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Summarize what changed and any follow-up checks I should run." } ] }, "documentation": { "source": "clawhub", "primaryDoc": "SKILL.md", "sections": [ { "title": "Elicitation", "body": "Psychological profiling through natural conversation." }, { "title": "Goal", "body": "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.\n\nScore 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.\n\nA 10/10 means the work:\n\nEmbodies the core principle (depth through patience, not probing)\nUses appropriate techniques from the research traditions\nAvoids all anti-patterns\nCreates conditions for authentic self-disclosure\n\nIterate until you reach 10/10." }, { "title": "Core Principle", "body": "Depth comes from patience, not probing.\n\nThe 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.\n\nKey insight: People want to tell their stories. They rarely get the chance." }, { "title": "Three Research Traditions", "body": "This skill synthesizes three complementary approaches:" }, { "title": "1. Autobiographical Memory Research", "body": "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." }, { "title": "2. Narrative Identity Theory", "body": "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)." }, { "title": "3. Motivational Interviewing", "body": "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)." }, { "title": "Self-Defining Memories", "body": "Jefferson Singer identified five criteria that make a memory \"self-defining\":\n\nVivid - Rich sensory and emotional detail\nEmotionally intense - Strong feeling, positive or negative\nFrequently rehearsed - Comes to mind often, told to others\nLinked to similar memories - Part of a pattern or theme\nConnected to enduring concerns - Reflects ongoing goals, conflicts, or unresolved issues" }, { "title": "Eliciting Self-Defining Memories", "body": "Don't ask: \"What's your most formative memory?\"\n\nInstead, create conversational frames:\n\nThe \"keeps coming back\" frame:\n\n\"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?\"\n\nThe \"explains who I am\" frame:\n\n\"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?\"\n\nThe \"turning point\" frame:\n\n\"Looking back, was there a moment that felt like things shifted—where life before and after felt somehow different?\"" }, { "title": "What Self-Defining Memories Reveal", "body": "Memory FeaturePersonality InsightThemes of mastery, achievementHigh need for agencyThemes of connection, relationshipsHigh need for communionRedemption sequences (bad → good)Resilience, generativityContamination sequences (good → bad)Depression risk, unresolved traumaIntegration and meaning-makingPsychological maturityFragmentation and confusionIdentity diffusion\n\nSee: Self-Defining Memories Reference" }, { "title": "Life Story Interview: 8 Key Scenes", "body": "Dan McAdams' Life Story Interview asks for 8 specific \"scenes\" that reveal narrative identity:\n\nHigh Point - Peak experience, most wonderful moment\nLow Point - Nadir, most difficult moment\nTurning Point - Moment of significant change\nEarliest Memory - First clear memory\nImportant Childhood Memory - Vivid memory before age 12\nImportant Adolescent Memory - Vivid memory from teen years\nImportant Adult Memory - Significant recent memory\nOne Other Important Memory - Anything else that defines who they are" }, { "title": "Conversational Adaptations", "body": "You don't need to ask all 8 sequentially. Instead:\n\nOpen with curiosity, not agenda:\n\n\"I'm curious about the moments that shaped you. Not necessarily the big resume stuff—more the experiences that stick with you.\"\n\nFollow their lead:\nWhen they mention a period of life, gently explore:\n\n\"What was that time like for you? Any particular moments that stand out?\"\n\nBridge across time:\n\n\"That sounds like it mattered. Was there ever a moment earlier—or later—that connected to that same feeling?\"" }, { "title": "Narrative Themes to Listen For", "body": "Agency themes (personal power, achievement, mastery):\n\n\"I decided...\"\n\"I made it happen...\"\n\"I pushed through...\"\n\nCommunion themes (connection, love, belonging):\n\n\"We were all together...\"\n\"I felt so close to...\"\n\"They understood me...\"\n\nRedemption sequences (suffering leads to growth):\n\n\"It was terrible, but...\"\n\"Looking back, I'm glad...