teste proiective - v2

8/20/2019 Teste Proiective - V2

1/80

“NOTHING IS EITHER GOOD OR BAD, BUT THINKING MAKES IT SO”

SHAKESPEARE, HAMLET

PROJECTIVE TESTS AND TECHNIQUES

November,!"#


2/80

I$ I%&ro'()&*o% *% +ro e)&*ve &e)-%*.(e/De0%*&*o%C12//*0)2&*o%

II$ Pre/e%&2&*o% o3 /ome +ro e)&*ve &e)-%*.(e/ C2/e /&('*e/4

"$ 2'(1& 5 m21e5 26e #$ )-*1' 5 m21e 5 26e 7

III$ Co%)1(/*o%/V$ BIBLIOGRAPH8

Presented by : Daniel Cochirlea


3/80


4/80


5/80

:HAT DO 8OU SEE;

“IT’S JUST AN INKBL T!


6/80


7/80

“PROJECTIVE TECHNIQUES ARE INDIRECT AND UNSTRUCTURED METHODS O9INVESTIGATION$ PS8CHOLOGISTS USE THEM 9OR IN9ERRING ABOUT UNDERLINEMOTIVES, URGES OR INTENTIONS :HICH CANNOT BE DISCOVERED THROUGH DIRECTQUESTIONING AS THE RESPONDENT EITHER RESISTS TO REVEAL THEM OR IS SIMPL8NOT A:ARE O9 THEM”

“A METHOD O9 PS8CHOLOGICAL TESTING, USED IN PERSONALIT8 ASSESSMENT, IN:HICH RELATIVEL8 UNSTRUCTURED STIMULI ARE PRESENTED S PERSONALIT8 ON TO THE

TEST MATERIAL$”SCIENCE DICTIONAR84

HTTP455THESCIENCEDICTIONAR8$ORG5PROJECTIVE?TECHNIQUE?PROJECTIVE?TEST “A PS8CHOLOGICAL TEST IN :HICH SUBJECT>S RESPONSES TO AMBIGUOUS ORUNSTRUCTURED STANDARD STIMULI, SUCH AS A SERIES O9 CARTOONS, ABSTRACTPATTERNS, OR INCOMPLETE SENTENCES, ARE ANAL8@ED IN ORDER TO DETERMINEUNDERL8ING PERSONALIT8 TRAITS, 9EELINGS, OR ATTITUDES$”

THE AMERICAN HERITAGE DICTIONAR8 O9 THE ENGLISH LANGUAGE

http://thesciencedictionary.org/projective-technique-projective-testhttp://thesciencedictionary.org/projective-technique-projective-test


8/80

DISADVANTAGES O9 PROJECTIVE TECHNIQUES

"$ H*6-1 &r2*%e' *%&erv*e er/ 2%'

/ *11e' *%&er+re&er/ 2re %ee'e'$$ I%&er+re&er/ b*2/ )2% be &-ere$

#$ I& */ 2 )o/&1 me&-o'$F$ T-e re/+o%'e%& /e1e)&e' m2 %o&

be re+re/e%&2&*ve o3 &-e e%&*re+o+(12&*o%$


9/80

Pro e)&*ve Te)-%*.(e/ )12//*0e' b & +e


10/80

NAME AND TEST DESCRIPTION

ASSETS AND LIMITS

APPL8ING INSTRUCTIONS

PRACTICAL E AMPLES AND CONCLUSIONS


11/80

DRAWING A PERSON TEST


12/80

ASSETS LIMITS

* The purpose of thetest i s to assistprofessionals ininferring children'scognitivedevelopmental levels

with little or noinuence of otherfactors such aslanguage barriers or

special needs

* Test results can beinuenced byprevious drawingexperience,

* has been no validation of this

test as indicative ofschizophrenia.


13/80

INDICATIONS

The psychologist gives the child a eeof paper and a black pencil well sharp

or/and a set of colors and asks him tomake “a draw of a person”. The rest isfor the child to decide, whether he uses

just the black pencil or the set of

colors, where he is going to place thedrawing on the page; or if he’s going todraw a girl or a boy, a. s. o.


