The document provides an overview of several projective tests used in psychology, including the Rorschach Inkblot Test, Thematic Apperception Test, Draw a Person Test, and Sentence Completion Test. It discusses the theoretical basis of projective tests in psychoanalytic theory, describing how they are designed to reveal hidden emotions and conflicts through ambiguous stimuli. The document then examines specific aspects of several tests, such as their history, materials, administration procedures, scoring, interpretation, and importance in psychological assessment.

1. Chair person:
Dr S Radha Rani
Prof of Psychiatry
Presenter:
Dr Mohd Osman Ali

2. Scheme of presentation
INTRODUCTION TO PROJECTIVE TESTS
RORSCHACH INK BLOT TEST (RIBT)
THEMATIC APPERCEPTION TEST (TAT)
DRAW A PERSON TEST (DAPT)
 SENTENCE COMPLETION TEST (SCT)

3. INTRODUCTION
TO PROJECTIVE
TESTS
Types of psychological tests
projective tests
Theoretical basis
Validity and usefulness

4. Types of psychological tests
Objective/direct/paper pencil Vs Projective
tests
RESPONSES ARE ANALYSED
ACCORDING TO
UNIVERSAL STANDARD
(FOR EXAMPLE, A MULTIPLE
CHOICE EXAM)
CONTENT ANALYZED FOR
MEANING RATHER THAN BEING
BASED ON PRESUPPOSITION
ABOUT MEANING

5. Projective tests
•
IS A PERSONALITY TEST DESIGNED TO LET A PERSON
RESPOND TO AMBIGUOUS STIMULI, PRESUMABLY
REVEALING HIDDEN EMOTIONS AND INTERNAL
CONFLICTS
– DESIGNED TO EVOLVE HIGHLLY INDIVIDUAL ,VARIETY RESPONSE WITH
LESS CONSCIOUS CONTROL
– SCORING PROCEDURED IS LESS STRUCTURED AND INTERPRETER
MUST OFTEN RELY HEAVILY ON A SUBJECTIVE EVALUATION OF
RESPONSE
– LESS DEPENDENT ON THE SUBJECTS WILLINGNESS OR ABILITY TO GIVE
PERSONAL INFORMATION
– SUBJECTS ARE UNAWARE OF THE PURPOSE OF THE TEST AND UNABLE
TO JUDGE HOW PARTICULAR RESPONSES ARE INTERPRETED

6. Vs projection defense mechanism
(Sigmund Freud)
• PROJECTION IS THE UNCONSCIOUS ACT OF
DENIAL OF A PERSON'S OWN ATTRIBUTES,
THOUGHTS, AND EMOTIONS, WHICH ARE THEN
ASCRIBED TO THE OUTSIDE WORLD, OR TO
OTHER PEOPLE.
• IT INVOLVES IMAGINING OR PROJECTING THAT
OTHERS HAVE THOSE FEELINGS

7. Types of projective test
depending on the type of task involved ( LIindzey,
1961)
• ASSOCIATION TECHNIQUE: ASK THE SUBJECT TO TELL
WHAT IS SUGGESTED BY A VERBAL, VISUAL, OR AUDITORY
STIMULI
– WORD ASSOCIATION, RORSCHACH
• CONSTRUCTION TECHNIQUE INVOLVE THE CREATING
OF AN IMAGINAL PRODUCTION FOR WHICH THE TEST
MATERIALS PROVIDE A FRAME WORK
– TAT, MAKE A PICTURE STORY, BLACKY

8. •
COMPLETION TECHNIQUE REQUIRES THAT SUBJECTS
COMPLETE A STATEMENT OR STORY; THEY ARE MORE
STRUCTURED CONSTRUCTURED PROCEDURE (SEMISTRUCTURED)
– ROSENZWEIG PICTURE-FRUSTATION STUDY,
SENTENCE COMPLETION TESTS
•
CHOICE OR ORDERING TECHNIQUE INVOLVE ARRANGING
MATERIAL IN STORY TELLIN SEQUENCES, IN ORDER OF CHOICE,
ETC., OFTEN WITH NO VERBAL ELABORATION
–
•
TOMKINS-HORN PICTURE ARRANGEMENT TEST,
SZONDI
EXPRESSINVE TECHNIQUE DO NOT DEPEND ON TEST STIMULI,
BUT RATHER ASK THE SUBJECT TO PERFORM AN ARITISTIC OR
CREATIVE ACTI
–
DRAW A PERSON, FINGER PAINTING, PLAY,
PSYCHODRAMA

9. Theoretical basis
• PROJECTIVE TESTS HAVE THEIR ORIGINS IN
PSYCHOANALYTIC PSYCHOLOGY, WHICH ARGUES
THAT HUMANS HAVE CONSCIOUS AND
UNCONSCIOUS ATTITUDES AND
MOTIVATIONS THAT ARE BEYOND OR
HIDDEN FROM CONSCIOUS AWARENESS

