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Abstract
This paper reports on the construction and application of an innovative technique, the School Apperception Story Procedure (SASP). In this task, children select three school-thematic pictures at a time and tell in turn how these show ideal and worst types of school. Narrative data are analysed looking at the thematic focus of each statement (e.g. quality of classroom relationship, school norms) and its locus in the temporal structure of the child's script. The SASP was piloted in a study of perceptions of school among children with and without behaviour problems, and is evaluated here on the basis of data collected in that study. Its limitations, scope for further development, and potential utility in counselling and guidance are considered.