Testing in Testing in Clinical PsychologyClinical PsychologyTesting in Testing in Clinical PsychologyClinical Psychology

Dr. KlineDr. Kline

FSU-PCFSU-PC

What is a test?What is a test?

What do you think????What do you think????

I. Tests-definitionsI. Tests-definitions ““A test is a systematic procedure for observing and A test is a systematic procedure for observing and

describing a person’s behavior in a standard situationdescribing a person’s behavior in a standard situation,” ,” (Cronbach, 1970; in Nietzel et al., 2003)(Cronbach, 1970; in Nietzel et al., 2003)

In theory tests should provide clinicians with an In theory tests should provide clinicians with an “accurate” measure of an individual’s ability, skill, “accurate” measure of an individual’s ability, skill, talent, or knowledge base. talent, or knowledge base.

In Clinical Psychology, tests are extremely useful in the In Clinical Psychology, tests are extremely useful in the assessment process. This is largely because tests are assessment process. This is largely because tests are more more systematicsystematic and and objectiveobjective than clinical interviews. than clinical interviews.

II. Ways in which tests are distinct from II. Ways in which tests are distinct from other assessment methods:other assessment methods: 1. 1. A test can be administered in a non-social setting (while A test can be administered in a non-social setting (while

interviews are always conducted sociallyinterviews are always conducted socially). ). Note:Note: Some individuals with psychopathology can “ Some individuals with psychopathology can “fakefake” ”

sanity during a clinical interview, but are “sanity during a clinical interview, but are “detecteddetected” by tests like ” by tests like the MMPI & SKID, where there is no room for “the MMPI & SKID, where there is no room for “savvysavvy” replies to ” replies to bias the results.bias the results.

2. 2. Standardized tests produce results that are compared with Standardized tests produce results that are compared with “normed” populations. This insures bias does not influence “normed” populations. This insures bias does not influence testing or the resultstesting or the results. .

3. 3. Testing can be administered in groups (GRE) & Testing can be administered in groups (GRE) & individually, so large numbers of people can be tested individually, so large numbers of people can be tested simultaneouslysimultaneously. .

III. What do tests measure??III. What do tests measure??

Tests can be grouped into 4 distinct categories:Tests can be grouped into 4 distinct categories: 1. 1. Intellectual functioning**Intellectual functioning** 2. 2. Personality characteristics**Personality characteristics** 3. Attitudes, interests, preferences, & values3. Attitudes, interests, preferences, & values 4. Ability4. Ability

****Tests most commonly used by Tests most commonly used by CliniciansClinicians (for (for assessment, treatment & research purposes).assessment, treatment & research purposes).

Because general level of intellectual functioning & personality Because general level of intellectual functioning & personality are often influenced by psychopathology (e.g., schizophrenia, are often influenced by psychopathology (e.g., schizophrenia, Bipolar disorder), tests assessing these constructs are of Bipolar disorder), tests assessing these constructs are of significant interest to Clinical Psychologists.significant interest to Clinical Psychologists.

IV. IV. How do we construct tests?How do we construct tests?

Three are three basic approaches to test Three are three basic approaches to test construction. Which method is appropriate construction. Which method is appropriate depends on a variety of factors.depends on a variety of factors.

1. 1. Analytical Approach-Analytical Approach- Clinicians using Clinicians using this approach determine the this approach determine the contentcontent they they think reflects the construct they want to think reflects the construct they want to measure & derive test items based on all measure & derive test items based on all facets of this construct.facets of this construct.

Analytical contd.Analytical contd. What are the qualities I want to measure?What are the qualities I want to measure? How do I define these qualities?How do I define these qualities? What kind of test items would make sense to use to measure What kind of test items would make sense to use to measure

these qualities?these qualities?

E.g., Using this method how could we measure “motivation”E.g., Using this method how could we measure “motivation” 1. We’d have to operationally define what is “motivation?”1. We’d have to operationally define what is “motivation?”2.2. How do we measure it? Actions, verbal responses, etc.How do we measure it? Actions, verbal responses, etc.3.3. We’d need to generate test items that reflect what we know or We’d need to generate test items that reflect what we know or

believe makes up motivational tendencies.believe makes up motivational tendencies. “ “True or False, I’m a self-starter”True or False, I’m a self-starter” “ “True or false, “I like to lead, not follow,” etc.True or false, “I like to lead, not follow,” etc.

