T.A.T.

Card 1
Scoring Guide

Longitudinal Immigrant Student Adaptation Study

Carola Suarez-Orozco

Irina L. G. Todorova

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Introduction to the T.A.T Scoring Guide

This scoring manual was especially developed for the Longitudinal Immigrant Student
Adaptation Study and for the purposes of this study. It focuses on themes of
achievement and relationships, which were derived inductively after reading stories
narrated by participants from all the countries of origin involved in this project. It is
intended both as training tool for scorers and a reference guide for sorting through
ambiguous narratives or resolving disagreements in how scorers assessed a particular
item for a specific narrative.

We suggest you begin by reading through the explanations below with the T.A.T. score
sheet in hand. Make sure you understand what each scale measures as well as how
each item on the particular scale differs from the others.

Continue to use the guide as you work through each narrative until you have
internalized the scoring system. At this point refer back to it only when necessary.

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The Scales

Introduction

The first scale Story Theme aims to identify if this is an achievement story of different
types, a relational story or a descriptive story. The second three scales, namely
Definition of Success, Attribution of Success and Resolution, are geared towards
projective narratives that tell an achievement story – regardless of whether the story is a
classic McClelland story of achievement motivation or another kind of personal
achievement such as harmonious relations with friends or family. Whether it attributes
the success or failure or not, or if there is a resolution to the story or not, it can still be
an achievement story. If the story is not as story about any kind of achievement, then
score as “NRC” - no related content.

As you work, you must remember to choose scale items according to evidence supplied
by the storyteller. Be diligent about not projecting your thoughts onto the narrative. If
the storyteller didn’t say it, it isn’t so! The scales for Story Theme, Definition of
Success, Resolution, Concerns with Adequacy, Engaged in Task, Source of External
Pressure, Response to External Pressure, and Helping require that you choose one
item that best represents the story. For the Expressed Affect and Impediment scales
you may choose as many items for which there is explicit evidence in the narrative. In
the Interpersonal Relationships Scale you can choose one description of the nature of
the relationship for each type of relationship described.

Though different scales might seem to be assessing similar dimensions, please give a
score to all scales since they give different perspectives on that dimension.

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Story Theme

After reading the story, choose ONE of the following themes that best represents the
dominant type of story -- achievement story, relational story, both achievement and
relational, or descriptive story. Determining the dominant theme also helps filter the
purely descriptive stories, even though Card 1 usually does not elicit many of those.

Achievement Code the narrative as an achievement story if the dominant

theme is that of the protagonist working toward a goal, achieving
success, dealing with a task – independent of whether success is
achieved or not. These are stories in which relationships are not
invoked at all, or if they are, they are not relevant to the striving to
achieve – i.e. they are neither helping or impeding success.
These stories should be coded for the following 3 scales.
Achievement/ These stories are also about achievement, with explicit help or
Relational hindrance by others in the process of striving for the goal. In
these stories both themes are integrated and cannot be pulled
apart. These stories should be coded for the following 3 scales.
Relational Code the narrative as relational if the major plot circles around
interpersonal contacts, concerns, connection or disconnection
with others. If two or more people are interacting in any way, and
achievement is not relevant it is a relational story. Typical
examples are love triangle stories. Relational stories are also
those stories in which parents pressure the child to play the violin,
he doesn’t want to but does not have alternative desires and
does not go on to learn or strive toward anything.
Descriptive The story is descriptive if it just describes the picture, lists who is
present and possibly what they are doing, without, however
creating a plot or a connection between the characters and
without attributing goals and emotions. If a story is descriptive, it
will receive a score of NRC for the following three scales.

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Definition of Success
The “definition of success” scale assesses how the storyteller conceptualizes success
(or failure). SCORE ONLY ONE ITEM FROM THIS SCALE. If there are two themes
score the dominant one. If that is not obvious, then score the one that ends with a
resolution.