\"\n\"That's what made me who I am...\"\n\nContamination sequences (good becomes bad):\n\n\"Things were great until...\"\n\"I thought I was happy, but...\"\n\"It ruined everything...\"\n\nSee: Narrative Identity Reference" }, { "title": "OARS Framework", "body": "Motivational Interviewing's core skills, adapted for elicitation:" }, { "title": "Open Questions", "body": "Questions that can't be answered with yes/no. But use sparingly.\n\nInstead of: \"Did you like your childhood?\"\nTry: \"What was it like growing up in your family?\"" }, { "title": "Affirmations", "body": "Genuine recognition of strengths, efforts, or values—not compliments.\n\nInstead of: \"That's great!\"\nTry: \"You valued honesty even when it was costly.\"" }, { "title": "Reflections", "body": "Restate or reframe what they said. This is the core skill.\n\nSimple reflection (repeat back):\n\n\"So you felt invisible in that moment.\"\n\nComplex reflection (add meaning):\n\n\"It sounds like recognition really matters to you—like you need to know your contributions are seen.\"\n\nAmplified reflection (gently exaggerate):\n\n\"So nothing they could have done would have made a difference.\" (Often prompts them to nuance their position)\n\nDouble-sided reflection (hold both truths):\n\n\"On one hand, you loved the stability. On the other, you felt trapped.\"" }, { "title": "Summaries", "body": "Periodically gather what you've heard. Creates meaning and invites correction.\n\n\"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.\"" }, { "title": "The 2:1 Ratio", "body": "Aim for 2 reflections for every question.\n\nQuestions gather information but can feel like interrogation. Reflections show understanding and invite elaboration.\n\nBad pattern:\n\nQ: \"What happened?\" → Q: \"How did that feel?\" → Q: \"What did you do next?\"\n\nBetter pattern:\n\nQ: \"What happened?\" → R: \"That caught you off guard\" → R: \"You weren't sure what to make of it\"\n\nSee: Motivational Interviewing Reference" }, { "title": "Values Elicitation", "body": "Shalom Schwartz's 10 Universal Values provide a framework for understanding motivation:\n\nValueCore ConcernSelf-DirectionIndependence, freedom, creativityStimulationNovelty, excitement, challengeHedonismPleasure, enjoyment, gratificationAchievementSuccess, competence, ambitionPowerAuthority, wealth, social statusSecuritySafety, stability, orderConformityObedience, self-discipline, politenessTraditionRespect, commitment, humilityBenevolenceHelpfulness, loyalty, forgivenessUniversalismEquality, justice, environmental protection" }, { "title": "Values Elicitation Techniques", "body": "Role model technique:\n\n\"Who do you admire? What is it about them specifically?\"\n\nOpposite day technique:\n\n\"What kind of person could you never be? What would feel like a betrayal of yourself?\"\n\nDecision archaeology:\n\n\"Think of a hard choice you made. What ultimately tipped the scales?\"\n\nAnger as values signal:\n\n\"What makes you genuinely angry—not annoyed, but morally outraged?\"\n\nSee: Values Elicitation Reference" }, { "title": "Schema Detection", "body": "Jeffrey Young's 18 Early Maladaptive Schemas are stable patterns of thinking and feeling that develop in childhood and persist across contexts:" }, { "title": "The Five Domains", "body": "1. Disconnection & Rejection\n\nAbandonment, Mistrust/Abuse, Emotional Deprivation, Defectiveness/Shame, Social Isolation\n\n2. Impaired Autonomy\n\nDependence/Incompetence, Vulnerability to Harm, Enmeshment, Failure\n\n3. Impaired Limits\n\nEntitlement/Grandiosity, Insufficient Self-Control\n\n4. Other-Directedness\n\nSubjugation, Self-Sacrifice, Approval-Seeking\n\n5. Overvigilance & Inhibition\n\nNegativity/Pessimism, Emotional Inhibition, Unrelenting Standards, Punitiveness" }, { "title": "Downward Arrow Technique", "body": "When someone expresses a surface concern, gently probe for the deeper belief:\n\nPerson: \"I'm worried about the presentation.\"\nYou: \"What's the worst that could happen?\"\nPerson: \"I could mess up in front of everyone.\"\nYou: \"And if that happened, what would that mean?\"\nPerson: \"They'd see I don't know what I'm doing.\"\nYou: \"And what would that mean about you?\"\nPerson: \"That I'm a fraud. That I don't deserve to be here.