Projective Assessment of Children and Adolescents

Weiner, Irving B.; Kuehnle, Kathryn

doi:10.1016/b0080-4270(73)00007-9

Cited by 4 publications

(2 citation statements)

References 66 publications

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“…The literature also emphasizes the need to develop psychological tests for reliable and valid diagnosis and personality assessment of minority children (Padilla, 1979) and to create culture-specific norms for projective tests (Dana, 1986, and chap. 14, this volume;Exner & Weiner, 1982). '…”

Section: Background: Projective Testsmentioning

confidence: 99%

The Tell-Me-A-Story-Test: A multicultural offspring of the Thematic Apperception Test.

Costantino

Malgady²

1999

Evocative Images: The Thematic Apperception Test and the Art of Projection.

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Section: Background: Projective Testsmentioning

confidence: 99%

The Tell-Me-A-Story-Test: A multicultural offspring of the Thematic Apperception Test.

Costantino

Malgady²

1999

Evocative Images: The Thematic Apperception Test and the Art of Projection.

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“…Although well-developed rating scales exist (e.g., Achenbach & Edelbrock, 1991;Gresham & Elliott, 1990), real-life assessment practices by multidisciplinary teams continue to be subjective (Harry et al, 2002). Another key aspect of assessment for ED is the use of projective tests, which, despite their controversial nature (Gresham, 1993;Knoff, 1993;Motta, Little, & Tobin, 1993) and variable reliability (Weiner & Kuehnle, 1998), are required in many states for a determination of ED (Hosp & Reschly, 2002).…”

mentioning

confidence: 99%

The Continuum of “Troubling” to “Troubled” Behavior

Hart

Cramer

Harry

et al. 2009

Remedial and Special Education

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This article discusses the construction of the “emotional disturbance” (ED) category in the cases of four African American elementary students. These cases represent a sub-set of data from a three-year ethnographic study of the special education process in a large, culturally/linguistically diverse school district. Based on interviews, observations, and examination of students’ records, the data revealed three inappropriate, yet significant, contributors to the children’s classification as ED: inadequate instruction/behavior management prior to referral, exclusion of contextual classroom information from the decision-making process, and subjective/arbitrary evaluation processes. Presented is a cross-case thematic analysis of these complex and problematic processes and their outcomes. The authors call for a reconsideration of “ED” to reflect a behavioral continuum rather than the current categorical formulation, a more holistic view acknowledging the contribution of school contexts in the evaluation of children’s difficulties, and research focusing on effective, preventive practices for all children with troubling behavior.

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Assessing Personality Functioning of Adolescents with Performance-Based Measures

Tibon-Czopp

Weiner

2016

Advancing Responsible Adolescent Development

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Projective Assessment of Children and Adolescents

Cited by 4 publications

References 66 publications

The Tell-Me-A-Story-Test: A multicultural offspring of the Thematic Apperception Test.

The Tell-Me-A-Story-Test: A multicultural offspring of the Thematic Apperception Test.

The Continuum of “Troubling” to “Troubled” Behavior

Assessing Personality Functioning of Adolescents with Performance-Based Measures

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