Personality Assessment – Projective Techniques Flashcards

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1
Q

Explain the projective hypothesis

A

Projective techniques require the client to respond to ambiguous stimuli

Projective hypothesis: Assume that the client will “project” his/her characteristic thoughts, feelings, etc.
onto the material
- Perception: what the person responds to
- Interpretation: how the person responds
* Interpreter examines responses for clues as to personality

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2
Q

Two separate meanings of ‘projections’

A
  • Unconscious defence against unacceptable impulses in self by ascribing them to individuals or objects external to self (Freudian)
  • Normal process in which inner states influence perception and interpretation of the external world
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3
Q

Are projective tests nomothetic?

A

No. They are very idiographic. No reference to other groups.

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4
Q

Do projective tests have good psychometric properties?

A

No. They fail as psychometric tools. But have high popularity still in clinical settings. e.g. 53% still use rorschach.

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5
Q

Discuss the Development of Projective Techniques

TWO influences in the first two decades of the 20th Century…

A

1) Theoretical development
• Psychoanalytic theory (freud-idea of accessing unconscious).
• Gestalt or holistic theories (preservation of unique self, looking at person as a whole).

2) Psychometric vs clinical tradition
• Psychometric: Standardised measurement; reliability and validity; focus on normal characteristics; search for traits
• Clinical: Careful, detailed study of the individual; focus on disturbed individuals; less interest in precise measurement; holistic approach (today in clinics its not surprising they use them still because we’ve moved towards holistic approaches).

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6
Q

What characteristics do all projective tests have in common?

A
  • Stimuli are vague or ambiguous (Only brief general instructions are given)
  • Use of an unstructured task – a task that permits an unlimited variety of possible responses (unlike the structure of self-reports!).
  • Use disguised testing procedures (just means test takers themselves are rarely aware of the construct its testing, unlike self report where the items are quite obviously testing something. SO face validity of projective tests here is LOWER than self reports).
  • Characterised by a global approach to the assessment of personality
  • Regarded as effective in revealing covert or unconscious aspects of personality (covert meaning parts of the personality the patient is unaware they had).
  • Primarily used as a clinical tool
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7
Q

Advantages of Projective Techniques over Self-Report Tests

two

A
  • Capacity to bypass or circumvent the conscious defenses of respondents
  • Capacity to allow clinicians privileged access to important psychological information of which respondents are unaware
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8
Q

one disadvantage of Projective Techniques over Self-Report Tests

A

DIFFICULT to determine in projective tests whether individual is faking or not
or being socially desirable, compared to self report.

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9
Q

Example of inkblot test?

A

The Rorschach

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10
Q

Example of Pictorial techniques?

A

Thematic Apperception Test

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11
Q

Verbal techniques examples (2) ?

A
  • Word association tests

* Sentence completion

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12
Q

Performance techniques

A
  • Drawing techniques: Draw-a-Person Test

* Play techniques and Toy tests

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13
Q

What is the association technique related to the Rorschach?

A

association technique: we see an unfamiliar object and make sense of it through familiar ideas/memories of our worlds.

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14
Q

What does the Rorschach involve? like how many inkblots

A

10 symmetrical inkblots on separate cards: 5 black and white; 2 contain red; 3 combine pastel shades

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15
Q

What are the two phases in the Rorschach?

A
  • Association: you record what they say

* Inquiry: why and how they came to that conclusion of what it is

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16
Q

A variety of systems for scoring and interpretation Rorschach exist…

A
  • S. Beck: A perceptual-cognitive process – responses
  • Klopfer: A phenomenological approach (Freudian and Jungian) – responses are fantasies
  • Piotrowski, Hertz, Rapapport: fall between Beck & Klopfer
17
Q

Characteristics scoring categories have in common (4).

A

Have in common scoring categories
• Location: Where in the inkblot did the person find the response they had
• Determinants: answering why, was it the form, shape, colour that made you respond this way
• Content: what was it about. art, nature, abstract?
• Popular responses: if they use colour: maybe they’re emotional person. If movement: rich imagination and fantasy life.

18
Q

Who is John Exner (1970’s), and what is Exner’s Comprehensive System?

