PP 7372

Projective Assessment
Spring, 2008
INSTRUCTOR:
Andrew Suth, Ph.D.

PHONE:
312-777-7697

EMAIL:
asuth@argosy.edu

FAX:

ALT PHONE:

REQUIRED TEXTS:

Title The Rorschach: A Comprehensive System. Volume

1: The Rorschach, basic foundations and principles of
interpretation.

Author(s) Exner, John

Copyright 2003
Publisher Wiley and Sons
ISBN 0-471-38672-3
Edition

Title A Rorschach workbook for the comprehensive

system (5th Edition)

Author(s) Exner, John.

Copyright
Publisher Rorschach Workshops.
ISBN
Edition

Title Handbook

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 1
Author(s) Levy, Ascher
Copyright
Publisher Self-published- there will be instructions on how to
purchases this text on the first day of class
ISBN
Edition

RECOMMENDED READINGS
Title The Rorschach: A Comprehensive System. Volume
2: Advanced Interpretation

Author(s) Exner, John

Copyright 2003
Publisher Wiley and Sons
ISBN
Edition

Title Handbook of Psychological Assessment (4th Edition).

Author(s) Groth-Marnat, Gary..

Copyright 2003
Publisher Wiley and Sons: New Jersey.
ISBN 0-471-41979-6
Edition 4th

Title Whats Wrong with the Rorschach? Science

Confronts the Controversial Inkblot Test.

Author(s) Wood, J.M., Nezworski, M.T., Lilienfeld, S.O, Garb, H.N

Copyright 2003
Publisher Wiley and Sons: New York.
ISBN 0-7879-6056-X
Edition

Additional readings TBA

This Course Requires the Purchase of a Course Packet: NO

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 2
 Argosy University
COURSE SYLLABUS
PP 7372
Projective Personality Assessment
Spring 2010; Tuesday Section

Faculty Information
Faculty Name: Andy Suth, Ph.D.
Campus: Chicago
Contact Information: 312-777-7697; Asuth@argosy.edu
Office Hours: Tuesdays 9-10, 3:15-5
Wednesday 9-10, 11-12
Thursday 3-4

Teaching Assistant: Michael McClendon

T.A. Session: Tuesday:3:30-4:30 pm
Phone: 773-203-1300
Email: mmsmc22@yahoo.com

Course Description:
This course will cover the Exner Comprehensive System for the Rorschach as well as selected
projective tests. In addition to understanding theoretical underpinnings, the student will be
expected to develop some competence in the administration, scoring and interpretation of these
instruments. The class will include a laboratory in which skills in administration and
interpretation can be practiced.

Course Objectives:
Course Objective Program Goal Method of Assessment
Demonstrate working Goal 1-Assessment Assignments 1,3 and Final
knowledge of the
interpretation of
apperception tests
Demonstrate working Goal 1-Assessment Assignments 2, 4 and
knowledge of the Final
interpretation of the
Rorschach Inkblot Test and
the Exner System
Demonstrate working Goal 1-Assessment Final Assignment
knowledge of the
interpretation of other
Projective Techniques
Compare empirical support Goal 1-Assessment Classroom discussion

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 3
for and against the use of Goal 4- Historical Context Psychometric Quiz
projective techniques
Examine issues of diversity Goal 3- Diversity All assignments
in regards to response and
interpretation of projective
tests
Demonstrate knowledge of Goal 1-Assessment All written assignments
scoring and interpretation of
test materials
Evaluate the use of Goal 1-Assessment Psychometric Quiz
quantitative versus Goal 5- Scholarship
qualitative test data
Demonstrate use of direct Goal 1-Assessment Psychometric Quiz
vs. indirect data in
psychological testing
Develop more advanced Goal 1-Assessment Assignments 3, 4 and Final
proficiency in
conceptualization of case
material
Synthesize projective Goal 1-Assessment Final Assignment
material into conceptual
whole

To understand the concepts underlying the use of projectives in an assessment

To Gain a working knowledge of the Thematic Apperception Test (TAT), The Childrens
Apperception Test (CAT), Projective Drawings, Sentence Completion and other
projective techniques.

To gain knowledge of administration and scoring of the Rorschach Inkblot test

To gain proficiency at scoring the Rorschach using the Exner Comprehensive system

To appreciate issues of diversity in regards to response and interpretation of projective

tests

To appreciate the strategies used to interpret the results of projective personality tests
and thereby gain a deeper understanding of personality functioning as well as symptom
development and maintenance. These strategies include analysis of theme, intrapsychic
and interpersonal needs, and preoccupations and defensive styles.

