Seminar on projective methods

intermediate

PS_W03

PS_W06

PS_U04

PS_U05

The level of the course: elementary

Goals: introduction to theoretical foundations of projective techniques- in particular to Rorschach test (interpreation in Exner and Piotrowski systems)

Results of education: critical stance to projective techniques and basic skills in practical use of RISB, TAT and Rorschach test

Preliminary demands: fundamental knowledge in a scope of personality psychology

Full specification of the course

Evaluation: participation in seminar, interpretation of results in chosen projective test. Seminar only for students after personality psychology course.

Content:

1. Psychology of projection; main types of projective techniques and methods

2. Rotter's Infinite Sentences Test as a projective method; qualitative analysis part 1. - transactional analysis as a basis for interpretation

3. Rotter's Infinite Sentences Test as a projective method; qualitative analysis part. 2 - Lacanian psychoanalysis as a basis for interpretation

4. Rotter's Infinite Sentences Test as a projective method; quantitative analysis

5. Murray's Thematic Apperception Test part 1. - diagnosis of psychic needs

6. Murray's Thematic Apperception Test part 2. - coginitve-phenomenological approach as a basis for interpretation

7. Murray's Thematic Apperception Test part 3. - object relation theory as a basis for interpretation

8. Murray's Thematic Apperception Test - version for children

9. Rorschach Test and systems of interpretation part 1. - overview of various interpretation systems and introduction to the Piotrowski' system of interpretation

10. Rorschach Test and systems of interpretation part 2. - interpretive tasks

11.Rorschach Test and systems of interpretation part 3. - interpretive tasks

12.Rorschach Test and systems of interpretation part 4. - interpretive tasks

13. Max Luscher color Test

14. Critics of projective methods

15. Possible ways of using projective methods in academic research

Basic literature:

1. Czerederecka, A. (2006). Test Rorschacha w psychologicznej ekspertyzie sądowej. Kraków: Wyd. Instytutu Ekspertyz Sądowy

2. Jaworowska, A., Matczak, A. (2008). Test Niedokończonych Zdań Rottera RISB. Warszawa: Pracownia Testów Psychologicznych PTP.

3. Murray, H.A. (1997). Test Apercepcji Tematycznej. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.

4. Stasiakiewicz, M. (1989) (red.). Wybrane zagadnienia testów projekcyjnych. Warszawa: PTP. Biblioteka psychologa praktyka, tom III.

5. Stasiakiewicz, M. (2004). Test Rorschacha. Warszawa: WN Scholar

6. Stemplewska-Żakowicz, K. (red.) (1998). Nowe spojrzenia na Test Niedokończonych Zdań J.B. Rottera. Interpretacja jakościowa. Warszawa: Pracownia Testów Psychologicznych PTP.

7. Stemplewska-Żakowicz, K. (2004). O rzeczach widywanych na obrazkach i opowiadanych o nich historiach. TAT jako metoda badawcza i diagnostyczna. Warszawa: Wydawnictwo SWPS Academica.

Additional literature:

1.Bielecki, J. (1995). Wprowadzenie do badania testem kolorów Luschera. Oraz: Próba oceny elementów trafności diagnostycznej testu Luschera. W: Studia z Psychologii pod red. S.Sieka i A.Grochowskiej, Warszawa: ATK, tom V, s.10- 57 oraz 58-70.

2. Grzywak- Kaczyńska, M. (1967). Podręcznik do metody Rorschacha. Warszawa: PZWL.

3.Kościuch, J. (1990). Projekcyjne metody badania osobowości. Test Rysunkowy Wartegga. Warszawa: ATK.

4. Lilienfeld, S.D., Wood, J.M., Garb, H.N. (2002). Status naukowy technik projekcyjnych. Kraków:Wyd. UJ.

5.Mussen, P.H. (1970) (red.). Podręcznik metod badania rozwoju dziecka. Warszawa: PWN, (rozdział: Techniki projekcyjne, s. 48-89)

6. Piotrowski, Z.A. (1991).Perceptanaliza. Warszawa: PTHP.

7. Poznaniak, W. (1969). O eksperymentalnej walidacji metody Rorschacha. Przegląd Psychologiczny, 17, 131-141.

8.Rembowski, J. (1986). Metoda projekcyjna w psychologii dzieci i młodzieży. Warszawa: PWN.

