Sarnoff, Sarnoff / ASSESSING THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES ANDAMILIES / January 2005 10.

1177/1066480704270227 INTERACTIVE CREA TIVITY F

For Couples and Families

Assessing Interactive Creativity in Couples

David P. Sarnoff Capella University Pepper Sarnoff

The Couples Creativity Assessment Tasks (C-CAT) were designed based on research in the fields of creative problem solving and marital psychotherapy and the authorsclinical experiences with couples in therapy. The tasks provided here can be used in a conjoint counseling session or as self-help home exercises for couples. The tasks are varied to assess different dimensions of interactive creativity relevant to good, long-term intimate relationships utilizing diverse modalities. The tasks include describing positive memories of each partner in the relationship, describing each partners positive visions for their future together, answering questions about each partners perception of the couples problem-solving abilities, and working on a brainstorming task together as a couple. Keywords: creativity; interactive; couples; assessment; imagery

he Couples Creativity Assessment Tasks (C-CAT) are designed to provide an informal assessment of a couples ability to create positive experiences in their relationship. The assessment process is also a therapeutic process based on years of experience and research in the fields of counseling and marriage and family therapy. The tasks could be accomplished with the guidance of a therapist during a counseling session, or they could be done by the couple privately as self-help exercises. The tasks are divided into four categories. The first three are done separately by each spouse and may be discussed and compared together after the assessment is completed. The fourth task is to be done together as a team. The first category is early memories. Individual early recollections were considered very important by Alfred Adler (1958) in his lifestyle analysis with clients as they help develop awareness of unconscious patterns that impact current functioning. Similarly, marital therapy research has indicated the importance of early relationship memories in later stages of the relationship (Gottman, 1998). Harville Hendrix (1988), in his work on Imago Therapy, relates early individual memories with the selection of a spouse and the resulting marital interactions. In addition, solution-focused marital therapy (Weiner-Davis, 1992) has included using early posi-

tive memories in the relationship as an impetus for creating positive future interactions. In a previous For Couples column of The Family Journal, Eckstein, Vogele-Welch, and Gamber (2001) presented the The Process of Early Recollection (PERR) for Couples and Families. The second category of tasks focuses on future visions. Gottman (1994), in his extensive research on what differentiates successful couples from unsuccessful ones, found a very consistent result. Success is predicted not by specific personalities, histories, or behaviors but rather by the ratio of positive to negative perceptions of the experiences that couples create together. Solution-focused marriage therapists like Hudson and OHanlon (1992) and Berg and De Jong (1996) use positive visions of the future in their marital therapy. The purpose of the third set of tasks is to assess couples perceptions of their creative problem-solving ability. A large body of recent research shows that individualsperceptions of their own problem-solving ability is positively related to a wide variety of positive health and mental health outcomes (Heppner, Witty, & Dixon, 2004). Much of that research is based on assessment of individualsperceptions of their problem-solving ability using a self-report inventory for individuals (Heppner, 1988). Heppners Problem Solving Inventory is similar to the C-CAT, which is designed to use with couples. The choice of questions for this portion of the C-CAT is influenced by marital therapy research indicating that in successful marriages spouses feel that they can influence the decision-making process (Gottman, 1998). The fourth and final task in the C-CAT is a measure of divergent thinking. Paul Torrance (1966) used a divergent thinking task in his Tests of Creative Thinking for individuals. There is research evidence that indicates that the larger the number of ideas generated in such tasks, the more likely it is that unusual, interesting, or useful ideas will be generated (Hargraves & Bolton, 1972; Parnes & Meadow, 1959). As in individual creative problem solving, divergent thinking is an important skill for couples creativity. The term interactive creativity was used by Sarnoff and Cole (1980) in an exploration of how people can create things together. Sarnoff and

THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES, Vol. 13 No. 1, January 2005 83-86 DOI: 10.1177/1066480704270227 2005 Sage Publications 83

