supplement on international reference samples for the rorschach comprehensive … 2008 overview of...

An overview of findings from the An overview of findings from the JPA JPA Supplement on International Reference Supplement on International Reference

Samples for the Rorschach Samples for the Rorschach Comprehensive SystemComprehensive System

Greg MeyerGreg MeyerMarch 28, 2008March 28, 2008

SPA Convention, New OrleansSPA Convention, New Orleans

22

CS International Reference CS International Reference Samples Project Samples Project

Shaffer, Erdberg, Meyer et al. Shaffer, Erdberg, Meyer et al. ––

Published in December 2007, Published in December 2007, JPA Special JPA Special SupplementSupplement (220 pages; double volume)(220 pages; double volume)

––

39 Samples 39 Samples 20 from adults20 from adults19 from children and adolescents19 from children and adolescents

––

Countries include: Argentina, Australia, Countries include: Argentina, Australia, Belgium, Brazil, Denmark, Finland, Greece, Belgium, Brazil, Denmark, Finland, Greece, Israel, Italy, Japan, The Netherlands, Peru, Israel, Italy, Japan, The Netherlands, Peru, Portugal, Romania, Spain, and the US Portugal, Romania, Spain, and the US

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CS International Reference CS International Reference Samples ProjectSamples Project

International samples have great variability and International samples have great variability and thus great generalizability across thus great generalizability across

Recruitment strategiesRecruitment strategies

Examiner trainingExaminer trainingParticipant selectionParticipant selection

Examination contextExamination contextLanguageLanguage

Culture Culture

Can create Composite International NormsCan create Composite International NormsPool the Pool the MMs and s and SDSDs to create Ts to create T--ScoresScoresTT--Scores: Scores: MM = 50 and = 50 and SDSD = 10= 10

––

First for a personality test? First for a personality test? NEONEO--PI R researchers created combined international TPI R researchers created combined international T--

Scores using data from 50 culturesScores using data from 50 cultures

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But data needed to compute TBut data needed to compute T--scores are unpublishedscores are unpublished

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Reference Data HandoutReference Data Handout

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CS International Reference CS International Reference Samples ProjectSamples Project

Next slides are graphs of 20 Adult Samples on Next slides are graphs of 20 Adult Samples on International TInternational T--ScoresScores––

Basic finding: Homogeneity across culturesBasic finding: Homogeneity across cultures

TT--Scores generally range between 45 and 55Scores generally range between 45 and 55––

i.e., i.e., ±±1/2 1/2 SD SD of of MM––

Exner's CS 450 Exner's CS 450

Anchors healthy end of FQ variablesAnchors healthy end of FQ variablesHealthier on total scores for PTI, DEPI, CDI, and SHealthier on total scores for PTI, DEPI, CDI, and S--CONCON

11stst

Boxplots: Boxplots:

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Distribution of all scores in each sampleDistribution of all scores in each sample22ndnd

Line graphs: Line graphs:

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Scores for each country by CS ClusterScores for each country by CS Cluster

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RLam

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Resources and Controls

T-Sc

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Argt_506 Argt_090 Aust_128 Belg_100 Braz_409 Denm_141 Finl_343

Gree_098 Isra_150 Isra_041 Ital_249 Japa_240 Neth_108 Peru_233

Port_309 Roma_111 Spai_517 US_450 US_283 US_052

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FC CF C

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Summary: Adult Samples Summary: Adult Samples Basic consistency of CS scores Basic consistency of CS scores ––

Across cultures, languages, examiners, exclusion criteria, and Across cultures, languages, examiners, exclusion criteria, and recruitment strategiesrecruitment strategies

––

i.e., People look pretty similar overalli.e., People look pretty similar overallExner's 450 Exner's 450 ––

Anchors healthy end for Anchors healthy end for FQ variablesFQ variablesPTI, DEPI, CDI, and SPTI, DEPI, CDI, and S--CONCONCOP, HRVCOP, HRV

––

Sets high benchmark for Sets high benchmark for D, DQ+, EA, WSumC, FC, and GHRD, DQ+, EA, WSumC, FC, and GHR

––

Sets low benchmark for Sets low benchmark for Lambda, Dd, Lambda, Dd, DQvDQv, M, M--, Pure C, and PHR, Pure C, and PHR

