Rorschach teaching in APA-approved clinical graduate programs: ten years later

Area of Science:

• Psychology
• Clinical Psychology
• Psychological Assessment

Background:

• The Rorschach technique is a projective psychological test.
• Previous studies have assessed its integration into clinical psychology curricula.
• This study provides an updated perspective on Rorschach teaching practices.

Purpose of the Study:

• To survey current teaching practices of the Rorschach technique in North American graduate clinical psychology programs.
• To compare current findings with a 1974 survey.
• To evaluate instructor experience, technique utility, and instructional materials.

Main Methods:

• A questionnaire was distributed to all APA-approved graduate clinical psychology programs in the US and Canada.
• The survey focused on curriculum emphasis, instructor experience, and technique evaluation.
• A high response rate (93%) ensured robust data collection.

Main Results:

• 88% of programs place major emphasis on the Rorschach in assessment courses, a slight increase from 1974.
• Instructor experience did not significantly impact technique ratings, unlike in the previous survey.
• Instructors rated the Rorschach highly as a clinical tool and teaching aid, but not as a research instrument.
• The Exner Comprehensive System is the predominant instructional method.

Conclusions:

• The Rorschach technique, particularly the Exner Comprehensive System, continues to be a significant component of clinical psychology education.
• Despite its utility as a clinical tool and teaching aid, its role in research is perceived as limited by instructors.
• Findings suggest a consistent emphasis on the Rorschach over a decade, highlighting its enduring relevance in training.