14/80

• line style sharp, vague, continuous or pointed• colors used• object’s sh ape• object’s position on page• intellectual maturity is important because the

drawing evolves according to the child’s age fromDoodles (from 1 year) thru Representation (between2-3 years) and logical state (from 4 years) to thestage of visual realism (variable age ) – when he cancopy, do a representation , or an adaptation to

reality.• visual perception• the amount of time needed to complete the drawing• the attitude answers spontaneously? asks questions before starting to draw? Fells the application as

frustrating?

IMPORTANT INDICATORS IMPORTANT FACTORS


15/80

1.As INTELIGENCE TEST: we appreciatethe mental age of the child by thepresence or absence of anatomical partsof the body and by presence or absenceof vestments and accessories.

2. As PERSONALITY TEST: the drawing of aperson is considered to be a mirror and

reection of the child’s personality .


16/80

A Drawing can be used as diagnostictool but in order to have the whole

view of the child’s personality we haveto use some other complimentarilymethods.


17/80

FIRST DRAWING SECOND DRAWING

THE PERSON DRAWN BYCHILD


18/80

INTERPRETATIONSUBJECT4

CHILDDRA: A PERSON TEST

R /- %e//

E *%2'e.(2)S e2 %e//

U 2% *e&

L emo&*o%21 *mb212%)e

T 266re//*ve

S *m+2&*e%)e


19/80

The tree isone of themost popul rs!m"oli#themes. It

representslife$ fertilit!$the hum n"een

THE TREE


20/80

THE ROOTS re s!m"ols of the un#ons#ious

THE TRUNK is the e%o$ the #ons#ious min&$ theemotion l life

THE BRANCHES re s!m"ols for so#i l rel tions

THE CRO:N represents the min&$ n& spiritu l life.


21/80

ASSETS LIMITS

' Ri#hness ofinform tion

' S!m"oli# form' (seful &)un#t to

other tests

' Pro*i&es + ! fore,pressin% m teri lth t is &i-#ult toe,press or ll!

' Pro*i&e rel ti*el!#ulture/free me ns

' Di-#ult! est "lishin%the reli "ilit! n&* li&it! of pro)e#ti*e&r +in%s

' 0uestion "le * li&it!in spe#i1# ps!#hi tri##l ssi1# tions

' 2 n! of theinterpreti*eh!potheses h *e not

"een full!


22/80

INDICATIONS

•

2 teri ls use& 3 sheet of p pern& "l #4 pen#il

•

Re5uest 3 6Dr + tree$ &i7erentfrom 1re tree8


23/80

• t!pe of the tree3•

position on p %e• the ##entu te& p rts of the tree 9on

the ri%ht or on the left from the*erti# l , of s!mmetr!: up n& &o+nfrom the hori;ont l , "et+een #ro+n

n& trun4<• the 5u lit! of lines• the sh pe of roots: trun4$ #ro+n n&

"r n#hes• the rel tion "et+een roots$ trun4

n& #ro+n• the e,isten#e or omission of li*es$

=o+ers n& fruits n& their spe#i1#

sh pe• the e,isten#e of s#ener the sun

IMPORTANT INDICATORS


24/80

RED COLOR is n in&i# tor of e,plosi*eperson lities 9)u*enile &elin5uen#!often o##urs


25/80

THE TREE DRAWN BY CHILD


26/80

INTERPRETATIONSUBJECT4

CHILD

DRA: A PERSON

TEST

TREE TEST

R 266re//*ve%e// A'2+&*%6 '* )(1&*e/E 2% *e& 266re//*ve%e//

S emo&*o%21 *mb212%)e e2/*1 *% (e%)e'U *m+2&*e%)e *%-*b*&*o%L *%2'e.(2) *%&rover&e'

T /- %e// re21*/m

+r2)&*)21 &re%'/m2&er*21 or*e%&2&*o%

S e2 %e// Se%/*&*v*& 2%'*m26*%2&*o%

S&(bbor%%e//


27/80

THE TREE DRAWN BY AD(LT


28/80

SUBJECT

5 ADULT

TREE TEST

R R*6(ro(/ *% &-e 2)&*v*&

E Some 2'2+&*%6 '* )(1&*e/

S Re21*/m? +r2)&*)21 &re%'/

U Or62%* e'

