School Psychology and Projective Assessment: A Growing Incompatibility

Abstract

This article examines a number of issues related to a growing incompatibility between contemporary practices in school psychology and projective assessment. Issues pertaining to educational relevance, changing social and educational values, potential litigation, and technical adequacy are reviewed. The authors conclude that there are few compelling reasons for the school psychologist to continue to use projectives.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 13 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.