Using the Rorschach with Children

Journal of Personality Assessment, 2016

Currently, there is some debate about whether to use Comprehensive System norms (CS, Exner, 2003) or the Composite International Reference Values (CIRV; when interpreting Rorschach Inkblot Method (RIM; Rorschach, 1921) protocols administered with the CS method. The goal of this study is to assist clinicians in making this decision by providing information about the effects of choosing one option or the other. Accordingly, the current research evaluates the effects of using the CS vs. CIRV norms with children, adolescents, and adults. First, we identified 43 variables for which the CS and the CIRV for children and adolescents differ from each other by at least a Cohen's d value of .5. Next, we evaluated whether these divergent variables are the same as those previously identified as divergent for the adult population. Results showed that for both children and adolescents, as well as for adults, relying on CS norms versus CIRV would result in interpretations that are more pathological in terms of: (a) perception and thinking, (b) psychological resources and cognitive and emotional abilities, and (c) representations of human relationships. A discussion on the clinical effects of utilizing one versus the other set of norms follows.

The Rorschach remains one of the worldwide reference psychological tests, about hundred years since its creation. Moreover, in recent years there are processes of deep transformation in the models, theories, diagnostic criteria and types of interventions in clinical psychology and psychiatry. In this process the neurosciences have a central role. It is, therefore, essential to assess the relevance and validity of the Rorschach in this new background. Part of these new paradigms is the dimensional psychobiological personality models. In this paper, we work with two of them, the Cloninger and Zuckerman personality models. This paper presents the correlations between Rorschach´s variables, TCI-140 and ZKPQ-50-CC scales in a representative (N=80) Uruguayan sample. We found that all dimensions of TCI-140 and ZKPQ-50-CC show significant correlations with at least 6 Rorschach variables. We conclude that the Rorschach test could be a relevant research and assessment tool, but some improvements are necessary.

International Journal of Testing, 2011

We used multiple regression to calculate a new Ego Impairment Index (EII-3). The aim was to incorporate changes in the component variables and distribution of the number of response as found in the new Rorschach Performance Assessment System, while sustaining the validity and reliability of previous EIIs. The EII-3 formula was derived from a large, diverse, developmental sample (N = 411) and tested on an independent validation sample (N = 206) procured from psychiatric, forensic, research, and nonclinical control contexts. Additional analyses revealed high correlations with previous EIIs with similar reliability and validity but superior distributional qualities.

Journal of personality assessment, 2007

This study is composed of 37 American adolescents, ages 15 to 17 years of age, all from the United States. The principal author was the sole examiner. Inclusion criteria are described. Interrater reliability statistics at the response level are presented along with scores for the Rorschach Comprehensive System (CS; Exner, 2003). The results revealed differences from the published norms on variables that reflect poor form quality, fewer popular responses, more attention to detail, more poor human relationship responses, and a more simplistic, affective-free approach to the environment, among others.

Psychological Bulletin, 2013

We systematically evaluated the peer-reviewed Rorschach validity literature for the 65 main variables in the popular Comprehensive System (CS). Across 53 meta-analyses examining variables against externally assessed criteria (e.g., observer ratings, psychiatric diagnosis), the mean validity was r ϭ .27 (k ϭ 770) as compared to r ϭ .08 (k ϭ 386) across 42 meta-analyses examining variables against introspectively assessed criteria (e.g., self-report). Using Hemphill's (2003) data-driven guidelines for interpreting the magnitude of assessment effect sizes with only externally assessed criteria, we found 13 variables had excellent support (r Ն .33, p Ͻ .001; І FSN Ͼ 50), 17 had good support (r Ն .21, p Ͻ .05, FSN Ն 10), 10 had modest support (p Ͻ .05 and either r Ն .21, FSN Ͻ 10, or r ϭ .15-.20, FSN Ն 10), 13 had little (p Ͻ .05 and either r ϭ Ͻ .15 or FSN Ͻ 10) or no support (p Ͼ .05), and 12 had no construct-relevant validity studies. The variables with the strongest support were largely those that assess cognitive and perceptual processes (e.g., Perceptual-Thinking Index, Synthesized Response); those with the least support tended to be very rare (e.g., Color Projection) or some of the more recently developed scales (e.g., Egocentricity Index, Isolation Index). Our findings are less positive, more nuanced, and more inclusive than those reported in the CS test manual. We discuss study limitations and the implications for research and clinical practice, including the importance of using different methods in order to improve our understanding of people.

Rorschachiana: Journal of The International Society for The Rorschach, 2005

1989

PsycEXTRA Dataset

v LIST OF TABLES 1. Group frequencies 2. Means, standard deviations, and ANOVAs of the Rorschach variables for children tested at home or at school 3. Mean ranks and chi-squares on the Rorschach variables for children tested at home or at school 4. Means, standard deviations, and ANOVAs of the Rorschach variables for children in the fifth and sixth grade 5. Mean ranks and chi-squares on the Rorschach variables for children in the fifth and sixth grade 6. Means, standard deviations, and ANOVAs of the Rorschach variables for the three groups of participants 7. Mean ranks and chi-squares of the Rorschach variables for the three groups of participants vi CHAPTER 1

Procedia - Social and Behavioral Sciences, 2012

The present study was conducted to explore the personality constructs of mentally challenged children through a projective technique-Rorschach ink Blot rest. Samples selections were done through the random-purposive method. The samples comprised eighty studentsforty five boys and thirty five girls. The interpretation was done on the basis of quantitative relationships among Rorschach factors and psycho gram drawn among determinants. These children have been found directed towards external environment, unable to establish close interpersonal relationship and affectionate contacts, have low intellectual level, low degree of empathetic relations and interest in achieving and organized view of the world, emotionally weak and have stereotyped view of the world.

Journal of Personality Assessment, 1989