10. The projective hypothesis (Lawrence Frank,
1939):
“WHEN PEOPLE TRY TO UNDERSTAND
VAGUE OR AMBIGUOUS
UNSTRUCTURED STIMULI, THE
INTERPRETATION THEY PRODUCE
REFLECTS THEIR NEEDS, FEELINGS,
EXPERIENCE, PRIOR CONDITIONING,
THOUGHT PROCESSES”

11. •
WHENEVER A SPECIFIC QUESTION IS ASKED, THE
RESPONSE WILL BE CONSCIOUSLY-FORMULATED AND
SOCIALLY DETERMINED. THESE RESPONSES DO NOT
REFLECT THE RESPONDENT'S UNCONSCIOUS OR IMPLICIT
ATTITUDES OR MOTIVATIONS.
•
THE RESPONDENT'S DEEP-SEATED MOTIVATIONS MAY NOT
BE CONSCIOUSLY RECOGNIZED BY THE RESPONDENT OR
THE RESPONDENT MAY NOT BE ABLE TO VERBALLY
EXPRESS THEM IN THE FORM DEMANDED BY THE
QUESTIONER.
•
AMBIGUITY OF THE STIMULI PRESENTED WITHIN THE TESTS
ALLOW SUBJECTS TO EXPRESS THOUGHTS THAT
ORIGINATE ON A DEEPER LEVEL THAN TAPPED BY EXPLICIT
QUESTIONS.

12. Validity and usefulness
•
IN MOST CASES, EVIDENCE FOR VALIDITY IS QUITE MODEST
•
INTERPERTATION OF MOST SUCH TESTS REMAINS MORE AN ART THAN A
SCIENCE
•
MOST OF THE AVAILABLE EVIDENCE CASTS DOUBTS ON THE VALIDITY OF
MOST PROJECTIVE TESTS
•
NONETHLESS PSYCHOLOGISTS WHO ARE USE PROJECTIVE TESTS
REGULARLY FEEL THAT THE TESTS ARE USEFUL IN THE RIGHT HANDS
•
PROJECTIVE TECHNIQUES AND PAPER PENCIL TESTS ARE OFTEN USED IN
COMBINATION WITH INTERVIEWS TO MAKE JUDGEMENT ABOUT PEOPLE
•
The unstructured nature of the tasks and the variety of the responses
possibilities puts the burden of interpretation on the psychologists
clinical judgment

13. RORSCHACH
INK BLOT
TEST
 Historical aspects
 Testing material
 Method of administration
 Scoring and interpretation
 Importance of the test
 examples

14. Historical aspects
•DEVELOPOED SWISS PSYCHOLOGIST HERMANN
RORSCHACH IN 1921
BEFORE RORSCHACH -- LEONARDO DAVINCI ( 15TH CENTURY) J.
KERNER'S (1857), ALFRED BINET(1896)
AFTER RORSCHACH– DAVID LEVY, SAMUEL BECK, JOHN EXNER

15. Testing material
• CONSISTS OF TEN
symmetrical inkblots
appear on separate CARDS
– BLACK AND WHITE(5),
– TWO COLOURED (2),
– MULTICOLOURED(3)

16. Card-1
• FAIRLY LARGE OVER-ALL BLACK-GRAY BLOT
• MORE IMAGINATIVE AND LESS CONSTRICTED
• SUBJECTS USE IN MANY DIFFERENT WAYS
ANY CREATURE WITH WINGS AT THE SIDE (P-1)

17. Card - 2
•
•
FIRST BLOT WITH A COLOR
FACILITATES MORE THAN ONE RESPONSES RATHER THAN TAKING
IN THE ENTIRE BLOT
• SUBJECTS WHO HAVE ORGANIZATIONAL INTEREST OR ABILITY
GIVE WHOLE RESPONSE
• SEXUAL RESPONSES ARE QUITE LIKELY (CENTER AND LOWER
PART)
WHOLE OR PART OF AN ANIMAL (BEARS OR DOGS) (P-2)

18. Card - 3
•
•
VERY DISTINCT AREAS, CLEARLY SEPARATED AND HIGHLY
SUGGESTIVE
VERY UNUSUAL TO ATTEMPT TO USE BLACK AND RED AREAS FOR
ONE CONCEPT
TWO HUMAN BEINGS OR ANIMALS DRESSED AS HUMANS (MUST BE
SEEN IN ACTION) (P-3)
AND, BOW TIE, HAIR RIBBON, BUTTERFLY (P-4)

19. Card - 4
•
•
MASSIVE, COMPACT, DENSELY SHADED
GIANT, APE OR MONSTER
•
REFERRED TO AS FATHER
•
NO UNIVERSAL POPULAR R
CARD

