Story Sequence Analysis

Arnold, Magda B.

doi:10.7312/arno92972

Cited by 34 publications

(20 citation statements)

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“…Although a variety of TAT quantitative scoring schemes have been developed, such as those of Bellak (1975), Dana (1955), and Arnold (1962; see Vane, 1981, for a review), few clinicians use these schemes with any regularity (Rossini & Moretti, 1997). Instead, most interpret the TAT on an impressionistic basis using clinical judgment and intuition.…”

Section: Thematic Apperception Testmentioning

confidence: 99%

The Scientific Status of Projective Techniques

Lilienfeld

Wood

Garb

2000

Psychol Sci Public Interest

606

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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Section: Thematic Apperception Testmentioning

confidence: 99%

The Scientific Status of Projective Techniques

Lilienfeld

Wood

Garb

2000

Psychol Sci Public Interest

606

391

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“…This was supplemented by a projective approach consisting of digital images of either normal lessons or creative partnership sessions which were taken by the researcher during school visits. This approach was based on Arnold's (1962) distinction between 'evaluative' and 'motivating' attitudes. Pupils were asked to pick two pupils from the picture and to speculate what they were saying (or thinking) at the time.…”

Section: Scope Of the Study: Samples And Methodsmentioning

confidence: 99%

Going with the flow or back to normal? The impact of creative practitioners in schools and classrooms

Galton

2010

Research Papers in Education

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“…In having the testee select one of the cards in a sequence it was assumed that he would select those cards which most adequately dealt with After all of the stories were completed, they were subjected to an analysis similar to that recommended by Arnold (1962). After this story was completed, the cards were removed and the FIRE sequence of PA cards was placed randomly before him.…”

Section: Methodsmentioning

confidence: 99%

An Illustration of the Wechsler Picture Arrangement Subtest as a Thematic Technique

Craig¹

1969

Journal of Projective Techniques and Personality Assessment

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Story Sequence Analysis

Cited by 34 publications

References 0 publications

The Scientific Status of Projective Techniques

The Scientific Status of Projective Techniques

Going with the flow or back to normal? The impact of creative practitioners in schools and classrooms

An Illustration of the Wechsler Picture Arrangement Subtest as a Thematic Technique

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