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Ruminations on teaching projective assessment: an ideology, specific usages, teaching practices
1Department of Psychology, University of Arkansas, Fayetteville, Arkansas 72701, USA.
Journal of Personality Assessment
|December 1, 1975
Summary
This study addresses dissatisfaction with projective techniques by proposing a new credo emphasizing accountability and education. It highlights nonpsychometric interview uses for growth assessment and specific procedural insights.
Area of Science:
- Psychological assessment
- Clinical psychology
- Psychometrics
Background:
- Current dissatisfaction with traditional projective techniques.
- Need for a revised framework for projective technique usage.
- Limitations of psychometric applications in projective assessments.
Purpose of the Study:
- To propose a new credo for the ethical and effective use of projective techniques.
- To redefine the primary legitimate applications of projective techniques.
- To outline secondary uses and training implications.
Main Methods:
- Conceptual analysis and critique of existing projective techniques.
- Development of a credo based on accountability and phenomenological equality.
- Illustrative examples of nonpsychometric interview applications.
Main Results:
- Established a framework emphasizing accountability and phenomenological equality.
- Identified nonpsychometric interviews focused on growth as the primary legitimate use.
- Demonstrated secondary uses for procedural and methodological insights.
- Presented relevant training practices.
Conclusions:
- Projective techniques can be valuable when used nonpsychometrically, focusing on individual growth.
- Education and transparency are key to the future of projective assessment.
- A revised approach enhances the utility and ethical application of projective methods.