PP7372 Kiel

Argosy University, ChicagoCOURSE SYLLABUS

PP7372 Projective Personality Assessment

SPRING 2011

Faculty Information:Faculty Name: Mark Kiel, Psy.D.Campus: ChicagoContact Information: 312-777-7671

mkiel@argosy.eduOffice Hours: Tuesdays 9-10, 3:15-5

Wednesday 9-10, 11-12Thursday 3-4

Teaching Assistant: Zach Yeoman, M.A.# 215-380-2114(between 10:00 AM and 10:00 PM)zyeoman@gmail.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 Pre-requisites: None

Required Textbook:

Exner, John. (2000).  A Rorschach workbook for the comprehensive system (5th Edition). 

Exner, John (2002).  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

Levy, Ascher. A Beginner’s Workbook for the Interpretation of the Rorschach Comprehensive System

Two readings do not have ISBN numbers, as they are a workbook and a guide.  Please be aware that neither will be immediately required.

The packet by ISPP faculty Dr. Levy will be coordinated through the school.

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The workbook's full title by Dr. Exner is called:  "A Rorschach Workbook for the Comprehensive System, 5th Ed." - J.E. Exner, Jr. (2001).  It is readily available for $45.00 at:http://www.rorschachworkshops.com/products.html

American Psychological Association, Practice and Science Directorates (2000).  Report of the Task Force on Test User Qualifications.  Available online at: http://www.apa.org/science/tuq.pdf 

American Psychological Association (1998).  Rights and Responsibilities of Test Takers: Guidelines and Expectations.  Available online at: http://www.apa.org/science/ttrr.html

Highly Recommended:

Groth-Marnat, Gary. (2003) Handbook of psychological assessment (4th Edition).Wiley and Sons: New Jersey. ISBN: 0-471-41979-6

Wood, J.M., Nezworski, M.T., Lilienfeld, S.O, Garb, H.N (2003). What’s Wrong with the Rorschach? Science Confronts the Controversial Inkblot Test. Wiley and Sons: New York. IBSN: 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.

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Selected Readings (from journal articles)

Course Length: 14 Weeks

Contact Hours: 40 Hours

Credit Value: 3.0

Course Objectives:Course Objective Program Goal Method of AssessmentDemonstrate working knowledge of the interpretation of apperception tests

Goal 1-Assessment Project 1Project 2

Demonstrate working knowledge of the interpretation of the Rorschach Inkblot Test and the Exner System

Goal 1-Assessment Project 3

Demonstrate working knowledge of the interpretation of other Projective Techniques

Goal 1-Assessment Project 2

Compare empirical support for and against the use of projective techniques

Goal 1-AssessmentGoal 4- Historical Context

Classroom Discussion

Examine issues of diversity in regards to response and interpretation of projective tests

Goal 3- Diversity Project 1Project 2Project 3

Demonstrate knowledge of scoring and interpretation of test materials

Goal 1-Assessment Labatory HomeworkProject 1Project 2Project 3

Evaluate the use of quantitative versus qualitative test data

Goal 1-AssessmentGoal 5- Scholarship

Psychometric Quiz

Demonstrate use of direct vs. indirect data in psychological testing

Goal 1-Assessment Psychometric QuizProject IIClassroom Discussion

Develop more advanced proficiency in conceptualization of case material

Goal 1-Assessment Project II

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Synthesize projective material into conceptual whole

Goal 1-Assessment Project 2Project 3

           

 

COURSE REQUIREMENTS AND SCHEDULE OF ASSIGNMENTS:

Project 1: Case 1: Background Information, Observation, and TAT/CAT 15%Project 2: Case 1: Project 1 plus: Projective Drawings & Sentence

Completion and integrated analysis 30%Project 3: Case 2: Background Information, Observation, and Rorschach 35%

(Including Structural Summery)

Psychometric Quiz: Students will hand in their results to the following tutorial:http://www.uth.tmc.edu/uth_orgs/educ_dev/oser/ostertoc.htm

