Murray developed a theory of personality that was organized in terms of
Motives,
Presses, and
Needs.
Murray described needs as a "potentiality or readiness to respond in a certain way under certain given circumstances …. It is a noun which stands for the fact that a certain trend is apt to recur" " (1938).
Theories of personality based on needs(Being Unconscious) and motives suggest that our personalities are a reflection of behaviors controlled by needs.
He assumed that the human natural state is a state of disequilibrium, and that is why people have needs—to satisfy the lack of something.
While some needs are temporary and changing,
Other needs are more deeply seated in our nature.
According to Murray, these psychogenic needs function mostly on the unconscious level but play a major role in our personality.
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian B. Rotter. It comes in three forms (for different age groups) and comprises 40 incomplete sentences usually only 1–2 words long, such as "I regret ..." and "Mostly girls ...".
The Rotter Incomplete Sentences Blank (RISB) is the most frequently used sentence completion test of personality and socioemotional functioning. A performance-based test, the RISB is used to screen for adjustment problems, to facilitate case conceptualization and diagnosis, and to monitor treatment.The Rorschach Inkblot Test, the TAT, the RISB, and the C-TCB are all forms of projective tests.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion method for the use at college level. Forty items are completed by the subject. These completions are then scored by comparing them against typical items in empirically derived scoring manuals for men and women and by assigning to each response a scale value from 0 to 6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured projective technique in which the subject is asked to finish a sentence for which the first word or words are supplied. As in other projective devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences he makes. Historically, the incomplete sentence method is related most closely to the word association test. In some test incomplete sentences tests only a single word or brief response is called for; the major differences appears to be in the length of the stimulus. In the sentence completion tests, tendencies to block and to twist the meaning of the stimulus words appear and the responses may be categorized in a somewhat similar fashion to the word association method.
The Incomplete Sentences Blank can be used, of course, for general interpretation with a variety of subjects in much the same manner that a clinician trained in dynamic psychology uses any projective material. However, a feature of ISB is that one can derive a single over-all adjustment score. This over-all adjustment score is of particular value for screening purposes with college students and in experimental studies. The ISB has also been used in a vocational guidance center to select students requiring broader counseling than was usually given, in experimental studies of the effect of psychotherapy and in investigations of the relationship of adjustment to a variety of variables.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
Murray developed a theory of personality that was organized in terms of
Motives,
Presses, and
Needs.
Murray described needs as a "potentiality or readiness to respond in a certain way under certain given circumstances …. It is a noun which stands for the fact that a certain trend is apt to recur" " (1938).
Theories of personality based on needs(Being Unconscious) and motives suggest that our personalities are a reflection of behaviors controlled by needs.
He assumed that the human natural state is a state of disequilibrium, and that is why people have needs—to satisfy the lack of something.
While some needs are temporary and changing,
Other needs are more deeply seated in our nature.
According to Murray, these psychogenic needs function mostly on the unconscious level but play a major role in our personality.
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
The Rotter Incomplete Sentences Blank is a projective psychological test developed by Julian B. Rotter. It comes in three forms (for different age groups) and comprises 40 incomplete sentences usually only 1–2 words long, such as "I regret ..." and "Mostly girls ...".
The Rotter Incomplete Sentences Blank (RISB) is the most frequently used sentence completion test of personality and socioemotional functioning. A performance-based test, the RISB is used to screen for adjustment problems, to facilitate case conceptualization and diagnosis, and to monitor treatment.The Rorschach Inkblot Test, the TAT, the RISB, and the C-TCB are all forms of projective tests.
The Rotter Incomplete Sentences Blank is an attempt to standardize the sentence completion method for the use at college level. Forty items are completed by the subject. These completions are then scored by comparing them against typical items in empirically derived scoring manuals for men and women and by assigning to each response a scale value from 0 to 6. The total score is an index of maladjustment.
The sentence completion method of studying personality is a semi structured projective technique in which the subject is asked to finish a sentence for which the first word or words are supplied. As in other projective devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences he makes. Historically, the incomplete sentence method is related most closely to the word association test. In some test incomplete sentences tests only a single word or brief response is called for; the major differences appears to be in the length of the stimulus. In the sentence completion tests, tendencies to block and to twist the meaning of the stimulus words appear and the responses may be categorized in a somewhat similar fashion to the word association method.
The Incomplete Sentences Blank can be used, of course, for general interpretation with a variety of subjects in much the same manner that a clinician trained in dynamic psychology uses any projective material. However, a feature of ISB is that one can derive a single over-all adjustment score. This over-all adjustment score is of particular value for screening purposes with college students and in experimental studies. The ISB has also been used in a vocational guidance center to select students requiring broader counseling than was usually given, in experimental studies of the effect of psychotherapy and in investigations of the relationship of adjustment to a variety of variables.
Intelligence test used in the forensic psychology.
There are different tests are used to measure the intelligence or IQ of a person. Such as,
Ravens Progressive Matrices
Bhatia Battery of Intelligence
Culture Fair test
Wechsler scale
Alexander Pass a long test
etc.
It's about personal tests
Personality assessment is a multi-million dollar business in the United States.
A large number of American corporations use personality tests, at least informally, as part of their hiring and screening process.
The tests figure prominently in the clinical evaluations many psychologists use in custody battles and sentencing and parole decisions.
Our goal today is to take a brief look at personality testing.
The inspiration for this lecture is a book by Annie Murphy Paul called The Cult of Personality.
We’ll examine two commonly used personality tests that are criticized by Paul.
We’ll discuss some empirical data on value of personality tests more generally.
One of the most popular tests is the Myers-Briggs Type Indicator (MBTI).