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Sarnoff (2002) more recently used the term intimate creativity in their qualitative study of couples who work together as creative artists. The divergent thinking task for couples is a way to begin assessing the couples capacity for cooperation in a divergent thinking task, which may be related to their ability to problem solve and create positive experiences in their actual life together. We hope that couples will enjoy these tasks and will be inspired to begin creating more positive, loving, and healthy interactions with one another and to achieve fulfilling goals together. COUPLES CREATIVITY ASSESSMENT TASKS (C-CAT) The total time for this assessment is approximately 45 to 55 minutes. Since the assessment asks you to think about positive experiences and positive goals and gets you to work together as a team on a task, the assessment itself is the beginning of your therapeutic process. Sit back comfortably, take a few deep breaths, and allow your body to relax. Make whatever adjustments are necessary. You may close your eyes if you wish. The following questions ask you to reflect upon experiences you have had in the past with your partner and to consider experiences you would like to have in the future. After each question, take a minute or so to really notice your responses to the questions. Then take another minute to jot down some notes about what you observed. Do this quickly without editing your responses. Early Memories
1. Remember when you first met your partner. Where were you at the time? Allow the memory to be remembered as if it were happening right now. What are you seeing? What are you doing? What are you hearing? What are you thinking? How do you feel? What sensations do you notice in your body? 2. What is another early memory of a pleasurable time you had with your partner? Remember where you were and how your partner looked. As the memory becomes clearer, notice what stands out. Pay attention to what you are thinking, what you are feeling, and how your body is responding. 3. Remember when you first decided that your partner was the person you wanted to be with for the rest of your life. How did you know that this was the person for you? As you remember more about that time in your life, what are you noticing about your feelings, thoughts, and perceptions? What are you and your partner doing? What do you notice is happening in your body? What do you really like about this person you want to be with now and in the future? 4. Early in your relationship, remember a special and pleasurable experience you had together. What makes this experience so enjoyable for you? What are you feeling? Thinking? Doing? What sensations are you noticing?

5. After you were together for a while, remember one of the best experiences you have ever had with your partner. Where are you? What are the two of you doing? What are you hearing, seeing, thinking, and feeling during this wonderful experience?

Future Visions
1. Think about a fun, pleasurable, happy experience you want to have with your partner in the very near future. Where are you and your partner? What are you both doing? What are you feeling, experiencing, thinking as you enjoy this special time together? 2. Consider another experience that you look forward to sharing with your partner. What makes this experience special for you? What are you doing? How are you and partner interacting? What do you notice you are seeing, thinking, feeling? What sensations are you noticing in your body? 3. As you and your partner are creating a life together, what is a goal you want to work toward as a couple in the next few years? As this goal is completed, what will be different for you and your partner? How do you feel as you recognize you have completed this goal? What are you thinking about yourself, your partner, and your relationship? 4. Imagine another goal for the future of your relationship in the years ahead. As you allow yourself to imagine you and your partner creating your life together, how are you helping each other accomplish this goal? What are you each doing, experiencing, feeling, and thinking? When the goal is reached, how will your life be different? 5. What is an enjoyable and positive experience with your partner that you would like to have repeated regularly throughout the weeks, months, and years of your future together? What are you doing, hearing, seeing, thinking, and feeling as you create these repeated positive experiences with your partner?

Creative Problem Solving Rate the following on a scale of 1 to 5, using the following scale: 1 = disagree strongly, 2 = disagree, 3 = uncertain, 4 = agree, 5 = agree strongly
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. I am a good problem solver. My partner is a good problem solver. We work well together in solving problems. I am able to come up with new and original ideas. My partner is able to come up with new and original ideas. Sometimes we come up with ideas together that neither would think of alone. I am a good decision maker. My partner is a good decision maker. We are able to make good decisions together. My partner and I consider ourselves equals. My partner listens to me and takes my thoughts and feelings into consideration when making decisions.

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12. I listen to my partner and take my partners thoughts and feelings into consideration when I make decisions. 13. I am satisfied with our solutions to most of the problems we have had in the past. 14. I feel good about what we have accomplished together as a couple so far.

gent thinking task. Finally, you may wish to brainstorm ways to improve your interactive creativity skills.