High Level of Score this item when the story tells about achieving high levels of
Success/ success, mastery, excellence in skills, career, talent, community,
etc. This is also coded when the student tells a story in which the
Excellence
outcome is fame (or loss of fame) such as being a concert violinist
or a star in the NBA. This includes publicity around a specific
event, such as being put in the newspaper for performing well.
Mastering Task When the story is mainly about learning to do something, such as
learning to play the violin, learning a language, learning a subject
at school. Again, this is scored independently of whether the task
is actually mastered or not -- the important thing is whether they
conceive of success in this way. This code is used when success
is important but particular strivings toward excellence are not
obvious.
Situational Stories that describe being successful in a particular situation,
Success usually a small, one-time event. Examples are performing at a
concert, doing a test at school, fixing a broken violin, doing a
homework problem, etc.
Relational When the story is primarily about relational changes and tensions
Harmony and the protagonist’s efforts to improve the relationship, resolve
the tensions. Whether they successfully resolved or not, this code
is used if there is a goal related to the evolution of the relationship
(i.e. if the Story Theme is Relational/achievement).
Not Failing If the protagonist is 1) preoccupied with the possibility or
inevitability of failure, or 2) defines the success in terms of not
having failed such as “she didn’t forget the notes, therefore they
applauded”.
Satisfaction When the protagonist in the story attains a goal for the sake of
having the skill, taking pleasure in the sense of accomplishment.
Satisfaction is also scored when the story tells about following
one's calling or heart, including in the face of pressure to do
something else. It is scored when there is external pressure in one
direction, but the protagonist believes he has another calling,
talent or desire and strives toward that instead.
NRC NRC - No Related Content -- indicates that the story is not a story
about achievement. If the story has a score of NRC in this scale,
it will also have NRC for the following two scales

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Attribution of Success

To what does the storyteller attribute the success (or failure), assuming the story is an
achievement story? YOU CAN SCORE MORE THAN ONE ITEM FROM THIS SCALE,
if they are present in pretty much equal strength, but to the extent possible, determine
which one clearly dominates, and use just that item.

Innate Talent If the storyteller attributes the outcome to talent or innate ability
(or lack thereof) then assign an “innate talent” rating. For
example, if a violinist in unable to perform well because he is tone
deaf then the lack of success is due to a lack of innate talent.
Personal Effort If the storyteller attributes a successful outcome to hard work,
practice or effort, then assign the “personal effort” rating. This
can include stories, which state that one can depend only on self,
that much practice is needed to learn a task. Sustained effort
must be evident even if 'hard work' is not explicitly stated.
Help of Others When the protagonist succeeds because a teacher, relative or
other person assists or models a process, then success is due to
the “help of others.” It is not necessary for someone to have
actually helped – only that success or the possibility of it is
attributed to that help. This item does not contradict with the
presence of "Personal Effort" and they can be scored together.
Faith When success follows on the heels of prayer or an explicit appeal
to a higher power, then that success is attributed to “faith.”
Fate or Chance If the narrator tells a story of success (or failure) where the
outcome is a matter of fate, inevitable or by chance, then a “fate
or chance” rating is assigned.
No attribution of If the storyteller relates a success story but doesn’t attribute the
success success (or failure) to anything, including fate or chance, then a
no attribution rating is given.
NRC No related content indicates that the story was not a story about
success.

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Resolution

The “resolution” item assesses the nature of the story’s resolution. Was the story a
success or failure, or did it end in another way? SCORE ONLY ONE ITEM FROM THIS
SCALE.

Success When the teller relates a story with a successful outcome, then
the resolution is “success.” Any task that is completed is a
success.
Failure or Poor When the teller relates a story, which ends in failure or a poor
Performance performance, then the resolution is “failure or poor performance.”
This usually (but not necessarily) includes statements of “can’t”,
“fail”, “can’t do it”.
Escape If the storyteller concludes with the protagonist escaping – by
physically or psychologically removing him or herself – then the
resolution is “escape.”
Giving Up This is scored if the story contains explicit mention or suggestion
of giving up, not being able to go on. It is different from the
previous item in that the protagonist doesn't only distance oneself
from the activity, but also cannot continue, gives up in general
and usually expects not to come back to the task.
None When the story is an achievement story in one of the 3 versions
of achievement in Story Theme, and begs a resolution but none
is forthcoming then score “none.”
NRC When the story is not an achievement story, then score “NRC” for
no related content.