Problem with this method: Problem with this method: The test items strongly reflect the The test items strongly reflect the tester's view of what concepts should be examined. This tester's view of what concepts should be examined. This may be inaccurate.may be inaccurate.

2. 2. Empirical approachEmpirical approach:: Instead of deciding in advance which content is suitable to assess a given Instead of deciding in advance which content is suitable to assess a given

construct, this method lets the content choose which items reflect the construct, this method lets the content choose which items reflect the construct.construct.

For instance, instead of defining “For instance, instead of defining “motivationmotivation,” we could measure what ,” we could measure what people who have already been identified as “highly motivated” or “not people who have already been identified as “highly motivated” or “not motivated” do, feel, think, and so forth to see what items reflect motivation in motivated” do, feel, think, and so forth to see what items reflect motivation in people.people.

This way, the researcher isn’t using his/her bias in the concept of motivation This way, the researcher isn’t using his/her bias in the concept of motivation to determine how to measure the construct. to determine how to measure the construct.

Problem with this method: Problem with this method: A. Is costly in terms of time & manpower to conduct it.A. Is costly in terms of time & manpower to conduct it. B. Requires sampling significantly more people to identify B. Requires sampling significantly more people to identify

“groups” of people who demonstrate high or low levels of the “groups” of people who demonstrate high or low levels of the trait of interest.trait of interest.

3. 3. Sequential System ApproachSequential System Approach::

Combines both analytical & empirical approaches.Combines both analytical & empirical approaches. Test items may be chosen based on analytical method, Test items may be chosen based on analytical method,

but results may be statistically analyzed to see which but results may be statistically analyzed to see which items are or are not correlated with one another, which items are or are not correlated with one another, which are too difficult or too easy, & so forth.are too difficult or too easy, & so forth.

Or items may be chosen empirically, but determining Or items may be chosen empirically, but determining which items to then test may be determined analytically. which items to then test may be determined analytically.

V. Tests of Intellectual Functioning:V. Tests of Intellectual Functioning: While there is a long & dubious history regarding intelligence While there is a long & dubious history regarding intelligence

testing, there is still no clearly adopted definition of what testing, there is still no clearly adopted definition of what “constitutes” intelligence.“constitutes” intelligence.

““Mental testing” of intelligence or the Mental testing” of intelligence or the psychometric approach, psychometric approach, describe intelligence as a describe intelligence as a general characteristicgeneral characteristic (called (called gg), as a ), as a set of up to 150 set of up to 150 specific intellectual functionsspecific intellectual functions (called (called s’s s’s) or as ) or as some hierarchical combination of both. some hierarchical combination of both.

Clinicians use a variety of intelligence tests to measure Clinicians use a variety of intelligence tests to measure specific specific aspects of intellectual functioning and compare the results aspects of intellectual functioning and compare the results with normed datawith normed data. These tests are standardized in an attempt to . These tests are standardized in an attempt to rule out systematic biases based on gender, age, race, culture, & rule out systematic biases based on gender, age, race, culture, & so forth. so forth.

Note: Biases may still influence results.Note: Biases may still influence results.

A. Binet ScalesA. Binet Scales Alfred Binet devised an intelligence test for children in 1905 that consisted of Alfred Binet devised an intelligence test for children in 1905 that consisted of

30 items & tasks. The total score was the number of items 30 items & tasks. The total score was the number of items correctcorrect..

Some of the tasks for Binet’s test included requiring children to:Some of the tasks for Binet’s test included requiring children to: unwrap a piece of candyunwrap a piece of candy Track a moving light with their eyesTrack a moving light with their eyes Compare objects of different weightsCompare objects of different weights Repeat #s & words from memoryRepeat #s & words from memory

This primitive test was improved in This primitive test was improved in 19081908, when tasks in the test were , when tasks in the test were graded based graded based on the ageon the age of the participants of the participants. This meant, younger children we expected to get the . This meant, younger children we expected to get the easier items correct, while older children were expected to pass the more difficult easier items correct, while older children were expected to pass the more difficult items. items.

