Transcript 投影片 1 - 國立彰化師範大學

Theories of Personality and
Projective Technique
第二組
98114010 凌翊涵
98114011 郭昀昕
98114026 曾詩宴
98114032 蔡宛蓁
98114035 陳宜廷
98114036 戴培瑜
Ability Tests：
1. measuring intelligence
2. achievement
3. aptitude
Personality Tests：
1. personality traits
2. dynamic motivation
3. symptoms of distress
4. personal strengths
5. attitudinal characteristics
P.314
An Overview
P.315
Two fundamental features：
1. consistent extent：coherent traits and
action patterns
2. distinctive extent：behavioral differences
exist between individuals
For example：if they get B…
Mary：complain  Amy：pleased 
Maria：disappointed but stoical :|
the concept of personality ：
1. make sense out of the behavior and express
feelings of others
2. explain behavioral differences between persons
（Mary and Maria）
3. understand the behavioral consistency within
individuals（Mary：sour and disappointed）
*Personality’s Attribute：
1. Globality
2. Stability
3. Individuality
4. Motivity & Adaptability
5. Nature & Sociality
personality：
character、belief、notion of self
P.316
Origins of Psychoanalytic Theory
*Sigmund Freud（1856, Moravian）：
1. psychiatrist of Austria
2. founder of psychoanalysis study
3. Joesph Breuer：hysteria, by Talking Out
4. Jean-Martin Charcot：hypnosis treatment
5. self-analysis method：because of the sex
6. analysis of the dream
hypnosis treatment
Hysteria：（out of control）
1. an emotional disorder characterized by
histrionic behavior and physical symptoms of
psychic origin
2. a buried memories of traumatic experiences
hysteria
Unconscious：（you don’t know）
1. the reservoir of instinctual drives and a
storehouse of thoughts
2. unacceptable to our conscious self
3. The Interpretation of Dreams（1990）
People know
conscious
preconscious
unconscious
Dreams：
1. dreams portray our unconscious motives in a
disguised form
2. have a hidden sexual or aggressive meanings
Projective techniques：
1. inkblot tests
2. word association approaches
3. sentence completion techniques
4. storytelling techniques（apperception）
The Structure of the Mind
THE ID：
1. entirely unconscious
2. instinctual needs
3. pleasure principle
P.316
emperor
THE SUPEREGO：
1. ethical component
2. restrict the attempts of the id and the ego to
obtain gratification
3. ego ideal
Buddha
THE EGO：
1. largely conscious
2. mediate between the id and the reality
3. reality principle
P.317
The Role of Defense Mechanisms
1. help the ego reduce anxiety
2. operate unconsciously
3. distort inner or outer reality
P.317
Assessment of Defense Mechanisms
and Ego Functions
Vaillant（according to the psychological
maturity classification）
1. psychotic
2. immature
3. neurotic
4. mature
P.318
Psychotic：
1. the least healthy because they distort reality
to an extreme degree
2. appear crazy
EX：
1. Delusional Projection
2. Denial
3. Distortion
Immature：
P.318
1. are easily detected by outside observers
2. seen as undesirable
EX：
1. Projection
2. Schizoid Fantasy
3. Hypochondriasis
4. Passive-Aggressive Behavior
5. Acting Out
P.318
Neurotic：
1. alter private feelings so that they are less
threatening
EX：
1. Intellectualization
2. Repression
3. Displacement
4. Reaction Formation
5. Dissociation
Mature：
1. convenient virtues
EX：
1. Altruism
2. Humor
3. Suppression
4. Anticipation
5. Sublimation
P.318
P.319
Sum：
1. validity ratings：developmental changes and
group differences
2. use fewer immature and more mature
defense mechanisms as they grow into
middle age
Drawback：
1. need specialized training
2. time-consuming
P.319
Type Theories of Personality
1. the Greek physician Hippocrates：
sanguine（happy）、choleric（angry）、
melancholic（blue）、phlegmatic（cold）
2. Sheldon and Stevens
Type A Coronary-Prone Behavior Pattern
P.319
1. Friedman and Rosenman（1974）：put
individuals at higher risk of coronary heart
disease
2. emotion complex
3. against the opposing efforts of others things
or persons
4. the Type B behavior pattern：easygoing、
noncompetitive、relaxed lifestyle
Friedman and Ulmer（1984）have listed the
specific components of the full-fledged Type
A behavior pattern：
1. Insecurity of status
2. Hyperaggressiveness
3. Free-floating hostility
4. Sense of time urgency（hurry sickness）
Insecurity of status：
P.319
A hidden lack of self-esteem seems to plague
many Type A persons.
