Loyola eCommons Process Analysis of Rorschach Interpretation

Journal of Personality Assessment, 1997

Problems in Rorschach esearch and What to Do About Them This artlcie idennfies many in;e:re-eiared problems thar interfere with progress in Rorschach research. Ktese inciude vague hypo:heses, cocfouncted comparisons, faiIarc to controi extraneous variabies; misuse of statistics, and distorted interpretation of resuks. ' TWO crucial sclu:ions tc address many of these probiems are offered: knowing the data and d i n g oct rival hypotheses. Underiy:ng conceptual confusions are addressed and prototypical exiirnpies deriveci from the literature are discussed in the hope of improwg the scientific foundatron oi'the Rorschach. Recently, Exner (1995) publashed a book designed to irnprove rhe research and the scieritrfaz foundaimn of the Rorschach. Prepxataorm for that pmb1rcataoc led te many d~s c u s s m x an2 tc' this xtlcie. The goal of rkss artncle rs to dentrfy some of the probkms rn Rorscilach research sad, more ~mponant. to offer a few salurrons

Psychological Assessment, 2001

Comments are made about the articles comprising the first round of the Special Series on the Rorschach. G. Strieker and J. R. Gold (1999) and D. J. Viglione (1999) praised the Rorschach, but they consistently failed to cite negative findings. R. M. obtained results that provide modest support for the Rorschach, but one of his data sets is flawed. J. B. Miller, R. Rosenthal, R. F. Bornstein, D. T. R. Berry, and S. reported the results of a meta-analysis, but, among other problems, their coders were not blind to the results of all the studies. J. Hunsley and J. M. Bailey (1999) made a strong case for concluding that there is no scientific basis for using the Rorschach. Recommendations are made for resolving the Rorschach controversy.

Journal of Personality Assessment, 1993

This study compared the Rorschach responses of male children who were and who were not experiencing learning problems. Whith controls exacted on social class, chronological age, and IQ, the responses of 19 pairs of subjects were examined; group differences in perceptual accuracy, selfconcept, and reactivity were assessed. Despite some differences being small, responses of children with learning problems were characterized by lower perceptual accuracy and lower self-concept. On the other hand, they obtained a D score significatively lower.Este estudio compara las respuestas al Rorschach de niños con dificultades de aprendizaje con las de aquellos que no tienen dichas dificultades. Se examinaron las respuestas de 19 sujetos, emparejados con 19 sujetos de control, equiparados en clase social, edad cronológica y CI, examinando las diferencias grupales en exactitud perceptiva, autoconcepto y reactividad. A pesar de que algunas diferencias resultaron escasas, las respuestas de los niños c...

SIS Journal of Projective Psychology and Mental Health, 20, 62-67., 2013

Rorschach Inkblot test has been in use in India since 1947 and was used with diverse clinical and non-clinical population. In the recent period it is primarily used with the clinical population. Different scoring systems are followed in the country. Though research findings showed the usefulness of Rorschach Inkblot Test in diagnosis, understanding psychopathology and in therapy, research interest related to the use of the Rorschach Inkblot Test in India appears to be declining. There is a need to revitalise the training on its use, interpretation and research. The case report of a patient who had not undergone psychotherapy and showed the consistency of the responses even after an interval of fourteen years is presented. Probably there are a group of patients who maintain their perceptual structure, unaffected by ageing and input from environment, in the absence of receiving any form of psychotherapy.

Journal of personality assessment, 2007

Three hundred and nine nonpatient adults, evenly distributed according to sex, age, educational level, and residence, took part in the Rorschach test study carried out in Portugal. The sample was drawn from selected regions of the country and was balanced for population density in urban and rural areas. Test administration was controlled through the services of psychologists familiar with the Rorschach Comprehensive System (CS; Exner, 1993). Results indicate that, in Portugal (Pires, 2000), level of education is the variable that seems to have the largest effect on Rorschach responding.

2015

The study search the Rorschach point of view phenomenologycal. The phenomenology explore the psychopathological Erlebnis of subject. Psychic phenomena have the form and content. The phenomenological approach to Rorschach projective technique begins with the assessment of psychogram, which explores the subject’s cognitive, affective and adaptive processes and then the object of psychopathology. In psychogram that expresses an aspect of the way of life inkblots by the person defining the location, the determinant, the presence of particular phenomena, the content in relation to the answers of the Protocol. This approach establish structure, levels of psychic functioning of the subject and consent to make a differential diagnosis.

Journal of Personality Assessment, 2007

We investigated the impact of administration and inquiry skills on Rorschach Comprehensive System (CS; protocols collected for the Italian adult nonpatient reference sample. The same research team collected CS protocols on two occasions. The initial reference sample (N = 212; Lis, Rossi, & Priha, 1998) was collected under the supervision of experienced psychologists who carefully studied CS administration and scoring procedures . The second sample (N = 101; Lis, Zennaro, Calvo, & Salcuni, 2001) was collected after the team obtained additional and sustained CS training from Rorschach workshops certified instructors. Both samples were scored, reliably but they showed large differences on many codes, with protocols from the second sample being richer and more complex than the first. The results indicate that administration skills can have a dramatic impact on CS protocols and may contribute to variations in samples collected by different investigators. Training standards should be devised to insure uniform administration procedures are followed when collecting CS protocols.

Journal of Personality Assessment, 1996

Although :he Rorschach :est has demonstrated significan! refinements in relizbiliry, vhlidiry; and stai~stical power as ii :esul! of the procedura! standardization arid scoring innovations introdaced by Exner.3 Com?rehensive System, the issue of Rorschach interrater reliahiliry remaics cnexpiorcd. This article examines :he sychcmetrjc focndatiorrs of Rorschach interratcr reliability and applies notions From applied behavioral anaiysis to the treatment of Rorschach data. We. empirically compare 3 mechods of quantifying inrcrraeer agreement. their accuracy in estimating interrater agreement, and efficiency in reducing error ir: Rorschach research. Results indicar.e :hat the magnitude of differences between methods of qcantifyi~g interrater agreeneat 2nd the associated reductions of error are significant. We propose a standard method for quantifpng interrater agreemefir i ! : Rorschach resea:ch

2001