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The Rorschach

The Rorschach. History. (1921) Hermann Rorschach Psychodiagnostik Form Interpretation Test Diagnostic approach for schizophrenia Original set contained 40 inkblots 15 used regularly (eventually narrowed down to 10 due to printing costs) Devised a set of codes

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The Rorschach

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  1. The Rorschach

  2. History • (1921) Hermann Rorschach • Psychodiagnostik • Form Interpretation Test • Diagnostic approach for schizophrenia • Original set contained 40 inkblots • 15 used regularly (eventually narrowed down to 10 due to printing costs) • Devised a set of codes • Printing error led to use of shading

  3. History (cont.) • After Rorschach’s death - use of blots focused on clinical and/or vocational applications • Focus on content analysis • David Levy (1926) brought plates to US • Samuel Beck (1927) • standardization study of the inkblots • Bruno Klopfer (1922) - Germany • studied under Carl Jung in Zurich • immigrated to US in 1934

  4. History (cont.) • Klopfer and his students developed a scoring system(1936) • Beck scoring system (1937) • David Rapaport - Psychological Diagnostic Testing (1946) • clinical applications of 8 tests including the Rorschach • Roy Schafer (1954) • Psychoanalytic Interpretation in Rorschach Testing • content analysis • John Exner (1995-2003) • Most extensive and well researched scoring system

  5. Nature of the Rorschach • How they perceive their environment • How they process information • How they prefer to cope with problem solving situations • Provides clues to current and characteristic ways of dealing with life experiences • Psychological states and traits

  6. Use of Projection • “Tendency of people to be influenced by their needs, interests and overall psychological organization in the cognitive translation or interpretation of perceptual inputs whenever the stimulus field includes ambiguity” • projective hypothesis (Frank, 1939) • “projective methods”

  7. Rorschach: Assumptions • Stimuli from the environment are organized by person’s needs, motives, conflicts and by certain “perceptual sets” • These needs become exaggerated when subjects are confronted with ambiguous stimuli • These responses are representative of how individuals confront other ambiguous situations • Responses are scored along three categories: • location • determinants • content

  8. Exner • Began collection of broad normative database • Integrated system of scoring and interpretation • Scoring category included only if showed .85 agreement • The Rorschach: A Comprehensive System

  9. Reliability • Excellent interscorer reliabilities .82 - .97 for scoring categories • Test-retest 1 year interval (nonpatient)- .26 to .92 • worse for children • Ratios and percentages show higher test-retest stability

  10. Validity • Primary focus is to discriminate among different clinical populations • example - schizophrenics show poor-quality responses • Hard to establish because of multiple scoring categories and formulas • Meta-analysis show validity between .40 and .50

  11. Validity (cont.) • Not effective at assisting with diagnosis • except; schizophrenia, borderline, bipolar • May predict variables such as outcome from psychotherapy, detection of psychosis, dependent behavior • Response productivity confounds validity

  12. Bypasses conscious resistance High resistance to faking good Ease of administration 50 minutes Questionable reliability and validity Complex scoring systems Lack of standardized administration and scoring system Limited use with children (esp. under 14) Large number of variables can produce spurious random significance Assets and Limitations

  13. Appropriate Uses • Not a cognitive or neuropsychological measure • Not necessarily the best measure for prediction of behavior • Best if used as part of a battery • Best if questions concerns a description of psychological operations, needs, styles, habits

  14. ScoringSummary • The nine questions: • What is the location? • What is the developmental quality • What are the determinants? • What is the form quality? • Is there a pair? • What are the contents? • Is it a popular? • Should there be a Z score? • Are there any special scores?

  15. Interpretation:The Structural Summary • Three steps: • Listing the sequence of codes or scores • Recording frequencies for each variable • Performing various calculations required to obtain the ratios, percentages and derived scores

  16. Other Interpretive Questions • What is the quality of the person’s self-focus? • With what frequency and efficiency does the person try to organize his/her environment? • With what balance and passivity does the person interact with his/her environment? • How will the person respond to the affective stimuli of his/her world? • Is the person likely to be schizophrenic? • Is the person suicidal?

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