Binet & Simon examined over 200 children and determined that at certain ages, Binet & Simon examined over 200 children and determined that at certain ages, children with normal functioning should be able to do certain things. children with normal functioning should be able to do certain things.

For instance, 3-year-olds should be able to identify their body parts (eyes, nose, For instance, 3-year-olds should be able to identify their body parts (eyes, nose, mouth), repeat 2-digit #’s, & 6-syllable sentences, as well as their name. Older mouth), repeat 2-digit #’s, & 6-syllable sentences, as well as their name. Older children like 7-year-olds should be able to identify missing parts of a drawing, copy children like 7-year-olds should be able to identify missing parts of a drawing, copy simple geometric shapes/figures, and identify coin denominations (Neitzel, et al., simple geometric shapes/figures, and identify coin denominations (Neitzel, et al., 2003). 2003).

Additional revisions to the 1908 Binet scale:Additional revisions to the 1908 Binet scale: A Stanford Psychologist, Lewis Terman, revised Binet’s test so A Stanford Psychologist, Lewis Terman, revised Binet’s test so

that the that the mental & chronological agemental & chronological age of the participant would be of the participant would be examined.examined.

Stanford-Binet results –produced an intelligence quotient (IQ) Stanford-Binet results –produced an intelligence quotient (IQ) calculated by the following formula:calculated by the following formula:

IQ = (mental age (MA) /chronological age)*100IQ = (mental age (MA) /chronological age)*100

Therefore, if a 5 yr-old produces a MA score of 7 the IQ for this child would be Therefore, if a 5 yr-old produces a MA score of 7 the IQ for this child would be 140140. .

Terman also designated certain labels based on IQ ranges to reflect different types Terman also designated certain labels based on IQ ranges to reflect different types of general intellectual functioning. of general intellectual functioning.

These labels These labels todaytoday are listed as: are listed as: “very superior,” “superior,” “high average”, “very superior,” “superior,” “high average”, “average,” “low average,” “borderline,” & “mentally retarded.” “average,” “low average,” “borderline,” & “mentally retarded.”

The Stanford-BinetThe Stanford-Binet The most popular intelligence test in the US, it was revised The most popular intelligence test in the US, it was revised

several more times (in 1937, 1960, 1973, 1986). several more times (in 1937, 1960, 1973, 1986).

In 1960, IQ was no longer computed, but determined based on In 1960, IQ was no longer computed, but determined based on tables in which the formula’s results were corrected for variances tables in which the formula’s results were corrected for variances based on age. based on age. Norms have been established for Norms have been established for standardizationstandardization. .

The most recent edition of the test, groups test items into The most recent edition of the test, groups test items into 15 15 subtestssubtests. .

In each of these subtests, the difficulty of the items are arranged In each of these subtests, the difficulty of the items are arranged in in ascending orderascending order & are organized into four different areas of & are organized into four different areas of functioning: functioning: verbal reasoning, abstract/visual reasoning, verbal reasoning, abstract/visual reasoning, quantitative reasoning, & STMquantitative reasoning, & STM. .

Scoring for Stanford-Binet:Scoring for Stanford-Binet: Standard age scoresStandard age scores or or SASSAS are obtained for each are obtained for each

subtest by using tables that convert raw scores to subtest by using tables that convert raw scores to normalized standard scores with a mean of 50 & a normalized standard scores with a mean of 50 & a standard deviation of 8. standard deviation of 8.

Therefore, an IQ score of 58, means a child scored 1 Therefore, an IQ score of 58, means a child scored 1 standard deviation above the mean, and did better than standard deviation above the mean, and did better than 84% of his/her cohorts on the test. 84% of his/her cohorts on the test.

How suitable is the Stanford-Binet for assessing How suitable is the Stanford-Binet for assessing children’s intelligence?children’s intelligence?