20. Card - 5
• DEFINITE OUTLINE, EASY CARE FOR MOST
• REALITY TESTING CARD
ANY WINGED CREATURE (P-5)

21. Card - 6
•
•
CALLED SEX CARD BECAUSE THE UPPER PART IS INTERPRETED AS
PHALLIC SYMBOL
FREQUENTLY SEEN AS WHOLE, BUT UPPER AND LOWER PORTIONS MAY BE
PERCEIVED AS SEPARATE UNITS
SKIN OF AN ANIMAL OR A PIECE OF FUR (P-6)

22. Card - 7
•
•
LIGHT AND AIRY, ONLY SMALL DARKER AREA IN THE BOTTOM
(SUGGEST FEMALE SEX ORGAN)
OFTEN CLOUDS, SMOKE, MAPS OR HUMAN FIGURE IN ACTION
•
REFERRED TO AS MOTHER
CARD
NO UNIVERSAL POPULAR RESPONSE

23. Card - 8
•
•
•
FIRST OF THE THREE ENTIRELY COLORED CARDS
SEVERAL DEFINITE AND DISTINCT AREAS
COLORED BUTTERFLY, ANATOMICAL CHART, EMBLEM ETC.
ANY FOUR-LEGGED ANIMAL IN MOTION (P-7)

24. Card - 9
•
•
•
LARGE BUT VAGUE IN OUTLINE WITH NO CLEARLY DISTINGUISHABLE
SMALL PORTIONS, COLORS RUN INTO ONE ANOTHER
DIFFICULT TO RESPOND EITHER WHOLE OR PART
OFTEN WITCHES, HUMAN HEAD, BOMB EXPLOSION
NO UNIVERSAL POPULAR RESPONSE

25. Card - 10
•
•
MORE COLOR THAN ANY OTHER CARD, COLORS ARE LARGELY DISTRIBUTED
WHOLE RESPONSE IS DIFFICULT HENCE GENERATE MORE RESPONSES,
FACILITATE NUMBER OF ANIMAL RESPONSES MOSTLY IN ACTION
ANY MANY LEGGED ANIMAL SPIDER, CRAB, OCTOPUS (P-8)
ANY ELONGATED GREENISH (COLOR MUST BE USED) ANIMAL SUCH AS
GARDEN SNAKE, CATERPILLAR ON LEAVES (P-9)
HEAD OF AN ANIMAL WITH LONG EARS OR HORNS EG. RABBIT’S HEAD
(P-10)

26. administration
• Seating side by side
• Cards are shown one a time in the same
order
•

27. two phases
•
FREE ASSOCIATION PHASE
– SUBJECTS ARE PRESENTED WITH THE CARDS, ONE AT A TIME
AND ASKED QUESTIONS SUCH AS
– “WHAT MIGHT THIS BE?”
– “WHAT DOES THIS REMIND YOU OF?”
– EXAMINER WRITES DOWN AS MANY ANSWERS AS THE SUBJECT
CARES TO GIVE EACH BLOT
•
INQUIRY PHASE
– EXAMINER GOES BACK THROUGH THE SET ASKING THE
SUBJECT FOR MORE DETAILS, INCLUDING WHAT IT WAS ABOUT
THE BLOT THAT DETERMINED THE SUBJECTS RESPONSE-WHAT WHERE WHY OF EACH RESPONSE
•
THIRD PHASE– TESTINF OF LIMITS– WHETHER THE SUBJECT IS CAPABLE OF
OTHER SORT OF RESPONSES BY CALLING ATTENTION TO PARTICULAR AREAS,
HINTING OR ASKING OUTRIGHT “ MIGHT THIS ALSO BE-----?”

28. •
TIME UNTIL THE FIRST RESPONSE, AND TOTAL TIME FOR
EACH CARD IS NOTED
•
GROSS AND SUBTLE BEHAVIOUR, INCIDENTAL COMMENT
AND VISIBLE FEELINGS ARE CAREFULLY OBSERVED
•
THE AVERAGE RECORD HAS ABOUT 25 RESPOSNES
•
LARGE RESPONSES– BRIGHT PEOPLE WITH BROAD RANGE
OF INTERESTS
•
SMALL RESPONSES– LOW INTELLECTUAL LEVEL, INHIBITION
OR RETARDATION AS IN A DEPRESSED PERSON, OR
METICULOUS CONCERN THAT EACH RESPONSE BE
PERFECTLY CORRECT