No matter how successful, they often compare
themselves unfavorably to other
superachievers.
Hyperaggressiveness：
P.319
A desire to dominate others and damage their
self-esteem is part of the pattern.
Type A persons are often indifferent to the
feelings or rights of competitors.
Free-floating hostility：
P.319
The Type A person finds too many things to
get upset about, and the anger is out of
proportion to the situation.
Sense of time urgency（hurry sickness）：
P.319
This includes two basic strategems, speeding
up daily activities, and doing two things at
once.
* being irritable、lack of patience、the rude
language、easily to be enraged、suspect
but
stand the long-term work、depend on
excessive drugs、ignore the healthy risk
1. depressing personality
2. high defense
3. high social anticipation
4. urgency
*Play with me
examine and detect if you are a Type A or not：
Type A coronary-prone behavior pattern
http://hospital.kingnet.com.tw/heartsustain/b
-4.html
P.320
Type A behavior can be diagnosed from a
short interview.
It can also be detected by paper-and-pencil
test.
However, the questionnaire approach is
limited.（no facial, vocal, hostility, time
urgency）
Early studies indicated that persons who
exhibited the Type A behavior pattern were
at greatly increased risk of coronary disease
and heart attack.
In fact, not one of the pure Type Bs had
suffered a heart attack.
In other studies, researchers have found only
a weak -or no relationship at all- between
Type A behavior and coronary heart disease.
P.320
Wielgosz and Nolan（2000） identify hostility,
cynicism, and suppression of anger, as well as
stress, depression, and social isolation, as
significant risk factors in Type A behavior.
Phenomenological theories of personality
immediate
※Emphasize the importance of
personal
experiences.
subjective
※Originated with
the German philosopher Husserl.
the Danish existential writer Kierkegaard.
Husserl
phenomenology
Existentialism
存在主義
Kierkegaard
Origins of the Phenomenological Approach p.320
What is Q-sort?
Q-technique was developed by Stephenson.
I invented the Q-sort to measure
the self-concept and the idle self.
Carl Rogers
Q-sort is especially useful for studying
changes in self-concept .
More details
Carl Rogers,Self-Theory, and the Q-Technique P.320 p.321
The procedure of Q-Technique
The subject is given a hundred (or so) of cards
The cards may contain self-referent statements.
The subject’s task is to sort the cards into 9 categories.
most like me
least like me
→Forcing
a near-normal distribution.
Carl Rogers,Self-Theory, and the Q-Technique p.321
Self sort and ideal-sort
Sort the items twice:
(1)Self sort
(2)Ideal-sort
Carl Rogers,Self-Theory, and the Q-Technique p.321
治療前
治療後
後續追蹤
實驗組
Client Group
-0.10
0.36
0.32
控制组
0.58
——
0.59
Precounseli Postcounseli Follow-Up
ng
ng
Control Group
◎The self-sort and the ideal sort are highly similar in Control
Group,
and this result is not change over time.
Psychotherapy clients increases their
congruence between self and ideal.
Carl Rogers,Self-Theory, and the Q-Technique P.322 TABLE 8.2
BEHAVIORAL AND
SOCIAL LEARNING THEORIES
◎Early in 20 century
Modern social learning theory
behaviorism
BEHAVIORAL AND SOCIAL LEARNING THEORIES P.322
BEHAVIORAL AND SOCIAL LEARNING THEORIES
※Behavioral
theorists:
Learned / environment / Disagree cognitions
When what a person does is attributed to what is going
on inside of him, investigation is brought to an end.
