A Clinical Validation of the Rorschach with Problem Children

Matchings of Teachers' Descriptions and Rorschach Analyses of Preschool Children

“…A comparison of the results of the present experiment with those of other investigators reveals that the coefficient of contingency given here is considerably lower than some that have been reported (Krugman, 1942;Patterson and Magaw, 1938). It is unlikely that this is a function of the person doing the matchings, since the same interpreter had taken part in several of the more successful studies.…”

“…A number of studies (Krugman, 1942;Hertz and Rubenstein, 1939;and Patterson and Magaw, 1938) indicate that it is possible for experts in the field of Rorschach interpretation to make diagnoses similar to those made by clinical psychologists on the basis of case histories and test results. A number of studies (Krugman, 1942;Hertz and Rubenstein, 1939;and Patterson and Magaw, 1938) indicate that it is possible for experts in the field of Rorschach interpretation to make diagnoses similar to those made by clinical psychologists on the basis of case histories and test results.…”

Projective Methods in the Study of Personality

“…Krugman (72,73) described its uses in the child guidance clinic and in work with children in general. Krugman (72,73) described its uses in the child guidance clinic and in work with children in general.…”

Relation of behavioral and Rorschach measures of insecurity in preschool children

“…The results of the matching of the Rorschach records with personality descriptions based on behavioral observations(% and clinical data (6) have been successful enough to justify a more careful analysis of some of the personality variables which go to make up the total personality picture. If the Rorschach Method is to continue to grow in usefulness and range of applicability, the bases upon which Rorschach interpretations are made must be more carefully defined and their relationship to other observable data determined.…”

“…( 5 ) A general estimate of his intellectual level and the major qualitative features of his thinking. (6) A general estimate of the degree of security or anxiety of balance in general, and specific unbalances. (7) The relative degree of maturity in the total personality development.…”