L O+e% 3or %e e +er*e%)e/

T Se13 )o%0'e%)e? +er/ever2%)e? 2ro62%)e

S :e11 e%626e' *% &-e +re/e%&

INTERPRETATION


29/80

DRAWING A FAMILY TEST


30/80

ASSETS LIMITS

* An optional tool for theinvestigation of the child's

mental representation ofattachment to the parents* Provides insight into the

child's fantasies thatcombine the child's

subjective life e periencesand interactions

* There is little professionalsupport for the use of

figure dra!ing" so thee amples that follo! shouldbe interpreted !ith caution#

* $all for s%illed and trainedadministrators familiar !ith

both the theor& behind thetests and the structure ofthe tests themselves#


31/80

We note:• the child s attitude( mimic" verbali)ation

and if the& are or not related to thedra!ing

• if the dra!ing begins from the right orleft side of the paper

• the order the characters are dra!n• if he spends more time in dra!ing one

character or another

We ask:# +hat is this famil& doing" !here are the&,-# +hat is the nicest and !h&,.# +hat is the less nice and !h&,/# +ho is the happiest and !h&,0# +ho is the saddest and !h&,

INDICATIONS


32/80

In order to discover:• The most loved erson• The least !avorite !amil" mem#er• Relations #et$een child and !amil"

mem#ers• %arents

• We ask &'estion a#o't:• Name( a)e( )ender o! !amil" mem#ers• Relationshi #et$een them• I! he is leased $ith his dra$in) or

$ants to chan)e somethin) and $hat

IMPORTANT INDICATORS


33/80

THE A2ILY DRAWIN?


34/80

SUBJECT CHILD DRA: A

PERSON TEST

TREE TEST 9AMIL8

TESTR 266re//*ve%e// 2'2+&*%6

'* )(1&*e/2&&2)-e' &o

32&-erE 2% *e& 266re//*ve%e// *%2'e.(2)S emo&*o%21

*mb212%)ee2/*1

*% (e%)e'

2% *e&

U *m+2&*e%)e I%-*b*&*o% ' %2m*)L *%2'e.(2) *%&rover&e' '* )(1& *%

3o)(/*%6 T /- %e// re21*/m

+r2)&*)21 &re%'/

m2&er*21or*e%&2&*o%S e2 %e// Se%/*&*v*& 2%'

*m26*%2&*o%

INTERPRETATION


35/80

THE RORSCHACH TEST

THE RORSCHACH TEST 9 lso 4no+n sthe Rors#h #h in4"lot test$ theRors#h #h te#hni5ue$ or simpl! thein4"lot test< is ps!#holo%i# l test in+hi#h su")e#t s per#eptions of in4"lots

re re#or&e& n& then n l!;e& usin%

ps!#holo%i# l interpret tion$ #omple,l%orithms$ or "oth.


36/80

HER2ANN RORSCHACH

Ps!#holo%ists use this

test to&ete#t

thou%ht&isor&er$

espe#i ll!

+henp tients rerelu#t nt to

&es#ri"etheir

thin4in%


37/80

ASSETS LIMITS

' Ri#hness ofproto#ol$ m!ster!

llure' A##ess #o*ert or

un#ons#iousm teri l' Re&u#es&efensi*eness so#i l &esir "ilit!' Hi%hl! resist nt to

' 0uestion "le* ri "le * li&it!

#ross &i7erents#orin% # te%ories

' Immense timein*ol*e& in s#orin%n& interpret tion


38/80


39/80

After the tested subject hasseen and responded to allof the inkblots “FREEASSOCIATION P ASE!"

the tester presents the#a$ain one at a ti#e for thesubject to stud%& Thesubject is asked to note ifhe sees 'hat he ori$inall%sa' and 'hat does it looklike" this is the“IN()IR* P ASE!&