To generalize, for these variables use the Composite InternationTo generalize, for these variables use the Composite International al Reference values rather than Exner's CS reference sampleReference values rather than Exner's CS reference sample

1919

CS International Reference CS International Reference Samples for ChildrenSamples for Children

Available CS norms are dated Available CS norms are dated ––

Collected 25Collected 25--30 years ago30 years ago

––

Even then, Exner said may be too healthyEven then, Exner said may be too healthyHow do children compare to the Adult How do children compare to the Adult Composite International Norms?Composite International Norms?––

19 recent samples from 5 countries19 recent samples from 5 countries

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12 older samples from Exner (2001)12 older samples from Exner (2001)Examine developmental effects over ageExamine developmental effects over age

2020

N N and Ages for Child/Adolescent and Ages for Child/Adolescent International Reference SamplesInternational Reference Samples

AgeCountry 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Denmark 75

Italy 75 148 116 117

Japan 24 43 42 42 39

Portugal 86 69 75 66 61

US 50 50 37

US-MA 42

Exner 90 80 120 120 140 120 135 120 110 105 110 140

2121

CS International Reference CS International Reference Samples for ChildrenSamples for Children

Like beforeLike before……––

11stst

graph: graph:

Distribution of all scores in each sampleDistribution of all scores in each sample

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22ndnd

graph: graph:

Scores for each country by CS ClusterScores for each country by CS Cluster

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T-Sc

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Denmk_09 Italy_06 Italy_09 Italy_13 Italy_17 Japan_05 Japan_08Japan_09 Japan_12 Japan_14 Port_06 Port_07 Port_08 Port_09Port_10 US_08 US_11 MexAm_09 US_16 Exner_05 Exner_06Exner_07 Exner_08 Exner_09 Exner_10 Exner_11 Exner_12 Exner_13Exner_14 Exner_15 Exner_16

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0102030405060708090

100110120130140

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Affect

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a p Ma Mp Intel MOR Sum6 Lvl2 WSum6 MQ- MQN

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PTI DEPI CDI SCON HVI OBS 1-5

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Summary: Child/Adolescent NormsSummary: Child/Adolescent Norms

Substantial disparities across samplesSubstantial disparities across samples––

Particularly for Lambda and FQ Particularly for Lambda and FQ

In general, Lambda is highIn general, Lambda is high––

Associated with lower frequencies of other scores Associated with lower frequencies of other scores related to richness of verbalizationrelated to richness of verbalization

e.g., determinants, contents, none.g., determinants, contents, non--cognitive special scorescognitive special scoresTT--Scores for these scores are generally 35 Scores for these scores are generally 35 --

55 55

In general, FQ is less healthy than adultsIn general, FQ is less healthy than adults––

T = 35 to 45 for X+%, WDA%, and PopularT = 35 to 45 for X+%, WDA%, and Popular

––

T = 55 to 65 for XT = 55 to 65 for X--%%

4141


In general, more sampleIn general, more sample--specific atypical valuesspecific atypical values––

US: US:

High Dd; for age 10High Dd; for age 10--12, high m, S, M12, high m, S, M--, OBS, OBS––

Portugal: Portugal:

High High DQvDQv––

Japan Japan (discarded 43% (discarded 43% b/cb/c

low R after 2low R after 2ndnd

admin):admin):Markedly elevated LambdaMarkedly elevated LambdaExtreme FQExtreme FQ

––

e.g., Grossly elevated Xe.g., Grossly elevated X--% at all ages (% at all ages (M M = .47 to .66) = .47 to .66) ––

Generally coded FQGenerally coded FQ--

if object was not in the FQ tablesif object was not in the FQ tables––

Italian Adolescents: Italian Adolescents:

Elevated Vista (Elevated Vista (M M = 1.4= 1.4--1.6) and FD (1.6) and FD (MM = 1.5= 1.5--1.6)1.6)Low Lambda/Form%; high color and blends, low DLow Lambda/Form%; high color and blends, low D--ScoreScore

4242


Some hints at developmental changesSome hints at developmental changes––

More visible within a country than across countriesMore visible within a country than across countries

Generally consistent:Generally consistent:––

Lambda decreasesLambda decreases

––

FQ becomes healthierFQ becomes healthier

Less consistent:Less consistent:↑↑

in in M and H contentM and H content↑↑

in in Complex perceptions/articulation of subtle qualities Complex perceptions/articulation of subtle qualities ––

e.g., DQ+, Blends, Fr+rF, Vista, other shadinge.g., DQ+, Blends, Fr+rF, Vista, other shading