The Stanford-Binet The Stanford-Binet appears to be very reliableappears to be very reliable for for assessing children’s intelligence.assessing children’s intelligence.

It has high test-retest reliability (It has high test-retest reliability (above.90above.90) and ) and internal consistency. internal consistency.

The test is also highly correlated with other The test is also highly correlated with other measures of intelligencemeasures of intelligence & appears to distinguish & appears to distinguish samples of gifted, retarded, & learning-disabled samples of gifted, retarded, & learning-disabled children (Neitzel et al., 2003). children (Neitzel et al., 2003).

B. Wechsler ScalesB. Wechsler Scales David Wechsler, a psychologist at Bellevue Psychiatric hospital in David Wechsler, a psychologist at Bellevue Psychiatric hospital in

New York (still famous today), New York (still famous today), developed an intelligence test for developed an intelligence test for adultsadults in 1939. in 1939.

This test, called the Wechsler-Bellevue (W-B) Intelligence Scale, This test, called the Wechsler-Bellevue (W-B) Intelligence Scale, differed from the Stanford-Binet in several ways:differed from the Stanford-Binet in several ways:

1. It was for adults aged 17+1. It was for adults aged 17+

2. It was on a point scale, in which credit is given for each correct 2. It was on a point scale, in which credit is given for each correct answer. Hence, IQ did not reflect the relationship between mental answer. Hence, IQ did not reflect the relationship between mental & chronological age, but a comparison of points earned for the & chronological age, but a comparison of points earned for the individual tested to those earned by many individuals of equal individual tested to those earned by many individuals of equal age.age.

Wechsler Adult Intelligence Scale: WAISWechsler Adult Intelligence Scale: WAIS Wechsler revised the W-B in 1955 & restandardized it to Wechsler revised the W-B in 1955 & restandardized it to

reflect ethnic populations. reflect ethnic populations.

The WAIS was comprised of 6 verbal and 5 The WAIS was comprised of 6 verbal and 5 performance subtests, which meant you could performance subtests, which meant you could calculate a verbal IQ, Performance IQ, and Full-calculate a verbal IQ, Performance IQ, and Full-Scale IQ (a combination of verbal & performance).Scale IQ (a combination of verbal & performance).

The test was revised & restandardized in 1981 and again The test was revised & restandardized in 1981 and again in 1997 (the WAIS-III). This was done to make the test in 1997 (the WAIS-III). This was done to make the test more reliable given the diversity of ethnicity in our more reliable given the diversity of ethnicity in our population. In addition, because data were obtained on a population. In addition, because data were obtained on a sample of 2,450 people ages ranging from 16 to 89, the sample of 2,450 people ages ranging from 16 to 89, the test can be administered to elderly individuals as well.test can be administered to elderly individuals as well.

Types of test items on the WAIS-III:Types of test items on the WAIS-III: Information (verbal): What is the capital of France?Information (verbal): What is the capital of France? Comprehension:Comprehension: Why do foreign cars cost more than domestic cars?Why do foreign cars cost more than domestic cars? Arithmetic:Arithmetic: If you have 4 apples & give 2 away, how many do If you have 4 apples & give 2 away, how many do

you have left?you have left? Similarities:Similarities: Identify similar aspects of pairs like: hammer-Identify similar aspects of pairs like: hammer-

screwdriver, dog-flower, portrait-short storyscrewdriver, dog-flower, portrait-short story Digit Symbol/coding:Digit Symbol/coding: copy designs that are associated with different #s as copy designs that are associated with different #s as

quickly as possible.quickly as possible.Digit Span:Digit Span: Repeat in forward & reverse order: 2 to 9 digit Repeat in forward & reverse order: 2 to 9 digit numbers.numbers.Vocabulary:Vocabulary: Define: chair, dime, lunch, valley, asylum, sanctuaryDefine: chair, dime, lunch, valley, asylum, sanctuaryPicture Completion:Picture Completion: Find missing objects in increasingly complex pictures.Find missing objects in increasingly complex pictures.Block Design:Block Design: Arrange blocks to match increasingly complex Arrange blocks to match increasingly complex standard standard patterns.patterns.Picture Arrangement:Picture Arrangement: Place increasing #s of pictures together to make Place increasing #s of pictures together to make

increasingly complex stories.increasingly complex stories.Symbol Search:Symbol Search: Visually scan & recognize a series of symbols.Visually scan & recognize a series of symbols.

