The Experts below are selected from a list of 3075 Experts worldwide ranked by ideXlab platform
Robert F Bornstein - One of the best experts on this subject based on the ideXlab platform.
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Toward a Process-Based Framework for Classifying Personality Tests: Comment on Meyer
2015Co-Authors: Robert F BornsteinAbstract:Meyer and Kurtz (2006) argued that the longstanding psychological test labels “objective ” and “Projective ” have outlived their usefulness, and invited further work focusing on alternative terms for these measures. This Comment describes a framework for classifying personality Tests based on the psychological processes that occur as people respond to test stimuli. Because an attribution process is involved in responding to both types of measures, those instruments formerly called “objective ” Tests are labeled self-attribution Tests, and those formerly classi-fied as “Projective ” Tests are labeled stimulus-attribution Tests. The possibility of extending the process-based framework beyond personality, to psychological Tests in general, is also discussed. Clinical and empirical implications of a process-based framework are considered. Meyer and Kurtz (2006) argued persuasively that the long-standing psychological test labels “objective ” and “projec-tive ” have outlived their usefulness, for two reasons. First, these labels are misleading. As Meyer and Kurtz noted, “ob-jective ” Tests hardly can be considered objective measures of the psychological constructs they purport to assess; on the contrary, scores on these Tests are affected by myriad threats to external validity, including respondent bias, subtle con-text/setting effects, and scorer error (Allard, Butler, Faust, &
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toward a process based framework for classifying personality Tests comment on meyer and kurtz 2006
Journal of Personality Assessment, 2007Co-Authors: Robert F BornsteinAbstract:Meyer and Kurtz (2006) argued that the longstanding psychological test labels “objective” and “Projective” have outlived their usefulness, and invited further work focusing on alternative terms for these measures. This Comment describes a framework for classifying personality Tests based on the psychological processes that occur as people respond to test stimuli. Because an attribution process is involved in responding to both types of measures, those instruments formerly called “objective” Tests are labeled self-attribution Tests, and those formerly classified as “Projective” Tests are labeled stimulus-attribution Tests. The possibility of extending the process-based framework beyond personality, to psychological Tests in general, is also discussed. Clinical and empirical implications of a process-based framework are considered.
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criterion validity of objective and Projective dependency Tests a meta analytic assessment of behavioral prediction
Psychological Assessment, 1999Co-Authors: Robert F BornsteinAbstract:A meta-analysis of published studies in which scores on objective (i.e., self-report) or Projective measures of interpersonal dependency were used to predict some aspect of dependency-related behavior revealed that validity coefficients for Projective Tests (number of comparisons = 32) were generally larger than validity coefficients for objective Tests (number of comparisons = 54). The relationships of setting in which data were collected, source of behavioral ratings, and participant classification method on observed test score-behavior correlations were also assessed. Implications of these findings for use of objective and Projective dependency measures in clinical, laboratory, and field settings are discussed.
Richard J Loewenstein - One of the best experts on this subject based on the ideXlab platform.
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Psychological Assessment of Patients with Dissociative Identity Disorder
2015Co-Authors: Judith G. Armstrong, Richard J LoewensteinAbstract:This article discusses how psychologic assessment can assist in the diag-nosis of dissociative identity disorder (DID) and in planning treatment for patients who are dissociative. A battery of Tests that can assess the extent of dissociation is outlined, the research on dissociation on various psycho-logic Tests is reviewed, and new Rorschach data on severely dissociative pa-tients that can be useful in planning treatment is presented. Diagnosing DID is a complex process and requires assessors to have knowledge of the assessment and treatment literature on posttraumatic stress disorder (PTSD), dissociative disorders, and personality disorders. The literature provides excellent reviews of assessment of posttraumatic states [1–4]. In addition to the complexity of assessing PTSD itself, assess-ment of DID requires the patient to reveal what is often a private, hidden world to a powerful stranger [5]. These challenges may be further com-pounded because many of the measures, particularly the Projective Tests, can open up emotional wounds and stir potentially painful memories, trig-gering dissociation and switching among dissociated states during the test-ing itself [5,6]. Clinicians must develop a collaborative relationship with patients who have DID before beginning the assessment to make the expe-rience therapeutic rather than retraumatizing. A collaborative relationshi
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psychological assessment of patients with dissociative identity disorder
Psychiatric Clinics of North America, 2006Co-Authors: Bethany L Brand, Judith Armstrong, Richard J LoewensteinAbstract:This article discusses how psychologic assessment can assist in the diagnosis of dissociative identity disorder (DID) and in planning treatment for patients who are dissociative. A battery of Tests that can assess the extent of dissociation is outlined, the research on dissociation on various psychologic Tests is reviewed, and new Rorschach data on severely dissociative patients that can be useful in planning treatment is presented. Diagnosing DID is a complex process and requires assessors to have knowledge of the assessment and treatment literature on posttraumatic stress disorder (PTSD), dissociative disorders, and personality disorders. The literature provides excellent reviews of assessment of posttraumatic states [1–4]. In addition to the complexity of assessing PTSD itself, assessment of DID requires the patient to reveal what is often a private, hidden world to a powerful stranger [5]. These challenges may be further compounded because many of the measures, particularly the Projective Tests, can open up emotional wounds and stir potentially painful memories, triggering dissociation and switching among dissociated states during the testing itself [5,6]. Clinicians must develop a collaborative relationship with patients who have DID before beginning the assessment to make the experience therapeutic rather than retraumatizing. A collaborative relationship will also help yield meaningful, rather than defended, test results.
