Current status of Rorschach assessment: Implications for the school psychologist

Abstract

In this article we examine the current status of Rorschach assessment. School psychologists are provided with an introduction to the Rorschach Inkblot Method (RIM), the types of information that the test provides, and guidelines for evaluating the RIM. We also address criticisms that have served to discourage the use of the RIM. When administered, coded, and interpreted within guidelines provided by Exner's Comprehensive System, the Rorschach clearly meets ethical and professional standards for psychological test usage. The RIM can provide unique and important information concerning the emotional and social functioning of children and adolescents that aids in developing individualized educational programming including behavior intervention plans.

Clinical Assessment of Child and Adolescent Personality and Behavior

“…No type of assessment has engendered as much controversy as projective techniques. For some, projectives are synonymous with personality testing and provide some of the richest sources of clinical information on children and adolescents (Hughes, Gacono, & Owen, 2007;Rabin, 1986;Weiner, 1986). For others, projective techniques typically do not meet even the minimum of basic psychometric standards, and their use, therefore, detracts from the assessment process and tarnishes the image that psychological testing has with other professionals and with the general public (Anastasi, 1988;Gittelman-Klein, 1986;Hunsley & Bailey, 2001).…”

Clinical Assessment of Child and Adolescent Personality and Behavior

“…For some, projectives are synonymous with personality testing and provide some of the richest sources of clinical information on children and adolescents (Hughes, Gacono, & Owen, 2007;Rabin, 1986;Weiner, 1986). For others, projective techniques typically do not meet even the minimum of basic psychometric standards, and their use, therefore, detracts from the assessment process and tarnishes the image that psychological testing has with other professionals and with the general public (Anastasi, 1988;Gittelman-Klein, 1986;Hunsley & Bailey, 2001).…”

Conceptual frame for selecting individual psychotherapy in the schools

“…Treating a child with depressive symptoms through a cognitive intervention technique, for example, is most helpful if the child's cognitions have developed and maintained the depressive symptomatology (Hughes, Gacono, & Owen, 2007). As a group, children with depressive symptoms may experience negative cognitions at a rate higher than chance or with significantly more intensity than other groups; however, this does not presuppose that any child experiencing depressive symptoms will have cognitive influences directing their depression.…”