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PROJECTIVE–EXPRESSIVE ASSESSMENT TECHNIQUES - Coggle Diagram
PROJECTIVE–EXPRESSIVE ASSESSMENT TECHNIQUES
The basis of
projective–expressive techniques
is that examinees may “project” their subconscious motives, conflicts, and needs either verbally or in drawings when they are presented with ambiguous stimuli and tasks.
THEMATIC APPROACHES
"the mother of all thematic approaches"
originally was designed to assess personality constructs such as needs, press, and thema, which were essential elements to Murray’s personality theory
inquiry phase
The Children’s Apperception Test (CAT)
includes ten cards that depict animal characters (e.g., lions, bears, chimps, dogs) rather than human characters
The Roberts Apperception Test for Children (RATC)
includes 27 stimulus cards. Some cards are labeled specifically for use with boys or girls, and only 16 cards are administered at one time.
Its stated purpose is to assess child and adolescent perceptions of interpersonal situations, such as the thoughts, concerns, conflicts, and coping styles of examinees.
The
RATC-2 (G. E. Roberts, 2005)
includes updated test pictures that depict current hairstyle and clothing preferences; an extended age range (up to 18); three parallel sets of test pictures depicting White, Black, and Hispanic youths; and a new and larger norming sample that is generally representative of the U.S. population in terms of geographical region, ethnic- ity, and gender.
DRAWING TECHNIQUES
"We suggest, based on our data and a wealth of past work, that although drawings may be useful rapport-building devices, they are not useful measurement devices”
The Draw-A-Person Technique (DAP)
most widely used drawing procedure in social–emotional assessment of children
The structured
DAP:SPED
system includes scoring templates and specific scoring rules for various features of drawings.
using contemporary criteria for guidelines in forensic assessment, that the scoring procedures most commonly used for human figure drawing tests (global impressions and specific signs) do not meet admissibility criteria.
The Kinetic Family Drawing Technique (KFD)
hrough the process of drawing a pictorial rep- resentation of their family, children may provide important information regarding their perspective on such issues as family dynamics, emotional relationships, and their place within the family.
four major scoring categories: actions; distances, barriers, and positions; physical characteristics of the figures; and styles
it is important to also note that the KFD scoring system is complex and requires careful study from the original sources for effective and meaningful interpretation.
Kinetic School Drawing
a child who draws him- or herself within his or her school environment in an action-oriented manner may provide important information on relationships and other dynamics within the school environment.
The Bender-Gestalt Test (BGT) as a Measure of Social–Emotional Status
has been used primarily as a measure of visual percep- tion, visual–motor perception, and motor coordination, for such diverse purposes as screening for brain injury, assessing developmental motor coordination levels, and providing rough estimates of intellectual functioning.
there is a concern that single EIs on BGT drawings are not always indicative of emotional problems.
SENTENCE COMPLETION TASKS
the examinee is presented a list of sentence stems (the beginning of a potential sentence) with a blank space after each stem.
The Rotter Incomplete Sentences Blank
reading level is required
inquiry phase
to clarify meaning, identifying reasons an examinee responded in a particular way, and “tracking feelings or perceptions to deeper levels and causes”
The Hart Sentence Completion Test (HSCT) for Children
is a 40-item sentence completion task for children and adolescents aged six to 18.
four-dimensional theory:family environments, social environments, school environments, and intrapersonal or internal conditions
The Washington University Sentence Completion Test
is considered to be the most theory driven of all the sentence completion tasks
including presocial and symbi- otic, impulsive, self-protective, conformist, conscientious, autonomous, and integrated.
appropriate use of projective–expressive techniques
establish rapport with the examinee.
as a means of communication with extremely shy or verbally reluctant children, or young children who are not yet verbally sophisticated enough to engage in such processes as meaningful interviews.