\"\n\nThe bottom of the arrow often reveals a schema (in this case: Defectiveness/Shame or Failure)." }, { "title": "Linguistic Markers of Schemas", "body": "SchemaLanguage PatternsAbandonment\"Everyone leaves eventually...\"Defectiveness\"There's something wrong with me...\"Failure\"I never finish anything...\"Emotional Deprivation\"No one really understands...\"Unrelenting Standards\"It's never good enough...\"\n\nSee: Schema Detection Reference" }, { "title": "The Reminiscence Bump", "body": "People have disproportionately more and more vivid memories from ages 10-30 (the \"reminiscence bump\"). This is when identity forms.\n\nTarget the bump:\n\nFirst romantic relationship\nFirst job or career defining moment\nLeaving home\nKey friendships formed\nEducational turning points\nEarly adult struggles and triumphs\n\nBridge from present to bump:\n\n\"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?\"" }, { "title": "Question Sequences by Life Stage", "body": "Barbara Haight's Life Review Interview provides structured sequences:" }, { "title": "Childhood (before 12)", "body": "What was your home like?\nWhat were your parents like?\nWhat was your role in the family?\nWhat were you like as a child?\nWhat did you enjoy doing most?" }, { "title": "Adolescence (12-18)", "body": "How did your body change? How did you feel about it?\nWhat was school like for you?\nWhat were your friendships like?\nWhat did you dream about becoming?\nWhat was hardest about being a teenager?" }, { "title": "Early Adulthood (18-30)", "body": "What was leaving home like?\nWhat were your first serious relationships?\nWhat work did you do and how did you feel about it?\nWhat were your goals during this time?\nWhat was the biggest challenge you faced?" }, { "title": "Middle Adulthood (30-60)", "body": "How did your sense of yourself change?\nWhat were your major accomplishments?\nWhat losses did you experience?\nHow did your relationships evolve?\nWhat did you learn about yourself?" }, { "title": "Later Life (60+)", "body": "How has your daily life changed?\nWhat matters most to you now?\nWhat legacy do you want to leave?\nWhat do you understand now that you didn't before?\nWhat would you tell your younger self?\n\nSee: Question Sequences Reference" }, { "title": "Sensitizing Questions by Theme", "body": "James Birren's Guided Autobiography uses thematic prompts:" }, { "title": "Family Theme", "body": "What was the emotional climate of your home?\nWho were you closest to? Who did you clash with?\nWhat family stories get told and retold?" }, { "title": "Work Theme", "body": "What does work mean to you beyond earning money?\nWhen have you felt most fulfilled professionally?\nWhat work would you do even if you weren't paid?" }, { "title": "Money Theme", "body": "What were the messages about money in your family?\nWhat does financial security mean to you?\nWhat would you do if money were no object?" }, { "title": "Health Theme", "body": "How has your relationship with your body changed?\nWhat health experiences shaped how you think about life?\nHow do you take care of yourself?" }, { "title": "Death Theme", "body": "Have you experienced significant losses?\nHow do thoughts of mortality affect how you live?\nWhat do you want to be remembered for?" }, { "title": "Meaning Theme", "body": "What gives your life meaning?\nWhat beliefs or values guide you?\nWhat questions are you still trying to answer?" }, { "title": "Language Markers for Personality", "body": "LIWC (Linguistic Inquiry and Word Count) research identifies patterns, but use with caution:\n\nPatternPossible IndicationHigh \"I\" usageSelf-focus, possible depression, honestyHigh \"we\" usageCollectivist orientation, intimacyNegative emotion wordsDistress, but also processingCognitive complexity words (because, think, know)Analytic thinking, meaning-makingPresent tense focusImmediacy, possibly impulsivityPast tense focusReflection, possibly rumination" }, { "title": "Critical Caveats", "body": "Context matters enormously. The same word patterns mean different things in different contexts.\nCross-validate. Never rely on language alone. Triangulate with behavior and explicit statements.\nAggregates, not individuals. LIWC findings are about group averages. Individual variation is huge.\nCultural differences. Word usage norms vary dramatically across cultures and languages.