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Although emphasis on psychodynamic thinking has waned in assessment training, the ascendant Rorschach Performance Assessment System (R-PAS; Meyer et al., 2011) has reintegrated psychoanalytic concepts into empirical Rorschach assessment: R-PAS adds scores involving object relations, implicit dependency, aggressive ideation, and ego impairment. R-PAS has, however, excluded the psychodynamic framework for assessing ego involvement in the regulation of anxiety/dysphoria by eliminating the coding of Form Dominance in Shading and Achromatic Color (FDSHAC) that has been part of the Comprehensive System (Exner, 2003). This decision was based in part on concerns about efficiently and reliably coding distinctions among Form Dominant, Form Secondary, and Formless levels of FDSHAC. To establish that such distinctions can be coded reliably, we applied supplemental guidelines (Viglione, 2010) to evaluate reliability among four experienced assessors who coded determinants for 155 Rorschach responses, 115 of which required FDSHAC determination. Applying Gwet's AC2′s to ordinal scales, interrater reliabilities were good to excellent. Reliabilities were strongest for Form Dominance in Texture and Achromatic Color, modestly so for Form Dominance in Diffuse Shading, and problematic for Form Dominance of Vista. Among levels of Form involvement across FDSHAC variables, raters had the most difficulty distinguishing Form Secondary. We discuss considerations for clinical coding, psychodynamic configurational analyses for interpretation, and construct validation research.

The challenges to providing healthy and appropriate developmental experiences to vulnerable children in an institutionalised setting remain enormous. At Udayan Care orphanage, children arrive at our doorstep with unimaginable trauma. Udayan Care, a non-governmental organisation in India, has modelled its 13 Children's Homes and three Aftercare facilities on a holistic group care model; where small numbers of children are placed together in an apartment in a community to address their traumatic experiences and other life adversities within the context of this new environment. This paper details how, with limited funds, Udayan Care has been able to tackle the challenges of providing homes where children can undergo the slow process of healing, surrounded by supportive and dedicated professionals (carers) who do their best to meet their ongoing developmental needs. These carers work on obstacles affecting the children, concentrating their energies on aiding them in developing more secure and healthy attachments, adaptive emotional regulation skills, and capacities for resilience within the context of holding a vision for their futures. Our homes draw upon staff and the local community in unique ways to foster these developmental goals. This paper focuses especially on how issues of retention and lack of sufficient funds impact on recruiting lifetime volunteers (Mentor Parents), training volunteers and supporting them in their ongoing work. Additionally, this paper highlights ways in which we have addressed coping with these obstacles, through recruiting experts trained abroad to lead in-person and online workshops for our carers. These adjustments have led to better outcomes overall for the children we care for.

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