A
  • Criticised the disparate approaches to the Rorschach
  • Advocated standardised administration, scoring and interpretation
  • Emphasis on the structural rather than content variables
  • Provides normative data for US adults and children and reference data for psychiatric samples

The interpretation of these scores is still subjective, despite his effort.

19
Q

Comments on the Rorschach

1) Norms
2) Reliability
3) Validity
4) :) smile!

A

Norms
• result in over-pathologising of normal US adults; insufficient representation of minorities (1 in 6 adults were seen to have pathology lol).
• However, recently a new “reference” sample was collected (Meyer et al., 2007)

Reliability
• Scorer reliability: Exner included no categories in which interscorer reliability was less than .85. poor guy tried hard.
• Test-retest reliability (of scoring): .3 to .9; but only calculated for 40% of variables

Validity
• Most problematic because of different systems of scoring and interpreting; and variety of uses
• A recent meta-analysis (Mihura et al., 2013) found 40 variables had good to excellent support for
their validity (mean r = .27) while 13 variables had little or no support when compared against
externally assessed criteria (e.g., observer ratings, diagnoses)
• Overall, few validity studies have been done (relative to the number of validity studies for self- report measures of personality)
20
Q

What is the thematic apperception test (TAT)?

How many cards?

A

• 31 cards – 20 are used for testing
• 19 cards containing ambiguous pictures in black and white and one blank
card
• Two 1-hour sessions with 10 cards in each session
• Respondents construct a story: what lead up to the scene, what the characters
are thinking and feeling, what will be the outcome
• A construction technique: story-telling; require complex cognitive activities

21
Q

How to interpret the TAT?

A

original method of scoring was CONTENT ANALYSIS

Hero: person has identified him or herself with.
Needs: forces which organise the way we think and act to
resolve unsatisfying situations e.g.achievement needs aggression needs.
Press: forces that might interfere with our needs e.g. being attacked, not safe.

22
Q

What are the most frequent response characteristics of TAT that a clinician will analyse?

A
Most frequent response characteristics/provides a general interpretation framework
• The way the card is perceived
• The themes developed
• The roles ascribed to the characters
• Emotional tones expressed
• Speed of responses
• Length of stories

BUT USE OF “SUBJECTIVE NORMS” is common :)

23
Q

What are the most frequent response characteristics of TAT that a clinician will analyse?

A
Most frequent response characteristics/provides a general interpretation framework
• The way the card is perceived
• The themes developed
• The roles ascribed to the characters
• Emotional tones expressed
• Speed of responses
• Length of stories

BUT USE OF “SUBJECTIVE NORMS” is common :)

24
Q

Comments on the TAT

A

1) Non-personality variables can influence the stories told
• Personal variables: gender, social class
• Situational variables
(MAKES US WONDER: are we testing personality? or other situational constructs? CONSTRUCT VALIDITY BAD.

2) Interpreting themes is confounded by fantasy and inhibition – Validity becomes difficult to establish e.g. you dont know what that response is telling you
3) Interpreters tend to over-pathologise

25
Q

What is a needs based scoring system? and why is it helpful potentially? in regards to TAT.

A

e. g. need for achievement. a bit more possible to establish validity and reliability for these need based scoring schemas
1) Focus on one need e.g. McClelland et al. (1953) – Need for Achievement (makes scoring easier)

2) Reliability
• Scorer reliability around .8 to .9
• Internal consistency: rarely exceeds .3 to .4
• Test-retest reliability over intervals of several weeks: generally in the .30 range (far from acceptable).

3) Validity
Construct validity:
• metaanalysis of correlations from 36 studies of TAT vs. self-report achievement indexes: mean correlation of .09 (sig.)
• Metaanalysis of correlations from 105 studies of TAT vs. behavioural outcomes: mean correlations of .19 and .22 (the TAT accounts for only 1 % of the variance)

26
Q

What are Sentence Completion Tests?