Scoring for the WAIS-IIIScoring for the WAIS-III To get Full Scale, Verbal, & Performance IQ scores for To get Full Scale, Verbal, & Performance IQ scores for

subjects, the individual’s total points correct for each subjects, the individual’s total points correct for each subtest are converted to standardized IQ scores with a subtest are converted to standardized IQ scores with a mean of mean of 100100 & a standard deviation of & a standard deviation of 1515. .

Premorbid IQ & suitability for measuring Premorbid IQ & suitability for measuring intelligence:intelligence:

Clinicians with time constraints can get a quick measure of Clinicians with time constraints can get a quick measure of the Full-Scale IQ by combining the individual’s scores for the Full-Scale IQ by combining the individual’s scores for the vocabulary subtest and the Block design. the vocabulary subtest and the Block design.

This is the premorbid IQ. The scaling is the same, 100 is the This is the premorbid IQ. The scaling is the same, 100 is the mean score with a standard deviation of 15. mean score with a standard deviation of 15.

The WAIS-III is reliable and valid for measuring intelligence The WAIS-III is reliable and valid for measuring intelligence in adults. Reliability for each subject and all subtests in adults. Reliability for each subject and all subtests combined is .93 and above across all age ranges. combined is .93 and above across all age ranges.

It also correlates highly with other measures of intelligence. It also correlates highly with other measures of intelligence.

Wechsler Intelligence Scale for Children (WISC-III):Wechsler Intelligence Scale for Children (WISC-III): The WISC originally developed in 1949 to assess intelligence in The WISC originally developed in 1949 to assess intelligence in

children has been revised several times and is now the children has been revised several times and is now the WISC-III WISC-III (1991).(1991). It is based on norms of 2,200 children aged 6-16 in the It is based on norms of 2,200 children aged 6-16 in the US in 1988US in 1988. .

It is based on 13 subtests which examine verbal comprehension, It is based on 13 subtests which examine verbal comprehension, perceptual organization, freedom from distractibility (memory & perceptual organization, freedom from distractibility (memory & attention), and processing speed. attention), and processing speed.

Reliability and validity of this test are high and it correlates Reliability and validity of this test are high and it correlates highly with the Stanford-Binet intelligence test. highly with the Stanford-Binet intelligence test.

VI. Personality Tests:VI. Personality Tests: One of the most influential & widely used One of the most influential & widely used

personality tests is the Minnesota Multiphasic personality tests is the Minnesota Multiphasic Personality Inventory (MMPI).Personality Inventory (MMPI).

Developed in the 1930s by Hathaway & Developed in the 1930s by Hathaway & McKinley at the University of Minnesota, this McKinley at the University of Minnesota, this test test is used to screen large groups of people for is used to screen large groups of people for psychological disorderspsychological disorders. .

This inventory is very useful in situations when This inventory is very useful in situations when a clinical interview may not be conducted. a clinical interview may not be conducted.

Construction of the MMPI:Construction of the MMPI: Over Over 1,0001,000 items from older personality tests & other items from older personality tests & other

sources were converted into statements that individuals sources were converted into statements that individuals could respond to with “true,” “false,” or “cannot say.” could respond to with “true,” “false,” or “cannot say.” A significant number of these items were then presented A significant number of these items were then presented to thousands of normal individuals as well as individuals to thousands of normal individuals as well as individuals with diagnosed mental disorders. with diagnosed mental disorders.

When compared to normal individuals, several When compared to normal individuals, several patterns emerged for individuals diagnosed with patterns emerged for individuals diagnosed with psychological disorders. psychological disorders.

In all 10 scales were developed.In all 10 scales were developed.