※Social
Skinner
learning theorists Reference to cognitions
We learn expectations or rules
about the environment, not just stimulus
and response connections!
BEHAVIORAL AND SOCIAL LEARNING THEORIES P.322
BEHAVIORAL AND
SOCIAL LEARNING THEORIES
◎behavioral and social learning ＝ personality are learned.
sees no role for ognitions
in explaining behavior.
Rotter
radical behavior theorist
(基本教義派)
In Contrast
-Skinner
environmental reinforces
are the primary
determinants of behavior.
lower left P.322
BEHAVIORAL AND
SOCIAL LEARNING THEORIES
(1) External reinforcement is an important determinant
of behavior
(2) Cognitions have a critical influence in our actions.
→Based on (1)(2),Rotter developed the Internal-External(I-E) Scale
Internal-External(I-E) Scale ：*內外控量表
※Rotter‘s view ：
Behavior was largely guided by "reinforcements“
※Locus of control(內外控傾向)
See the details next page
lower right P.322
Your Locus of control (內外控傾向) is…..??
Do you believe that your
destiny is controlled by
yourself or by external forces ?
External Locus of Control
Internal Locus of Control
behaviour is guided by fate, luck,
or other external circumstances
behaviour is guided by his/her
personal decisions and efforts.
BEHAVIORAL AND SOCIAL LEARNING THEORIES
Upper Left of p.323
rush answer time!
Discuss with your partner:
Internal or external?
Self-efficacy
Albert bandura：
-Person’s belief about his or her ability
and capacity to accomplish a task or
to deal with the challenges of life.
-different from confidence.
lower left of P.323
BEHAVIORAL AND
SOCIAL LEARNING THEORIES
Dear diary, sorry to
bother you again.
See the
Exercise of
Self-efficacy Scale
lower left of P.323
Definition
Cattell’s Factor-Analytic Trait Theory (16PF)
Eysenck’s Trait-Dimensional Theory (PEN)
The Five-Factor Model of Personality (BIG FIVE)
Comment on the Trait Concept
How do you introduce yourself?
What is 〝 Trait 〞?
A trait is any relatively enduring way in
which one individual differs from another.
The ways people describe other people in
everyday life.
1. stable over time
2. stable across situations
◎ used factor analysis to help
reveal the basic traits of
personality.
Raymond B. Cattell
(1905-1998)
1) Derives source traits from surface traits.
2) Summarizes large data sets with a few
dimensions.
3) Dimensions are called factors &
represent intercorrelations among multiple
personality traits.
http://www.utdallas.edu/~kprager/trait.htm
Surface
traits
Source
traits
• are easily observable clusters of behavior.
• Surface traits should group together under
larger source traits.
• are underlying. Basic building blocks of
personality.
• Less visible than surface traits but are more
important in accounting for behavior.
Discovery of source traits is the most important goal.
Use Factor analysis to find how traits were
organized and how they were related to each
other.
two ways:
1.have persons rate others they knew well by
checking adjectives.
2.have thousands of persons answer questions
about themselves and then factor-analyze their
responses.
16 Personality Factors (16PF)
used factor analysis to put
a modern face of the four
temperaments.
Hans J. Eysenck(1975)
Melancholic
(憂鬱)
Choleric
(易怒)
Phlegmatic
(鎮定)
Sanguine
(樂觀)
The Two-Dimensional Classification of personality
Psychoticism(精神病質)
Aggressive, cold, egocentric…
Extraversion(外向的):
Sociable, lively, active, assertive…
Neuroticism(神經質):
Anxious, depressed,low self-esteem,moody…
fundamental lexical
hypothesis(1981)
Lewis R.Goldberg
Neuroticism-Being anxious,moody
Extraversion-Being outgoing,sociable
Openness to Experience-Being
curious,creative,and open to new ideas
Agreeableness-Being affable,warm,kind
Conscientiousness-Being
organized,systematic,punctual
Founder: Costa and McCrae
Two personality tests based on the fivefactor model:
1. The Revised NEO Personality Inventory
(NEO-PI-R)
2. The NEO Five-Factor Inventory
(NEO-FFI)
1.Traits cause behavior VS. Traits merely
describe behavior
2.low predictive validity
The Projective Hypothesis
(投射假說)
昀昕
Projective Hypothesis
[page326~page327]
•Projective method: To describe a category
of tests for studying personality with
unstructured stimuli. (非結構性刺激)
•Projective hypothesis: Personal
interpretations of ambiguous stimuli must
necessarily reflect the unconscious needs,
motives and conflicts of the examinee.