Průchová Petra - One of the best experts on this subject based on the ideXlab platform.
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Usage and applocation of the fairy tale test on the selected sample of six to eight year old children
2012Co-Authors: Průchová PetraAbstract:The Fairy Tale Test (FTT) is a Projective personality test designed for children aged 6 to 12 years. FTT is based on the association between fairy tales and unconscious processes. Its goal is to assess the child's personality profile and to offer information not only about single personality traits but also their interrelations. It is possible it effectively employed as a method to assess eventual personality changes over time or as a tool in clinical or cross-cultural research as well. The Fairy Tale Test was standardized in five countries of the world - Greece, Russia, China, India and Turkey, at the present time we effort to set up standard specification also in the Czech Republic. This rigorous paper should also contribute to the standardization with administrating FTT and its evaluation to the selected sample of six to eight-year-old children. Key words Fairy tales, interpretation of the fairy tales, Projective Tests, the Fairy Tale Test, younger school age
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Usage and applocation of the fairy tale test on the selected sample of six to eight year old children
Univerzita Karlova Filozofická fakulta, 2012Co-Authors: Průchová PetraAbstract:Resumé Test pohádek je projektivní osobnostní test pro děti ve věku 6 - 12 let. Je založen na asociacích mezi pohádkami a nevědomými procesy. Cílem testu je postihnout osobnostní profil jedince a získat informace jak o jeho vlastnostech, tak o jejich vzájemných vztazích. Lze jej také využít jako nástroj k zhodnocení osobnostního vývoje, k hodnocení motivačních tendencí i jako metodu pro srovnávací výzkum. Test pohádek byl standardizován v pěti zemích světa - Řecku, Rusku, Číně, Indii a Turecku, v současné době probíhají snahy o vytvoření norem také v České republice. Na jejich vytváření by se měla podílet i tato práce, a to sběrem a vyhodnocením dat od vybraného vzorku šesti až osmiletých respondentů. Klíčová slova Pohádky, interpretace pohádek, projektivní testy, Test pohádek, mladší školní věk.The Fairy Tale Test (FTT) is a Projective personality test designed for children aged 6 to 12 years. FTT is based on the association between fairy tales and unconscious processes. Its goal is to assess the child's personality profile and to offer information not only about single personality traits but also their interrelations. It is possible it effectively employed as a method to assess eventual personality changes over time or as a tool in clinical or cross-cultural research as well. The Fairy Tale Test was standardized in five countries of the world - Greece, Russia, China, India and Turkey, at the present time we effort to set up standard specification also in the Czech Republic. This rigorous paper should also contribute to the standardization with administrating FTT and its evaluation to the selected sample of six to eight-year-old children. Key words Fairy tales, interpretation of the fairy tales, Projective Tests, the Fairy Tale Test, younger school age.Department of PsychologyKatedra psychologieFilozofická fakultaFaculty of Art
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Usage and application of the Fairy tale test on the selected sample of six and seven-years-old children
2011Co-Authors: Průchová PetraAbstract:The Fairy Tale Test (FTT) is a Projective personality test designed for children aged 6 to 12 years. FTT is based on the association between fairy tales and unconscious processes. Its goal is to assess the child's personality profile and to offer information not only about single personality traits but also their interrelations. It is possible it effectively employed as a method to assess eventual personality changes over time or as a tool in clinical or cross-cultural research as well. The Fairy Tale Test was standardized in five countries of the world Greece, Russia, China, India and Turkey, at the present time we effort to set up standard specification also in the Czech Republic. This diploma paper should also contribute to the standardization with administrating FTT and its evaluation to the selected sample of six and seven-years old children. Key words Fairy tales, interpretation of the fairy tales, Projective Tests, the Fairy Tale Test, younger school age
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Usage and application of the Fairy tale test on the selected sample of six and seven-years-old children