INDICATIONS


40/80

CARD " :ORRIORS HELMET


41/80

CARD ELEPHANTS OR CATS


42/80

CARD # T:O BIMBOS


43/80


44/80

CARD A BAT


45/80

CARD ANIMAL SKIN


46/80

CARD MAN SHAPED TOASTBREAD


47/80


48/80

CARD 7? CARNIVOR PLANT 9ACINGUP:ARDS

CARD "!? T O PERSONS MEETING IN 9RON O9 E99EL


49/80

CARD "!? T:O PERSONS MEETING IN 9RON O9 E99EL TO:ER IN A BUSS8 DA8


50/80

S(B ECT F AD(LT TREE TEST RORSARCH

R R*6(ro(/ *% &-e 2)&*v*& A))e+&/ 2%' e% o /%e &2/ /

E Some 2'2+&*%6 '* )(1&*e/ I6%ore/ +- /*)21 -2rm

S Re21*/m? +r2)&*)21 &re%'/ Goo' re12&*o%/-*+ / *11/

( Or62%* e' Goo' emo&*o%21

b212%)eL O+e% 3or %e e +er*e%)e/ A% *e& o3 ome%

T Se13 )o%0'e%)e?

+er/ever2%)e? 2ro62%)e

E2/ 'e21*%6 *&-

)o%)(rre%& /&*m(1*

S :e11 e%626e' *% &-e

+re/e%&

INTERPRETATION


51/80

L(SCHER G COLO(RTEST

The Author$ Prof. Dr.2 , L s#her is theHe & of the Instituteof Ps!#ho/me&i# lDi %nosti#s in Lu#erne9S+it;erl n&


52/80

ASSETS LIMITS

' "e# use the #olor sele#tionsre %ui&e& in n

un#ons#ious m nner$ the!re*e l the persons s the!re ll! re$ not s the!per#ei*e themsel*es or+oul& li4e to "e per#ei*e&.

' the results of the L s#her/Color/Di %nosti# #ont inin&i# tions pert inin% toperson l ssessment n&spe#i l$ profession lre#ommen& tions s to ho+ps!#holo%i# l stress n& theresultin% ph!si# l

s!mptoms # n "e *oi&e&.' o7ers &&ition l inform tion

' the * li&it! of the #olortest h s often "een5uestione&.

' "ein% e s! to interpret# n "e use& lso "! nonprofession ls


53/80

INDICATIONS

Colors 2e nin%s


54/80

Blue“De+&- o3 9ee1*%6” +2//*ve, )o%)e%&r*),

&r2%.(*1*& , )21m, &e%'er%e//

?reen

“E12/&*)*& o3 :*11” +2//*ve, )o%)e%&r*),

'e3e%/*ve, +er/*/&e%)e, /e13?e/&eem52//er&*o%, +r*'e, )o%&ro1

Re&“9or)e o3 :*11” e ?)e%&r*), 2)&*ve

266re//*ve, )om+e&*&*ve, 2)&*o%, 'e/*re,e )*&eme%&, /e (21*&

Yello+“S+o%&2%e*& ” e ?)e%&r*), 2)&*ve,+ro e)&*ve, 2/+*r*%6, e +e)&2%) ,

e -*12r2&*o%

iolet“I'e%&*0)2&*o%” (%re21*/&*)5 */-3(1

3(1011me%&, )-2rm, e%)-2%&me%&

Bro+nBo'*1 /e%/e/, *%'*)2&e/ &-e bo' /

)o%'*&*o%

Bl #4 No&-*%6%e//, re%(%)*2&*o%, /(rre%'er or

re1*%.(*/-me%&

?re! No%?*%vo1veme%& 2%' )o%)e21me%&


55/80

The results of the L s#her/Color/Di %nosti##ont in in&i# tions pert inin% to person l

ssessment n& spe#i l$ profession lre#ommen& tions s to ho+ ps!#holo%i# lstress n& the resultin% ph!si# l s!mptoms# n "e *oi&e&. It lso o7ers &&ition linform tion for *er" l n& homeop thi#ther p!.The * li&it! of the #olor test h s often "een5uestione&.