Bonus+
structured stimuli: a set of questions, forms, scales…etc.
unstructured stimuli: pictures, sentences, a piece of blank paper…etc.
Projective Hypothesis
[page326~page327]
Projective test:
1. Based on the projective hypothesis,
and use projective method.
2. Conduct individually.
3. The responses of each examinee are
unique and subjective.
A Classification of Projective Technique [page327]
Based on the response required, Lindzey (1959)
divided projectives into five category:
•Association to inkblots or words(墨漬連結)
•Completions of sentences or stories(語句完成)
•Construction of stories or sequences(統覺故事)
•Arrangement/selection of pictures or verbal choices
Ex: Szondi test [page64]
•Expression with drawing or play(繪畫表達)
The classification in this chapter
•Association Techniques
•Completion Techniques
•Construction Techniques
•Expression Techniques
Association Techniques
The Rorschach (羅夏克墨漬測驗)
• Herman Rorschach(1884-1922):
A psychiatrist from Switzerland
• It’s suited to person age 5 and
up but is most commonly used
with adults.
[page327]
The Rorschach (羅夏克墨漬測驗)
[page327]
•There are 10 pictures: (black & gray)*5 +
(black, gray & red)*2 + (colored)*3
•The pictures are relatively symmetrical(對稱)
bilateral(雙邊).
10 pictures of The Rorschach
The Rorschach (羅夏克墨漬測驗)
[page327-page328]
There are two phases that the
examiner (E) asks the examinee (e)
questions:
•The free association phase
(自由聯想階段)
•The inquiry phase(探索階段)
The Rorschach (羅夏克墨漬測驗)
[page327-page328]
•The free association phase:
(自由聯想階段)
E: “What might this picture be?”
e: “Should I use the whole blot or part of it?”
E: “It’s up to you!”
e: (might give more than one response)
The Rorschach (羅夏克墨漬測驗)
[page328]
•The inquiry phase:
(探索階段)
E: (asks questions to clarify the exact blot
location)
e: (might give responses about the form,
color, or movement…etc.)
E: (codes the responses)
The Rorschach (羅夏克墨漬測驗)
[page327-page328]
---How does the examiner code the examinee’s response?
•Rorschach died early, he hadn’t finish a
scoring system.
•Exner(1993) and his colleagues
synthesized the comprehensive scoring
system:
See it on the next page!
Location (位置)
W
D
Dd
S
Form (形狀)
Form+ (完全貼切)
Form- (不大貼切)
Movement (動作)
Color (顏色)
Texture (質地)
Content (內容)
H
Hd
Ex
Xy
What features determined the
response?
What was the percept?
Human (人)
Human detail (軀幹)
Explosion (爆發)
X-ray (透視)
Popular vs. Original (稀有性)
P
O
Where was the percept located?
Whole (全部)
Common detail (共同細節)
Unusual detail (不尋常細節)
Space (空白)
Determinant (決定因素)
F
F+
FM
C
T
[page329]
Popular (普遍)
Original (稀有)
Was the response common
or rare?
See more in Wiki…
The Rorschach (羅夏克墨漬測驗)
[page328]
---What do the codes represent?
For example: F+ percent
•F+ percentage↓70%:psychopathology
•ego strength: examinee with high
score can deal with stress well.
The Rorschach (羅夏克墨漬測驗)
[page328-page330]
•L.K. Frank : not enough for the diagnosis of
schizophrenia(精神分裂症).
