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Current status of Rorschach assessment: Implications for the school psychologist
Author(s) -
Hughes Tammy L.,
Gacono Carl B.,
Owen Patrick F.
Publication year - 2007
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/pits.20223
Subject(s) - rorschach test , psychology , projective test , school psychology , test (biology) , intervention (counseling) , developmental psychology , clinical psychology , psychological testing , applied psychology , psychiatry , biology , paleontology , psychoanalysis
In this article we examine the current status of Rorschach assessment. School psychologists are provided with an introduction to the Rorschach Inkblot Method (RIM), the types of information that the test provides, and guidelines for evaluating the RIM. We also address criticisms that have served to discourage the use of the RIM. When administered, coded, and interpreted within guidelines provided by Exner's Comprehensive System, the Rorschach clearly meets ethical and professional standards for psychological test usage. The RIM can provide unique and important information concerning the emotional and social functioning of children and adolescents that aids in developing individualized educational programming including behavior intervention plans. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 281–291, 2007.