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41.
Schafer (1954) advanced the "Psychoanalytic Interpretation in Rorschach Testing" and asserted that thoughtful interpretation involved more than translating hieroglyphics or scores. In this book, he presented his thesis by describing four defensive styles (repression, denial, projective, and obsessive-compulsive) at various levels of severity of psychopathology. To investigate whether the Structural Summary data from Exner's (1986) Comprehensive System, with its improved reliability and validity and additional scores, allow one to make similar distinctions among the types of defense and severity of disturbance, we rescored the Schafer records. The results of this conservative test of Exner's system suggest that (a) the Comprehensive System reliably distinguishes the repressive style from the other styles, and (b) scores alone may provide adequate measures of severity of disturbance even with form quality excluded. We concluded that Rorschach scores must be understood as complex products of multiple psychological operations and may correspond to different subjective experiences in various contexts. 相似文献
42.
A method to optimize the response range while maintaining Rorschach Comprehensive System validity 总被引:2,自引:0,他引:2
Brief and lengthy Rorschach records have been identified as common problems in protocol administration. Clinicians have debated how to prevent overly short and long records, but they have been reluctant to alter standardized administration for fear of introducing bias. The present study examines a nonintrusive method for constraining responses by prompting for an extra response when only one is offered per card and by removing the card after four responses are given. Among patients who typically produce brief records, consisting of a residential sample of civil and forensic patients with a range of disordered thinking, the alternative administration method demonstrated improved Comprehensive System validity in assessing thought disorder and eliminated the need to readminister the test due to fewer than 14 responses. The findings have clinical implications for protocol administration with thought-disordered populations that typically produce brief records. 相似文献
43.
Ninety-eight adult nonpatients from Greece were administered the Rorschach according to the Rorschach Comprehensive Systems (CS; Exner, 2003) procedures. These participants were of Greek heritage, were older than 21 years of age, and resided in Greece. Participants were residents of an urban area, Athens, as well as residents of provincial areas including smaller cities and villages. The examiner was a native Greek and of Greek heritage and administered the protocols in Greek. Exclusion criteria are described. Interrater reliability statistics at the response level are presented along with scores for CS variables. 相似文献
44.
Donald J. Viglione Gregory J. Meyer Ana Cristina Resende Claudia Pignolo 《Journal of personality assessment》2017,99(3):315-323
Learning to code the imagery, communication, and behavior associated with Rorschach responding is challenging. Although there is some survey research on graduate students' impressions of their Rorschach training, research has not identified which coding decisions students find to be the most problematic and time-consuming. We surveyed students to identify what they struggled with most when learning coding and to quantify how difficult it is to learn how to code. Participants (n = 191) from the United States, Brazil, Denmark, Israel, and Italy rated 57 aspects of coding using a 4-point scale that encompassed both the time required to code and the subjective difficulty of doing so. Mean ratings for coding in general indicated that students considered the overall task challenging. Ratings also revealed that students struggled most with Cognitive Special Scores, Determinants, and extrapolating from the tables to code Form Quality for objects that were not specifically listed. The findings offer suggestions about how to improve the guidelines for some of the more difficult variables and where it is most necessary to focus teaching time. Taking these steps might help new students in learning the Rorschach. 相似文献
45.
Abufazel Hosseininasab Donald J. Viglione Joni L. Mihura Ety Berant Ana Cristina Resende 《Journal of personality assessment》2019,101(2):199-212
Controlling the number of Rorschach responses (R) as a method to reduce variability in the length of records has stimulated controversy among researchers for many years. Recently, the Rorschach Performance Assessment System (R–PAS; Meyer, Viglione, Mihura, Erard, &; Erdberg, 2011) introduced an R-Optimized method to reduce variability in R. Using 4 published and 2 previously unpublished studies (N = 713), we examine the extent to which 51 Comprehensive System–based scores on the R–PAS profile pages are affected as a result of receiving Comprehensive System (CS; Exner, 2003) administration versus a version of R-Optimized administration. As hypothesized, R—the intended target of R-Optimized administration—showed reliable weighted average differences across each method of administration. As expected, its mean modestly increased and its standard deviation notably decreased. Also as hypothesized, the next largest effects were decreases in the variability (SD) of 2 variables directly related to R, R8910% and Complexity. No other reliable differences were observed. Therefore, because R-Optimized administration does not notably modify the existing CS-based normative values for other profiled R–PAS variables, the data do not support concerns that R-Optimized administration notably modifies the Rorschach task or that existing CS research data would not generalize to R–PAS. However, because R-Optimized administration reduces variability in R, it allows a single set of norms to apply readily to more people. 相似文献