•Bornstein and Masling :
The comprehensive scoring system (by Exner)
Should not confuse
The Rorschach (by Rorschach)
The Rorschach (羅夏克墨漬測驗)
[page328-page330]
Rorschach Prognostic Rating Scale
(RPRS; Handler & Clemence):
To predict the psychotherapy for the
examiner will be successful or not.
-12
-6
A hopeless case.
-2
2
50-50 chance.
7
13
+17
The person is
able to help
himself.
The Rorschach (羅夏克墨漬測驗)
[page330]
•Thought Disorder Index (TDI;
Holtzman, Levy & Johnston)
•Thought disorder is especially
characteristic of patients with
schizophrenia.
mild slippage
continuum
bizarre disorganization
See more…
The Rorschach (羅夏克墨漬測驗)
[page330]
•Thought Disorder Index (TDI)
0
.25
.50
.75
1.0
extreme
none
x 100
0
none response
is strange
100
every response
is strange
Comment on the Rorschach
[page331]
• Albert, Fox and Kahn: The results of
the Rorschach might easily be fake.
•The made up a 24 persons group.
Comment on the Rorschach
[page331]
24 persons
4 groups;
6 persons in each group
•paranoid schizophrenia patients
•Uninformed fakers
•Informed fakers
•Normal controls
Comment on the Rorschach
[page331]
---results: possibility of diagnosed psychotics
•paranoid schizophrenia patients: 48%
•Uninformed fakers: 46%
•Informed fakers: 72%
•Normal controls: 24%
Low reliability!
Completion Techniques
Sentence Completion Test
[page332]
• Gives only first few words, examinee has
to complete the sentence.
• Reflects the underlying motivations,
attitudes, conflicts and fears.
• Figure 8.3→ I, mother, father
Sentence Completion Test
[page332]
---Can be interpreted in two ways:
• Subjective-intuitive analysis
(主觀直覺分析): projections from
the responses
• Objective analysis(客觀分析):
means of scores
Sentence Completion Test
[page332]
• There are many sentence
completion test. →Table 8.4
• Most of them are unpublished
and unstandardized.
Rotter Incomplete Sentence Blank
(盧特語句完成測驗)[page332]
• RISB includes 3 similar forms:
1.High school
2.College
3.Adult
• Each contains 40 sentences.
Rotter Incomplete Sentence Blank
(盧特語句完成測驗)[page333]
The objective scoring system:
Response
Score Example
Omission (遺漏)
0
Conflict response 4-6
(衝突作答)
I hate … the entire world.
(我恨全世界)
Positive response 0-2
(正向作答)
The best…is yet to come.
(最好的還在後頭)
Neutral response 0
(中性作答)
Most girls… are women.
(大多數的女生是女人)
Rotter Incomplete Sentence Blank
(盧特語句完成測驗)[page333]
Score: 0
x
Sentences: 40
x
40
=
=
Range of scores: 0
6
240
Maladjustment
(失調;不適應)
Rotter Incomplete Sentence Blank
(盧特語句完成測驗)[page333]
The reliability is good:
•Interscorer reliability→.90s
•Split-half coefficients→.80s
Rotter Incomplete Sentence Blank
(盧特語句完成測驗)[page333]
---Can screen out people with maladjustment:
For example: Score of 135
• Delinquent youth→60%
• Heavy drug user→80%-100%
Construction Technique
(p334)
The Thematic Apperception Test
(主題統覺測驗)
The Picture Projective Test
(圖片投射測驗)
Children’s Apperception Test
(兒童主題統覺測驗)
Other Variation on TAT
The Thematic Apperception Test
TAT was developed by Henry Murray.
It’s originally used to assess construct such as
needs and press.
Needs: achievement / affiliation / dominance.
Press: the power of environment events to
influence a person.
The Thematic Apperception Test
TOOL:
30 pictures describe lots of subject &themes.
Most cards describe persons doing ambiguous
activity.
Some cards are for adult males (M), adults
females (F), boy (B), girl (G). Some cards are for
(BM) or (FG) , not every examiner has to answer
all the cards.
Exactly 20 cards are appropriate for every
examinee.
The Thematic Apperception Test
HOW TO DO?
