Website
for Sharon Rae Jenkins, Ph.D.
My
current research program identifies the clinically important features of
personal relationships that are reflected in clients' stories. These features
include social isolation, experience in violent relationships, dependency, and
other relationship problems, as well as personal strengths such as attachment
and emotional expression that seems to enable clients to have good
relationships. The major assessment approach that I use comes from my recently
finished edited book, the Handbook of Clinical Scoring Systems for Thematic Apperceptive Techniques, which presents 15 scoring
systems for the storytelling techniques that we use in clinical assessment.
This book is designed for advanced assessment courses and to assist students
with theses and dissertations by presenting research summaries and scoring
manuals that are designed for self-teaching. Less structured assessment
techniques, including storytelling and Rorschach Ink Blots, are more promising
for cross‑cultural generalizability
than are structured tests that are dependent on the language and culture of the
test developers, which are more vulnerable to cultural differences in language
use, such as idioms. Less structured techniques capture the client's way of
organizing the world, rather than asking the client to adopt and respond to the
test developer's frame of reference.
Clinical
assessment for treatment planning depends on good data about the client's
psychosocial functioning, as that will influence how the client responds to a
particular treatment modality, therapist, and intervention strategy. A client's
social relationships while in treatment might also affect the success of
therapy, so it is important to know what the client brings to those
relationships. The nonlinear and situation-specific, sometimes
culture-specific, associations between clients' experiences and their
problematic behavior are best understood using storytelling techniques to
sample clients' internal interpersonal scenarios, then using structured scoring
systems to identify the aspects of these scenarios that aren't fitting the
client's context very well. Finally, in my approach, the chief consumer of this
information is the client, using the collaborative assessment (see Connie
Fischer's book, Individualizing Personality Assessment) or therapeutic
assessment (see Stephen Finn's book, In Our Clients' Shoes) models. In
those models, the conversation between client and assessor about the client's
data enables both to understand the role of their own culture in shaping their
perceptions of the client and the client's problems, thus leveling power
disparities and reducing the potential negative impact of cultural differences.
These assessment approaches offer a stronger platform for psychotherapy
(indeed, "culture‑positive" therapy!)
than has been possible to this point.
I
have several projects in progress, mostly involving teaching undergraduates to
score story data from existing data sets, which they may use for their honors
theses. Some of my research team's recent theses and dissertations involve
relating scores for dependency, affect, interpersonal decentering,
or Westen's Social Cognition and Object Relations
Scales (SCORS) to college students' close relationship characteristics and
interpersonal problems, or using them to predict the unfolding of psychotherapy
in clients' early sessions. Other current theses and dissertation projects
include correlates of suicidality among Asian
Americans, Asian Indian American women's family tensions in relation to
acculturation and gender roles, acculturation variables and family process
among globally mobile sojourners, and academic
acculturation stresses among first-generation college students. My team's new
data collections will include culturally diverse samples.
More about the
Handbook of Clinical Scoring
Systems for Thematic Apperceptive Techniques
A
fundamental hypothesis behind my book is that structured scoring systems for
thematic apperceptive techniques (TATs) are one way
to bridge the scientist‑practitioner gap by
enabling scientifically sound, efficient, and clinically informative
examination of clients' stories to answer focused clinical questions relevant
to diagnosis, estimation of prognosis, and effective treatment planning.
Testing this hypothesis requires a body of research using specific systems for
clinically appropriate purposes. Such research has been difficult because the
scoring manuals and practice stories necessary for both clinical and research use
have not been available widely, if at all. This collection of scoring manuals
makes available a selection of promising ones, and the summary chapters for
each explain their best uses, evidence for validity and reliability, and
priorities for future research.
Any
movement from general to specific, or vice versa, involves a leap of inference.
The traditional "clinical approach" to story analysis has involved
large leaps of inference (albeit highly educated), using abstract theoretical
constructs and frameworks to structure the assessor's understanding of the
stories, and thus of the particular client. This approach allows for a highly
detailed and individualized understanding of the person, but might make it
difficult to see the client's commonalities with others. Yet if no
generalizations can be made, how can we know whether what helped the last
client might help this one?
Structured
scoring systems minimize leaps of inference by providing the assessor with
detailed, specific descriptions of what to look for in each story‑‑words,
phrases, images, structural features, degrees of intensity. These scoring
category criteria indicate what to do if the material described is found‑‑assign a point, a scale rating, or make
some other decision. One requirement of these descriptions is that they be
sufficiently clear and detailed that most appropriately trained people, given
the same rules for observation, will usually see the same thing in the same
place. This requirement of interscorer reliability
meets the scientific criterion for objectivity, that is, agreement on whether
or not the phenomenon to be identified has in fact been observed.
"The story‑‑from
Rumplestiltskin to War and Peace‑‑is
one of the basic tools invented by the human mind, for the purpose of gaining
understanding. There have been great societies
that did not use the wheel, but there have been no societies that did not tell
stories."
‑‑Ursula K. LeGuin, 1979