A
  • Attitudes, motives, and conflicts rather than the general structure of personality (a more conscious level than TAT and inkblot)
  • Respondents are provided with the opening part of a sentence (stem) and are asked to complete it e.g. need for achievement

Stems
• Allow a wide variety of possible completions
• Are usually formulated to elicit responses relevant to the personality domain of interest

• No. of items ranges from 30 to 200

27
Q

Who was Rotter and what was his contribution to this new test “Rotter Incomplete Sentences Blank” (RISB)

A

He revised Sentence Completion Tests in 1992, and made it a measurement of Personal adjustment or emotional stability. Made realllly really short stems and really vague ones e.g. I regret.. or Saturday is..

  • 40 sentence stems
  • Instructions: “Complete these sentences to express your real feelings. Try to do every one.” Be sure to make a complete sentence”
  • Each completion rated on a 7-point scale – from zero to 6, manual provides specimen responses e.g. I regret being born is a 6. vs i regret not going fishing.
28
Q

Reliability and validity of “Rotter Incomplete Sentences Blank” (RISB)

A

Reliability
• Test-retest ( .82 over a 1 -2 week period and .70 over 6 months)
• Scorer: .72 - .99 e.g. scorer’s judgement in choosing a number on rating scale. Just like youre doing now with these flashy cards! :)
• Coefficient alpha: .69

Validity
• little evidence available

29
Q

Draw a person test (DAP)

A

Wide variety of such tests

Have in common:
• Ask respondent to draw one or more people
• Administered and scored relatively quickly

Machover, 1949: A SIGN approach
• “draw a person”
• “draw a person of the opposite sex”
• Qualitative interpretation: draws inferences from isolated features of the drawings e.g. individual features like big eyes represents paranoia.

Koppitz, 1968: A GLOBAL approach
• Children and adolescents
• 30 “emotional indicators” that distinguish between children with and without
emotional problems (n = 1856)
• Maladjustment score – a general indicator of emotional instability – not diagnostic

30
Q

Draw a person test (DAP) NORMS, RELIABILITY AND VALIDITY PLEASE! imp

A

Norms
• Available for some techniques

Reliability
• Scorer reliability: variable, but mostly above .70
• Test-retest reliability: adequate for global features (.74 to .99 in 13 studies);
problematic for specific features (e.g., .21 for height of figures)
• Internal consistency: moderate to acceptable

Validity
• A vast body of research
• Conclusion is that indicators from D-A-P techniques have negligible validity e.g., no correlation between Machover’s signs of personality disturbance in D-A-P and other indicators of disturbance
• Some evidence for modest validity of global scoring approaches e.g., poor quality of overall drawing and psychopathology
• Responses open to influence of situational variables ® construct validity? e.g. Features of the EXAMINER HAHA become incorporated in the drawing. Not showing what they’re feeling and thinking, just a representation of the situation they’re in.

31
Q

Overall Evaluation of Projective Techniques?

A

Assessment vs clinical use

Validity – do they measure what they set out to measure?
• Faking
• Examiner and situational variables e.g. influences how person responds. meaning we’re not actually testing personality.

• Are they psychological tests? e.g. A standardised measure of a sample of behaviour? No, not an example of standardised.

32
Q

Notes for final exam

A

2/3 on lecture material
1/3 on tutorial content so DO NOT NEGLECT THIS!
Could do the readings for the tutes!?

TUTE SUFF:
• Tutorial 3: Test fairness & test bias (Reading (Anastasi & Urbina, 1997)
• Tutorial 4: IQ Testing – WAIS-IV
• Tutorial 5: Current Issues in IQ Testing (Reading (Nisbett et al., 2012)
• Tutorial 6: Personality Tests – 16PF

LECTURE STUFF:
• Weeks 8 & 9: Assessment of Intelligence
• Week 10: Assessment in Clinical Settings
• Weeks 11 & 12: Assessment of Personality
• Week 13: Ethical Issues in the use of Psychological Tests

33
Q

Exam is how long?

A

-60 multiple choice question; 1.5 hours
-“Not time pressure here. “
-ALL ABOUT APPLICATION!
NOT JUST MEMORISING SHIT.
understand formuli, wont have to use the formuli.
But understand those concepts. (GO BACK TO FORMULA STUFF ABOUT SENSITIVITY, SPECIFICITY etc.)

34
Q

look at the lecture outcomes. Thats

how she wrote the exam.

A

Good! Over and out :) Well done, and keep going strong cait. dont waste a minute.