Tibon-Czopp & Weiner (2016) The Rorschach Inkblot Method Research

Advancing Responsible Adolescent Development
Shira Tibon-Czopp
Irving B. Weiner
Rorschach
Assessment of
Adolescents
Theory, Research, and Practice
Series Editor
Roger J.R. Levesque
Indiana University, Bloomington, IN, USA
More information about this series at http://www.springer.com/series/7284
Shira Tibon-Czopp Irving B. Weiner
Rorschach Assessment
of Adolescents
Theory, Research, and Practice
Shira Tibon-Czopp
Goldsmiths, University of London
London, UK
Irving B. Weiner
University of South Florida
Tampa, FL, USA
ISSN 2195-089X
ISSN 2195-0903 (electronic)
ISBN 978-1-4939-3150-7
ISBN 978-1-4939-3151-4 (eBook)
DOI 10.1007/978-1-4939-3151-4
Library of Congress Control Number: 2015950471
Springer New York Heidelberg Dordrecht London
Springer Science+Business Media New York 2016
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Preface
This book is addressed to practitioners and researchers who are interested in adolescent development, personality assessment, and the Rorschach Inkblot Method.
Adolescence is a complex and varied developmental phase, characterized by dramatic physical, mental, and psychological changes. Physically, the usual adolescent
growth spurt transforms adolescents from their childhood stature to much of their
adult size and strength, and the pubertal emergence of secondary sex characteristics
alters their shape and appearance. Mentally, adolescents become capable of abstract
thinking and increasingly familiar with the world around them. From a developmental perspective, adolescents come to grips with the tasks of adjusting to their
bodily changes, individuating from their parents, becoming involved in social and
romantic relationships, and beginning to establish a sense of their personal identity
and advance toward adulthood.
Adolescents vary considerably in the pace of these transitions from childhood to
adulthood. Some early adolescents show adult characteristics, while some young
adults are mainly coping with adolescent issues. Moreover, the pace of developmental changes is commonly uneven within as well as between individual adolescents. Some adolescents are mentally sophisticated but socially immature, while
other adolescents of the same age show mature social skills but childishly concrete
reasoning. The wide variability of developmental issues both between and within
adolescents can make it difficult to distinguish normal from abnormal development.
This variability also makes it challenging to distinguish between transient reactions
to developmental crises that would be resolved and psychological disorders that are
likely to persist into adulthood.
The difficulty in distinguishing normal from abnormal development in adolescents has been compounded by an often expressed but erroneous view of adolescence as a stormy period during which young people ordinarily show symptoms of
emotional disturbance. To the contrary, extensive research has documented that disturbance is not an integral feature of normative adolescence and that apparent
symptoms of psychological disorder in young people should not be taken lightly, as
in Shell grow out of it or Hes just going through a phase. However, regarding
vi
Preface
and treating transient adjustment problems as evidence of diagnosable psychopathology is as misguided as ignoring or making light of symptom formation in
adolescents.
As for personality assessment, the distinction between normal range adolescent
functioning and diagnosable or emerging psychopathology can best be accomplished by accurate evaluation of a young persons personality characteristics.
Personality characteristics that differentiate healthy from psychopathological states
can be observed in the four domains of cognitive functioning, affective experience,
interpersonal relatedness, and self-perception. In the domain of cognitive functioning, for example, psychologically healthy adolescents are usually able to think logically and coherently, whereas loose associations and arbitrary or circumstantial
reasoning are likely to indicate psychological disorder. Similarly, normal range adolescents are for the most part able to perceive people and events accurately, whereas
disturbed adolescents often display impaired reality testing.
In the domain of affective experience, normal range adolescents are reasonably
capable of recognizing and expressing their feelings, whereas severely constricted
emotionality, recurrent depressive moods, and persistent inability to experience
pleasure usually delineate the presence of some disorder. In the domain of interpersonal relatedness, adolescents are normally interested in and able to form rewarding
relationships with other people, whereas social disinterest and withdrawal may
reflect developmental arrest or abnormality. Normal range adolescents are also able
to feel comfortable in close relationship, whereas those with psychological problems may regard other people with suspicion and distrust, and avoid any intimacy
with them. As for self-perception, psychologically healthy adolescents usually are
progressing toward forming a stable sense of identity and self-worth. Substantial
confusion about the kind of person the adolescent is or would like to become,
extremely lowered self-esteem, and feelings of being inept or unworthy often characterize adolescents with psychological problems.
The Rorschach Inkblot Method is a sensitive and psychometrically sound
assessment instrument that measures personality functioning in the cognitive,
affective, relatedness, and self-perception domains. As such, the Rorschach proves
useful in distinguishing between normal and abnormal development in adolescents
and delineating the type of psychological disorder that might be present. The clinical implications of Rorschach measurements depend on how the obtained findings
accord with normative reference data. Only on the basis of such comparisons can
a valid evaluation be made concerning whether a young person is functioning
within the normal range or is instead likely to be experiencing or susceptible to
psychological disorder. The adolescent norms of the Rorschach Comprehensive
System (CS) have not been changed since the publication of the first edition of
Volume 3 of the Rorschach CS (Exner & Weiner, 1982). Recently collected normative reference data on international samples of nonpatient adolescents provide contemporary cross-cultural data that update the previous norms and are presented in
this volume.
The book begins with three chapters (Part I) that provide readers with basic information on the topics to be discussed in the text. The first of these chapters reviews
Preface
vii
the development and foundations of the Rorschach Inkblot Method, with attention
to the continuing evolution of the CS and its utility for assessing adolescents in the
twenty-first century. The second chapter discusses key issues in the assessment of
adolescents, with particular attention to differentiating patterns of psychopathology
from normal developmental variations. The third chapter presents general considerations in utilizing performance-based assessment instruments in the evaluation of
personality functioning in adolescence, including the importance of integrating the
structural, thematic, and behavioral data in Rorschach interpretation and combining
the data with information obtained from self-report inventories.
Following these three introductory chapters, the text continues with three chapters (Part II) that discuss the current status of the Rorschach with respect to theoretical formulations, research findings, and practice guidelines. Chapter 4 discusses
psychodynamic perspectives on Rorschach interpretation and elaborates the theoretical assumptions that responses to the inkblots (a) reflect how people generally
experience and respond to events and (b) reveal underlying thoughts and feelings
that are likely to influence their behavior. Chapter 5 reviews research findings demonstrating that the Rorschach is a reliable, valid, and useful assessment instrument
and presents normative reference data obtained recently from an international sample of several hundred nonpatient adolescents. Chapter 6 on practice guidelines
addresses the issue of when and with whom the Rorschach works. This chapter
describes the utility of Rorschach assessment whenever decisions are being made in
light of personality characteristics and delineates the cross-cultural applicability of
the Rorschach to people of all ages, except for very young children. The contemporary adolescent reference data provide the basis for presenting the cut-off scores for
45 CS variables and CS-based indices that have implications for normal or abnormal functioning and five stylistic variables that should be considered while interpreting the data. This diagnostic approach is illustrated in the text with a case study
of a normally functioning adolescent.
The next five chapters (Part III) elaborate diagnostic, forensic, and therapeutic
applications of Rorschach assessment. Chapters 79 discuss how Rorschach findings can facilitate differential diagnosis and treatment planning by providing information about personality characteristics and psychopathological manifestations.
With eight varied case illustrations, these chapters show how Rorschach data, when
used properly in relation to age-based norms, can help delineate the presence,
nature, and severity of internalized and externalized symptom patterns. These eight
cases of symptomatic adolescents encompass a broad range of psychopathology,
including cognitive, affective, anxiety, avoidant, obsessive-compulsive, somatization, and eating disorders. Each case illustration focuses on variables in the adolescents protocol that deviate from normative expectation and thereby provide clues
to the nature of the young persons disorder. Descriptive information and cutoff
scores for each of the 45 evidence-based variables are discussed in the course of the
case illustrations. Chapter 10 discusses the utility of Rorschach assessment in
resolving psycholegal issues, particularly in cases of criminal misconduct in which
the court is referring to trial competence, criminal responsibility, and correctional
dispositions. Special attention is paid to evaluating whether a behavioral problem
viii
Preface
reflects a transient developmental crisis, is symptomatic of some underlying disorder, or indicates the emergence of antisocial behavioral manifestations in adulthood.
Chapter 11 shows that Rorschach assessment can be therapeutic in its own right and
discusses the positive therapeutic impact that can derive from a well-conducted
Rorschach examination.
The twelfth and concluding chapter (Part IV) draws on information in the preceding chapters to formulate an empirically based psychodynamic model for
Rorschach assessment of adolescents that helps to delineate personality characteristics conducive to positive adolescent development. The presented model of
Rorschach Psychoanalytic Science and Practice (RPSP) derives from standardizedindividualized conception of Rorschach assessment in which personality descriptions are based on well-validated CS variables but also capture the individual
uniqueness of adolescents subjective experience of their psychological problems.
This book follows in many respects the second edition of Volume 3 of the
Rorschach Comprehensive System (Exner & Weiner, 1982, 1995), which has been
the major reference source for Rorschach work with young people. The present text
extends the evolution of the CS in several aspects. Beyond reviewing the basic CS
administration and coding guidelines, this CS-based volume presents and applies
several new structural variables, provides updated normative reference data for distinguishing between healthy and faltering adolescent development, and illustrates
with detailed case studies how Rorschach assessment can help to delineate a wide
range of psychological disorders. Accurate evaluation of adolescents personality
functioning and symptom formation is essential for promoting progress toward
responsible and rewarding adulthood.
Tel-Aviv, Israel
Tampa, FL
Shira Tibon-Czopp
Irving B. Weiner
Acknowledgements
We would like to express our appreciation to several colleagues who assisted us in

the preparation of this book. Liat Appel and Ruth Zeligman of Tel-Aviv University,
Israel, were of great help in reviewing drafts of our text, translating case protocols
into English, and processing statistical data. Also playing an important role in
supporting the project was Gidi Lev of Bar-Ilan University, Israel. Our case illustrations include protocols provided by Piero Porcelli at the IRCCS De Bellis
Hospital, Castellana Grotte, Italy; Lily Rothschild-Yakar of University of Haifa,
Israel; Tony Sciara, who is in private practice and at the Rorschach Training
Programs, Asheville, NC; and Norma Semer Lottenberg of the Universidade
Federal do Sao Paolo, Brazil. Additional cases that served to illustrate substantial
issues discussed in the book were provided to us by Efrat Lurie and Michel
Allouche, who are in private practice in Tel-Aviv, Israel. We are most grateful to
all of them for their contribution in making available case illustrations for adolescents of various ages and from different countries.
We would also like to thank our editor, Roger Levesque, for inviting us to work
on this project and providing us with his many valuable suggestions. We are particularly grateful to the many productive Rorschach theorists, researchers, and practitioners who have been a wellspring of conceptual formulations, research reports, and
clinical experience on which we were able to draw in developing our conclusions
and recommendations. Most importantly, we want to thank our beloved families for
their enthusiastic support of our work.
Shira Tibon-Czopp
Irving B. Weiner
ix
Contents
Part I
Basic Considerations
Historical Foundations of the Rorschach Inkblot Method..................

Early History: Confusion of Tongues .......................................................
The Comprehensive System (CS) .............................................................
Exploring CS-Based Data within a Conceptual-Empirical Matrix ...........
Conclusion ................................................................................................
References .................................................................................................
3
4
6
8
10
11
Developmental Considerations in Rorschach Assessment ..................

Symptom Patterns in Adolescents: A Psychodynamic
Developmental Perspective .......................................................................
Two Conceptual Models for Integrating Developmental
Considerations in the Interpretation of Rorschach Data ...........................
The Ego Psychology Model ..................................................................
The Orthogenetic Developmental Model ..............................................
Developmental Trends in Normative CS Data ..........................................
Applying CS and CS-Based Indices for Assessing
Psychopathological Development .............................................................
Conclusion ................................................................................................
References .................................................................................................
13
Assessing Personality Functioning of Adolescents

with Performance-Based Measures .......................................................
Self-Report Inventories and Performance-Based Measures:
Implications of Using the Rorschach for Personality Assessment
of Adolescents...........................................................................................
Facilitating Cooperation........................................................................
Restricting Impression Management ....................................................
Distinguishing between Healthy and Disturbed
Adolescent Development ......................................................................
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23
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Contents
Detecting Continuities and Change from Adolescence

to Adulthood .........................................................................................
Capturing Personality Dynamics and Describing
Patterns of Functioning .........................................................................
Toward a Multi-Method Assessment of Personality Functioning:
Congruence and Complementarity ...........................................................
Conclusion ................................................................................................
References .................................................................................................
Part II
4
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34
37
40
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The Rorschach Inkblot Method: Theory, Research,

and Practice
The Rorschach Inkblot Method: Theory ..............................................

Conceptual Perspectives on the Nature of the Rorschach Task ................
Applying Psychoanalytic Perspectives on Personality Functioning
in the Interpretation of Data ......................................................................
Ego Psychology ....................................................................................
Object Relations Theory .......................................................................
Self Psychology ....................................................................................
Relational Psychoanalysis.....................................................................
Conclusion ................................................................................................
References .................................................................................................
50
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60
61
The Rorschach Inkblot Method: Research...........................................

Standardization .........................................................................................
Reliability..................................................................................................
Validity ......................................................................................................
Normative Reference Data ........................................................................
Conclusion ................................................................................................
References .................................................................................................
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The Rorschach Inkblot Method: Practice ............................................

Administration ..........................................................................................
Coding .......................................................................................................
Interpretation .............................................................................................
Distinguishing between Normative and Psychopathological
Rorschach Protocols of Adolescents .........................................................
Case Illustration: A Normative Rorschach Protocol .................................
Conclusion ................................................................................................
References .................................................................................................
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Part III
7
47
48
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Applications of Rorschach Assessment of Adolescents
Diagnostic Applications: Delineating Psychotic

and Affective Disorders .......................................................................... 117
Case Illustration 7.1: Thinking and Perceptual Disorder
in an 18-Year-Old Girl .............................................................................. 119
Case Illustration 7.1: Symptom Patterns ............................................... 120
Contents
Case Illustration 7.1: Interpretation of Rorschach Data........................

Case Illustration 7.1: Summary and Conclusions .................................
Case Illustration 7.2: Major Affective Disorder
in a 17-Year-Old Boy ................................................................................
Case Illustration 7.2: Symptom Patterns ...............................................
Conclusion ................................................................................................
References .................................................................................................
8
Delineating Internalized Symptom Patterns ........................................

Case Illustration 8.1: Anxiety Symptom Patterns
in a 12-Year-Old Girl ................................................................................
Case Illustration 8.2: Avoidant Behavior in a 15-Year-Old Boy...............
Case Illustration 8.3: ObsessiveCompulsive Symptom Patterns
in a 16-Year-Old Boy ................................................................................
Case Illustration 8.4: Somatization in an 18-Year-Old Boy......................
Conclusion ................................................................................................
References .................................................................................................
Delineating Externalized Symptom Patterns .......................................
Case Illustration 9.1: Adjustment Disorder
in a 15-Year-Old Girl ................................................................................
Case Illustration 9.2: Eating Behavior Problems
in a 14-Year-Old Girl ................................................................................
Case Illustration 9.2: Symptom Patterns ...................................................
Conclusion ................................................................................................
References .................................................................................................
xiii
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10
11
Contents
Forensic Applications of Rorschach Assessment .................................

Evaluation of Trial Competence ...............................................................
Assessing Criminal Responsibility ...........................................................
Detecting Prospective Changes in Antisocial Behaviors
from Adolescence to Adulthood ...............................................................
Assessing Issues of Impression Management ...........................................
Providing Incremental Validity .................................................................
Acceptance of Rorschach Assessment in Forensic Cases.........................
Guidelines for Effective Presentation of Rorschach Data
in Forensic Cases ......................................................................................
Conclusion ................................................................................................
References .................................................................................................
Therapeutic Applications .......................................................................
StandardizedIndividualized Rorschach Assessment ...............................
The Effect of Intersubjective Aspects of Assessment
on Rorschach Interpretation ......................................................................
Case Illustration of Rorschach Therapeutic Assessment
in a 15-Year-Old Boy with Avoidant Symptom Patterns ..........................
Background and Reason for Referral ....................................................
Rorschach Structural Data ....................................................................
Treatment Goals ....................................................................................
The Therapeutic Assessment Process ...................................................
Conclusion ................................................................................................
References .................................................................................................
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Part IV Toward Empirically Based Psychodynamic Assessment

of Adolescents
12
The Rorschach Psychoanalytic Science

and Practice (RPSP) Model ....................................................................
The Development of the RPSP: Building Bridges
in Rorschach Assessment..........................................................................
The RPSP: Theory, Research, and Practice ..............................................
The RPSP Model for Assessing Adolescents:
Diagnostic, Forensic, and Therapeutic Applications ................................
Conclusion ................................................................................................
References .................................................................................................
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Glossary ........................................................................................................... 237

Index ................................................................................................................. 243
About the Authors
Shira Tibon-Czopp, PhD, ABAP is a Visiting Research Fellow at Goldsmiths,

University of London, where she conducted her dissertation project, supervised by
Herbert H. Blumberg, in 1996-1998. She is in the practice of clinical and forensic
psychology in Tel-Aviv, Israel. Professor Tibon-Czopp is a Diplomate of the
American Board of Assessment Psychology and a Fellow of the American Academy
of Assessment Psychology and the Society for Personality Assessment, in which
she serves as a member of the international committee. She worked as a senior clinician in inpatient and outpatient public clinics for children, adolescents and adults,
and has been lecturing in various clinical programs including those of Tel-Aviv
University and Bar-Ilan University. Some of her recent publications include an essay
on Psychology in Israel, in The Corsini Encyclopedia of Psychology (4th ed. 2010);
an essay on the Rorschach Inkblot Method in The Encyclopedia of Adolescence
(2012); Invited Commentary in Journal of Youth and Adolescence (2012); a coauthored article on normative CS data for Israeli adolescents in Journal of Personality
Assessment (2012); and a co-authored case study in Neurocase (2014).
Irving B. Weiner, PhD., ABPP is a Clinical Professor of Psychiatry and Behavioral
Neurosciences at the University of South Florida and former Director of Psychological
Services at the University of South Florida Psychiatry Center in Tampa, Florida.
He resides in Tampa and is in the practice of clinical and forensic psychology. Dr. Weiner
is a Fellow of the American Psychological Association and of the Association for
Psychological Science and a Diplomat of the American Board of Professional Psychology
in both Clinical and Forensic Psychology. He has served as President of APA Division
12 (Society for Clinical Psychology), APA Division 5 (Evaluation, Measurement, and
Statistics), the Society for Personality Assessment, and the International Rorschach
Society. He has published books on psychodiagnosis, psychotherapy, child and adolescent development, developmental psychopathology, and forensic psychology, including
Principles of Psychotherapy (3rd ed, 2009), Principles of Rorschach Interpretation (2nd
ed, 2003), Handbook of Personality Assessment (2008), Adult Psychopathology Case
Studies (2004), and Handbook of Forensic Psychology (4th ed, 2014).
xv
Part I
Basic Considerations
Chapter 1
Historical Foundations of the Rorschach

Inkblot Method
According to available reports, Hermann Rorschach, a Swiss psychiatrist born in

1885, had been exposed to inkblots as an adolescent, in the form of a popular parlor
game called Klecksographie. Klecks is the German word for blot, and the
Klecksographie game was played by dropping ink in the middle of a piece of paper,
folding the paper in half to make a more or less symmetrical blot, and then competing to see who among the players could generate the most numerous or interesting
descriptions of the blots or associations to what they resembled.
From 1917 to 1919, while serving as Associate Director of the Krombach Mental
Hospital in Herisau, Switzerland, Rorschach pursued a notion he had formed earlier
in his career that patients with different types of mental disorders would respond to
inkblots differently from each other and from psychologically healthy people. To
test this notion, he constructed and experimented with a large number of blots.
Nevertheless, unlike the formless inkblots of the parlor game that were made by
dropping the ink on a blank sheet of paper, the blots with which he experimented
were carefully drawn by him, and over time he selected a small set that seemed
particularly effective in eliciting responses and reflecting individual differences.
The original blots drawn by Rorschach, who was a talented artist, have been on
display in the Rorschach Archives and Museum in Bern, Switzerland, since
September 2000. In June 2012, there was a fire in the upper floor of the building in
which the archives and museum were located. Although none of the items in the
collection was damaged, they had to be removed from the building and are currently
being stored in the Institute of the History of Medicine in Bern.
Rorschach administered his selected set of blots to samples of patients and nonpatients, using a standard instruction (What might this be?), and he published his
findings from this research in the form of a monograph titled Psychodiagnostics:
A Diagnostic Test Based on Perception (Rorschach, 1921). In 1942 the monograph
was translated into English (Rorschach, 1942). The monograph was a preliminary
work and initially did not attract much attention. Nevertheless, the materials and
methods described by Rorschach in Psychodiagnostics have provided the basic

S. Tibon-Czopp, I.B. Weiner, Rorschach Assessment of Adolescents, Advancing
Responsible Adolescent Development, DOI 10.1007/978-1-4939-3151-4_1
Historical Foundations of the Rorschach Inkblot Method
foundation for the manner in which Rorschach assessment has been most commonly
practiced since that time, and the standard Rorschach cards currently in use are the
same ten inkblots that were published with Rorschachs original monograph.
As elaborated in this chapter, the subsequent early years of Rorschach development produced what might be defined as Confusion of Tongues. The differing methods of administration and coding prevented clear communication among Rorschach
scholars and clinicians and systematic accumulation of research findings. To address
these problems, John Exner developed the Rorschach Comprehensive System (CS),
which was originally published in 1974 and provided a standardized method of
Rorschach assessment that became widely adopted method. The discussion that
follows reviews the continuing evolution of the CS, its enrichment by psychodynamic conceptualization, and its utility for validating the Rorschach method.
Early History: Confusion of Tongues

Between the two world wars, Switzerland was an internationally prominent education and training center for medical scientists and researchers. Some of the scholars
and practitioners who visited Swiss institutions in those years were told about
Rorschachs method and took copies of the inkblots home with them. One of these
visiting scholars was an American psychiatrist, David Levy, who brought several
sets of the inkblots back to New York and suggested to Samuel Beck, then pursuing
his psychology doctorate at Columbia, that he considered doing his dissertation
with the Rorschach. Beck accepted this suggestion and undertook as his doctoral
research a standardization study of Rorschach responses in children.
While collecting his data, Beck published the first English language article on
the Rorschach method (Beck, 1930). In 1934, Beck went to Switzerland for conducting a study with Emil Oberholzer, who had been a close friend and colleague of
Rorschach, and his departure coincided with the arrival from Zurich of Bruno
Klopfer, who had received a doctorate in educational psychology in 1923 and by
1933 had advanced to a senior staff position at the Berlin Information Center for
Child Guidance. However, the restrictions being placed on Jews in Germany at that
time led Klopfer to move to Zurich. Without a job in Zurich, he was helped by Carl
Jung to obtain a position as a technician at the Zurich Psychotechnic Institute.
Klopfers responsibilities at the Institute included psychological testing of applicants for various types of jobs, and the Rorschach was among the tests he was
required to use for this purpose. He had no previous interest or experience in testing,
but he soon became intrigued with the ways in which Rorschach responses could
reveal the underlying thoughts and feelings of the people he was testing.
Klopfer was dissatisfied with his low-status role as a technician, however, and
soon began looking for other opportunities. In 1934 he was appointed as a research
associate in the Department of Anthropology at Columbia University. Having
learned of his arrival on campus, a group of psychology graduate students asked
their department to arrange for Klopfer to give them some Rorschach training.
Unimpressed with Klopfers credentials, the department declined to hire him for
Early History: Confusion of Tongues
this purpose. The students were not deterred, however, and they approached Klopfer
privately about offering some evening seminars for them in his home. Klopfer
agreed to offer the seminars, and the group started to meet for what may have been
the first Rorschach workshop.
Giving seminars for this and subsequent groups of students and professionals
produced a network of psychologists who were eager to keep in touch with each
other and continue exchanging ideas about the Rorschach. In response to this interest, Klopfer in 1936 founded the Rorschach Research Exchange, which has been
published regularly since that time as the Journal of Projective Techniques beginning in 1950, as the Journal of Projective Techniques and Personality Assessment
beginning in 1963, and since 1971 as the Journal of Personality Assessment. In
1938, Klopfer founded the Rorschach Institute, a scientific and professional organization that continues to function actively today, and more broadly than Klopfer had
envisioned, as the Society for Personality Assessment.
Although both Klopfer and Beck gained international acclaim for developing the
Rorschach and for pioneering the publication of the English version of guidelines
for working with the test (Beck, 1937; Klopfer & Kelly, 1942), they approached
their work from quite different perspectives. Having been educated in an experimentally oriented department of psychology, Beck was interested in describing personality characteristics and was firmly committed to advancing knowledge through
controlled research designs and empirical data collection. He stuck closely to
Rorschachs original procedures for administration and coding, and he favored a
primarily quantitative approach to Rorschach interpretation.
Klopfer, on the other hand, who had been trained as a Jungian analyst, had strong
interest in symbolic meanings and with unraveling the phenomenology of each persons human experience. He applied statistical procedures for obtaining normative
data (Davidson & Klopfer, 1938), but he also recommended qualitative approaches
to Rorschach interpretation that Beck considered inappropriate. Klopfer developed
new response codes and summary scores on the basis of imaginative ideas rather
than research data, which Beck found unacceptable. This difference in perspectives
led Beck and Klopfer to formulate distinctive Rorschach systems with dissimilar
approaches to administering, scoring, and interpreting the test. Nevertheless, their
professional debate evolved into personal hostility, and these two leading figures
refused ever again to speak to one another, let alone resolve their different approaches
to the Rorschach.
One of Becks friends, Margaret Hertz, who was educated primarily as a developmental and child clinical psychologist, pioneered in promoting Rorschach assessment
with children and adolescents and in formulating procedures and normative standards
for using the instrument with young people. With respect to adolescents, Hertz emphasized that adolescence is a stage of development in which many physiological and
psychological phenomena undergo both quantitative and qualitative changes. It is
accordingly necessary, she said, to focus on this relatively circumscribed period of
development by obtaining descriptive and normative data, determining common characteristics, and studying growth patterns and the conditions that facilitate or retard the
occurrence of these growth patterns (Hertz, 1970). Hertz considered both the Beck
and the Klopfer systems useful for assessing adolescents, as long as examiners kept in
mind the particular procedure they were following in working with the Rorschach.
Nevertheless, she developed some distinctive variations of her own in Rorschach
administration, scoring, and interpretation.
Another Rorschach system was developed by Zygmunt Piotrowski, who received
his doctorate in experimental psychology in Poland in 1927 and later came to the
USA for postgraduate study in brain functions (known today as neuropsychology).
He subsequently pioneered in conducting Rorschach research with brain-injured
patients and formulated many original ideas about how inkblot responses should be
conceived, coded, and interpreted (Piotrowski, 1957). Also emerging in the 1940s
was the work of David Rapaport, who shared Klopfers psychoanalytic approach to
Rorschach interpretation, but from a different perspective. Rapaport had fled his
native Hungary in 1938 and joined the staff of the Menninger Foundation in Topeka,
Kansas, where, in collaboration with Merton Gill and Roy Schafer, he conducted an
empirical evaluation of the utility of psychological tests, including the Rorschach,
in facilitating differential diagnosis.
The many original ideas formed by these authors (Gill, 1954; Rapaport, Gill, &
Schafer, 1945, 1968; Schafer, 1954) about personality functioning and adaptation
produced a modified inkblot method that differed substantially from the Beck,
Klopfer, Hertz, and Piotrowski systems and provided numerous alternative perspectives on Rorschach assessment. Rapaport and his colleagues perspectives on the
Rorschach have proved more enduring than those of the other American pioneers
and have influenced both classical and contemporary psychoanalytically oriented
Rorschach interpretation (see Chap. 4).
Thus, by 1950 there were five major Rorschach systems in the USA, each with
its adherents. Moreover, even though the Beck and Klopfer systems had become
well known abroad, the Rorschach landscape also included distinctive systems
developed in other countries and popular among psychologists in Europe, South
America, and Japan. Supplementing these many overall systems were numerous
specific Rorschach scales intended to measure certain personality characteristics,
and assessors differed in which of these specific scales they added to their basic
scoring. It became common practice for clinicians to combine features of the various systems and specific scales into an individualized Rorschach method that they
felt worked well for them. This kind of practice characterized by confusion of
tongues made it difficult for Rorschach practitioners to communicate with each
other and almost impossible for researchers to cumulate systematic data concerning
the reliability of Rorschach findings and their validity for particular purposes.
The Comprehensive System (CS)

The diversity of methods persisted until John Exner published in 1969 The
Rorschach Systems, which was a comparative analysis of the five American systems that, as reported by Handler (1996), was initially aimed at bridging the gap
The Comprehensive System (CS)
between Beck and Klopfer. Exner subsequently established a research program

to measure the impact of the methods of administration used in the five systems
and examine which of their response codes could be explained clearly and coded
reliably. This research program led to the development of the Rorschach
Comprehensive System (CS), which was introduced by Exner in 1974 and
designed to standardize the Rorschach in a conceptually reasonable and psychometrically sound manner. He accordingly included in the CS the empirically supported features of each of the five systems and dropped those features that failed
to show such support. While he was developing the CS, Exner began in collaboration with Irving Weiner to conduct Rorschach workshops. As reported by Perry
(1994) and other authors, Weiners (1966) approach to assessing personality
functioning in schizophrenia had had considerable influence at that time on graduate students and practicing clinicians and had enhanced the role of the Rorschach
as a reliable and valuable instrument in describing patterns of impaired functioning in schizophrenia.
The first Rorschach workshop presented by Exner and Weiner was held in June
1971, on the Brooklyn Campus of Long Island University. This 1971 program was
followed for the next 27 years by ExnerWeiner workshops given several times a
year and sometimes with other Rorschach workshop faculty. Consistently supported
by extensive empirical research, the CS soon became frequently used by Rorschach
practitioners. In 1991, Exner introduced the CS cluster approach to interpretation,
which has also become widely used and provides clinicians with a structural summary organized around groups of variables relating to the personality functioning
dimensions of ideation, mediation, processing, affect, self-perception, interpersonal
perception, and stress management.
The prominent statistical foundations on which Exner built the CS and the primarily quantitative emphasis in his interpretive approach have led some authors to
refer to it as largely an atheoretical method lacking a conceptual basis (e.g., Mihura
et al., 2013; Sugarman, 1991). This is a mistaken characterization of the CS. Exner
(1974) did write in the preface to the first edition of his basic text that the CS is not
based on any theoretical position (p. xi). However, what he meant was not that the
CS is an empirical method without conceptual basis, but rather that the CS can be
used effectively by assessment psychologists regardless of their theoretical preferences. Moreover, Exner presented abundant conceptual as well as statistical grounds
for the decisions he made in constructing the CS. He provided the rationale for the
inclusion or exclusion of each of the codes derived from the five different systems,
codes that were based primarily on conceptualizing personality functioning in terms
of responses to the inkblots. He indicated whose operational definitions were
adopted and why he chose to develop his own criteria, and in subsequent editions he
indicated as well why operational definitions and criteria for the CS have been
revised since the initial publication of the system. The statistical strengths of the
system and the fact that it has continually been reexamined with respect to its psychometric properties do not detract from the conceptual basis of the selected variables used for interpretation.
Exploring CS-Based Data within a Conceptual-Empirical

Matrix
The conceptual basis of the CS was emphasized in the CS Volume 3, Assessment of
Children and Adolescents (Exner & Weiner, 1982, 1995), in which empirically supported data are interpreted in terms of psychodynamic concepts and applied to clinical case studies. Weiner (1996) has further stressed the importance of integrating
conceptual and empirical perspectives in the interpretation of CS data. This integration is elaborated in Weiners (1998, 2003) Principles of Rorschach Interpretation,
in which the traditional CS interpretive process is extended to encompass psychoanalytic perspectives on sequence analysis of the structural variables and response
contents, based on a model elaborated in Schafers (1954) Psychoanalytic
Interpretation in Rorschach Testing. An ego psychology model presented in
Weiners book enhanced the development of other contemporary psychoanalytic
models of integrative Rorschach interpretation, including those based on object
relations theory, self psychology, and relational psychoanalysis (see Chap. 4).
The original Volumes 1, 2, and 3 that comprised the CS basic textbooks were
followed by revised editions incorporating new empirical findings that have made
the CS the most frequently used method for administering and coding the Rorschach
(Archer & Newsom, 2000). In contrast to the chaos that preceded the development
of the CS, its standard Rorschach procedures fostered systematic collection and
comparison of data concerning intercoder agreement, retest reliability, and criterion, construct, and incremental validity, both in the USA and abroad. The advent of
the CS additionally allowed clinicians who were using it to exchange information
about their Rorschach findings with confidence that these findings were obtained
and codified in accordance with the same guidelines.
As has been noted, the CS has been updated and expanded over the years, and
every facet of the test, from seating arrangements to newly developed scores and
scales, has been carefully investigated. New findings have been compared to previous findings, and additional research has been conducted to answer questions generated by these new findings. With Exners basic text now in its fourth edition (Exner,
2003), the widespread adoption of the CS standardization made possible the development of large sample normative standards and international collaboration in
examining cross-cultural similarities and differences in Rorschach responses.
Multinational collaborations involving 5815 CS-administered and coded protocols
have provided unique opportunities to compare nonpatient samples of children,
adolescents, and adults and contrast different cultures from all over the world
(Meyer, Erdberg, & Shaffer, 2007).
These developments in the CS further enhanced newly developed psychoanalytically oriented models of Rorschach interpretation that drew on non-CS methods for
administering and coding the test. In the tradition of some previous non-CS theoretical views of the Rorschach as reflecting healthy as compared to psychopathological developmental processes (e.g., Ames, Metraux, Rodell, & Walker, 1974;
Blatt, Brenneis, Schimek, & Glick, 1976), Martin Leichtman formulated a non-CS
Exploring CS-Based Data within a Conceptual-Empirical Matrix
model of Rorschach interpretation derived from a developmental perspective

(Leichtman, 1996). The seminal work of Paul Lerner added an object relations perspective to the interpretation of non-CS data (Lerner, 1998). Leonard Handler, influenced by Winnicotts (1971) observations on the developmental importance of play,
designed a therapeutic assessment procedure in which responses are quantified for
their playfulness and the standard CS administration is followed by a testing-oflimits procedure in which people are asked to give playful responses to the inkblots
(e.g., Handler, 1999).
For a while, these and other alternative perspectives created some divergence
among Rorschach clinicians, and protocol interpretation tended to proceed in two
distinct directions. The empirically based approach focused on interpreting structural
variables, usually comparing the CS findings to normative data, whereas the psychoanalytically oriented perspective focused on individual experience as illuminated by
the thematic imagery in response contents. Gradually, however, proponents of both
these approaches came to recognize that integrating them would increase the accuracy with which an individuals personality functioning and subjective experience
could be described. The gap between the two perspectives was notably addressed and
narrowed when psychoanalytically oriented authors have started to present case
studies in which Rorschach protocols of young and adult patients have been analyzed
by applying psychoanalytic concepts to CS data (e.g., Murray, 1997; Smith, 1997).
As noted, Weiners (1998, 2003) book similarly presented an interpretation paradigm
based on joint analysis of CS structural variables, thematic imagery, and sequential
data, and this paradigm gradually became the one used for interpreting Rorschach
CS data in clinical practice, as shown in the consultation model presented in the third
edition of the CS Volume 2 (Exner & Erdberg, 2005).
A similar integration of CS data with psychodynamic conceptualization has
begun to emerge in research as well as in practice. Although psychoanalytic theories
have given rise to numerous well-constructed and empirically validated Rorschach
scales (Bornstein & Masling, 2005; Huprich & Greenberg, 2003), these scales have
been based mainly on non-CS variables and have been employed more frequently
by researchers than by clinicians. At the same time, there has been a substantial
development in psychoanalytically oriented concepts and ideas about normal and
abnormal development that added greatly to the understanding of psychopathological conditions, together with a reawakening of psychoanalytic interest in the
Rorschach, after several decades of relative neglect. Accordingly, the interest in
Rorschach research aimed at interpreting CS findings in relation to accumulated
normative data has also prompted researchers to explore CS-based indices that
apply psychodynamic conceptualization. Some of these indices are used in the present volume to assess personality functioning in adolescents (see Chap. 6).
Over the years, the Rorschach has been the target of unrelenting criticism and
denigration, consisting mainly of alleged psychometric inadequacy and limited utility.
More than a few commentators have predicted that the Rorschach as an assessment
instrument would disappear from evidence-based clinical practice. Although these
allegations have for the most part been unwarranted, the attention of critics to various shortcomings in Rorschach research and practice has had the positive effect of
10
leading to improved research designs and new empirical findings that have strengthened the psychometric foundations of Rorschach assessment and amplified its utility for a wide range of clinical and nonclinical applications (see Mihura et al., 2013;
Society for Personality Assessment, 2005). Rorschach critics have continued to the
present day to voice harshly negative comments without acknowledging validating
data or presenting any new supportive data for their hostile views. Meanwhile, contemporary developments in Rorschach research accord with John Exners vision
(e.g., Exner & Sendin, 1997) that the CS would continue to develop and evolve. In
the preface to the fourth edition of his Volume 1 he wrote: There is no apparent end
in sight to the continuing research questions posed by this awesome test. Although
many of its mysteries have been solved, many remain (Exner, 2003, p. xvi).
As for its use, survey findings demonstrate the sustained frequency of clinicians
who apply the CS in many different settings and in countries all over the world (e.g.,
Meyer, Hsiao, Viglione, Mihura, & Abraham, 2013). These findings, together with
a steady flow of new books and book chapters, as well as journal articles featuring
research and case studies concerning the utility of the CS in assessing personality
functioning, suggest that CS-based Rorschach work plays a prominent role in the
field of assessment psychology and in any context in which personality characteristics have a bearing on decisions to be made.
Conclusion
The Rorschach Inkblot Method has had a long and interesting history, particularly
with respect to illustrating several common characteristics of advances in scientific
theory and practice. The first of these common characteristics is the role of serendipity, perhaps the best known example of which is the apple falling on Newtons
head and giving rise to his laws of gravity. In the case of the Rorschach Inkblot
Method, its coming to America and its initial development as a broadly system of
personality assessment were a serendipitous consequence of Becks needing a dissertation topic and Klopfers needing a job.
A second common characteristic of scientific advance is the emergence of multiple perspectives on theory and method, which was the case in Rorschach history.
On the positive side, collaboration among creative thinkers with diverse views can
enrich scientific theories and methods, particularly when they agree on standard
measurements that make possible systematic accumulation of data. On the negative
side, when influential figures with disparate different views are unable or unwilling
to collaborate or even speak to each other, as were Beck and Klopfer, their diverse
perspectives can delay advances in knowledge and produce confusion of tongues
rather than creating a basis for universal communication. With such concerns in
mind, the CS was developed to provide standardized Rorschach administration and
coding that would facilitate cumulative data collection and make it possible for all
Rorschach clinicians to speak the same language.
References
11
In addition to illustrating the role of serendipity in scientific advance and the

disadvantage of impermeable boundaries between disparate perspectives, the history of the Rorschach reflects the importance of evolution. Whatever the initial
value of creative ideas and sophisticated methods, they must evolve over time in
light of newly emerging conceptual formulations and newly obtained empirical
data. As a vibrant method in this respect, the Rorschach CS was frequently modified
with new variables and interpretive strategies from its initial publication in 1974,
and Rorschach clinicians have continuously made revisions in the form of a
CS-based system, as exemplified by the present volume.
Of further note in scientific advance and in Rorschach history is recognition that
the understanding of events is facilitated by integrating various sources of information about them. In Rorschach assessment of personality and psychopathology,
useful information comes from quantitative scores for the response structure, qualitative inferences from the thematic imagery, and observations of the respondents
test-taking behavior and manner of relating to the examiner. Integration of these
three sources of information enriches the scope and utility of inferences based on the
method, whereas sole emphasis on structural variables, thematic imagery, or behavioral observations discards valuable data and narrows the breadth and applicability of
whatever conclusions are derived from the Rorschach.
References
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Developmental trends from two to ten years. Oxford, England: Brunner/Mazel.
Archer, R., & Newsom, C. (2000). Psychological test usage with adolescent clients: Survey update.
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Beck, S. J. (1930). The Rorschach test and personality diagnosis: The feeble-minded. American
Journal of Psychiatry, 87, 1952.
Beck, S. J. (1937). Introduction to the Rorschach method: A manual of personality study. American
Orthopsychiatric Association Monograph, 1.
Blatt, S. J., Brenneis, C. B., Schimek, J. G., & Glick, M. (1976). Normal development and psychopathological impairment of the concept of the object on the Rorschach. Journal of Abnormal
Psychology, 85, 364373.
Bornstein, R. F., & Masling, J. M. (Eds.). (2005). Scoring the Rorschach: Seven validated systems.
Mahwah, NJ: Lawrence Erlbaum Associates.
Davidson, H. H., & Klopfer, B. (1938). Rorschach statistics Part II: Normal children. Rorschach
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Exner, J. E. (1974). The Rorschach: A comprehensive system (Vol. 1). New York, NY: Wiley.
Exner, J. E. (2003). The Rorschach: A comprehensive system (Basic foundations and principles of
interpretation 4th ed., Vol. 1). Hoboken, NJ: Wiley.
Exner, J. E., & Erdberg, P. (2005). The Rorschach: A comprehensive System (Interpretation 3rd ed.,
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children and adolescents, Vol. 3). New York: Wiley.
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children and adolescents 2nd ed., Vol. 3). New York: Wiley.
Gill, M. M. (1954). Psychoanalysis and exploratory psychotherapy. Journal of the American
Psychoanalytic Association, 2, 771797.
Handler, L. (1996). John Exner and the book that started it all: A review of the Rorschach systems.
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Handler, L. (1999). Assessment of playfulness: Hermann Rorschach meets D. W. Winnicott.
Hertz, M. R. (1970). Frequency tables for scoring Rorschach responses (5th ed.) Cleveland, OH:
Case Western Reserve Press.
Huprich, S. K., & Greenberg, R. P. (2003). Advances in the assessment of object relations. Clinical
Psychology Review, 23, 665698.
Klopfer, B., & Kelly, D. (1942). The Rorschach technique. Yonkers-on-Hudson, NY: World Books.
Leichtman, M. B. (1996). The Rorschach: A developmental perspective. Hillsdale, NJ: Analytic
Press.
Lerner, P. M. (1998). Psychoanalytic perspectives on the Rorschach. Hillsdale, NJ: Analytic Press.
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in applied clinical practice: A survey of perceived validity by experienced clinicians. Journal
of Personality Assessment, 95, 115.
Mihura, J. L., Meyer, G. J., Dumitrascu, N., & Bombel, G. (2013). The validity of individual
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Psychological Bulletin, 139, 548605.
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In J. R. Meloy, M. W. Acklin, C. B. Gacono, J. F. Murray, & C. A. Peterson (Eds.), Contemporary
Rorschach interpretation. Mahwah, NJ: Lawrence Erlbaum Associates.
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Personality Assessment, 62, 180186.
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Chapter 2
Developmental Considerations in Rorschach

