A Schedule for the Analysis of CAT Responses

Haworth, Mary R.

doi:10.1080/0091651x.1963.10120031

Cited by 12 publications

(12 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As part of a study of 30 early elementary-school children, Haworth (1962Haworth ( , 1963) devised a checklist to assess the use of to defenses, as revealed in stories told to the CAT. The number of items representing each defense varied from 3 (for reaction formation) to to (isolation).…”

Section: The Children's Apperception Test (Cat)mentioning

confidence: 99%

“…Given that Haworth's (1963) Schedule of Adaptive Mechanisms is the only published attempt to systematically study defense use on the TAT or CAT, the scoring inconsistencies, statistical weakness, and minimal findings are disappointing. Yet the approach is basically workable, and adequate interrater reliabilities were obtained.…”

Section: The Children's Apperception Test (Cat)mentioning

confidence: 99%

“…Child psychiatric patients score higher than normal children on 200 10. Summary of Research repression/denial, regression, reaction formation, isolation, externalization, and identification: (F): Haworth, 1962Haworth, , 1963 m. Children who are stutterers or have behavior problems score higher than normal children on repression/denial and externalization: (F): Porterfield, 1969. Defense Mechanisms and Physical Pathology 1. Coronary care patients show extensive use of denial; those who scored high on denial at admission to hospital remained high during their stay in the hospital; those who were lower at admission declined further during their stay (E): Froese et aI., 1974;; (E): Croog et aI., 1971. 2.…”

Section: Social Withdrawalmentioning

confidence: 99%

See 2 more Smart Citations

The Development of Defense Mechanisms

Cramer

1991

188

View full text Add to dashboard Cite

Section: The Children's Apperception Test (Cat)mentioning

confidence: 99%

Section: The Children's Apperception Test (Cat)mentioning

confidence: 99%

Section: Social Withdrawalmentioning

confidence: 99%

See 1 more Smart Citation

The Development of Defense Mechanisms

Cramer

1991

188

View full text Add to dashboard Cite

“…Early approaches to interpretation, based on Murray's needs theory of personality, were expanded to incorporate other psychodynamic formulations to the TAT and CAT, including the role of adaptive ego functions in impulse control, delay of gratification, sublimation of needs, and other coping mechanisms and defenses (Bellak, 1975;Haworth, 1963). A number of researchers, following a developmental perspective (e.g., Schwartz & Eagle, 1986;Westen et al, 1991), created systematic approaches to studying children's TAT stories, along with normative guidelines for the types of narrative responses expected from children of different age groups.…”

Section: Theoretical and Research-based Narrative Interpretationmentioning

confidence: 99%

Narrative methods of personality assessment in school psychology

Esquivel¹,

Flanagan²

2007

Psychology in the Schools

View full text Add to dashboard Cite

This critical review of narrative methods of personality assessment highlights their value in understanding unique aspects of personality functioning of children and adolescents in the context of school psychology. The use of narratives for assessment is based on constructivist theories emphasizing the role of the person and the social group in assigning meaning to reality through the use of storytelling processes. Narrative analysis is linked to thematic apperception techniques within a personological paradigm of assessment that attends to the internal and interpersonal processes underlying personality development. A comprehensive framework is described to guide the use of narrative methods of assessing children and adolescents. Research is proposed to validate these methods further as an integral aspect of personality assessment in school psychology. © 2007 Wiley Periodicals, Inc.Narrative assessment is a qualitative method of analysis used by a number of disciplines in the humanities and social sciences to understand the implicit meaning of personal accounts, life histories, autobiographies, and other forms of narrative discourse. This article focuses on the application by school psychologists of narrative analysis in personality assessment. A critical discussion is provided for (1) the theoretical and research literature that form the basis for an understanding of narrative methods, (2) the application of narrative approaches to personality assessment with children and adolescents, (3) a framework for analysis and interpretation of data derived from narratives, and (4) future directions in research on narrative assessment. Theoretical and Research Bases of Narrative AssessmentAn understanding of the use of narratives in psychology is derived from theoretical premises in related disciplines, including an interpretive approach to text analysis in the humanities, narrative conceptualizations of human knowledge, and personal-social constructivist movements in philosophy (Gergen, 1985;Polkinghorne, 1988). These major theoretical perspectives are discussed in terms of their influence on the application of narrative assessment methods in psychology. Narrative Psychology and Theories of KnowledgeNarrative psychology is based on a philosophy of human nature that emphasizes the individual's subjective interpretation of reality as part of an ongoing internal process that is personal yet shared within a social context (Crossley, 1996;Mancuso, 1996). This philosophical view assumes that individuals construct their own stories about life situations on the basis of their interpretation of past experiences, in relation to the social narratives of others, and according to culturally transmitted constructs of reality. This storytelling interaction between a person and the social and cultural environment provides a sense of identity, continuity, cohesiveness, and meaning to life experiences for the individual in the context of community (McAdams & Bowman, 2001).A psychological narrative perspective has its roots in the philosop...

show abstract

“…The projection analysis was performed in accordance with Bellak's TAT Analysis Blank, and Analysis Sheet for use with the Bellak TAT Blank (Bellak & Abrams, 1997), as well as an adaptation of Haworth's form for identification of defense mechanisms in the Children's Apperception Test (CAT) (Haworth, 1963). The data were first subjected to ten categories of analysis regarding main theme, main hero, hero's main needs, worldview, interpersonal object-relations, significant conflicts, nature of anxieties, main defenses against conflicts and fears, functioning of superego and integration of ego (Bellak & Abrams, 1997).…”

Section: Discussionmentioning

confidence: 99%

Enhancing Adolescents' Responses to Projection Plates through a Dynamic Assessment Technique of Questioning

Matthews

Bouwer

2009

South African Journal of Psychology

View full text Add to dashboard Cite

The value of projected storying in assessment is widely recognised, perhaps nowhere more than when working with children and adolescents. Yet the technique has its pitfalls, including the way the stories produced may be influenced by digressing from standard instructions, using different methods of interpretation, and administering the instrument cross-culturally. Psychologists presenting projection plates to adolescent clients in South Africa frequently obtain little more than one-liners from standard procedures, raising doubts about viability and reliability of the technique. Questioning needs to be enhanced without compromising the projective value of responses. In this research we aimed to determine the effects of a dynamic assessment (DA) technique of questioning when using projection plates with adolescents in cross-cultural situations. Applying the test-mediate-retest principle of DA, the assessor explained to participants the relevance of her (strictly non-directive) verbal and non-verbal responses to their storying, as encouragement to elaborate on their responses. A multiple case-study was undertaken with three participants. Instrumentation consisted of two TAT plates and four non-standard plates, self-selected to accommodate possible cultural differences. Data-analysis and interpretation took two forms, projection analysis (using the Bellak TAT Analysis Blank and Haworth's analysis of defences) and structural analysis (with categories such as word-count, formulation, number of statements, prompts, hesitations, repetitions and increasing/ deepening projection). Possible cross-cultural influences were considered. Results suggest a deepening and broadening of adolescents' projections in the form of richer stories when utilising a DA technique of questioning.

show abstract

A Schedule for the Analysis of CAT Responses

Cited by 12 publications

References 1 publication

The Development of Defense Mechanisms

The Development of Defense Mechanisms

Narrative methods of personality assessment in school psychology

Enhancing Adolescents' Responses to Projection Plates through a Dynamic Assessment Technique of Questioning

Contact Info

Product

Resources

About