29. Scoring and interpretation
•
JOHN EXNER’S COMPREHENSIVE SYSTEM IS THE MOST FREQUENTLY
USED SYSTEM FOR INTERPRETING THE RORSCHACH INKBLOT TEST, WHICH
IS INTEGRATION OF - FIVE COMPETING INTERPRETATIVE SYSTEMS BECK
(SAMUEL BECK),HERTZ (MARGUERITE HERTZ),KLOPFER (BRUNO
KLOPFER),PIOTROWSKI (ZIGMUND PIOTROWSKI),RAPPAPORT (DAVID RAPPAPORT )
•
EACH RESPONSE IS SCORED IN TERMS OF
1. ITS LOCATION
2. THE DETERMINANTS USED IN FORMING THE RESPONSE
3. THE LEVEL OF ACCURACY OF PERCEPT
4. ITS CONTENT, INCLUDING THE CONNECTIVITY OR ORIGINALITY
SHOWN
• Location, determinants and accuracy-- Represent the formal structure of
protocol and describe the more stable personality- cognitive characteristics
of the patient, Depend on spontaneous and automatic response
characteristics and less open to conscious control than the content of the
response

30. location
•
THE AREA CHOSEN INDICATES, IN GENERAL, THE SUBJECT’S COGNITIVE
ORIENTATION( I.E. WHETHER HE INTEGRATES OR SEGREGATES EXPERIENCES, DEADS IN MORE
ABSTRACT OR IS LIMITED TO CONVENTIONAL CATEGORIES OR WHETHER HE IS DRAW TO THE
TRIVIAL ANS UNUSUAL)
•
RESPOND TO WHOLE BLOT (W)
–
–
•
MANY W RESPONSES– SHOW A CAPACITY FOR ABSTRACTION AND INTEGRATION
EASY OR WAGUE W– IS OFTEN GIVEN BY MENTALLY RETARDED
TO LARGE AND COMMONLY SUGGESTED AREAS (D)
•
•
IS THE MARK OF CONVENTIONAL THOUGHT
•
THE SUBJECT CAN REVERSE FIGURE AND GROUND AND RESPONSE AND
RESPOND THE WHITE SPACE INSTEAD OF INK (S )– MORE THAN ONE OR
TWO IN A RECORD (>5%) OFTEN INDICATES OPPOSITIONAL OR
NEGATIVISTIC TENDENCIES ANS IS FOUND IN PASSINVE-AGGRESSIVE
PEOPLE, THEY MAY HOWEVER ALSO FOUND IN CREATIVE AND ORIGINAL
THINKERS
•
•
TO SMALL BUT UNUSUAL DETAIL (d)
TINY OR RARE DETAILS (dd)

31. Determinants
• INDICATES WHETHER FORM, COLOR,
MOVEMENT, OR SHADING ALONE OR
IN COMBINATION, UNDERTAKE THE
RESPONSE

32. -- form
• Represents the individuals concern with
external realities
• In general sense it indexes ego control
• Very high proportion of F responses–
LITERAL AND FACTUAL, A COLOUR LESS PERSON WITH
LITTLE CAPACITY FOR SPONTANIETY, EMOTIONAL WARMTH,
OR FANTASY, AT THE EXMTREME, RIGID AND UNFEELING
• Very low proportion of F responses–
impulsivity, emotional dominance, low capacity for logical
thinking

33. -- colour
•
Responses are related to
– the emotional life of the individual
–
•
•
His responsivity and readiness to discharge rather delay tension into action
Neurotics seemed to be particularly prone to color shock to be discourted and disorganised when first confronted
with clour blots
Shading responses often signal anxiety and the use of achromatic colour ( black bird ) often gives with depressive
trends
•
Pure colour response( C ) Lack of individual control and correspondingly
readiness for intensely impulsive acts, hyperstimulativity, and mininal
thought or logic before leaping
•
•
Form is involved, but colour is more important ( CF )
Form is involved, but shape is more important ( FC ) The affects are
modulated and socialized
The person is warm, able to relate to others, without intruding egocentric
needs
Balance between FC, CF and C relative proportion of all C responses to F
and M
•
•

34. -- movement
• LIVING MOVING HUMAN BEING (M)
• Animal (FM)
• Inanimate (m)

35. accuracy

36. content
• A HEALTHY RECORD SHOWED AN OVERALL
BALANCE AMONG THE LOCATION SORES
• SELECTIVELY NONATTENDING TO PARTICULAR
PORTIONS IS OF AFFECTIVE OR SEXUAL
SIGINFICANCE ALLOWS INTERPRETATION OF
PARTICULAR AREAS OF CONFLICT

37. • Each response is scored along these
dimensions and total are obtained for
each category
• Although each score represents a
particular aspects of psychological
functioning, their interpretation depends
on how they relate to and balance with
each other

38. •
MOST COMBINE OBJECTIVE AND SUBJECTIVE PROCEDURE
•
IF ONE OR MORE OF THESE EMERGED ON SEVEREL OTHER
BLOTS, THE TESTER MIGHT TAKE NOTE AND JUDGE THEME
TO BE OF SPECIAL SIGNIFICANCE AND MEANING FOR THIS
PARTICULAR SUBJECT