The MBTI was developed and championed by Katharine Briggs and her daughter Isabel Myers.
Inspired by Carl Jung’s ideas about personality types: unique ways in which people perceive and understand the world.
The types are based on pairs of psychological opposites or dichotomies, such as Extraversion vs. Introversion.
None of the types are “better” or “worse” in any kind of absolute sense. They represent preferences that people have for understanding and experiencing the world.
The MBTI focuses on 4 such dichotomies.
Thinking/ Feeling
Distinguishes a preference for deciding via objective, impersonal logic (Thinking) versus subjective, person-centered values (Feeling).
Judging/ Perceiving
Distinguishes an outward preference for having things planned and organized (Judging) versus a flexible style based more on staying open to options than deciding (Perceiving).
2. PROJECTIVE TEST
• A projective test is a personality test designed to let a
person respond to ambiguous stimuli, presumably
revealing hidden emotions and internal conflicts.
• This is sometimes contrasted with a so-called "objective
test" in which responses are analyzed according to a
universal standard (for example, a multiple choice exam).
• The responses to projective tests are content analyzed
for meaning rather than being based on presuppositions
about meaning, as is the case with objective tests.
• The Children's Apperception Test, often abbreviated as
CAT, is an individually administered projective personality
test appropriate for children aged three to 10 years.
3. Purpose
• The CAT is used to assess personality, level of
maturity, and, often, psychological health.
• The theory is that a child's responses to a series
of drawings of animals or humans in familiar
situations are likely to reveal significant aspects
of a child's personality.
• Some of these dimensions of personality include
level of reality testing and judgment, control and
regulation of drives, defenses, conflicts, and level
of autonomy.
4. Description
• The CAT, developed by psychiatrist and psychologist Leopold
Bellak and Sonya Sorel Bellak and first published in 1949, is
based on the picture-story test called the Thematic
Apperception Test (TAT).
• The TAT, created by psychologist Henry A. Murray for
children (ten years old and older) as well as adults, uses a
standard series of 31 picture cards in assessing perception
of interpersonal relationships.
• The cards, which portray humans in a variety of common
situations, are used to stimulate stories or descriptions
(orally or in writing) about relationships or social situations
and can help identify dominant drives, emotions,
sentiments, conflicts and complexes.
• The examiner summarizes and interprets the stories in light
of certain common psychological themes.
5. Description
• In creating the original CAT, animal figures were used
instead of the human figures depicted in the TAT because it
was assumed that children from three to ten years of age
would identify more easily with drawings of animals.
• The original CAT consisted of ten cards depicting animal
(CAT-A) figures in human social settings.
• The Bellaks later developed the CAT-H, which included
human figures, for use in children who, for a variety of
reasons, identified more closely with human rather than
animal figures.
• A supplement to the CAT (the CAT-S), which included
pictures of children in common family situations, was
created to elicit specific rather than universal responses.
6.
7. Administration
• The CAT, which takes 20–45 minutes to administer.
• Can be conducted by a trained professional—psychiatrist,
psychologist, social worker, teacher or specially trained
pediatrician—in a clinical, research, or educational setting.
• The test may be used directly in therapy or as a play technique
in other settings.
• After carefully establishing rapport with the child, the examiner
shows the child one card after another in a particular sequence
(although fewer than ten cards may be used at the examiner's
discretion) and encourages the child to tell a story—with a
beginning, middle, and end—about the characters.
• The examiner may ask the child to describe, for example, what
led up to the scene depicted, the emotions of the characters,
and what might happen in the future.
8. Scoring
• In a projective test such as the CAT, there is no right or wrong
answer.
• Thus there is no numerical score or scale for the test.
• The test administrator records the essence of each of the stories
told and indicates the presence or absence of certain thematic
elements on the form provided.
• As in the TAT, each story is carefully analyzed to uncover the child's
underlying needs, conflicts, emotions, attitudes, and response
patterns.
• The CAT's creators suggest a series of ten variables to consider
when interpreting the results.
• These variables include the story's major theme, the major
character's needs, drives, anxieties, conflicts, fears, and the child's
conception of the external world.
9. Reliability and validity
• Although responses in projective tests are believed to
reflect personality characteristics, many experts have called
into question the reliability, validity, and hence, usefulness
of these tests as diagnostic techniques.
• The CAT, as well as other projective measures, has been
criticized for its lack of a standardized method of
administration as well as the lack of standard norms for
interpretation.
• Studies of the interactions between examiners and test
subjects have found, for example, that the race, gender,
and social class of both participants influence the stories
that are told as well as the way the stories are interpreted
by the examiner.
10. USES
• The CAT, which is designed for use in clinical,
educational, and research settings, provides
the examiner with a source of data, based on
the child's perceptions and imagination, for
use in better understanding the child's current
needs, motives, emotions, and conflicts, both
conscious and unconscious.
• Its use in clinical assessment is generally part
of a larger battery of tests and interview data.
11. References
• McCoy, Dorothy. The Ultimate Guide to Personality
Tests. Inglewood, CA: Champion Press, 2005.
• Paul, Annie Murphy. The Cult of Personality: How
Personality Tests Are Leading Us to Miseducate Our
Children, Mismanage Our Companies, and Misunderstand
Ourselves. Riverside, NJ: Simon & Schuster, 2004.
• Camara, W. J., et al. "Psychological test usage: implications
in professional psychology." Professional Psychology:
Research and Practice 31 (2000): 141–54.
• Kamphaus, R. W., et al. "Current trends in psychological
testing of children." Professional Psychology: Research and
Practice 31 (2000): 155–64.