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Personality Assessment - Diener > Rorschach > Flashcards

Rorschach Flashcards

1
Q

5 Distinct Rorschach methodology names;
& time period they knew R was diff

A

Boys Have Kind Penises, Ready Set

  • Beck
    • First std of R; 1932
    • No scoring or coding added
    • Published manual Klopfer critisized
    • Brought to US; face-face
    • Organizational activity
  • Hertz
    • Beck friend that also did norming dissertation on slightly diff pop
    • Tried to mediate Beck-Klopfer schism
  • Klopfer
    • forced to learn by job, continue learning b/c CU students wanted to learn
    • Had several NYC coding groups
    • Added new codes; shading focused
    • Started R Research Exchange – now JPA
  • Piotrowski
    • Interpretation focused
    • Published perceptanalysis book
    • Klopfer postdoc; bked from group during controversey
  • Rapaport and Schafer
    • Rapaport
      • Special scores
      • Similar to Klopfer, but allegiance to psychoanalytic approaches and was too generous in his reading of Rorschach data
    • Schafer
      • Content analysis
      • extended Rapaport’s work
  • 6th - Bohm
    • pre-exner; not integrated
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2
Q

Category/Score:
Form Quality

A
  • Does this response fit the contours of the part of the blot the client is using?
  • Tells us how accurately that person is perceiving reality
  • R
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3
Q

Category/Score:
Special Scores

A
  • Unusual articulation; saying something in a way that is somehow strange/unusual.
    • E.g., two people kahooping on the block. Deviant response b/c kahooping is not a real world
  • Features of the response that may in of themselves indicate pathology
    • E.g., this LL a person with a chicken head. This is incongruous b/c people do not have chicken heads.
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4
Q

Category/Score:
Location

A
  • Where on the block
  • 4 symbols
    • W – whole blot; Loc #1
    • D – frequesntly used area
    • Dd – infrequesntly used area
    • S – used of white space;
      -must USE area, not just say w.space
      -never stands alone
  • Multiple Location areas NOT using w.space
    • D+Dd => Dd
    • D+D => D
      Boundaries intact, separate objects
    • D+D => Dd
      Combined into 1 object
  • Multiple Location areas USING w.space
    • Internal WS => code doesn’t change
    • External WS => usally DdS; unless,
      D+DS as separate objects => DS
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5
Q

Category/Score:
Content

A
  • What category does this fall into?
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6
Q

Category/Score:
Determinant

A
  • What features of the blot make it look that way to the client
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7
Q

Category/Score:
Populars

A
  • How frequently do people give this response, to this location?
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8
Q

Category/Score:
Organizational Activity

A
  • Whether or not the person’s response meaningful relationship created between different areas of the blot?
  • Beck & Hertz introduced
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9
Q

Category/Score:
​Developmental Quality (DQ)

A
  • Degree of cognitive organization that’s reflected by the client’s response
    • Friedman

​

  • Synthesized Response (+):
    • < 2 separate objects in a meaningful relationship
      < 1 of these objects has a specific form demand
  • Ordinary Response (o):
    • 1 object that has form demand
  • Vague Synthesized Response (v/+):
    • < 2 objects
    • neither has form demand, in a meaningful relationship
  • Vague (v):
    • Object with no specific form demand
      ______________________
  • Synthesis (meaningful rel’p)*
  • Form*

No

Yes

No

V

V/+

Yes

o

+

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10
Q

Coding categories for the Comprehensive System:

  • Categories (8)
  • Creator ame if not part of original (3)
A
  1. —Location
  2. Determinant
  3. Form Quality
  4. —Content
  5. Popular
  6. —Organizational Activity (Beck and Hertz)
  7. Special Scores (Rapaport and colleagues)
  8. —Developmental Quality (Friedman)
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11
Q

2 General Rules in R Coding

A
  • objective is to capture psych processes client gave INITIALLY during FREE RESP phase
  • Code all relevant components that appear in the response
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12
Q

Cultural background of Rorschach

3

A
  • Interpretive significance of variables: “Rorschach variables mean what they mean regardless of a respondent’s socioeconomic status, ethnicity, and national origin.”
  • Cultural influence on coding
    • P, FQ, Location,
      ​
  • Language of examiner and client must match
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13
Q

How did Exner’s Comprehensive System come to be?