REFERENCES
Adler, A. (1958). The practice and theory of individual psychology. Patterson, NJ: Littlefield, Adams. Berg, I. K., & De Jong, P. (1996, June). Solution-building conversations: Coconstructing a sense of competence with clients. Families in Society: The Journal of Contemporary Human Services, pp. 376-391. Eckstein, D., Vogele Welch, D., & Gamber, V. (2001, April). The process of early recollection reflection (PERR) for couples and families. The Family Journal, pp. 203-209. Gottman, J. M. (1994). What predicts divorce: the relationship between marital processes and marital outcomes. Hillsdale, NJ: Lawrence Erlbaum. Gottman, J. M. (1998). A scientifically-based marital therapy: Clinicians manual. Seattle, WA: Seattle Marital and Family Institute. Hargraves, D., & Bolton, N. (1972). Selected creativity tests for use in research. British Journal of Psychology, 63, 451-462. Hendrix, H. (1988). Getting the love you want: A guide for couples. New York: Henry Holt. Heppner, P. P. (1988). The Problem Solving Inventory (PSI): Manual. Palo Alto, CA: Consulting Psychologists. Heppner, P. P., Witty, T. E., & Dixon, W. A. (2004). Problem-solving appraisal and human adjustment: A review of 20 years of research utilizing the Problem Solving Inventory. The Counseling Psychologist, 32(3), 344-428. Hudson, P., & OHanlon, W. H. (1992). Rewriting love stories: Brief marital therapy. New York: Norton. Parnes, S., & Meadow, A. (1959). Effects of brainstorming. Journal of Educational Psychology, 50, 171-176. Sarnoff, D., & Cole, H. P. (1980, June). Interactive creativity: Explorations of basic meanings and their implications for teaching and counseling. Paper presented at the 26th Annual Creative Problem Solving Institute, Buffalo, NY. Sarnoff, S., & Sarnoff, I. (2002). Intimate creativity: Partners in love and art. Madison: University of Wisconsin Press. Torrance, P. (1966). Torrance Tests of Creative Thinking: Directions, manual, and scoring guide. Princeton, NJ: Personnel Press. Weiner-Davis, M. (1992). Divorce-busting. New York: Summit Books.

Divergent Thinking Task The goal of a divergent thinking task is to come up with as many ideas as possible without judging or evaluating the ideas. Use each idea to stimulate your thinking about more possibilities. Research has shown that when people come up with a large number of ideas, they are more likely to come up with some ideas that are original and more satisfying. In this task, work together with your partner. You can do the task however you like. You may wish to have pencils and blank paper to record your ideas. Set a timer, and as a team, record as many ideas as you can in five minutes.
You receive notification that you have won a contest and a check in the mail made out to you and your partner for $1,000. What could you do with the money? List as many possibilities as you can in five minutes.

Additional Comments Write down any additional comments about anything else that you would like to add that could help you and your partner improve your relationship and your ability to interact creatively with one another. Now that you have completed the C-CAT, you may want to make time to compare your results on the first three sections of the assessment with those of your partner. You may enjoy reminiscing with each other about the enjoyable early memories of your relationship. You may like noticing the similarities and differences in your visions of the future and work toward a common vision that you can both agree on and get excited about pursuing. You may want to discuss each others perceptions of how you problem solve together as a couple based on the questions you both answered on the third portion of the tasks and on the way you worked together on the diver-

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David P. Sarnoff started college at Harvard in 1968 as a mathematics major and graduated with honors in general studies in 1975. He later went to the University of Kentucky, where he earned his M.S. in 1978 and his Ph.D. in 1982, both in counseling psychology. Since then, he has lived in Charleston, South Carolina, where he has maintained a private practice. He has taught in a masters in counseling program at Webster University for 20 years and since 2000, has been on the faculty of Capella University. He has been head of the counseling psychology specialization at Capella since its inception in 2001, supervising the faculty of the M.S., Ph.D., and Psy.D. programs.

Pepper Sarnoff is a licensed professional counselor and marriage and family therapist in private practice in Charleston, South Carolina. She attended the University of Kentucky in Lexington, completing a masters degree in social and philosophical studies in education in 1982. After working as a patient educator and program administrator for the Center for Environmental Medicine, she earned her masters degree in counseling from Webster University in 1992. With a lifelong passion for the power of creativity and the mind-body connection, she assists individuals, couples, and groups in making positive changes to enhance their well-being. She is a facilitator for the Well-Springs program, which uses music, movement, and expressive techniques to release the joy within, and she is a founding member of Lifedance, a group that uses movement to explore themes of everyday living.