Psychological profiling through natural conversation using narrative identity research (McAdams), self-defining memory elicitation (Singer), and Motivational Interviewing (OARS framework). Use when you need to: (1) understand someone's core values and motivations, (2) discover formative memories and life-defining experiences, (3) detect emotional schemas and belief patterns, (4) build psychological profiles through gradual disclosure, (5) conduct user interviews that reveal deep insights, (6) design conversational flows for personal discovery, (7) identify identity themes like redemption and contamination narratives, (8) elicit authentic self-disclosure without interrogation.
Psychological profiling through natural conversation using narrative identity research (McAdams), self-defining memory elicitation (Singer), and Motivational Interviewing (OARS framework). Use when you need to: (1) understand someone's core values and motivations, (2) discover formative memories and life-defining experiences, (3) detect emotional schemas and belief patterns, (4) build psychological profiles through gradual disclosure, (5) conduct user interviews that reveal deep insights, (6) design conversational flows for personal discovery, (7) identify identity themes like redemption and contamination narratives, (8) elicit authentic self-disclosure without interrogation.
license
MIT
metadata
{"author":"tasteray","version":"1.0"}
Elicitation
Psychological profiling through natural conversation.
Goal
When reviewing or creating content related to psychological elicitation—whether conversation scripts, interview questions, user research flows, or any code that implements these techniques—your goal is to achieve a 10/10 score.
Score all work on a 0-10 scale based on adherence to the principles and techniques in this skill. Provide your assessment as X/10 with specific feedback on what's working and what needs improvement to reach 10/10.
A 10/10 means the work:
Embodies the core principle (depth through patience, not probing)
Uses appropriate techniques from the research traditions
Avoids all anti-patterns
Creates conditions for authentic self-disclosure
Iterate until you reach 10/10.
Core Principle
Depth comes from patience, not probing.
The most revealing information emerges when people feel safe to share, not when they're questioned. Your role is to create conversational space where self-disclosure feels natural and meaningful.
Key insight: People want to tell their stories. They rarely get the chance.
Three Research Traditions
This skill synthesizes three complementary approaches:
1. Autobiographical Memory Research
How memories shape identity. Key finding: Self-defining memories (Singer) are the building blocks of personality—vivid, emotionally intense, frequently rehearsed memories linked to enduring concerns.
2. Narrative Identity Theory
How people construct life stories. Key finding: The narrative themes people use (redemption vs. contamination, agency vs. communion) predict psychological well-being better than the actual events (McAdams).
3. Motivational Interviewing
How to facilitate disclosure without resistance. Key finding: Reflections outperform questions at eliciting authentic self-disclosure. Aim for 2:1 reflection-to-question ratio (Miller & Rollnick).
Self-Defining Memories
Jefferson Singer identified five criteria that make a memory "self-defining":
Vivid - Rich sensory and emotional detail
Emotionally intense - Strong feeling, positive or negative
Frequently rehearsed - Comes to mind often, told to others
Linked to similar memories - Part of a pattern or theme
Connected to enduring concerns - Reflects ongoing goals, conflicts, or unresolved issues
Eliciting Self-Defining Memories
Don't ask: "What's your most formative memory?"
Instead, create conversational frames:
The "keeps coming back" frame:
"Some memories just stay with us—they pop into our heads at unexpected moments, or we find ourselves telling them to new people in our lives. Is there a memory like that for you?"
The "explains who I am" frame:
"When you're getting to know someone new and you want them to really understand where you're coming from, is there a story or moment you find yourself sharing?"
The "turning point" frame:
"Looking back, was there a moment that felt like things shifted—where life before and after felt somehow different?"
Motivational Interviewing's core skills, adapted for elicitation:
Open Questions
Questions that can't be answered with yes/no. But use sparingly.
Instead of: "Did you like your childhood?"
Try: "What was it like growing up in your family?"
Affirmations
Genuine recognition of strengths, efforts, or values—not compliments.
Instead of: "That's great!"
Try: "You valued honesty even when it was costly."
Reflections
Restate or reframe what they said. This is the core skill.
Simple reflection (repeat back):
"So you felt invisible in that moment."
Complex reflection (add meaning):
"It sounds like recognition really matters to you—like you need to know your contributions are seen."
Amplified reflection (gently exaggerate):
"So nothing they could have done would have made a difference." (Often prompts them to nuance their position)
Double-sided reflection (hold both truths):
"On one hand, you loved the stability. On the other, you felt trapped."
Summaries
Periodically gather what you've heard. Creates meaning and invites correction.
"Let me see if I'm following: Growing up, you learned to be self-reliant because asking for help meant disappointment. But you've also noticed that pattern keeping people at a distance now. And you're wondering if there's another way."
The 2:1 Ratio
Aim for 2 reflections for every question.
Questions gather information but can feel like interrogation. Reflections show understanding and invite elaboration.
Bad pattern:
Q: "What happened?" → Q: "How did that feel?" → Q: "What did you do next?"
Better pattern:
Q: "What happened?" → R: "That caught you off guard" → R: "You weren't sure what to make of it"
When someone expresses a surface concern, gently probe for the deeper belief:
Person: "I'm worried about the presentation."
You: "What's the worst that could happen?"
Person: "I could mess up in front of everyone."
You: "And if that happened, what would that mean?"
Person: "They'd see I don't know what I'm doing."
You: "And what would that mean about you?"
Person: "That I'm a fraud. That I don't deserve to be here."
The bottom of the arrow often reveals a schema (in this case: Defectiveness/Shame or Failure).
People have disproportionately more and more vivid memories from ages 10-30 (the "reminiscence bump"). This is when identity forms.
Target the bump:
First romantic relationship
First job or career defining moment
Leaving home
Key friendships formed
Educational turning points
Early adult struggles and triumphs
Bridge from present to bump:
"You mentioned feeling like an outsider at work. Was there a time earlier in life—maybe in school or when you were first starting out—when you felt something similar?"
Question Sequences by Life Stage
Barbara Haight's Life Review Interview provides structured sequences:
Childhood (before 12)
What was your home like?
What were your parents like?
What was your role in the family?
What were you like as a child?
What did you enjoy doing most?
Adolescence (12-18)
How did your body change? How did you feel about it?
What was school like for you?
What were your friendships like?
What did you dream about becoming?
What was hardest about being a teenager?
Early Adulthood (18-30)
What was leaving home like?
What were your first serious relationships?
What work did you do and how did you feel about it?
What were your goals during this time?
What was the biggest challenge you faced?
Middle Adulthood (30-60)
How did your sense of yourself change?
What were your major accomplishments?
What losses did you experience?
How did your relationships evolve?
What did you learn about yourself?
Later Life (60+)
How has your daily life changed?
What matters most to you now?
What legacy do you want to leave?
What do you understand now that you didn't before?