3

A
  • 5 previous american systems
  • coding categories needed .85 inter-rater
  • scores only included if they had credible validity data
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14
Q

Hermann Rorschach

4

A
  • Book published in 1921; died in 1922
  • Several writings on inkblots before
  • Inspired by Kleckosgraphie (Blotto)
  • Inkblots are a misnomer: Systeamitc drawings
  • Scores at time: Loc., Det., Con.
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15
Q

Major points of controversy about the Comprehensive Systems

5+

A
  • Meta analysis done in 2012
  • Reliability
    • 95% inter-rater variables are good-excellent reliability
    • 30% test-retest
  • Validity
    • meta-analysis showed R comproable with MMPI
    • R has predictive validity
  • Normative data
    • critics say n.data pathologizes people
    • some people use international norms
    • exner is largest normative database
  • International
    • Rorschach Research Council
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16
Q

R Admin:
What are the —3 General categories to focus on for purposes of the inquiry?

A
  • —Where in the blot (Location)
  • What about the blot makes it look like that (Determinants)
  • What is it (Content)
17
Q

R. Admin:
Rorschach Into if have/not heard

A

Have Heard

  • “It’s just a series of inkblots that Ill show you and I want you to tell me what they look like to you.”

Have NOT Heard

  • Find out what they know or believe about it
  • “It is a test that gives us some information about personality and by having that information we can….(plan your treatment easier; understand your problem a bit better….)
18
Q

R Admin:
When NOT to ask a question

A
  • Client has already given you the necessary info
  • You’ve already inquired once about a coding variable
  • Direct/leading questions
  • Questions unrelated to scoring categories
  • Do not ask “why does it look like that?” more ask “What makes it look like X?”
19
Q

R Admin:

When TO ASK as question

A

KEY WORDS

  • Word alluded to determinant that wasn’t fully articulated
  • In general, they are:
    • Mentioned in the free response, “E.g., it’s a pretty flower”
    • First client verbalization in inquiry
      • Hand client the card and saying it’s a flower and they immediately respond, “Yeah, it’s pretty”
    • Included spontaneously in first answer to a question posed by the examiner
      • You said it looks like a flower, “Yeah, it’s right here [and points]”
20
Q

R Admin:
If < 14 responses

A
  • If not, you need to re-administer response phase
  • “Now you know how it’s done. But there’s a problem. You didn’t give enough answers for us to get anything out of the test. So we will go through them again and this time I want you to make sure to give me more answers. You can include the same ones you’ve already given if you like but make sure to give me more answers this time.”
21
Q

R Admin:
Starting Inquiry Phase

A
  • Thank them
    • “Good, you’ve done a nice job of going though the cards.”
  • Next steps
    • “Now we are going to go back through them and I’m going to read what you said. First, I would like you to tell me where on the blot you saw what you saw and second, I would like you to tell me what about the blot made it look like that to you. The reason is so that I can see it like you do. Is that clear?”
    • First – we are essentially asking for location and content
      • Don’t assume that people use the full card
      • Use key words to be sure you know the content and have asked about the vague words they used to describe
22
Q

R Admin:
Starting response phase

A
  • “What might this be?”
  • —If only 1 response to Card:
    “Take your time and look some more. I’m sure you’ll find something else too.”
  • —If client gives 5 responses to Card I and keeps the card with intent to give more:
    examiner takes it and says,
    • “Alright, let’s do the next one.”
    • Why? Diminishing returns
23
Q

R Interpretation:
Language for starting the response phase?

A

“What might this be?”

24
Q

If administering the Rorschach, what are testing considerations?

A
  • Warm up
    • warm up tests pre R may be helpful to determine client’s cooperation level
  • Don’t overburden or give bad “sets”
    • Don’t give after MMPI, WISC, or WAIS
    • Do R last
    • Never do the same day as MMPI
25
Q

Steps in Assessment Process

6(2)

A
  1. Consider the referral question
    1. E.g., Diff Dx, Fx impairment
  2. Select appropriate test
    1. Use R. if relative thinking patterns across sociodemographic domains; NOT for DSM Dx
  3. Admin test
  4. Score test
  5. Interpret test
  6. Communicate results

Personality Assessment - Diener (1 decks)

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