Assessment
Functional and psychodynamic assessment of adolescents presents a particularly

challenging task in clinical practice. Assuming that the structures of psychopathological syndromes in adolescence differ from those in adulthood (e.g., conduct
problems might hide major affective disorders), distinguishing between transitional
developmental crises and psychopathological manifestations is essential (Weiner,
1992). With respect to developmental crises, adolescence poses some difficult tasks
(Lerner, 2002; Lerner & Steinberg, 2004). Adolescents must adapt to rapid bodily
changes; recognize and learn how to express their sexuality, individuating from
their parents, becoming involved in social and romantic relationships, and beginning to establish a sense of their personal identity; and advance toward adulthood.
Developmental theories and empirical evidence have nevertheless confirmed
that, in contrast to a previously prevailing view, personality functioning in normative adolescents is characterized by stability, provided that their rearing environment is expectable and facilitating (e.g., Rutter, 2007; Weiner, 1990, 1992). Normal
developmental demands can at times induce regressive reactions that resemble psychopathological manifestations, but these reactions are not typical of adolescence.
Yet, research on the effect of the internet revolution and rapid social changes in
recent decades shows that these changes increase the risk for adolescents of experiencing loneliness and lack of support, which makes the confusing period of adolescence even more complicated to adapt to in the twenty-first century than it was in
earlier years. These findings suggest that developmental research should apply a
multi-perspective approach that integrates neurobiological, cognitive, emotional,
and social psychological concepts for understanding various types of symptom patterns and maladaptive behaviors (e.g., Boyer, 2006). Such a multi-perspective
approach can promote treatment aimed at psychopathological development rather
than at overt behavioral manifestations.
Empirical studies have shown further that there are important changes in the rate
and patterns of psychiatric disorders and maladaptive behaviors during adolescence
(Rutter, 2007). Schizophrenia and other psychotic disorders are rarely seen in
children but become progressively more frequent in adolescents (Weiner, 1992).
13
14
2 Developmental Considerations in Rorschach Assessment
Similarly, major depressive disorder is relatively infrequent during childhood but

increases in frequency during adolescence. Use and abuse of drugs and alcohol as
part of a general liability to engage in disruptive, risky, and sometimes antisocial and
criminal behavior also rises during adolescence and is usually associated with diminished achievement in school. Such behavioral problems may mask diagnosable disorders, and should thus be taken into consideration in any adolescents evaluation.
There is general agreement among psychoanalytically oriented clinicians that
traditional descriptive diagnostic categories are less useful in understanding and
working with adolescents than with adults. Psychodynamic conceptualization of
personality development, such as the normally expected progression from primary
to secondary thought processes, can accordingly be essential in differentiating
between healthy and disturbed adolescents. Normative reactions to developmental
crises may temporarily interrupt an adolescents maturation without there being any
obvious external stimulus to this interruption. Such reactions typically follow a
stable period of adjustment and are characterized by a brief crisis in which the adolescent shows some regression to a prior developmental phase. The impact of such
a developmental crisis is likely to be manifest in the adolescents patterns of behavior, and it can at times be exacerbated by changes in a young persons family structure or in other situations in which the adolescent is involved.
Symptom Patterns in Adolescents: A Psychodynamic

Developmental Perspective
The Psychodynamic Diagnostic Manual (PDM Task Force, 2006) is addressed
to understanding symptom patterns by applying concepts derived from psychoanalytic theoretical formulations. The manual is based on the conviction that mental
health comprises more than simply the absence of symptoms. Instead, it involves an
individuals overall personality functioning, including cognitive, affective, relational, and self-observing capacities that should be assessed from a dimensional
rather than a categorical perspective. This perspective derives from psychodynamic
theories of psychopathology that link some personality characteristics with specific
patterns of symptom formation.
Psychodynamic developmental conceptualization of psychopathology suggests
that character formation is incomplete until the challenges of adolescence have been
met and adolescent concerns resolved (e.g., Baudry, 1995). This conceptualization
can be helpful in distinguishing between healthy and psychopathological functioning in young people, and it also identifies the particular importance of the adolescent years in character formation. Freud was interested in developmental issues
occurring in young children, but he hardly referred to developmental issues in adolescence. Nevertheless, he did include in his early essays a seminal discussion of
changes in sexual aims and objects following puberty (Freud, 1905). Anna Freud
similarly stressed the significant influence of puberty on the maturation of character
and the integration of ego functions (Freud, 1936), and Erik Erikson emphasized the
importance of establishing a stable sense of identity during adolescence, including
Two Conceptual Models for Integrating Developmental Considerations
15
consolidation of values and ideals and thereby attaining an integrated self-concept

(Erikson, 1956).
There is accordingly good basis for considering adolescence a qualitatively new
developmental phase of individuation (e.g., Bleiberg, 2001; Blos, 1962) and the
steps of character formation as a normal unfolding of maturational sequences, along
with potential developmental discrepancies between various domains of functioning. These discrepancies run the risk of increasing confusion, vulnerability, and
subjective distress. Empirical findings as well as clinical observations have further
supported the notion that a considerable level of ego development, including capacities for internalization, self-object differentiation, and formation of ideals, is necessary before a stable and integrated character to be considered formed.
In general, severe disturbances in adolescence are related to a breakdown in the
developmental process that interferes with an adolescents capacity to preserve an
adaptive balance between different mental structures. This developmental breakdown
might be observed, for example, in the incapacity of some of them to allow their body
image to change so that it would include mature sexuality. Instead, they use maladaptive defensive operations to avoid normative mature functioning. Accordingly,
Rorschach evaluation of adolescents should differentiate between fixation and regression to less mature developmental stages than those already obtained. In this regard,
evaluating whether observed symptoms reflect a disorder or a compensatory defensive operation in a neurotic personality organization is essential.
Although the notion of age-appropriate behaviors has recently been challenged
(Hollenstein & Lougheed, 2013), extreme deviations from Rorschach CS normative
data, in any of the domains of personality functioning, can help to distinguish
between healthy reactions to developmental challenges and psychopathological
manifestations that would be likely to persist in adulthood. By focusing on personality functioning rather than on currently observable symptoms, the Rorschach has
important implications for assessment and treatment as well as for issues of prevention and reversibility of severe disorders and their effects in adulthood.
Generally speaking, the integration of a developmental perspective in drawing
inferences from Rorschach data is based on the premise that, although many adolescents demonstrate occasionally impaired cognitive or affective functioning, most do
not show indications of diagnosable disorder. Nevertheless, difficulties establishing
mature patterns of functioning (e.g., controlled emotional communication) may put
adolescents at risk for personality problems or disturbances, including such internalized deficits as depression or isolation and such externalized maladjustment
manifestations as delinquent or antisocial behavior (Kimmel & Weiner, 1995).
Two Conceptual Models for Integrating Developmental

Considerations in the Interpretation of Rorschach Data
The present discussion explores two psychodynamic models that integrate developmental considerations in Rorschach assessment and are used to illustrate developmental trends in CS data. One of these models of interpretation was derived by
16
Weiner (2003) from ego psychology and elaborates the implication of CS variables
from an adaptation perspective emphasizing the nature and effectiveness of a persons style of coping with age-related life demands. The other interpretive model
was suggested by Leichtman (1996, 2009). This model, based on orthogenetic
developmental theory, applies the concept of development as an organizing principle for drawing inferences from Rorschach data according to an expected developmental sequence from an initially undifferentiated state toward increasing
differentiation and coordination of specific personality components.
The Ego Psychology Model

Historically, Freuds structural theory with id, ego, and superego as basic components, and his formulation of psychosexual development (i.e., oral, anal, and phallic
stages) were implicit in the psychoanalytic conceptualizations that guided the interpretation of Rorschach findings (e.g., Rapaport, Gill, & Schafer, 1946; Schafer,
1954). In this work the Rorschach was used to assess the basic components of
Freudian personality structure and their interplay while focusing mainly on the
assessment of ego strength, especially with respect to thought disorder and impulsedefense configurations. Although Freud focused mainly on psychosexual issues, he,
and his followers even more so, used many of the same central concepts (i.e., ego
development, fixation, and regression) to explain disturbances in character formation and in the experience of self and other people (Leichtman, 2009). On the basis
of these concepts, maladaptive personality traits were linked to certain patterns of
symptom formation and psychopathological manifestations.
Weiner (2003) applies concepts derived from ego psychology in his interpretive
model for CS data. In this model, which focuses on adaptation to external reality,
CS cognitive variables provide well-validated markers of cognitive maturation as
reflected in logical thinking and accurate perception. Most teenagers have not yet
attained adult cognitive capacities for reasoning and concept formation. Like preadolescents, they often have difficulty understanding and integrating new kinds of
experiences. Moreover, because adolescents are often convinced, even in the
absence of solid evidence, of the correctness and appropriateness of their ideas and
attitudes, they are more likely than adults to give responses that reflect circumstantial reasoning and illogical thinking (FABCOM, ALOG).
Simultaneously with the expected developmental changes in some CS cognitive
variables during adolescence, age-related changes typically occur as well in certain
CS affective, interpersonal, and self-perception variables. With respect to their
affective functioning, adolescents become increasingly capable of modulating their
emotional experience, and normative adolescents can be expected to provide
Rorschach protocols in which the scores on CS variables of affective modulation
closely resemble those of normative adults. In this regard, normative adolescents are
expected to give more form-dominated color responses (FC) than color-dominated
and formless color responses (CF+C). Nevertheless, because of their susceptibility
Two Conceptual Models for Integrating Developmental Considerations
17
to episodes of anxiety and dysphoric mood, normative teenagers are more likely
than normative adults to show CS markers of subjective distress.
Thus, the developing cognitive-affective schemas of young people may sometimes be marked by temporarily distorted patterns of thinking and/or unmodulated
emotionality that have conscious and unconscious components and can influence a
wide range of subsequent internal experiences and overt behaviors. Distorted patterns of thinking may sometimes become a prototype of how adolescents think and
feel about other people and about themselves that is activated in interpersonal situations. In this regard, the construct of mental representations, which has become a
prominent developmental concept (Ainsworth, 1969; Blatt, 1991; Fonagy et al.,
1995; Piaget, 1954; Stern, 1985), can be reflected in CS variables. For example, the
normatively increasing awareness of and positive attention to people over time,
reflected in SumH, the sum of responses coded with H,(H), Hd, or (Hd) as representations of human figures, steadily increases from childhood to adulthood. Although
mentally healthy adolescents are still learning social skills and typically lack the
interpersonal competence and self-assurance of mature adults, they retain an ageappropriate capacity for establishing relationships. Developmental studies have
confirmed adolescents normatively search for and are capable of maintaining close
interpersonal relationships.
With respect to self-perception, however, contemporary normative reference data
show a gradual increase from childhood to adulthood in the Egocentricity Index.
This indication of increasing self-focusing during adolescence differs from traditional CS reports of greater egocentricity in children than in adolescents (Exner &
Weiner, 1995). Possible reasons for this change in CS markers are discussed in
Chap. 5.
The Orthogenetic Developmental Model

The orthogenetic developmental theory, which draws on biological metaphors to
articulate the structure of mental phenomena, provided the conceptual basis used by
Leichtman (1996, 2009) to articulate Rorschach assessment from a developmental
perspective. The central organizing principle of the orthogenetic theory, and of various other developmental theories as well, stresses dialectical patterns of developmental change from an undifferentiated state to coordinated integration (Werner,
1957). This principle has been deployed as a key construct in understanding faltering
developmental patterns and their corresponding psychopathological manifestations
(e.g., Cicchetti, 1984; Piaget, 1954; Winnicott, 1971). It has also been empirically
validated in brain research (e.g., Johnson & Vecera, 1996) and in studies of personality functioning as assessed with both explicit measures such as self-report inventories
and implicit measures such as performance-based methods.
Leichtmans (1996, 2009) model is in accord with the PDM mental functioning
axis for children and adolescents (MCA), which describes the capacity for differentiation and integration as a substantial factor in the representational world of
18
mentally healthy adolescents. In this regard, Rapaport (1967) used the notions of
both the relative autonomy of the ego from the id (ones even and solid relationship
with the outside world) and the relative autonomy of the ego from external reality to
demonstrate how reality can serve as a defense against fantasy and, conversely, how
fantasy can serve as a defense against reality. Rapaport attributed the literal and
concrete thinking of patients with schizophrenia to impairment in the egos autonomy from the id, and the intrapsychic blocking of instinctual drives in other patients
(e.g., patients with obsessivecompulsive disorder) to an impairment in the egos
autonomy from external reality. From a developmental perspective, however, what
might be viewed as psychopathological functioning in adolescents and adults is
conceived as being normative in children. A Rorschach percept of a pink bear
coded as an incongruous combination is quite a common, playful response in protocols of children but would rarely occur in a protocol of well-functioning adolescents
(Leichtman, 1996).
In order to apply the two conceptual models to Rorschach CS data, clinicians
should first ask themselves what normality looks like. Modern psychoanalytic conceptualization of what constitutes healthy functioning has substantially changed
and adaptation is now defined in terms of both external and internal reality. The
emphasis has turned from concepts like rationality to those of self-relation and
object relations, authenticity, creativity and playfulness (e.g., Mitchell & Aron,
1999). With respect to adolescents, some of them might be very well adapted to
their society, but missing something fundamental in their experience. In these cases
the very adaptation to the external world should be regarded as the problem, not the
solution (Winnicott, 1971).
Accordingly, a new type of psychopathological personality functioning, the normotic personality (Bollas, 1987), has been described, which delineates psychopathology of subjectivity. This type of psychopathology, which is also described by
applying the psychoanalytic construct of Alexithymia (Nemiah & Sifneos, 1970),
is demonstrated in individuals who function abnormally normal in their adjustment to external reality but show substantial difficulties in relating to their own
subjective experience that are reflected in various disorders, particularly those
involving somatic and obsessivecompulsive symptom patterns (McDougall, 1989;
Ogden, 1989). However, the elusive quality of the normotic personality and the
Alexithymia constructs makes them difficult to be captured in symptom-based
diagnostic systems and requires instead a psychodynamic-based diagnosis for
which the Rorschach CS is particularly suitable.
Developmental Trends in Normative CS Data

Although cross situational variability in personality functioning has been interpreted against the utility of the personality construct and its measurement by assessment tools, modern theory of personality shows that on the contrary, this variability
reflects some of the essence of personality coherence (Mischel & Shoda, 1995). In
Developmental Trends in Normative CS Data
19
line with this conceptualization, Rorschach CS normative data can be used for
detecting the interactional effects of situations, dispositions, dynamics, and invariance in the development of personality structure.
Rorschach (1942) noted developmental trends in normative responses to the inkblots. Research of developmental trends, which evolved in Europe and in the USA,
served further for establishing foundations of integrating psychometric approaches
with developmental psychoanalytic conceptualization to Rorschach assessment of
children and adolescents. Ames, Metraux, and Walker (1959) explored normative
data of adolescents from a developmental perspective. As noted in Chap. 1, Margaret
Hertz, who promoted Rorschach assessment with children and adolescents, emphasized that because adolescence produces both quantitative and qualitative changes, it
is necessary to focus on this relatively circumscribed period of development by
obtaining normative data (Hertz, 1970). Analyzing Rorschach findings, derived from
an adolescents protocol, in comparison to age-based normative data, thus offers utility for assessing developmental capacity, mastery of psychological resources, and
ability to communicate effectively about the world (Leichtman, 2009).
New imaging techniques developed in neuroscience have recently broadened the
understanding of the interactional effect that neurological and personality factors as
measured by the CS can have on faltering development in adolescence. These studies (e.g., Porcelli, Giromini, Parolin, Pineda, & Viglione, 2013; Zillmer & Perry,
1996) have shown the impact of outside demands on inducing internal regressive
experiences and primitive defensive reactions and confirmed the use of the CS as
useful neuropsychoanalytic tool for assessing personality functioning. This conception has been confirmed by neuropsychological studies (e.g., Paus, 2005) showing
changes in multiple regions of the prefrontal cortex and improvement in various
aspects of executive functioning, including metacognition, self-regulation, and the
coordination of affect and cognition from childhood to adolescence and throughout
adolescence.
As noted by Leichtman (2009), the most influential empirical work with respect to
developmental trends shown in Rorschach normative data was conducted while
developing the CS. The CS age-group reference data for children and adolescents
(Exner & Weiner, 1995) have generally confirmed the expected developmental trends
in the various domains of personality functioning (Wenar & Curtis, 1991), with attention becoming more focused, perception more individualized and less conformist, and
thinking more coherent from childhood to adulthood. Analysis of CS developmental
changes has also demonstrated affective functioning becoming more modulated and
more distressful and the capacities for differentiating and integrating various aspects
of functioning more developed. Accordingly, Exner (2001) provides age-based
adjusted cutoff scores for children and adolescents, for three of the CS variables:
WSum6, Afr, and the Egocentricity Index. The adjusted cutoff scores for these variables have also been implemented in the CS constellation indices.
Whereas most of the CS variables show consistent linear trends from childhood
to adulthood, with decreasing maladaptive and psychopathological markers, some
of them demonstrate curvilinear patterns with elevated psychopathological and/or
maladaptive CS markers in adolescents. However, when comparing Rorschach
20
scores of an adolescent to normative data of adults, caution should be made with

respect to the previously noted difference in how various disorders are manifested
in children and adolescents as compared to adults. Furthermore, statistical norms
should not be equated with psychological normality, which although having no satisfactory definition involves both internal and external adaptability (Exner &
Weiner, 1995). In this regard, it should be stressed that the interpretations of
Rorschach scores do not change in different age groups.
Developmental theories suggest that personality functioning in normative adolescents is characterized by stability. Indeed, the CS data of children and adolescents (Exner, 2001; Exner & Weiner, 1995) have shown stability coefficients similar
to those of adults when retested over brief intervals. However, as would be predicted
from the evolving nature of personality, Rorschach scores can often fluctuate
throughout development and do not stabilize until mid-adolescence (Weiner, 2001).
On the other hand, the long-term stability of Rorschach variables gradually increases
during adolescence, which is consistent with the expected gradual consolidation of
personality characteristics during this developmental stage thus further supporting
the construct validity of the Rorschach as a personality assessment method. This
implies that during adolescence, individuality features become more prominent
than those reflecting normative developmental trends.
Consistent with what is known about normative developmental processes, most
of the changes in CS variables are expected to occur between childhood and adolescence. These trends were validated in normative samples (see Chap. 5). Accordingly,
except for some of the CS variables, in which changes are expected to occur during
adolescence, most of the CS reference values for adults can be applied for adolescents. It should be stressed, however, that developmental changes, whether occurring in childhood or in adolescence, do not call for corresponding changes in the
interpretation of related CS variables. As an example, the FC:CF+C ratio commonly indicates the degree of affective control regardless the age group. Instead, the
implications of deviant CS scores would be age related, and the presence of values
that exceed the CS cutoff points for adults should be interpreted accordingly. In line
with these guidelines, internalized emotional distress, as shown in CS variables,
might quite frequently suggest normative development in adolescents while implying psychopathological functioning in children.
The extent to which the CS normative data, collected from nonpatient samples in
the USA, also represents adolescents from other countries could not have been
explored until large cross-cultural samples were collected. However, supporting
evidence for the cross-cultural applicability of the CS cutoff scores cross-culturally
has been provided by three normative samples of nonpatient adolescents from Italy
(Lis, Salcuni, & Parolin, 2007), Israel (Tibon-Czopp, Rothschild-Yakar, & Appel,
2012), and Iran (Hosseininasab, Mohammadi, Weiner, & Delavar, 2015). These
data provided empirical evidence for some of the expected cross-cultural developmental trends in most of the CS data (see Chap. 5). Based on the general similarity
shown between these three samples and the international sample of nonpatient
adults (Meyer, Erdberg, & Shaffer, 2007) as well as on the developmental trends
reflected in comparisons of two age-based groups (1114, 1518) within each of the
Applying CS and CS-Based Indices for Assessing Psychopathological Development
21
three samples, the samples have been combined into one cross-cultural sample. The
international combined sample, presented in this volume, provides clinicians with
updated CS reference data for adolescents.
Applying CS and CS-Based Indices for Assessing

Psychopathological Development
The present volume elaborates the utility of 45 CS structural variables for distinguishing between healthy and psychopathological functioning in adolescents. The selected
variables refer to cognitive functioning, affective experience, interpersonal relatedness, and self-perception (see Chap. 6). Five additional variables that are indicative of
personality style rather than psychopathology are also used for providing a contextual
framework for interpretation. Specific forms of psychopathology associated with
deviant scores on the selected variables are discussed in Chaps. 79.
While most of the selected variables are drawn directly from the CS (Exner,
2003; Exner & Weiner, 1995), some of them are relatively new CS-based indices,
including two derivations of the RealityFantasy Scale Version 2.0 (RFS-2; TibonCzopp, Appel, & Zeligman, 2015) that have been validated as measures of psychotic thinking and dissociation proneness, respectively; the Ego Impairment Index
(EII-2; Viglione, Perry, & Meyer, 2003), which has been validated as a measure of
psychopathological cognitive and relatedness functioning; and the AdjDMD index
(Weiner, 2003), which has been validated as a measure of likelihood of anxiety
symptoms. These indices are described and applied in relation to psychopathological development in the second and the third part of this volume. The well-validated
new indices enable clinicians to distinguish between healthy and psychopathological development and point out that the CS should not be viewed as a fixed or closed
method, but rather as an evolving system, which should be further explored and
revised.
As has been noted, with psychological development and the mature capacity for
differentiating and integrating experiences, the representational world of mentally
healthy adolescents becomes increasingly complex. The notion of mature personality functioning as reflected in adequate processing of stimulus has recently been
explored by applying Rorschach CS variables to the construct of Integrative
Complexity (Tibon-Czopp, Appel, & Zeligman, 2014). This construct, which is
related to the capacity to tolerate paradox, has been extensively investigated in relation to decision-making, negotiation, and conflict resolution issues, in highfunctioning adolescents and adults (e.g., Tibon-Czopp, Appel, & Zeligman, 2015),
by using various CS and CS-based variables. As noted by Pizer (1998), the capacity
to tolerate paradox implies a mode of organizing continuing experience in which
distinctions between self and other, internal and external, and fantasy and perception are dissolved. The boundaries separating these apparent paradoxical or polarized conceptual pairs reflect fluidly shifting experiences that change at different
22
times and different contexts thus making them sensitive to developmental and crosscultural issues.
The progressive maturation in the capacity to tolerate paradox is expected to be
shown not only in the cognitive functioning of normative adolescents but also in
their affective experiences, interpersonal relatedness, and self-conception. With
respect to affect, for example, the normal maturational tendency for adolescents to
become emotionally more reserved and the intense subjective distress derived from
developmental challenges are assumed to be reflected in some of the CS affective
variables (Weiner, 1996, 2003). The previous CS age-group norms for children and
adolescents (Exner, 2001; Exner & Weiner, 1995) confirmed the expected reduced
intensity of emotionality, reflected in a decreasing number of color-dominated (CF)
and no form color (C) responses, as compared to form-dominated color responses
(FC). Interestingly, a recent study in adult patients diagnosed with severe dissociative disorders (Zeligman, Smith, & Tibon, 2011) has shown that the immature
capacity of modulating affect, assumed to characterize dissociative patients, would
be demonstrated not only in chromatic color responses but also in those using achromatic or shading, reflecting subjective distress. Accordingly, the less modulated
distress would be reflected in elevated number of shading-dominated (CF, VF, TF,
and YF) and no-form shading (C, V, T, and Y) responses, as compared to formdominated shading responses (FC, FV, FT, and FY).
Conclusion
The developmental considerations discussed in this chapter by using normative data
have substantial implications with respect to construct validity of CS variables
beyond enhancing their clinical utility. Normative age-based CS data can be particularly useful for validating deviant scores that point to immature functioning
because they constitute observed variables of demographic that have little, if any,
error variance and are independent of test findings. Should age differences emerge
contrary to what would be expected according to developmental theories, the suitability of these theories to contemporary adolescents in different countries has to be
reexamined. However, as stated by the developers of the CS (Exner & Weiner,
1995), when cross-cultural differences are shown with respect to expected developmental trends, particularly in perceptual variables of Form Quality (FQ), it seems
reasonable to review the items in the tables for frequency. In other words, if a
response currently not found in the FQ tables occurs frequently in some countries,
the form quality scoring for this response should be adjusted accordingly. Likewise,
if a response currently presented in the FQ tables as unusual occurs with a high
frequency in nonpatient adolescents in some countries, it should be scored with
FQo. This is a very different procedure from establishing country-specific reference
data and thus allows the use of combined international norms.
References
23
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Chapter 3
Assessing Personality Functioning

of Adolescents with Performance-Based
Measures
Assessment of personality functioning consists of evaluating personality structure

and dynamics. Evaluation of personality structure integrates assessment of mental
states and personality traits. Whereas mental states consist of a broad range of relatively transitory, situational-related phenomena such as being distracted, depressed,
or enthusiastic, personality traits consist of relatively enduring patterns and abiding
dispositions such as being an agreeable, kind, angry, or abrasive type of person.
Although often interrelated, states and traits should be independently assessed so as
to provide a personality picture of both transitory reactions and more permanent
patterns of functioning. Evaluation of personality dynamics refers to a persons
underlying needs, attitudes, conflicts, and concerns and to the manner in which
states and traits interrelate and influence mental functioning. For example, a person
who is characterized by impulsivity would react differently to stressful conditions
from one who usually does not show poor impulse control (Weiner, 2003, 2005).
Clinicians who work with adult patients have generally recognized the clinical
interview as the primary reference point for understanding symptoms and problematic habitual patterns of behavior. Several sessions of diagnostic interviewing,
sometimes with the patient and also significant figures in his or her life, are usually
needed to conceptualize the persons main difficulties and sources of subjective
distress and to devise a treatment approach. With respect to psychological tests,
commonplace practice with adults adds them to the assessment process when clinical interviews are inconclusive for resolving questions of differential diagnosis.
Unlike adults, most young people seen in clinical practice with either symptomfocused complaints or more enduring patterns of maladaptive mental functioning
need to be assessed more comprehensively than clinical interviews allow, by using
psychological tests and comparing the test results to those of their peers (e.g., Exner
& Weiner, 1995; Weiner & Kuehnle, 1998).
Psychological tests for assessing personality characteristics are of two kinds:
self-report inventories and performance-based measures, until recently commonly referred to as projective tests. The Minnesota Multiphasic Personality

27
28
Inventory-Adolescents (MMPI-A; Butcher & Williams 1992) and the Rorschach

Inkblot Method are the assessment instruments most frequently used in clinical
practice with adolescents (Archer & Newsom, 2000). As elaborated by Meyer
(1997), there is clear conceptual basis for expecting the two kinds of psychological
tests to tap different levels of conscious awareness and consequently to differ in
their relative sensitivity to state and trait dimensions of personality functioning.
Although not exclusively, self-report inventories are relatively more sensitive to
overt mental states of which people are consciously aware, whereas performancebased measures, because they present test stimuli that are intended to evoke subjective meanings and individualized personality organization, are relatively more
sensitive to implicit or underlying traits that individuals may not fully recognize in
themselves. Particularly important for capturing implicit traits is the nature of the
performance-based task, which sets few limits on how people can respond. Instead,
individuals are asked to consider numerous possibilities in expressing their private
world of meanings, significance, affect, and organization (Frank, 1939).
It should be stressed, however, that neither the particular sensitivity of self-report
measures to personality states and explicit motives nor the particular sensitivity of
performance-based measures to personality traits and implicit motives constitutes an
absolute advantage of one type of approach over the other. Self-report test data can
speak also to characterological dispositions of the individual, and performance-based
test data can tap also mental states and psychological disorders (Weiner, 2005, 2013).
On the other hand, self-report inventories may indicate clearly what people know
about themselves but be limited by the accuracy of respondents self-judgments and
their reluctance to describe themselves openly and perhaps unfavorably. As for
performance-based measures, they may not provide specific details about specific
symptoms, but they can provide meaningful information about normal and abnormal personality characteristics, patterns of thinking, affect regulation, and interpersonal functioning that parallels or complements information obtained from other
sources (Bornstein, 2012; Ganellen, 1996, 2007).
Based on the advantages and limitations of these two kinds of personality tests,
this chapter (a) discusses the implications of their method difference with respect to
the utility of the Rorschach Comprehensive System (CS; Exner, 1974, 2003) for
evaluating adolescents and (b) endorses a multi-method model for assessing personality functioning in adolescents. Empirical evidence for the utility of the Rorschach
CS as a substantial component of this model is discussed in Chap. 5.
Self-Report Inventories and Performance-Based Measures:

Implications of Using the Rorschach for Personality
Assessment of Adolescents
Self-report inventories are relatively structured and explicit tools that inquire
directly about a persons self-perceptions, state of mind, and subjective experiences.
As such, this task is a descriptive procedure in which respondents are asked whether
Self-Report Inventories and Performance-Based Measures
29
a list of statements is characteristic of them, either with a yes or no answer or

by selecting from a range of possible answers (e.g., from very often to never).
This assessment procedure can accordingly be conducted with minimal participation of the examiner. In contrast, performance-based tools are implicit methods that
sample not how people describe themselves, but how they perform on certain tasks.
When conducting performance-based methods, clinicians can therefore obtain
information about the individuals being tested not only from their test responses but
also from observing how they cope with the task and how they relate to them.
Indeed, unlike self-report inventories, performance-based tests, particularly the
Rorschach, provide assessors with observable clues to behavioral tendencies as well
as to personal characteristics of which individuals are not fully aware or may be
reluctant to disclose. To capture these clues fully, examiners should be well trained
on each aspect of Rorschach testing, beginning with establishment of rapport and
followed by administration, coding, and interpretation. In addition to the extensive
training needed to gain expertise in Rorschach assessment, administering the test
can be substantially more time consuming than less complex and self-administered
measures. The time required to administer the Rorschach varies with the number
and complexity of responses a person gives and can extend to half an hour or more.
This time demand often raises concerns about eligibility for third-party reimbursement that may lead clinicians to decide not to include the Rorschach among the
assessment tools.
As the following discussion indicates, the cutting edge of the Rorschach in the
assessment process, particularly with adolescents, can usually outweigh the flaw of
its limited profitability in business terms. The advantages of the Rorschach are notable in five important aspects: (a) facilitating cooperation, (b) restricting impression
management, (c) distinguishing between healthy and disturbed adolescent development, (d) detecting continuities and change from adolescence to adulthood, and (e)
capturing personality dynamics, underlying disturbed patterns of functioning, and
level of personality organization.
Facilitating Cooperation
The utility of any assessment method depends primarily on the willingness of individuals being tested to respond (i.e., how fully committed they are to being open in
revealing aspects of themselves). Adolescents are typically reluctant to cooperate
with an adult examiner and, when asked about them directly, disinclined to admit
their shortcomings and report difficulties they are experiencing. This is particularly
so when they are required to conform to a clearly specified set of behavioral guidelines provided by an authoritarian figure (the examiner). Such reluctance is a normative developmental response, as discussed in Chap. 2. Adolescents are more
likely to be relaxed and cooperative when they are coping with a playful examination procedure than when they are being asked specific questions about themselves.
They may dislike or even resist being pinned down by structured test items that
30
resemble those they are accustomed to in school examinations, and they are usually
more cooperative when they have greater freedom to report their thoughts and experiences in their own words and in their own preferred manner.
The Rorschach task calls for responding to the inkblots by answering a question
(What might this be?) that opens the door to free associating. It is frequently seen by
adolescents as a playful task in which they need to create a response within the
transitional space (Winnicott, 1971) between reality and fantasy (see Chap. 4). As
noted in Chap. 1, this circumstance parallels the development of the test by Herman
Rorschach, who transformed an inkblot game he had played as an adolescent with
his peers into a psychological test. As a test, the Rorschach free-association task
enables experienced clinicians to process even a highly guarded protocol by searching for implicit clues (e.g., deviant verbalizations, lack of human content) that illuminate a persons subjective experience.
In line with this unique advantage of the Rorschach, Bram (2010) presents the
evaluation and treatment of a 14-year-old girl who was referred for consultation
because of chronic depression, self-mutilating, peer conflict, oppositional behavior
with adults, poor academic performance, and a variety of somatic symptoms. A
guarded protocol produced by this patient, whose previous therapists had failed to
establish a cooperative relationship with her, was an essential element in the
Rorschach assessment. Despite the examiners experience of the patient as being
negativistic and quite annoyed by the assessment process (the testing was rocky),
he was able to use her aversive stance by taking her oppositional attitude as informative data. Based on his observations, he drew inferences about what would be
required for her to form and sustain a connection with a clinician whom she experienced as rigidly pursuing his own agenda (e.g., Rorschach inquiry), which perhaps
made her feel that her productions were inadequate or insufficient and led to her
angrily and dramatically turning away from collaboration. Applying these inferences, he was able to obtain this adolescents cooperation in both the therapeutic
process and a second administration of the Rorschach that was conducted as a follow-up evaluation of therapeutic change.
Restricting Impression Management

The utility of psychological test data can be compromised not only by the guardedness of respondents who seek to restrict the amount of information they provide, but
also by impression management. Impression management typically takes the form
either of creating a personality picture of psychological disorder (faking bad) or of
presenting a positive picture of psychological capability (faking good). The relatively direct and obvious item content of self-report inventories makes them generally more susceptible than performance-based measures to malingering and
deception. Unlike self-report inventories, on which impression managers can often
easily decide whether to answer true or false on different items, it is not easy to
anticipate how to appear more disturbed or better adjusted than is actually the case
31
when dealing with a less-structured performance-based task (Weiner, 2005, 2013).