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Concerns with Adequacy

Is the protagonist worried about abilities, skills, etc.?

Present Concerns with adequacy are present if the protagonist is

wondering if he can accomplish the task, worried about whether
he has the necessary skills, talents, or ability to learn them. In
some cases "can't do it" is explicitly stated, in others sign of low-
self esteem are present. These are stories of self-doubt,
frustration with oneself and one’s abilities and/or the process.
Not Present Even if he lacks the skills, but is not concerned or uncomfortable
with that, score "Not present". For example, not-knowing to play
the violin but learning pretty smoothly without worry is a situation,
which will have this score. Learning to play, learning English,
doing one’s homework, even if difficult, as long as it is going
smoothly and not eliciting self doubt, does not contain concerns
with adequacy.

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Engagement

What is the protagonist's relationship to the task or activity which is described in the
story? SCORE ONLY ONE ITEM FROM THIS SCALE.

Engaged When the protagonist is active in the task, interested, doing

it, even if s/he doesn't like it.
Disengaged Not motivated, not trying, disinterested, bored, completely
distanced.
NRC Score NRC when there is no task or activity in the story with
which to be engaged. Note the difference between NRC
and “disengaged”.

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Source of External Pressure

The “external pressure” scale shows whether there is pressure from others -- to
achieve, perform, or take a particular action -- and where it is coming from. The simple
presence of these people or situations does not automatically mean that there is
pressure from them -- there has to be a sense of tension, commands, authority, worry
about how the presentation will go, etc. Usually the child doesn’t want to do it and is
being forced, or he is not positive about doing it, but the circumstances are such that
s/he persists. For example, homework that is difficult is scored as “external pressure
from school”.

Parents Pressure from mother, father or other adult in that role.

Peers Pressure from classmates, friends, gangs.
Schools/Work/ Pressure from teachers, testing situations, homework, jobs, or
Performance concert and other types of performance situations.
NRC If there is no external pressure, then score as NRC.

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Response to External Pressure

This scale assesses how the protagonist responds to the external pressure scored
above, if it is present. Is the protagonist compliant with the pressure, or does s/he avoid
compliance? SCORE ONLY ONE ITEM FROM THIS SCALE.

Avoidant If the protagonist resists or avoids the external pressure, then

score as avoidant.
Compliant If the protagonist is compliant with the pressure, then score as
compliant.
NRC If there is no external pressure, then score as NRC.

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Interpersonal Relations

The “interpersonal relations” scale assesses the protagonist’s relations with family,
peers, teachers, an audience (such as in performance situations) and a generalized
“other” people along a positive (+), negative (-), neutral axis. Look for explicit mention of
these types of interpersonal relationships in the narrative. Once you locate them,
assess whether the tenor of the relationship is positive, negative or neutral. Make sure
you have identified explicit evidence in the text for labeling a relationship positive or
negative. If there is none, then assess the relationship as neutral. If the relationship
changes and there is both conflict and connection, this does not add up to a neutral
score -- score "both". If there is no mention of any type of relationship, then rate the
item as NRC.

Family Mention of anyone in a kinship or fictive kinship relationship --

parents, siblings, uncles, and cousins.
Peers Friends, schoolmates, competitors in musical competitions.
Audience People listening to or watching a protagonist perform, either in
school or other concerts situations.
Teachers Anyone specified as a teacher or anyone that is not a relative or
peer acting as a teacher.
Other Anyone else mentioned that does not fit into the first four
categories. For example, if the story refers to "a man".
NRC If each of these types of relationships are not present in the story.

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Expressed Affect

The “Expressed Affect” scale assesses the range of emotions explicitly expressed in
the narrative. SCORE AS MANY FOR WHICH THERE IS TEXTUAL EVIDENCE. Be
mindful of not projecting your affect onto the story. Score a '99' if another affect that is
not included in this scale appears in the story.