Project 1: Students conduct a mock clinical interview and administer 10 TAT or CAT cards, Projective Drawings (DAP, DAPOS, DAPIR, DAT, DAH, and KFD), and a sentence completion test to an adult or child volunteer (i.e., Case 1).** The subject must not be related to or in a professional or meaningful personal relationship with the student, and an appropriately executed release must be obtained prior to interviewing and testing (a copy will be provided in class). Under no circumstance may students provide feedback about the testing results to their subjects or their parent(s). The submitted project (stapled, double-spaced unless otherwise indicated, traditional font, and one-inch margins) includes the following sections (use underlined words only as section headers) that should immediately follow each other (see Project Guidelines for additional information):

Cover Page Confirmation of Signed Release to Test form (signed name partially redacted) Demographic Information (adequately disguised) Background Information Behavioral Observations TAT/CAT Transcript & Analyses : Verbatim transcript (single-spaced) of entire protocol

with analyses of five (5) responses (double-spaced) inserted directly under the transcription for that card Note: Although analyzing 5 responses, administer all 10 cards for later

interpretation. Drawings (single spaced inquiries and responses following each drawing; no

interpretations necessary) Sentence Completion form (no interpretations necessary)

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Analysis of Contextual Factors (i.e., interactive influences between self and other) Self-Critique

Project 2: Students complete the analysis of each test from Project 1 by providing an interpretation for each of the ten (10) TAT/CAT responses, one integrated interpretation for all of the projective drawings, and one integrated interpretation for the sentence completion test. They may add to, remove, or change interpretations proposed in the initial project based upon additional insights and information including instructor and TA feedback. Drawing upon the salient features gleaned from all available data (e.g., background, observations, all testing data, TA/instructor feedback), students add an integrated Personality Functioning section before the Analysis of Contextual Factors. Before the Self-Critique, students should add a Conceptualization Changes section that addresses any interpretive differences between this and the initial project (i.e., provide an explanation of how inclusion of additional data from the same protocol influenced subsequent analyses). Similarly, students should augment the Self-Critique to reflect additional insights gained during the completion of this project.

Administration: Students will administer one Rorschach in the presence of the TA. Students are encouraged to use each other for this project. The TAs will provide available times for this assignment.

Project 3: Students conduct a mock clinical interview and administer the Rorschach to a child (preferably 8+ years) or adult volunteer (i.e., Case 2).** The subject must not be related to or in a professional or meaningful personal relationship with the student, an appropriately executed release must be obtained prior to interviewing and testing, and under no circumstances can students provide feedback to subjects or their parent(s). The submitted project follows the same guidelines as Project 1 and includes the following sections:

Cover Page Copy of signed consent form (signed name partially redacted) Demographic Information (adequately disguised) Background Information Behavioral Observations Rorschach Transcript (single-spaced with Response and Inquiry columns), Rorschach Sequence of Scores form Completed Structural Summary, Location Sheet, and Constellation Worksheet Analysis of Contextual Factors (i.e., interactive influences between self and other) Self-Critique

Labs/Teaching Assistant Sessions: Students are expected to attend a weekly Lab/TA Sessions, syllabi for these meetings will be provided by the Teaching Assistant. These sessions are provided to offer assistance primarily in the technical (scoring) and applied (administration) dimensions of testing and assessment. Two absences (or the equivalent in tardiness or early departures) and/or any failure to contact the TA or instructor about an absence will result in either course failure or permission to withdraw from the course.

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Attendance & Participation: Full class attendance is required. If a student must miss a class or a portion of it, she or he must notify the instructor at the earliest possible time. Two absences (or the equivalent in tardiness or early departures) and/or any failure to contact the instructor about an absence will result in either course failure or permission to withdraw from the course. No exceptions will be granted.

As a significant portion of the course is reserved for discussion and interactive exercises, students are expected to participate actively and consistently in their learning through thoughtful questions and commentary. The instructor retains the right to adjust overall course grades based upon course participation.