Univerzita Karlova Filozofická fakulta, 2011Co-Authors: Průchová PetraAbstract:Resumé Test pohádek je projektivní osobnostní test pro d ti ve v ku 6 12 let. Je zalo en na asociacích mezi pohádkami a nev domými procesy. Cílem testu je postihnout osobnostní profil jedince a získat informace jak o jeho vlastnostech, tak o jejich vzájemných vztazích. Lze je také vyu ít jako nástroj k zhodnocení osobnostního vývoje, k hodnocení motiva ních tendencí i jako metodu pro srovnávací výzkum. Test pohádek byl standardizován v p ti zemích sv ta ecku, Rusku, ín , Indii a Turecku, v sou asné dob probíhají snahy o vytvo ení norem také v eské republice. Na jejich vytvá ení by se m la podílet i tato práce, a to sb rem a vyhodnocením dat od vybraného vzorku esti a sedmiletých respondent . Klí ová slova Pohádky, interpretace pohádek, projektivní testy, Test pohádek, mlad í kolní v k.The Fairy Tale Test (FTT) is a Projective personality test designed for children aged 6 to 12 years. FTT is based on the association between fairy tales and unconscious processes. Its goal is to assess the child's personality profile and to offer information not only about single personality traits but also their interrelations. It is possible it effectively employed as a method to assess eventual personality changes over time or as a tool in clinical or cross-cultural research as well. The Fairy Tale Test was standardized in five countries of the world Greece, Russia, China, India and Turkey, at the present time we effort to set up standard specification also in the Czech Republic. This diploma paper should also contribute to the standardization with administrating FTT and its evaluation to the selected sample of six and seven-years old children. Key words Fairy tales, interpretation of the fairy tales, Projective Tests, the Fairy Tale Test, younger school age.Department of PsychologyKatedra psychologieFaculty of ArtsFilozofická fakult
Bethany L Brand - One of the best experts on this subject based on the ideXlab platform.
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psychological assessment of patients with dissociative identity disorder
Psychiatric Clinics of North America, 2006Co-Authors: Bethany L Brand, Judith Armstrong, Richard J LoewensteinAbstract:This article discusses how psychologic assessment can assist in the diagnosis of dissociative identity disorder (DID) and in planning treatment for patients who are dissociative. A battery of Tests that can assess the extent of dissociation is outlined, the research on dissociation on various psychologic Tests is reviewed, and new Rorschach data on severely dissociative patients that can be useful in planning treatment is presented. Diagnosing DID is a complex process and requires assessors to have knowledge of the assessment and treatment literature on posttraumatic stress disorder (PTSD), dissociative disorders, and personality disorders. The literature provides excellent reviews of assessment of posttraumatic states [1–4]. In addition to the complexity of assessing PTSD itself, assessment of DID requires the patient to reveal what is often a private, hidden world to a powerful stranger [5]. These challenges may be further compounded because many of the measures, particularly the Projective Tests, can open up emotional wounds and stir potentially painful memories, triggering dissociation and switching among dissociated states during the testing itself [5,6]. Clinicians must develop a collaborative relationship with patients who have DID before beginning the assessment to make the experience therapeutic rather than retraumatizing. A collaborative relationship will also help yield meaningful, rather than defended, test results.
Piliosdimitris Stavrou - One of the best experts on this subject based on the ideXlab platform.
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addiction to video games a case study on the effectiveness of psychodynamic psychotherapy on a teenage addict struggling with low self esteem and aggression issues
Psychology, 2018Co-Authors: Piliosdimitris StavrouAbstract:The present case study focused on a 14 years old teenager who struggled with addiction to computer games and subsequent issues of aggression and social withdrawal. Drawing from theories on addiction, self-esteem, and mentalization, we focused the connection of addiction to low self-esteem and poor mental representations. In addition, we examined the effectiveness of psychodynamic psychotherapy on treating addiction improving levels of self-esteem and alleviating aggressive behaviour over a course of two and a half years. Indeed, the use of a combination of three Projective Tests, namely the Thematic Apperception Test, the Kinetic Family Drawing, the Family Apperception Test and the Rosenberg Self-Esteem Scale helped us determine our patient’s emotional state and lack of self-esteem at the beginning of therapy. The same Tests were administered at the end of the therapeutic sessions and the results are discussed in relation to the progress of the patient over the course of the therapy.