4343


Data are incompleteData are incomplete––

Just 5 countries Just 5 countries

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Varied in coverage of the developmental Varied in coverage of the developmental spectrumspectrum

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Varied in grouping of agesVaried in grouping of agesThus, difficult to disentangle impact of:Thus, difficult to disentangle impact of:––

CultureCulture

––

AgeAge––

Administration and scoring effectsAdministration and scoring effects

4444


FQ and Lambda:FQ and Lambda:Most erratic across samplesMost erratic across samplesMost divergent, on average, from Exner's dataMost divergent, on average, from Exner's dataMost divergent, on average, from International Adult dataMost divergent, on average, from International Adult dataShow more developmental trends than other variablesShow more developmental trends than other variables

––

May be most sensitive to May be most sensitive to Administration styleAdministration styleAdministration and inquiry skillAdministration and inquiry skillSiteSite--specific administration, inquiry, and scoring conventionsspecific administration, inquiry, and scoring conventionsDevelopmental processesDevelopmental processesInteraction of above with cultureInteraction of above with culture--specific conventions that specific conventions that may be present when a cuemay be present when a cue--sensitive child completes a sensitive child completes a rather unstructured and openrather unstructured and open--ended task with an unfamiliar ended task with an unfamiliar adultadult

4545


Overall, data challenge use of norms for childrenOverall, data challenge use of norms for children––

Some scores are fairly consistent across samplesSome scores are fairly consistent across samples

––

Can reasonably interpret these Can reasonably interpret these

But have to be very cautious about inferring But have to be very cautious about inferring psychopathologypsychopathology––

More specifics belowMore specifics below

4646

Recommendations for CS NormsRecommendations for CS Norms

Adults: Adults: ––

Can use Exner's new sample of 450 as a Can use Exner's new sample of 450 as a base but have to adjust expectations for FQ base but have to adjust expectations for FQ and other variablesand other variables

See next slide See next slide

––

Or use Adult International NormsOr use Adult International NormsSee handoutSee handout

4747

Normative AdjustmentsNormative Adjustments New Guidelines

Based on International

Samples

Old Guidelines Based on the Current CS

Reference Sample Location and FQ Dd 3 or 4 1 or 2 X-% .15 - .25 .09 - .14 X+% .45 - .60 .65 - .70 XA% .70 - .90 .80 - .95 WDA% .80 - .90 .85 - .95 Avoidant Style 2 or 3 of 10 people 1 of 10 people Human Imagery Pure H 2 or 3 3 or 4 H : Non Pure H H+1 = Non Pure H H > Non Pure H COP 1 2 AG 1 in 2 people 1 per person GHR:PHR ratio Between 3:2 and 1:1

ratio 2:1 ratio

Meyer, G. J., & Viglione, D. J. (2008). An Introduction to RorscMeyer, G. J., & Viglione, D. J. (2008). An Introduction to Rorschach Assessment. In R. P. Archer and S. R. Smith (Eds.), hach Assessment. In R. P. Archer and S. R. Smith (Eds.), A Guide to Personality Assessment: Evaluation, Application, and A Guide to Personality Assessment: Evaluation, Application, and IntegrationIntegration. . MawahMawah, NJ: Lawrence Erlbaum Associates., NJ: Lawrence Erlbaum Associates.

4848

Normative AdjustmentsNormative Adjustments New Guidelines

Based on International

Samples

Old Guidelines Based on the Current

CS Reference Sample

Color and Related Variables

FC: CF+C FC = or < CF+C FC > CF+C +1 WSumC 2.5 - 3.5 4.5 Afr .45-.55 .55 - .65 Extratensive 1 or 2 of 10 people 3 of 10 people Ambitent 3 or 4 of 10 people 2 of 10 people EA 6 - 8 9 Texture T = 0 5 to 7 of 10 people 2 of 10 people T = 1 2 or 3 of 10 people 6 of 10 people T ≥ 2 1 or 2 of 10 people 2 of 10 people

Meyer, G. J., & Viglione, D. J. (2008). An Introduction to RorscMeyer, G. J., & Viglione, D. J. (2008). An Introduction to Rorschach Assessment. In R. P. Archer and S. R. Smith (Eds.), hach Assessment. In R. P. Archer and S. R. Smith (Eds.), A Guide to Personality Assessment: Evaluation, Application, and A Guide to Personality Assessment: Evaluation, Application, and IntegrationIntegration. . MawahMawah, NJ: Lawrence Erlbaum Associates., NJ: Lawrence Erlbaum Associates.

