Psychological test usage with adolescent clients: 1990 survey findings.

Abstract

Despite increasing interest in the psychological assessment of adolescents, no test usage surveys have specifically targeted practitioners who work with teenagers. This study involved distribution of research surveys to 600 psychologists; the 165 respondents who provided usable data yielded an adjusted response rate of 36%. The Wechsler Intelligence Scales, the Rorschach, and the Minnesota Multiphasic Personality Inventory (MMPI) were identified as the most widely used intellectual, projective, and objective instruments, respectively, with adolescents. The Bender-Gestalt, Thematic Apperception Test (TAT), sentence completion tests, figure drawings, and the Wide Range Achievement Test (WRAT) were also included in the 10 most frequently used instruments. Data were also presented on standard test batteries used with adolescent clients, and advantages and disadvantages associated with the use of the MMPI.Adolescents have been the focus of extensive research interest in recent years, and a number of clinical measures and tests have been developed specifically for use with this age group. Assessment of adolescents has received increased coverage in many current texts that deal mainly with testing or assessment (e.g.,

Rorschach Protocols From Children and Adolescents Diagnosed With Posttraumatic Stress Disorder

“…One of the most commonly given tests to assist in determining mental problems is the Rorschach (Archer, Maruish, Imhof, & Piotrowski, 1991). The purpose of this study is to determine whether specific variables on the Rorschach correspond to DSM-IV criteria and whether there are significant differences between children and adolescents with Asperger's Disorder and those with other behavioral and emotional problems on those same variables.…”

Mental Health Professionals' Use of Drawings in the Assessment of Children

“…Studies of test usage with different groups of mental health professionals across many years have consistently found drawings to be among the top ten most frequently used assessment tools (Archer et al, 1991;Camara et al, 2000;Cashel, 2002;Kennedy et al, 1994;Lubin et al,1985;Watkins et al, 1995). These findings are especially interesting since the research regarding the validity of projective drawings in assessment has been mixed and concerns about their value as an assessment tool exist.…”

“…One recent survey, however, did focus on assessment with adolescent clients (Archer, Maruish, Imhof, & Piotrowski, 1991) and found that Human Figure Drawings (HFD), HTP, and Kinetic Family Drawing (KFD) were among the 10 most frequently used instruments. Studies of test usage by school psychologists have also indicated that projective drawings are commonly used in school settings .…”

“…In a study involving members of the APA section on Clinical Child Psychology, Tuma and Pratt (1982) found that 60% of their respondents reported using drawings (HTP, DAP, KFD) in assessment. A 1991 survey focused on assessment with adolescent clients (Archer, Maruish, Imhof, & Piotrowski, 1991) and found that the HFD, HTP, and KFD were among the 10 most frequently used instruments. Studies of test usage by school psychologists have also indicated that projective drawings are commonly used in school settings Kennedy, Faust, Willis, & Piotrowski, 1994).…”

Un estudio normativo de los ítemes madurativos del test del dibujo del Test del Dibujo de Dos Figuras Humanas en niños indígenas yaquis

“…Los tests del dibujo de la figura humana como una medida de la habilidad intelectual han sido algunos de los instrumentos psicológicos más utilizados en la práctica clínica y educativa infantil y adolescente (Archer, Maruish, Imhof & Piotrowski, 1991;Cashel, 2002;Costenbader, Rohrer & Difonzo, 2000;Flanagan & Motta, 2007). Este amplio uso se debe fundamentalmente a que la tarea que se propone es una actividad natural en la infancia, por lo que resulta atractiva y no ame nazante para los niños, y a que su carác-ter no verbal y breve permite la evaluación de niños con problemas de lenguaje, hiperactividad, atención y aprendizaje (Abell, Wood & Liebman, 2001;Scott, 1981) o que no hablan la lengua del país (Abell et al, 2001).…”