9.Sęk, H. (1984). Metody projekcyjne. Tradycja i współczesność. Poznań: UAM.

10.Stasiakiewicz, M. (1994). Podmiotowe i sytuacyjne wyznaczniki badania testem Rorschacha. Poznań: WN UAM.

Knowledge:

LO1 Understands the role of projective methods in diagnosis and in psychological research;

LO2 has knowledge on theoretical sources of projective methods

LO3 understands the meaning of projection phenomenon, its mechanisms and types

LO4 Understands the responsibility connected wiht the diagnosis based on projective methods; accepts the rights of research participants, i.e. the right to refuse the participation in the research as well as the right to receive feedback;

LO5 Knows basic projective methods (Thematic Apperception Test by Murray, Infinite Sentences Test by Rotter, Rorschach Test) and their theoretical sources; knows the advantages of their application, being aware of their limitations; realises the limited credibility of the diagnosis based only on projective methods and the necessity of complementing the diagnosis;

Skills:

LO6 Can choose appropriate projective methods, well fitted to the diagnostic purpose;

LO7 Can use various projective methods in diagnosis and in academic research (Thematic Apperception Test, Rorschach Test, Infinite Sentences Test)

LO8 Can analyse data gathered with the use of projective methods, referring to the chosen theoretical concepts;

LO9 Can comment the obtained results and discuss them with the group

Social competence:

LO10 Is ready to create relation with the patient/research participant, which will give him/her the sense of being secure and accepted, allowing him/her to open in the relation

LO11 is aware of the complexity of projective methods and that the validity of the interpretation depends largely on diagnostic experience; consequently, he/she tries to enrich his/her competence in using chosen projective methods, also by consultation with experienced practitioner;

LO12 can present feedback to the person without psychological background; is ready to listen to all the comments and critical remarks of the research participants, as well as to give further information of needed;

ECTS [1 ECTS = 30(25) hours];

participation in the seminar: 30 h

preparation to the seminar (individual readings): 15 h

preparation to the seminar (research with the use of projective methods): 5 h

preparation of the case study (interpretation of the results of one person obtained with the use of two chosen projective methods): 10 h

Sum: 60 h [30/30(25)=2]

ECTS number: 2

To obtain credit, student should:

- be present during the seminar meetings (two absences allowed)

- be prepared for classes (read texts, practice diagnostic skills using narrative research methods)

- use two chosen projective methods in individual diagnosis;

- write research report;

Knowledge (LO1-5)

Student prepares himself/herself to the seminar meeting by individual readings; he/she actively participates in discussing them during seminar meeting.

failed (2) - student is not prepared to the seminar meeting, has no knowledge based on individual readings and do not participate in the discussion

passed (3) - student rarely does individual readings and is rarely prepared to the seminar meeting; very rarely shares his/her opinion with other students

good (4) - student is prepared to the seminar meeting, knows basic readings and actively participates in the discussion during seminar;

very good (5) - student is well acquainted with basic readings, as well as with the chosen further readings; creatively participates in the discussion during seminar meeting;

Skills and Competence (LO 6-12)

Student does prepares individual diagnosis with the use of chosen projective methods, from among those discussed during the seminar. He/she analyses projective data, interprets them, prepares research report and (facultatively) presents results on the seminar meeting.

failed (2) student does not prepare individual diagnosis with the use of projective methods or makes serious mistakes in research procedure and in interpretation of projective data;

passed (3) - student prepares diagnosis, but only with the use of one projective method; his/her interpretation is in many respects acceptable, but is not completed;

good (4) - student prepares diagnosis with the use of two projective methods; his/her interpretation is correct, but not complete

very good (5) student prepares diagnosis with the use of two projective methods; is able to use whole gathered projective material to build coherent, thorough and complete interpretation