\n\nSee: Language Inference Reference" }, { "title": "Anti-Patterns", "body": "What NOT to do:" }, { "title": "The Interrogation Trap", "body": "Rapid-fire questions feel like an interview, not a conversation. People become guarded.\n\nInstead: Slow down. Reflect more, question less." }, { "title": "The Interpretation Leap", "body": "Jumping to psychological conclusions before you have evidence.\n\nInstead: Hold hypotheses lightly. Seek disconfirming evidence." }, { "title": "The Agenda Push", "body": "Steering toward topics you think are important rather than following their energy.\n\nInstead: Let them lead. Their emphasis is data." }, { "title": "The Premature Depth", "body": "Asking deeply personal questions before trust is established.\n\nInstead: Earn disclosure gradually. Start with easier territory." }, { "title": "The Therapy Cosplay", "body": "Using clinical language or techniques that imply you're treating them.\n\nInstead: Be curious, not clinical. You're learning about them, not diagnosing." }, { "title": "The Monologue Response", "body": "Responding to their disclosure with your own lengthy story.\n\nInstead: Keep focus on them. Brief self-disclosure can build rapport, but always return to them." }, { "title": "The Validation Trap", "body": "Agreeing with everything to maintain rapport.\n\nInstead: Genuine reflections can gently challenge without confrontation." }, { "title": "References", "body": "Detailed technique guides:\n\nNarrative Identity - McAdams' Life Story Interview, identity themes\nSelf-Defining Memories - Singer's memory elicitation techniques\nMotivational Interviewing - OARS framework deep dive\nSchema Detection - Young's 18 schemas, downward arrow\nValues Elicitation - Schwartz's values, elicitation techniques\nQuestion Sequences - Haight and Birren's structured approaches\nLanguage Inference - LIWC patterns and limitations" }, { "title": "Further Reading", "body": "Primary sources:\n\nSinger, J.A. & Salovey, P. (1993). The Remembered Self: Emotion and Memory in Personality\nMcAdams, D.P. (2006). The Redemptive Self: Stories Americans Live By\nMiller, W.R. & Rollnick, S. (2023). Motivational Interviewing (4th ed.)\nYoung, J.E., Klosko, J.S., & Weishaar, M.E. (2003). Schema Therapy: A Practitioner's Guide\nSchwartz, S.H. (1992). Universals in the content and structure of values. Advances in Experimental Social Psychology\nHaight, B.K. & Haight, B.S. (2007). The Handbook of Structured Life Review\nBirren, J.E. & Cochran, K.N. (2001). Telling the Stories of Life through Guided Autobiography Groups\nPennebaker, J.W. & King, L.A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology" } ], "body": "Elicitation\n\nPsychological profiling through natural conversation.\n\nGoal\n\nWhen 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.\n\nScore 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.\n\nA 10/10 means the work:\n\nEmbodies the core principle (depth through patience, not probing)\nUses appropriate techniques from the research traditions\nAvoids all anti-patterns\nCreates conditions for authentic self-disclosure\n\nIterate until you reach 10/10.\n\nCore Principle\n\nDepth comes from patience, not probing.\n\nThe 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.\n\nKey insight: People want to tell their stories. They rarely get the chance.\n\nThree Research Traditions\n\nThis skill synthesizes three complementary approaches:\n\n1. Autobiographical Memory Research\n\nHow 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.\n\n2. Narrative Identity Theory\n\nHow 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).\n\n3. Motivational Interviewing\n\nHow 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).\n\nSelf-Defining Memories\n\nJefferson Singer identified five criteria that make a memory \"self-defining\":\n\nVivid - Rich sensory and emotional detail\nEmotionally intense - Strong feeling, positive or negative\nFrequently rehearsed - Comes to mind often, told to others\nLinked to similar memories - Part of a pattern or theme\nConnected to enduring concerns - Reflects ongoing goals, conflicts, or unresolved issues\nEliciting Self-Defining Memories\n\nDon't ask: \"What's your most formative memory?\"\n\nInstead, create conversational frames:\n\nThe \"keeps coming back\" frame:\n\n\"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?