either the cognitive, conative or affective representation of one's identity, or the subject of experience. The earliest form of the Self in modern psychology saw the emergence of two elements, I and me, with I referring to the Self as the subjective knower and me referring to the Self as a subject that is known.
Qualitative research is a type of research that aims to gather and analyse non-numerical (descriptive) data in order to gain an understanding of individuals' social reality, including understanding their attitudes, beliefs, and motivation. This type of research typically involves in-depth interviews, focus groups, or observations in order to collect data that is rich in detail and context. Qualitative research is often used to explore complex phenomena or to gain insight into people's experiences and perspectives on a particular topic. It is particularly useful when researchers want to understand the meaning that people attach to their experiences or when they want to uncover the underlying reasons for people's behavior. Qualitative methods include ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis. Qualitative research methods have been used in sociology, anthropology, political science, psychology, communication studies, social work, folklore, educational research, information science and software engineering research.
Autoethnography is a form of ethnographic research in which a researcher connects personal experiences to wider cultural, political, and social meanings and understandings. It is considered a form of qualitative and/or arts-based research.
Narrative therapy is a form of psychotherapy that seeks to help patients identify their values and the skills associated with them. It provides the patient with knowledge of their ability to live these values so they can effectively confront current and future problems. The therapist seeks to help the patient co-author a new narrative about themselves by investigating the history of those values. Narrative therapy is a social justice approach to therapeutic conversations, seeking to challenge dominant discourses that shape people's lives in destructive ways. While narrative work is typically located within the field of family therapy, many authors and practitioners report using these ideas and practices in community work, schools and higher education. Narrative therapy has come to be associated with collaborative as well as person-centered therapy.
Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.
The cognitive revolution was an intellectual movement that began in the 1950s as an interdisciplinary study of the mind and its processes, from which emerged a new field known as cognitive science. The preexisting relevant fields were psychology, linguistics, computer science, anthropology, neuroscience, and philosophy. The approaches used were developed within the then-nascent fields of artificial intelligence, computer science, and neuroscience. In the 1960s, the Harvard Center for Cognitive Studies and the Center for Human Information Processing at the University of California, San Diego were influential in developing the academic study of cognitive science. By the early 1970s, the cognitive movement had surpassed behaviorism as a psychological paradigm. Furthermore, by the early 1980s the cognitive approach had become the dominant line of research inquiry across most branches in the field of psychology.
Enactivism is a position in cognitive science that argues that cognition arises through a dynamic interaction between an acting organism and its environment. It claims that the environment of an organism is brought about, or enacted, by the active exercise of that organism's sensorimotor processes. "The key point, then, is that the species brings forth and specifies its own domain of problems ...this domain does not exist "out there" in an environment that acts as a landing pad for organisms that somehow drop or parachute into the world. Instead, living beings and their environments stand in relation to each other through mutual specification or codetermination" (p. 198). "Organisms do not passively receive information from their environments, which they then translate into internal representations. Natural cognitive systems...participate in the generation of meaning ...engaging in transformational and not merely informational interactions: they enact a world." These authors suggest that the increasing emphasis upon enactive terminology presages a new era in thinking about cognitive science. How the actions involved in enactivism relate to age-old questions about free will remains a topic of active debate.
Self-categorization theory is a theory in social psychology that describes the circumstances under which a person will perceive collections of people as a group, as well as the consequences of perceiving people in group terms. Although the theory is often introduced as an explanation of psychological group formation, it is more accurately thought of as general analysis of the functioning of categorization processes in social perception and interaction that speaks to issues of individual identity as much as group phenomena. It was developed by John Turner and colleagues, and along with social identity theory it is a constituent part of the social identity approach. It was in part developed to address questions that arose in response to social identity theory about the mechanistic underpinnings of social identification.
Theodore Roy Sarbin (1911–2005) was an American psychologist and professor of psychology and criminology at the University of California, Santa Cruz. He was known as "Mr. Role Theory" because of his contributions to the social psychology of role-taking.
Bruce MacFarlane Hood is a Canadian-born British experimental psychologist and philosopher who specialises in developmental cognitive neuroscience. He is currently based at the University of Bristol and his major research interests include intuitive theories, self identity, essentialism and the cognitive processes behind adult magical thinking.
Katherine Nelson was an American developmental psychologist, and professor.
The theory of narrative identity postulates that individuals form an identity by integrating their life experiences into an internalized, evolving story of the self that provides the individual with a sense of unity and purpose in life. This life narrative integrates one's reconstructed past, perceived present, and imagined future. Furthermore, this narrative is a story – it has characters, episodes, imagery, a setting, plots, and themes and often follows the traditional model of a story, having a beginning, middle, and an end (denouement). Narrative identity is the focus of interdisciplinary research, with deep roots in psychology.
Bertram Joseph Cohler was an American psychologist, psychoanalyst, and educator primarily associated with the University of Chicago, the Chicago Institute for Psychoanalysis, and Harvard University. He advocated a life course approach to understanding human experience and subjectivity, drawing on insights from psychoanalysis, developmental psychology, personology, psychological anthropology, narrative studies, and the interdisciplinary field of human development. Cohler authored or co-authored over 200 articles and books. He contributed to numerous scholarly fields, including the study of adversity, resilience and coping; mental illness and treatment; family and social relations in normal development and mental illness; and the study of personal narrative in social and historical context. He made particular contributions to the study of sexual identity over the life course, to the psychoanalytic understanding of homosexuality., and to the study of personal narratives of Holocaust survivors. Other than his graduate study at Harvard, Cohler spent his career at the University of Chicago and affiliated institutions, where he was repeatedly recognized as an educator and a builder of bridges across disciplines. He was treated for esophageal cancer in 2011, but became ill from a related pneumonia and died on 9 May 2012 not far from his home in Hyde Park, Chicago.
The Department of Psychology at Harvard University is an academic department in Cambridge, Massachusetts, United States, that is part of the Harvard Faculty of Arts and Sciences. The department offers bachelor's, master's and doctorate degrees in psychology. Current research at the department focuses on clinical, cognitive, developmental, and social psychology. Notable psychologists that have been affiliated with the department include William James, B. F. Skinner, Gordon Allport, Jerome Bruner, George Miller, and Henry Murray, among others. The department ranks as one of the top psychology departments in the United States and the world.
Elliot George Mishler was an American social psychologist who had significant influence on the development of narrative psychology.
In psychology, the self-confrontation method (SCM), developed by Hubert Hermans, is a technique for examining people's behavior modification. It relies on people's inconsistent knowledge and dissatisfaction with their own values, motivation, behaviors, or with their personal meaning systems and those of significant others. Self-confrontation psychology is based on two theories which are valuation theory and dialogical-self theory.