39. Importance of the test
• THE RORSCHACH INKBLOT TEST IS THE
MOST COMMONLY USED PROJECTIVE TEST
– IN A 1971 SURVEY OF TEST USAGE, IT WAS
USED IN 91% OF 251 CLINICAL SETTINGS
SURVEY
– IT IS ONE OF THE MOST WIDELY USED TESTS
THAT EXISTS
– IT IS WIDELY CITED IN RESEARCH
– USED IN ASSESSMENT OF PERSONALITY AND
THOUGHT DISORDER

40. THEMATIC
APPERCEPTION
TEST
 Historical aspects
 Testing material
 Method of administration
 Scoring and interpretation
 Importance of the test
 examples

41. Historical aspects
DEVELOPED BY
HENRY A. MORGAN
AND HIS HARVARD
COLLEAGUE
CHRISTIAN D. MURRAY
IN 1935.
IT IS BASED ON MURRAYS
THEORY OF NEEDS –IT IS
DESIGNEDTO FERRET OUT
PEOPLE’S BASIC NEEDS BY
HAVING THEM TO TELL
STORIES

42. Testing material
•
IN THE PRESENT FORM, IT CONSISTS OF A SERIES OF
31
PICTURES ONE OF WHICH IS BLANK
•
THE PRESENT TAT PICTURES ARE THE THIRD SET TO BE USED
SINCE 1935.
•
ASIDE FROM ADDITIONS AND OMISSIONS MADE SINCE THE FIRST
SERIES WAS ISSUED, THE CARDS IN THE SECOND AND THIRD
SERIES ARE DISTINGUISHED BY BEING TWICE THE ORIGINAL SIZE.
•
TAT WAS STANDARDIZED FOR INDIAN CONDITIONS BY
CHOUDARY(1974) FOR THE CLINICAL USAGE.
UMA

43. 1ST CARD -- boy looking down some what
pensively at violin before him

49. Method of administration
• IN THE RECOMMENDED ADMINISTRATION 20
CARDS ARE USED, SELECTED ACCORDING TO
PATIENTS AGE AND SEX, HALF OF WHICH ARE
SHOWN ON ONE OCCASION AND OTHER HALF A
LATER TIME (HA MURRAY,1943)
• LIMIT TESTING TO ONE-HOUR LONG DURATION

50. • instructions are as follows
•
•
THIS IS A TEST OF IMAGINATION. I AM GOING TO SHOW YOU SOME
PICTURES, ONE AT A TIME,
AND YOUR TASK WILL BE TO MAKE UP A STORY AS DRAMATIC AND
IMAGINATIVE AS POSSIBLE.
•
WHAT IS HAPPENING AT THE MOMENT AND WHAT
THE CHARACTERS ARE FEELING AND THINKING?
•
WHAT WENT BEFORE/ WHAT LED
•
WHAT IS GOING TO HAPPEN/ WHAT THE
BE?
•
•
SPEAK YOUR THOUGHTS AS THEY COME TO YOUR MIND.
STRUCTURAL ASPECTS OF TAT– HOW THE STORIES ARE TOLD,
LANDUAGE, AND EXPRESSION ARE ALSO OBSERVED
UP TO IT?
OUTCOME WILL

51. Scoring and interpretation
•
UNLIKE RORSCHACH, THERE ARE NO GENERELLY
ACCEPTED SYSTEMS OF TAT SCORING AND
INTERPRETATION
•
USUALLY LOOK FOR THEMES THAT SURFACE SEVEREL
TIMES IN RESPONSE TO SEVEREL DIFFERENT PICTURES

52. Content of TAT stories / major elements of
the story include
1.
2.
3.
4.
5.
The hero
The needs, strivings and characteristics of the hero
The environmental forces acting on him
The theme( press- need- outcome strategies)
Affective tone of the story generally and of the major
actors
6. The outcome
•
The “hero assumption” is pivotal in that the subject
identifies with central figure and represents in him,
directly or symbolically, his own needs, values and
expectations (Lindzey, 1952)

53. Mode of analysis involves
1. Careful reading and rereading of the set of story
productions
2. Noting repetitive themes
3. Characteristic ways in which the hero (usually taken to
represent patient himself) and other are described
4. The range of feeling expressed
5. How the stories are resolved
6. Whether outcomes tend to be happy or not and
reasonably related to story plots
•
THE CLINICIANS TASK IS, ULTIMATELY TO CONSTRUCT A
SET OF HYPOTHESIS WHICH CAN BEST EXPLAIN WHY
THESE PARTICULAR STORIES WERE TOLD AND WHAT KIND
OF PERSON LIES BEHIND STORY PRODUCTIONS

