Projective tests are valid.

Karon, Bertram P.

doi:10.1037/0003-066x.33.8.764

Cited by 4 publications

(4 citation statements)

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“…1 In contrast to some authors (e.g., Karon, 1978), we do not believe that the question of "Are projective techniques valid?" can be straightforwardly or meaningfully answered.…”

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confidence: 63%

“…Our central goal in this monograph is to examine impartially the best available research evidence concerning the scientific status of projective techniques. 1 In contrast to some authors (e.g., Karon, 1978), we do not believe that the question of “Are projective techniques valid?” can be straightforwardly or meaningfully answered. We have assiduously avoided framing the question in this fashion for two reasons.…”

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confidence: 92%

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The Scientific Status of Projective Techniques

Lilienfeld

Wood

Garb

2000

Psychol Sci Public Interest

607

391

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Abstract-AlthoughControversy has been no stranger to the field of personality assessment, and no issue in this field has been more controversial than the scientific status of projective techniques. Indeed, the novice reader attempting to make sense of the sprawling and bewilderingly complex literature on projective techniques is immediately confronted with a striking paradox. On the one hand, during the past four decades a litany of personality assessment researchers (e.g., Anastasi, 1982;Gittelman Klein, 1986;Dawes, 1994) have come forth to decry the reliability and validity of most projective techniques (see Lilienfeld, 1999). Jensen's (1965) famous quotation, although 35 years old, still captures the sentiments of many contemporary scientists toward the Rorschach Inkblot Test and numerous other projective techniques: ". . . the rate of scientific progress in clinical psychology might well be measured by the speed and thoroughness with which it gets over the Rorschach" (p. 238). On the other hand, clinicians in the United States and to a lesser extent those abroad continue to use projective techniques with great regularity, and many contend that these techniques are virtually indispensable to their daily practice (Watkins, Campbell, Neiberding, & Hallmark, 1995). The crux of this paradox was incisively summed up by Anastasi (1982), who observed that "Projective techniques present a curious discrepancy between research and practice. When evaluated as psychometric instruments, the large majority make a poor showing. Yet their popularity in clinical use continues unabated" (p. 564).Indeed, despite the sustained and often withering criticisms directed at projective techniques during the past several decades (Dawes, 1994;Lowenstein, 1987), numerous surveys demonstrate that such techniques continue to enjoy widespread popularity among clinicians. Durand, Blanchard, and Mindell (1988) reported that 49% of the directors of clinical psychology graduate programs and 65% of the directors of clinical psychology internships believed that formal training in projective techniques is important. Watkins et al. (1995) found that 5 projective techniques, including the Rorschach and Thematic Apperception Test (TAT), were among the 10 instruments most frequently used by clinical psychologists. For example, 82% of clinical psychologists reported that they administered the Rorschach at least "occasionally" in their test batteries and 43% reported that they "frequently" or "always" administered it. There is some indication, however, that the popularity of certain projective techniques may be waning. In a recent survey of practicing clinicians, Piotrowski, Belter, and Keller (1998) reported that several projective techniques, including the Rorschach and TAT, have been abandoned by a sizeable minority of users. Some authors (e.g., Piotrowski et al., 1998; Piotrowski & Belter, 1989) have attributed the recent decline in the popularity of projective techniques to the advent of managed care, although at least some of this decline may al...

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“…1 In contrast to some authors (e.g., Karon, 1978), we do not believe that the question of "Are projective techniques valid?" can be straightforwardly or meaningfully answered.…”

mentioning

confidence: 63%

mentioning

confidence: 92%

The Scientific Status of Projective Techniques

Lilienfeld

Wood

Garb

2000

Psychol Sci Public Interest

607

391

View full text Add to dashboard Cite

show abstract

“…That the directors saw the lack of good assessment skills in general as a serious deficit could have been predicted because of the lower importance currently given to traditional assessment devices in academia (Thelan, Varble, & Johnson, 1968) and the continued debate over their theoretical and practical value (Hogan, DeSoto, & Solano, 1977;Mischel, 1977). Practicing clinicians, such as those providing internship training, are probably less concerned with the research characteristics of assessment devices than academic psychologists and are more concerned with their perceived utility in the study of an individual client (Holt, 1971;Karon, 1978). Consequently, the perception that there are many deficiencies in assessment training may reflect differing emphases between academic departments and internship training settings.…”

Section: Discussionmentioning

confidence: 99%

Professional psychology internships.

Sturgis¹,

Verstegen²,

Randolph³

et al. 1980

Professional Psychology

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“…Even for a career in research in clinical psychology, you need to master clinical skills. In studies of diagnostic procedures—such as the Rorschach or the Thematic Apperception Test (TAT)—the most important variable is whether the diagnosticians have training and experience in using that diagnostic procedure to predict that criterion (Karon, 1968, 1978). Similarly, the best predictor of the findings of an outcome study of any psychotherapy is whether there is anyone on the project who knows how to do that kind of therapy with that kind of patient (e.g., Karon, 1989; Karon & VandenBos, 1981).…”

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confidence: 99%

Becoming a first-rate professional psychologist despite graduate education.

Karon¹

1995

Professional Psychology: Research and Practice

Self Cite

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Professional psychology is exciting, creative work. Graduate schools often discourage, bore, and wear down the student. Research is made painful; research training all too often does not lead to doing research as a professional. The system punishes faculty for taking the time to acquire adequate clinical training or experience. Inadequate faculty are pessimistic about therapy, diagnosis, consultation, and private practice. Experimental psychologists often keep students from being exposed to clinical psychology, for fear that it will interest them. One should publish when one has something important (data or theory) to share. If one can understand the irrational parts of the system, one can surmount them and enjoy contributing to the field as a therapist, researcher, and/or teacher.

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Projective tests are valid.

Cited by 4 publications

References 10 publications

The Scientific Status of Projective Techniques

The Scientific Status of Projective Techniques

Professional psychology internships.

Becoming a first-rate professional psychologist despite graduate education.

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