4949


Children and AdolescentsChildren and Adolescents––

More difficult to make recommendationsMore difficult to make recommendations

Recognize childhood norms are often quite unstableRecognize childhood norms are often quite unstableNote developmental changes in FQ and LambdaNote developmental changes in FQ and LambdaCannot use Exner's reference valuesCannot use Exner's reference values

––

In important ways they do not apply to contemporary samplesIn important ways they do not apply to contemporary samplesDraw inferences about pathology quite cautiously Draw inferences about pathology quite cautiously

––

Good to determine personal benchmarks with healthy childrenGood to determine personal benchmarks with healthy children

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Differentiate stable vs. unstable scoresDifferentiate stable vs. unstable scoresStable = fairly consistent over samples; OK to interpretStable = fairly consistent over samples; OK to interpret

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108 of 143108 of 143Unstable = erratic over samples; not OK to interpretUnstable = erratic over samples; not OK to interpret

––

35 of 14335 of 143

5050

Stable vs. Unstable Stable vs. Unstable --

11

RRW, D, SW, D, SDQoDQoM, FM, mM, FM, mFC, CF, C, FC, CF, C, WSumCWSumCSumC', SumC', SumTSumT, , SumYSumYFr+rF, FDFr+rF, FD

Lambda, PureF%Lambda, PureF%DdDdDQ+, DQ+, DQvDQv, , DQvDQv/+/+

SumV, SumV, SumShSumShFDFD

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22

a, p, Ma, Mpa, p, Ma, MpAll Contents but... All Contents but... Zf, ZdZf, ZdAfrAfr3r+(2)/R3r+(2)/RIntellect, Isolate/RIntellect, Isolate/REA, EA, D ScoreD Score, AdjD, AdjDCC--Sh BlendSh Blend

A, IdA, Id

(2)(2)

esesBlend, Blend%Blend, Blend%

5252


33

X+%, PopX+%, Pop

FQxNone, MQFQxNone, MQ--DR1, FAB1, DV2, DR1, FAB1, DV2, INC2, DR2, FAB2, INC2, DR2, FAB2, ALOG, CONTAMALOG, CONTAMLvlLvl

22

XA%, WDA%, XA%, WDA%, XX--%, %, Xu%Xu%SQSQ--DV1, INC1DV1, INC1

Sum6, WSum6Sum6, WSum6

5353


44

AB, AG, COP, CP, AB, AG, COP, CP, MOR, PERMOR, PERPHR, GHR, HRVPHR, GHR, HRVDEPI, CDI, SDEPI, CDI, S--Con, Con, HVI, OBSHVI, OBS

PTI PTI

EIIEII--22

5454


Patchwork of stable scores makes interpretation Patchwork of stable scores makes interpretation difficultdifficult

When is it safe to interpret child records?When is it safe to interpret child records?––

1) Child/adolescent gives a healthy record1) Child/adolescent gives a healthy record

Like Exner's reference dataLike Exner's reference dataRelatively Relatively ↑↑

R, R, ↓↓

Lambda, Lambda, ↑↑

DQ+, healthy FQ, and DQ+, healthy FQ, and ↓↓

WSum6WSum6Can reasonably infer strengths and assets in functioningCan reasonably infer strengths and assets in functioningScores may have better SP for health than SN for pathologyScores may have better SP for health than SN for pathology

5555


When is it safe to interpret child records?When is it safe to interpret child records?––

2) Child/adolescent has a score beyond the 2) Child/adolescent has a score beyond the mean seen in any samplemean seen in any sample

Can then begin to infer difficultiesCan then begin to infer difficultiesEven the unstable scores could be considered; Even the unstable scores could be considered; e.g., e.g.,

––

TT--scores > 60 for Sum Shading and WSum6scores > 60 for Sum Shading and WSum6––

TT--scores > 75 for PureF% and PTI Totalscores > 75 for PureF% and PTI Total

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