Projective Personality Test PDF

CHAPTER 14 PROJECTIVE PERSONALITY TEST Chaddy Ledesma, Julia Estelle Presented by: Coronado and Ma. Vivian Guzman PROJECTIVE HYPOTHESIS Numerous definitions have been advanced for the primary rationale underlying projective tests, known as the projective hypoth...

CHAPTER 14 PROJECTIVE PERSONALITY TEST Chaddy Ledesma, Julia Estelle Presented by: Coronado and Ma. Vivian Guzman PROJECTIVE HYPOTHESIS Numerous definitions have been advanced for the primary rationale underlying projective tests, known as the projective hypothesis, with credit for the most complete analysis usually given to L. K. Frank (1939). Simply stated, this hypothesis proposes that when people attempt to understand an ambiguous or vague stimulus, their interpretation of that stimulus reflects their needs, feelings, experiences, prior conditioning, thought processes, and so forth. For example, when a frightened little boy looks into a dark room and sees a huge shadow that he interprets as a monster, he is projecting his fear onto the shadow. The shadow itself is neutral—neither good nor bad, neither fearsome nor pretty. What the child really sees is a reflection of the inner workings of his mind. TYPES OF PROJECTIVE PERSONALITY TESTS ARE THE: Rorschach Inkblot Test Thematic Apperception Test (TAT) Word Association Test Sentence Completion Tasks Figure Drawing Tests  FIVE INDIVIDUALS HAVE PLAYED DOMINANT ROLES IN THE USE AND INVESTIGATION OF THE RORSCHACH Samuel J. Beck - He was a student of Levy’s. Beck was especially interested in studying certain patterns or, as he called them, “configurational tendencies” in Rorschach responses (Beck, 1933). Beck, who died in 1980, eventually wrote several books on the Rorschach and influenced generations of Rorschach practitioners (Beck, 1944, 1945, 1952). Marguerite Hertz - Like Beck, Marguerite Hertz stimulated considerable research on the Rorschach during the years when the test first established its foothold in the United States (Hertz, 1937, 1938) Bruno Klopfer - He immigrated to the United States from Germany, published several key Rorschach books and articles and played an important role in the early development of the test (Klopfer & Davidson, 1944; Klopfer & Kelley, 1942). Zygmunt Piotrowski and David Rapaport - Zygmunt Piotrowski (1947, 1964) and David Rapaport (Rapaport, Gill, & Schafer, 1945–1946) came somewhat later than Beck, Hertz, and Klopfer, but like them continues to exert an influence on clinical practitioners who use the Rorschach. The development of the Rorschach can be attributed primarily to the efforts of these five individuals. Like most experts, however, the five often disagreed. Their disagreements are the source of many of the current problems with the Rorschach (Hunsley & Bailey, 1999). Each expert developed a unique system of administration, scoring, and interpretation; they all found disciples who were willing to accept their biases and use their systems. RORSCHACH INKBLOT TEST Projective method of psychological testing in which a person is asked to describe what he or she sees in 10 inkblots, of which some are black or gray and others have patches of colour. The test was introduced in 1921 by Swiss psychiatrist Hermann Rorschach. It attained peak popularity in the 1960s, when it was widely used to assess cognition and personality and to diagnosis certain psychological conditions. Rorschach stimuli consist of 10 inkblots with the colors black, gray, red, and various pastels. These stimuli were formed by dropping ink on to a piece of paper and folding the paper. RORSCHACH INKBLOT TEST: ADMINISTRATION FREE-ASSOCIATION Test taker is instructed to tell what is on each of the cards. “What might this be?” The examiner records every word and even every sound made by the subject verbatim. In addition, the examiner records how long it takes a subject to respond to a card (reaction time) and the position of the card when the response is made (upside down, sideways). INQUIRY Examiner attempts to determine what feature of the inkblot played a role in formulate the test taker’s percept (perception of an image). Responses to cards are interpreted according to the following factors: Location - responding to whole card or part of card? Determinants - responding to particular shaping, coloring, textures. Content - the precise object that the test-taker is seeing (nature, animal feature, whole human, etc) Frequency of Occurrence - (popular-original) Form Quality - is the answer based on the actual shape of the blot, or are they seeing a different entirely? RORSCHACH INKBLOT TEST SCORING  RORSCHACH INKBLOT TEST: INTERPRETATION Interpretation consist of three steps: 1. Listing the sequences of codes or scores. 