This difference between types of personality tests has been formulated as a general
principle that the susceptibility of a measuring instrument to impression management is likely to be directly related to the measures face validity (Bornstein,
Rossner, Hill, & Stepanian, 1994).
Given the differences between self-report inventories and performance-based
methods, McClelland, Koestner, and Weinberger (1989) concluded that, in contrast
to self-report scales, performance-based measures are less subject to being filtered
or consciously controlled and are therefore less susceptible to self-presentational
biases than explicit measures. Some people may consciously and deliberately misrepresent their history and present state for a variety of reasons. For example,
patients with antisocial personality disorder (ASPD) might intentionally mislead
clinicians simply for their own amusement. People may also deny maladaptive personality characteristics not because they fail recognize them, but because they are
aware that admitting to these characteristics would involve making an unflattering
statement about their attitudes and behaviors (Bornstein, 2012).
As has been noted previously (Weiner, 2013) with respect to the susceptibility of
self-report inventories to impression management, the face validity of their obvious
items is supplemented by readily available textbooks and Internet websites that
describe the scales to which items relate and elaborate the personality correlates of
high and low scores on these scales. This threat to test security was explored in a
study examining potential misuse of Internet websites that provide information
about psychological tests. The websites were classified into three levels according
to the degree of threat they posed to test security. The authors concluded that only
about 5 % of the websites appeared to constitute a direct threat to test security (Ruiz,
Drake, Glass, Marcotte, & Van Gorp, 2002). Nevertheless, research findings indicate that enterprising respondents who inform themselves beforehand by reading
the literature or who receive coaching in how to answer certain kinds of items can
sometimes shape their responses on self-report inventories to give a misleading
impression without elevating a measures validity scales (e.g., Ben-Porath, 2003).
In contrast, having to respond without obvious content to guide them, guarded
adolescents typically find it more difficult to choose their course of action on the
Rorschach than on the MMPI-A, and they may consequently provide on the
Rorschach more information about their personality characteristics and psychopathological functioning than was their intent. Adolescents may unwittingly reveal
personal shortcomings and adjustment difficulties in their manner of dealing with
the relatively ambiguous test stimuli and unstructured task requirements of the
Rorschach and other performance-based personality measures. This is particularly
important in forensic cases in which performance-based methods like the Rorschach
may add important information on personality structure and dynamics beyond the
information gleaned from self-report measures (see Chap. 10).
Nevertheless, available website presentations of the Rorschach cards have raised
concern about its being susceptible as well to impression management. Recent research
has provided some empirical reassurance in this regard. For example, in a recent
study (Schultz & Brabender, 2013), two groups of nonpatients were administered
32
the Rorschach with fake-good instructions after reading either the Wikipedia article
on the Rorschach (the experimental group) or an irrelevant article (the control
group). The experimental group gave more Popular (P) responses than the control
group and had higher scores on X+%, XA%, and WDA%. However, when the influence of the P responses was removed from the data analysis, there were no longer
any significant differences between the groups on these indicators of perceptual
accuracy. Empirically as well as conceptually, above-average number of P responses,
especially in the context of a guarded record (i.e., low R, high Lambda), should thus
alert examiners to the likelihood of a problem of impression management.
Distinguishing between Healthy and Disturbed

Adolescent Development
As suggested in Chap. 2, accurate diagnosis and suitable intervention with adolescents are sometimes blurred by a persistent myth that most adolescents tend to lurch
maladaptively from one crisis to the next, frequently showing psychopathologicallike cognitive, emotional, and/or behavioral problems. Clinicians influenced by
such notions may disregard symptoms of emotional disorder that should be treated
(Weiner, 1990). Exner and Weiner (1995) state that young people who show disordered thinking and impaired reality testing on the Rorschach, in the absence of
evidence of expressive language disorder, are likely to have a developing schizophrenic disorder, even if prominent clinical manifestations of schizophrenia are not
yet present. Exner and Weiner note further that severity of disturbance in schizophrenia is directly reflected in the Rorschach in the extent to which features of the
responses deviate from normative expectations: Generally speaking, the more
deviant the indices of disordered thinking, inaccurate perception, interpersonal
ineptness, and inadequate controls are in schizophrenic persons record, the more
chronic his or her condition is likely to be (p. 155).
When an adolescent demonstrates thinking disturbances, a combination of findings derived from multiple instruments improves the accuracy of descriptions of
psychopathological mental functioning. Because various disorders are differentially
sensitive to types of testing procedures, the context in which disordered thinking
appears is important for understanding the disturbance. As a disturbance becomes
more severe, it tends to emerge on structured measures as well as on unstructured
measures like the Rorschach. A suggested guideline for distinguishing between a
psychotic and nonpsychotic disorder in these cases has been to combine Rorschach
data with data from a more structured test. There might be lapses in logical thinking
in the Rorschach of an adolescent who does not give evidence of an underlying
psychotic disorder on a structured test. When notable markers of thinking disorder
appear in the Rorschach but not in more structured assessment instruments, they
usually delineate a lower and probably nonpsychotic degree of impaired cognitive
functioning (Kleiger, 1999; Lerner, 1998; Sugerman, 1980). Furthermore, thinking
33
disturbances can sometimes be incorrectly interpreted as demonstrating severe disorders, when such is not the case. For example, young people who are exposed to
traumatic events may temporarily show thought disturbances (Viglione, 1990).
Similarly, adolescents with ADHD may sometimes show problems with perceptual
accuracy that resemble the failures in reality testing that characterize psychotic
disorders.
Empirically, psychological tests indicate healthy mental functioning in adolescents when the test results fall within a normative range established in nonpatient
samples. Results for a test variable that deviate markedly from those of reference
samples are likely to indicate maladaptive dysfunction in the aspect of personality
functioning measured by this variable. However, this benchmark must be applied
while recognizing that the implications of personality dispositions for psychological adjustment depend on cultural context, consisting of whatever national,
ethnic, religious, neighborhood, family, or other group values have a bearing on
an adolescents subjective experience. As elaborated in Chap. 5 of this volume,
recently collected Rorschach data from different countries enable clinicians to
compare Rorschach findings against age-based normative data and to point out
marked deviations that suggest the likelihood of adjustment difficulties of behavior problems.
With respect to the advantage of the Rorschach in distinguishing between normative and psychopathological functioning, Murray (1997) provides an illustration of
a 15-year-old girl who was referred for treatment because of depressive symptoms
and regressive behaviors. The complex interaction of developmental issues, situational stressors, personality dispositions, and level of organization, together with
changes achieved in the course of psychotherapy, are demonstrated in this case by
analysis of two Rorschach protocols: the first taken at the very onset of the girls
treatment during a period of crisis and significant regression and the second taken
more than a year into her treatment. The two protocols are analyzed using both
Weiner and Exner (1991) CS structural variables of personality characteristics
related to changes in psychotherapy and certain content variables, as well as the
language usage in her responses.
Detecting Continuities and Change from Adolescence

to Adulthood
As noted, using the Rorschach in adolescents can be helpful in establishing a differential diagnosis of conditions that are conceptualized in terms of personality dispositions (e.g., impulsivity). This application makes the method particularly useful
in evaluating risk factors for developing disturbed functioning and resulting disorders, such as antisocial personality disorder, in adulthood.
Generally speaking, patterns of social functioning and interpersonal relationships have substantial implications for exploring developmental continuities and
34
change. Contemporary psychoanalytic thinking about patterns of interpersonal relationships refers to these patterns in terms of internalized object relations, assuming
that the quality of interpersonal relations and susceptibility to various types of psychopathology are affected by the maturity of the individuals object representations.
Evaluation of an adolescents object representations should take into account that
relational capacity develops progressively and that, in this developmental process,
fragmented representations gradually turn into complex, differentiated, integrated,
and consistent representations of self and objects (Blatt, Brenneis, Schimek, &
Glick, 1976; Leichtman, 1996). This process takes place within the context of
developmental tasks that reactivate the separationindividuation conflict and involve
searching for a balance between autonomy and relatedness, renegotiating the threat
of regressing to dependence, and reintegrating new cognitive, social, biological, and
familial factors (Blatt, Tuber, & Auerbach, 1990; Bleiberg, 2001). Adolescents who
fail to develop mature object representations are likely to show interpersonal problems that can evolve into a personality disorder in adulthood.
The relevance to personality disorders of continuities and change from adolescence to adulthood has clinical implications for many types of youth referral problems. As previously suggested (Tibon-Czopp, 2011, 2012), these implications are
particularly important in assessing adolescents with conduct disorder (CD) and or
posttraumatic stress disorder (PTSD), who are at high risk for developing antisocial
personality disorder (ASPD) and borderline personality disorder (BPD), respectively. Research on ASPD generally confirms that the best predictor of antisocial
behavior in adulthood is CD in adolescence (Piquero, 2011), but it also provides
empirical evidence that, although similar from phenomenological perspective,
CD-externalized behavioral manifestations are likely to reflect diverse psychodynamic processes, character problems, and psychopathological states. It is accordingly essential to assess thoroughly the personality structure of adolescents who
show maladaptive behaviors and to pursue diagnostic clarity and an understanding
of etiological issues, especially those related to the CD adolescents proneness to
develop violent delinquency and ASPD in adulthood (e.g., Fonagy, 2003; Frick,
2002; McConville & Cornell, 2003). The Rorschach is particularly useful for assessing these dispositions (Gacono & Meloy, 1994).
Capturing Personality Dynamics and Describing Patterns

of Functioning
A major advantage of performance-based measures as compared to self-report
inventories is their utility in elucidating personality dynamics and identifying underlying disturbances. This advantage is clearly illustrated in the Rorschach, which
provides a rich source of data that reflect different aspects of cognitive and affective
functioning, relational patterns, and self-perceptions, including behavioral tendencies of which people might be unaware or unwilling to expose.
35
As noted, the Rorschach and other performance-based methods yield information

relevant to personality characteristics that are not consciously accessible when people are responding to questions asked in a clinical interview or answering a selfreport inventory. For example, an adolescent referred for evaluation may acknowledge
having symptoms of anxiety and obtain elevated scores on a self-report measure of
anxiety, but be unable to articulate the relationship between these emotional reactions
and an underlying need to obtain recognition and admiration, that are characteristics
frequently captured by Rorschach reflection responses. Reflection responses in this
case would alert the clinician to likely narcissistic components in the adolescents
personality dynamics that play a part in the young persons symptoms.
Furthermore, there are some personality characteristics that can be difficult to
assess by using self-report inventories and inferences drawn from a clinical interview, even if this interview was conducted by an experienced clinician. For example, the tendency to react to situations with considerable emotional intensity can go
unnoticed if during the interview a person does not confront a stimulus that could
provoke such a reaction. Widiger, Mangine, Corbitt, Ellis, and Thomas (1995)
pointed out some difficulties in assessing this trait, including the possibility that
some people, when in the midst of an emotional crisis, may describe themselves in
an exaggerated manner that does not represent their usual reaction patterns.
Nevertheless, the threshold for what should be defined as exaggerated is unclear.
Information provided by the Rorschach may be helpful when considering these
issues. For example, the ratio between form-dominated color responses and the sum
of color-dominated and pure color responses (FC:CF + C) is a valid Rorschach
marker of the capacity for affect modulation. The tendency of an adolescent to display intense and unrestrained emotional reactions might be demonstrated if he or
she produces a highly skewed score on this ratio, even if the young person does not
endorse self-report items measuring intense emotional reactions. However, the utility of a Rorschach variable such as the FC:CF + C ratio depends on whether the
dimension of personality functioning in question is adequately measured by it.
It should nevertheless be stressed that, although many personality attributes
inferred from Rorschach data have important implications for diagnostic decisions
(e.g., reality testing), the Rorschach is not a diagnostic tool that relates directly to
the criteria of the Diagnostic and Statistical Manual of Mental Disorders, Fifth
Edition (DSM-5; American Psychiatric Association, 2013). Rather, it enables
clinicians to describe how various dimensions of personality form the unique personality organization and structure of an individual being tested and can be used for
assessing this persons proneness to develop disorders specified as either symptomatic or personality disorders.
With respect to adolescents, clinicians who use the Rorschach in the assessment
process can establish a diagnosis in terms of the three axes of the Psychodynamic
DiagnosticManual (PDM; PDM Task Force, 2006). These include profile of mental
functioning for children and adolescents (MCA axis), child and adolescent personality patterns and disorders (PCA axis), and child and adolescent symptom patterns and subjective experience (SCA axis). In accord with the main assumption of
the PDM that mental health comprises more than simply the absence of symp-
36
toms, psychoanalytically-oriented clinicians who work with adolescents may arrive

at a psychodynamic diagnosis in terms of the adolescents capacities. These terms
should include capacity for regulation, attention, and learning; capacity to develop
and sustain intimate and satisfying relationships; capacity to attain a sense of vitality and realistic self-esteem that is present even during times of stress; capacity to
experience and perceive a wide range of subtle emotions in a purposeful and flexible
manner; capacity to use defenses and coping strategies adaptively; capacity to use
internal representations to experience and regulate impulses and behavior; capacity
for differentiation and integration of internal experiences (e.g., reality and fantasy,
self and nonself) and emotional states; capacity to observe and reflect on a wide
range of ones own and other persons feelings or experiences (psychological mindfulness); and capacity to use internal standards and ideals. The Rorschach is particularly useful for assessing these capacities (Bornstein, 2011).
As noted previously, psychoanalytically informed diagnosis refers to personality
functioning in terms of the level of personality organization (see Chap. 2). For
example, in adolescents functioning at the borderline level of personality organization, cognitive functioning is usually characterized by (a) failure to maintain focus
due to the intrusion of irrelevant internal and/or external stimuli; (b) concrete thinking, overdependence on external stimuli, and lack of critical objectivity, with passive acceptance of circumstances; (c) lack of self-cohesiveness; and (d) boundary
disturbances. Rorschach structural markers of cognitive special scores, particularly
those representing incongruous combinations (e.g., a pink bear) are likely to capture these phenomena. What might be considered a playful and normative response
in 6-year-old (e.g., a dancing tree) would rarely occur in the Rorschach protocol of
a well-functioning adolescent (Leichtman, 1996). Comparison to age-based norms
is therefore a substantial component in Rorschach assessment (see Chap. 5).
As shown in Chap. 9, the Rorschach can be particularly useful in diagnosing an
adolescent who on referral presents as being anxious, depressed, and vulnerable.
Based on the understanding that one of the major developmental tasks in adolescence is associated with the separationindividuation process as a part of the crystallization of the personality structure, the Rorschach protocol provides data
concerning the adolescents experience in the process and a psychodynamic diagnosis in terms of level of personality organization. The psychodynamic conceptualization can prove helpful in conducting psychodynamic psychotherapy.
The advantages of using the Rorschach for assessing adolescents are clearly
demonstrated in the case studies presented by Exner and Weiner (1995) in the third
volume of the CS concerning assessment with children and adolescents, which provides the basic Rorschach source for the present book. Five of the case studies in the
CS third volume present Rorschach protocols of patient adolescents age 1115 that
illustrate the utility of the test for diagnostic decisions based on analyzing structural
data and applying psychodynamic understanding in interpreting Rorschach data.
For example, in analyzing the Rorschach protocol of a 12-year-old girl who was
referred to evaluation because of immaturity and underachievement (Case 4,
pp. 162184), Exner and Weiner illustrate how the onset of schizophrenia among
Toward a Multi-Method Assessment of Personality Functioning
37
children and adolescents might often be neglected or misunderstood and how the
Rorschach can illuminate the underlying disorder.
Additional Rorschach protocols in the CS third volume illustrate the utility of the
Rorschach for diagnostic decisions in adolescents referred for evaluation because of
academic problems and inappropriate social conduct (Case 6, pp. 246263) and
those referred because of disruptive, antisocial, and violent behavior (Case 7,
pp. 263272; Case 8, pp. 302319; Case 8, pp. 302319). These case studies in the
CS third volume (Exner & Weiner, 1995), as well as other published Rorschach case
studies of adolescents (e.g., Exner and Erdberg, 2005), show how to apply an integrative approach that considers both structural data, in comparison with appropriate
norms, and response content to arrive at clinical decisions and recommendations
concerning young people. In line with these case studies, we suggest in Chap. 6
some interpretive guidelines for analyzing adolescents Rorschach data, together
with some case illustrations.
Toward a Multi-Method Assessment of Personality

Functioning: Congruence and Complementarity
With an appreciation for the relative advantages and limitations of both self-report
inventories and performance-based measures, assessment psychologists generally
conclude that integrating the two kinds of tests paints a more accurate picture of an
individuals personality functioning and psychopathology than using just one type
of method. Such integration is consistent with recommendations made many years
ago by Campbell and Fiske (1959) for multi-method assessment in psychology.
Rorschach research shows that conjoint use of both kinds of instruments in assessing people of all age groups illuminates a wider range of information about mental
and emotional functioning than emerges from using them separately (e.g., Ganellen,
2007; Meyer, 1997; Rosenthal, Hiller, Bornstein, Berry, & Brunell-Neuleib, 2001;
Weiner, 2005, Weiner, 2013).
Historically, personality assessment in clinical practice was a highly idiographic
enterprise in which individual methods were used to generate complex inferences
about personality, affect, cognition, conflicts, and psychodynamics (Huprich &
Meyer, 2011). Although some contemporary perspectives (e.g., Wiggins, 2003) followed the classic multi-method approach of Rapaport, Gill, and Schafer (1968),
there has been an increasing emphasis on overt symptom assessment, typically
through focused self-report inventories.
Despite accumulating clinical experience and empirical evidence demonstrating
the advantages of using multi-method assessment in general, and with adolescents
in particular, this type of assessment has not been routinely applied. Although preference for self-report inventories might be related to the nature of most performancebased tests particularly because they are quite time consuming, it is also likely that
the psychoanalytic construct of projection, which these tests are presumed to reflect,
has rendered them being devaluated in mainstream academic research. However, as
38
has been elaborated by Tibon-Czopp (2011, 2012), the use of performance-based

methods for empirical exploration of psychodynamic constructs has substantially
changed their status within the field of assessment in the twenty-first century.
Psychodynamic constructs have steadily given rise to numerous useful indices
derived from these methods. The psychometric soundness of many of these indices
shows that statements about a lack of empirically validated psychodynamic tools
are neither accurate nor relevant for personality assessment (for further discussion
see Chap. 5).
Nevertheless, from a practitioners point of view, question might be raised about
the extent to which Rorschach assessment is really necessary to obtain a comprehensive and reliable picture of the personality functioning of an adolescent seen in
clinical practice. One might argue that a thorough clinical interview and a selfreport inventory (e.g., the MMPI-A), used jointly with other sources of information
(i.e., parental and school reports, previous treatment experiences), would render the
information obtained by Rorschach testing redundant and of little use. If so, the time
and expense of conducting a Rorschach assessment would be difficult to justify. To
the contrary, however, accumulated evidence has shown that including the Rorschach
in the assessment process enables clinicians who work with adolescents to expand
their understanding of a young persons symptom patterns, whether of biological or
experiential origin, within the broad context of the individuals developing personality an understanding that is essential for providing professional interventions that
meet the particular adolescents needs for help.
The advantages of including the Rorschach in a multi-method assessment of
adolescents functioning derive from several aspects of Rorschach assessment that
have received considerable attention in the literature and define the basic nature of
the task. Rorschach assessment constitutes a multifaceted, evidence-based method
of data collection that comprises both objective and subjective features, measures
both perceptual and associational processes, and provides information on both
structural and psychodynamic aspects of personality functioning (Weiner, 2003).
In assessing adolescents, the combination and convergence of Rorschach structural, thematic, and sequential data, together with the clinicians observations on
patientexaminer relationships during the administration of the test, illuminate not
only the personality dispositions that contribute to the current difficulties of the
patient, but also the conditions under which a therapeutic alliance might be facilitated. Bram (2010) suggests that generating such ideas about how an adolescent is
put together or internally organized increases the clinicians understanding of
who this adolescent is, beyond the presenting symptoms, and is an efficient way of
enlarging on what might have been learned in the course of a clinical interview,
administration of self-report inventories, and even some initial therapy.
It should be stressed, however, that the relative contribution of self-report
inventories and the Rorschach or any other performance-based method to clinical decision-making in the individual case can rarely be known before the test
data are in hand. What can be known in advance is that personality assessment
proceeds most effectively when the tests used measure both mental states and
trait characteristics, provide sufficiently extensive data to warrant drawing
Toward a Multi-Method Assessment of Personality Functioning
39
inferences from them, and include adequate procedures for detecting or minimizing
impression management.
Weiner (2013) states that, because of the method difference, conjoint use of selfreport inventories and performance-based methods can enrich personality evaluations and facilitate clinical decision-making by virtue of either congruent or
complementary findings. Congruent findings point to the same or similar personality characteristics. Except for data that are invalidated by impression management,
congruence provides a strong indication (a) that certain characteristics are present
and recognized by the person being evaluated and (b) that these characteristics are
likely to be evident in both relatively structured and relatively unstructured situation. Should both self-report inventories and performance-based methods point to a
substantial psychological disturbance, for example, respondents are likely to be disturbed, to be aware of their disturbance, and to show this disturbance in a variety of
contexts, both structured and unstructured. The same can be said for virtually any
personality state or trait, such as being an anxious, depressed, dependent, or emotionally reserved person.
In general, phenomena that are sufficiently notable to appear in both self-report
and performance-based test data are confirmatory findings that clarify the personality picture of the adolescent patient. Accordingly, clear indications from diverse
sources of information about specific characteristics that exist in a patient, are recognized by this patient, and are broadly manifest in this patients behavior increase
the confidence and certainty with which examiners can draw diagnostic inferences,
formulate treatment recommendations, and comment on decision-making issues of
various kinds.
Whereas congruence between self-report inventories and performance-based
measures clarifies the personality picture and facilitates clinical decision-making,
divergence in these data complicates the interpretive process. However, being divergent does not mean being contradictory nor does complexity preclude clear clinical
conclusions. To the contrary, valid self-report and performance-based test data are
both meaningful in their own right, and divergent findings do not signify that inferences based on one type of measure should be accepted and inferences based on the
other should be discarded. Instead, divergence between measures provides information that can and should be used in clinical decision-making, and poses the question
of why a respondent has shown different characteristics or a different extent of
specific characteristics on the two kinds of measures. The possible answers to this
question enrich rather than detract from what examiners can learn about people
from their responses to a multifaceted test battery. Among other possibilities, divergent test findings may be tapping different aspects of particular personality characteristics, and they may be reflecting respondents attitudes toward ambiguity (i.e.,
relatively comfortable or uncomfortable with it) and their level of self-awareness
and openness.
This chapter has reviewed the conceptual and empirical basis for a multi-method
approach to personality assessment that integrates in addition to a clinical interview
two kinds of psychological tests: self-report inventories and performance-based measures. We pointed out the advantages of the Rorschach, which in combination with
40
self-report inventories, can add substantial features to the assessment of personality

characteristics in adolescents by establishing boundaries between normal and abnormal functioning, by demonstrating whether an adolescent has some enduring maladaptive personality characteristics that hinder effective functioning or cause
significant subjective distress, and by applying these formulations to clinical decision-making, treatment planning, and the evaluation of therapeutic change. We suggest that, even though there may not be a direct relation between DSM criteria and
Rorschach variables, information provided by the Rorschach complements and in
some cases enlarges on the information obtained from other sources for establishing
a DSM diagnosis. The Rorschach additionally provides substantial source of data for
establishing a PDM diagnosis.
Conclusion
Personality assessment with psychological tests should be guided by three considerations. First, because self-report and performance-based tests measure personality
characteristics in different and complementary ways, the assessment process should
include and integrate both kinds of instruments. Specifically, self-report tests are
direct and explicit measures that are particularly sensitive to personality characteristics people recognize in themselves and are willing to report, whereas performancebased tests are indirect and implicit methods that are particularly sensitive to
underlying attitudes and concerns of which people are unaware or reluctant to report.
Second, with respect to Rorschach assessment, the interpretive process should
take into account and integrate structural, thematic, and behavioral features of the
test responses. Failure to consider all three response characteristics and attend to
both quantitative and qualitative features of the data ignores valuable information
and limits the utility of the assessment.
Third, with regard to Rorschach assessment of adolescents, interpretation of the
findings should attend to age-related reference norms and the cultural context of the
young person being examined. Rorschach variables always reflect the same personality characteristics, but the implications of these characteristics for adjustment difficulties depend on normative expectations for persons of similar age, country,
ethnic group, family, and neighborhood.
In summary, the preceding discussion indicates how and why drawing inferences
from a multi-method assessment approach that includes the Rorschach improves the
accuracy and utility of conclusions about an adolescents personality functioning,
adjustment problems, and treatment needs. However, because personality characteristics are not yet fully developed in adolescence, these conclusions should address
not only present personality functioning, but also the likelihood of continuities and
change as the young person matures into adulthood.
References
41
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Part II
The Rorschach Inkblot Method: Theory,

Research, and Practice
Chapter 4
The Rorschach Inkblot Method: Theory
Rorschach interpretation is a complex and intriguing process. It requires a theoretically based conceptualization of how responses to the inkblots reflect mental states
and personality traits. Weiner (1986) suggests that searching for a conceptual linkage between test findings and behaviors associated with them, which may not be
readily apparent, is a substantial component of the interpretive process. As noted in
Chap. 3, the phenomena occurring during Rorschach assessment provide considerable data that are not readily accessible in other methods of assessment. Particularly
important in this regard is the utility of conceptually informed inferences that help
clinicians translate referral questions and diagnostic criteria into personality dispositions and communicate their diagnostic impressions effectively. From an intellectual perspective, however, this approach offers practitioners the scholarly satisfaction
of understanding why the test works as it does, beyond knowing only how it works
on the basis of empirically supported inferences. In a broader sense, conceptually
based inferences provide a framework for understanding human behavior and the
etiology of psychological disorders.
The basic issues to be explored in conceptually informed assessment practice are
thus related to the nature of the Rorschach task and to the respondents functioning
on this task: why a particular subject perceives the inkblots in a certain manner and
how this manner can be translated into psychodynamic understanding of symptom
formation. By posing these questions, practitioners can move beyond empirically
based interpretations based on normative findings to conceptual formulations of
personality structures and processes that are essential for arriving at meaningful
diagnostic conclusions. The key to justifying inferences drawn from Rorschach
responses becomes a theoretical construct that provides a link between an aspect of
these responses to the inkblots and an aspect of personality functioning that these
responses are presumed to measure. However, as discussed in Chap. 2, the interpretation of Rorschach findings in adolescents is particularly complicated and involves
as well the application of developmental theory to distinguish between healthy and
disturbed personality functioning.

S.Tibon-Czopp, I.B. Weiner, Rorschach Assessment of Adolescents, Advancing
47
48
Conceptual Perspectives on the Nature of the Rorschach Task

The most remarkable aspect of Rorschach literature is how little attention has been
paid to theoretical perspectives on the nature of the task (Leichtman, 1996).
Rorschach (1921/1942) described his conceptualization of the inkblot experiment
as measuring a particular form of perception while acknowledging that the theoretical foundations needed further exploration. The seemingly speculative nature of the
interpretive process, in which responses to the inkblots are analyzed in terms of
personality characteristics, psychodynamic processes and subjective experience,
has frequently raised question about how these elusive constructs and complex phenomena can be interpreted from a persons responses to these ambiguous stimuli.
Weiner and Greene (2008) summarize conceptual perspectives on the nature of
the Rorschach task in terms of three sources of information in the test data:
1. The Rorschach Inkblot Method is a perceptual task that provides information on
how individuals perceive external reality. In this regard, the CS approach (Exner,
1974, 2003; Exner & Weiner, 1995) suggests that a perceptual act is at the core
of each Rorschach response. Nevertheless, the task is to misperceive the blot,
that is, to say that it looks like something when it is only an inkblot. Accordingly,
inferences are drawn on the basis of (a) how much the Rorschach responses in a
given protocol deviate from what is considered to be acceptable misperception,
(b) which clues in the stimulus (the inkblot) made it look like the deviant perceptual impressions, and (c) what patterns of personality functioning are reflected in
the use of these external clues.
2. The Rorschach presents an associational task that is conducted within an interpersonal context and generates content themes that provide clues to psychodynamic processes. This conceptualization, which invokes a psychoanalytic
perspective in the understanding of the Rorschach task (e.g., Blatt, 1990;
Leichtman, 1996; Lerner, 1998; Rapaport, Gill, & Schafer, 1968; Schachtel,
2001, Schafer, 1954), suggests that the projection of internal representations and
subjective experiences onto the external stimuli (the inkblots) has a crucial effect
on what the blots look like and how much the reported percepts fit the external
stimuli. The associative perspective illuminates the structure, psychodynamic
processes and subjective experience of personality functioning.
3. The Rorschach is a decision-making and problem-solving task conducted
within an interpersonal context. This conceptual perspective suggests that, by
integrating perception and association, the individual being tested restructures
the stimulus and decides on a solution for the problem of saying what the inkblot might be, and communicates this solution to the examiner. To communicate the selected response, the individual uses verbal language. In this respect,
Rorschach responses reflect a dual coding (Bucci, 1985) process in which nonverbal, image representations are integrated with verbal, linguistic features.
Furthermore, being conducted within an interpersonal context, the Rorschach
task makes it likely that interventions of the examiner are experienced as having an interpersonal meaning and may influence response content (Gill, 1995).
Conceptual Perspectives on the Nature of the Rorschach Task
49
The decision-making aspects of the Rorschach task are thus particularly helpful in
providing clues to the persons behavioral patterns in interpersonal situations.
These three conceptual perspectives on the nature of the Rorschach task are complementary and, as such, should be used jointly in the interpretive process. The
basic assumption in Rorschach assessment is that the inkblot stimuli are assimilated
into an organizational scheme shaped by a persons unique experience. When the
effect of external properties of a stimulus is reduced as in the case of an inkblot,
subjective aspects of perception become increasingly prominent and likely to point
out elements of personality structure and psychodynamic processes. Recent neurobiological research conducted with advanced technology appears to provide some
basis for understanding how the visual stimulus properties of the Rorschach inkblots reflect internal representations. What this means is that the Rorschach stimulus, which is assumed to be emotionally arousing, captures implicit schemas about
ones experiential world (e.g., self and other representations) that in some people
are quite different from their explicit, conscious conceptions.
This research relating neuroscience findings to performance on the Rorschach
task is currently developing but there are already studies showing a link between
brain activity and Rorschach percepts, including percepts involving feelings of
movement (e.g., Giromini, Porcelli, Viglione, Parolin, & Pineda, 2010) or affective
responsiveness (e.g., Asari et al., 2010; Jimura, Konishi, Asari, & Miyashita, 2009).
These findings add important information about differences between the verbal
stimulus of self-report inventories for assessing personality functioning, in which
left hemisphere functions are activated and the visual stimulus of performancebased methods.
In general, the inkblot stimuli and the nature of the Rorschach instructions
(What might this be?) present a task that calls for a dialectal process involving both
internal and external experiences. In this process, the blots are simultaneously perceived and misperceived, created and discovered, involving the mental processes
of both perception and projection. Some people may have difficulty providing
responses to the inkblots. They may begin their responses by insisting that the
stimulus is just an inkblot, or they may deny responses they have already given.
Their explanations during the inquiry may be limited to cataloging which parts of
the percept are present or not present. They operate as keen observers who would
note, for example, what should be added to Card I to make it look like a real bat
(Smith, 1990). These responders do not adapt to the basic task of the test, which is
to misperceive the stimulus. They have limited capacity of coping with reality
beyond the threshold where perception as recognition becomes perception as interpretation (Leichtman, 1996).
From the point of view of thought organization, the fluctuating psychic levels
from perception to projection appear to involve shifts between reality and fantasy.
Each Rorschach response is not a creation from scratch, but instead combines finding meaning and giving meaning (Schafer, 1954). Accordingly, Rorschach responses
reflect the dynamic process of thinking as it moves across various content areas and
different levels of thought organization (Blatt, 1990). The interpretations drawn
50
from Rorschach data are therefore both representative and symbolic. Representative
interpretations are based on perceptual processes (e.g., accurate perception) and
tend to be closely related to observed behaviors. Symbolic interpretations, on the
other hand, are based on projective processes (e.g., seeing human or animal figures
in movement or describing their emotional state), are more speculative than representative interpretations, and are suitable for generating hypotheses more than predicting specific behaviors (Weiner, 2003).
Applying Psychoanalytic Perspectives on Personality

Functioning in the Interpretation of Data
Traditionally, models for describing the aspects of personality functioning that
Rorschach responses reflect have involved two approaches. An empirically based
approach has focused on cognitive-behavioral aspects of how people deal with outer
reality (the inkblot stimulus), whereas a psychodynamic approach has focused more
on the experiential aspects of inner reality and on underlying thoughts and feelings
that are reflected in response content. The most prominent example of an empirically based Rorschach model has been the Comprehensive System (CS; Exner,
1974, 2003; Exner & Weiner, 1995). As noted in Chapter 1, some authors (e.g.,
Mihura et al., 2013; Sugarman, 1991) concluded from Exners description of creating the CS that it represents an atheoretical approach and fails to apply a conceptual linkage between test findings and personality functioning. This criticism has
proved unjustified, at least for the majority of CS variables (Kleiger, 1992). In this
regard, Weiners paradigm for interpretation (e.g., Weiner, 1986, 2003; Weiner &
Greene, 2008) demonstrates the advantages of integrating the empirically based CS
with psychoanalytic perspectives.
The following illustration shows how CS-based interpretations can involve conceptually based assumptions about psychodynamic processes. Suppose an adolescent produces a protocol with a relatively elevated number of form-dominated color
responses compared to the number of less-structured color responses (FC > CF + C),
which is interpreted to suggest a reserved pattern of emotional discharge, regardless
of the age of the individual being tested (e.g., Weiner & Greene, 2008). This type of
interpretation assumes a linkage between color and affective functioning (e.g.,
Shapiro, 1956), as well as the use of form (F) as indicating cognitive control over
emotional discharge (e.g., Schachtel, 1967). A developmental perspective (e.g.,
Leichtman, 1996) would further enrich this interpretation by conceptualizing how a
normally developed adolescent is likely to respond to the Rorschach task. That is,
normative data would be used to confirm the expectation that young people who
produce Rorschach protocols with an elevation in form-dominated color responses
tend to be less impulsive and more emotionally reserved than their peers who give
more numerous color-dominated responses (Exner & Weiner, 1995; Exner &
Erdberg, 2005).
51
Conceptualization of personality functioning as reflected in Rorschach data has

commonly been based on a variety in psychodynamic formulations. However, this
does not mean that the interpretation of a Rorschach protocol must necessarily follow directly any particular psychoanalytic perspective. Rather, Rorschach-based
inferences can be translated into any theoretical model, their only necessity being
consistency with findings that validate them. Deciding which theoretical concepts to
select for understanding a specific case depends on the clinicians preferred approach
and also on the nature of the referral question and the goals of the assessment.
As in therapy, however, defining goals is itself a challenging task. Chap. 11 that
defining the goals of assessment in a psychoanalytic-oriented practice begins with
the premise that any assessment process can and should be essentially therapeutic.
Accordingly, the process would be conceptualized as being primarily person oriented and experience near while preserving, with any necessary adaptations, the
standardized guidelines for test administration and an adequate balance of asymmetrymutuality (Aron, 1992) between the two persons involved in the encounter.
As noted in Chap. 1, psychoanalytic approaches for interpreting the Rorschach
were elaborated in particular by Rapaport (1967), who pioneered in applying principles of ego psychology to diagnostic testing. However, significant shifts toward
variety in psychoanalytic perspectives on personality functioning influenced
Rorschach theorists to begin applying newly emerging psychodynamic concepts.
These new concepts complemented and were not incompatible with Rapaports
approach, and they expanded the contribution of psychoanalytic formulations to the
understanding of Rorschach responses.
Similarly to Pine (1988), who combined elements of diverse psychoanalytic
theories to create a set of guidelines that can be used flexibly to construct an integrative picture of personality functioning, applying multiple theoretical perspectives in
interpreting a Rorschach protocol can broaden the clinicians understanding of a
respondents personality organization. The discussion that follows presents four
major psychoanalytic perspectives for interpreting Rorschach data. These include
ego psychology, object relations theory, self psychology and relational psychoanalysis. For each of these perspectives, we relate some of its major concepts to developmental issues in adolescents, and describe its terms of reference for providing a
psychodynamic diagnosis. The discussion also delineates selected Rorschach variables that have particular implications for these perspectives.
Ego Psychology
The ego psychology model, with its focus on adaptation to external reality, fostered the psychoanalytic investigation of key processes in normal development
(Mitchell & Black, 1995). Although the concept of adaptation was initially elaborated by Hartmann (1939) in his essay Ego Psychology and the Problem of
Adaptation, classical Freudian theory also included an implicit adaptational point
of view. Nevertheless, Hartmans conception of the individual as being born with
52
potentiality to adapt to the external environment is consistent with structural psychoanalytic theory, in which the ego is conceived as the major means by which the
psyche adapts to external reality. According to the ego psychology model, adaptation is evaluated by assessing the maturational level of an individuals ego functions, including thought processes, reality testing, judgment, affect regulation,
defenses, impulse control, object relations, and integration or synthesis. Additionally,
the adaptive adequacy of a specific behavior must be described in terms both of the
current level of functioning as reflected in this behavior and its developmental origins. Not uncommonly, the maturational level of a persons ego functioning may
change from time to time to serve some adaptive purpose and quite different or even
totally unrelated to the developmental level originally obtained (Noam & Malti,
2010). Two types of relationship between adaptive ego functioning and developmental processes are central to ego psychology conceptualization. One is progressive adaptation, which occurs along expected developmental lines, and the other
is regressive adaptation, which can be a temporary detour in the service of the ego
(Kris, 1934) and runs counter to expected developmental advance.
In accord with this theoretical perspective, ego-related concepts became a major
topic in developmental psychoanalysis. Some authors suggested that, instead of
viewing character formation as beginning at birth, it is more useful to define this
process as a developmental step that normally starts during latency and continues
through adolescence (e.g., Baudry, 1995). Ego development has generally been utilized as a broad theoretical construct that describes the changing organization of an
individuals management of psychosocial developmental tasks (Noam & Malti,
2010). Clinical evidence suggests that a considerable level of ego development,
including capacities for neutralization, internalization, self-object differentiation,
and formation of ideals, is necessary for the formation of a stable and integrated
character. There is also general agreement that character formation cannot be completed until before the various conflicts of adolescence have been resolved.
Clinicians and theorists who use concepts derived from ego psychology for understanding personality functioning in adolescence stress the development of elements
of decision-making, problem-solving, and competence as playing a major role in
character formation.
These concepts have constituted a framework for distinguishing between
healthy and psychopathological functioning in adolescents and for exploring continuities and changes from adolescence to adulthood (Weiner, 1986). As has been
noted, Rapaports (1967) work originated the application of theoretical constructs
derived from ego psychology to exploring data of psychological testing. With the
inception of the empirically based Rorschach CS, clinicians commonly utilized
this interpretive paradigm, which organizes and integrates test data around concepts derived from ego psychology, by examining the extent to which CS variables
show adaptive ego functioning. Researchers have also developed new Rorschach
CS indices based on ego psychology, a valuable example of which is the Ego
Impairment Index (EII-2; Viglione, Perry, & Meyer, 2003). The EII-2 has consistently proved valid in distinguishing nonpatients from patients with psychological
disorders (Diener et al., 2011).
53
Applying ego psychology concepts to the interpretation of adolescents

responses to the Rorschach task provides clinicians with theoretically based guidelines for organizing the findings around the notion of ego functions. This theoretical approach can be used to arrive at a psychodynamic diagnosis in terms of
personality structure, which would fit into the profile of mental functioning for
children and adolescents (MCA axis) of the Psychodynamic Diagnostic Manual
(PDM Task Force, 2006). Concepts related to ego development can be helpful in
distinguishing between healthy and psychopathological functioning. Moreover, an
observed ego dysfunction that is reflected in Rorschach findings (e.g., impaired
ideation) can be explored with respect to its implications for diagnosis (e.g.,
schizophrenic-spectrum disorder or dissociative disorder) and accordingly be
interpreted as demonstrating developmental fixation or adaptive regression. These
concepts can be particularly useful for evaluating continuities and change from
adolescence to adulthood (Tibon-Czopp, 2012).
Object Relations Theory

