Abstract
Story stem assessments allow children to create narratives in response to brief portrayals of family-based relational challenges. These methods can provide insights into children’s perceptions of close relationships, which is particularly useful for vulnerable children. We conducted a feasibility study of story stem assessments with school-age street children—a previously unstudied population—to explore whether they would understand family-based story scenarios similarly to children in more stable families. Comparisons to children in low income and middle-class conditions were made on the basis of performance characteristics and “narrative coherence.” Street children demonstrated capacities to elaborate family narratives nearly as proficiently as children in the other groups, yet they also displayed unique vulnerabilities. Implications for research with this population are discussed.
Highlights
Story stem assessments allow children to create narratives in response to brief portrayals of family-based relational challenges
Within the 3 groups, the street children were distributed as 3 low, 4 middle, and 3 high; children living with their families in shanty towns were distributed as 3 low, 2 middle, and 5 high; and children living with their families and not impoverished were distributed as 2 low, 2 middle, and 6 high
Within the 3 groups, children living with their families and not impoverished were distributed as 2 low, children living with their families in shanty towns were distributed as 3 low, and the street children were distributed as 3 low
Summary
Children gave their own assent to participate; no recompense was provided beyond the enjoyment of the play protocol
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