module 4. Projective Personality Testing Flashcards
describe the psychometric properties of projective tests
In general, projective tests have low reliability and low validity. However they may be of some use at times?
explain the strengths and weaknesses of projective tests
A strength of projective testing is that results are unique (there are limitless possible responses), and that the response is generated by the respondent. The stimuli are ambiguous and thus the respondent has no choice but to utilise their innate cognition and experiences to formulate their response. The assumption is that they must also utilise coping mechanisms, general schemas, mental state etc. So if an interpreter can accurately use their response to determine these, then this would be a strength of the test. This is where the jury is out however.
Weaknesses are that interpretations are highly variable by different interpreters, and there is lack of uniformity in how to conduct or interpret.
describe examples of different projective tests.
DRAW A PERSON-mainly used on children or adolescents. Instruct to draw a person which is not a stick figure. Some say the following may be suspected by certain presentations;
a)impulsivity-linked to missing neck, some parts not joined,marked assymmetry, pronounced transparencies, or a very large figure.
b)insecurity-slanting figure, cut off hands/legs/limbs,tiny head, or monster.
c) anxiety; no eyes, only 1 leg/legs closed, shaded face (not if used only to show darker skin), shaded areas of body (esp genitals=sexual anxiety), flying birds or clouds or rain.
d) shyness; tiny figure,no nose/mouth, tiny limbs/arms or arms against sides.
e) anger/aggression; teeth, nudity, genitals, cross-eyed or big hands.
Tester will also ask q’s eg who is it? What are they doing/feeling? answers obviously also very important, as are general demeanour/language/comprehension etc.
HOLTZMAN-similar to Rorschach but allowed to only give one answer to what see. Poor reliability.
THEMATIC APPERCEPTION TEST-shown a picture with people etc in and asked to tell/write a story based on what happening in the scene. Poor standardization and poor validity/reliability.
ANIMAL METAPHOR-asks to draw 2 animals,describe them and write a dialogue between them.
GRAPHOLOGY-claims to reveal personality by considering handwriting.
DRAWING eg Kinetic family drawing-asks to draw their family including self, doing something.
PICTURES eg Weschler arrangement test-asks to place group of pictures in a logical order (eg a sequence of events)
WORDS eg Jung’s word association test-give first word tham comes to mind when given an initial word.
SENTENCES eg Ebenhaus complete the sentences.
PERSON TREE HOUSE-draw a person, a treee and a house.
alexithymia
difficulty identifying and expressing emotion
RORSCHACH
The Rorschach test is one of the most well known projective test, and arguably the one with the most validation. Typically 10 symmetrical inkblots are shown (some black and white, and some colour), and the participant is asked to answer “what might this be?” for each card. Typically several answers are sought for each card. After the test, answers are further explained by the participant and the tester scores them based on a variety of aspects.
There are many systems that have developed to score/interpret the test. These systems are by no means uniform and some are much more reliable/researched than others. There are two predominant systems, which are the Exner Comprehensive System and the Rorschach Performance Asessment System (R-PAS).Both have demonstrated high reliability generally. Whilst the Comprehensive is the most widely used, the R-PAS has the higher reliability.
It is believed by advocates that because is not structured and is ambiguous, is harder to fake, and better at detecting subtler levels of clinical psychological derangement.
Rorschach is easy to administer but complex to score.(Some advocate that minimum training time is 2 semesters).
Rorschach is not that reliable over long durations (same person different results over time) because is more a reflection of labile mental state, not stable trait state. It is less useful for children than adults. Far more variability across adults/children, than across gender or race.
R-PAS SYSTEM;
Recommended to have uniform approach
a) develop rapport
b) instruct on test
c)conduct test (R-PAS wants 2-3 responses per card). Record responses verbatim, as well as behavioural reactions.
d) clarify responses
e)score response
Areas of assessment;
1. Location and Space
Location = whole picture (W)or part picture(D) or unusual detail (Dd)of picture.