MMPI scalesMMPI scales Validity scalesValidity scales:: L (Lie scale)-15 items of overtly good self-report, e.g., “I smile at everyone I meet.”L (Lie scale)-15 items of overtly good self-report, e.g., “I smile at everyone I meet.” F (frequency or infrequency)F (frequency or infrequency) K (correction): 30 items reflecting defensiveness in admitting problems, “I feel bad when others criticize K (correction): 30 items reflecting defensiveness in admitting problems, “I feel bad when others criticize

me.”me.”

Clinical Scales:Clinical Scales: 1 or HS (hypochondriasis)- 32 items of patients’ abnormal preoccupation with their health. E.g., I 1 or HS (hypochondriasis)- 32 items of patients’ abnormal preoccupation with their health. E.g., I

have chest pain several times a week. (true)have chest pain several times a week. (true) 2 or D (Depression)- 57 items examining depressive symptoms 2 or D (Depression)- 57 items examining depressive symptoms 3 or Hy (conversion Hysteria)3 or Hy (conversion Hysteria) 4 or Pd (psychopathic deviate)-50 items examining patient’s disregard for social and conventional 4 or Pd (psychopathic deviate)-50 items examining patient’s disregard for social and conventional

customs. customs. 5 or Mf (masculinity-femininity)- 56 items showing homoeroticism & items differentiating between 5 or Mf (masculinity-femininity)- 56 items showing homoeroticism & items differentiating between

men & women.men & women. 6 or Pa (paranoia)- 40 items from patients showing abnormal suspiciousness6 or Pa (paranoia)- 40 items from patients showing abnormal suspiciousness 7 or Pt (Psychasthenia)- 48 items based on neurotic patients showing obsessions, compulsions, 7 or Pt (Psychasthenia)- 48 items based on neurotic patients showing obsessions, compulsions,

phobias, guilt, & indecisiveness.phobias, guilt, & indecisiveness. 8 or Sc (Schizophrenia)- 78 items from patients showing bizarre or unusual thoughts or behavior. 8 or Sc (Schizophrenia)- 78 items from patients showing bizarre or unusual thoughts or behavior. 9 or Ma (Hypomania)- 46 items from patients characterized by emotional excitement, over activity, 9 or Ma (Hypomania)- 46 items from patients characterized by emotional excitement, over activity,

and flight of ideas.and flight of ideas. 0 or Si (Social Introversion)- 69 items from people showing shyness, little interest in others, and 0 or Si (Social Introversion)- 69 items from people showing shyness, little interest in others, and

insecurity.insecurity.

MMPIMMPI Current version has over 500 items.Current version has over 500 items.

Validity scales are crucial to detecting test-taking attitudes and Validity scales are crucial to detecting test-taking attitudes and response biases. response biases.

The The Lie ScaleLie Scale is very important as it is designed to catch is very important as it is designed to catch individuals trying to “individuals trying to “fake” goodfake” good on the inventory. These items on the inventory. These items if answered truthfully would hint at negative information about if answered truthfully would hint at negative information about the person (e.g., a false answer in response to, “I always read the the person (e.g., a false answer in response to, “I always read the editorial every morning.”). editorial every morning.”).

If a person answers “Yes” to a significant # of lie scale If a person answers “Yes” to a significant # of lie scale questions, then it indicates they are “questions, then it indicates they are “impression managingimpression managing” ” which suggests a problem with their performance on the which suggests a problem with their performance on the inventory.inventory.

MMPI-2MMPI-2

The MMPI was restandardized, revised, & made The MMPI was restandardized, revised, & made available in 1989. It can be administered paper-n-available in 1989. It can be administered paper-n-pencil & by computer.pencil & by computer.

It compares It compares patterns of responding in individuals to patterns of responding in individuals to determine if psychopathology is present and in what determine if psychopathology is present and in what formform..

It is widely used in making diagnostic assessments of It is widely used in making diagnostic assessments of individuals and remains the most important test used individuals and remains the most important test used by Clinicians.by Clinicians.

California Psychological Inventory: CPICalifornia Psychological Inventory: CPI Was designed to assess personality in the “Was designed to assess personality in the “normalnormal” population. ” population.