\"\n\nThe \"explains who I am\" frame:\n\n\"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?\"\n\nThe \"turning point\" frame:\n\n\"Looking back, was there a moment that felt like things shifted—where life before and after felt somehow different?\"\n\nWhat Self-Defining Memories Reveal\nMemory Feature\tPersonality Insight\nThemes of mastery, achievement\tHigh need for agency\nThemes of connection, relationships\tHigh need for communion\nRedemption sequences (bad → good)\tResilience, generativity\nContamination sequences (good → bad)\tDepression risk, unresolved trauma\nIntegration and meaning-making\tPsychological maturity\nFragmentation and confusion\tIdentity diffusion\n\nSee: Self-Defining Memories Reference\n\nLife Story Interview: 8 Key Scenes\n\nDan McAdams' Life Story Interview asks for 8 specific \"scenes\" that reveal narrative identity:\n\nHigh Point - Peak experience, most wonderful moment\nLow Point - Nadir, most difficult moment\nTurning Point - Moment of significant change\nEarliest Memory - First clear memory\nImportant Childhood Memory - Vivid memory before age 12\nImportant Adolescent Memory - Vivid memory from teen years\nImportant Adult Memory - Significant recent memory\nOne Other Important Memory - Anything else that defines who they are\nConversational Adaptations\n\nYou don't need to ask all 8 sequentially. Instead:\n\nOpen with curiosity, not agenda:\n\n\"I'm curious about the moments that shaped you. Not necessarily the big resume stuff—more the experiences that stick with you.\"\n\nFollow their lead: When they mention a period of life, gently explore:\n\n\"What was that time like for you? Any particular moments that stand out?\"\n\nBridge across time:\n\n\"That sounds like it mattered. Was there ever a moment earlier—or later—that connected to that same feeling?\"\n\nNarrative Themes to Listen For\n\nAgency themes (personal power, achievement, mastery):\n\n\"I decided...\"\n\"I made it happen...\"\n\"I pushed through...\"\n\nCommunion themes (connection, love, belonging):\n\n\"We were all together...\"\n\"I felt so close to...\"\n\"They understood me...\"\n\nRedemption sequences (suffering leads to growth):\n\n\"It was terrible, but...\"\n\"Looking back, I'm glad...\"\n\"That's what made me who I am...\"\n\nContamination sequences (good becomes bad):\n\n\"Things were great until...\"\n\"I thought I was happy, but...\"\n\"It ruined everything...\"\n\nSee: Narrative Identity Reference\n\nOARS Framework\n\nMotivational Interviewing's core skills, adapted for elicitation:\n\nOpen Questions\n\nQuestions that can't be answered with yes/no. But use sparingly.\n\nInstead of: \"Did you like your childhood?\" Try: \"What was it like growing up in your family?\"\n\nAffirmations\n\nGenuine recognition of strengths, efforts, or values—not compliments.\n\nInstead of: \"That's great!\" Try: \"You valued honesty even when it was costly.\"\n\nReflections\n\nRestate or reframe what they said. This is the core skill.\n\nSimple reflection (repeat back):\n\n\"So you felt invisible in that moment.\"\n\nComplex reflection (add meaning):\n\n\"It sounds like recognition really matters to you—like you need to know your contributions are seen.\"\n\nAmplified reflection (gently exaggerate):\n\n\"So nothing they could have done would have made a difference.\" (Often prompts them to nuance their position)\n\nDouble-sided reflection (hold both truths):\n\n\"On one hand, you loved the stability. On the other, you felt trapped.\"\n\nSummaries\n\nPeriodically gather what you've heard. Creates meaning and invites correction.\n\n\"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.\"\n\nThe 2:1 Ratio\n\nAim for 2 reflections for every question.\n\nQuestions gather information but can feel like interrogation. Reflections show understanding and invite elaboration.\n\nBad pattern:\n\nQ: \"What happened?\" → Q: \"How did that feel?\" → Q: \"What did you do next?\"\n\nBetter pattern:\n\nQ: \"What happened?