Project Submission Requirements: Projects 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 its deadline (i.e., the beginning of class on the dates assigned) results in the following deductions:

Project Not Submitted by Beginning of Class Time: 10% deductionProject Not Submitted by the End of Class Time: 20% deductionProject Not Submitted by 4:30 p.m. the next day: No Credit

Printer/computer problems, heavy traffic, health concerns of non-immediate family members, difficulty obtaining a volunteer, etc. are not considered “emergent” circumstances, and no “make-up” opportunities will be available under such circumstances. Students may be required to verify “emergency situations” in writing and with appropriate documentation. Projects may be delivered to the instructor by facsimile or by e-mail to meet established deadlines, but technological difficulties in doing so results in deductions as described above. The instructor retains the right to determine if a proposed “emergent circumstance” warrants a project extension.

Special Policies Related to AssessmentIn Assessment courses, it is permissible to discuss test results with peers to get consultation on scoring and interpretation. It is not permissible to share reports with peers, to “template” them or use each other’s wording, other than those templates provided by instructors. It is not permissible to copy paragraphs from sample reports on the website, other than those paragraphs that are in the report templates for that purpose. It is never permissible to copy interpretive statements from scoring and interpretation software, or descriptive or interpretive statements from test manuals or other texts except where the author has given explicit permission to do so. Violation of any of these rules will result in a failing grade for the course.

It is never permissible to photocopy test materials, including stimuli, manuals, and record forms for your use. (Instructors may provide copied forms for instructional purposes if the word “Sample” is overlaid or watermarked on the form, or if they present subject responses for discussion, scoring by students, or other instructional purposes. Students must purchase and use original record forms for class assignments.)

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This course does carry a risk for those persons who serve as volunteers, as well as to the instructors who carry liability risk related to test security and supervision of graduate students. Because of these risks, failure to comply with all requirements - particularly with exclusionary criteria - will result minimally in a lower grade. Other consequences, including failure of the course and/or referral to the SPDC, may also apply. If you have questions regarding the appropriateness of testing a given volunteer, ask the instructor. Do not test a volunteer about whom you are unsure unless you have checked it out.

The following list is of EXPRESSLY FORBIDDEN subjects:

1. Anyone currently or previously under psychiatric, psychological, or social-work care.2. Anyone whom you think has "something wrong with them."3. Anyone with whom you have a professional relationship in which you are the "authority"

(e.g., a client in a practicum, at your work site, or in your own practice; a person you supervise at work).

4. Anyone who is, or who may be involved in any litigation, including, but not limited to, divorce, custody battles, driving under the influence, personal injury, embezzlement, domestic violence, and so forth.

5. Your spouse, partner, love interest, date, and your own child, regardless of age.

There are legal and ethical reasons for these restrictions, and we will discuss them in class. Failure to follow these restrictions will minimally result in additional assignments and a lowering of course grade. It may also result in course failure and/or referral to the Student Conduct Committee.

Assignment TableWeek Topic Reading Assignment

1 Course Introduction & Overview with TA.

The TAT cards.

None formally.

You will need to read the Exner book: The Rorschach: A comprehensive system during the term. Do not read it to memorize content but to get the idea of how one goes about interpreting. You 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 History and Systems of Projective Measures

Murray’s 5 Tenets

Rabin, A. I. (1981). Projective Methods: A historical introduction. In A. I. Rabin (Ed.), Assessment with projective techniques (pp. 1-22). New York:

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Springer.

3 The DThe Dynamics of the Testing Situation

Review of Defense Mechanisms

Strengths, Limitation and Culture in Projective Assessment

Dana, R. H. (1993). Assessment I: An emic perspective. In Multicultural assessment perspectives for professional psychology (pp. 141-166). Boston: Allyn & Bacon.

Psychometric Quiz Due

4 Thematic Apperception Test (TAT)

Validity & Reliability of the TAT

Garb, H., Lilienfield, S., Wood, 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.