TEXT:

Required:

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 4
 (E1) Exner, John. A Rorschach workbook for the comprehensive system (5th Edition)

(E2) Exner, John (2003). The Rorschach: A Comprehensive System. Volume 1: The
Rorschach, basic foundations and principles of interpretation. Wiley and Sons: New
York.
ISBN 0-471-38672-3

(GM) Groth-Marnat, Gary. (2003) Handbook of Psychological Assessment (4th

Edition).Wiley and Sons: New Jersey. 0-471-41979-6

Highly Recommended

Wood, J.M., Nezworski, M.T., Lilienfeld, S.O, Garb, H.N (2003). Whats Wrong with
the Rorschach? Science Confronts the Controversial Inkblot Test. Wiley and Sons: New
York. 0-7879-6056-X

Suggested: (and Reserve)

Allison, Blatt and Zimet (1988). The Interpretation of Psychological Tests.

(BA) Bellak, L. and Abrams, D.M. (1997) . The TAT, CAT and SAT in clinical use (6th
Edition). Boston: Allyn and Bacon

Buck, J. (1987) The House-Tree-Person Technique

Dana, R (2005) Multicultural Assessment: Principles, Applications and Examples.

Lawrence Erlbaum

Exner, J (2005) The Rorschach: A comprehensive System, Vol 2. Advanced

Interpretation. New York: Wiley and Sons.

Henry, W. (1973) The analysis of fantasy: The Thematic apperception technique in the
study of personality. (on reserve under Dr. Kramer)

Paul, A.M. (2004) The Cult of Personality: How Personality Tests Are Leading Us to
Miseducate Our Children, Mismanage Our Companies, and Misunderstand Ourselves.

Rapaport D., Gill, M and Schafer, R. (1968) Diagnostic Psychological Testing.

Selected Readings (from journal articles)

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 5
COURSE ASSESSMENT AND SCHEDULE OF ASSIGNMENTS
There will be several different types of assignments-pass/remediation/fail and graded. The
general assignment types are as follows:

I. From T.A. sessions

1. practice homework problems assigned during T.A. sessions. These are to be

completed but not graded.
2. practice protocol- assigned in the t.a. session- optional-feedback provided
3. graded homework assigned at by the t.a.
4. administration - you will be asked to administer tests in a group session with the
T.A. You will receive feedback from your ta
II. In class
1. 2 projective assignments- graded
2. 2 Rorschach interpretations-graded
3. 1 Rorschach Scoring Competency-Pass/Remediate/Fail
4. 2 Integrative Projective Assignments and administrations

Assignment Due Date Percent of grade

Projective 1 2/17/08 15%
Rorschach 1 2/24/08 15%
Projective 2 (partial 3/10/08 20%
integrative)
Rorschach 2 3/24/08 20%
Rorschach Scoring 3/3/09, 3/17/09, 3/31/09 Pass/Fail
Final-integrative 4/7/09 30%
T.A. Session Performance Pass/Fail
Psychometric quiz Pass/Fail

Grading Scale
Note:
1. Pass/Fail for Rorschach Scoring: You will have to
A 100 93
satisfactorily score a protocol to pass the class. You
A- 92 90 may remediate this by attempting it up to three
B+ 89 88 times ( in total).
B 87 83 2. Pass/Fail for T.A. session- it is expected that you
B- 82 80 attend all t.a. sessions or notify the t.a. of your
C+ 79 78 absence- you may attend a different t.a. session if
C 77 - 73 you need to miss that week. It is expected that you
actively participate with homework and reading to
C- 72 70
be prepared for both class and the t.a. session. You
D+ 69 68 will be notified if you are in danger of not passing
D 67 63 the t.a. portion of class and given a chance to
D- 62 60 remediate your performance.
F 59 and below

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 6
ASSIGNMENTS:

Required T.A. Sessions

Everyone in Projective Assessment is required to attend a weekly T.A. session which will be
primarily concerned with Rorschach administration and scoring. There will be several
options but we ask that you commit to one regular session. If for some reason you cant
make that weeks hour, you may attend one of the other times. Further, if you are
confused, you are free to attend a second hour to clarify your ideas or ask questions.