INTERPRETATION


56/80

INTERPRETATIONS(B ECT F

AD(LTTREE TEST RORSARCH L(SHER

COLO(R TESTb212%)e'3r*e%'1

R R*6(ro(/ *% &-e2)&*v*&

A))e+&/ 2%'e% o / %e

&2/ /

*%&(*&*ve

E Some 2'2+&*%6'* )(1&*e/

I6%ore/ +- /*)21-2rm

Emo&*o%21/e%/*&*ve

S Re21*/m? +r2)&*)21&e%'e%)*e/

Goo're12&*o%/-*+

/ *11/

3(%%

U Or62%* e' Goo' emo&*o%21b212%)e

e6o)e%&r*)

L o+e% 3or %ee +er*e%)e/

Co%)er%/ *&-3em21e 06(re/

+ro('

T Se13 )o%0'e%)e?+er/ever2%)e?

2ro62%)e

E2/ 'e21*%6*&- )o%)(rre%&

/&*m(1*

2mb*&*o(/

S :e11 e%626e' *% 2% *e&


57/80

THE2ATIC APPERCEPTION TEST 92(RRAYAND 2OR?AN<

The TAT + s&e*elope& &urin%the JK Ms "! theAmeri# nps!#holo%istHenr! A. 2urr !

n& l !

ps!#ho n l!stChristi n D.2or% n t theH r* r& Clini# tH r* r&(ni*ersit

CHRISTIANA2OR?AN

HENRY 2(RRAY


58/80

ASSETS LIMITS

A))e// &o )overe' or

(%)o%/)*o(/+2r& o3 +er/o%21*&

Le// /(/)e+&*b*1*& &o32 *%6

G1ob21 3o)(/ o% +er/o%21*& R*)-%e// o3 '2&2 E2/e o3 R2++or&

D* )(1& e/&2b1*/-*%6

re1*2b*1*&


59/80

• the e*ent sho+n inthe pi#ture

• +h t h s le& up toit

• +h t the#h r #ters in thepi#ture re feelin%

n& thin4in%• the out#ome of thee*ent

INDICATIONS


60/80

Saul Rosenzweig (1907–2004) was an Americanpsychologist antherapist!Rosenzweig"s stu y o#aggre$ssion lea to the

e%elopment o# theRosenzweig &icture$'rustration Stu y atest o# latent

hostility!

R S*+,-*./ &. R* 'R S RA . + *S


61/80

ASSETS LIMITS

3 the o%erall purpose o#the stu y is #in out

how the e amineerespon s to#rustration an#rustratingsituations

3 a test o# latenthostility

3 in%ol%es a %er5alresponse to a semi$

am5iguous picturescenario3 he rea5ility o# the

test$retest proce ureis marginal


62/80

he su56ect is re uire toe press his spontaneous attitu eusing a #ew wor s or a phrase#or the #irst 18 pictures an#or the ne t he has to responto an acusation or an in6ury!

INDICATIONS


63/80

he Rosenzweig&icture'rustration Stu y(the &' est)tries to isco%erour tolerance anour ways o#respon ing to the

aily in ucestress !

he su56ect is re uireto e press hisspontaneous attitu eusing a #ew wor s or aphrase #or the #irst 18pictures an #or the ne t

he has to respon to anacusation or an in6ury!


64/80

INTERPRETATION

• he score is 5ase on a total o# nine#actors eri%e #rom com5inations o#three types o# aggression : o5stacle$

ominance ego$ e#ense an nee $persistence an three irections o#aggression : e traggressionimaggression an intraggression!

• ;owe%er testers o#ten analyze thesu56ect"s responses more in#ormally anintuiti%ely!


65/80

I m sosorr! forhim. Wh th sh ppene&


66/80

I m sorr! for thissitu tion$+h tm 4es !ou feel th tthis + t#h is#rumm! I h *esome other mo&elshere...


67/80

You


68/80

2 n! people #ome here +ith lot of #he p thin%s ... ri%ht But I4no+ !ou re sm rt %u! n& !ou re li;e th t this is Role,. Itrust th t +e # n help e #hother.


69/80

I feel so

horri"le$ I mso sorr! ple sefor%i*e me$ letme see +h t I# n &o to 1, it.


70/80

You re #le*erm n$ this is +h!I # lle& !ou.Ple se t 4e se t$ let me "u!!ou &rin4.


71/80

Ye h...+ell..