Interest in assessing object relations and their impact on psychopathological functioning has substantially increased since the construct first appeared on the psychoanalytic scene and became a major psychoanalytic term used for understanding
personality functioning (Huprich & Greenberg, 2003). The original ideas of Klein
(1930) about the internal object world and the importance of symbol formation were
further developed by numerous psychoanalytic theorists (e.g., Kernberg, 1976;
Ogden, 1989; Winnicott, 1971) into a vast array of complex and elusive constructs
such as object representations, transitional object, and autistic object. Some of
these constructs are derived from a mixed theoretical model (Greenberg & Mitchell,
1983), but all of them preserve the classical psychoanalytic understanding of the
nature of drive (Gill, 1995).
Greenberg and Mitchell (1983) define object relations as an individuals interactions with external and internal (real and imagined) other people, and the relationship between their internal and external object worlds (pp. 1314). With the
increasing recognition of the distinction between external and internal object relations, this perspective has received growing attention as a key factor in the personality picture of adolescents, even though there have been methodological problems
in translating the construct into measurable indices. This growing attention has
been striking, given the breadth and complexity of the construct (Huprich &
Greenberg, 2003).
Mental representations have become a major topic in the Rorschach psychoanalytic literature dealing with developing personality organization in adolescents.
Cognitive capacities, affective experience, self-images, and interpersonal relationships are all viewed as being related to a childs earliest experiences with significant
objects. Furthermore, vulnerability to regression to earlier modes of relating, which
usually arises when conflicts from previous phases of development reemerge, is
54
considered particularly characteristic of adolescents, who normatively show exacerbated dependency needs, resistance against these needs, and the resulting conflicts
concerning independence. However, there are some conceptual issues involved in
transporting this theoretical construct to clinical practice that should be addressed in
assessing object relations in adolescents. For example, it is unclear to what extent
object relations represent fixed cognitive structures that might be subjected to modification and, if not fixed, the conditions under which they can be changed or modified (Huprich & Greenberg, 2003). What is clear, on the other hand, is that object
relations and their representations are not fully accessible to consciousness and
therefore cannot be assessed solely by self-report measures. Instead, the assessment
of these representations require as well the use of implicit performance-based methods
(e.g., Blatt et al., 1988; Stricker & Healey, 1990; Westen, 1991).
Concepts of object relations theory and Rorschach markers that are assumed to
reflect them include representations of self and other and the cognitive and affective phenomena associated with them. These representations may involve a focus
on several different aspects, including separateness of the self from the object,
affective links between self representations and object representations, the cognitive level of mental representations and the level of ego functioning they reflect,
and various functional features of the representations (Lerner, 1998). Developmental
aspects of object relations that can be assessed by using the Rorschach have also
been explored (e.g., Blatt et al., 1997). As an important recent example, neuropsychological studies (e.g., Schore, 2009) have suggested that early attachment experiences influence critical areas of brain development and that the right hemisphere
is dominant for processing attachment and affective experiences and the resulting
object representations.
Indeed, empirical research and accumulated clinical experience have demonstrated the utility of several CS variables, especially those included in the interpersonal cluster of the Structural Summary, and of such non-CS scales as the Mutuality
of Autonomy Scale (MOA; Urist, 1977) for providing clinicians a glimpse into a
persons object relations. For example, individuals whose inner world is populated
by fragmented part objects tend to give numerous fragmented percepts that are notable for their discontinuity and might indicate dissociative disorders.
Self Psychology
The major concepts of self psychology evolved as a paradigm shift in the prevailing
psychoanalytic models. By the 1960s, practitioners were reporting that the existing
models failed to describe the main complaints of some of their patients. Rather than
showing difficulties related to inadequate adaptation or separationindividuation
conflict that could be explained in terms of ego psychology and object relations
theory, respectively, these patients lacked a sense of inner direction and selfconfidence despite being apparently well adapted and even demonstrating impressive
55
personality functioning. They were observed to be constantly searching for reassurance, acceptance, and admiration, apparently seeking compensation for an empty
and depleted internal experience. With their chronic need for mirroring from outside
sources, these patients were regarded by psychoanalytically oriented practitioners
as essentially narcissistic and lacking a sense of authentic, subjective experience
(McWilliams, 1994).
In response to this new type of difficulty seen in a growing group of patients,
Kohut (1971) reconceptualized personality disorders as disturbances of selfcohesion and established the theoretical paradigm of self psychology, which postulates a psychoanalytic psychology predicated on the primacy of deficit rather
than the centrality of psychic conflicts. The self psychology paradigm focuses on
the three normal needs of mirroring, idealizing, and twinship. In the absence of
responsive and empathic figures who can meet these three needs during childhood
and adolescence, people are vulnerable to experiencing severe threat to their selfcohesion, to which they tend to respond by various maladaptive pathways for sustaining self-esteem, forestalling fragmentation, and preserving a satisfied self
(Silverstein, 2006).
This conceptualization of self-developmental processes and their possible distortions has been applied in assessing adolescents susceptibility to developing personality disorders in adulthood as well as in diagnosing severe mental disorders such as
schizophrenia during adolescence. In this regard, schizophrenia-spectrum disorders
in adolescents involve an impaired reflexive self-awareness in which confusion and
perplexity prevail, as if a sense of identity were lacking altogether. Among adolescents with borderline-spectrum disorders, by contrast, a sense of identity exists but
is usually unstable and highly reactive to changes in mood (Kohut & Elson, 1987).
Such differences in psychopathological manifestations, which have crucial implications in clinical practice with adolescents, are usually quite evident in Rorschach
configurational analysis involving behavioral observations, CS structural variables,
response content, and sequence analysis (Peebles-Kleiger, 2002; Weiner, 2003).
The new self psychology language has been gradually integrated into psychodynamically oriented Rorschach assessment and has added a substantial component to
experientially oriented approaches in evaluating personality functioning (Lerner,
1998). Practitioners began to recognize that psychodynamic psychotherapy aimed
at supporting self-cohesion can be observed even in adolescents who are not notable
for their overall level of narcissism. Furthermore, some DSM diagnostic categories,
particularly those delineating faltering personality development, can be reconceptualized in terms of disorders of the self (Silverstein, 2006) by implementing self
psychology concepts in Rorschach work.
In this regard, the contents of Rorschach responses can be particularly illuminating with respect to the subjective experience of the self (Lerner, 1998;
Silverstein, 1999). Percepts like a dry leaf and a broken glass, when interpreted
within the conceptual paradigm of self psychology, can be considered to reflect an
internal experience of a devitalized or fragmented self, respectively. Elaborations
or response embellishments can also have a revealing narrative quality, even when
56
they are not so unusual as to be coded as a deviant response (DR). Applying

sequence analysis (Peebles-Kleiger, 2002; Weiner, 2003) can further illuminate
psychodynamic processes by indicating the experience of an injured self (e.g., a
wounded butterfly) together with the compensatory defenses employed to ease this
experience. These qualitative data complement and expand on what is learned from
the Structural Summary about ones self experience.
Relational Psychoanalysis
The tradition that has come to be known as relational psychoanalysis (Mitchell,
1988, 2000) reflects a blending of diverse theories into a broad, multidimensional
model of understanding personality functioning. This model includes concepts
derived from intersubjective, object relations, and self-psychology theories that
commonly depart from the classical psychoanalytic vision of mind by applying
dialectical thinking for understanding human experiences specifically within an
interpersonal context. The model takes into account both experiential and innate
factors probably more equally in practice than in theory: the experiential is viewed
as shaping the innate and the innate as shaping the experiential (Gill, 1995).
Because of the varied approaches by which relational psychoanalysis has been
inspired, it does not constitute a separate psychoanalytic school, in the traditional
meaning of the term. However, this problem of definition has made the relational
model useful in molding a professional and intellectual experience free of the
constraining impact of a specific school of thought (Berman, 1997).
The relational vision suggests that all psychological phenomena, concepts, categories, and activities should be conceptualized as being dialectical rather than discrete and dichotomous. In line with this conceptualization, apparently clear
dichotomized phenomena such as reality and fantasy, me and not me, and self and
object are not at odds with each other, but rather involved in a constant dialectical
tension that promotes healthy personality functioning. Mitchell (2000) states that
fantasy and reality are usually understood as incompatible. However, separating
fantasy and reality is only one possibility to construct and organize experience. For
experience to be meaningful, vital, and robust, fantasy and reality cannot be fully
distinguished from each other. Fantasy cut adrift from reality becomes threatening.
Reality cut adrift from fantasy becomes vapid. Meaning in human experience is
generated by a mutual, dialectical, and enriching tension between reality and fantasy. Accordingly, healthy functioning would be demonstrated in adolescents who
manage to separate their own psychic reality from that of other people while adequately maintaining an intermediate, transitional space (Winnicott, 1971) where
reality and fantasy are perceived as separate yet interrelated.
The Psychodynamic Diagnostic Manual (PDM Task Force, 2006) describes the
capacity for differentiation and integration as one of the crucial areas to be assessed
while evaluating mental functioning of children and adolescents (MCA axis). This
capacity has usually been explored in terms of the relational model (e.g., Fonagy &
57
Target, 1996; Greenspan & Shanker, 2007). As noted in Chap. 2, adolescence brings
with it a clear recognition of the divergences between inner self and outer appearance, together with a developing capacity for differentiating and integrating these
divergent and even contradictory aspects of the self (e.g., internal affect states and
overt behavior). With psychological development the adolescents representational
world becomes increasingly differentiated and integrated, as a reflection of a growing appreciation of mutual relatedness.
Applying a relational model enables practitioners to distinguish between adolescents who are able to create bridges between internal experiences of self and nonself; self and others; reality and fantasy; past, present, and future; and a range of
affective states from those of adolescents whose internal experience is fragmented
most of the time and who consequently show severe impairment in ego strength,
self-cohesion, and reality testing. In Rorschach terms, both a literal and concrete
approach to the task and an overwhelmed approach loaded with fantasy demonstrate
substantially impaired personality functioning. In contrast, playfulness shown in
Rorschach responses is likely to indicate healthy functioning (Handler, 1999).
Smith (1990) applied Winnicotts (1971) construct of potential or transitional
space between reality and fantasy and Ogdens (1986) description of psychopathological states in terms of collapse of potential space to the interpretation of Rorschach
findings. The Rorschach RealityFantasy Scale Version 2.0 (RFS-2; Tibon-Czopp,
Appel, & Zeligman, 2015) operationalizes Smiths conceptualization of diagnosing
psychopathological states with the Rorschach and is particularly applicable in
assessing adolescents patterns of functioning in terms of the PDM criteria of differentiation and integration.
Another example of Rorschach interpretation applying a contemporary relational
approach that is consistent with the empirical features of the CS has been provided
by Overton (2000), who focused specifically on color determinants and the
FC:CF+C ratio. This approach traces back to Schachtel (1967), who argued that
how one perceives other people reveals the quality of relatedness between oneself
and others. Accordingly, it is assumed that a developmental sequence of relatedness
(perceptual-relatedness modes) is linked to the Rorschach color determinants and
defines the expected or normative course of relatedness. Relatedness levels and the
developmental transitions between them are described in Piagets (1954) terms as
the underlying assimilation and accommodation processes. Within this general
approach, the FC:CF+C ratio is defined as reflecting four fundamental styles of
relating to ones interpersonal environment, including healthy, egocentric, veneered
egocentric, and defensive patterns of relatedness.
With respect to the interpersonal context of the assessment encounter, the relational tradition has replaced the classical authoritative, neutral, and objective
stance of the practitioner with more mutual even though still asymmetric relationships (Aron, 1992; Mitchell, 2000). According to relational psychoanalysis the
clinical encounter is viewed as Meeting of Minds (Aron, 1996) in which the analyst
explores personality functioning by applying a two-person psychology model.
Corresponding to this perspective, a two-person Rorschach model portrays interaction
and enactment as unavoidable features of the assessment process.
58
This does not mean that classical and relational psychoanalytic theories are
incompatible in either psychotherapy or personality assessment. Although some
theorists would argue that the relational view of the practitioner as a participant
observer (Sullivan, 1953) is very different from the image of an objective interpreter, the richness of the classical tradition can certainly be preserved by reformulating its clinical contributions within an interactive, relational theory of mind and
moving toward an integrated complementary perspective (Gill, 1995).
As discussed in Chap. 3, interpersonal factors play an important part in fostering
cooperation in adolescents who are referred to assessment. Moreover, adolescents
behavior within the interpersonal context of the assessment encounter, and not only
the structural data and content of their responses, provide information about the
quality of their mode of coping with reality, maladaptive immersion in fantasy, and
object relations. Furthermore, applying a relational model to Rorschach assessment
with adolescents illuminates the issues explored by Rorschach theorists concerning
the interpersonal factor involved in the nature of the task, which should be considered while interpreting the data. The interpersonal factor includes but transcends
what is known as behavioral observation by taking into account that the respondents behavior in the test occurs in a particular interpersonal context. This interpersonal matrix enables clinicians to use the assessment alliance as a screen test.
Emphasis on the centrality of the development of mental representation in personality organization, on the one hand, and on different psychoanalytic perspectives, on the other, has enhanced the use of the Rorschach in presenting case studies
of adolescents (e.g., Bram, 2010; Exner & Erdberg, 2005; Exner & Weiner,
1995; Viglione, 1990). Analyses of these case studies are based on the theoretical
assumption that psychological development moves toward the emergence of a consolidated, integrated, and individuated sense of self-definition and empathically
attuned, mutual relatedness with significant figures (Aron, 1996; Blatt, 1991;
Mitchell, 1988; Stern, 1985). From this perspective, differentiation and relatedness
are viewed as interactive dimensions. The dialectical interaction between these two
dimensions facilitates the emergence and consolidation of increasingly mature levels of both self-organization and intersubjective relatedness.
We have presented four different psychoanalytic perspectives based on ego psychology, object relations theory, self psychology and relational psychoanalysis that,
although sometimes being viewed as essentially contradictory, can be used jointly
in the interpretation of an adolescents Rorschach protocol. To illustrate this joint
approach, consider the following response of a 14-year-old boy to Card X: Looks
like all kinds of thingsclothes, toys in many colors that are being thrown all over
the place by an angry little boy who got a chocolate candy shaped like a birdhe
wanted a lionhes not seen in the picture. I can imagine hes sitting here in the
middle throwing things all over the room The content of this response reflects
childish outburst of rage suggesting unregulated affect that appears at odds with its
CS scoring of W+ mp.FCo (A) Sc, Cg, Fd AG, DR1 5.5, in which the form-dominated
color (FC) indicates capacity for mature affect modulation. The conflict between
the stormy response to frustration (throwing things all over the room) and the
59
apparent capacity to modulate affect, as inferred from the contrast between the content
and the scoring of this response, may well have caused internal tension, which is
reflected in the passive inanimate movement (mp).
How can each of the four theoretical perspectives enrich our understanding of the
affective functioning of this adolescent? From an ego psychology perspective, we
can see an uneven maturational level of this boys affective ego function, which is
consistent with developmental expectation in a 14-year-old adolescent. It is nevertheless reasonable to hypothesize that the unregulated affect in the response is secondary to some intrapsychic conflict and that his lapse in ego functioning (as shown
by some dissociated thinking coded as DR1) is related to particular stimulus characteristics (e.g., the color in the blot) or specific dynamic themes (e.g., concerns
around aggression or dependency). From an object relations perspective, the content
of this response raises questions about the possible role in his adjustment difficulties
of unmet dependency needs, as indicated by the Food (Fd) content (a chocolate
candy) and the experience of frustrating object relations.
Applying self psychology concepts would further illuminate the narcissistic
injury (I can imagine hes sitting here in the middle), the experience of being
invisible (hes not seen), and the ineffectiveness of using devaluation and idealization (a bird and a lion) as defensive strategies that can be viewed in terms of
prominent deficits and empathic failure resulting in narcissistic rage. Looking at the
response from a relational psychoanalysis perspective would provide a glimpse of
the style of this adolescents relatedness to his interpersonal environment and, most
importantly, how a suitable therapeutic alliance might enable the emergence of
more mature levels of personality organization.
Clinical practice usually requires movement beyond the strictly empirical evidence into a theory-derived inference. The main complaints of this adolescent on
referral were consistent with a DSM diagnosis of depression. This diagnosis would
be sufficient for a clinician who takes a unitary etiologic and therapeutic stance
toward all adolescent patients. However, more sophisticated assessment would take
into consideration that there are many sources of depression and that the subjective
experience of adolescents who meet the DSM criteria for diagnosis of depression is
likely to vary from one adolescent to another. In keeping with this multi-model
approach to assessment, analyzing the adolescents response to Card X from four
perspectives has generated the hypothesis that, in this particular case, the depression
was a manifestation of an underlying narcissistic disorder.
In summary, we have presented this brief case excerpt to illustrate an integrative
theoretical paradigm for interpreting Rorschach data. In this multi-model approach
the Rorschach protocol is analyzed within the framework of a conceptual understanding of psychopathology and personality functioning in adolescence from four
psychoanalytic perspectives that are sometimes held to be contradictory. Our recommendation for integrating diverse conceptual perspectives derives from the clinical purpose of this book and from our observation that most clinicians search to
assimilate a diversity of approaches and concepts.
60
Conclusion
Rorschach theory consists of conceptual formulations that seek to account for how
and why the Rorschach works. Formulations of how the Rorschach works look at
the Rorschach responses as a representative sample of behaviors and as a stimulus
to fantasy. As a representative sample of behaviors, Rorschach responses provide
clues about a person's response style in ambiguous, affect arousing, and decisionmaking situations. In this regard, people who perceive the blots accurately are likely
to perceive objects and daily events accurately as well. As a stimulus to fantasy, the
Rorschach evokes imagery that can reveal a persons underlying needs, attitudes,
and concerns. For example, respondents who frequently report percepts of people
helping each other may have pressing dependent needs.
Formulations of why the Rorschach works link personality and behavioral characteristics indicated by Rorschach findings to personality and behavioral characteristics that have implications for differential diagnosis and treatment planning. Thus,
frequent inaccurate perceptions of the Rorschach blots can indicate the impaired
reality testing that is characteristic of psychotic disorder, and prominent-dependent
imagery may signal the particular importance of providing support in a treatment
relationship.
Theoretical notions of how and why the Rorschach works are complemented by
information about whether it works. Information about whether the Rorschach
works comes from empirical evidence of its validity for the purposes it is intended
to serve. Such validation is the province of Rorschach research, which is the topic
of the next chapter. Nevertheless, it should be noted that theoretical formulations, no
matter how well and reasonably conceived, are hypothetical until relevant research
confirms their dependability and utility. Inferences drawn from Rorschach imagery
are particularly likely to be speculative and to suggest alternative possibilities rather
than definite conclusions. On the other hand, theoretical formulations often suggest
lines of research not yet pursued and fruitful hypotheses to employ, and they are
more likely than strict empiricism to foster new ideas and methods. A case in point
is Winnicotts conceptualization of transitional space between reality and fantasy, as
described in this chapter, which led to the development and validation of the
RealityFantasy Scale Version 2.0 (RFS-2; Tibon-Czopp, Appel & Zeligman, 2015).
This and other CS-based variables represent the creative side of science, which is a
necessary prelude to its confirmation side.
Rorschach scholars have developed both conceptually based and empirically
based approaches to interpretation that together encompass the discovery and the
confirmation components of science. Rorschach interpretation should accordingly
integrate sound conceptualization and adequate empirical evidence. For the
Rorschach, as for other measuring instruments, relevant empirical evidence includes
normative reference data against which obtained scores can be compared to show
concordance with or deviance from expected scores on variables conceptually
related to certain personality characteristics.
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61
Of further note with respect to Rorschach theory is the distinction between theories and models. Theories can be proved true or false by evidence that substantiates
or disconfirms their premises. Models, on the other hand, are neither true nor false.
They are perspectives on phenomena and are more or less useful in helping to
understand these phenomena, but they cannot be right or wrong. The present chapter describes four models of psychodynamically oriented Rorschach interpretation.
These include ego psychology, object relations theory, self psychology, and relational psychoanalysis. Each of these models adds useful perspectives on the nature
of people, why they behave as they do, and what may cause them to have psychological adjustment problems. It requires that Rorschach clinicians would be familiar
with each of these models and to draw on them jointly in arriving at inferences and
reporting their conclusions and recommendations.
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Chapter 5
The Rorschach Inkblot Method: Research
Rorschach research is aimed at enhancing the scientific status of the instrument and
thereby promoting conceptually derived and evidence-based assessment practice.
However, the nature of the Rorschach task and the specific procedures of administering and coding the test pose some unique psychometric issues in addition to those
usually encountered in examining the scientific foundations of psychological tests.
Despite these challenges, properly conducted Rorschach studies can yield new and
compelling insights into personality organization and its development from childhood through adolescence to adulthood.
The main issue with regard to the psychometric properties of the Rorschach concerns the role of response frequency (R). Traditional Rorschach administration procedures did not specify the expected number of responses to each of the cards. This
unconstrained approach was in accord with how the method had initially evolved
(see Chap. 1). The variability of R, together with whatever the influence the length
of a record may have on the frequency of other interpretive Rorschach variables,
could complicate the standardization of the test. Nevertheless, extensive exploration
of this possible problem in the Rorschach literature led to the conclusion that an
R-Controlled method of administration might resolve numerous psychometric problems, but it would entail disagreements that could outweigh the benefits of controlling R (e.g., Meyer, 1992).
In particular, the R variable is a substantial and interpretable component of the
Rorschach, and any R-Controlled method violates the basic premise of the Rorschach
as a free-association task. Indeed, all empirically derived Rorschach data, most of
which have been formulated in terms of the Comprehensive System (CS; Exner,
1974, 2003; Exner & Weiner, 1995), were collected with an R-Free administration
procedure. Accordingly, evidence-based practice should draw its inferences from
studies in which the Rorschach data were obtained with the R-Free administration
method.
Despite the quite evident benefits of using the Rorschach in clinical assessment
of both adults and young people, the method has received mixed reviews and evoked

65
66
5 The Rorschach Inkblot Method: Research
criticisms related to a variety of psychometric issues. The development and initial

publication of the CS in 1974 was a turning point in the field of Rorschach assessment, because it provided standard guidelines of administration and coding that
fostered cumulative research and scientific study. Nevertheless, as discussed in
Chap. 1, the scientific status of the CS has over time been challenged by critics who
asserted that the reliability and validity of CS variables had not yet been adequately
evaluated validity and that its normative data were outdated and insufficient to warrant using the Rorschach with culturally diverse populations. These criticisms, not
always just but sometimes warranted, had the positive effect of stimulating extensive examinations of the instrument that have established the reliability, validity,
utility, and cross-cultural applicability of numerous CS variables, and much of this
systematic and well-designed research is documented in the present chapter.
As noted, the majority of Rorschach empirical studies have been conducted with
the CS, and these studies have largely been concerned with validating the relation
between structural variables, particularly global indices composed of a group of
individual variables, and personality dispositions or behavioral manifestations.
However, Rorschach data lend themselves to interpretations derived not only from
CS indices, but also to those derived from CS-based indices that have evolved over
the years and from indices derived from non-CS methods of coding. To serve adequately as a basis for clinical evaluation, the newer indices, like the CS indices,
should demonstrate adequate psychometric properties.
This chapter focuses on the psychometric properties of some of the major interpretive Rorschach indices: Perceptual Thinking Index (PTI), Depression Index
(DEPI), Coping Deficit Index (CDI), Suicide Constellation (S-CON), Hypervigilance
Index (HVI), Ego Impairment Index Revised Version (EII-2; Viglione, Perry, &
Meyer, 2003), and two derivations of the RealityFantasy Scale Version 2.0 (RFS-2;
Tibon-Czopp, Appel, & Zeligman, 2015), the RFS-P and the RFS-S indices, that
delineate a persons proneness to psychotic and dissociative states, respectively.
Whereas PTI, DEPI, CDI, HVI, and S-CON are integral features of the CS, EII-2
and the two RFS derivations are indices that were developed by Rorschach researchers as derivations and are based on the original method.
Recent conceptual and methodological innovations have led to new strategies
for documenting the psychometric properties of the Rorschach. These strategies
enhance supportive evidence regarding the reliability and validity of Rorschach
variables and help resolve some long-standing issues concerning their clinical utility (Bornstein, 2012). The accumulated research has led to the conclusion that the
Rorschach can be reliably coded, has adequate retest reliability, provides valid
results when used appropriately, and performs as effectively as self-report measures (e.g., MMPI) and as accepted medical diagnostic procedures, including MRI
and PET (Meyer & Archer, 2001; Society for Personality Assessment, 2005;
Weiner, 2001).
In line with the unique psychometric issues related to Rorschach research, practice applications of data derived from empirical Rorschach studies should be limited
to Rorschach variables that (a) operationalize theoretical constructs, (b) are based
on configurations of refined variables with specified cutoff scores for maladaptive
Standardization
67
or psychopathological functioning, (c) obtained according to standardized procedures of administration and coding, and (d) show psychometric soundness with
respect to levels of reliability and validity in age-based samples of both nonpatients
and patients (Exner, 1995; Meyer, 2000, 2001; Viglione & Exner, 1995; Weiner,
1995, 2001). The present chapter explores various psychometric considerations
including standardization, reliability, validity, and normative reference data, in relation to data collected from samples of both nonpatients and patients, with particular
attention to adolescents.
Of further note, the discussion includes empirical data concerning the psychometric properties of core Rorschach variables that have appeared since the publication of the second edition of Volume 3 of the CS (Exner & Weiner, 1995) on
Rorschach assessment of children and adolescents. In addition to empirical data
concerning the psychometric properties of Rorschach CS global indices (e.g., PTI,
DEPI), the chapter also includes psychometric information for selected CS variables of cognitive functioning, capacity for experiencing and expressing affect,
interpersonal relatedness, and self-perception. Although an inclusive review of literature concerning the scientific status of the Rorschach is beyond the scope of this
volume, selected findings of some well-designed studies are introduced to help
frame basic foundations for effective Rorschach assessment of mental functioning
in adolescents.
Standardization
Standardization of a psychological test consists of its comprising specific stimuli, a
set of instructions to respondents, and well-defined guidelines for administration
and coding. The scientific status of Rorschach assessment has often been challenged
with respect to its standardization, based on the argument that, to be considered
scientifically valid, Rorschach data can and should be collected, scored, and interpreted independently of any subjective perspective. To address this issue, it might
be useful to apply the psychoanalytic construct of Irreducible Subjectivity (Renik,
1993), which acknowledges that every aspect of psychoanalytically oriented clinical activity inevitably consists of an interaction between two persons. In this interaction, the analyst is a participantobserver (Sullivan, 1940) whose subjective
experience is part of the context in which the data are collected.
The implications of Irreducible Subjectivity for the theory and methodology of
Rorschach assessment are quite clear. Indeed, any procedure related to the Rorschach
(administration, coding, interpretation, report writing) might be suspected of being
contaminated by Irreducible Subjectivity. For example, the number of welldeveloped guidelines for administration can hardly match the variety of contextual
conditions in which evaluations are conducted, and there is good reason to take
interpersonal factors into account in interpreting a Rorschach protocol (Lerner,
1998; Schafer, 1954).
68
Likewise, coding decisions may sometimes reflect an examiners subjectivity in

interpreting the CS guidelines for coding (Exner, 2003), which can lead to intercoder discrepancies. Additionally, people being tested might respond differently to
the Rorschach task and Rorschach protocols vary accordingly. However, some such
subjective aspects can characterize interpretations derived from any assessment
instrument, and it does not make the Rorschach less scientific. Rather, this subjectivity speaks not only to the limits, but also to the advantages of what is defined as
psychoanalytic science (Wallerstein, 2009), and it should therefore be utilized to
improve the clinicians work with the Rorschach (see Chap. 12).
Over the years, Exners (1974) original guidelines evolved into well-defined
standardized procedures and have become the most widely used system for administering and coding a Rorschach protocol. The CS workbook (Exner, 2001) prescribes the specific guidelines to be used in Rorschach administration and coding,
and Viglione (2002) and Scaria, Weiner, and Ritzler (2014) provide further guidelines that clarify Exners instructions and help examiners solve various coding problems. Rorschach researchers and clinicians around the world generally follow the
CS administration guidelines, except for some minor adaptations dictated by cultural constraints, such as sitting at a 90-degree angle from the person being examined instead of the side-by-side seating recommended by Exner (e.g., Dumitrascu,
2007; Tibon, 2007). Preservation of the common procedures of data collection, with
minimal allowance for necessary adaptations, enhances the cross-cultural applicability of whatever normative reference data are obtained (Allen & Dana, 2004;
Meyer, Erdberg, & Shaffer, 2007).
As a well-defined approach to collecting and coding Rorschach data, the CS is
recommended as the system that should be applied in evaluating the adequacy of
standardization of the instrument. Idiosyncratic and individually adapted styles of
administering and coding the Rorschach would inevitably result in misleading and
inconsistent Rorschach data. As in the case of other widely used tests, uniform
administration and coding is the key to adequate standardization, whereas interpretive perspectives on the data can vary with the examiners preferred approach and
the aim of the assessment as defined in the referral question without violating the
standardization of the instrument.
In line with the Wechsler Intelligence Scales, to assess intellectual functioning
and to draw inferences about personality functioning, there is no need for uniform
interpretive guidelines in working with Rorschach data. As has been noted in basic
CS essays (e.g., Weiner, 2001), the procedural standards intrinsic to the CS do not
include the interpretation of the Rorschach data. The CS recommended interpretive
strategies (Exner, 2000), while well-conceived and highly effective, constitute one
among other feasible approaches to deriving clinical inferences from a Rorschach
protocol. Furthermore, Rorschach data lend themselves both to nomothetic comparisons to reference samples and to idiographic conceptualization of their meaning
to the individual respondent. Nevertheless, variations in approaching the interpretive process should not be considered as detracting from the basic standardization of
the Rorschach administration and coding procedures. The information in Rorschach
research reports should accordingly describe the administration and coding procedures
Reliability
69
that were employed, together with the time and place of collecting the data, the
nature of the target sample, and statistical evidence of acceptable psychometric
properties of the variables studied in this specific sample.
Reliability
As noted in the assessment literature, inferences based on test measures can evaluate personality and mental functioning adequately only if these measures are reliable. The literature also stresses that reliability must be examined for specific test
variables or configurations rather than any entire test, with the exception of tests
that yield a single overall score (Cicchetti, 1994). Thus, the reliability of the
Rorschach in general and the CS in particular cannot be referred to in a global manner, because the Structural Summary comprises a great many interpretively distinct
scores, scales, and indices compiled from individual response codes. Furthermore,
the intercoder reliability of the various individual codes must be examined along
with the retest reliability of the scoring compilations, and attention must also be
paid to the precision with which coders are able to use the recommended guidelines
for coding each of the eight possible segments in every response. Four of these
response segments (location, pairs, content, and popular responses) usually show
excellent intercoder agreement, whereas the other four segments (developmental
quality, determinants, form quality, and special scores) tend to be somewhat less
often agreed upon.
The extent to which the CS variables are reliably coded in empirical studies and
in clinical practice has been a topic of concern among clinicians. Coding a Rorschach
protocol can be quite time consuming and sometimes requires collaborating with
colleagues to decide how best to code a particular response. As an interesting possibility, intercoder discrepancies can be addressed in part by applying the psychoanalytic construct of Irreducible Subjectivity (Renik, 1993), which has been
previously described. In this regard, clinical experience has suggested that these
discrepancies might reflect conflicts in the individual being tested. For example,
intercoder disagreement as to whether a response should be coded FC or CF may
often reflect a respondents internal conflict between being emotionally reserved or
emotionally spontaneous and extroversive.
There are also varying opinions concerning the appropriate method for evaluating Rorschach coding reliability, especially in light of the many complex decisions
involved in CS coding procedures. Debates on this matter have focused on whether
reliability should be calculated as a percentage agreement or with such more conservative chance corrected agreement coefficients as Kappa and its derivative, Iota
(Janson & Olsson, 2004); whether the whole response or response segments should
be used as the compilation unit; whether individual variables or constellation indices based on a group of variables are more suitable for computing reliability; what
percentage of agreement or level of correlation should be the cutoff point for acceptable intercoder reliability; and whether the data are collected in a clinical or research
70
setting has an effect on the reliability value that is obtained (McGrath et al., 2005;
Meyer, 1997; Viglione, 1999; Weiner, 2001).
Intercoder agreement data with respect to the CS segments of coding (e.g., location, determinants) have repeatedly shown acceptable coefficients, the majority in
the excellent range, in age-based nonpatient samples from different countries tested
in their native languages (e.g., Lis, Salcuni, & Parolin, 2007; Tibon, 2007). These
samples were part of an international reference data project (Meyer et al., 2007), in
which Rorschach protocols were obtained from 21 samples of nonpatient adults in
17 countries (N = 4704) and 31 samples of nonpatient children and adolescents in
five countries (N = 2647).
As noted in some reviews of the research literature (Society for Personality
Assessment, 2005; Weiner, 2001; Viglione, 1999), the consistent evidence drawn
from Rorschach empirical studies and meta-analyses has demonstrated that examiners can readily be trained to achieve adequate intercoder agreement and to reduce
their coding errors in both research studies and applied practice. Rorschach protocols coded according to the CS criteria and guidelines provided in textbooks and
workbooks (Exner, 2001, 2003; Exner & Weiner, 1995; Scaria et al., 2014; Viglione,
2002; Weiner, 2003; Weiner & Greene, 2008) thus allow clinicians to draw evidencebased inferences from their findings. Data drawn from recent publications show that
reliable coding is possible in field settings where practitioners perform under the
time constraints and conditions typical of their daily work (e.g., Kochinski et al.,
2008; Meehan et al., 2008; Perfect et al., 2011).
Adequate intercoder reliability in response-level codes does not necessarily
ensure adequate reliability of protocol-level indices, which are the aggregated indices based on a respondents complete list of response codes. Because interpretation
is based mainly on these summary scores, the reliability coefficients obtained for
them can be considered more important than agreement in coding individual variables. Rorschach research published during 20002012 shows acceptable reliability
coefficients for the major global CS-based indices (PTI, DEPI, CDI, HVI, S-CON,
EII-2, RFS-P, RFS-S) used in this volume for assessing personality functioning (see
Chap. 6). These coefficients were found in nonpatient and patient samples of both
adults and young people to be within the excellent range (e.g., Acklin, McDowell,
Verschell, & Chan, 2000; Meyer et al., 2000; Dao & Prevatt, 2006; Diener,
Hilsenroth, Shaffer, & Sexton, 2011; Meyer et al., 2000; Tibon, 2007; Viglione &
Taylor, 2003). In addition to Rorschach global indices, all of the CS summary scores
recommended in this volume for use in assessing personality functioning in the
clinical practice with adolescents have demonstrated at least acceptable and most
often excellent intercoder reliability in different age-based samples of nonpatients
and patients (e.g., McGrath et al., 2005; Sahly et al., 2011).
As in the case of evidence supporting Rorschach intercoder agreement, studies
exploring testretest reliability over intervals ranging from 7 days to 3 years have
demonstrated substantial reliability for almost all of the Rorschach global indices
and summary scores (e.g., Grnnerd, 2003, 2006; Perry, McDougall, & Viglione,
1995; Viglione & Meyer, 2008). Rorschach interpretable variables that are related
to trait characteristics usually show retest correlations above 0.75, and some of
Validity
71
these correlations, for example, the Affective Ratio (Afr), approach 0.90. Substantial
retest correlations have also been found for global CS and CS-based constellation
indices.
In this regard, findings derived from a metaanalysis on the Ego Impairment
Index, for example, show the stability of the underlying construct measured by the
index (Diener et al., 2011). In general, The only CS variables that show low stability coefficients are inanimate movement (m) and diffuse shading (Y), both of which
are conceptualized as markers of situational distress and are expected to change
over time. Children show stability coefficients similar to those of adults when
retested over brief intervals. Nevertheless, as would be predicted from the evolving
nature of personality during the developmental years, until mid-adolescence young
people typically do not show adult levels of 2-year retest reliability for most
Rorschach variables (Weiner, 2001). On the other hand, the long-term stability of
Rorschach variables gradually increases during adolescence, which is consistent
with the expected gradual consolidation of personality characteristics and contributes to confirming the construct validity of Rorschach assessment as a personality
assessment method.
Validity
Assessment instruments serve little purpose in clinical practice unless they have
been validated against objective external criteria (e.g., behavioral manifestations,
demographic characteristics, a diagnosed disorder, exposure to some event). A conceptually informed approach to assessment research formulates predictions on the
basis of personality characteristics that are believed to account both for a particular
test score that measures these characteristics and for particular behavioral manifestations that reflect it. A positive finding in a Rorschach validation study should
accordingly go beyond demonstrating what goes with what, which constitutes criterion validation, and provide as well some conceptualization of why a specific score
measures what it does (e.g., narcissism, antisocial behavior), which is the essence of
construct validation (Viglione, 1999; Weiner, 1995, 2001).
Weiner (2001) elaborates three issues that should be considered in evaluating
the validity of Rorschach assessment. First, the validity of an assessment tool that
is multidimensional in nature cannot be captured by a single numerical value or
narrative statement. Instead, Rorschach scores have multiple validity coefficients,
and the size of these coefficients would vary with the purposes for which the score
is used. Second, the validity of the Rorschach should be judged primarily from its
correlations with observed rather than inferred variables. Correlations between
inferential measures derived from other assessment tools are especially limited in
their significance for validating Rorschach measures when they involve different
methods of approach. Thus, for example, an extensive conceptual and empirical
literature points out substantial differences between Rorschach and MMPI findings
72
on variables that are assumed to measure similar constructs, without invalidating

either instrument (see Chap. 3). Third, because the Rorschach is a measure of personality processes, its scores and indices should be expected to show substantial
validity coefficients only when they are used to measure observed variables that
are assumed to be associated with personality characteristics to which they are
conceptually linked.
Validity is not a static psychometric characteristic, however, and scores and
inferences from an assessment measure can be valid only to a particular degree and
for a particular purpose. These purposes may include classification of healthy or
psychopathological mental functioning, specification of diagnosis, prediction of
behavioral manifestations, selection of appropriate interventions, and evaluation of
treatment outcomes. Although the utility of the Rorschach for clinical practice
extends beyond diagnostic decision-making and prediction to include unique experiential understanding of the individual being examined (e.g., Lerner, 1998), there is
much to gain from exploring the linkage between personality dispositions and the
development of psychopathological mental functioning, especially in adolescents
(Miller & Nickerson, 2006). As a case in point, Rorschach indices of disordered
thinking and impaired reality testing can be helpful in predicting an adolescents
susceptibility to developing schizophrenia in adulthood, because schizophrenia is
characterized by these personality impairments (Weiner, 1999). Similarly, Rorschach
assessment of adolescents with conduct disorder (CD) may assist in evaluating their
propensity for developing antisocial personality disorder (ASPD) in adulthood
(Tibon-Czopp, 2011).
Reviews of research using non-test variables as the external criteria indicate that
the Rorschach method has consistently proved valid when applied for its intended
purposes (Weiner, 2004; Weiner & Meyer, 2009). More recently, a systematic
review of meta-analyses examining CS variables against externally assessed criteria
found supportive validity evidence for over 75 % of the variables for which data
were available (Mihura, Meyer, Dimitrascu, & Bombel, 2013).
The Rorschach has shown validity coefficients similar to those of MMPI and IQ
scales (Meyer & Archer, 2001), and a large scale meta-analysis comparing relevant
Rorschach and MMPI research produced two important findings. First, the obtained
data demonstrated adequate and approximately equal validity for the two instruments. Second, the meta-analysis discovered noteworthy differences between
Rorschach and MMPI variables in the strength of their relationship with different
types of dependent variables. Rorschach variables proved somewhat superior to the
MMPI in predicting behavioral outcomes, such as whether patients in psychotherapy remain in or drop out of treatment, whereas MMPI variables were found to
correlate more highly than the Rorschach with other self-report measures and psychiatric diagnosis, which is based largely on patient self-reports (Hiller, Rosenthal,
Bornstein, Berry, & Brunner-Neuleib, 1999). The particular sensitivity of the
Rorschach in predicting certain behavioral dispositions seems consistent with the
primarily trait implications of most Rorschach variables.
Contemporary publications have also provided cumulative data demonstrating
the predictive power of Rorschach global constellations, often above and beyond
Normative Reference Data
73
that of self-report inventories and clinical interviews (e.g., Blais, Hilsenroth,

Castlebury, Fowler, & Baity, 2001; Dao & Prevatt, 2006; Diener et al., 2011; Janson
& Stattin, 2003; Handler & Clemence, 2005; Meyer & Handler, 2000; Viglione,
Perry, & Meyer, 2003). Studies conducted with children and adolescents have
shown similar results (e.g., Fowler et al., 2001; Ilonen et al., 2010; Kochinski et al.,
2008; Meehan et al., 2008; Stokes et al., 2003).
More specifically with respect to young people, Smith et al. (2001) examined the
relationship of the PTI to thought disorder indices of behavior rating and self-report
scales in a patient sample of children and adolescents. Using a cutoff score of
PTI > 2, representing approximately 1 SD above the mean for the sample, they
found that the PTI differentiated between patients with and without elevated thought
disorder scores on the behavior rating and self-report scales. PTI has also been
found to distinguish adolescent patients who were clinically considered to be at
high risk of psychosis from their peers diagnosed as having nonpsychotic disorders,
but not from those diagnosed as psychotic (Ilonen, Henimaa, Korkeila, Syirski, &
Salokanga, 2010) and to distinguish between self-mutilating inpatient adolescents
and their inpatient peers (Kochinski, Smith, Baity, & Hilsenroth, 2008). Among
children, the PTI constellation has been able to differentiate those with ADHD
symptoms from peers without indications of this disorder (Meehan et al., 2008).
In addition to the global constellation indices, research with children and adolescents published since 2000 has validated other Rorschach summary scores that are
conceptually related to the external criteria being examined. As one example, reflection (Fr + rF) responses, which are assumed to measure narcissistic dispositions,
were found to characterize a sample of psychopathic juvenile offenders, and psychopathic behavior has been conceived as conceptually related to an aggressive
subtype of narcissistic personality disorder (Meloy, 1988).

