Personality attributes of children with behavior problems. An exploratory analysis with the Exner Comprehensive System of the Rorschach Inkblot Test and implications for the socio-historical clinical practice approach

The aim of this research was to study the psychological effects of disorders such as schizophrenia and depression associated with mental retardation. The Rorschach Inkblot Test and the Wechsler Adult Intelligence Scale were administered to a group of 97 subjects (52 women and 45 men) ages 15:10 yr. to 36:6 yr. ( M = 21:5, SD = 5:3). The subjects were divided into four subgroups according to the presence or absence of mental retardation and psychiatric diagnosis (schizophrenia versus depression). The quality of the perception in Rorschach responses and the ErlebnisTypus scores differentiated psychotic and depressed subjects well. These disorders, when associated with mental retardation, make impairment of perceptual performance worse. The interaction between Axis I mental disorders (according to DSM–IV diagnosis) and mental retardation, an Axis II disorder, is discussed.

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Effects of Learned Helplessness on Rorschach Responses

Psychological Reports ◽

10.2466/pr0.1987.60.3.1011 ◽

1987 ◽

Vol 60 (3) ◽

pp. 1011-1016 ◽

Cited By ~ 2

Author(s):

Ronald H. Rozensky ◽

Steven M. Tovian ◽

Paul G. Stiles ◽

Kim Fridkin ◽

Meg Holland

Keyword(s):

Undergraduate Students ◽

Learned Helplessness ◽

Affective State ◽

Comprehensive System ◽

Experimental Conditions ◽

Laboratory Experience ◽

Reactive Depression ◽

Exner Comprehensive System ◽

Student’S T ◽

The Relationship

The present study investigated the relationship between the laboratory experience of learned helplessness and depressive responses on the Rorschach. 50 undergraduate students were randomly assigned to either a learned-helplessness or nonlearned-helplessness condition. After completion of the experimental conditions, subjects were administered Rorschachs which were scored utilizing the Exner Comprehensive System. Student's t tests indicated significantly higher scores on the sum of all responses involving the use of shading and achromatic features (right-side eb) for the learned-helplessness subjects. According to Rorschach theory, these results suggest that subjects in a learned-helplessness condition experience a more painful affective state and tend to withdraw from their environment more than subjects experiencing a nonlearned-helplessness condition. This can be seen as a defense against experiencing more stress. These conclusions are discussed in the context of learned helplessness and reactive depression.

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The Torrance Tests of Creative Thinking and the Rorschach Inkblot Test: Relationships between Two Measures of Creativity

Perceptual and Motor Skills ◽

10.2466/pms.1978.46.2.539 ◽

1978 ◽

Vol 46 (2) ◽

pp. 539-547 ◽

Cited By ~ 3

Author(s):

Margaret Baker

Keyword(s):

Creative Thinking ◽

Divergent Thinking ◽

Human Movement ◽

Test Results ◽

Significant Relationships ◽

Fourth Grade Students ◽

Total Movement ◽

Two Measures ◽

Rorschach Inkblot Test ◽

Inkblot Test

The purpose of this study is to determine whether there are any significant correlations between the subscores and total scores of the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test, as scored by the Rorschach Index of Repressive Style. Twenty-six teachers of Grades 3, 4, and 5 and 51 fourth grade students were given, by group administration, the Torrance Tests of Creative Thinking and the Rorschach Inkblot Test. Results show that although neither the Total Verbal, Total Non-verbal nor Over-all Torrance scores correlate significantly with either the Rorschach Human Movement score or with the Rorschach Total Movement score (HM + FM + m), there are significant relationships between the Total RIR, m score and the Over-all Torrance score. The main conclusion is that the Rorschach HM and Total M score measure artistic, associative, intuitive creativity, while the Torrance Tests of Creative Thinking and RIR Total score measure divergent thinking.

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