The examinee have to make up a dramatic
story for each picture, including:
(1)What led up to the current scene.
(2) What is happening at the moment.
(3) What does the character think and feeling.
(4) What the outcome will be.
Murray, 1943
(p335)
I am going to show you some pictures, one
at a time; and your task will be to make up
as dramatic a story as you can for
each……………………………………………………..
Do you understand? Since you have fifty
minutes for ten pictures, you can devote
about five minutes to each story. Here is the
first picture.
The Thematic Apperception Test
A central consideration is related
to Murray’s “hero” assumption.
The Thematic Apperception Test
The examinee projects his or her own needs,
striving and feeling onto the hero.
Thought, feeling, or actions that avoided by the
hero represent the conflict for the examinee.
The Thematic Apperception Test
There is no single preferred mode of
administration, no single system of
scoring, no single preferred method of
interpretation, so it’s a big problem of
TAT.
TAT has very low test-retest reliability, just
r = .28.
Most examiner interpret examinee in
subjective way, just tiny of them rely on a
standardized scoring system.
It’s likely to overdiagnose psychological
disturbance.
The Thematic Apperception Test
http://www.utpsyc.org/index.html
A MAN AND A WOMEN ARE DOING A TEST. THEY ARE VERY serious. IT IS A EXPERIMENT
ABOUT HUMAN'S FUTURE.IF THEY DO SOMETHIN WRONG IN THE EXPERIMENT, IT MAY
DESTORY THE EARTH.
The Picture Project Test (PPT)
(p335)
How is PPT appear?
The developers of PPT thought that most
of TAT pictures are negative, dark,
shaded tones, and the scene & people on
the pictures are low-key & gloomy.
As a result, TAT may led examinee to
negative moods and construct a
negative story.
So, PPT use a new set of pictures.
The Picture Project Test (PPT) (p335)
1. Pictures show projective meaning.
2.Most pictures include more than one human
character.
3.Pictures show human in positive expression
and active pose, not simply standing or
sitting.
TAT V.S PPT
Compared to the TAT, the PPT story
were more active, self-determined.
PPT stories emphasize on “interpersonal”
rather than ”intrapersonal”.
Children’s Apperception Test (CAT)
(p336)
Cards of TAT are designed for adults, in
order to realize children’s need and
thought, they develop CAT.
AGE: Children 3 to 10.
TOOL:10 pictures.
Children’s Apperception Test (CAT)
There’s no formal scoring
system exist for CAT , and no
statistical information is
provided on reliability or
validity.
Diagnose and describe personality
based on the 10 point:
(1)main theme.
(2)main hero.
(3)main needs and drives of hero.
(4)conception of environment.
(5)perception of parental,
contemporary, and junior figure.
(6)confilts
(7)anxieties
(8)defense
(9)adequacy of superego
(10)integration
CAT-A & CAT-H
NAME
FOR
USE ON
CARDS
CAT-A
Younger
children
Animal
CAT-H
Older
children
Human
Children’s Apperception Test
The lack of psychometric issue
of scoring, reliability and
validity is the bad point of CAT.
TAT for specific populations
(p337 table8.5)
Adolescent Apperception Card
(AAC)
AGE: 12~19 years old teenagers
TOOL: 11 cards
ISSUE: Loneliness. Parenting style. Domestic
violence. Gang activity. Drug abuse
BAD POINTS: The themes on card are negative,
not positive.
http://portal.wpspublish.com/portal/page?_pageid=53,70171&_dad=portal&_schema=PORTAL
Blacky Picture
AGE: children 5 and older
TOOL: 11 cartoon about the dog Blacky and
his family
BAD POINTS: absence of norms, poor stability
of scores.
Michigan Picture Test-Revised
(MPT-R)
AGE: children ages 8 to 14
TOOL: 15 pictures and a blank card.
SCORE: (1) Tension Index
(2) Direction of Force
(3) Verb Tense
Reliability is adequate, but the validity isn’t
enough.
BAD POINT: The cards portray personal
relationship so vividly that children may not
understand well.
Senior Apperception Test (SAT)
AGE: for old people
ISSUE: Helpless. Abandonment.