Normative reference data serve important purposes in psychological assessment,
and the collection of adequate reference data is a basic foundation of test construction and evaluation. With respect to clinical decision-making, data obtained from
nonpatients are essential for providing Rorschach reference norms against which
test results can be compared. Nevertheless, data obtained from samples of patients
with various kinds of psychological disorders are also needed to assist in drawing
conclusions about specific features of impairment. Combined patient and nonpatient reference data are particularly helpful in enabling clinicians who work with
adolescents to establish cutoff points for distinguishing between healthy and psychopathological scores on Rorschach variables.
Attention to cross-cultural normative data is also an important component of the
science of psychological assessment. Normative information concerning cultural
similarities and differences in test performance enhances the cross-cultural utility of
assessment instruments. In addition to facilitating decision-making and cross-
74
cultural applications, normative data can at times contribute to demonstrating the

construct validity of test variables. For example, comparisons involving such demographic characteristics as age, sex, and nationality can provide strong validation for
test indices considered to be related to these characteristics, because these characteristics are objective variables that have little or no error variance and are completely independent of the test findings.
In the case of the Rorschach, there are normative age changes that are consistent
with theoretical conceptualization of personality development and support the construct validity of certain Rorschach variables. Two examples are the decrease in CF
and the previously noted increase in the stability of Rorschach variables during
adolescence, as indicators of the developing capacity of modulating emotionality
and personality consolidation during adolescence, respectively.
As has been noted, an adolescent who shows apparent impairment on the Rorschach
might, except for instances of severe cognitive or affective disorder, be displaying
problems related to developmental crises and perhaps exacerbated by character disorder, a trauma-induced reaction, or an environment that is failing to meet the adolescents developmental needs (see Chap. 2). However, classifying psychopathological
states, particularly those characterizing adolescents, requires a working definition of
what constitutes age-appropriate healthy functioning. Rorschach protocols of adolescents should therefore be analyzed not only with respect to basic guidelines for interpretation, but also in relation to age-based, cross-cultural normative data (Exner &
Weiner, 1995; Tibon-Czopp, 2011; Weiner, 1996, 2001).
The adequacy of the Rorschach CS age-based normative data for samples of all
ages from both the USA and other countries has been extensively discussed and
debated. Some authors who have criticized the use of the Rorschach as an assessment tool have argued that it frequently suggests psychopathology in mentally
healthy persons. However, abundant reference data prove this criticism to be unwarranted and misleading. In Rorschach protocols obtained from several thousand nonpatient adults from many parts of the world, only a very small percentage show
elevations on such key Rorschach indices of psychopathology as the PTI, DEPI, and
HVI (Meyer et al., 2007).
Furthermore, although the possibility of overpathologizing is an important consideration in the Rorschach assessment of adolescents, both CS reference data
(Exner, 2003; Exner & Weiner, 1995) and those derived from recently collected
samples of adolescents show that allegations of overpathologizing are as faulty for
adolescents as for adults. Thus, for example, data collected from Israeli nonpatient
adolescents are quite unlikely, and not more likely than adult nonpatient data, to
show elevations on the major CS constellations of psychopathological manifestations
(Tibon-Czopp, Rothschild-Yakar, & Appel, 2012). This is what normative data of
other CS indices and individual variables show as well, with some very small
adjustments for WSum6.
As noted, earlier concerns that Exners CS normative reference data were collected in the USA only have been somewhat resolved by the international project of
Meyer et al. (2007), which presents Rorschach CS data of nonpatient samples of
adults, adolescents, and children from many parts of the world. The accumulated
75
adult nonpatient data from the 17 participating countries have supported the crosscultural transportability of the CS norms and also made it possible to create a composite set of international norms for adults that can serve as a benchmark for clinical
evaluations. However, whereas the average scores across the 21 adult samples of
Meyer at al. are fairly similar, their 31 samples of nonpatient children and adolescents derived solely 5 countries only vary notably on many CS score averages.
Although this variability could reflect differences in administration procedures and
coding practice, they have led some clinicians to propose establishing normative
data by country or language, at least for young people.
Developing country or language specific Rorschach norms would be a difficult
task, however, and the score variability among the samples of children and adolescents would argue against constructing a composite set of norms, as Meyer et al.
(2007) did for the adult samples. Composite norms for the samples of children and
adolescents could lead to inaccurate inferences about the psychopathological implications of certain scores presented in a Rorschach protocol.
While addressing the problem of variability among the samples of young people,
Meyer et al. (2007) suggested inferring abnormal functioning when scores on a variable deviate from the most extreme mean score on that variable among nonpatient
children and adolescent international samples. Nevertheless, T Scores derived from
the adult nonpatient composite data can be used effectively in analyzing protocols to
delineate psychopathological manifestations as shown by deviant scores on certain
Rorschach variables. This method of Rorschach score analysis, as elaborated in the
discussion that follows, can provide clinicians with interpretive guidelines to use at
present. However, the method differs substantially from establishing country-specific
norms, and as interim guidelines pending the availability of further samples of nonpatient adolescents, it makes possible the preliminary presentation in this volume of
some contemporary reference data for evaluating adolescents aged 1118.
The discussion of CS norms for adolescents in the present volume integrates data
from three nonpatient adolescent samples, from Italy (Lis, Salcuni, & Parolin,
2007), Israel (Tibon-Czopp, Rothschild-Yakar, & Appel, 2012), and Iran
(Hosseininasab, Mohammadi, Weiner, & Delavar, 2015), to create a combined
international sample of nonpatient adolescents. This combined sample is compared
to a psychiatric sample composed of 84 inpatients aged 1317 from the USA
(McGrath et al., 2005). The Italian sample, which was included in the Meyer et al.
(2007) international project, comprises two age groups: 116 respondents aged
1214 and 117 respondents aged 1518. The Israeli sample likewise comprises two
age groups: 48 respondents aged 1114 and 52 respondents aged 1518. The Iranian
sample also includes two age groups: 125 respondents aged 1114 and 123 respondents aged 1518. The combined sample thus contains 581 participants aged 1118,
with an approximately equal number of younger and older adolescents.
Table 5.1 presents age-based means for CS variables in each of the three samples
and for the combined sample of nonpatient adolescents from Italy, Israel, and Iran.
Table 5.2 presents age-based weighted T Scores for CS variables in the combined
sample of nonpatient adolescents from Italy, Israel, and Iran. Also presented in this
R
W
D
Dd
S
DQ+
DQo
DQv
DQv/+
FQx+
FQxo
FQxu
FQx
FQxNone
MQ+
MQo
MQu
MQ
MQNone
SQual
M
FM
m
FC
Age 1114
Italy
Israel
22.31
22.14
9.47
8.33
8.71
10.07
4.14
3.74
2.74
2.50
5.21
6.26
14.52
15.14
1.59
0.50
1.00
0.24
0.03
0.00
8.27
9.29
9.60
9.14
4.33
3.38
0.08
0.33
0.01
0.00
1.02
1.60
1.20
1.69
0.57
0.57
0.00
0.05
0.72
0.90
2.79
3.90
2.68
3.52
1.98
2.40
1.90
1.19
Iran
23.64
5.98
12.34
5.33
1.72
4.16
17.04
2.21
0.22
0.31
9.71
8.20
5.32
0.09
0.09
1.59
0.62
0.55
0.01
0.48
2.87
3.56
1.81
1.47
Int.
22.87
7.76
10.52
4.61
2.25
4.90
15.73
1.70
0.54
0.15
9.06
8.91
4.63
0.12
0.04
1.36
1.02
0.56
0.01
0.64
2.99
3.19
1.97
1.60
Age 1518
Italy
Israel
21.79
20.71
8.15
8.00
9.44
10.09
4.20
2.62
2.10
2.81
4.98
5.59
13.21
14.07
2.50
0.69
1.09
0.36
0.03
0.00
8.17
9.38
9.50
7.16
3.81
3.86
0.28
0.31
0.03
0.00
1.48
1.83
1.38
0.90
0.64
0.69
0.01
0.00
0.53
1.05
3.53
3.41
3.09
2.91
1.62
1.72
1.38
1.26
Iran
26.29
6.67
14.00
5.59
1.04
4.04
19.65
2.13
0.45
0.17
11.34
8.81
5.70
0.25
0.13
1.75
0.79
0.67
0.03
0.35
3.37
3.65
2.13
1.71
Int.
23.44
7.51
11.45
4.47
1.80
4.71
16.04
1.99
0.68
0.08
9.71
8.76
4.60
0.27
0.07
1.66
1.04
0.66
0.02
0.56
3.44
3.29
1.85
1.49
Age 1118
Italy
Israel
22.05
21.31
8.81
8.14
9.08
10.08
4.17
3.09
2.42
2.68
5.09
5.87
13.86
14.52
2.05
0.61
1.05
0.31
0.03
0.00
8.22
9.34
9.55
7.99
4.07
3.66
0.18
0.32
0.02
0.00
1.25
1.73
1.29
1.23
0.61
0.64
0.01
0.02
0.62
0.99
3.16
3.62
2.89
3.17
1.80
2.01
1.64
1.23
Iran
24.95
6.32
13.16
5.46
1.38
4.10
18.33
2.17
0.33
0.24
10.52
8.50
5.51
0.17
0.11
1.67
0.70
0.61
0.02
0.42
3.12
3.60
1.97
1.59
Int.
23.16
7.63
10.99
4.53
2.02
4.80
15.88
1.85
0.62
0.11
9.39
8.83
4.61
0.20
0.05
1.51
1.03
0.61
0.01
0.60
3.22
3.24
1.91
1.55
Table 5.1 Means of CS variables for three age-based groups and for the combined international sample of nonpatient adolescents from Italy, Israel, and Iran
76
CF
C
Cn
Sum Color
WSumC
Sum C
Sum T
Sum V
Sum Y
Sum Shading
Fr + rF
FD
F
Pair
3r + (2)/R
Lambda
PureF%
FM + m
EA
es
D Score
AdjD
a (active)
p (passive)
Age 1114
Italy
Israel
2.27
1.57
0.13
0.79
0.01
0.00
4.30
3.55
3.41
3.35
2.78
1.98
0.52
0.40
1.35
1.24
2.03
1.62
6.68
3.26
0.54
0.14
1.63
1.95
8.57
8.40
5.96
7.45
0.34
0.38
0.88
0.84
0.39
0.38
4.66
5.93
6.20
7.25
11.35
11.17
1.71
1.29
0.75
0.38
4.23
4.12
3.25
5.81
Iran
0.94
0.61
0.00
3.00
2.60
1.08
0.60
0.30
0.32
2.31
0.34
0.87
11.78
7.75
0.34
1.33
0.47
5.36
5.48
7.66
0.73
0.35
5.32
2.91
Int.
1.58
0.44
0.00
3.61
3.04
1.91
0.54
0.87
1.21
4.24
0.39
1.34
9.96
6.97
0.35
1.07
0.42
5.16
6.04
9.69
1.21
0.52
4.69
3.48
Age 1518
Italy
Israel
2.08
1.24
0.22
0.57
0.01
0.02
3.68
3.09
3.10
2.72
3.00
1.62
0.62
0.36
1.63
0.67
2.21
1.12
7.46
2.16
0.55
0.69
1.46
1.67
7.55
8.28
6.06
5.64
0.36
0.37
0.71
0.81
0.35
0.40
4.72
4.64
6.63
6.14
12.18
8.41
1.78
0.69
0.93
0.17
4.04
3.74
4.32
4.33
Iran
0.74
0.84
0.02
3.31
2.84
1.71
0.30
0.30
0.40
2.74
0.23
0.88
13.08
9.33
0.37
1.31
0.48
5.80
6.21
8.52
0.68
0.32
5.97
3.22
Int.
1.36
0.54
0.02
3.41
2.92
2.20
0.44
0.89
1.25
4.48
0.45
1.26
9.97
7.33
0.37
0.98
0.41
5.15
6.36
9.94
1.11
0.53
4.78
3.87
Age 1118
Italy
Israel
2.17
1.38
0.18
0.66
0.01
0.01
3.99
3.28
3.25
2.99
2.89
1.77
0.57
0.38
1.49
0.91
2.12
1.33
7.07
2.62
0.55
0.46
1.54
1.79
8.06
8.33
6.01
6.40
0.35
0.37
0.79
0.83
0.37
0.39
4.69
5.18
6.42
6.61
11.77
9.57
1.75
0.94
0.84
0.26
4.13
3.90
3.79
4.95
Iran
0.84
0.72
0.01
3.15
2.72
1.39
0.45
0.30
0.36
2.52
0.29
0.87
12.42
8.53
0.35
1.32
0.47
5.58
5.84
8.09
0.71
0.34
5.64
3.06
(continued)
Int.
1.47
0.49
0.01
3.51
2.98
2.06
0.49
0.88
1.23
4.36
0.42
1.30
9.97
7.15
0.36
1.02
0.42
5.15
6.20
9.82
1.16
0.52
4.74
3.68

77
Ma
Mp
Intellect
Zf
Zd
Blends
Blends/R
Col-Shd Blends
Afr
Populars
XA%
WDA%
X+%
X%
Xu%
Isolate/R
H
(H)
Hd
(Hd)
Hx
H, (H), Hd, (Hd)
A
(A)
Age 1114
Italy
Israel
1.53
1.86
1.28
2.10
0.86
2.74
12.96
11.55
2.31
0.83
5.28
5.36
0.23
0.23
0.91
1.02
0.46
0.53
4.53
3.86
0.81
0.84
0.82
0.86
0.39
0.43
0.19
0.15
0.41
0.41
0.29
0.18
2.44
2.52
1.12
1.07
1.54
2.17
0.73
0.48
0.38
0.81
5.82
6.24
8.04
8.50
0.25
0.40
Table 5.1 (continued)
Iran
1.76
1.10
2.44
8.31
0.80
3.18
0.14
1.06
0.50
3.73
0.76
0.78
0.43
0.22
0.33
0.21
2.54
1.18
1.12
0.12
0.58
4.97
8.98
0.47
Int.
1.68
1.32
1.84
10.70
1.18
4.36
0.19
0.99
0.49
4.08
0.79
0.81
0.41
0.20
0.37
0.24
2.50
1.14
1.45
0.42
0.53
5.51
8.52
0.37
Age 1518
Italy
Israel
1.44
1.67
2.15
1.74
1.56
1.69
11.11
10.91
1.42
1.80
5.44
3.78
0.25
0.18
1.04
0.48
0.48
0.53
4.20
3.97
0.81
0.80
0.83
0.83
0.39
0.46
0.18
0.19
0.42
0.34
0.25
0.19
2.37
2.22
1.24
0.90
2.00
1.55
0.73
0.71
0.66
0.28
6.33
5.38
6.99
7.59
0.35
0.52
Iran
2.16
1.21
2.17
9.15
1.58
3.06
0.11
1.21
0.51
4.40
0.77
0.80
0.44
0.20
0.32
0.17
2.78
1.23
1.30
0.27
0.88
5.60
9.41
0.46
Int.
1.78
1.68
1.84
10.26
0.86
4.13
0.18
1.00
0.50
4.24
0.79
0.82
0.42
0.19
0.36
0.21
2.51
1.17
1.62
0.54
0.68
5.84
8.10
0.43
Age 1118
Italy
Israel
1.48
1.75
1.72
1.89
1.21
2.13
12.03
11.18
1.86
1.40
5.36
4.44
0.24
0.20
0.98
0.71
0.47
0.53
4.36
3.92
0.81
0.81
0.83
0.86
0.39
0.45
0.18
0.17
0.42
0.37
0.27
0.18
2.40
2.35
1.18
0.97
1.77
1.81
0.73
0.61
0.52
0.50
6.08
5.74
7.51
7.97
0.30
0.47
Iran
1.96
1.15
2.31
8.73
1.19
3.12
0.13
1.13
0.50
4.06
0.76
0.79
0.43
0.21
0.33
0.19
2.66
1.20
1.21
0.19
0.73
5.28
9.19
0.47
Int.
1.73
1.51
1.84
10.47
1.01
4.25
0.18
1.00
0.50
4.16
0.79
0.82
0.42
0.19
0.37
0.22
2.50
1.15
1.54
0.48
0.61
5.68
8.31
0.40
78
Ad
(Ad)
An
Art
Ay
Bl
Bt
Cg
Cl
Ex
Fi
Food
Ge
Hh
Ls
Na
Sc
Sx
Xy
Idiographic
An + Xy
DV
INCOM
DR
Age 1114
Italy
Israel
1.90
2.24
0.23
0.29
0.47
0.60
0.34
0.86
0.34
0.60
0.21
0.21
1.52
1.21
2.03
1.90
0.15
0.14
0.35
0.21
0.70
0.29
0.10
0.60
0.04
0.02
0.57
0.74
1.37
0.67
1.57
0.93
1.65
2.07
0.02
0.12
0.03
0.00
1.53
0.43
0.51
0.45
2.00
0.93
0.38
0.81
0.21
0.21
Iran
1.92
0.07
0.56
1.05
0.06
0.20
1.18
1.87
0.16
0.22
0.24
0.50
0.12
0.99
0.92
1.13
1.56
0.02
0.02
0.65
0.58
0.54
1.16
0.13
Int.
1.96
0.17
0.53
0.73
0.25
0.21
1.32
1.94
0.15
0.27
0.44
0.35
0.07
0.78
1.07
1.28
1.67
0.03
0.02
0.98
0.53
1.20
0.79
0.18
Age 1518
Italy
Israel
1.91
1.52
0.22
0.16
0.41
0.71
0.34
0.83
0.27
0.45
0.15
0.33
0.94
1.02
2.13
1.79
0.14
0.16
0.21
0.16
0.53
0.21
0.16
0.59
0.17
0.22
0.61
0.76
1.23
0.57
1.36
0.93
1.60
1.78
0.08
0.10
0.06
0.14
1.78
0.40
0.47
0.71
1.04
0.71
0.36
0.67
0.09
0.29
Iran
2.4
0.08
0.97
0.95
0.05
0.21
1.37
1.32
0.16
0.18
0.14
0.23
0.71
0.47
0.81
0.99
1.43
0.08
0.08
0.86
1.00
0.39
1.02
0.13
Int.
2.04
0.15
0.70
0.69
0.21
0.21
1.13
1.73
0.15
0.19
0.31
0.27
0.40
0.58
0.93
1.12
1.56
0.08
0.08
1.13
0.73
0.71
0.69
0.15
Age 1118
Italy
Israel
1.91
1.82
0.22
0.21
0.44
0.66
0.34
0.84
0.30
0.51
0.18
0.28
1.23
1.10
2.08
1.84
0.14
0.15
0.28
0.18
0.13
0.59
0.61
0.24
0.11
0.14
0.59
0.75
1.30
0.61
1.46
0.93
1.62
1.90
0.05
0.11
0.05
0.08
1.66
0.41
0.49
0.60
1.52
0.80
0.37
0.73
0.15
0.26
Iran
2.16
0.07
0.76
1.00
0.06
0.20
1.27
1.60
0.16
0.20
0.37
0.19
0.41
0.73
0.87
1.06
1.50
0.05
0.05
0.75
0.79
0.47
1.09
0.13
(continued)
Int.
2.00
0.16
0.62
0.71
0.23
0.21
1.23
1.83
0.15
0.23
0.31
0.37
0.24
0.68
1.00
1.20
1.62
0.06
0.05
1.06
0.64
0.95
0.74
0.16

79
FABCOM
DV2
INC2
DR2
FAB2
ALOG
CONTAM
Sum6 Sp Sc
Lv2 Sp Sc
WSum6
AB
AG
COP
CP
Good HR
Poor HR
MOR
PER
PSV
Age 1114
Italy
Israel
0.19
0.14
0.02
0.00
0.14
0.17
0.01
0.02
0.14
0.38
1.36
0.05
0.04
0.00
4.48
2.71
0.30
0.57
12.85
7.48
0.10
0.64
0.18
0.74
0.41
1.31
0.00
0.00
3.47
3.50
2.73
3.48
0.91
1.40
0.88
0.83
0.35
0.36
Iran
0.31
0.01
0.11
0.08
0.06
0.33
0.05
2.77
0.20
7.60
0.66
0.52
0.28
0.00
2.98
2.48
0.79
0.74
0.23
Int.
0.24
0.01
0.13
0.04
0.14
0.71
0.04
3.46
0.30
9.73
0.43
0.41
0.49
0.00
3.26
2.73
0.93
0.81
0.30
Age 1518
Italy
Israel
0.17
0.31
0.00
0.00
0.15
0.10
0.01
0.00
0.05
0.16
0.19
0.02
0.02
0.00
2.08
2.26
0.21
0.26
4.79
5.76
0.48
0.21
0.21
0.66
0.35
0.53
0.00
0.03
3.89
2.88
3.02
2.97
0.69
1.52
0.51
0.93
0.27
0.24
Iran
0.28
0.00
0.14
0.02
0.04
0.35
0.07
2.47
0.17
7.21
0.58
0.45
0.49
0.00
3.39
3.01
0.91
0.47
0.21
Int.
0.24
0.00
0.14
0.01
0.07
0.22
0.04
2.28
0.20
5.98
0.47
0.40
0.44
0.01
3.49
3.01
0.94
0.58
0.24
Age 1118
Italy
Israel
0.18
0.24
0.01
0.00
0.15
0.13
0.01
0.01
0.09
0.24
0.77
0.03
0.03
0.00
3.27
2.45
0.25
0.38
8.80
6.41
0.29
0.39
0.20
0.69
0.38
0.86
0.00
0.02
3.68
3.14
2.88
3.18
0.80
1.47
0.69
0.89
0.31
0.29
Iran
0.30
0.01
0.12
0.05
0.05
0.34
0.06
2.62
0.19
7.41
0.62
0.49
0.38
0.00
3.18
2.74
0.85
0.61
0.22
Int.
0.24
0.01
0.13
0.03
0.10
0.46
0.04
2.85
0.25
7.79
0.45
0.40
0.46
0.00
3.38
2.87
0.94
0.69
0.27
80
81
Table 5.2 Weighted means of T Scores for CS variables in the combined international sample of
nonpatient adolescents and in a sample of patient adolescents from the USA (McGrath et al., 2005)
R
W
D
Dd
S
DQ+
DQo
DQv
DQv/+
FQx+
FQxo
FQxu
FQx
FQxNone
MQ+
MQo
MQu
MQ
MQNone
SQual
M
FM
m
FC
CF
C
Cn
Sum Color
WSumC
Sum C
Sum T
Sum V
Sum Y
Sum Shading
Fr + rF
FD
F
Pair
3r + (2)/R
Weighted means of T Scores for the combined

international sample of nonpatient adolescents
Age 1114
Age 1518
Age 1118
51
51
51
47
47
47
51
53
52
54
53
54
49
47
48
46
46
46
52
52
52
54
56
55
54
56
55
49
48
49
45
46
45
57
57
57
51
51
51
47
49
48
48
49
48
45
46
45
53
54
53
49
50
50
49
49
49
48
47
48
47
49
48
49
50
49
53
52
53
48
48
48
50
48
49
52
53
52
49
50
49
49
48
48
50
49
49
51
53
52
49
48
48
54
54
54
49
49
49
50
51
50
50
50
50
53
52
52
52
52
52
50
51
50
48
49
49
T Scores for the sample

of patient adolescents from
the USA
46
48
45
50
47
44
47
51
49
47
40
50
52
52
47
43
51
50
49
50
46
43
46
43
47
53
49
44
47
49
45
48
48
47
47
48
51
49
49
(continued)
82
Lambda
PureF%
FM + m
EA
Es
D Score
AdjD
a (active)
p (passive)
Ma
Mp
Intellect
Zf
Zd
Blends
Blends/R
Col-Shd Blends
Afr
Populars
XA%
WDA%
X+%
X%
Xu%
Isolate/R
H
(H)
Hd
(Hd)
Hx
H, (H), Hd,
(Hd)
A
(A)
Ad
(Ad)
An
Art
Ay
Bl

Age 1114
Age 1518
Age 1118
52
51
52
52
51
52
51
51
51
48
49
48
51
52
51
46
47
47
47
47
47
49
49
49
49
51
50
48
48
48
48
50
49
48
48
48
46
45
46
49
50
49
51
50
51
51
50
50
54
54
54
48
49
48
43
44
43
50
50
50
49
50
50
42
43
42
51
50
50
59
58
59
53
50
52
50
50
50
49
50
49
50
51
50
48
49
48
51
53
52
49
50
50

the USA
58
NA
43
45
44
53
51
44
44
46
47
43
45
48
44
46
48
48
43
43
49
40
57
55
48
48
49
48
49
46
47
53
49
48
50
46
47
47
49
52
54
47
49
47
44
46
50
51
50
48
50
47
46
46
49
52
50
48
50
46
46
47
49
(continued)
83
Bt
Cg
Cl
Ex
Fi
Food
Ge
Hh
Ls
Na
Sc
Sx
Xy
Idiographic
An + Xy
DV
INCOM
DR
FABCOM
DV2
INC2
DR2
FAB2
ALOG
CONTAM
Sum6 Sp Sc
Lvl2 Sp Sc
WSum6
AB
AG
COP
CP
Good HR
Poor HR
MOR
PER
PSV

Age 1114
Age 1518
Age 1118
49
48
49
50
49
50
49
49
49
52
50
51
48
47
48
52
50
51
47
52
50
49
47
48
52
51
51
55
53
54
54
53
54
45
46
46
47
48
47
51
52
51
45
46
45
56
51
53
51
50
50
47
46
47
47
47
47
50
49
50
51
51
51
49
48
49
52
50
51
62
51
57
51
51
51
53
48
50
51
49
50
53
48
50
51
52
52
49
48
48
45
45
45
49
49
49
48
49
48
49
51
50
48
48
48
51
50
51
51
50
51

the USA
47
45
48
49
48
48
48
46
46
49
NA
45
47
51
NA
49
49
48
49
71
55
53
56
52
50
50
57
52
46
47
46
49
45
48
47
47
51
Note: T Scores in bold are significantly elevated or lowered in comparison to the international
sample of nonpatient adults (Meyer et al., 2007)
84
table are T Scores of a patient adolescents sample from the USA (McGrath et al.,
2005). These T Scores were computed by scaling a variable to set its mean at 50 and
its standard deviation (SD) at 10. Thus a T Score of 40 is 1SD below the mean, a T
Score of 60 is 1SD above the mean, and so on. Meyer et al.s composite international sample of adults is used as a benchmark for computing the T Scores for the
current adolescent sample, because considerable variability was found among their
international samples of children and adolescents. This procedure makes it possible
to evaluate the current combined sample of Italian, Israeli, and Iranian adolescents
against the standard established for nonpatient adults and to highlight and quantify
any developmental differences that might be present.
In addition, a weighted mean T Score is presented for both the younger and older
adolescent groups. In occurrences of missing values (e.g., the S-CON for younger
adolescents to whom it is not applicable), the T Score calculations are based on the
weighted means for the age group in which these values are available (1518).
Deviations are noted in bold when the value of a variable exceeds a cutoff point of
5 (T < 45 or > 55), which is equal to 1/2 SD below or above the mean of the value of
this variable in the Meyer et al. (2007) composite international sample of adults.
Deviations in T Scores allow clinicians and researchers to determine how much a
person or a sample differs from an expected norm.
Data presented in Table 5.2 show that if cutoff points of T < 45 or > 55 are applied,
deviations (indicated in bold) of the current international sample of nonpatient adolescents aged 1118 from the norms established by the composite adult sample of
Meyer et al. (2007) occur in the following variables: FQu, popular (P) responses,
X + %, Xu%, and ALOG, with T Scores of 57, 43, 42, 59, and 57, respectively.
However, whereas the lowered X + % commonly characterizes nonpatient adolescents in both age-based groups of all three countries, deviations in FQu, P, Xu%,
and ALOG appear to be more culture specific, with the Italian younger group showing normative P and elevated ALOG, the Israeli older group showing normative
FQu and X + %, and the Iranian younger group showing normative FQu and Xu%.
With respect to the elevated ALOG in the Italian younger group, as suggested by
Wenar and Curtis (1991), this CS marker of psychopathological thinking, which
represents a departure from conventional logic into circumstantial ideation, might
be elevated in normative children and is expected to decline with cognitive development. It might therefore represent a childish pattern of ideation characterizing the
Italian sample aged 1114, rather than evidence of disordered thinking (see Chap.
2). However, this and other cultural specific differences should be further explored.
The main finding in the cross-cultural analysis is that, with rare exception, the T
Scores for CS variables in the combined international sample of adolescents
commonly fall in a narrow range from 45 to 55, reflecting 1/2 SD, with many of the
scores falling in an even narrower range from 47 to 53. These close to average T
Scores indicate substantial similarity between the present reference data for adolescents and the international composite data for nonpatient adults. The most notable
exception in this regard is the elevated T Score for Xu%, with a T Score of 59 (based
on the composite nonpatient adult sample). As an index of nonconventional percep-
85
tion, Xu% can nevertheless be interpreted as reflecting age-appropriate tendencies

toward individuation. This finding indicates that the existing CS reference data for
perceptual accuracy in adults are adequate for adolescents (the T Score for X-% = 50),
but should probably not be used to evaluate conventionality of perception in young
people.
On the other hand, the current data provide essential evidence that nonpatient
adolescents are unlikely, and no more likely than nonpatient adults, to show deviations of more than 5 T Score points in CS markers of cognitive deficiencies and
perceptual distortions. These findings differ notably from those derived from the
McGrath et al. (2005) study of patient adolescents. Whereas the age-based current
international sample of nonpatient adolescents show T Scores of 51 for age group
1114 and 50 for age group 1518 on X-%, which is similar frequency to adults
(Meyer et al. 2007), the adolescent patients of McGrath et al. show a T Score of 57
on this perceptual variable, as indicated in bold in Table. 5.2.
With respect to the clinical implications of these findings, it is commonly
accepted among researchers that only a T Score difference of ten points (1SD) or
more should be considered likely to cause at least minor adjustment difficulties, but
may not warrant a formal clinical diagnosis. However, a T Score above 65 (M + 1.5
SD) or below 35 (M 1.5 SD) deviates markedly from normative standards and is
likely to cause major adjustment difficulties. Applying these benchmarks, none of
the variables in the combined international sample that is used in this volume for
providing cross-cultural reference values deviates markedly from the normative
standards.
For reasons that are not clear, the old CS norms for adolescents (Exner, 2003;
Exner & Weiner, 1995) showed a surprisingly low frequency of inaccurate perception. When T Scores are computed for these old reference data in two age groups,
1114 (N = 470) and 1516 (N = 250), the protocols collected from adolescent nonpatients about 30 years ago show much lower X-% (T = 39) than the current sample
of adolescents and Meyer et al.s (2007) currently collected international sample of
nonpatient adults. These low T Scores in the old CS norms are not shown in CS
markers of disturbed thinking (e.g., LV2), with T Scores of 50 in the 1114 and
47 in the 1516 age-based samples of nonpatient adolescents from the USA. In this
regard, the current data derived from the international sample of adolescents are
very similar to those of the old CS norms.
These data have important implications for clinical practice. The older CS norms
suggest that adolescents could be expected to have a frequency of inaccurate perceptions as measured by X-% that is more than 2 SDs lower than what is average for
contemporary adults. In contrast, the current combined sample of adolescents shows
a level of inaccurate perception that is similar to what is average in adults (i.e., T
Score of 50). These are dramatically different benchmarks for understanding what
is typical or normal for adolescents, in that the older norms and the contemporary
combined samples provide different expectations for how much perceptual lapse or
distortion is expected to be found in nonpatient adolescents.
Many authors support the basic approach of CS users to focus interpretation on
psychometrically superior dimensional scores rather than categories formed by arti-
86
ficially dichotomized cutoff scores (e.g., MacCallum, Zhang, Preacher, & Rucker,
2002; Meyer et al., 2007). However, to facilitate clinical inferences based on the
presence or absence of certain CS scores, Table 5.3 provides frequency data for the
traditional classifications found in Exners reference tables. Using the same procedures described for compiling the weighted mean T Scores, we computed the average proportion of participants in the three nonpatient samples of adolescents in each
classification category.
Table 5.3 compares age-based weighted frequencies for selected CS variables in
the combined sample of nonpatient adolescents from Italy, Israel, and Iran with
Meyer et al.s (2007) composite international sample of nonpatient adults. The data
presented in the table indicate that differences between the Rorschach data of the
nonpatient adolescents in the current composite sample and those of the nonpatient
adults in the international composite sample of Meyer et al. (2007) occur particularly with respect to two related FQ variables, X + % < 0.55 and Xu% > 0.20. The
data also show a substantially higher percentage of P < 4 in the adolescent sample,
which, like low X + % and high Xu%, has implications for nonconformity. These
differences between the current adolescent sample and the adult composite international sample could be interpreted as reflecting expected developmental tendencies
to pursuit individuality (see Chap. 2).
Analyzing CS norms of children aged 516, Wenar and Curtis (1991) found
several longitudinal Rorschach changes consistent with predictions from developmental psychological data, including increases over time in cognitive complexity,
precision of thinking, and conformity to socially acceptable patterns of thinking and
perception. As shown in Tables 5.1, 5.2, and 5.3, the new composite norms are very
similar to the adult composite norms, which means not only that the Rorschach does
not overpathologize adolescents with respect to their cognitive functioning, but also
that examiners can interpret CS variables such as X-% similarly for adolescents and
adults, without any age adjustment. For example, X-% > 0.30, and with greater confidence X-% > 0.42, which is the mean in the current international sample of adolescents, can be used as a benchmark for distinguishing between healthy and
psychopathological functioning. Consistent with this recommendation, an
X-% > 0.29 receives one point on the Perceptual Thinking Index (PTI), and an
X-% > 0.40 receives two points.
Aside from cognitive functioning, two examples of unique adolescent features in
the affect and self-perception domains are worth noting. First, the normal maturational tendency for adolescents to become emotionally more reserved and less
intense would be reflected, as previously noted, in a decreasing number of color
form (CF) and no-form color (Pure C) responses that are considered a corollary of
relatively unmodulated patterns of emotional expressiveness, compared to formdominated color responses (FC) that are considered a corollary of relatively
modulated patterns of emotionality. As evidence in this regard, the traditional CS
norms point to CF + C responses that substantially outnumber FC responses in the
reference groups for children aged 58 and CF + C responses that are a bit more
frequent than FC responses among older children and young adolescents (aged
87
Table 5.3 Frequencies for selected CS variables in the combined international sample of
nonpatient adolescents as compared to the composite international sample of nonpatient adults
(Table 2, Meyer et al., 2007)
Variables
Styles
Introversive
Pervasive introversive
Ambitent
Extratensive
Pervasive extratensive
Avoidant
D Scores
D Score > 0
D Score = 0
D Score < 0
D Score < 1
Adj D Score > 0
Adj D Score = 0
Adj D Score < 0
Adj D Score < 1
Zd
Zd > +3.0 (overincorp)
Zd < 3.0 (underincorp)
Form quality
XA% > 0.89
XA% < 0.70
WDA% < 0.85
WDA% < 0.75
X + % < 0.55
Xu% > 0.20
X % > 0.20
X % > 0.30
FC:CF + C ratio
FC > (CF + C) + 2
FC > (CF + C) + 1
(CF + C) > FC + 1
(CF + C) > FC + 2
Constellations
S-Constellation positive
HVI positive
OBS positive
PTI =5
Int. adolescents
1114
1518
M%
M%
1118
M%
Int. adults
M%
16 %
10 %
26 %
18 %
10 %
40 %
23 %
14 %
28 %
13 %
6%
36 %
20 %
12 %
27 %
15 %
8%
38 %
26 %
16 %
31 %
16 %
9%
28 %
8%
41 %
51 %
30 %
14 %
49 %
38 %
18 %
8%
40 %
53 %
32 %
13 %
47 %
40 %
20 %
8%
40 %
52 %
31 %
13 %
48 %
39 %
19 %
12 %
46 %
41 %
23 %
19 %
52 %
30 %
13 %
15 %
31 %
20 %
32 %
18 %
31 %
19 %
29 %
16 %
18 %
53 %
23 %
87 %
90 %
47 %
15 %
13 %
15 %
61 %
20 %
84 %
88 %
41 %
12 %
14 %
16 %
57 %
22 %
85 %
89 %
44 %
14 %
19 %
18 %
49 %
20 %
55 %
68 %
41 %
14 %
16 %
29 %
32 %
24 %
12 %
28 %
29 %
16 %
14 %
28 %
30 %
20 %
13 %
22 %
24 %
15 %
N/A
8%
0%
0%
11 %
8%
0%
0%
11 %
8%
0%
0%
4%
12 %
0%
0%
(continued)
88
Variables
PTI =4
PTI =3
DEPI =7
DEPI = 6
DEPI = 5
CDI = 5
CDI = 4
Miscellaneous variables
R < 17
R > 27
DQv > 2
S>2
Sum T = 0
Sum T > 1
3r + (2)/R < 0.33
3r + (2)/R > 0.44
Fr + rF > 0
Pure C > 0
Pure C >1
Afr < 0.40
Afr < 0.50
(FM + m) < Sum Shading
(2AB + Art + Ay) > 5
Populars < 4
Populars > 7
COP = 0
COP > 2
AG = 0
AG >2
MOR > 2
Level 2 Sp.Sc. > 0
GHR > PHR
Pure H < 2
Pure H = 0
p>a+1
Mp > Ma
Int. adolescents
1114
M%
2%
7%
1%
9%
21 %
8%
35 %
1518
M%
0%
3%
2%
6%
24 %
10 %
34 %
1118
M%
1%
5%
1%
7%
23 %
9%
34 %
Int. adults
M%
2%
6%
2%
10 %
19 %
11 %
25 %
18 %
27 %
26 %
35 %
66 %
11 %
46 %
26 %
26 %
31 %
9%
26 %
50 %
38 %
8%
41 %
4%
70 %
6%
70 %
2%
11 %
20 %
56 %
34 %
11 %
25 %
31 %
19 %
26 %
29 %
29 %
68 %
10 %
40 %
30 %
27 %
34 %
14 %
26 %
51 %
43 %
8%
31 %
2%
70 %
4%
72 %
2%
10 %
15 %
55 %
39 %
13 %
29 %
41 %
18 %
26 %
27 %
32 %
67 %
11 %
43 %
28 %
26 %
33 %
12 %
26 %
50 %
40 %
8%
36 %
3%
70 %
5%
71 %
2%
10 %
17 %
56 %
37 %
12 %
27 %
36 %
25 %
20 %
16 %
40 %
57 %
15 %
39 %
30 %
25 %
25 %
7%
27 %
47 %
35 %
11 %
16 %
12 %
42 %
13 %
64 %
4%
16 %
17 %
57 %
35 %
11 %
21 %
32 %
Note: S-CON data for adolescents are based on the Italian and Israeli samples only
912 years old). The 13- to 16-year-old adolescents in the CS reference sample gave
fewer CF + C than FC responses. As shown in Table 5.3, the current reference data
of the combined adolescent sample are much more similar to those of adult sample
of Meyer, Erdberg, and Shaffer (2007) although contemporary normative adolescents,
89
particularly those in the 1114 age group, are still more likely than adults to have
CF + C dominant color use.
Second, with respect to their self-perception, the data in Table 5.3 show approximately the same frequency of an elevated Egocentricity Index (> 0.44) in the combined adolescent sample (28 %) and Meyer et al.s composite adult sample (30 %).
On the other hand, the adolescent sample shows a higher percentage with reflection
responses (Fr + rF > 0 = 32 %) than the adult sample (Fr + rF > 0 = 25 %). This difference between adolescents and adults is consistent with the expected engagement of
adolescents in self-focused mental functioning, as mentioned in Chap. 2 and as
measured by reflection responses. However, the difference between these two measures of self-focused functioning (i.e., the Egocentricity Index and Fr + rF > 0)
might raise question about the traditional CS interpretation of the Egocentricity
Index, which includes pair responses (2) in addition to the Fr + rF (see Chap. 6).
As has been noted in Chap. 2, developmental changes in personality characteristics do not call for corresponding changes in the interpretation of related Rorschach
indices. Accordingly, a predominance of CF + C over FC responses typically characterizes young people who show emotional intensity and limited affect modulation, whatever the age of the child or adolescent. However, the implications of such
a finding would be age related, with limited affect modulation suggesting normative
development in children but emotional immaturity in older adolescents and adults,
with possible related adjustment difficulties.
Further analyses of the current data have shown that, with respect to color use,
the expected developmental pattern might be culturally dependent. Thus, whereas
the percentages of nonpatient adolescents who show more color-dominated (CF + C)
than form-dominated (FC) color responses become a bit lower in the older age
group (1518) as compared to those in the 1114 age group in both the Israeli and
the Iranian samples, the percentages of Italian adolescents who provide more colordominated responses are higher in the older age group. These findings show that
Italian adolescents may exhibit a curvilinear pattern throughout adolescence in
which a larger portion of them demonstrate a less mature style of modulating affect
when they are 1518 than when they are 1114 years of age.
Because the traditional CS reference data on nonpatient adolescents were collected over 30 years ago and refer to samples solely from the USA, differences
between these data and the current composite adolescent sample data could reflect
cultural variation or cultural change over time. As previously suggested by TibonCzopp, Rothschild-Yakar, and Appel (2012), these changes might also be related to
advances in modern technology, including the impact of the internet and Facebook
revolution on how people interact with their environment. The possible patterns in
which modern technology translates into adolescents manner of responding to the
Rorschach is an intriguing area for investigation, and the question of whether
response differences over time are due to exposure to environmental changes or to
substantial changes in patterns of mental functioning, particularly in adolescence,
should be further explored. On the other hand, even though Rorschach age-based
reference data are of considerable importance for evaluating the extent to which
obtained scores deviate from expected values in certain age groups, normative data
should be interpreted cautiously. Statistical norms should not be equated with
90
psychological normality, and uniqueness should not automatically be taken to indicate psychopathological functioning.
Although the normative reference CS data for adolescents, presented in this
chapter, have been drawn solely from three countries, the findings have some substantial implications with respect to clinical practice with adolescents. Particularly
important in this regard is the evidence that the Rorschach does not show diagnosable psychopathology when it is not present and that, except for some adolescent
inclination toward nonconventional and individualistic perception, there are no normative differences between adolescent and adult patterns of cognitive functioning.
In clinical practice, this finding may call for reconsideration of the cutoff scores in
the CS textbooks to make them congruent with the currently updated norms.
To recapitulate the recommendations in this chapter, T Scores lower than 40 (M
1SD) and higher than 60 (M+ 1SD) on Rorschach markers of psychopathology
should be considered indicative of some degree of disturbance but do not necessarily warrant a formal clinical diagnosis. For example, the upper limit for X-% as
established by M + 1SD in the composite international sample of adults would be
0.19 + 0.11 = 0.30 (see Table 1 in Meyer et al., 2007). When a protocol shows an
X-% that exceeds 0.30, it is likely to be demonstrating disturbed mental functioning
probably manifest in distortions of reality and inaccurate perception of people and
events. Rorschach data in which T Scores on CS markers of psychopathology
exceed the upper limit of 65 should be interpreted as providing substantial evidence
for disturbed functioning.
To facilitate Rorschach work in clinical practice with adolescents, Chap. 6 provides updated cutoff scores for CS markers of disturbed functioning. Overall, the
current data offer ample evidence that the Rorschach does not overpathologize adolescents. Rorschach protocols of nonpatient adolescents do not provide any evidence, and no more than those of nonpatient adults, of distorted perception or
disturbed thinking, and they can be interpreted by using the same cutoff points as
are applicable for adults.
Conclusion
Whereas the previous chapter was concerned with theoretical conception of how
and why the Rorschach works, the present chapter addresses empirical research
concerning whether it works. Whether the Rorschach or any other personality
assessment instrument works is a function of the dependability and utility of its
findings, which constitute its essential psychometric properties. To be psychometrically sound, personality assessment instruments should (a) employ standardized procedures for data collection, (b) generate consistent findings over time for
stable phenomena or changing findings that parallel changes in these phenomena,
(c) measure accurately the phenomena they are designed or intended to measure,
Conclusion
91
and (d) have comparison data that provide a basis for qualitative judgments about
the obtained information.
For the Rorschach and personality assessment instruments in general, standardized administration and coding make possible the accumulation of the results of
Rorschach research studies to provide dependable large-sample information about
the stability, accuracy, and applicability of Rorschach variables. Consistency over
time is demonstrated by substantial testretest reliability coefficients for Rorschach
variables that are presumed to measure stable personality characteristics. For variables presumed to measure situational characteristics, on the other hand, or among
individuals known to have undergone some personality change, retest coefficients
may be minimal.
The accuracy of Rorschach findings, in common with the results of other personality assessment measures, consists of their validity for serving relevant purposes.
Several aspects of relevance are particularly important in evaluating Rorschach
validity. First, the numerous variables that comprise the Rorschach are likely to differ in their relevance for certain purposes, and it is these variables, not the Rorschach
as a whole, that can be found more or less valid in research studies. The number or
percentage of Rorschach variables that are validated in particular studies may justify referring to the entire measure as being more or less valid, but such global reference to the Rorschach or to any other multiple variable assessment instrument has
little relevance to what certain test variables may contribute to answering particular
referral questions. Second, the validity and utility of Rorschach variables should be
assessed by how they relate to conditions or events in which personality characteristics are assumed to play an important part and not for how they delineate conditions or predict events in which personality characteristics are of little relevance.
Third, Rorschach validation research should compare the obtained findings with
relevant observed behaviors and objective characteristics of people, not with the
findings of other personality assessment instruments that, like the Rorschach, are
inferential themselves and more or less valid for certain purposes. Fourth, Rorschach
research should emphasize construct validation, which is more likely to generate
relevant information than studies that are limited to criterion validation. Criterion
validation relates Rorschach findings to certain conditions or events, whereas construct validation seeks in addition to explain why such relationships exist. Construct
validation thus speaks to the complementary roles of conceptualization and empiricism in advancing knowledge, as discussed in the previous chapter.
As for comparison data that provide a basis for qualitative judgments, normative reference information is necessary for investigating how groups of people
resemble or differ from each other and for distinguishing between normal and
abnormal test findings. For these purposes, normative reference samples should be
as large as is feasible to compile; they should include representative groups of
nonpatients differing in age, nationality, and as many other demographic characteristics for which sufficient data can be collected; and these data should be collected by
examiners trained in administering and coding whatever measures are being studied.
92
Similar scores among reference subsamples on a variable indicate that a single

composite score for this variable can be used for comparisons with individuals
being examined. Differences among subsamples in certain variables may call for
using separate age-based, national, or other subsample demographic normative
values for comparison purposes. With respect to qualitative judgments in clinical
applications of normative data, findings similar to the reference data delineate normal range personality functioning, whereas deviations from normative expectations suggest maladaptive personality functioning or psychological disorder.
As reviewed in this chapter, Rorschach assessment meets each of these criteria for
psychometric soundness. The CS provides standardized guidelines for administration and coding that are used around the world, as reflected in the published literature. Intercoder agreement among adequately trained administrators ranges from
good to excellent, as does the retest reliability of variables that are presumed to measure stable personality characteristics. An extensive literature demonstrates the validity of the Rorschach when used for its intended purposes of personality assessment.
Large international reference samples of nonpatient adults show sufficient similarity
to warrant using composite values to delineate deviations from CS norms without the
necessity of culture-specific reference data. Combined contemporary reference samples of nonpatient adolescents closely resemble the composite adult sample in their
Rorschach data. There are nevertheless some differences in Rorschach scores that
reflect expected developmental changes from childhood to adulthood. The developmental change, as reflected in the structural variables, exemplifies the construct
validity of Rorschach assessment. These developmental changes that call for somewhat different cutting scores that delineate psychopathological functioning in adolescents are presented in the next chapter.
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Chapter 6
The Rorschach Inkblot Method: Practice
Following the conceptual and methodological issues discussed in Chaps. 4 and 5,

this chapter provides guidelines for administration, coding, and interpretation that
promote effective use of the Rorschach Inkblot Method in the clinical assessment of
adolescents. These guidelines are presented in the form of a workbook designed for
practitioners who use the Rorschach Interpretation Assistance Program (RIAP;
Exner & Weiner, 2003) for computing the ratios, percentages, indices, and constellations of the CS and the new CS-based variables that are included in the revised
Structural Summary, presented in this volume.
The chapter emphasizes that the essence of Rorschach assessment resides in its
standardized administration as a free association task. Additionally, Rorschach coding procedures should follow CS guidelines with only minor adaptations. On the
other hand, interpretive procedures can vary according to the theoretical perspective
of the practitioner. The interpretive process consists of drawing on structural variables, especially multivariable constellation indices, thematic imagery, behavioral
clues, and response sequence. In line with the PDM (PDM Task Force, 2006), this
process yields valuable information concerning adaptive development (Bleiberg,
2001), risk factors, and the subjective experience of symptom patterns.
Administration
The CS workbook (Exner, 2001) delineates specific guidelines for Rorschach
administration to be followed around the world, with some minor adaptations dictated by individual needs or cultural constraints. These minor adaptations might
include avoiding a second administration when R < 14, accepting more than five
responses to a card while coding five responses only, sitting at a 90-degree angle
from the person being examined instead of the side-by-side seating recommended
by the CS workbook, or in exceptional circumstances conducting the inquiry during