2. Recording the frequency for each variable 3. Performing various calculation required to obtain the ratio, percentages and derived scores. RORSCHACH INKBLOT TEST INTERPRETATION AN ALTERNATIVE INKBLOT TEST: THE HOLTZMAN The HIT, developed by psychologist Wayne Holtzman and colleagues, was introduced in 1961. The Holtzman Inkblot Test addresses the issues of the Rorschach, including variable responses, lack of standard procedures, and absence of an alternative form. The test allows one response per card, with standardized administration and scoring procedures. An alternate form is available that aligns with the original test stimuli. Interscorer and split-half reliabilities are comparable to those found for objective personality tests. Both forms A and B contain 45 cards, each response scored on 22 dimensions, including location, determinant, content, anxiety, and hostility. THEMATIC APPERCEPTION TEST (TAT) The Thematic Apperception Test (TAT) was introduced in 1935 by Christina Morgan and Henry Murray of Harvard University. 31 cards, 30 black and white with scenes and 1 blank card. The subject is asked to tell as dramatic a story as he/she can. Popularly known as the picture interpretation technique. ADMINISTRATION In administering the TAT, the examiner asks the subject to make up a story; he or she looks for the events that led up to the scene, what the characters are thinking and feeling, and the outcome. Almost all methods of TAT interpretation take into account the hero, needs, press, themes, and outcomes. SCORING H.A Murray, 1943 scoring the TAT involves valuating the following five different aspects of the stories: The Hero. Scoring for the hero involves identifying who is central character(s) in the story. Need of the Hero. For Murray, it was also critical to identify the needs, motives and desire of the hero. ldentifying the presses. A press refer to any important environmental factor that may influence or interfere with the need of the hero. Example: (parents or boss), (the lock on the door is broken) Scoring for themes. Scoring for themes. In TAT stories involves noting the nature of the interplay and conflict between the needs and presses, the types of emotion elicited by this conflict, and the way the conflict is resolved. Scoring for outcome. Scoring for the outcome of the story involves analyzing how the stories end by noting a happy versus unhappy ending and assessing the extent to which the ending is controlled by the strengths of the heroand forces in the environment. INTERPRETATION In interpreting responses to the TAT, examiners typically focus their attention to on one of three areas: 1. the content of the stories that the subject tells. 2. the feeling or tone of the stories and the participant. 3. or the subject’s behaviors apart from responses. These behaviors may include verbal remarks (for example, comments about feeling stressed by the situation or not being a good storyteller) as well as nonverbal actions or signs, (blushing, stammering, fidgeting in the chair, etc.) The story content usually reveals subject’s attitudes, fantasies, wishes, inner conflicts, and view of the outside world. The story structure typically reflects the subject’s feelings, assumptions about the world, and an underlying attitude of optimism and pessimism.  PICTURE 1 THE 3 LEVELS OF INTERPRETATIONS SUGGEST BY BELLAK & ABRAM, 1997 ARE: Descriptive Level- it is the mere repeat of the story. Interpretative Level- It extends the descriptive level by an alteration of it [if one does the X, then the outcome will be Y.]. Descriptive level (the boy is practicing to Diagnostic Level- It is the further increase his competence) extension that an interference is Interpretative level (if one practice, the he/she made about the client. will improve) Diagnostic level (the client has a high need for achievement with a high level of self-efficacy)  NONPICTORIAL PROJECTIVE PROCEDURES Projective tests need not involve the use of a pictorial stimulus. Words or phrases sometimes provide the stimulus, as in the Word Association Text and incomplete sentence tasks. Or a subject can be asked to create or draw something, as in the Draw-a-Man Test. This final section briefly describes each of these procedures. WORD ASSOCIATION TEST A projective procedure that asks a subject to say a word they associate with a test word. The Word Association Test is a projective test, which must be examined in context of clinical examination taking in consideration patient’s physical and emotional reactions to draw precise conclusions. The test is based on the idea that the unconscious can control the conscious will. A single word can touch past