The thematic apperception test: A review

Vane, Julia R.

doi:10.1016/0272-7358(81)90009-x

Cited by 35 publications

(41 citation statements)

References 38 publications

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“…Rendering a systematic review of the TAT literature even more difficult is that the fact that a plethora of different scoring schemes for the TAT have been developed for certain studies, many on an ad hoc basis (Ryan, 1985;Vane, 1981). The great diversity of these schemes, not to mention the diversity of stimulus materials on which they are based, all but precludes a systematic examination of their replicated psychometric properties (Hunsley et al, in press).…”

Section: General Overview Of Tat Research: Problems and Findingsmentioning

confidence: 99%

“…Nevertheless, these recommendations are almost never followed today. There is considerable variability in the number of TAT stimuli administered by different examiners, and most administer between 5 and 12 cards and do so in only one session (Vane, 1981). Moreover, the specific cards selected and order of card administration vary greatly across examiners (Groth-Marnat, 1997;Worchel & Dupree, 1990).…”

Section: Thematic Apperception Testmentioning

confidence: 99%

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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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Section: General Overview Of Tat Research: Problems and Findingsmentioning

confidence: 99%

Section: Thematic Apperception Testmentioning

confidence: 99%

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

“…To my knowledge, the sheer numbers of these scores that appeared between 1940 and 1960 have not been tallied, although Teglasi (1993) and Jenkins (in press) report many credible and useful exemplars. Vane (1981) cited six objective scoring systems with a continuing presence in TAT training including human motivation (McClelland, Atkinson, Clark, & Lowell, 1953). McClelland's approach lacked clinical utility (Dana, 1968(Dana, , 1977 despite compelling evidence for cross-cultural validity (e.g., McClelland & Winter, 1969).…”

Section: Narrative Methodsmentioning

confidence: 99%

Culturally competent school assessment: Performance measures of personality

Dana

2007

Psychology in the Schools

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Performance measures of personality-narratives, Rorschach, and drawing techniques-provide continuing comprehensive assessment resources for school psychologists. These measures are examined for assets, limitations, and applications consistent with a new practice model for culturally competent school-based services. Cultural competency is informed by a generic training model and illustrated by contents of a public sector California training program. Expanding cultural competency training opportunities in all school psychology programs can integrate assessment, intervention, and outcome evaluations using performance measures within a context of guidelines and ethical responsibilities.

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“…Almost all clinicians who use the TAT rely exclusively on subjective interpretations and do not use an objective scoring system (Ryan, 1985;Vane, 1981). Subjective interpretations of the TAT are difficult to defend in light of the paucity of research support for their validity (Lilienfeld et al, 2001).…”

Section: Research On the Assessment Of Psychopathologymentioning

confidence: 99%

Effective use of projective techniques in clinical practice: Let the data help with selection and interpretation.

Garb¹,

Wood²,

Lilienfeld³

et al. 2002

Professional Psychology: Research and Practice

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By learning about the validity of individual test scores, psychologists can avoid using scores that are invalid and making judgments that are potentially harmful to their clients. This is important not only for improving clinical and forensic practice but also for avoiding lawsuits. In this article, the effective use of projective techniques is described, with attention to the overperception of psychopathology, diagnosis and the description of symptoms, and the detection of child abuse. Guidelines are offered for using the Rorschach, Thematic Apperception Test, human figure drawings, and the Washington University Sentence Completion Test.

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The thematic apperception test: A review

Cited by 35 publications

References 38 publications

The Scientific Status of Projective Techniques

The Scientific Status of Projective Techniques

Culturally competent school assessment: Performance measures of personality

Effective use of projective techniques in clinical practice: Let the data help with selection and interpretation.

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