97
98
the response phase of the administration. As has been noted, preservation of the
standardized common procedures of data collection, with minimal allowance for
necessary adaptations, enhances the cross-cultural applicability of whatever normative reference data are obtained. With respect to the testing-the-limits (TL) procedure for evaluating whether popular responses (P) can be given to Cards III, V, and
VIII, our clinical experience indicates that this procedure is particularly helpful in
distinguishing between psychotic and nonpsychotic disorders in adolescents.
Coding
Each Rorschach response should be scanned for the following features: Location
(which part of the blot or the background was used?); Developmental Quality (how
much organizational activity is involved?); Determinants (what made the blot look
like it did?); Form Quality (does the shape of the object seen in the response realistically resemble these objects?); Pairs (is there reference to symmetrical objects?);
Contents (what is seen?); Popular (P) responses (is the object commonly seen by
other individuals?); Special Scores (does the response include some unusual features related to cognitive functioning?); and Z score (how much organizational
activity is invested in the response?).
The CS workbook (Exner, 2001) delineates specific instructions to guide the
Rorschach coding process. Two additional sources, Viglione (2002) and Scaria,
Weiner, and Ritzler (2014), provide coding guidelines that clarify Exners instructions and suggest solutions to various coding problems. We recommend reliance on
these sources in the coding of Rorschach protocols. Further attention would be helpful in differentiating between sometimes contradictory types of responses that have
the same code (e.g., soft and rough texture responses) and clarifying the guidelines for coding Form Quality (FQ) and some Special Scores, especially perseveration
(PSV). As noted in Chap. 5, on the other hand, accumulated research has shown that
the CS codes can be used reliably and provide empirically valid and clinically meaningful information either as individual variables or as elements of global indices.
Interpretation
Interpretation is the most complex facet of Rorschach work, involving as it does the
integration of structural, thematic, behavioral, and sequential data. Whereas the perceptual nature of the Rorschach task illuminates the potential contribution of CS
structural variables, its associational and interpersonal nature require analyzing the
thematic imagery, the response sequence, as well as transference and countertransference issues. Many clinicians rely on the Rorschach as an assessment tool for helping to distinguish between healthy and psychopathological functioning in adolescents.
As a standardized behavioral task that does not require respondents to engage in
conscious reflection, it is well-suited for this purpose, if properly used. The present
99
Interpretation
discussion focuses on the interpretation of 50 CS-based structural variables. However,

to generate a comprehensive picture of an individuals personality functioning, the
interpretation of these 50 variables must be combined with inferences derived from
the full range of Rorschach structural, content, and sequential data and with information gleaned from self-report measures and behavioral observations.
As has been noted, Rorschach protocols of adolescents should be analyzed in
relation to age-based, cross-cultural normative data. Tables 6.16.4 present 45
CS-based structural variables and the reference values of each of these variables for
distinguishing between healthy and psychopathological functioning in adolescents.
Specific forms of psychopathology associated with these reference values are discussed
Table 6.1 Selected CS and CS-based variables and reference values for assessing impaired
cognitive functioning in adolescentsa
Variables
General Indices
PTI
RFS-P
Reference Values
Implications of Deviant Scores
PTI > 3
RFS-P < 0.30
Disturbed thinking and distorted perception

Reality collapse into fantasy; lowered capacity
for relating to outer world
RFS-P > + 0.92
Fantasy collapse into reality; lowered capacity

for relating to internal experiences
RFS-S
RFS-S > 2.67
EII-2
EII-2 > 0
Attention (Processing)
L
L < 0.30
L > 0.99
W:D:Dd
W > .50
D < .50
Dd > .15
Zd
Zd > + 3.0
Zd < 3.0
DQv
DQv > 2
Proneness to dissociation
Likelihood to maladaptive functioning
Excessive openness to experience; over
involvement in contemplating the underlying
significance of events or sorting out feelings
about them
Limited openness to experience; narrow frame
of reference; tendency for detachment from
thoughts and feelings
Inordinate attention to global or unusual aspects
of experience rather than to what is ordinary
and commonplace; often associated with
unconventional attitudes or behavioral
tendencies
Attending to more information than can be
organized efficiently and examining experience
more thoroughly than is necessary
Taking in too little information and examining
experience less thoroughly than would be
advisable
Impressionistic, poorly defined, and concrete
style of processing information
(continued)
100

Variables
Reference Values
Perception (Mediation)
XA%
XA% < .70
WDA%
WDA% < .75
X-%
X-% > .30
Xu%
Xu% < .10
P<4
P>7
Thinking (Ideation)
WSum6
WSum6 > 17
Lv2
Lv2 > 0
MM- > 1
FM + m
FM + m > 6
INTELL
2AB + Art + Ay > 5

Impaired reality testing; inaccurate perception
of people and events
Inaccurate perception when attending to usual
and apparent stimuli in the environment
Distorted perception associated with instances
of poor reality testing and faulty judgment
Proneness to being strongly committed to
conventionality
Notable idiosyncratic view of the world;
inability or unwillingness to recognize
conventional reality
Notable endorsement of conformity and
conventionality
Illogical and incoherent thinking
Likelihood of thinking disorder
Strange ideas about what people are like and
how they are likely to act
Intrusive thoughts; often associated with
difficulties in concentration
Excessive reliance on intellectualization as a
way of minimizing affective experience
a
Note. The CS variables that correspond to the codes in each of the sections of the first column are
as follows: General indices. PTI = Perceptual Thinking Index. A constellation index composed of
five conditions involving the critical special scores (DV, DR, INC, FAB, ALOG, CONTAM) and form
quality variables. RFS-P and RFS-S = mean and SD scores on the RealityFantasy Scale Version 2.0
(RFS-2; Tibon-Czopp, et al., 2015), a CS-based index, calculated by the RFS Software, according to
a flowchart. Because the reference values for the RFS-P is different in adults (RFS-P < 0.51; RFSP > +0.65), the reference values presented in the table should be applied only to adolescents (1118);
EII-2 = Ego Impairment Index, which refers both to cognitive and interpersonal functioning;
Attention (Processing cluster). L = Lambda, the relative number of pure form (F) responses divided
by to the number of responses with determinants other than pure form (F/R-F). W:D:Dd = the number of whole blot (W), usual detail (D), and unusual detail (Dd) responses. Zd = a difference score
calculated by subtracting an estimated total Z Score for the responses in a protocol (Zest) from the
total assigned Z scores (ZSum). DQv = number of responses with vague developmental quality
(DQv). Perception (Mediation cluster). XA% = percentage of total responses with ordinary, ordinaryelaborated, or unusual form quality (FQo;FQ+;FQu). WDA% = percentage of responses to common
areas of the blot (W or D) that have accurate form quality (+, o, u). X-% = percentage of responses
with minus form quality (FQ-). Xu% = percentage of responses with unusual form quality (FQu);
P = number of Popular (P) responses. Thinking (Ideation cluster). WSum6 = weighted sum of critical
special scores; Lv2 = number of responses coded with Level 2 Special Scores; M- = sum of human
movement (M) responses with distorted form (FQ-); FM + m = sum of animal movement (FM) and
inanimate movement (m) responses; INTELL = Intellectualization Index, computed as the sum of
2AB + Art + Ay. An additional variable that has implications for cognitive functioning is MOR (see
self-perception, Table 6.4). When interpreted as a cognitive variable, MOR > 2 is often indicative of
pessimistic thinking. Based on Table 2 in Meyer et al. (2007), which shows that the traditional reference value of Xu% > 0.20 was found to be applicable for more than a half of the international nonpatient adult sample, this value was not included in the table for distinguishing between healthy and
psychopathological functioning
101
Interpretation
affective experience in adolescentsa
Variables
DEPI
S-CON
D Score
Reference Values
DEPI = 5 or higher
S-CON = 8 or higher
D Score < 1

Subjectively felt distress
Self-destructive or suicidal tendencies
Current experience of stress overload and
insufficient coping abilities
D Score > 0
Current minimization of stressful experience;

consistency over time, even when the
consistency involves being emotionally
unstable, with little sense of needing to change,
and with ego-syntonic rather than ego-alien
symptom formation
Persistent experience of stress overload and
insufficient coping abilities
AdjD Score
AdjD Score < 1
AdjDMD
AdjD Score > 0

AdjDMD > 0
FC: CF + C
FC > (CF + C) + 2
(CF + C) > FC + 2
Pure C
Pure C > 1
Cons. Index
Sum C > WSumC
eb
(FM + m) < SumShd
Col-Shd
Col-Shd > 1
S>3
Afr
Afr < 0.40
Afr > 0.89
Persistent tendency to minimize stress

Likelihood of experiencing overwhelming
affective or cognitive symptoms of anxiety
Disposition to well-modulated and reserved
processing of affect; feelings tend to be mildly
to moderate in their intensity while they are
present
Disposition to unmodulated and spontaneous
processing of affect; feelings tend to be
transitory but intense while they are present
Likelihood of uncontrolled, intense, and
explosive emotional reactivity
Likelihood of emotional blocking that is
preventing feelings from being experienced or
expressed
Likelihood of dysphoric, unpleasant, and
maladaptive affect
Limited capacity to experience and enjoy
positive feelings
Negativistic attitudes; sometimes associated
with oppositional behavior or underlying
feelings of resentment
Aversion to affective involvement or
interchange; often an indicator of social or
emotional withdrawal
Greater than average interest in emotional
stimulation and exchange
Note. The CS variables that correspond to the codes in the second column are as follows:
DEPI = Depression Index. A constellation index composed of seven conditions associated with
affective states. S-CON = Suicide Constellation. A constellation index composed of twelve conditions relating to all four dimensions of personality functioning. Two of these conditions
(FV + VF + V + FD > 2 and Color-Shading Blend > 0) are particularly likely to be associated
with suicidality, and their endorsement lowers the cutoff score that should be considered. D
Score = a difference score that converts the raw score difference between EA and es into a scaled
(continued)
102

score; AdjD Score = an adjusted difference score, calculated by subtracting variables indicating
situational stress (m and Y determinants) from the D Score. AdjDMD = AdjD Score D Score.
A CS-based index computed by subtracting the D Score from the AdjD Score (Weiner, 2003);
FC: CF + C = ratio between the number of form-dominated color responses and the sum of
color form and no-form color responses; Pure C = no-form color responses; WSumC = weighted
sum of color responses; Constriction Ratio = ratio between sum of achromatic color responses
(SumC) and weighted sum of chromatic color (WSumC); SumShd = sum of texture (SumT),
vista (SumV), diffuse shading (SumY), and achromatic (Sum C) responses; eb = ratio between
the sum of animal movement (FM) and inanimate movement (m) responses and SumShd. ColShd Blend = Color-Shading Blend. Number of responses coded with both color and shading
determinants; S = Space. Number of responses coded with S for location (WS; DS; DdS). Based
on more recent findings (Exner, 2003; Meyer et al., 2007), the traditional cutoff score of S > 2
has been changed to S > 3; Afr = Affective Ratio. Computed by dividing the number of responses
to Cards VIII, IX, and X by the number of responses to Cards IVII. An additional variable that
should be interpreted in relation to affective functioning is MOR (see self-perception, Table 6.4).
When interpreted as an affective variable, MOR > 2 implies dysphoric feelings, as may be indicated by the content of the response
in the following three chapters (7, 8, 9). Five additional variables that are indicative
of personality style rather than psychopathology should also be examined when
interpreting a Rorschach protocol. These five variables are the total number of
responses (R), the EB ratio between human movement (M) responses and the
weighted sum of color responses (WSumC), the ratio between active and passive
movement responses (a:p), the ratio between active and passive human movement
responses (Ma:Mp), and the Complexity Index (Comp. Index = Blends:R), which
refers to the relative number of responses having more than one determinant.
These stylistic variables provide a contextual framework for interpretation. For
example, EB is an indicator of personality style, not psychopathology, which is not
included in Tables 6.1, 6.2, 6.3, and 6.4, but it can be useful in differentiating the
presence of certain kinds of disorder or susceptibility to them. As a case in point,
being extratensive can help to differentiate the presence of or susceptibility to bipolar disorder or borderline personality disorder, whereas being introversive makes
the presence or susceptibility to these primarily affective disorders unlikely. In general, R is usually indicative of a persons openness, energy level, and productivity;
Blends: R speaks to the relative simplicity or complexity of an individuals personality style; a surplus of passive movements suggests a deferential style in interpersonal relationships and a preference for being a follower rather than a leader; and a
surplus of passive human movement points to a problem-solving style based more
on thinking than on taking action. Although descriptive of style, none of these variables is likely to be a CS marker of psychopathological functioning.
Tables 6.1, 6.2, 6.3, and 6.4 present selected Rorschach variables for distinguishing between healthy and psychopathological functioning in the four domains of
cognitive functioning, affective experience, interpersonal relatedness, and self perception. Some of these variables have implications for more than one domain and
should be interpreted accordingly. The selected variables provide a basic platform
for interpreting the data presented in the eight clusters of the CS Structural Summary.
103
Interpretation
interpersonal relatedness in adolescentsa
Variables
CDI
Reference Values
CDI > 3
EA
HVI
EA < 6
HVI positive
Human Content
H +(H) + Hd + (Hd) < 2
Pure H
Pure H = 0
Fd
Fd > 0
Sum T
Sum T > 1
COP
COP = 0
AG
AG > 2
PER
PER > 0

Deficits in capacity for coping with ordinary
aspects of interpersonal and emotional
situations
Limited adaptive resources
Interpersonal distance, mistrust, and
suspiciousness; excessive concern about sources
of danger in the environment
Limited capacity to form adaptive
identifications with other people
Limited capacity to form a stable sense of
identity through reference to mental
representations of realistic human figures
Dependency and passivity in interpersonal
relationships
Subjective experience of lacking attentiveness
to ones needs for intimacy; often associated
with feelings of being emotionally deprived and
interpersonally unfulfilled
Incapacity to anticipate and engage in
collaborative activities with other people
Proneness to being physically or verbally
expressive; more likely to be associated with
competitive than collaborative interpersonal
attitudes and expectations
Defensive, authoritative, or narcissistic
interpersonal style
CDI = Coping Deficit Index. A constellation index measuring impaired interpersonal functioning.
EA = Experience Actual. Sum of human movement responses (M) and the weighted sum of color
responses (WSumC). HVI = Hypervigilance Index. A constellation index composed of eight conditions related to cognitive and interpersonal dimensions of personality functioning. When the first
condition of no texture (T = 0) and four of the other conditions are present, the HVI is likely to be
clinically meaningful. The index can be also be interpretively significant when HVI > 4, regardless
of whether the first condition is present. Human Content = number of responses with human content, not including Hx. Pure H = number of responses with whole realistic human figures. a:p = ratio
between the number of active movement and passive movement. Sum T = number of responses
with one of the texture codes (FT, TF, T). COP = Cooperative Movement. A special score assigned
to movement responses in which two or more objects are engaged in a positive or cooperative
interaction. AG = Aggressive Movement. A special score assigned to movement responses involving aggressive actions. PER = Personalized. A special score for responses in which the subject
refers to personal knowledge or experience. PER also has implications for self-perception. An
additional variable that has implications for interpersonal functioning is human movement with
distorted form quality (M-). This variable is included in the CS Ideation cluster as an indicator of
strange ideas about people. As an interpersonal variable, it is associated with inaccurate impressions of people and interpersonal events. Based on Table 2 in Meyer et al. (2007), which shows that
the traditional reference values of T = 0 and AG =0 were found to be applicable for more than a half
of the international nonpatient adult sample, these values were not included in the table for distinguishing between healthy and psychopathological functioning
104
Table 6.4 Selected CS and CS-based variables and reference values for assessing impaired self
perception in adolescentsa
Variables
Reflections
Reference Values
Fr + rF > 0
Egoc. Index
[3r + (2)]/R < 0.33
[3r + (2)]/R > 0.44

Sum V
Sum V > 0
FD
FD = 0
FD > 2
MOR
MOR > 2
H: (H) + Hd + (Hd)
H < (H) + Hd + (Hd)

Narcissistic traits, involving preoccupation with
ones own needs, usually associated with
self-admiration, sense of entitlement,
externalization of responsibility, and adjustment
problems
Paying insufficient attention to ones self and
avoiding self-focusing, usually associated with
low self-esteem
Inordinate preoccupation with oneself; minimal
attention to others
Excessive self-criticism, often associated with
guilt feelings
Lack of self-awareness; limited psychological
mindedness
Excessive introspection; proneness to being
maladaptively self-conscious
Negative attitudes toward ones body and its
functions; Dysphoric feelings
Tendency to identify with partial or imaginary
human figures
Reflections = number of responses with Fr or rF; Egocentricity Index = [3r + (2)]/R represents the
proportion of reflection and pair responses in a protocol, with each reflection response (Fr or rF)
being weighed as three pair responses. An elevated Egocentricity Index is likely to be clinically
meaningful only if Fr + rF > 0. Sum V = number of responses that with one of the vista codes (FV,
VF, V); FD = Form Dimensionality. Number of responses that involve impressions of depth or
dimensionality that are not based on shading; MOR = Morbid. MOR is a special score for objects
perceived as dead, destroyed, damaged, dysfunctional, or as experiencing dysphoric feelings.
Whether an elevated number of MOR responses have implications for self-perception, ideation, or
affective experience depends on the contents of these responses. H: (H) + Hd + (Hd) = ratio between
Pure H and all the other human figure responses. An additional variable with implications for selfperception is PER which is included in the CS Interpersonal cluster
As has been noted, we recommend adding to this platform the five stylistic variables
R, EB, a:p, Ma:Mp, and Complexity Index. Attention to other CS structural variables that appear relevant to a case under consideration and have values that deviate
markedly from those found in nonpatient samples (see Chap. 5) may enrich the
psychodynamic formulation of the adolescents personality functioning.
The variables presented in the first column of Tables 6.1, 6.2, 6.3, and 6.4 and
grouped by domain of personality functioning are drawn mostly from the eight CS
variable clusters. These are variables that have a solid conceptual basis and have
proved reliable and valid in cross-cultural research and in clinical applications
(Exner, 2003; Exner & Weiner, 1995; Weiner, 2003; Weiner & Greene, 2008; Meyer
et al., 2007). Also included in the tables are two CS combinations of variables (FM + m
and Col-Shd Blend) and the CS-based indices used in this volume (RFS-P, RFS-S,
EII-2, and AdjDMD). RFS-P and RFS-S are derivations of the RealityFantasy Scale
Interpretation
105
Version 2.0 (RFS-2; Tibon-Czopp, Appel, & Zeligman, 2015) that have been validated as measures of psychotic thinking and dissociation proneness, respectively;
the Ego Impairment Index EII-2 (Viglione, Perry, & Meyer, 2003) is a theoretically
derived measure of maladaptive functioning that has been validated in a metaanalysis encompassing both adult and adolescent samples (Diener et al., 2011); and
the AdjDMD index (Weiner, 2003), is a measure of anxiety, which has been validated among adolescents (Stokes et al., 2013). The EII-2 and the AdjDMD can be
derived directly from the RIAP Structural Summary, and the RFS derivations can be
computed by transporting the data from the RIAP to the RFS Software Version 2.0
(Tibon & Suchowski, 2015).
The reference values presented in the second column of Tables 6.1, 6.2, 6.3, and
6.4 correspond to the traditional cutoff scores for adults suggested by Exner (2003),
except for his recommending on the basis of his most recent reference data (Exner,
2007) that the cutoff score for white space should be increased from S > 2 to S > 3.
Tables 6.1, 6.2, 6.3, and 6.4 accordingly show S > 3 as the white space reference
value. There are also eight variables for which traditional CS tables provide two
optional reference values. Based on the international composite reference data
reported by Meyer et al. (2007, Table 2), Tables 6.1, 6.2, 6.3, and 6.4 applies the
least strict (i.e., most liberal) cutoff score, as defined by its being exceeded by a
lower percentage of nonpatient adults, in these eight variables as follows: X-% > 0.30;
D Score < 1; AdjD Score < 1; FC > (CF + C) + 2; (CF + C) > FC + 2; Pure C > 1;
Afr < 0.40; and Pure H = 0.
Research findings indicate that many of the traditional cutoff scores for adults
presented in Tables 6.1, 6.2, 6.3, and 6.4 are applicable in contemporary assessment
of both adults and adolescents (see Chap. 5). In particular, this means that, for most
of the variables listed in Tables 6.1, 6.2, 6.3, and 6.4, the traditional reference values
for distinguishing between healthy and psychopathological functioning can be
applied to Rorschach protocols of contemporary adolescents. With respect to three
variables, however, some adjustment of the reference value should be considered,
given that more than 50% of the nonpatient adults in the composed international
sample of Meyer et al. (2007) exceeded the traditional cutoff point. These three
values are Xu% > 0.20, T = 0, and AG = 0.
In addition, the interpretation of adolescents Rorschach CS data should be
guided by the percentages of nonpatient adolescents in the combined normative
samples from Italy, Israel, and Iran (see Chap. 5) who exceed the traditional normative range. These updated reference data provide a benchmark for what is typical or
atypical for contemporary adolescents and how youth differ from adults on certain
variables. Integration of these cross-cultural empirical findings with psychodynamic
developmental conceptualization is used for demonstrating which deviant values in
the case illustrations presented in this volume should be considered clinically meaningful, thus distinguishing between healthy and psychopathological functioning.
As has been noted (see Chap. 2), clinically useful classification of psychopathological manifestations must begin with an understanding of healthy mental processes
that involve a persons overall resources and capacities. Although no profile can
encompass the full range of mental functioning, Tables 6.1, 6.2, 6.3, and 6.4 provide
a handy guide for assessing personality strengths and weaknesses and describing the
106
adequacy of an adolescents functioning in four major domains: Cognitive Functioning,

Affective Experience, Interpersonal Relatedness, and Self-Perception. When sufficiently elaborated, these four domains of personality functioning serve well the purposes of capturing the richness and individuality of an adolescents mental functioning
and internal experience and providing a psychodynamic structural diagnosis, which
distinguishes among healthy, neurotic, and lower (i.e., borderline and psychotic)
levels of personality organization (PDM Task Force, 2006). The focus in this chapter
is on adequacy of mental functioning rather than on specific psychopathological manifestations. Such manifestations are discussed in the following chapters.
Distinguishing between Normative and Psychopathological

Rorschach Protocols of Adolescents
As noted in Chap. 2, healthy reactions to developmental crises may temporarily
interrupt an adolescents maturation without there being any obvious external stimulus to this interruption. Such reactions typically follow a stable period of adjustment
and are characterized by a brief crisis in which the adolescent shows some regression
to a prior developmental phase. The impact of this developmental crisis might be
manifest in a young persons cognitive functioning, affective experience, interpersonal relatedness, or self-perception, and it can at times be exacerbated by changes
in an adolescents family structure or other situations in which the adolescent is
involved. Nevertheless, in mentally healthy adolescents facing a variety of normal
developmental challenges, the capacity for relationships is preserved and age appropriate (PDM Task Force, 2006). Although the notion of age-appropriate behavior has
recently been challenged (Hollenstein & Lougheed, 2013), extreme deviations from
Rorschach CS normative data can be particularly helpful in distinguishing between
healthy and psychopathological reactions to developmental challenges.
Case Illustration: A Normative Rorschach Protocol

A 12-year-old boy was referred for evaluation prior to his entrance to middle school
because his sixth grade elementary school teacher had noticed some recently developed attention problems. He is a physically attractive boy of average size for his
age, born and reared in Israel. He has two older brothers age 19 and 16 and a younger
sister age 10. He has received high grades in school and maintained close relationships with his peers, among whom he is considered a social leader. His extended
family relationahips on both sides are close, and the grandparents take an active part
in bringing up the children. The family also has a close group of friends with whom
they frequently go on trips and enjoy other collaborative activities. Both parents are
college graduates. His father is an independent industrial engineer, and his mother,
who originally graduated in business administration and for more than 10 years has
had high-level positions in her field, decided 2 months prior to this referral to begin
107
working on a degree in education, in preparation for a major change in her career.

At the same time, the older brother left home for his military service in the Israeli
Defense Forces (IDF). These family changes, although viewed positively by both
the parents and the children, apparently caused some tension and created some
uncertainty with respect to the potential effects of the new circumstances on the
family relationships and the boys place within the family.
The referral based on the boys teacher noticing some attention problems raises
two possibilities to consider. The first possibility is whether he might have an ADHD
Table 6.5.1 Normative Rorschach CS data in a protocol of a 12-year-old boy: Structural Summary
Affect
Interpersonal
Relatedness
R = 17
L = 0.42
EB = 5:2.5
EA = 7.5
EBPer = 2.0
FC:CF + C = 1:2
COP = 2 AG = 1
eb = 7:2
es = 9
D=0
Pure C = 0
GHR:PHR = 8:2
Adjes = 7
AdjD = 0
Const. = 1:2.5
a:p = 8:4
Afr = 0.42
Fd = 0
FM = 4
SumC = 1
SumT = 0
S = 4*
SumT = 0
m=3
SumV = 0
SumY = 1
Complex. = 4:17
Human Content = 10
CP = 0
Pure H = 7
PER = 0
Isolation Index = 0.35
Self-Perception
Cognitive Functioning
Thinking
(Ideation)
a:p = 8:4
Ma:Mp = 4:1
INTELL = 3
MOR = 0
Sum6 = 3
Perception
(Mediation)
XA% = .94
Attention
(Processing)
Zf = 16
Egoc. Index = 0.35
Lv2 = 0
WDA% = .93
W:D:Dd = 12:3:2*
Fr + rF = 0
WSum6 = 9
X-% = .06
W:M =12:5
Sum V = 0
M- = 0
S- = 0
Zd = +3.5*
FD = 2
Mnone = 0
P=4
PSV = 0
An + Xy = 0
X + % = .41
DQ + = 10
MOR = 0
Xu% = .53
DQv = 0
H:(H) + Hd + (Hd) = 7:3
CDI = 2
S-CON = N/A
HVI = No OBS = No
EII-2 = 1.10
AdjDMD = 0
PTI = 0
DEPI = 4
FM + m = 7*
Col-Shd = 1
RFS-P = 0.24
RFS-S = 1.73
Note: The format of the table is derived from the RIAP. The scores in bold are those of basic variables used for distinguishing between healthy and psychopathological personality functioning and
the five stylistic variables (R, EB, a:p, Ma:Mp, Complexity Index). Apart from cases in which either
or both sides of the EB or the number of Blends in the Complexity Index is zero, the stylistic variables should not be checked as psychopathological markers in themselves. Noted with asterisk (*)
are scores that exceed the normative range according to the two-step interpretive procedure
described in this chapter. These scores should be reconsidered in relation to the data of the composite international sample of nonpatient adolescents (see chap. 5). For interpretation of deviant scores,
see Table 6.16.4
108
Table 6.5.2 Normative Rorschach CS data in a protocol of a 12 year-old boy: Sequence of Scores
Card
I
II
III
IV
V
VI
VII
VIII
IX
X
Resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Wo
WSo
W+
Wo
DS+
Do
Dd+
Wo
Wo
W+
W+
W+
W+
D+
WSo
DdS+
W+
FMao
Fu
Mao
FMau
Ma.FDo
Fo
FYu
FMao
Ma.mpu
FMpu
Mao
FMa.mp.CF.FDo
CFu
Fu
mp.FC.FC'u
Fu
2
2
2
2
2
2
A
(H)
H
A
H, Cg
(H)
Bt
A
H
A, H
H, Cg, Hh
H,Ls
A, Ls
Bt
(H)
H, Cg, Art
A, Na
P
P
P
P
P
1.0
3.5
4.5
4.5
4.5
4.0
1.0
1.0
2.5
2.5
2.5
4.5
3.0
5.5
6.0
5.5
GHR
COP, GHR
AG, GHR
GHR
INC, PHR
FAB, PHR
GHR
COP, GHR
DR, AB
GHR
GHR
RFS-2
1
1
0
1
0
3
1
1
1
5
1
0
1
2
1
1
2
Note: The RFS-2 column refers to the score of each response on the Reality-Fantasy Scale version 2.0
problem for which he should be treated with such behavioral procedures as allowing
him more time to complete examinations or such medical procedures as prescribing
Ritalin. The second possibility is whether the attention difficulties might mask underlying psychopathology for which psychotherapy or psychotropic medication would
be indicated. The Rorschach was administered in the course of his evaluation, and
Table 6.5.1 presents in bold his scores on the 45 basic variables delineated in Tables
6.1, 6.2, 6.3, and 6.4 as distinguishing between healthy and psychopathological functioning and the additional five stylistic variables that provide the empirically based
platform for interpretation. Table 6.5.2 presents the Sequence of Scores.
As shown in Table 6.5.1, this 12-year-old boy gave a valid Rorschach protocol
with 17 responses. Overall, the personality profile shown by his Rorschach is that of
a mentally healthy adolescent who exhibits high-level, adaptive, and age-appropriate
cognitive capacities, reads and responds to emotional signals flexibly and accurately
even when under stress, has considerable capacity for consistent and empathic interpersonal relationships and for self-observation, uses internal representations to
experience a sense of self and others and to regulate his impulses and behavior, and
demonstrates a well-developed talent for differentiation and integration that enables
him to create bridges between reality and fantasy in a playful manner. Nevertheless,
if we apply the traditional CS reference values, with the exception of three reference
values (Xu% > 0.20; T = 0; and AG = 0), previously noted as characterizing 50% of
nonpatient adults (Meyer et al., 2007, Table 2), the protocol of this adolescent points
out deviant scores on the following variables: S, Zd, and FM + m. These findings,
noted with an asterisk (*) in Table 6.5.1, require further consideration. In order to
explore the meaning of these deviations, we suggest applying a two-step procedure
for interpretation. This procedure for analyzing deviations is illustrated with the
109
present case of a normative adolescent and recommended in the evaluation of any

adolescent Rorschach protocol.
For this purpose, the interpretive significance of any deviant score should be
assessed by making the previously recommended comparisons with contemporary
reference norms. As a first step in this procedure, an adolescents Rorschach scores
that deviate from traditional CS reference values should be compared to the mean
(M) and standard deviation (SD) for these scores in the composite international reference data reported by Meyer et al. (2007, Table 1). Although many CS variables are
not normally distributed, the distribution of the Ms and SDs becomes increasingly
normal as the size of the samples increases, and the scope of the international composite sample (4704 nonpatient adults from 17 countries around the world) warrants
using these Ms and SDs to define a normative range. Accordingly, adolescent deviations from traditional CS reference values that fall within 1 SD of the mean value for
the international composite sample should be considered unlikely to constitute a psychopathology marker.
In the case of this 12-year-old boy, four of his five scores that deviate from the
traditional CS values (S = 4; T = 0; Zd = + 3.5; and FM + m = 7) are within 1 SD of the
contemporary international composite mean and should thus be considered within
the normal range. However, they are not indicative of impaired psychological functioning. As for his Xu% of 0.53 exceeding the international mean by more than 1
SD, note should be taken of the previously discussed findings that more than half
(68 %) of the international adult respondents exceeded the Xu% > 0.20 cutoff score.
The elevated Xu% in this boys protocol may thus have some interpretive significance, together with his S, Zd, and FM + m scores, but these scores should not be
considered as pointing out psychopathological functioning.
However, should any of an adolescents Rorschach scores deviate from the contemporary international composite mean as well as the traditional CS reference
value, a second step in this interpretive procedure consists of comparing it with the
contemporary nonpatient adolescent reference data in Tables 5.3. This table shows
a much higher mean value for Xu% than the contemporary adults, with 90 % exceeding the Xu% > 0.20 cutoff score. Also of note is that the majority of the contemporary
adolescent sample showed T = 0 with the 1114 age group differing somewhat more
than the 1518 age group from the adult composite sample in both the Xu% and T
variables. These findings indicate that the Xu% > 0.20 and T = 0 cutoff scores should
not be used as cutoff scores for distinguishing between healthy and psychopathological functioning in contemporary adolescents.
Another consideration in this interpretive process concerns those deviant scores
that exceed the normative range in contemporary nonpatient adult samples and are
not presented in the traditional CS tables. In the present case, none of the deviant
scores exceeds the normative range. However, because the normative range for
W:D:Dd is not presented in the traditional tables, the deviant score on this variable
(W:D:Dd = 12:3:2) should be compared to the reference value displayed in
Tables 6.1, 6.2, 6.3, and 6.4 (W > 0.50; D < 0.50; Dd > 0.15) and interpreted accordingly. This comparison shows that the boy is attending to experience in a highly
global fashion at the expense of attention to conventional details, which can sometimes facilitate a grasp of complex relationships. Elevated W frequency has in fact
110
been found in highly intelligent people. Nevertheless, as noted by Weiner (2003),

the locations people choose for their Rorschach responses provide some indication
of whether they pay attention and perceive events conventionally. Preoccupation
with the global picture can preclude adequate attention to commonly noted but
important details of situations. With respect to the present case illustration, the
elevated W responses might reflect the high-level intelligence of this 12-year-old
boy or some attention problems or both. Additionally, his heightened FM + m,
might be associated with intrusive thoughts that sometimes interfere with his
concentration. All things considered, however, Tables 6.5.1 and 6.5.2 present a
Rorschach normative protocol of a high-functioning adolescent who currently
shows some attention problems, either of a neuropsychological type (ADHD) or as
a reaction to a healthy developmental crisis.
As has been noted, attention problems might nevertheless mask various psychopathological manifestations, and the Rorschach can be particularly useful for distinguishing them from healthy patterns of functioning. What follows is another
illustration of how to apply the two-step interpretive procedure in an 11-year-old
boy with attention problems (Tibon & Rothschild, 2009). The data derived from this
adolescents Rorschach protocol served as an example of assessing psychopathology in children and adolescents in the twenty-first century, and it was used to illustrate an interim solution for the variability found with young nonpatient samples by
Meyer et al. (2007). This boy, who was medicated with Ritalin, was referred to an
outpatient clinic because of impulsive, violent, and self-harmful behaviors. His
Rorschach protocol showed many deviations from the CS traditional reference data,
including CS constellation indices of PTI = 4, DEPI = 6, CDI = 4, and HVI = Yes.
Noteworthy in his record was the WSum6 of 31, which we can use to illustrate
new suggested guidelines for interpretation. This score is well beyond the normative
range as delineated by the traditional cutoff score of WSum6 > 17. Accordingly, we
should first compare the elevated score on this variable to the normative range in the
contemporary nonpatient adult samples (Meyer et al., 2007, Table 1). The WSum6
of 31 is far beyond the contemporary cutoff score as established by M + 1SD
(7.63 + 7.75 > 15 when rounded off), which is even lower than the traditional value
of WSum6 > 17. We should therefore evaluate in the second step of interpretation
whether the elevated WSum6 is also deviant in comparison with data collected from
contemporary nonpatient adolescents (see Tables 5.15.3).
As previously noted (Tibon & Rothschild, 2009), to evaluate the score of
WSum6 = 31, we should convert the raw score into T Score using the M and SD of
the international adult nonpatient sample (Meyer et al., 2007, Table 1). We found
the use of adult means and standard deviations to generate the T Scores for children
and adolescents to facilitate more accurate interpretation of developmental issues if
they exist. The corresponding value of WSum6 is 80 when rounded off. This value
should be compared to the T Score of WSum6 in contemporary nonpatient adolescents aged 1114, which is 53 (Table 5.2). The WSum6 T Score in this case is
clearly elevated, at more than 1 SD beyond the Mean T Score, which indicates that
this boy is showing much more cognitive disorganization than would normatively
be expected and that his attention and behavioral problems are likely to reflect
impaired psychological functioning.
Conclusion
111
Conclusion
Effective practice of personality assessment requires careful attention to four considerations including what measures are selected for the assessment, how these
measures are used, and when and with whom they should be used. With respect to
the first of these considerations, the measures that are selected for a personality
assessment should be psychometrically sound, which consists of their being reliable, valid, and normatively referenced. Their reliability should be demonstrated by
retest data showing similar findings for variables that are presumed to measure stable personality characteristics. Their validity should be confirmed by statistically
significant and clinically meaningful associations with phenomena they are expected
to be associated with or to predict and their normative reference data should be sufficient to provide dependable benchmarks for recognizing deviations from what is
average or ordinary. With relevance to the focus of the present volume, research
reviewed in Chap. 5 documents that the Rorschach is a reliable and valid assessment
instrument with extensive age-based and cross-cultural normative reference data.
In common with other personality assessment measures, however, the psychometric soundness of the Rorschach depends on its proper use, beginning with how
examinations are conducted. To conduct personality assessments with psychological tests properly, examiners should follow established guidelines for their administration, coding, interpretation, and comparison with normative reference data.
Administration in particular should adhere as closely as possible to standardized
procedures. Only when tests are consistently administered according to standardized guidelines can sets of results be compared to each other or be combined for
research purposes. Strict compliance with published guidelines for the coding of
test responses similarly facilitates comparisons among test protocols and with normative data. Although precise coding may be more difficult to achieve with performance-based measures than with self-report inventories, the research reported in
Chap. 5 indicates that adequately informed Rorschach examiners can show substantial intercoder agreement.
With respect to interpretation, personality assessors should be familiar with the
suggested or demonstrated implications of certain test variables for certain personality characteristics. Unlike administration and coding, there is no fixed strategy for
approaching the interpretive process, and legitimate differences of opinion may
arise concerning which features of the test data should be emphasized what particular test scores or response contents may signify. However, while interpreting the
data, examiners should recognize that their inferences and conclusions are likely to
vary in certainty. Some of their impressions may be quite definite, some may consist
of alternative possibilities, and some may be more speculative than they are absolute. Each level of certainty can contribute to effective assessment practice, provided that examiners distinguish among them when they report their findings.
Most important in conducting proper personality assessments, obtained findings
should be compared with normative reference data. Such comparisons are necessary
for examiners to determine the extent to which an individuals personality characteristics resemble or differ from those of most other people. In clinical practice, how
112
people differ from normative expectation in their personality characteristics has