54. •
DISTANCE THEMES MORE LIKELY REFLECTED UNCONSCIOUS NEEDS THAN
THE SAME MATERIAL SET CLOSES IN TIME, PLACE, OR CHARACTER
•
A COMMON ERROR IN THE TAT INTERPRETATION IS TO PROJECT
ISOMORPHICALLY STORY THEMES TO PATIENTS LIFE. IT IS EQUALLY
POSSIBLE THAT THE STORY REPRESENTS THEMES WHICH ARE WISHED
FOR, FEARED, DEFENSIVE PROJECTIONS, OR UNCONSCIOUS DENIALS
•
WHICH OF THESE ALTERNATE INTERPRETATIONS CAN BE MADE DEPENDS
ON EVIDENCE FROM OTHER TAT STORIES
•
UNDER SOME CONDITIONS, TAT PERFORMANCE CLEARLY PARALLELS AND
PREDICTS OVERT BEHAVIOUR( MORE LIKELY IF EXPRESSION OF THE NEED
IS SOCIALLY APPROVED)
•
THE WAY THE TEST IS ADIMINISTERED, VARIATIONS IN STIMULUS MATERIAL
AND IN INSTRUCTIONS, CHARACTERISTICS OF THE EXAMINER, AMONG
OTHER FACTORS, ALL INFLUENCE PERFORMANCE

55. Importance of the test
•
IT IS SECOND ONLY TO RORSCHACH IN POPULARITY AND
VOLUME OF PUBLISHED RESEARCH
•
IT IS WIDELY USED TEST FOR THE INVESTIGATION OF THE
NATURE OF SUBTLE AND DYNAMICS OF PERSONALITY
•
AS IT MANIFESTS ITSELF IN INTERPERSONAL RELATIONS
AND IN THE APPERCEPTION OR MEANINGFUL
INTERPRETATION OF THE ENVIRONMENTS.
•
IT GIVES THE BASIC DATA ON THE TESTEE’S RELATIONSHIP
TO MALE OR FEMALE AUTHORITY FIGURES, TO
CONTEMPORARIES OF BOTH SEXES, AND FREQUENTLY IT
SHOWS THE GENESIS IN TERMS OF FAMILY RELATIONSHIPS.

56. •
IT MAY NOT CLEARLY INDICATE THE INTENSITY OF FEARS
AS DO THE RORSCHACH, BUT IT TELLS ONE THE NATURE OF
THEM
–
•
•
•
•
FEAR OF LACK OF SUPPORT OR FEAR OF ATTACK BY MALES IN
SPECIFIC SITUATIONS – AND IT SHOWS THE HIERARCHY OF NEEDS AND
THE STRUCTURE OF COMPROMISES AMONG ID, EGO AND SUPEREGO.
THIS TEST CAN BE ADMINISTERED INDIVIDUALLY AND ALSO
SELF.
TAT REQUIRES IMAGINATION --- REVEALS CREATIVE
INTELLIGENCE AND CAPACITY FOR IMAGINATIVE PLAY
THE ACCURACY WITH WHICH THE PICTURE ELEMENTS IS
DESCRIBED IS OF CONSIDERABLE IMPORTANCE AND PARALLELS
CONCEPTUALLY THE FORM LEVEL OF RORSCHACH
More structured than rorschach and said to add information about
content of personality to the knowledge of its structure and
organization gained from rorschach

57. applications
•
A DEPRESSED PT PREDICTABLY EMPHASIZES THE PAST, WITH
ONLY MINOR CONCERN WITH THE PRESENT, AND VIRTUALLY NONE
WITH FUTURE
•
REPRESSINVE PEOPLE, SUCH AS HYSTERICAL PATIENTS, STAY
PRIMARILY IN THE PRESENT, WITH VAGUE AND ARITFICIALLY
HAPPY EVENTS FORECAST AHEAD
•
SCHIZOPHRENICS ARE LIKELY TO SHIFT ARBITRARILY BETWEEN
PAST, PRESENT AND FUTURE EVENTS
•
•
EVIDENCE OF INTACT EGO--- PT IS CAPABLE OF FULFILLING THE
OBLIGATIONS OF THE TASK, TELLING A WELL ORGANISED STORY
IN REASONABLY GOOD PROSE SPANNING AN APPROPRIATE TIME
PERSPECTIVE, WITH REALISTIC MEANS- ENDS RELATIONSHIPS

58. DRAW- A – PERSON
TEST
 Historical aspects
 Testing material
 Method of administration
 Scoring and interpretation
 Importance of the test
 examples

59. Historical aspects
•DEVELOPED ORIGINALLY BY FLORENCE
GOODENOUGH IN 1926, THIS TEST WAS
FIRST KNOWN AS THE GOODENOUGH DRAWA-MAN TEST.
•DR.
THE
DALE B. HARRIS
TEST
AND
IT
IS
LATER REVISED AND EXTENDED
NOW
KNOWN
AS
GOODENOUGH-HARRIS DRAWING TEST.
THE
THE
REVISION AND EXTENSION IS DETAILED IN HIS BOOK
CHILDREN'S DRAWINGS AS MEASURES OF INTELLECTUAL
MATURITY (1963).