traumas and reveal unresolved inner conflicts. The use of word association tests dates back to Galton (1879) and was first used on a clinical basis by Jung (1910) and G. H. Kent and Rosanoll (1910). In the first to attempt to standardize word association procedures, Kent and Rosan- off developed a list of 100 standard words and presented them to a sample of 1000 normal adults who were partially stratified by geographic location, educa tion, occupation, age, and intelligence. An objective scoring system was devel- oped, and the Kent- Rosanoff word association test enjoyed moderate popularity in the 1920s and 1930s. Rapaport et al. (1968) subsequently developed a 60-item word association test, The range of words covered familial, household, oral, anal, aggressive, and phobic content. Responses were quantified by collecting norms on college students and schizophrenics, although interpretations were clearly psychoanalytic in nature. Interest in word association techniques dropped considerably after Rapaport et al. (1968) concluded that the procedures did not live up to their clinical prom- ise. Although the techniques are still in use (Man, 2011; Oral, Güleç, Aydin, Ozan, & Kırpınar, 2011), they play only a limited role in clinical and counselin settings. WORD ASSOCIATION TEST: ADMINISTRATION A list of words or phrases can be presented in random order to respondents, who are requested to state or write the word or phrase that pops into their mind; Respondents are asked for what word or phrase comes to mind immediately upon hearing certain brand names; Similarly, respondents can be asked about slogans and what they suggest; Respondents are asked to describe an inanimate object or product by giving it "human characteristics" or associating descriptive adjectives with it. PATIENT A patient may be presented with a list of words or phrases and asked to immediately say the first word or phrase that comes to mind. THERAPIST The therapist records the patient's response, and also notes the time it took to respond, the patient's facial expression, and any discomfort the patient seemed to experience. INTERPRETATION The therapist interprets the patient's reactions in the context of the words presented. For example, the therapist might infer personality traits from the patient's associations to groups of related words. SCORING Word association test with a time limit In this test, a candidate is shown a word on a screen for 15 seconds and must write a thought that comes to mind. The test taker must maintain the order of the words by using their serial numbers. Word association reasoning test In this test, the candidate is given a word pair and must identify another associated word pair. The test taker has 10 minutes to complete the test, which has up to 16 word pairs. Controlled Oral Word Association Test (COWAT) In this test, the candidate is asked to say as many words as possible that start with a given letter of the alphabet within 60 seconds. The test taker is not allowed to say proper nouns or the same word with a different ending. The test taker's score is based on the total number of acceptable responses, as well as the number of clusters and switches. Qualitative scoring In this scoring method, test words are grouped based on the sign given to them by the test taker. The test taker is then scored based on how many test words in each category do not conform to the category's meaning. SENTENCE COMPLETION TASK A projective procedure that asks a subject to complete a sentence. These tasks provide a stem that the subject is asked to complete. Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems" and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. Therefore, sentence completion technique, with such advantage, promotes the respondents feelings. FIGURE DRAWING TEST A projective procedure that asks a subject to draw a figure. Figure drawing tests are based on the idea that self-exploration can help access deep feeligs and motives. A figure drawing test, such as the Human Figure Drawing (HFD) test or the Draw-a-Person (DAP) test, is a psychological assessment that involves drawing a person or people. Human Figure Drawing (HFD) Test A projective test that assesses a person's personality and cognitive function. The test taker draws a person on a piece of paper, and the drawing is analyzed for features that indicate emotional states. There is no time limit, but most people finish within 10 minutes. Draw-a-Person (DAP) Test A projective personality test and cognitive test that uses simple art supplies to evaluate children and adolescents. The DAP test is also known as the Draw-A-Man (DAM) test or Goodenough–Harris Draw-a- Person test. THANK YOU!!!