Groth-Marnat, G. (1997). The Thematic Apperception Test. In Handbook of psychological assessment (3rd ed., pp. 458-498). New York: Wiley.

Recommended: Article- psychodynamic case formulation McWilliams, N- Psychoanalytic Case Conceptualization

Shapiro, D. Neurotic Styles

5 TAT Interpretation Cont. Ego StrengthsAnxietiesStory Sequence. Practice Interpretation.

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.

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.

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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: R-Rappaport, Gill and Schafer, chap. 10. The Thematic Apperception Test

6 Thematic Apperception Test (TAT)

Children’s Apperception Test (CAT)

Haworth, M. R. (1986). Children’s Apperception Test. In A. I. Rabin (Ed.), Projective techniques for adolescents and children (pp. 37-72). New York: Springer.

Haworth, M. R. (1966). CAT studies with normal children. In The CAT: Facts about fantasy (pp. 62-88). New York: Grune & Stratton.

Palmer, J. (1983). Assessment of children from different cultures. In The psychological assessment of children (2nd ed., pp. 499-514). New York: Wiley.

Project 1 Due

7 Thematic Apperception Test (TAT)

Tell Me A Story (TEMAS)

Dana TBA Groth-Marnat, G. (1997). Projective drawings. In Handbook of psychological assessment (3rd ed., pp. 499-533). New York: Wiley.

Hammer, E. F. (1981). Projective drawings. In A. I. Rabin (Ed.), Assessment with projective techniques (pp. 151-186). New York: Springer.

Handler, L. & Habenicht, D. (1994). The kinetic family drawing technique: A review of the literature. Jounal of Personality Assessment, 62, 440-464.

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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 Projective Drawings

Sentence Completion Test

Smith, D. & Dumont, F. (1995). A cautionary study: Unwarranted 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.

9 Test Integration

Personality Functioning

Exner Clusters

Online- Handler, L. and Hebenicht, D. (1994). The Kinetic Family Drawing Technique: A review of the literature. Journal of Personality Assessment, 440-464

Lah, M. I. (1989). Sentence completion tests. In C. S. Newmark (Ed.), Major psychological assessment instruments (pp. 133-163). Boston: Allyn & Bacon.

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

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10 Rorschach Review, Administration, and Scoring

Exner, J. E. (2001). Procedures. In A Rorschach workbook for the comprehensive system (5th ed., pp. 2-23). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 3-39). New York: Wiley.

Project 2 Due

11 Rorschach Scoring Exner, J. E. (2001). Location and developmental quality. In A Rorschach workbook for the comprehensive system (5th ed., pp. 24-29). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2001). Determinants. In A Rorschach workbook for the comprehensive system (5th ed., pp. 30-46). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2001). Form quality. In A Rorschach workbook for the comprehensive system (5th ed., pp. 47-53). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2001). Contents and populars. In A Rorschach workbook for the comprehensive system (5th ed., pp. 54-58). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2001). Organizational activity. In A Rorschach workbook for the comprehensive system (5th ed., pp. 59-61). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2001). Special Scores. In A Rorschach workbook for the comprehensive system (5th ed., pp. 62-80). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of

Rorschach Admin in Lab

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Interpretation (4th ed., pp. 134-146). New York: Wiley

12 The Exner Structural Summary

Meaningful data or tea leaves?

Empirical Arguments for and Against Projective Techniques

Ephraim, D. (2000). Culturally Relevant Research and Practice with the Rorschach Comprehensive System. In I. Weiner (Ed). Handbook of Cross- Cultural and Multicultural Personality Assessment.

Exner, J. E. (2001). A strategy for scoring. In A Rorschach workbook for the comprehensive system (5th ed., pp. 81-88). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2001). The structural summary. In A Rorschach workbook for the comprehensive system (5th ed., pp. 88-101). Asheville, NC: Rorschach Workshops.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 147-155). New York: Wiley.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 161-185). New York: Wiley.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 217- 229). New York: Wiley.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 231-256). New York: Wiley.