Anxiety/fear Nervousness, worry, fear or concern.

Anger Anger, rage, being mad at someone or about something.
Positive/ Happy Happiness, joy, pride, etc.
Sad/ Depressed Sadness, unhappiness, depression, crying, etc.
Flat/ Numb Score when the storyteller fails to mention affect in a situation that
evokes feelings in the average reader. For example, the narrator
relates a story of surviving a rape, but expresses no affect in the
telling.
Shame Shame, humiliation, embarrassment, guilt, etc.
Upset/ Bad Score this when they say "… felt bad" or when there is general
discomfort or unease, yet it is not as strong as sad/ depressed.
Frustrated When frustration, disappointment, discouragement are mentioned.
Bored Disinterest in task or activity.
Tired/ Sick Tiredness, illness or hunger.
NRC No feelings conveyed. Note the difference between NRC and
Flat/Numb. With NRC, the protagonist does not express affect,
but the situation doesn’t beg such expression. With Flat/Numb,
the protagonist does not express affect, but the nature of the
narrative begs such expression.

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Impediment

This scale describes the tensions, barriers, and problems faced by the protagonist in the
story. They are scored if they are mentioned, independent of whether they are
overcome or not. SCORE AS MANY FOR WHICH THERE IS TEXTUAL EVIDENCE.
Score a '99' if another impediment that is not included in this scale appears in the story.

Lack of Not having the skills, not knowing a language, how to play the
Knowledge violin, to do the homework, etc. This can be scored whether there
is inadequacy involved or not.
Discrimination/ Includes more covert and more overt negative attitudes of others,
Hostility including violence, beatings, punishment, scolding, making fun,
etc.
Poverty Explicit mention of poverty, being poor, or having to save money,
to make ends meet.
Illness/Tired An illness or lack of energy is getting in the way.
Broken Violin When the story mentions a broken violin, whether accidentally or
purposefully broken.
Unfocused/ When what is getting in the way is lack of focus, distraction,
Bored dislike of task or situation, boredom.
"Problems" Score this when unspecified problems, difficulties or troubles are
mentioned.
Substance Abuse When drugs, cigarettes, alcohol are mentioned -- independent of
whether the protagonist or someone else is using, including when
there is pressure by others to use.
Confusion When the protagonist can't decide what to do, is confused,
disoriented, uncertain, undecided, "I don't know.
Parent Situations in which the child wants to play the violin, but the
disapproves of parents are forbidding or have another idea of what the child
child playing should be doing/playing.
violin
Loneliness/ No When the protagonist is lonely, alone and disliking it, when there
One to Help. is no one to help when help is needed.
NRC No impediment.

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Helping Scale

This scale is used to further clarify what forms of helping and support are included in the
story. The Attribution of Success Scale identifies this dimension partially through
determining if success is attributed to the help of others, but this scale further refines it
since several nuances of “helping” have been identified inductively in the stories.
SCORE ONLY ONE ITEM FROM THIS SCALE.

Achieving to This code is used when the protagonist is on his own, achieves
help self on his own. This is coded when it is an achievement story, and
the resolution is positive – i.e. when he actually is able to ‘help
self’. This code is used when the protagonist avoids external
pressure to play the violin and follows his own path (as long as he
knows what his alternative desire is).
With the help of If the protagonist is working and succeeding with the positive
others input, support and help from others.
To help others in If the protagonist is striving for success or education, with the
the future purpose of using that to help others, to give back to others, etc. It
is also scored when he is achieving in order to make others
(parents, teachers) proud.
Offering help to These are stories of spontaneous offering of help – when the
those in need protagonist sees someone in need and offers food, support,
encouragement, etc. This theme rarely comes up for Card 1, but
is present in Card 2.
Building This is used when there is a goal to help others through
relationships improving the relationship.
NRC If there are no helping themes in the story, then score as NRC.

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