.it s ni#e of!ou to s !sorr!$ notm n! people&o this soit s O@


72/80

No+ I m heren!+ ! so let us

t l4 little "out+h! I m here

VERBAL ASOCIATIVE TEST


73/80

6WHO LOO@S O(TSIDE IS DREA2IN?.WHO LOO@S INSIDE WA@ES (P8

CARL ?(STA (N?

VERBAL ASOCIATIVE TEST


74/80

ASSETS LIMITS

* Empirical proof of thephysiological difference

bet een conscio!s and!nconscio!s reactions"* #sed as a techni$!e to

enhance the therape!ticprocess

* Acti%ates both conscio!sand !nconscio!sphenomena or

comple&es"

Associatespsychoanalyticmeanings to the ords

There is no singleaccepted list of ords" The efficacy has notbeen determined" 'i%es some $!alityinformation that( in the%ery least( can inspiref!rther in%estigation"

INDICATIONS


75/80

•

The e&aminer !ses a list of ind!cti%e ords andin%ites the s!b)ect to prono!nce as $!icly as

possible ( the first ord hich comes into his

mind"• Te e&aminer needs chronometer and a rotocol

sheet containing + col!mns ,-. the list of %erbal stim!li/. the s!b)ect0s response1. time of response2. reprod!ction of response+. obser%ations 3 !n!s!al beha%ior.

INDICATIONS


76/80

STA'ES O4 T5E TEST

-" ASOCIATIO6 STA'E 7 s!b)ect m!st ans er to stim!li

ords

/" RE RO8#CTIVE STA'E 7 s!b)ect m!st reprod!ce the

ans ers

1" I6VESTI'ATIO6 STA'E 7 the goal is to disco%er cl!sters

so the e&aminer as9s $!estions li9e, : ;hat is the

connections bet een :ind!cer ord< and : the ord

ind!ced< or :;hat brings in yo!r mind the ord ="


77/80

>#6'0S OSSIBLE LIST O4 I68#CTIVE ;OR8S

9INAL CHAPTER


78/80

9INAL CHAPTER

• B &-*/ +ro e)& e *%&e%'e' &o 6*ve o( /omeb2/*) *%3orm2&*o% re62r'*%6 +ro e)&*o%&e)-%*.(e/$

• :e 21/o &r*e' &o 6*ve o( /ome e 2m+1e/ b

2++1 *%6 /ome o3 &-em &o o(r /(b e)&/$

• :e 2re %o 1oo *%6 3or 2r' &o o(r 3ee'b2) 4.(e/&*o%/, )r*&*)/ or )o%6r2&(12&*o%/$

THANK 8OU 9OR 8OUR ATTENTION

This is a "ro#$ $ro%ect &ade by second year st#dents at


79/80

Psycholo"y 'ac#lty (ro& )colo"ical Uni*ersity B#charest:BADITA PAULACRISTINA DRAW A PERSON

BUGA MIHAI ROSENSWEIG THECHNIC

IONESCU RO ANA PROJECT COORDINATORPADUREANCRISTINA TREE TEST

SCORTAN TEODOR RORSCHACH TEST

TENE ANDREEA PPT and PPS PROJECT FORMAT COCHIRLEADANIEL LUSHER TEST OF COLOURS

TANASESCU ANCA DRAW A FAMILY TEST

9USEA ANDREI TAT

MITITELU ANDREEA LUSHER TEST

LITA ALININTRODUCTION TO PROJECTIVETECHNIQUES

NICOLAESCURALUCA ASSETS AND LIMITS OF PROJECTIVE TESTSGEORGESCUIULIAN VERBAL ASOCIATION TEST

Biblio"ra$hy:


80/80

Biblio"ra$hy:

• Anitei+ ,& -.//01+ Pihologie experimentala, Editura Poliro#+ Iasi&• enderson+ R&2& -345.1+ 6Re#ote action potentials at the #o#ent of response in a si#ple

raction7ti#e situation!& 8urnal of E9peri#antal Ps%cholo$%+ :;+ pp&./37./5&• 8un$+ C& -343/1& “Association ,ethod!+ American Jurnal of Psychology,

teste proiective - v2

Documents