Disability. Family problem. Loneliness.
Dependence. Low self-esteem.
BAD POINTS: SAT stereotypes the
elderly and discourage positive
responding.
Thompson TAT (T-TAT)
TOOL: The cards of TAT were redrawn with
African American figures.
AGE: For people who through accident and
unexpected events.
TEMAS
(tell me a story)
TOOL: 23 colorful and attractive cards
depict Hispanic person.
AGE: For minority.
(Hispanic or African-Americans )
SCORED FOR: 18 cognitive functions,
9 personality functions,
7 affective functions.
Personality
function
Affective
function
Interpersonal relations
Happy
Sad
Angry
Fearful
Neutral
Ambivalent
Inappropriate
Affect
Aggression
Anxiety/Depression
Achievement
Motivation
Delay of Gratification
Self-Concept
Sexual Identity
Moral Judgment
Reality Testing
Functions Not Pulled
Cognitive
function
Reaction Time
Total Time
Inquiries
Fluency
Omissions
Sequencing
Imagination
Relationships
Transformations
Conflict
The result of TEMA:
Although in TAT, CAT, MPT, Hispanic
children may be stammer ,
they respond well to the TEMAS.
TEMAS is more
appropriate than
CAT, Blacky pictures and
MPT for us!!!
（一）The Draw-A-Person Test
（DAP畫人測驗）
Karen Machover
enjoyed early popularity
and is still widely used
as a clinical
assessment tool
338第一段
（一）The Draw-A-Person Test
（DAP畫人測驗）
steps：
presenting the examinee with a blank
sheet of paper and a pencil with eraser
asking examinee to draw a person
（一）The Draw-A-Person Test
（DAP畫人測驗）
to draw another person of the sex
opposite
make up a story about this person as if
he（or she）were a character in a novel
or a play
（一）The Draw-A-Person Test
（DAP畫人測驗）
Definition：
project acceptable impulses onto
the same-sex figure
relative size
female figures
338第三段、Table8.6
（一）The Draw-A-Person Test
（DAP畫人測驗）
So often derived from the DAP are
embarrassing
Some reviewers have concluded
that the DAP is an unworthy test
339左上方
（一）The Draw-A-Person Test
（DAP畫人測驗）
screening of children suspected of behavior
disorder and emotional disturbance
Naglieri, McNeish, and Bardos developed the
Draw A Person： Screening Procedure for
Emotional Disturbance（DAP：SPED）
339左上方
（二）The House –Tree-Person Test
（H-T-P）
uses freehand drawings of a
house, tree, and person
pencil and crayon
339左下方
（二）The House –Tree-Person Test
（H-T-P）
first page： identification
information
Page two： House
Page three： Tree
Page four： Person
339左下方
（二）The House –Tree-Person Test
（H-T-P）
separate four-page form for a
postdrawing
consists of 60 questions
（二）The House –Tree-Person Test
（H-T-P）
now used almost exclusivelyas a
projective measure of
personality
（二）The House –Tree-Person Test
（H-T-P）
Definition：
House： home life 、intrafamilial
relationships
Tree：experiences the environment.
Person： interpersonal
relationships
（二）The House –Tree-Person Test
（H-T-P）
Back is perhaps his own worst
critic
339右下方
（二）The House –Tree-Person Test
（H-T-P
1.no single sign itself is an infallible indication
of any strength or weakness in the S
！
2.no H-T-P sign has but one meaning
3.the significance of a sign may differ markedly
from one constellation to another
（二）The House –Tree-Person Test
（H-T-P
4.the amount of diagnostic and prognostic data
derivable from each of the points of analysis
may vary greatly from S to S
5.colors do not have any absolute and universal
meaning
6.nothing in the quantitative scoring system
can be taken automatically at face value
（二）The House –Tree-Person Test
（H-T-P）
Thoughtful reviewers have repeatedly
recommended the abandonment of the H-T-P
and similar figure-drawing approaches to
personality assessment , but the popularity
of the H-T-P and other projective techniques
continues unabated
340左上方