Space= the white space between blot was used alone(SR) or used integrated with blot (SI).
2.Content. Many . Includes eg Human, Animal, Art, Fantasy, Blood, Clothing, etc. Also scored in terms of if is a popular response or not.
3. Form Quality=how well concept suits the inkblot.
4. Object Quality=objects are distinct, symmetry used across blot, or objects indistinct.
5. Determinants.= what was it that made respondent think image was…. ie shape, colour, movement (and whether active or passive) or texture. Blends used when >1 determinant.
6. Cognitive-grades abnormal verbal responses. ie uses made up words (neologisms), malapropisms (misuded words), unnecessary details etc etc.
7. Thematic codes-further descriptors of the content eg conflict, aggression, abstract, personal experience used to justify etc.
8. Structural summary coding. Once the above steps are completed, plug in formulas/ratios/percentages can be generated with software. These are then the “judgements” summaries of how a participant scored, compared against normatives. The ratios or variables are usually presented as a “page 1 variable” (highest level of empirical support), or “page 2 variable” (somewhat lesser amount of empirical support). Usually presented numerically and graphically.
Page 1 variables include;
A)Engagement and Cognitive Processing
a) Complexity-combination of location, content and determinants. Relates to how information if processed. High scorers are versed in sophisticated thoughts and excel at problem solving. But can also be an indicator of overwhelming chaotic thoughts to the point of mania. Low scorers may be simplistic or of reduced cognition.
b)Number of Responses
c)Form %
d) Blends
e)Synthesis
f)Human movement and Weighted colour
g)Coping Effectiveness
h)Human movement
i) M Proportion
j) Colour Dominance Proportion
B) Perception and Thinking
a) Ego-impairment Index-extremely high scores may correlate with psychosis.
b) Thought and Perception Composite-high scorers struggle to see the world clearly or to think logically.
c) Weighted Sum of the Six Cognitive Codes-high scorers have faulty cause & effect logic and disorganized thought processes.
d) Severe Cognitive Codes-higher scorers relate to psychotic disordered thoughts but may be unique individual creativity also.
e) FQ Percentage-reflects a distorted reality. high scores seen in Depression and Extremely high scores in Schizophrenia.
f) WD Percentage
g) Popular-the greater the number of popular responses, the more the testee is similar to most people in how they see the world and conform to social standards.
C) Stress and Distress-a reflection of chronic existing stressors and how stress if generally handled.
a) Sum of Shading and Achromatic Colour-low scorers focus more on “big picture” whereas high scorers focus on (and sometimes become caught up in) a detail or nuance.
b) Inanimate Movement-low scorers are either currently without stressors or coping well with them.
c) Diffuse Shading-high scorers are currently experiencing psychological pain and are resigned to it.
d) Morbid Content-high scorers are reliably those with psychological disturbance-what type, cannot be determined from this. Low scorers are optimistic.
e) Suicide-Concern -Composite ; higher scorers correlate well with having real suicidal intent, although not all high scorers will go on to make any suicidal attempt.
D) Self and Other Representation
a) Oral Dependency Language;-high scorers seek nurturance and help from others whereas low scorers are independent. Approximately equivalent to “Food” in the Comprehensive system.
b) Space Reversal- higher scorers tend to be more oppositional and break the rules.
c) MAP proportion-reflects how healthy a testee’s objects of reality are and as such reflect a healthy ability to have close relationships.
d)PHR proportion-reflects a person’s social skills ability.
e) Human Movement Minus
f) Aggressive Content-higher scorers are usually aggressive or highly competitive. However fairly easy to “fake” a lower score by recognising the need to “tone it down”.
g) Whole Human Content
h) Cooperative Movement-low scorers may lack/disbelieve in human cooperation or may be currently distressed. Also reasonably easy to “fake” a higher score.
i) Mutuality of Autonomy Health.
Page 2 Variables, are not listed here. Some may in time, have enough evidence to be elevated to page 1.