important implications for differential diagnosis and treatment planning. To facilitate such comparisons, the available Rorschach normative data include contemporary norms for several thousand nonpatient adults from 17 countries in North and
South America, Europe, and. In Chap. 5 of the present volume we provide contemporary norms for adolescents based on non-patients samples from three countries.
Concerning when the Rorschach should be used, the answer to this question
derives directly from its being a personality assessment instrument. Whenever personality characteristics have a bearing on decisions being made, Rorschach findings
are likely to provide useful information. Effective applications of Rorschach assessment in clinical diagnosis, forensic evaluations, and therapeutic interventions are
discussed in the next three chapters of this volume. With respect to these and other
possible applications, however, the Rorschach should not be expected to serve purposes for which it is not intended. Practitioners asked for a consultation should
think through the personality characteristics that have prominent implications for
answering the question they are being asked. Should they conceive of few such
implications or none at all, they should refrain from including Rorschach assessment in whatever evaluation they may conduct.
As for with whom the Rorschach can be applied effectively, when used for its
intended purposes of personality assessment, the method has few limitations, provided that the examiner can communicate clearly the findings as describing personality dynamics and the subjective experience of the person being tested. With
adequate attention to the age-based normative reference data, the Rorschach can be
used with patients of almost any age, from young children to the elderly. As noted
in Chap. 5, there are numerous changes in normative Rorschach findings from
childhood to adolescence, there are slight Rorschach differences between younger
and older adolescents, and there are small differences between older adolescents
and adults. With respect to nationality, the international data for adolescents presented in Chap. 5 are notable much more for their similarities among countries than
their differences, which indicates the cross-cultural applicability of Rorschach
assessment.
References
Diener, M. J., Hilsenroth, M. J., Shaffer, S. A., & Sexton, J. E. (2011). A metaanalysis of the relationships between the Rorschach Ego Impairment Index (EII) and psychiatric severity. Clinical
Psychology and Psychotherapy, 18, 464485.
Exner, J. E. (2007). A new U.S. adult non-patient sample, Journal of Personality Assessment, 89,
S154S158.
References
113
Exner, J. E., & Weiner, I. B. (2003). RIAP 5Rorschach Interpretation Assistance Program: Version 5
for Windows. Odessa, FL: PAR Psychological Assessment.
PDM Task Force. (2006). Psychodynamic Diagnostic Manual. Silver Spring, MD: Alliance of
Scaria, A. D., Weiner, I. B., & Ritzler, B. A. (2014). Coding strategies for the Rorschach
Comprehensive System. Ashville, NC: Rorschach Training Programs.
Stokes, J. M., Pogge, D. L., & Zaccario, M. (2013). Response character styles in adolescents: A
replication of convergent validity between the MMPIA and the Rorschach. Journal of
Personality Assessment, 95(2), 159173.
Tibon, R., & Suchowski, R. (2015). The RFS-2 Software. www.rps-rfs.com.
Tibon, S., & Rothschild, L. (2009). Exploring the clinical implications of the international CS
reference data for children and adolescents. Journal of Personality Assessment, 91(5),
497499.
Viglione, D. J. (2002). Rorschach coding solutions: A reference guide for the Comprehensive
System. San Diego, CA: Author.
81, 149156.
Erlbaum Associates.
Part III
Applications of Rorschach
Chapter 7
Diagnostic Applications: Delineating Psychotic

and Affective Disorders
The Rorschach was designed as a form-interpretation test, and it is aimed primarily

at furnishing clinicians with a tool that is useful for obtaining a clinical diagnosis
(Rorschach, 1921/1942). Rorschach assessment assists in diagnosis by providing
information about perceptual and associational processes from which personality
structural dispositions and dynamic processes can be inferred. Contemporary personality researchers perceive these two facets of personality functioning, the structural and the dynamic, as forming a single system that accounts for the variability
in normative and psychopathological behavior (e.g., Mischel and Shoda, 1998).
The Rorschach has sometimes been defined either as a measure of personality
structure or as a measure of personality dynamics, when in fact it is both and the
data it generates speak broadly to the entire personality system. As a standardized
behavioral task that does not ask respondents to engage in conscious self-reflection, the Rorschach is well suited for capturing non-observable personality characteristics and distinguishing between healthy and psychopathological personality
functioning.
In practice, this distinction between healthy and psychopathological personality
functioning is facilitated by attention to Rorschach deviations from normative data
that have diagnostic implications (see Chap. 6). Deviations on Rorschach CS markers of thinking disturbances, such as frequent severe cognitive special scores (Lv2),
is a case in point. In such cases, the CS marker would be useful both for assessing
the presence of psychopathology and for pointing to a specific diagnostic category
among the psychotic disorders. Schizophrenia and other psychotic disorders, as
defined by the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition
(DSM-5; American Psychiatric Association, 2013), involve disordered thinking,
and the CS special score indices of thinking disorder (see Table 6.1) accordingly
suggest a psychotic disorder. Similarly, Rorschach CS markers of disturbed emotionality (see Table 6.2) can prove helpful in detecting the presence of an affective
disorder.

117
118
Diagnostic Applications: Delineating Psychotic and Affective Disorders
Nevertheless, apart from cases of psychotic and affective disorders, the Rorschach
should not be considered a diagnostic test, particularly not one that can delineate the
presence or type of a neurotic or personality disorder. Moreover, personality characteristics and their behavioral manifestations do not necessarily show a direct correspondence. In line with this conception, psychodynamic conceptualization is
necessary for accurate interpretation of Rorschach markers of psychopathology. In
particular, some seeming inconsistencies and puzzling contradictions in behavior
can be considered healthy or adaptive at certain developmental stages or in certain
circumstances but regarded as psychopathological or maladaptive in other developmental stages and contextual factors. Rather than being dismissed as noise, the differential impact of developmental stages and contextual factors far from obscuring
personality, contribute to the coherence of personality functioning by capturing a
persons distinctiveness and subjective experience.
As a further consideration in assessing psychopathology, mental health should be
viewed as comprising more than merely the absence of symptoms. Rather, mental
health involves both subjective experience and the overall quality of an individuals
personality functioning, including cognitive, affective, relational, and self-observing
capacities. Each of these capacities are located on a dimensional continuum from
least to most adaptive, and they interact with developmental and contextual factors
to produce healthy or psychopathological functioning. In searching for Rorschach
CS indices that delineate the adolescents capacities in the different realms of functioning (see Chap. 6), the key concern is not whether these indices are associated
with any categorical classification but how they correlate with observed behaviors.
The present chapter and the two following chapters provide a psychodynamically oriented perspective on symptom patterns along the lines of the Child and
Adolescent Symptom Patterns (SCA) axis of the Psychodynamic Diagnostic
Manual (PDM Task Force, 2006). The SCA axis describes the symptom patterns
most commonly observed in children and adolescents with psychological difficulties. Some of these symptom patterns are described only in the adult sections of the
DSM, but they need to be considered as well with respect to how they are expressed
in young people and how they influence their level of adaptive functioning and subjective experience. The discussion addresses special considerations in the diagnostic assessment of adolescents, particularly concerning psychotic and affective
disorders, by exploring age-based normative reference data, elaborating CS markers
of psychopathology, and showing how Rorschach data, when used properly in relation to updated age-based norms, can point to the presence, nature, and severity of
these disorders. Two case illustrations are presented.
With respect to age-based normative data, Meyer et al. (2007) noted wide variability across nonpatient samples of children and adolescents, included in the CS
international project. This variability was in contrast to the normative data for
adults, which showed considerable similarity across samples from many different
cultures and countries. Moreover, given that some CS variables are highly correlated with the total number of responses in the protocol (R), and more so in children
and adolescents than in adults, R should be taken into account in using normative
data for evaluating an adolescents protocol. This is particularly the case with
Case Illustration 7.1: Thinking and Perceptual Disorder in an 18-Year-Old Girl
119
respect to the cognitive special scores that are known to occur more frequently in
young people than in adults (Exner & Weiner, 1995; Leichtman, 1996). Viglione
and Meyer (2008) have suggested in a similar vein that greater variability in CS data
calls for applying wider confidence intervals, that is, broader ranges for expected
scores in a healthy protocol.
The following case illustrations describe two diagnosable disorders seen in adolescents, sometimes with a neuropsychological disorder (e.g., ADHD). The first
refers to thinking and perceptual disorder in an 18-year-old girl (Case Illustration
7.1) and the second to major affective disorder in a 17-year-old boy (Case Illustration
7.2). Our approach for interpreting the data in the case illustrations starts with pointing out the deviant scores, followed by discussing the implications of these deviant
scores for certain types of disorder, for certain personality characteristics, and for
treatment planning, while considering the specific symptom patterns from an experiential perspective. The reader should keep in mind what has been already noted,
namely, (a) that the Rorschach is not a diagnostic test and (b) that the Rorschach can
provide test patterns that help to delineate psychotic and affective disorders but is
infrequently useful for differentiating among the broad range of neurotic or personality disorders.
Case Illustration 7.1: Thinking and Perceptual Disorder

in an 18-Year-Old Girl
Psychotic symptom patterns are characterized primarily by cognitive impairment
involving disordered thinking and distorted perception. Disordered thinking consists of an incoherent disconnected ideas, illogical reasoning about relationships
between events, and inappropriately abstract conceptualization of experience.
Distorted perception consists of inaccurate impressions of people and situations
resulting in impaired reality testing and poor judgment. These primary characteristics of psychosis may appear with affective instability, disrupted interpersonal relatedness, and a faulty sense of self and body boundaries. In clinical practice the
diagnosis of psychotic disorders in adolescents is typically based on a combination
of positive symptoms (delusions, hallucinations, and incoherent speech) and negative symptoms (flat affect, anhedonia, inability to function in daily tasks, poor selfcare). Although cognitive symptoms could reflect brain dysfunctions, they might
also be understood from a psychodynamic perspective as representing maladaptive
patterns of functioning and failure to establish a sense of self-cohesion.
Because cognitive functioning develops and matures over time in young people,
its possible disruptions should be evaluated in the context of an adolescents level of
maturation. In particular, thought disorders might not become apparent until or
sometimes even beyond adolescence, which is when the capacity for formal operational thought normally emerges. The developmental achievement of formal operational thinking enables healthy adolescents to form and use thinking in a higher-level
organization, which is characterized by the capacity to construct internal representations
120
and the capacity for differentiation and integration between self and object representations and between reality and fantasy (PDM Task Force, 2006).
The utility of certain Rorschach CS-based indices for distinguishing between
psychotic and nonpsychotic personality functioning in adolescents has been empirically demonstrated in cross-cultural research studies. Six of the variables presented
in Tables 6.16.4 have proved particularly effective with respect to this diagnostic
distinction: PTI, RFS-P, RFS-S, EII-2, WSum6, and Lv2. Normal range scores on
these variables make the presence of psychotic disorder unlikely, whereas prominent deviant scores provide strong support for a diagnosis of schizophrenia spectrum and other psychotic disorders.
Case Illustration 7.1: Symptom Patterns

This adolescent is an 18-year-old highly intelligent girl who entered college a few
months prior to the present assessment. She reports preoccupation with intrusive
thoughts about world catastrophes, pessimistic ideation, and mood fluctuations. At
the time of the referral, her parents were questioning her contact with reality. They
reported that she had been one of the top students in her class during grade school
and junior high, was considered an obedient student, who did not get into trouble
with teachers. However, during high school she began drinking heavily and using
LSD, and she developed severe behavioral problems involving pushing the limits,
particularly in her relationships with adults. The patient reports that she is currently
avoiding contact with her parents, apparently because she is involved with people
and in activities that they would not approve. She describes some events of perceptual distortion, which she relates to her substance use. Tables 7.1.1 and 7.1.2 present
the structural data and the sequence of scores for her Rorschach protocol.
Case Illustration 7.1: Interpretation of Rorschach Data

In accord with the main complaints on referral, inferences about this adolescents
personality functioning should focus on her cognitive scores. Tables 7.1.1 and
7.1.2 show deviant scores on the six ideational variables that have proved effective
for distinguishing between psychotic and nonpsychotic functioning: PTI = 4,
RFS-P = 1.10, RFS-S = 2.92, EII-2 = +3.06, WSum6 = 43, and Lv2 = 5. Marked
deviations also appear on the following cognitive variables: M-, FM + m, INTELL,
and W:D:Dd. These deviations provide well-validated evidence of psychotic functioning. What follows is a description of each of these variables and the inferences
that can be drawn from the deviant scores about this adolescents cognitive
functioning.
121
Table 7.1.1 Thinking and perceptual disorder in an 18-year-old girl: Structural Summary
Affect
Interpersonal
EBPer =4.0
FC:CF + C = 1:1
COP = 1 AG = 1
es = 15
D = 2*
Pure C = 0
GHR:PHR = 5:9
Adjes = 12
AdjD = 1
Const. = 4:1.5*
a:p = 7:8
Afr = 0.36*
Fd = 0
R = 30
L = 1.14*
EB = 6:1.5
EA = 7.5
eb = 9:6
FM = 5
SumC = 4
SumT = 0
S = 7*
SumT = 0
m=4
SumV = 1*
SumY = 1
Complex. = 6:30
Human Content = 12
CP = 0
Pure H = 3
PER = 0
Thinking
(Ideation)
Perception
Attention
(Mediation) (Processing)

Self-Perception
a:p = 7:8
Sum6 = 12
XA% = .70
Zf = 16
Egoc. Index = 0.50*
Ma:Mp = 2:4
Lv2 = 5*
WDA% = .86
W:D:Dd = 8:13:9*
Fr + rF = 0
Intell = 8*
WSum6 = 43* X-% = .30
W:M =8:6
Sum V = 1
MOR = 3*
M- = 3*
S- = 3
Zd = +2.5
FD = 2
Mnone = 0
P=7
PSV = 0
An + Xy = 2
X+% =.33
DQ+ =12
MOR = 3*
Xu% = .37
DQv = 0
H:(H) + Hd + (Hd) = 3:9*
CDI = 3
S-CON = 6
HVI = Yes* OBS = No
PTI = 4*
DEPI = 7*
FM + m = 9*
Col-Shd = 1
RFS-P = 1.10* RFS-S = 2.92* EII-2 = + 3.06* AdjDMD = 1*

Note: The format of the table is derived from the RIAP. The scores in bold are those of basic
variables used for distinguishing between healthy and psychopathological personality functioning and the five stylistic variables (R, EB, a:p, Ma:Mp, Complexity Index). Apart from cases in
which either or both sides of the EB, or the number of Blends in the Complexity Index is zero, the
stylistic variables should not be checked as psychopathological markers in themselves. Noted
with asterisk (*) are scores that exceed the normative range according to the two-step interpretive
procedure (see Chap. 6). These scores should be reconsidered in relation to the data of the composite international sample of nonpatient adolescents (see Chap. 5). For interpretation of deviant
scores, see Tables 6.16.4.
122
Table 7.1.2 Thinking and perceptual disorder in an 18-year-old girl: Sequence of Scores
Card Resp.
I
1
W+
2
DS+
3
Ddo
4
WSo
II
5
W+
III
IV
V
VI
VII
VIII
IX
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
DdSo
DSo
Do
WS+
Wo
Wo
DdS+
Do
Do
D+
W+
Do
Ddo
Ddo
D+
Do
Do
D+
Ddo
Ddo
Ddo
D+
DdSo
D+
W+
Ma.mpu
(2)
Mp.FCo
(2)
Fu
(2)
Fo
FMa.mp.CF.
(2)
CF.VFu
F(2)
Fo
Fo
Mp.CF.FMa- (2)
FDo
Fo
Mp.FC.FD(2)
Fu
Fo
FMpu
(2)
Mpu
Fu
FFu
(2)
Mp.FYo
(2)
Fu
(2)
FFMao
(2)
FMa(2)
Fma(2)
Fo
FCu
FMau
(2)
(H), Id
H, Cg
Ad
(Ad)
A, Bl
A
Sc
Sc
H, A, Sc, Cg
(H)
A
H
Bt
A
A
Ay, Cl
A
Ad
Hd
Hd, Cg, Art
(Ad)
Sx, Hd
A, Id
(H)
A
An
Ay, Hd, An
(Hd), Art
(H),Cg
A
6.0
4.0
P
P
P
3.5
4.5
5.5
2.0
1.0
4.0
2.5
2.5
3.0
3.0
2.5
5.0
2.5
5.5
RFS-2
AG, MOR, PHR 1
DV1, GHR
1
+2
+2
FAB1, INC1,
5
MOR
DV2
3
+3
+3
FAB2, AB, PHR 5
GHR
+2
INC2
5
AB, DR1, PHR 5
+2
+3
COP, GHR
1
1
+2
3
PHR
+2
MOR, INC
1
PHR
1
PHR
3
+1
PHR
3
INC1, PHR
5
DR1
3
FAB2, PHR
5
GHR
+2
GHR
1
DR2
5
Note: The RFS-2 column in the sequence of scores refers to the score of each response on the
RealityFantasy Scale Version 2.0
PTI The Perceptual Thinking Index (PTI) is a constellation index composed of five
conditions involving the critical special scores and form quality variables. An elevated PTI (PTI > 3) is likely to indicate a psychotic disorder although neither this
nor any other diagnosis should be inferred solely on the basis of Rorschach findings.
On the other hand, various circumstances can produce a false negative PTI, and
clinicians should not rule out a psychotic disorder on the basis of PTI < 4 (Dao &
Prevatt, 2006; Smith, Baity, Knowles, & Hilsenroth, 2001).
Proceeding with the interpretation of the PTI of 4 in this adolescents protocol
requires examining the specific conditions of the index that are met in this case. This
examination shows that all of the PTI markers of disordered thinking (Lv2 > 2 and
FAB2 > 0; R > 16 and WSUM6 > 17; M- > 1) are in evidence, which supports a
123
diagnostic hypothesis of schizophrenia or other psychotic disorder. With regard to

her perceptual functioning, her X-% of 0.30 is within the normative range (see
Table 6.1). This form quality finding, considered jointly with her P = 7, indicates
that she is able to perceive the world accurately for the most part and that her reality
testing is not nearly as impaired as her ability to think clearly and logically.
It should nevertheless be stressed that psychopathological manifestations other
than those reflected in the PTI might characterize psychotic disorders. Accordingly,
diagnostic validity of the PTI depends not only on its sensitivity (i.e., that most
psychotic individuals would manifest an elevated PTI) but also on its specificity
(i.e., that relatively few nonpsychotic individuals would show a deviant score on this
index). In this regard, it is notable that only 1% of the combined international sample of nonpatient adolescents used in this volume (see Table 5.2) and only 2% of the
international nonpatient adult sample (Meyer et al., 2007) showed a deviant score of
4 or 5 on the PTI. This minimal frequency of nonpatients with PTI > 3 supports the
inference of probable schizophrenia or other psychotic disorder.
RFS-P and RFS-S The RFS-P and RFS-S are two derivations of the RealityFantasy
Scale Version 2.0 (RFS-2; Tibon-Czopp, Appel, & Zeligman, 2015). The RFS-2 was
aimed at operationalizing Winnicotts (1971) construct of potential or transitional
space between reality and fantasy and its application to Rorschach work, as
described by Smith (1990). Theoretically, the scale is based on a relational view of
mind and assumes a dialectic conception of what constitutes healthy personality
functioning. Following Ogdens (1986) model of different psychopathological
states as forms of collapse of potential space, the 11-point scale ranges from 5,
which represents extreme reliance on fantasy, to +5, which represents extreme reliance on reality. The mean (RFS-P) and standard deviation (RFS-S) scores are
derived by reviewing each Rorschach response on a given protocol according to
specific steps, as presented in a flowchart. The RFS-2 derivations can be computed
by transporting the data from the RIAP (Exner & Weiner, 2003) to the RFS Software
(Tibon & Suchowski, 2015). By scoring each response individually, the RFS-2 provides clinicians with a tool for conducting a sequence analysis of a protocol, which
can measure consistency in cognitive functioning when confronting different kinds
of stimuli (e.g., colored vs. non-colored blots). An RFS-2 sequence analysis can
also be applied in exploring the extent to which the use of escape into fantasy as a
defense strategy is effective and how long in terms of Rorschach responses it takes
for a person to get back in contact with reality.
In the present case, the RFS derivations are particularly useful, because the main
referral question was the patients contact with reality. An RFS-P lower than 0.30 in
an adolescents protocol is a psychotic marker showing collapse of reality into fantasy, whereas an elevated RFS-S (higher than 2.67) is a dissociative marker indicating extreme fluctuations between reality and fantasy. The RFS-P and the RFS-S
shown in this adolescents protocol exceed the normative range, indicating collapse
of potential space with both psychotic and dissociative features (RFS-P = 1.10;
RFS-S = 2.92). Adolescents who exceed the normative range for the RFS-P or the
RFS-S (see Table 6.1) show lowered capacity to differentiate and integrate inner
and outer experiences. Although this girl can for the most part perceive events
124
accurately when she is attending to reality, as shown by her previously noted normative scores on the perceptual variables (CS Mediation cluster), she has considerable difficulty separating reality and fantasy and preventing her fantasy experiences
from intruding on her attention to reality.
Specifically, the lowered RFS-P, which falls in the negative range of the RFS-2
and her elevated RFS-S delineate this adolescents substantial difficulties in relating
to the outer world. The deviant RFS-P and RFS-S scores might reflect a schizophrenia spectrum and a dissociative disorder, respectively. Although neither the lowered
RFS-P nor the elevated RFS-S should be considered a diagnostic criterion for a
specific condition, their combined presence in the protocol of an adolescent calls for
further consideration with respect to differential diagnosis and possible comorbidity of schizophrenia and a dissociative disorder.
EII-2 The Ego Impairment Index (EII-2; Viglione, Perry, & Meyer, 2003) has
emerged as a dependable measure of psychological impairment and thinking disorder. The current version of the index comprises five components of Rorschach variables that are entered with different weights into an equation. In line with the
theoretical perspective from which the index was derived, ego psychology, these
variables are assumed to indicate deficits in ego functions that lead to impaired
adaptation to external reality. In the present case, this girls deviant score on the
index (EII-2 = + 3.06) demonstrates significant impairment of her adaptive
capacities.
Although a deviant score on the index (EII-2 > 0) indicates maladaptation to
external reality, there are adolescents who demonstrate apparently adaptive functioning (EII-2 < 0) but yet show psychopathological symptom patterns (e.g., somatization), in which the underlying disorder might be masked and go unnoticed when
measured solely by the EII-2. In these cases the RFS-P and the RFS-S can be particularly useful in delineating psychopathology of subjectivity.
WSum6 The weighted sum of the six critical special scores (DV, DR, INC, FAB,
ALOG, CONTAM) reflects the extent to which a persons thinking is illogical and
incoherent. The DV and DR are coded for dissociative ideas that emerge out of
sequence and produce strange, rambling, tangential, and sometimes incomprehensible verbalizations, and INC, FAB, ALOG, and CONTAM are coded for arbitrary
reasoning in which various objects, ideas, and impressions are integrated, combined, or assumed to be interrelated, resulting in disturbed or bizarre thinking. The
lower the WSum6, the less likely people are to form incoherent and illogical concepts and ideas, except in the case of an extremely guarded protocol with elevated
Lambda (L > 0.99), which may produce a lowered WSum6 because underlying
thinking disturbances are obscured.
The WSum6 of 43 shown in the present protocol exceeds the traditional normative range (see Table 6.1). Following the suggested interpretive guidelines that are
applied in Chap. 6, this elevated score should first be compared to its normative
range in the international nonpatient adult sample (Meyer et al., 2007, Table 1). The
WSum6 in this adolescents protocol is far beyond the contemporary cutoff score as
established by M + 1SD (7.63 + 7.75 > 15 when rounded off), which is even lower
than the traditional cutoff value of WSum6 > 17. As the second step of interpretation,
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her WSum6 should be compared to the reference value based on the combined international sample of nonpatient adolescents used in this volume. If her raw score
(WSum6 = 43) is converted to a T Score using the M and SD presented in Meyer
et al., Table 1, the corresponding value is 100 when rounded off.
This value should be compared to the mean T Score of WSum6 in contemporary
nonpatient adolescents aged 1518, which is 48 (see Table 5.2). The extremely elevated WSum6 T Score of 100 therefore indicates that this adolescent is showing
much more cognitive disorganization than would normatively be expected and that
her cognitive functioning is impaired and dominated by severe thinking disorders.
Of further note is the variety of the WSum6 components in the present case (DV1 = 1;
DV2 = 1; DR1 = 2; DR2 = 1; INC1 = 3; INC2 = 1; FAB1 = 1; FAB2 = 2). This range of
critical special scores would appear to suggest a schizophrenia spectrum disorder
with marked thinking disturbances involving both dissociative ideas (DV and DR)
and arbitrary conceptions (INC and FAB).
Lv2 Responses coded with severe level special scores (Lv2) typically reflect disordered thought processes. A Rorschach protocol with Lv2 > 0 is much more likely to
characterize psychotic than non-psychotic disorders, and the presence of more than
two such severe special scores is considered to appear quite unfrequently in other
than individuals with schizophrenia (Weiner, 1997). From a psychoanalytic perspective, such bizarre responses involve imposing primary thought processes onto
the inkblot stimulus.
The Rorschach protocol of this highly intelligent adolescent shows five responses
coded with Lv2 special scores. The nature and frequency of these bizarre responses
indicates that she tends to indulge in language that would be inappropriate in any
context (DV2), to make remarks that would be inappropriate within specific contexts (DR2), and to draw arbitrary and illogical inferences about relationships
between objects and events (INC2, FAB2). The severity and heterogeneity of the
thought disorders reflected in these responses further strengthen the hypothesized
presence of a schizophrenia spectrum disorder.
In addition to analyzing the specific features of Lv2 responses, examiners should
consider as well the sequence in which they occur. This sequence analysis can yield
important information about the context in which a persons Lv2 responses appear
(e.g., on a colored blot, following undistorted preceding responses) and about
whether the problem of disordered thinking is resolved in the responses that follow.
As shown in this adolescents sequence of scores (see Table 7.1.2), her Lv2 responses
are distributed throughout the protocol with no consistent pattern related to the characteristics of the outer stimulus (the blot). This distribution suggests that she is at risk
for showing impaired thought processes regardless of the situation she is in, which is
a characteristic usually associated with a schizophrenia spectrum disorder.
Nevertheless, it is noteworthy that her first Lv2 response occurs as the second
response to Card II, following four relatively adaptive, although not particularly
conventional, responses to Card I and an extremely complex and morbid initial
response to Card II. This fifth response has W+ for location and DQ, five determinants in a blend, which includes an infrequently found and dysphoric combination
of color-shading and shading-shading determinants in the same response, a content
126
representing primitive and usually unpleasant thoughts (Bl), and three special
scores. The implications of blood content for concerns about being damaged or
harmed raise the possibility of her having experienced a traumatic event. With
regard to differential diagnosis, these complex findings call for consideration of
comorbidity of a schizophrenia spectrum disorder with major affective and dissociative symptoms as in schizoaffective disorder or in PTSD.
M- The sum of human movement (M) responses with distorted form (FQ-) is
another indicator of impaired thought processes. Its implications are particularly
important for evaluating thought processes related to people activity, as measured
by perceptual accuracy and realistic interpretation when human figures are seen
in the blot. Adolescents, as well as adults, who give M- responses, are showing
interest in people but a propensity for inaccurate and unrealistic interpretation of
interpersonal situations, which typically contributes to poor social judgment and
awkward or strained relationships. The frequency of M- responses in the present
case (M- = 3) exceeds the cutoff score of M- >1. However, to evaluate the severity of
thinking disturbance, each M- response should be considered with respect to its
content and other coding features (e.g., special scores) and in relation to its place in
the sequence of scores.
For example, the M- in the ninth response, which is the only response to Card III,
can be considered to represent personality functioning within the context of interpersonal relationships: I remember this one. Two people. The butterfly between
them. Leaning on an Ouija board. Got like animal coming out of their chests.
Genitals here. Animals coming out, like a spirituality thing. Heads, legs, skirts. This
WS+ response changes an apparently developed pattern of four-sequence responses
to the first two cards, with two M responses, coded with unusual and ordinary FQ,
on Card I. The response begins with a comment (I remember this one) by which this
adolescent is apparently aiming to sooth herself by referring to an already familiar
outer stimulus, followed by the common (P) percept of two people. She specifies
that the two people are involved in a spiritual, passive, and noncooperative activity
(leaning on an Ouija board). This percept of isolated, distanced, and noncooperative human activity is followed by the accurate percept of a butterfly that is between
them, which emphasizes even more the experience of distance in interpersonal
relationships.
However, these two seemingly adaptive percepts of human figures and a butterfly gradually change into impaired thought processes (Got like animal is coming out
of their chests), as coded with FAB2. The impaired thinking manifestation is followed by some explicit sexual content (Genitals here) and a kind of perseverative
return to a threatening percept (Animals coming out) against which she defends with
intellectualization, by becoming overly abstract and locating the percept in fantasy
(like a spirituality thing). However, this defensive operation does not appear particularly effective, and she abruptly changes her attention back to reality (Heads,
legs, skirts), with accurately perceived details, but seemingly without her previously
shown capacity to integrate these details into a whole human figure. This Mresponse, which starts with an appropriate acknowledgement of the human interpersonal context, is spoiled by some perceived threat that activates defensive operations
127
(intellectualization, distancing) aimed at reducing the perceived threat in the stimulus but resulting in a response notable for its fragmentally perceived reality.
FM + m The sum of animal movement (FM) and inanimate movement (m)
responses represents intrusive ideas that resist conscious control. FM is typically
associated with disturbing awareness of unsatisfied needs, and m indicates concerns
about being helpless when confronting threatening events. The occurrence of m in
this adolescents first response to Card I provides substantial information about her
psychological state when faced with the ambiguous nature of the Rorschach task.
How does she cope with this anxiety-provoking threat? How are the other codes
assigned to this response explaining her coping style when exposed to an external or
internal threat? The coding of the first response (W+ Ma.mpu (2) (H), Id 6.0 AG,
MOR, PHR) and the three subsequent responses to Card I provide some clues to
answering these queries. When confronting the outer stimulus, she tends to respond
initially by using ideational rather than affective coping strategies and by escaping
into fantasy while preserving reasonably adequate although somewhat idiosyncratic
contact with reality. With respect to her ideation, however, the human representation
in her fantasy is a fictional and not a real human figure, and the contents are aggressive (AG) and loaded with pessimistic ideation (MOR).
The elevated score of FM + m = 9 shown in the protocol typically indicates, however, maladaptively excessive thinking involving lowered capacity to prevent conscious awareness of disturbing thoughts and concerns. This adolescent is in all
likelihood preoccupied with intrusive and anxiety-provoking thoughts that make it
difficult for her to concentrate and against which she employs a variety of defense
strategies that are ineffective in preventing impaired cognitive functioning.
Intellectualization Index (INTELL) The variables that compose the
Intellectualization Index (INTELL), which is computed as the sum of 2AB + Art + Ay,
represent an inclination to maintain some distance between oneself and the
Rorschach stimuli. Although intellectualization is usually considered a relatively
mature and high-order defensive strategy (McWilliams, 1994), excessive reliance
on it can sometimes reflect a lower level of personality organization in which
pseudo-intellectualized responses, and overly abstract thinking (AB) in particular,
dominate a persons copying style.
The extremely elevated score on this index (INTELL = 8) in the present protocol,
including two AB responses, is a further indication of this girls impaired cognitive
functioning. Using intellectualization as a major defensive strategy creates distance
from troubling experiences and reduces the felt anxiety they might otherwise promote. This defense might prevent her from being overwhelmed by emotions and thus
provide a safeguard against distress. However, relying excessively on intellectualization, as indicated by INTELL > 5, represents an immoderate use of ideation that is
likely to have maladaptive consequences (Weiner, 2003). Her deviant score on the
index shows that she is vulnerable to becoming markedly upset when faced with
affective stimuli that exceed her capacity to use her intellectualizing defense effectively. As a further indication in this regard, her maximum score of 7 on the
Depression Index (DEPI) is usually associated with a diagnosable affective disorder.
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The elevated INTELL and DEPI indicate the presence of underlying distressing
affect, against which she has activated vigorous but ineffective defenses including
denial and dissociation. These findings lend further weight to the hypothesized
comorbidity of schizophrenia spectrum disorder with major affective and dissociative symptoms.
W:D:Dd This ratio between responses given to the whole blot (W), frequently
selected areas (D), and rarely selected areas of the blot (Dd) provides location
choice information about selective focusing of attention. Impaired ability to focus
on essential elements of the external stimulus, either because of overinclusion (W)
or because of excessive attention to peripheral or infrequently noted details (Dd),
might indicate thinking disturbances.
The extremely elevated number of Dd responses in the present protocol indicates
that this highly intelligent and distressed adolescent cannot attend adequately and
keep her attention focused on the obvious and important aspects of situations.
Although highly intelligent obsessive individuals may also give numerous Dd
responses, they would also be likely to display an organized and systematic approach
to the Rorschach task that is intended to take all of the blot areas into consideration
without being distracted by any of them. However, this girl seems to be easily distracted by irrelevant external and internal clues, often consisting of deviant thoughts
and associations that prevent her from maintaining an adaptive focus of attention
and further impair her functioning.
Case Illustration 7.1: Summary and Conclusions

This highly intelligent adolescent, whose Rorschach protocol is presented as a
case illustration of impaired cognitive functioning, produced numerous markers
of distorted thinking that are usually seen in schizophrenia and other psychoticspectrum disorders (PTI > 3; RFS-P < .30; RFS-S > 2.67; EII-2 > 0; WSum6 > 17;
Lv2 > 0; M- >1; FM + m > 6; and INTELL > 5). In addition, she shows considerable
difficulty in keeping her attention focused on prominent details in her environment (Dd = 9). Nevertheless, when she does attend to reality, she is able to perceive objects and events accurately and conventionally (XA% = 0.70; WDA% = 0.86;
X-% = 0.30; and P = 7).
On the other hand, her severely impaired thought processes (WSum6 = 43; Lv2 = 5)
are notable indications of limited capacity to separate and integrate reality and fantasy (RFS-P = 1.10; RFS-S = 2.92). This problem, coupled with intrusive thoughts
(FM + m = 9) that are usually associated with difficulties in concentration, points to
her inclination to rely excessively on fantasy. Her thinking is sometimes quite strange,
and she disregards obvious reality clues much more than would be expected in her
age group. She is consequently prone to faulty judgment, based on partial and overly
imaginative views of objects and events in the environment particularly within an
interpersonal context as shown in M- = 3, HVI positive, and H < (H) + Hd + (Hd).
Case Illustration 7.2: Major Affective Disorder in a 17-Year-Old Boy
129
Her cognitive impairment appears jointly with marked indications of subjective

distress (DEPI = 7), with a Col-Shd Blend and a Shading-Shading Blend in the same
response, elevated anxiety (AdjDMD = 1), and pessimistic thinking (MOR = 3).
However, because her personality style is introversive (EB = 6:1.5), complex
(Blends:R = 6:30), and passive (a:p), these concerns might go largely unnoticed,
even when she is confronted with emotionally arousing stimuli (Afr = 0.36) and
interpersonal situations, due to her limited openness to experience (L=1.14) and
inclination to block emotional expression (Constriction index = 4:1.5). These characteristics put her at risk for episodes of depression.
As noted in Chap. 6, EB as an indicator of personality style can be useful in differentiating the presence of certain kinds of disorder or susceptibility to them. In the
case of this adolescent, being introversive increases the likelihood of the presence
or susceptibility to schizophrenia spectrum disorder. In response to her subjective
distress, she resorts to defensive strategies of withdrawal into fantasy, intellectualization, and dissociation that further exacerbate her propensity to distance herself
from reality. As a result, her adaptation to the outer world is severely impaired as
shown by the elevated EII-2.
The surprising coupling of relatively accurate perception with substantially
impaired thought processes (which is shown in the positive PTI that does not include
the perceptual criterion of XA% < 0.70 and WDA% < 0.75) supports a hypothesized
psychotic condition marked by peculiar verbalization (DV2), associational fluidity
(DR2), and arbitrary thinking (INC2 and FAB2). This variety of markers indicating
severely impaired thinking processes point more specifically to a schizophrenia spectrum disorder. As a further consideration, accumulated clinical research has
shown that the presence of severely disturbed thinking processes with relatively
preserved perception of reality is often indicative of a delusional disorder. However,
this adolescent appears quite motivated to communicate her distress (R = 30) and to
get professional help apparently to let wired bug things climbing up (Card X,
Resp. 30). Her preserved reality testing and her apparent motivation to communicate her subjective distress have important implications for treatment
recommendations.
Case Illustration 7.2: Major Affective Disorder

in a 17-Year-Old Boy
Affective disorders are widely considered to occur in two major forms of a unipolar
affective disorder, which consists of episodes of depression, and a bipolar affective
disorder, which involves manic and depressive episodes. In both depressive and
manic symptom patterns, the disturbances can be observed in moods, attitudes,
energy level, and physical states. While depressive mood symptom patterns are
manifested by dysphoric affect, sadness, and irritability, manic symptom patterns
are manifested by irritability coupled with a euphoric and playful mood. Changes in
130
appetite or weight, sleep, and psychomotor activity, along with somatic complaints
that sometimes mask depression, frequently appear jointly with the depressive or
manic mood states.
From a psychodynamic perspective, depression is the core factor in affective
disorders, and the symptom patterns in mania are aimed at warding off depression.
Of further note, developmental changes may produce variations in the manifestations of affective disorders. For example, adolescents diagnosed with phobic or
avoidant disorders frequently meet diagnostic criteria for depressive disorder.
Similarly, adolescents with conduct disorders often show symptom patterns of bipolar disorder. In both cases, the depressed adolescent is at risk for suicidality, substance abuse, early sexual involvement, and eating behavior problems (PDM Task
Force, 2006).
The intense emotions that characterize adolescents with a diagnosable affective
disorder, whether unipolar or bipolar, typically exceed their capacity to regulate.
When depressed, adolescents may experience helplessness, vulnerability, fragility,
and severe self-criticism. They are easily provoked by emotional stimuli and utilize
a variety of defenses to avoid being overwhelmed. Depression also has substantial
negative effects on interpersonal relationships. Adolescents with affective disorders
have strong needs for being supported and helped to manage their distressing mood,
while at the same time their needs for separation and individuation may strain their
family relationships and minimize the support and help they receive. Overall,
untreated depression in adolescence can severely impair social and emotional development and may lead to a poor adult adjustment.
Distinguishing between psychopathological and normal depressive states in adolescents can be a challenging task. Unlike schizophrenia and other psychotic disorders, depression is a familiar psychological state, particularly in adolescents. It is
when normal episodes of depression, arising as a reaction to developmental crises
or as a response to external threatening events, become prolonged or substantially
impair the adolescents personality functioning that they constitute a diagnosable
depression.
Nevertheless, assessing the presence of a major affective disorder, differential
diagnosis requires first evaluating whether the disorder is unipolar or bipolar. In this
regard, Rorschach deviations on other than affective variables, particularly those
referring to impaired cognitive or interpersonal functioning, may serve as indicators.
For example, Rorschach markers of impaired attention (e.g., elevated Dd and DQv)
or grandiosity (e.g., PER) can be useful in the differential diagnosis of mania. Some
markers of manic defenses may appear in the protocol even when the adolescent
being tested is in a depressive state, which can be helpful in differentiating between
unipolar or bipolar disorder.
When symptom patterns raise a question of affective disorder, differential diagnosis also requires consideration of possible schizophrenia (see Case Illustration
7.1) or antisocial personality disorder, both of which have some symptoms in common with affective disorders. Additionally, of primary importance in the personality
assessment of adolescents is the risk of self-destructive behaviors, as can be demonstrated by the S-CON for those who are 15 or older. These issues of differential
131
diagnosis and risk factors are explored in the present case illustration. As in the case
of schizophrenia, the following discussion assumes familiarity of Rorschach users
with the manifestations and origins of the condition. Accordingly, the inferential
process focuses on the informed utilization of the test data.