\" → R: \"That caught you off guard\" → R: \"You weren't sure what to make of it\"\n\nSee: Motivational Interviewing Reference\n\nValues Elicitation\n\nShalom Schwartz's 10 Universal Values provide a framework for understanding motivation:\n\nValue\tCore Concern\nSelf-Direction\tIndependence, freedom, creativity\nStimulation\tNovelty, excitement, challenge\nHedonism\tPleasure, enjoyment, gratification\nAchievement\tSuccess, competence, ambition\nPower\tAuthority, wealth, social status\nSecurity\tSafety, stability, order\nConformity\tObedience, self-discipline, politeness\nTradition\tRespect, commitment, humility\nBenevolence\tHelpfulness, loyalty, forgiveness\nUniversalism\tEquality, justice, environmental protection\nValues Elicitation Techniques\n\nRole model technique:\n\n\"Who do you admire? What is it about them specifically?\"\n\nOpposite day technique:\n\n\"What kind of person could you never be? What would feel like a betrayal of yourself?\"\n\nDecision archaeology:\n\n\"Think of a hard choice you made. What ultimately tipped the scales?\"\n\nAnger as values signal:\n\n\"What makes you genuinely angry—not annoyed, but morally outraged?\"\n\nSee: Values Elicitation Reference\n\nSchema Detection\n\nJeffrey Young's 18 Early Maladaptive Schemas are stable patterns of thinking and feeling that develop in childhood and persist across contexts:\n\nThe Five Domains\n\n1. Disconnection & Rejection\n\nAbandonment, Mistrust/Abuse, Emotional Deprivation, Defectiveness/Shame, Social Isolation\n\n2. Impaired Autonomy\n\nDependence/Incompetence, Vulnerability to Harm, Enmeshment, Failure\n\n3. Impaired Limits\n\nEntitlement/Grandiosity, Insufficient Self-Control\n\n4. Other-Directedness\n\nSubjugation, Self-Sacrifice, Approval-Seeking\n\n5. Overvigilance & Inhibition\n\nNegativity/Pessimism, Emotional Inhibition, Unrelenting Standards, Punitiveness\nDownward Arrow Technique\n\nWhen someone expresses a surface concern, gently probe for the deeper belief:\n\nPerson: \"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.\"\n\nThe bottom of the arrow often reveals a schema (in this case: Defectiveness/Shame or Failure).\n\nLinguistic Markers of Schemas\nSchema\tLanguage Patterns\nAbandonment\t\"Everyone leaves eventually...\"\nDefectiveness\t\"There's something wrong with me...\"\nFailure\t\"I never finish anything...\"\nEmotional Deprivation\t\"No one really understands...\"\nUnrelenting Standards\t\"It's never good enough...\"\n\nSee: Schema Detection Reference\n\nThe Reminiscence Bump\n\nPeople have disproportionately more and more vivid memories from ages 10-30 (the \"reminiscence bump\"). This is when identity forms.\n\nTarget the bump:\n\nFirst romantic relationship\nFirst job or career defining moment\nLeaving home\nKey friendships formed\nEducational turning points\nEarly adult struggles and triumphs\n\nBridge from present to bump:\n\n\"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?\"\n\nQuestion Sequences by Life Stage\n\nBarbara Haight's Life Review Interview provides structured sequences:\n\nChildhood (before 12)\nWhat was your home like?\nWhat were your parents like?\nWhat was your role in the family?\nWhat were you like as a child?\nWhat did you enjoy doing most?\nAdolescence (12-18)\nHow did your body change? How did you feel about it?\nWhat was school like for you?\nWhat were your friendships like?\nWhat did you dream about becoming?\nWhat was hardest about being a teenager?\nEarly Adulthood (18-30)\nWhat was leaving home like?\nWhat were your first serious relationships?\nWhat work did you do and how did you feel about it?\nWhat were your goals during this time?\nWhat was the biggest challenge you faced?\nMiddle Adulthood (30-60)\nHow did your sense of yourself change?\nWhat were your major accomplishments?\nWhat losses did you experience?\nHow did your relationships evolve?\nWhat did you learn about yourself?\nLater Life (60+)\nHow has your daily life changed?\nWhat matters most to you now?\nWhat legacy do you want to leave?\nWhat do you understand now that you didn't before?\nWhat would you tell your younger self?\n\nSee: Question Sequences Reference\n\nSensitizing Questions by Theme\n\nJames Birren's Guided Autobiography uses thematic prompts:\n\nFamily Theme\nWhat was the emotional climate of your home?\nWho were you closest to? Who did you clash with?\nWhat family stories get told and retold?\nWork Theme\nWhat does work mean to you beyond earning money?\nWhen have you felt most fulfilled professionally?\nWhat work would you do even if you weren't paid?\nMoney Theme\nWhat were the messages about money in your family?\nWhat does financial security mean to you?\nWhat would you do if money were no object?\nHealth Theme\nHow has your relationship with your body changed?