The Use of Projective Assessment by School Psychologists

Abstract

AstractThis study examines the use of projective assessment by California school psychologists. Sixty-four randomly selected school psychologists kept daily records for four weeks of all tests they administered, variables associated with each student they tested, and the reasons they used each test. Later, they responded to a questionnaire which focused on their background characteristics, training in projectives, and their attitudes toward projective assessment. Projective tests were infrequently used by school psychologists (excluding the Bender which was generally not used as a projective device), were typically used to measure personality or self-concept, and were considered less important than other tests for educational planning of children. Males, Hispanics, and children referred for possible emotional disturbance were given projective tests more often. Most psychologists felt that training time in projectives should not be decreased, despite their opinion that the use of such tests would be less in the future and that research studies did not always support the validity of their use. Many psychologists felt that the Rorschach and TAT/CAT were particularly inappropriate for use in the school setting. Background characteristics of psychologists did not significantly predict their use of projectives.

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