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Critical review of the TEMAS: A step within the development of thematic apperception instruments
Author(s) -
Flanagan Rosemary,
Di Giuseppe Raymond
Publication year - 1999
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/(sici)1520-6807(199901)36:1<21::aid-pits3>3.0.co;2-l
Subject(s) - psychology , projective test , thematic apperception test , apperception , personality , personality assessment inventory , reliability (semiconductor) , interpretation (philosophy) , standardization , test validity , psychometrics , clinical psychology , applied psychology , developmental psychology , social psychology , cognitive psychology , psychoanalysis , programming language , power (physics) , physics , quantum mechanics , computer science , political science , law
The TEMAS (acronym for Tell‐Me‐a‐Story)—an objectively scored, projective thematic personality instrument for children and adolescents—is analyzed, reviewed, and critiqued with regard to theoretical underpinnings and rationale for development, administration, scoring, psychometric properties, and research to date. The TEMAS appears to be an improvement over existing projective personality measures used by school psychologists. Although it requires more training than other projective techniques, competency in administration, scoring, and interpretation can be achieved within a one semester course in personality assessment. The test has evidence of reliability and validity, and it is a multicultural alternative to the TAT and other thematic apperception instruments. The use of the TEMAS by psychologists may achieve more accurate assessment of Black and Hispanic children. Limitations include geographically limited standardization samples and little research conducted by individuals other than the authors. © 1999 John Wiley & Sons, Inc.