Half of its items are taken from the MMPI and the other are Half of its items are taken from the MMPI and the other are newly generated items. newly generated items.

Because the CPI was conducted on over 13,000 males & females Because the CPI was conducted on over 13,000 males & females from all socioeconomic statuses & parts of the US, it provides a from all socioeconomic statuses & parts of the US, it provides a very strong test of personality assessment. very strong test of personality assessment.

It has been shown to be very reliable for It has been shown to be very reliable for predicting predicting delinquency, parole outcome, academic performance, and delinquency, parole outcome, academic performance, and likelihood of dropping out of schoollikelihood of dropping out of school (Neitzel et al., 2003). (Neitzel et al., 2003).

Its also computerized making administration easy to conduct.Its also computerized making administration easy to conduct.

VII. Projective Personality TestsVII. Projective Personality Tests

Standard stimuli are presented to the patient Standard stimuli are presented to the patient (inkblots or drawings) ambiguous enough to (inkblots or drawings) ambiguous enough to allow for variation in responses.allow for variation in responses.

Patient’s responses should be based on Patient’s responses should be based on primarily unconscious processes & will primarily unconscious processes & will reveal his/her true feelings, thoughts, reveal his/her true feelings, thoughts, motives.motives.

Types of Projective tests:Types of Projective tests: A. A. Rorschach Inkblot testRorschach Inkblot test– patient presented with 10 – patient presented with 10

inkblots. inkblots.

Half of inkblots are in black, white, & shades of gray. Half of inkblots are in black, white, & shades of gray. Two have red splotches, and 3 are in pastel colors.Two have red splotches, and 3 are in pastel colors.

Patients report what they “see.”Patients report what they “see.”

The test was developed by Swiss psychiatrist, Hermann The test was developed by Swiss psychiatrist, Hermann Rorschach in the early 1900s. Beck, an American Rorschach in the early 1900s. Beck, an American psychology student, published a standardized psychology student, published a standardized procedure for measuring responses on the Rorschach in procedure for measuring responses on the Rorschach in 1937. Following this, other reports came out. 1937. Following this, other reports came out.

Rorschach scoring:Rorschach scoring: The client reports what he/she sees in each inkblot.The client reports what he/she sees in each inkblot.

The Clinician writes down the individual’s answer The Clinician writes down the individual’s answer verbatim. When all the cards have been presented, verbatim. When all the cards have been presented, the Clinician goes through the set of cards and the Clinician goes through the set of cards and conducts an inquiry about what characteristics of conducts an inquiry about what characteristics of each inkblot led to their answer.each inkblot led to their answer.

Answers are coded. Scoring involves the location, Answers are coded. Scoring involves the location, determinants, content, & popularity of the responses. determinants, content, & popularity of the responses.

Scoring Dimensions:Scoring Dimensions:

1. 1. LocationLocation—what area of the blot led the client to respond —what area of the blot led the client to respond (e.g., whole blot, an unusual detail, white space, a (e.g., whole blot, an unusual detail, white space, a combination of these aspects).combination of these aspects).

2. 2. DeterminantsDeterminants-characteristic of the blot that influenced a -characteristic of the blot that influenced a response; this includes form, color, shading, & movement. response; this includes form, color, shading, & movement.

3. 3. ContentContent- the subject of the blot. That is what is perceived - the subject of the blot. That is what is perceived (e.g., animals, figures, objects, sexual symbols, blood, etc.)(e.g., animals, figures, objects, sexual symbols, blood, etc.)

4. 4. PopularityPopularity- refers to frequency of specific kinds of - refers to frequency of specific kinds of responses made my many individuals.responses made my many individuals.

2. Thematic Apperception Test 2. Thematic Apperception Test (TAT)(TAT)

Patient is shown a series of black-and-white Patient is shown a series of black-and-white pictures one by one and asked to tell a story pictures one by one and asked to tell a story related to each.related to each.

What is the symbolic meaning underlying What is the symbolic meaning underlying the story the patient provides?the story the patient provides?