This paper explores a collaborative generative approach to psychological assessment employed in Puerto Rico, with children, adolescents, and adults. It begins with a critical reflection on how the dominant discourse of mental health, founded in the suppositions and practices of Euro-American-centred psychological knowledge, has been disseminated to the globalise south under the claim that its assertions are unaffected by social, ideological, or historical forces. It discusses how its claims of expert scientific knowledge have contributed, through classificatory instruments such as the DSM and the ICD, to the production and re-production of deficit narratives in our day-to-day life. It also examines how these practices have been applied in the use of assessment instruments in Puerto Rico. It then describes, how, through a collaborative approach and narrative theory, the established colonising practices and narratives of traditional forms of psychological assessment can be questioned, deconstructed, and transformed. This approach promotes the co-creation of dialogic and generative spaces that allow for the emergence of multiple stories and performances that give meaning to a person's identity and relational being. A brief clinical case exposition is used to illustrate how this collaborative, dialogic, and culturally sensitive approach to psychological assessment can help to undermine and disrupt deficit-based narratives and provide families with new generative possibilities for re-storying and re-performing their lives and particularly, the lives of their children.

中文翻译：

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多个故事：心理评估的协作和生成可能性

本文探讨了波多黎各针对儿童、青少年和成人采用的心理评估协作生成方法。它首先批判性地反思建立在以欧美为中心的心理学知识的假设和实践基础上的主流心理健康话语是如何传播到全球化的南方的，声称其主张不受社会、意识形态、或历史力量。它讨论了它对专家科学知识的主张通过 DSM 和 ICD 等分类工具，对我们日常生活中赤字叙述的生产和再生产做出了贡献。它还检查了这些做法如何应用于波多黎各评估工具的使用。然后，它描述了如何通过协作方法和叙事理论，质疑、解构和转变传统心理评估形式的既定殖民实践和叙事。这种方法促进了对话和生成空间的共同创造，允许出现多个故事和表演，为一个人的身份和关系存在赋予意义。一个简短的临床案例说明用于说明这种协作、对话、