Exner, J. E. (2003). In The Rorschach: A

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comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 280-330). New York: Wiley

13 Exner Interpretation Garb, H., Lilienfield, S., Wood, J., & Nezworski, M.T. (2001). Toward a resolution of the Rorschach controversy. Psychological Assessment, 13(4), 433-448.

Weiner, I, B. (2001). Advancing the science of psychological assessment: the Rorschach Inkblot Method as exemplar. Psychological Assessment, 13(4), 423-432.

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Exne Interpretation Guidelines

Majo Scores on the Rorschach

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 335-362). New York: Wiley.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 364-394). New York: Wiley.

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 399-441). New York: Wiley

Exner, J. E. (2003). In The Rorschach: A comprehensive system: Volume 1: Basic foundations and Principles of Interpretation (4th ed., pp. 445-485). New York: Wiley

Schafer, R. (1982). Thematic analysis. In Psychoanalytic interpretation in Rorschach testing (pp. 114-139). Boston: Allyn & Bacon

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Reserve-Rappaport, Gill and Schafer. Chapter 11 Diagnosing with Battery of Tests.

15 No Class Project 3 Due

Grading Criteria:

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. Graded homework assigned at by the TA.3. 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. Psychometric Quiz – Credit/No Credit

2. Project I - graded3. Project II – graded4. Project III graded

Grading Scale Grading Requirements:

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A 100 – 93A- 92 – 90B+ 89 – 88B 87 – 83B- 82 – 80C+ 79 – 78C 77 – 73C- 72 – 70F 69 and below

Project I 15%Project II 30%Project III 30%Lab Weekly Assignments 20%Participation 5 %Rorschach Administration Pass/FailPsychometric quiz Pass/Fail

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Note:

Pass/Fail for Lab Session- it is expected that you attend all lab sessions or notify the T.A. of your absence. You may attend a different T.A. session if you need to miss that week. It is expected that you actively participate with homework and reading to be prepared for both class and the T.A. session. You will be notified if you are in danger of not passing the T.A. portion of class and given a chance to remediate your performance.

Library Resources

Argosy University’s core online collection features more than 21,000 full-text journals, 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. All electronic resources can be accessed through the library’s website at www.auchicagolib.org. User IDs and passwords are distributed during orientation, but can also be obtained at the circulation desk, calling 312-777-7653, or by e-mail at auchilibrary@argosy.edu.In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Library Online Catalog.  Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries.  Students are encouraged to seek research and reference assistance from campus librarians.Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach fundamental and transferable research skills, including selecting sources appropriate for academic-level research, searching periodical indexes and search engines, and evaluating and citing information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete.  Please view the tutorial at http://library.argosy.edu/infolit/

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

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Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student 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.  To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor.  In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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Teaching Assistant Labs & Study Sessions:

Wednesdays, 4:30-5:30

(Tentative)

Week 1 - Overview of the Rorschach, show the cards, introduction of terms.

Week 2 - Administration of the Rorschach, show pieces of Dr. Kramer's video on administration, role plays.

Week 3 - Location, DQ, Questions on administration.

Week 4 - Determinants Part I - form, movement, chromatic color, achromatic color.

Week 5 - Determinants Part II - achromatic color, shading, form dimension, pairs, and reflections.

Week 6 - Form Quality, administration of the inquiry, contents, and populars.

Week 7 - Z scores, special scores.

Week 8 - Special scores continued, begin structural summary.

Week 9 - Structural summary.

Week 10 - Role plays individually on administration and inquiry.

Week 11 – Administration Competency Exam

Week 12 - TBA

Week 13 - TBA

Week 14 - TBA

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Student Agreement Form:

I ____________________________ have received a copy of the syllabus for __________________. I have read the syllabus and understand the course requirements.

Signature: _______________________

Date: __________________________

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