Projective Assessment

Assignment 1: (15% of grade)

Administer a complete TAT or CAT protocol (10 cards) to a child, adolescent or adult volunteer.
** Include relevant background information and relevant behavioral observation. Following this
1-2 page description, provide an analysis and interpretation of six (6) of the ten stories elicited.
In this section you will list the TAT card number and provide a brief description of the card
stimulus, followed by the story the subject offered (indent as you would a quotation). At the end
of the six interpretations, a summary should be provided that highlights the most prominent
themes. Provide also an analysis of any contextual factors (i.e. interactive influences between
self and other) and a self-critique of your administration.

Assignment 2 (20% of Grade)

A protocol with test responses will be provided using projective tests we have covered to this
point. Select the information you find most pertinent and
1) Write interpretations for each of the provided tests.
2) Write a 2-3 page integrated conceptual assessment of the individual based on the data
available from all tests administered. This assessment should include comments on a broad
range of factors and characteristics that effectively describe this clients psychological
functioning( e.g. perception of self, relationship with authority figures, interpersonal relations,
style of adaptation including a description of issues that elicit defensive responses and a
description of the observed defense adaptations, etc.)

Rorschach

Assignment 1 (15% of Grade)

Administer a Rorschach protocol to an adolescent or adult volunteer. Transcribe the protocol and
provide self-critique of your administration. Also, you will be given a structural summary to
interpret. This first interpretation will be qualitative.

Assignment 2 (20% of Grade)

Provide a structural summary and interpret a Rorschach protocol. The protocol will be provided
to you. Please put the criteria used for interpretation in parentheses after each interpretation.

Final Integrative (30% of grade)

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 7
Interpret a battery of projective tests and integrate it into a cohesive conceptualization.
Also provide a transcribed protocol of a battery of projective tests on a volunteer
(drawings, sentence completion, TAT/CAT/RAT, Rorschach)

**Selection of Volunteers:
In order to ensure ethical practice, anyone you select as a volunteer to be tested must be someone
with whom you do not have a prior relationship. It is Important to take precautions against
testing someone whom you may have casual contact through a mutual acquaintance. Feedback
may include clinical observations of the person tested. It is not appropriate for me to comment
on the psychological adjustment of someone with whom you have an indirect relationship. Also,
under no circumstances should you provide any feedback to your volunteer. This should be
clearly stated before testing and the subject or the subjects parent should provide informed
consent for participation. If you do have questions about the suitability of any given volunteer,
please feel free to speak with me. Also, please take necessary precautions to disguised the
identity and protect the confidentiality of your volunteer.

Other Expectations:
1) We are covering a great deal of material in one semester and therefore attendance at all classes
is expected. Any student who misses more than two classes will not receive a passing grade for
the course or will be given permission to withdraw from the course. All absences or partial
absences must be discussed with the instructor at the earliest possible time.

2) Students are expected to participate actively and consistently in their learning through
thoughtful questions and commentary.

3) All assignments must be submitted to the instructor by the beginning of class time on the date
the projects are due. Unless previously arranged or due to emergent circumstances, failure to
submit a project by the beginning of class will receive a half a grade deduction. Any project not
submitted by the end of the day on Thursday (4:30 p.m.) will receive no credit.

4) All assignments are to be done independently and without consultation with other class
members. If you have questions about an assignment, research the matter carefully and then
consul with either the instructor or the T.A.

5) Weekly T.A. sessions are a required part of the course. As part of the course, you must pass a
competency in Rorschach scoring and administration. This competency will largely be
determined by the T.A. with oversight from the instructor.

6) There will be two syllabi: this one and one created by the T.A.s for the T.A. sections. You
are responsible for assignments on both syllabi. The assignments will not be cross listed.

7) There is a considerable amount of work in this course. It is my experience and the experience
of the other projective instructors that students are capable of tremendous growth during the 15

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 8
weeks in this course. We respect your intellect and wish to rise to your level of competence by
challenging you to become highly proficient by the end of the term.

COURSE SCHEDULE AND OUTLINE

Week Topic Reading Assignment

1 - 1/13/09 Intro to Projective Testing and None You will need to read
Rorschach. the Exner book: The
What you gain with Rorschach: A
projectives. comprehensive
Dynamics and Administration system during the
of Testing/ Intro to the Tests term. Do not read it
Projective Testing and to memorize content
Psychodynamic Theory but to get the idea of
Sources of information-what how one goes about
do different psychological interpreting. You
tests provide may want to skim
interpretation sections
prior to the last part
of the course and then
read them more in
depth at that time.