60. Testing material
•
JUST THE SHEETS AND PENCILS.
•
CAN BE ADMINISTERED ANYWHERE, WHERE THE
CHILD IS REQUIRED TO WORK AS REQUIRED

61. Method of administration
• TEST
ADMINISTRATION
INVOLVES
THE
ADMINISTRATOR
REQUESTING CHILDREN TO COMPLETE THREE INDIVIDUAL
DRAWINGS ON SEPARATE PIECES OF PAPER.
•
CHILDREN ARE ASKED TO DRAW
A MAN, A WOMAN,
AND
THEMSELVES.
• NO FURTHER INSTRUCTIONS ARE GIVEN AND THE CHILD IS FREE TO
MAKE THE DRAWING IN WHICHEVER WAY HE/SHE WOULD LIKE.
• BE PARTICULAR IN GETTING THE CHILD’S DESCRIPTION OF THE
PICTURE WHEN IT APPEARS CONFUSING OR OBSCURE

62. • THERE IS NO RIGHT OR WRONG TYPE OF DRAWING, ALTHOUGH THE
CHILD MUST MAKE A DRAWING OF A WHOLE PERSON EACH TIME I.E. HEAD
•
TO FEET, NOT JUST THE FACE.
THE TEST HAS NO TIME LIMIT, HOWEVER, CHILDREN RARELY
TAKE LONGER THAN ABOUT 10 OR 15 MINUTES TO
COMPLETE ALL THREE DRAWINGS.
•
FOLLOWING ARRANGEMENTS ARE MADE
– ROOM WHICH IS LIKELY TO BE LESS DISTURBED.
– REMOVE ALL THE PICTURES, AND POSTURES.
– GIVE A COMFORTABLE PLACE TO WORK.
– PROVIDE ADEQUATE MATERIALS (HB BLACK PENCIL, AVOID
CRAYONS, AND DRAWING SHEETS)
– CHECK THE USE OF ERASERS TO THE MINIMUM.
–
ALLOW THE CHILD TO USE OTHER SIDE OF THE SHEET OR PROVIDE A
NEW SHEET IF THE CHILD SPOILS THE SHEET,

63. Scoring and interpretation
•
SCORING IS TOTALLY BASED ON HOW EACH PART OF THE
BODY IS DRAWN.
•
EACH IS GIVEN POINTS BASED ON THE CRITERIA. AND
EVERY THING IS ADDED UP TO OBTAIN A RAW SCORE AND
IT IS COMPARED WITH THE NORMS FOR THE AGE GROUP OF
THE CHILD TO OBTAIN IQ.
•
HARRIS'S BOOK (1963) PROVIDES SCORING SCALES WHICH
ARE USED TO EXAMINE AND SCORE THE CHILD'S
DRAWINGS.

64. Importance of this test
•
THE TEST IS COMPLETELY NON-INVASIVE AND NON-THREATENING
TO CHILDREN - WHICH IS PART OF ITS APPEAL.
•
DRAW – A – PERSON TEST CAN BE ADMINISTERED FOR THE CHILD
FROM 4 YEARS TO 15 YEARS.
•
IT MAY BE ADMINISTERED TO A SINGLE CHILD AT A TIME OR TO A
GROUP OF CHILDREN.
•
USED TO EVALUATE CHILDREN AND ADOLESCENTS FOR
NONVERBAL INTELLIGENCE OR TO SCREEN FOR EMOTIONAL OR
BEHAVIOR DISORDERS the Draw-a-Person: QSS (Quantitative
Scoring System)-14 ASPECTS,64SCORING ITEMS. Draw-a-Person:
SPED (Screening Procedure for Emotional Disturbance

65. applications
• DAPT In schizophrenia
•
PSYCHOLOGIST JULIAN JAYNES, IN THE 1976 BOOK, THE ORIGIN
OF CONSCIOUSNESS IN THE BREAKDOWN OF THE BICAMERAL
MIND WROTE THAT THE TEST IS "ROUTINELY ADMINISTERED AS
AN INDICATOR OF SCHIZOPHRENIA," AND THAT WHILE NOT ALL
SCHIZOPHRENIC PATIENTS HAVE TROUBLE DRAWING A PERSON,
WHEN THEY DO, IT IS VERY CLEAR EVIDENCE OF A DISORDER.
•
AND THAT SUCH SIGNS MIGHT BE A PATIENT'S NEGLECT TO
INCLUDE "OBVIOUS ANATOMICAL PARTS LIKE HANDS AND
EYES,"
WITH
"BLURRED
AND
UNCONNECTED
LINES,"
AMBIGUOUS SEXUALITY AND GENERAL DISTORTION.
•
THERE HAS BEEN NO VALIDATION OF THIS TEST AS AN INDICANT
OF SCHIZOPHRENIA.