\nWhat health experiences shaped how you think about life?\nHow do you take care of yourself?\nDeath Theme\nHave you experienced significant losses?\nHow do thoughts of mortality affect how you live?\nWhat do you want to be remembered for?\nMeaning Theme\nWhat gives your life meaning?\nWhat beliefs or values guide you?\nWhat questions are you still trying to answer?\nLanguage Markers for Personality\n\nLIWC (Linguistic Inquiry and Word Count) research identifies patterns, but use with caution:\n\nPattern\tPossible Indication\nHigh \"I\" usage\tSelf-focus, possible depression, honesty\nHigh \"we\" usage\tCollectivist orientation, intimacy\nNegative emotion words\tDistress, but also processing\nCognitive complexity words (because, think, know)\tAnalytic thinking, meaning-making\nPresent tense focus\tImmediacy, possibly impulsivity\nPast tense focus\tReflection, possibly rumination\nCritical Caveats\nContext matters enormously. The same word patterns mean different things in different contexts.\nCross-validate. Never rely on language alone. Triangulate with behavior and explicit statements.\nAggregates, not individuals. LIWC findings are about group averages. Individual variation is huge.\nCultural differences. Word usage norms vary dramatically across cultures and languages.\n\nSee: Language Inference Reference\n\nAnti-Patterns\n\nWhat NOT to do:\n\nThe Interrogation Trap\n\nRapid-fire questions feel like an interview, not a conversation. People become guarded.\n\nInstead: Slow down. Reflect more, question less.\n\nThe Interpretation Leap\n\nJumping to psychological conclusions before you have evidence.\n\nInstead: Hold hypotheses lightly. Seek disconfirming evidence.\n\nThe Agenda Push\n\nSteering toward topics you think are important rather than following their energy.\n\nInstead: Let them lead. Their emphasis is data.\n\nThe Premature Depth\n\nAsking deeply personal questions before trust is established.\n\nInstead: Earn disclosure gradually. Start with easier territory.\n\nThe Therapy Cosplay\n\nUsing clinical language or techniques that imply you're treating them.\n\nInstead: Be curious, not clinical. You're learning about them, not diagnosing.\n\nThe Monologue Response\n\nResponding to their disclosure with your own lengthy story.\n\nInstead: Keep focus on them. Brief self-disclosure can build rapport, but always return to them.\n\nThe Validation Trap\n\nAgreeing with everything to maintain rapport.\n\nInstead: Genuine reflections can gently challenge without confrontation.\n\nReferences\n\nDetailed technique guides:\n\nNarrative Identity - McAdams' Life Story Interview, identity themes\nSelf-Defining Memories - Singer's memory elicitation techniques\nMotivational Interviewing - OARS framework deep dive\nSchema Detection - Young's 18 schemas, downward arrow\nValues Elicitation - Schwartz's values, elicitation techniques\nQuestion Sequences - Haight and Birren's structured approaches\nLanguage Inference - LIWC patterns and limitations\nFurther Reading\n\nPrimary sources:\n\nSinger, J.A. & Salovey, P. (1993). The Remembered Self: Emotion and Memory in Personality\nMcAdams, D.P. (2006). The Redemptive Self: Stories Americans Live By\nMiller, W.R. & Rollnick, S. (2023). Motivational Interviewing (4th ed.)\nYoung, J.E., Klosko, J.S., & Weishaar, M.E. (2003). Schema Therapy: A Practitioner's Guide\nSchwartz, S.H. (1992). Universals in the content and structure of values. Advances in Experimental Social Psychology\nHaight, B.K. & Haight, B.S. (2007). The Handbook of Structured Life Review\nBirren, J.E. & Cochran, K.N. (2001). Telling the Stories of Life through Guided Autobiography Groups\nPennebaker, J.W. & King, L.A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology" }, "trust": { "sourceLabel": "tencent", "provenanceUrl": "https://clawhub.ai/mjaskolski/elicitation", "publisherUrl": "https://clawhub.ai/mjaskolski/elicitation", "owner": "mjaskolski", "version": "1.0.4", "license": null, "verificationStatus": "Indexed source record" }, "links": { "detailUrl": "https://openagent3.xyz/skills/elicitation", "downloadUrl": "https://openagent3.xyz/downloads/elicitation", "agentUrl": "https://openagent3.xyz/skills/elicitation/agent", "manifestUrl": "https://openagent3.xyz/skills/elicitation/agent.json", "briefUrl": "https://openagent3.xyz/skills/elicitation/agent.md" } }