2 - 1/20/09 Rorschach Scoring E1- Part 1 Administration and

scoring sections 1-8 (PAGES 1-
87)

3 - 1/27/09 Conceptualization and Schafer, R. (1982) Thematic

psychological assessment-
why do we need personality
assessment (treatment,
recommendations
Overview of TAT, CAT
Case Conceptualization-
overview
Analysis. In Psychoanalytic
interpretation in Rorschach
testing. (pp. 114-139). Boston:
Allyn & Bacon.
GM- chapter 1 Introduction (1-
36)

4 - 2/3/09 Overview of Rorschach BA- chapter 1. Theoretical

TAT/CAT Interpretation Foundations for Projective
Overview of Defenses in Testing
Projective Testing. BA chapter 2. The Clinical Use
Continue with case of the TAT
conceptualization
GM- chapter 10 (Rorschach)
(407-476)

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 9

5 - 2/10/09 TAT (cont.) Interpretation.
Meaning in TAT. Story
Sequence.
Practice Interpretation.
Core Concepts in Rorschach
Intepretation and
administration-movement,
color, shading
6 - 2/17/09 Core Concepts in Rorschach
Interpretation (continued)
( reality testing, defenses,
content)
Literature on Rorschach
interpretation
Core section (EB, ea, eb, es,
D, Adj. D,
Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 10
Hibbard, S., Tang, C.Y.P., Bolz,
S., & Somerville, A. (2000).
Differential validity of the
Defense mechanism manual for
the TAT between Asian
Americans and Whites. Journal
of Personality Assessment, 75(3),
351-372.
Recommended: Article-
psychodynamic case formulation
McWilliams, N- Psychoanalytic
Case Conceptualization
Shapiro, D. Neurotic Styles
BA-Chapter 4 Interpretation of
the TAT
GM-Chapter 11 (pp. 477-516)
The Thematic Apperception Test.
Cramer, P. (1999). Future
directions for the Thematic
Apperception Test. Journal
of Personality Assessment, 72(1),
74-92.
E2 TBA
Recommended: R-Rappaport,
Gill and Schafer, chap. 10. The
Thematic Apperception Test
Lerner, P.M. (1991). Major
scores: The dimensions of the
Rorschach. In
Psychoanalytic Theory and the
Rorschach (pp.67-93). Hillsdale,
NJ: Analytic Press.
Garb, H., Lilienfield, S., Wood,

7 - 2/24/08 Diagnostic Issues, Cultural
issues. TEMAS, CAT
Interpretation of Rorschach
Protocols (cookbook)
Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 11
J., & Nezworski, M.T. (2002).
Effective use of projective
techniques in clinical practice: let
the data help with selection and
interpretation. Professional
Psychology, Research and
Practice, 33(5), 454-463.
Dana TBA
Haworth, M. R. (1986).
Childrens Apperception Test. In
A. I. Rabin (Ed.), Projective
techniques for adolescents and
children (pp. 37-72). New York:
Springer.
Dana, R. H. (1993). Assessment I:
An emic perspective. In
Multicultural assessment
perspectives for professional
psychology (pp. 141-166).
Boston: Allyn & Bacon.
Dana, R.H. (1998). Projective
assessment of Latinos in the
United States: current
realities, problems and prospects.
Cultural Diversity and Mental
Health, 4(3),165-184.
Barbopoulos, A., Fisharah, F.,
Clark, J., & Khatib, A. (2002).
Comparison of Egyptian and
Canadian children on a picture
apperception test. Cultural
Diversity and Ethnic Minority
Psychology, 8(4), 395-403.
Recommended:
Reserve- Costantino, G. and
Malgady, R (2000). Multicultural
and Cross-Cultural Utility of the
TEMAS Test. In I. Weiner (Ed).
Handbook of Cross-Cultural and
Multicultural Personality
 Assessment. pp.481-513

Chapter 10 . Borderline and

Narcissistic Disorders in the TAT,
CAT and SAT

8 - 3/3/09 Rorschach- Structural GM- Chapter 10 (407-476)

Summary-technique and E2-TBA
meaning
Constellations Weiner, I, B. (2001). Advancing
the science of psychological
assessment: the Rorschach
Inkblot Method as exemplar.
Psychological Assessment, 13(4),
423-432.