66. • SENTENCE
COMPLETION
TEST
 Historical aspects
 Testing material
 Method of administration
 Scoring and interpretation
 Importance of the test
 examples

67. Historical aspects
• SENTENCE COMPLETION TEST WAS DEVELOPED
BY JOSEPH
M. SACKS.

68. Testing material
•
THIS TEST WAS DESIGNED TO OBTAIN SIGNIFICANT
CLINICAL INFORMATION IN FOUR REPRESENTATIVE
AREAS OF ADJUSTMENT SUCH AS
– FAMILY,
– SEX,
– INTERPERSONAL RELATIONSHIPS,
– AND SELF – CONCEPT.

69. •
The Family
area
•
INCLUDES
THREE
My mother and I …,
• my
family
like…………..
SET
OF
ATTITUDES,
threats
THOSE
TOWARDS
FOUR
SENTENCE
MOTHER, FATHER AND FAMILY UNIT.
•
EACH OF THESE IS REPRESENTED BY
COMPLETION ITEMS
me

70. The sex area
• I think most
……….. ……..
girls
WOMEN AND
TOWARDS HETEROSEXUAL RELATIONSHIPS.
•
INCLUDES
•
THE EIGHT ITEMS IN THIS AREA ALLOW THE SUBJECT TO
EXPRESS HIMSELF
ATTITUDES
TOWARDS

71. •
INCLUDES
“When I see the boss coming ………………”,
“The people who work for me ………..”
•
•
•
•
The area of
interpersonal
relationships
“When I am not
…………………….”
and “At work I get along best with
……………….
ATTITUDES
ACQUAINTANCES,
around,
my
friends
FRIENDS
AND
COLLEAGUES AT WORK OR
TOWARD
SUPERVISORS, AND PEOPLE SUPERVISED.
•
THE SIXTEEN ITEMS IN THIS AREA AFFORD AN
OPPORTUNITY FOR THE SUBJECT TO EXPRESS HIS FEELINGS

72. Self
concept
•
•
•
•
•
•
“I wish I could lose the fear of ……………”
“My greatest mistake was ……………….”
“I believe I have the ability to ……………”
“When I was a child …………….,”
“Some day I ………….,”
“What I want most out of life ……….”
FEARS, GUILT FEELINGS,
GOALS, AND ATTITUDE TOWARDS ONE’S OWN
ABILITIES, PAST, PRESENT AND FUTURE.
•
SELF CONCEPT INVOLVES
•
CONSISTS TWENTY
FOUR ITEMS

73. Method of administration
•
THE SUBJECT IS ASKED TO RESPOND TO STRUCTURED ITEMS
(SENTENCE STEMS) BY COMPLETING THE OTHER HALF OF
THE SENTENCE WITH THEIR OWN WORDS (BY PROJECTING THEIR
IDEAS, ATTITUDES ETC.)
•
AND REQUIRES FROM
TEST.
•
INDIVIDUALLY OR TO A GROUP
20 TO 40 MINUTES COMPLETING THE
SCT CAN BE ADMINISTERED
IT IS EMPHASIZED THAT RESPONSES SHOULD CONSIST OF THE
FIRST SPONTANEOUS REACTION
TO EACH STIMULUS
ITEM, AND THAT THE SUBJECT SHOULD NOT STOP TO THINK OF A
LOGICAL COMPLETION.

74. Scoring and interpretation
•
BY EVALUATING THE ITEMS OF EACH AREA AND
THEIR SUB – AREAS QUALITATIVELY
• AND COMING TO THE CONCLUSION THAT WHAT
KIND OF ATTITUDES, CONFLICTS THE PERSON
HAS IN EACH OF THOSE AREAS

75. Importance of the test
•
PRESENT THE SUBJECT WITH SUFFICIENT
OPPORTUNITIES TO EXPRESS HIS ATTITUDES
• SO THAT CLINICAL PSYCHOLOGIST MAY INFER HIS
DOMINANT PERSONALITY TRENDS AND SCREEN
PATIENTS FOR THERAPY

76. references
• Sheldon J. Korchin.(1986, first indian edition).
modern clinical psychology. CBS publishers &
distributors.
• Morgan and King. Introduction to psychology.
Tata Mc Graw Hill
• Kaplan and Saddock. Synopsis of psychiatry

77. THANK YOU

78. discussion