9 - 3/10/08 Projective Drawings Online- Handler, L. and

Review Rorschach to this Hebenicht, D. (1994). The Kinetic
point Family Drawing Technique: A
review of the literature. Journal of
Personality Assessment, 440-464

Reserve-Buck, J. Chapter 6 in H-
T-P Technique Handouts

Recommended: Smith, D. &

Dumont, F. (1995). A cautionary
study: Unwarranted
interpretations of the Draw-A-
Person test. Professional
Psychology: Research and
Practice, 26, 298-303.

Paul, TBA

10 - Continuation of Projective Groth-Marnatt, G. (1990). The

3/17/08 Drawings, Bender-Visual Motor Gestalt Test.
Bender-Gestalt, WAIS as a In Handbook of Psychological
projective (?), Assessment. pp. 155-178
Integrating Projective Data-
cases R- Buck, Chapter 7. Illustrative
Cases

Smith, D. & Dumont, F. (1995). A

cautionary study: Unwarranted

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 12

11- Review Assignment
3/24/08 Practice In integative
interpretation.
12 - Return to conceptualization
3/31/08 Meaningful data or tea
leaves?
Empirical Arguments for and
Against Projective Techniques
Structured class discussion
13 - 4/7/08 Discussion of relevance of
TAT, Drawings, other
techniques
Integration of Projective Data
with other sources of
assessment data
Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 13
interpretations of the Draw A
Person test. Professional
Psychology, Research and
Practice, 26, 298-303.
Vass, Z. (1998). The inner formal
structure of the H-T-P drawings:
An exploratory study. Journal of
Clinical Psychology, 54(5), 611-
619.
Holaday, M., Smith, D.A., &
Sherry, A. (2000). Sentence
completion tests:A review of the
literature and results of a survey
of members of the society for
personality assessment. Journal
of Personality Assessment, 74(3),
371-383.
Reserve-Rappaport, Gill and Rorschach
Schafer. Chapter 11 Diagnosing Assignment #2 Due
with Battery of Tests
Ephraim, D. (2000). Culturally Come prepared to
Relevant Research and Practice discuss research and
with the Rorschach concern about
Comprehensive System. In I. projective
Weiner (Ed). Handbook of Cross- techniques-
Cultural and Multicultural individual
Personality Assessment. assignments?
Wood et al Whats wrong with
the Rorschach
Earlier relevant readings will also
be discussed
Reserve: Beutler and Groth- Final Due
marnat (2003). Chapter 9
(Rorschach) and 11 (Integrative
Personality Assessment with
Older Adults and Ethnic Minority
Clients)
Beutler and Groth-Marnat
Chapter 12
 Groth Marnat- Chapter 14,15

14 - Return to Conceptualization
4/14/08 and the Power of
Assessment

DISABILITY STATEMENT

It is the policy of the Argosy University/Chicago to make reasonable accommodations for

qualified students with disabilities, in accordance with the American with Disabilities Act
(ADA). If a student with disabilities needs accommodations to complete the instructors course
requirements, the student must notify the Director of Student Services. Procedure for
documenting student disability and the development of reasonable accommodation will be
provided to students upon request.

Students will be notified by the Director of Student Services when each request for
accommodation is approved or denied in writing via a designated form. It is the students
responsibility to present the form (at his or her discretion) to the instructor in order to receive the
requested accommodations in class. In an effort to protect student privacy, Student Services will
not discuss the accommodation needs of any student with instructors.

ACADEMIC HONESTY/PLAGIARISM STATEMENT

The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student
must represent original work produced by that student. Any source used by a student must be
documented through normal scholarly references and citations, and the extent to which any
sources have been used must be apparent to the reader. The University further considers
resubmission of a work produced for one course in a subsequent course or the submission of
work done partially or entirely by another to be academic dishonesty. It is the students
responsibility to seek clarification from the course instructor about how much help may be
received in completing an assignment or exam or project and what sources may be used.
Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action
up to and including dismissal from the University

TECHNOLOGY STATEMENT

Argosy University encourages the use of technology throughout the curriculum. This course
uses the following: overheads, possibly video tapes.
I have read the syllabus and understand the content and requirements of this course. (Projective
Assessment Techniques)

______________________________ ________________

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 14
student signature date

Course Syllabus for PP 7372 Projective Assessment, Spring, 2009, Andy Suth, Ph.D., Page 15