This adolescent is a 17-year-old boy, a college student who was referred for assessment of the presence of affective disturbances. On referral, he reported multiple
somatic symptoms (e.g., abdominal pain, diarrhea, and irritable bowel syndrome),
frequently exacerbated under stress, as well as depressive mood, sadness, chronic
fatigue, and irritability. According to his report, he had always been preoccupied
with his physical health, which led to his developing cautious and avoidant patterns
of behavior when involved in pleasurable activities, such as playing outside with his
peers or eating non-healthy food. The patient described his mother as a very anxious
person who is particularly concerned about health problems in the family and consequently seeks frequent medical consultation.
Tables 7.2.1 and 7.2.2 present the Structural Summary and the Sequence of
Scores of this boys Rorschach protocol.

In line with the conception that somatic complaints may sometimes mask depression, the analysis of this adolescents Rorschach data focuses on variables that have
been found to distinguish between healthy and psychopathological affective functioning. Among the variables delineated as measuring affective functioning (see
Table 6.2), the following deviations are shown in this adolescents protocol:
DEPI = 6; S-CON = 9; AdjDMD = 1; eb = 0:9; Col-Shd Blend = 2; S = 6; and
Afr = 0.33. These deviations provide well-validated evidence of impaired affective
functioning. What follows is a description of each of these variables and the inferences that can be drawn from their deviations with regard to this adolescents affective functioning.
DEPI The Depression Index (DEPI) is a CS constellation composed of seven criteria involving achromatic color and shading determinants plus other structural variables assumed to be related to dejection or subjective distress. An elevated DEPI of
5 is likely to indicate subjectively felt distress, and a value of 6 or 7 is usually related
to diagnosable depression. It should nevertheless be stressed that psychopathological
manifestations other than those reflected in the DEPI may characterize major affective disturbances. Accordingly, the diagnostic validity of the DEPI, particularly in
adolescence, depends not only on its sensitivity, which means that most adolescents
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Table 7.2.1 Major affective disorder in a 17-year-old boy: Structural Summary

Affect
Interpersonal
R = 24
L = 1.18*
EB = 0:4.0*
EA = 4.0*
EBPer =4.0
FC:CF + C = 2:3
COP = 0* AG = 0
eb = 0:9*
es = 9
D = 1
Pure C = 0
GHR:PHR =2:3
Adjes = 5
AdjD = 0
Const. = 3:4.0
a:p = 0:0
Afr = 0.33*
Fd =1*
FM = 0
SumC = 3
SumT = 1
S = 6*
SumT = 1
m=0
SumV = 0
SumY = 5
Complex. = 3:24
Human Content = 5
CP = 0
Pure H = 0*
PER = 4*
Thinking
(Ideation)
Perception
Attention
(Mediation) (Processing)
a:p = 0:0
Sum6 = 1
XA% = .63*
Ma:Mp = 0:0
Lv2 = 0
WDA% = .72* W:D:Dd = 10:8:6*
Fr + rF = 0
Intell = 2
WSum6 = 3
X-% = .33*
W:M = 10:0
Sum V = 0
MOR = 5*
M- = 0
S- = 3
Zd = +1.5
FD = 0*
Mnone = 0
PTI = 2
DEPI = 6*
FM + m = 0
Col-Shd = 2*
Zf = 8.0

Self-Perception
Egoc. Index = 0.04*
P = 2*
PSV = 0
An + Xy = 4
X+% = .38
DQ+ = 3
MOR = 5*
Xu% = .25
DQv = 6*
H:(H) + Hd + (Hd) = 0:5*
CDI = 5*
S-CON = 9*
HVI = No OBS = No
RFS-P = + 0.17 RFS-S = 2.51 EII-2 = + 0.59* AdjDMD = 1*

the five stylistic variables (R, EB, a:p, Ma:Mp, Complexity Index). Apart from cases in which
either or both sides of the EB, or the number of Blends in the Complexity Index is zero, the stylistic
variables should not be checked as psychopathological markers in themselves. Noted with asterisk
(*) are scores that exceed the normative range according to the two-step interpretive procedure (see
Chap. 6). These scores should be reconsidered in relation to the data of the composite international sample of nonpatient adolescents (see Chap. 5). For interpretation of deviant scores, see
Tables 6.16.4.
with DEPI of 6 or 7 would meet a diagnosis of depression, but also on its specificity,
which means that relatively few nonpatient adolescents would show these values on
the index. In this regard, data presented in Table 5.3 show that 29% of the nonpatient
adolescents in the combined international sample used in this volume scored 5 on the
133

Table 7.2.2 Major affective disorder in a 17-year-old boy: Sequence of scores
Card
I
II
III
IV
V
VI
VII
VIII
IX
X
Resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Wo
WS+
WSo
Do
DS+
Dv
DdS+
Do
Ddo
Do
Wv
DdSo
Wo
Ddo
Wv
Wo
DSv
Wv
Wo
Ddo
Do
Ddo
Wv
Do
Fo
Fo
Fo
Fu
CFo
CFo
FC.FCFu
Fu
FYo
Y
FFCo
FYF.TFYFFFu
CFFu
Fu
FCF.YFo
FCo
An
A
(Hd)
Sc
Na, Hh
(Hd), Bl
(Hd), Cg
(Hd)
Ad
An
Sc
(Ad)
A
Hd
Ay
Xy
Id
Fd
A
Cg
A
An
Art
Bt
1.0
4.0
3.5
PER
MOR
GHR
4.5
5.5
MOR, DR, PHR

PHR
GHR
1.0
2.5
PHR
MOR, PER
PER
MOR
MOR
4.5
PER
RFS-2
+3
+4
+2
+2
+2
+1
3
1
+2
+2
2
3
+3
3
3
3
3
+2
3
+2
+2
3
+2
+2
Reality-Fantasy Scale Version 2.0
DEPI, whereas 12% and 2% scored 6 and 7, respectively. Although the frequency of
DEPI = 5 is higher in nonpatient adolescents as compared to adults (19%) in the
international project of Meyer et al. (2007), the age-based differences disappear with
respect to DEPI of 6 or 7 (10% and 2%, respectively, in Meyer et al.s sample). The
lower frequency of nonpatients with DEPI = 6 supports the inference of probable
affective disorder when DEPI > 5, as in the present case.
S-CON The S-CON is a constellation index composed of 12 criteria relating to all
four realms of personality functioning (cognitive, affective, interpersonal relatedness, and self-perception). When S-CON is 8 or higher, risk of self-destructive or
suicidal tendencies is inferred. Two of the S-CON conditions (FV + VF + V + FD > 2
and Color-Shading Blend > 0) are particularly likely to be associated with suicidality, and their endorsement lowers to 7, the cutoff score that should be of concern.
The positive S-CON of 9 in this adolescents protocol should be considered a risk
factor for self-destructive and suicidal behaviors. Research findings and clinical
experience have shown that suicidal behavior in adolescents typically involves longstanding distress, dissolving social relationships, and other maladaptive behavioral
manifestations. It is particularly important to assess dispositions for self-destructive
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acts when the presence of affective disorder is evident. The positive DEPI as well as
other markers of impaired affective functioning in this adolescents protocol further
strengthen the hypothesis of suicidality shown by the S-CON.
AdjDMD The AdjDMD is a CS-based index computed by subtracting the D Score
from the AdjD Score (Weiner, 2003). The index has been validated in a sample of
patient children and adolescents as a measure of experienced anxiety (Stokes et al.,
2013). When the value of AdjDMD is 1 or more, the person being tested is quite
likely to be experiencing persistent affective or cognitive symptoms of anxiety.
The deviant score of 1 shown on AdjDMD in the present case suggests that the
experienced anxiety of this adolescent, which is beyond his capacity to regulate, is
not a result of a current crisis but rather should be viewed as a marker of an enduring
affective disorder. The overall impaired ego functioning, as shown in his elevated
Ego Impairment Index (EII-2 = +0.59), indicates that, in addition to his constantly
heightened subjective distress, he may be prone to maladaptive behaviors.
eb This ratio between the number of nonhuman movement responses (FM + m)
and the number of achromatic color and shading responses (SumShd) provides an
indication of experienced emotional stress. The eb enables clinicians to predict if
stress symptoms are more likely to be reflected in the cognitive or the affective
domain of functioning. As noted in Table 6.2, a Rorschach protocol in which
SumShd exceeds FM + m indicates a likelihood of dysphoric, unpleasant, and maladaptive affect. Nevertheless, in respondents who show an introversive style and
tend excessively to use intellectual defenses that blunt stressful emotional impact,
this affective experience may not be consciously recognized or directly expressed,
and relatively elevated SumShd can in particular impede pleasurable modulation
of affect.
In the present case illustration, this adolescent is not stylistically oriented to use
ideation for coping with reality (M = 0), which increases the likelihood that the substantial shading deviation shown in his protocol (SumShd = 9) is indicative of maladaptive affective functioning. The presence of five diffuse shading (Y) and three
achromatic color (C) responses as the major components of his SumShd speaks to
feelings of paralysis and hopelessness and strengthens the inference of a substantially impaired affective experience.
Col-Shd Blend Rorschach protocols with Col-Shd Blend > 0 indicate at all ages limited capacity to experience and enjoy positive feelings, and even one such response
suggests dysphoric tendencies. Respondents whose protocol includes one or more
Col-Shd Blends frequently have difficulties sorting out their feelings and for the most
part are likely to be upset. For respondents who show extratensive style, a more conservative cutoff score (Col-Shd Blend >1) should be used to support this inference.
The two Col-Shd Blend responses in this adolescents protocol exceed even the
conservative reference value used for respondents with an extratensive personality
style. As noted, this deviation indicates limited capacity to experience and enjoy positive feelings. In addition, he has a Shading-Shading Blend, which is an infrequent
finding at any age and further supports the inferred painful and dysphoric feelings that
135
are beyond his capacity to manage. Question might be raised whether any particular
type of stimulus provokes these feelings. This question can be explored with a
sequence analysis of his blend responses, each of which includes a shading code.
For example, the first blend (FC. FC') appears when he confronts Card III, which
is often considered to represent ones functioning within an interpersonal context
(Resp. 7): Tuxedo a man in a tuxedo. The location code of this response (DdS)
indicates that he detaches himself, consciously or unconsciously, from the major
feature of the blot, probably as a defensive operation to avoid being involved in the
outer context of human interaction. Nevertheless, this defensive operation has
impaired his perception of reality (FQ-). Although he managed to improve his perceptual accuracy in the two following Card III responses, neither of them includes
the popular (P) percept of human figures.
White Space (S) When referring to the white space instead of the blot itself, individuals are doing just the opposite of what has been asked of them in the Rorschach
instructions. Showing some autonomy by referring to the white space may indicate
adaptive capacity for individuation, which is frequently observed in adolescents.
However, an elevated number of S responses (S > 3) often indicates negative attitudes and irritability sometimes associated with oppositional behavior that goes
beyond adaptive autonomy. In some cases, elevated S responses, particularly when
referring to the central part of Cards II, III, VII, and IX, might indicate a defensive
flight from emptiness, a denial of deficiency, or separation anxiety, either of which
could be provoked by the gulf between the figures represented in the blot.
The relatively high frequency with which this adolescent uses the white space
(S = 6) rather than the blot itself is likely to reflect generalized maladaptive oppositional tendencies that are associated with underlying feelings of anger or resentment. Such oppositional tendencies and underlying feelings could have a negative
impact on his interpersonal functioning. Nevertheless, the occurrence of S in Cards
II, III, and VII also raises the hypothesis that this adolescent is extremely invested
in denying deficiency and coping with separation anxiety.
Afr The Affective Ratio (Afr) is an index that compares the number of responses
given by the person being tested to Cards IVII with the number given to Cards
VIIIX. This index speaks to a persons inclination to become involved in or to
avoid affective interchange. An Afr below .40, with the exception of protocols with
a well-synthesized whole (W) response as the only response to Card X, indicates
aversion to affective involvement or interchange and is often an indicator of social
or emotional withdrawal.
The protocol of this boy shows a low Afr of .33 and does not include a particularly well-integrated sole response to Card X. Because close interpersonal relationships usually involve exchanging feelings and ideas, this adolescent is at risk for
being socially as well as emotionally withdrawn. He is likely to feel inconvenience
with affective displays, especially if he is expected to respond accordingly. Such
aversion to emotionality might limit his social attractiveness, because his peers are
likely to perceive him correctly as being distant and reserved.
136
Indeed, many deviations on the interpersonal functioning variables do appear in

his protocol. These include deficits in the capacity for coping with ordinary aspects
of interpersonal and emotional situations (CDI = 5), limited adaptive resources
(EA = 4), limited capacity to form a stable sense of identity through reference to
mental representations of realistic human figures (Pure H = 0), and to anticipate and
engage in interpersonal relationships (COP = 0 and AG = 0), and a defensive or narcissistic interpersonal style (PER = 4). What follows is a description of the PER
variable in relation to this deviant score.
PER Personalized (PER) responses are responses in which the individual refers to
personal knowledge or experience as part of the basis for justifying or clarifying a
response. The presence of one or more PER responses in a protocol indicates a
guarded, defensive, and self-aggrandizing style in interpersonal relationships, often
reflecting feelings of insecurity and limited self-confidence.
Applying the method described in Chap. 6 for converting the raw score of
PER = 4 shown in this adolescents protocol to a T Score using the M and SD presented in Meyer et al. (2007 Table 1), the corresponding value is 79 when rounded
off. Compared to the mean T Score of PER in contemporary nonpatient adolescents
aged 1518, which is 50 (see Table 5.2), this value is extremely elevated. This elevation suggests that he is prone to use his personal knowledge and experience in interpersonal relationships in a self-aggrandizing style, probably as an element of a
narcissistic injury defensive strategy.
Marked deviations in this boys protocol also appear on some cognitive variables
and indicate an unusual focus of attention (W:D:Dd = 10:8:6; DQv = 6), inaccurate
perception (XA% = 0.63; WDA% = 0.72; P = 2), and pessimistic thinking and attitudes, particularly with respect to his body and bodily functioning (MOR = 5).
Impaired ego functioning is less notable in the cognitive than in the interpersonal
domain, but it is nevertheless significant that this distressed adolescent appears susceptible to being easily distracted by irrelevant external clues (Dd = 6). This might
impair his capacity of maintaining an adaptive focus of attention.
His extremely low self-esteem as shown in the Egocentricity Index (Egoc.
Index = 0.04) indicates that he is paying insufficient attention to himself and avoids
self-focusing; he appears to lack self-awareness and have limited psychological
mindedness (FD = 0); and he tends to identify with partial or imaginary human figures, as shown by the H:(H) + Hd + (Hd) ratio of 0:5. Taken together, these selfperception findings provide further support for a differential diagnosis that rules out
the thinking disorder factor of a schizophrenia spectrum or other psychotic disorder
and increases the likelihood of a major affective disorder.

This 17-year-old boy produced a Rorschach protocol containing numerous markers
of dysphoric emotionality and subjectively felt distress that exceed his capacity to
manage comfortably and put him at risk for self-destructive behaviors (DEPI = 6,
137
S-CON = 9, AdjDMD = 1, eb = 0:9, Col-Shd Blend = 2, S = 6, and Afr = .33). Adding

the infrequent finding of a Shading-Shading Blend, these markers are consistent
with the diagnostic category of major affective disorders. As has been noted, inferring the presence of an affective disorder calls for further differentiation of whether
the disorder is unipolar or bipolar. Although developmental variations in the manifestations of affective disorders do not alter the basic dimensions of depression and
mania, they do influence the Rorschach protocol that adolescents are likely to produce. Indeed, some markers of reliance on manic defenses that might appear in the
protocol even when the person being tested is in a depressive state are found in this
boys protocol. These include markers of an impaired focus of attention
(W:D:Dd = 10:8:6; DQv = 6), unconventional perception (P = 2), and the use of both
avoidance (e.g., Afr = .33) and manic-like defenses (PER = 4) in his interpersonal
functioning.
Among adolescents who are characterized by depressive mood and negative self
attitudes, those who are able to formulate and express this mood are eager to do so
and respond differently from those who cannot grasp their own attitudes and who
express their dysphoric feelings through somatization. Based on the conceptualization of manic defenses as a strategy to ward off depression, Rorschach manifestations of affective disorders are often influenced by a dynamic interplay between
depressive and manic symptom patterns. In accord with this conceptualization, a
bipolar disorder cannot be ruled out in the present case.
Furthermore, this boys Rorschach protocol points to substantial interpersonal
difficulties and negative self attitudes that are frequently associated with major
affective disorders. These include deficits in capacity for coping with ordinary
aspects of interpersonal and emotional situations, limited adaptive resources, little
capacity to form a stable sense of identity through reference to mental representations of realistic human figures, inability to anticipate and engage in collaborative
activities with other people, insufficient assertiveness, and a defensive, selfaggrandizing, or narcissistic style of relating to other people that probably derives
from low self-esteem. Secondary to the affective domain deviations in this boys
protocol, marked deviations appear as well on some cognitive variables and indicate
an unusual focus of attention, inaccurate perception, and pessimistic thinking, particularly with respect to his bodily functioning.
As noted in Chap. 6, the EB as an indicator of personality style can be useful in
differentiating between affective and schizophrenia spectrum disorder or assessing
susceptibility to these disorders. In the case of this adolescent, his being extratensive and lacking capacity to use ideation in coping with his experience (M = 0)
increases the likelihood of his having or being susceptible to an affective disorder.
In light of this boys marked distress and apparent self-destructive tendencies, recommended treatment for him might couple medication with individual psychotherapy. He seems to be quite helpless and at high risk for further decompensation if his
currently impaired ego functioning is not reversed. He is bewildered by his feelings
and sees no options for managing his subjective distress other than holding it tightly
inside. His maladaptive affective functioning is probably having a negative impact
on his interpersonal relationships, self-perception, attention capacities, and perception of reality.
138
Conclusion
The Rorschach is a personality assessment instrument that facilitates differential
diagnosis by delineating personality characteristics that are associated with particular types of psychological disorder. This diagnostic application of Rorschach assessment consists of drawing inferences from diverse personality characteristics about a
persons likelihood of having a particular disorder or being susceptible to it; about
the maladaptive impact of any present symptoms of the disorder on the persons
ability to function; and about the persons subjective experience of having become
symptomatic and unable to function as usual.
Rorschach findings are especially useful in helping to assess disorders that are
marked by distinctive cognitive or affective personality characteristics as described
in this chapter. With respect to cognitive characteristics, disordered thinking and
impaired reality testing are distinctive hallmarks of schizophrenia spectrum disorders and are demonstrated by such Rorschach CS and CS-based indices as an elevated PTI and its key components of elevated WSum6, Lv2, and X-%, the two
derivations of the RealityFantasy Scale Version 2.0 (RFS-2), and the EII-2. With
respect to affective characteristics, dysphoric mood and disparaging views of oneself and the world are distinctive hallmarks of affective disorders and are shown on
the Rorschach by an elevated DEPI and such key component as numerous C and
MOR responses. Nevertheless, the presence of either cognitive or affective disorder
would probably have a negative impact on the adolescents interpersonal relationships, self-perception, attention capacities, and perception of reality.
References
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental
Disorders, Fifth Edition, (DSM-5), Arlington, VA: Author.
Dao, T. K., & Prevatt, F. (2006). A psychometric evaluation of the Rorschach Comprehensive
Systems Perceptual Thinking Index. Journal of Personality Assessment, 86, 180189.
Exner, J. E., & Weiner, I. B. (2003). RIAP 5Rorschach Interpretation Assistance Program:
Version 5 for Windows. Odessa, FL: PAR Psychological Assessment.
Press.
McWilliams, N. (1994). Psychoanalytic diagnosis: Understanding personality structure in the
clinical process. New York: Guilford Press.
Mischel, W., & Shoda, Y. (1998). Reconciling processing dynamics and personality disorders.
Annual Review of Psychology, 49, 229258.
References
139

Smith, S. R., Baity, M. R., Knowles, E. S., & Hilsenroth, M. J. (2001). Assessment of disordered
thinking in children and adolescents: The Rorschach Perceptual-Thinking Index. Journal of
Stokes, J. M., Pogge, D. L., & Zaccario, M. (2013). Response character styles in adolescents: A
replication of convergent validity between the MMPIA and the Rorschach. Journal of
Personality Assessment, 95(2), 159173.
Tibon, R., & Suchowski, R. (2015). The RFS-2 Software. www.rps-rfs.com.
Decision and Negotiation.
Viglione, D. J., & Meyer, G. J. (2008). An overview of Rorschach psychometrics for forensic
practice. In C. B. Gacono & B. F. Evans (Eds.), The handbook of forensic Rorschach assessment (pp. 2154). New York: Routledge.
81, 149156.
Weiner, I. B. (1997). Psychodiagnosis in schizophrenia (Republishedth ed.). Mahwah, NJ:
Lawrence Erlbaum Associates.
Erlbaum Associates.
Chapter 8
Delineating Internalized Symptom Patterns
As has been noted in Chap. 7, Rorschach findings can be useful for demonstrating
the presence of psychotic and affective disorders in the two categories of thinking
and perceptual disturbances and major affective disturbances, but it cannot delineate
or rule out the presence of any other disorder. What Rorschach findings can do in
other than psychotic and affective disorders is to delineate peoples susceptibility to
a particular disorder and the maladaptive impact of the disorder on their psychological functioning. In this regard, personality characteristics shown in the Rorschach
protocol of adolescents with adjustment symptom patterns may presage development of a personality disorder in adulthood, and clinical attention to these characteristics would be consistent with the central focus of this volume on promoting
positive adolescent development.
Being addressed at classifying symptom patterns according to the PDM, the discussion in this and the following chapter reflects a dimensional approach to developmental psychopathology in adolescents (Widiger & Edmundson, 2011). Assuming
that each personality system is characterized by a distinctive organization, it is the
development of this organization that becomes the focus of the inquiry. The effects
on observable behavior of personality system changes due to developmental and/or
contextual factors are assumed to be mediated by the unique structural and dynamic
facets of the adolescent being assessed. Interventions that are designed only to
change contextual factors or observable symptoms, without addressing these mediating facets, run the risk of making maladaptive personality structural and dynamic
factors still capable of becoming activated. The activation of these factors can result
from self-generated internal experience (e.g., ruminations) or encounters with contextual factors (e.g., exposure to trauma) similar to those that originally induced the
problematic behaviors. Such renewed contextual factors are particularly likely to
produce symptom patterns and maladaptive behavioral manifestations in young
people who are highly vulnerable to stress-inducing events. In these cases, the adolescent is still likely to be experiencing subjective distress that may continue to
influence the nature and severity of psychopathological manifestations.

141
142
In this regard, the cutting edge of Rorschach CS assessment is its ability to

describe the structural and dynamic personality characteristics that underlie observable psychopathological manifestations while providing practitioners with a glimpse
of the adolescents subjective experience of symptom patterns. Furthermore, just as
adolescence is likely to involve exacerbated environmental reactivity and instability, young people are also more susceptible than adults to examination context and
examiner influences. Nevertheless, because of individual differences in adolescent
emotional reactions to developmental tasks, comparison should take into account
not only the aggregate normative data but also the relative changes within the individual (Hollenstein & Lougheed, 2013).
It has long been known that adolescents who show impaired psychological functioning are at increased risk for showing psychopathology in adulthood (Drabick,
2009; Mash & Wolfe, 2013; Weiner, 1992). With respect to the type of psychopathological manifestations that might develop in adulthood, examiners should attend to
differences in personality style (i.e., internalized vs. externalized) among adolescents with the same disorder, because members of a diagnostic group who differ in
personality style may differ as well in the etiology and phenomenological manifestations of their disorder. The following case illustrations describe four symptom
patterns most frequently seen in adolescents. These include anxiety symptoms in a
12-year-old girl (Case Illustration 8.1), avoidant behavior in a 15-year-old boy
(Case Illustration 8.2), obsessivecompulsive symptoms in a 16-year-old boy (Case
Illustration 8.3), and somatization in an 18-year-old boy (Case Illustration 8.4). Our
approach for interpreting the data in these case illustrations starts with pointing out
the deviant scores, followed by discussing the implications of these deviant scores
for certain personality characteristics, for certain types of internalized disorders, and
for treatment planning, should treatment planning be part of the referral question,
while considering the specific symptom patterns from an experiential perspective.
Case Illustration 8.1: Anxiety Symptom Patterns in a

12-Year-Old Girl
Manifestations of anxiety include a variety of affective states and a heightened level
of alertness, which might impair the adolescents adaptive functioning. Persistent
severe anxiety manifestations can interfere with sleep, eating, learning, and peer relations, and they may also disrupt cognitive processes. Performance anxiety, for example, may include apprehension about submitting a class assignment that becomes
paralyzing and prevents its being completed. When their experience of anxiety is
chronic, rather than only situational, adolescents are likely to be described as tense,
irritated, and markedly distressed (PDM Task Force, 2006). The subjective experience of anxiety is basically characterized by a sense of danger to which the adolescent
responds by resorting to a variety of defense mechanisms (e.g., denial, dissociation).
When defenses are ineffective, the resulting overwhelming anxiety may lead otherwise well-adjusted adolescents to manifest poorly controlled behaviors.
Case Illustration 8.1: Anxiety Symptom Patterns in a 12-Year-Old Girl
143

This adolescent is a bright 12-year-old girl who was referred for assessment because
of night fears, high anxiety, and complaints about having bad things in her mind
that she cant get them out. She is the younger of two children of a couple who
have been married for 18 years. Both parents have a college degree. The father operates a business, and the mother is a homemaker. There is no family history of emotional or learning difficulties. The girl is described by her parents as being overly
emotional, easily frustrated, and melting down if things do not go her way at
home. These poorly controlled behaviors do not occur at school. As an infant, she
had some medical problems that further required diagnostic tests and minor surgical
procedures. In school, she has always shown considerable test anxiety, and she had
some reading difficulties in the second grade. Nevertheless, she has usually been
considered a bright child (FIQ = 123) who is highly motivated to satisfy academic
requirements.
She has recently applied to a private school that her brother attends, but she was
not accepted. In an evaluation conducted prior to her entering middle school, she
was described by the examiner as being extremely invested in the tasks that were set
for her, unusually apprehensive about her ability to do well, and incapable of enjoying her successful performances. In contrast to her behavior in an academic context,
both parents describe her as a very sociable girl who enjoys playing with children of
all ages. However, she does seem to be especially attracted to younger children,
perhaps because they might be less challenging with respect to her competitiveness
and need for control.

The Rorschach data presented in Tables 8.1.1 and 8.1.2 indicate that this bright
12-year-old girl is overwhelmed by anxiety to an extent that impairs her ability to
function adequately. In this regard, her deviant score on the Ego Impairment Index
(EII-2 > 0) demonstrates ego function deficits that impair her adaptation to external
reality (see Case Illustration 7.1). The following discussion focuses on specific
markers of impairment in each of the four domains of personality functioning delineated in Tables 6.16.4. Inferences concerning her cognitive functioning are derived
primarily from her deviations on the RFS-S and Lambda (L). Inferences about her
affective experience are based on the unbalanced index of FC:CF + C, in which the
only response is coded with Pure C, the Complexity Index with no blend responses,
and the relatively elevated number of space (S) responses.
These inferences are analyzed in the context of her heightened reactivity to
emotion-provoking stimuli (elevated Afr) and her rigid and concrete style of processing other stimuli (elevated Lambda). Her limited capacity for adequate functioning in interpersonal relationships is inferred from deviations shown on EA,
144
Table 8.1.1 Anxiety symptom patterns in a 12-year-old girl: Structural Summary

Affect
Interpersonal
R = 23
L = 2.83*
EB = 1:1.5
EA = 2.5*
EBPer = N/A
FC:CF + C = 0:1
COP = 0* AG = 1
eb = 4:0
es = 4
D=0
Pure C = 1
GHR:PHR =2:2
Adjes = 4
AdjD = 0
Const. = 0:1.5
a:p = 2:3
Afr = 1.09*
Fd = 0
FM = 4
SumC = 0
SumT = 0
S = 4*
SumT = 0
m=0
SumV = 0
SumY = 0
Complex. = 0:23*
Human Content = 3
CP = 0
Pure H = 3
PER = 1*
Thinking
(Ideation)
Self-Perception
Perception
(Mediation)
Attention
(Processing)
a:p = 2:3
Sum6 = 3
XA% = .70
Zf = 12
Egoc. Index = 0.30*
Ma:Mp = 0:1
Lv2 = 0
WDA% = .76
W:D:Dd = 9:12:2*
Fr + rF = 0
INTELL = 0
WSum6 = 10
X-% = .26
W:M = 9:1
Sum V = 0
MOR = 1
M- = 1
S- = 1
Zd = +1.5
FD = 0*
Mnone = 0
PTI = 0
DEPI = 4
FM + m = 4
Col-Shd = 0
P=4
PSV = 0
An + Xy = 2
X+% = 0.46
DQ+ = 4
MOR = 1
Xu% = .43
DQv = 1
H:(H) + Hd + (Hd)= 3:0
CDI = 3
S-CON = N/A
HVI = No OBS = No
RFS-P = + 0.30 RFS-S = 3.03* EII-2 = + 0.36* AdjDMD = 0

markers should not be checked as psychopathological markers in themselves. Noted with asterisk
(*) are scores that exceed the normative range according to the two-step interpretive procedure
(see Chap. 6). These scores should be reconsidered in relation to the data of the composite international sample of nonpatient adolescents (see Chap. 5). For interpretation of deviant scores, see
Tables 6.16.4.
COP, and PER, which contrasts with the interest in people shown by her normative
sum of Human Content and Pure H responses. Problems in self-perception are
inferred from the absence of FD coupled with a low Egoc. Index.
As described in relation to thinking disturbances in Case Illustration 7.1, the
RFS-S is a derivation of the RealityFantasy Scale Version 2.0 (RFS-2; Tibon-Czopp,
145
Table 8.1.2 Anxiety symptom patterns in a 12-year-old girl: Sequence of Scores

Card
I
II
III
IV
V
VI
VII
VIII
IX
X
Resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Do
Wo
DSo
Dv
Ddo
WSo
Wo
MpFu
WSo
WSo
W+
Dd+
Do
D+
Do
Wo
Do
Do
Do
D+
Do
Do
Fu
Fo
Fu
C
FFu
Fo
Fo
Fu
FMao
FMaFu
FMpFo
FFo
Fu
FMpu
Fu
Fu
F-
2
2
2
2
2
H
A
Sc
Bl
An
Ad
A
H
Hh
Hh
Hh
A, Ls
A
A
A, Ls
A
Ad
An
Ge
A
H, Cg
Sc
Ge
1.0
5.0
1.0
2.5
2.5
4.0
4.0
4.5
3.0
GHR
INC
PER
PHR
AG, MOR, PHR
2.5
P
5.5
DR
ALOG
4.0
GHR
RFS-2
+2
+4
+2
2
3
+2
+4
5
+2
+3
+2
+1
4
+2
4
+4
3
+3
5
+1
+2
+2
3
Appel, & Zelgman, 2015), a Rorschach marker of an individuals inclination to

dissociate. The RFS-S is based on the scatter of the RFS-2 scores through the protocol, with particular attention to marked fluctuations between reality-bound and
fantasy-derived responses. Such marked fluctuations often characterize dissociative
disorders associated with trauma (Tibon-Czopp, Zeligman, Kedem, & Hadar, 2014).
In the present case, the elevated RFS-S of 3.03 suggests that this girl is highly
likely to dissociate reality from fantasy. Most of the time she sticks to reality and
avoids withdrawal into fantasy, as reflected in her positive range location on the realityfantasy continuum (RFS-P = +0.30). However, when she experiences reality as
excessively threatening and anxiety provoking, she tends to activate dissociative
defenses that produce abrupt fluctuations between reality and fantasy, as well as
over-reactive and unmodulated emotional manifestations (elevated Afr and Pure C,
respectively). These manifestations contrast with her more commonly over-controlled
and avoidant cognitive and affective functioning that might explain her normative D
and AdjD scores and the resulting AdjDMD of 0, which shows that, by sticking to
reality and applying dissociation, she defensively reduces symptoms of anxiety. In
this regard, the following sequence analysis of circumstances surrounding her Pure
146
C response to Card II illuminates some psychodynamic processes that may underlie

her symptom patterns.
The most distinctive feature of Card II is its red-colored areas. The upper- and
lower-center red areas on the card can readily be seen as blood, which for many
people elicits associations of being physically harmed. For this reason, responding
to Card II can prove difficult for people who are concerned about being vulnerable
to bodily damage, sometimes because of having had a traumatic experience that
threatened their bodily integrity. When confronted with Card II, this girl responded
with an arrow in the middle (Resp. 3) followed by blood on the outside (Resp. 4).
She apparently experienced the blot as threatening, perhaps to the point of becoming overwhelmed by paralyzing anxiety. She was subsequently unable to function
effectively on Card III, despite having in front of her the easily and commonly seen
Card III popular (P) human figures. Instead, she gives as Resp. 5 your rib cage,
which integrates the blot and the surrounding white space into an unusually located
(DdSo) and inaccurately perceived (F-) percept. Seemingly overwhelmed with anxiety, she dissociated herself from reality by failing to attend to the prominent Card
III feature of the two human figures.
She continues with a poor Card IV response of snakeskin, which she justifies by
her personal experience (PER), and she is unable to get fully back to reality until
Card V, with her butterfly response. This sequence exemplifies the effects of using
dissociation as a defense (elevated RFS-S) to cope with overwhelming anxiety, perhaps in the face of threatening, intrusive, and aggressive acts directed at her. Given
her history of medical examinations in early childhood, her current anxiety symptom patterns might be a reaction to having been exposed to these uncontrolled
threats to her sense of safety.
In addition to the deviant RFS-S score, deviations are shown on variables distributed across all four domains of functioning. The interpretive significance of three of
these variables (S, Afr, and PER) is described in the discussion of Case Illustration
7.2. What follows is a description of the other variables on which this adolescent
shows deviant scores: Lambda (L), Complexity Index, FC:CF + C, EA, COP, and
FD. The Egocentricity Index, which is low in this case, is described further in Case
Illustration 8.2.
Lambda (L) This CS index measures openness to experience and a balanced focus
of attention. People who maintain a balanced focus of attention tend to be aware of
both internal and external events and are capable of tolerating ambiguity and coping
with reality in a flexible manner. An elevated Lambda (L > 0.99) points to a lack of
openness and an inclination to view the world with an overly narrow focus of attention. Adjustment can be served well when a narrow focus of attention is appropriate
to the nature of particular situations and events, without oversimplification of those
that are truly complex. However, when narrowness becomes a general pattern of
functioning, especially in individuals who have usually been open and flexible in
how they attend to experience, adjustment is likely to be impaired, often with indications of depression. In these cases, the elevated L does not reflect an ego-syntonic
stylistic feature but rather an ego-alien defensive strategy of coping with
147
anxiety-provoking events in the outer world that increases the risk of psychopathological manifestations.
The elevated L of 2.83 in this adolescents protocol indicates that she currently
tends to deal with external events in a detached and avoidant manner, taking them at
their face value, and probably does so as a defensive strategy. If the raw score of
L = 2.83 is converted to T Score, the corresponding value is 71 when rounded off.
This T value is far beyond the mean T Score of 52 in contemporary nonpatient adolescents aged 1114 (see Table 5.2). The substantially elevated L demonstrates a
single-minded approach, which makes her a narrowly focused adolescent, but can
also delineate her becoming intensely devoted to tasks she chooses to pursue, perhaps to her benefit. However, this inclination toward a narrow focus of attention and
single-minded devotion can be maladaptive when, as in her case, it leads to overinclusive and simplistic processing patterns (W:D:Dd = 9:12:2; Blends:R = 0:23). As
noted, her narrow focus might constitute a defensive strategy by which she seeks to
avoid becoming upset or disorganized by limiting her awareness of external threats
to her well-being. Wearing psychological blinders may thus serve a constructive and
self-protective purpose for her, even though such shutting down of awareness exacts
the price of diminishing her sensitivity to what is going on around her.
FC:CF + C The ratio between form-dominated (FC) and the sum of colordominated (CF) and pure color (C) responses reflects the capacity for adaptive
modulation of affect. An unbalanced FC:CF + C ratio provides not only a marker of
impaired affective functioning but also a likely indication of impaired interpersonal
relatedness. FC responses are associated with relatively stable, well-modulated, and
reserved processing of emotions, with respect both to how feelings are experienced
and how they are expressed, which facilitates positive interpersonal behaviors. CF
and C responses are associated with relatively unmodulated and spontaneous processing of affect in which feelings tend to be more intense than those associated
with FC responses but also more likely to be superficial and transitory. The color
continuum from FC to CF and C represents a range of human emotionality from
mature to immature expression and can be described in terms of degree of rational
control over emotion.
Generally speaking, good adaptation is fostered by an age-appropriate balance
between FC and CF + C responses that demonstrates capacities for both reserved
and spontaneous emotionality. However, a finding of FC > (CF + C) +2 reflects an
excessive disposition to overly modulated and reserved processing of affect, at the
expense of spontaneity, and a finding of (CF + C) > FC + 2 is a marker of excessive
disposition to unmodulated and spontaneous processing of affect, characterized by
easily elicited, intense, and rapidly changing emotional states. Adolescents who
give only FC responses tend to be inordinately reserved in their interpersonal relationships, whereas those who give only CF + C responses are prone to be labile and
emotionally immature in how they relate to their peers, especially if they give Pure
C responses. In this regard, predominance of FC over CF + C can be considered to
reflect self-other relatedness, whereas predominance of CF + C over FC points to
feeling-centered relatedness.
148
In the present case illustration, the use of color in forming responses is limited to
a single occurrence in which the emotional expression is unmodulated (Pure C).
Considered in light of other notable deviations in this girls protocol (e.g., L = 2.83;
Afr = 1.09), this finding has implications for defensive operations aimed at coping
with her over-reactivity to emotion-provoking stimuli and for the degree to which
this mode of affective functioning can disrupt her interpersonal relationships. Her
limited and unbalanced FC:CF + C ratio is even more striking when interpreted
within the broader context of her interpersonal functioning, given that some frequent markers of interpersonal difficulties (e.g., CDI > 3; H < 2) are not present in
her record.
To sustain an adequate level of adaptation, however, she invokes rigid and avoidant defensive operations that can be quite effective for managing stress in usual
circumstances but are less so in anxiety-provoking situations. Overall, the findings
indicate an inclination to flatten her emotional tone, whether negative or pleasurable, in keeping with her generally narrow approach (L > 0.99) and her probable
awareness that confronting threatening situations is likely to evoke extremely stressful and unmodulated emotionality. Even if effective in minimizing distress, her
shutting down of awareness thus limits her accessibility to subjective experience.
EA The EA index measures the ideational (M) and emotional (WSumC) resources
that are consciously controllable and available for planning and implementing
deliberate strategies of coping with external demands and events. Consistent with
its implications for coping skills, EA is a developmental variable. Normative
maturation consists of gradual acquisition of a broad repertoire of adaptive
capacities. In this regard, assessing personality functioning in adolescents should
distinguish between limited available resources that indicate regression from a
previously higher level of maturity, resulting from external circumstances, and
limited coping resources that indicate developmental arrest and overall premature
functioning.
Whether people are introversive or extratensive, they should produce at least two
M responses and a WSumC of 2.5 to be considered as having minimally adequate
capacities to reflect on their experience and process their emotions. The degree to
which the available resources are used adaptively can be inferred from the FQ of the
M responses and the components of the WSumC. The better the form level of their
M responses and the more balanced their FC:CF + C ratio, the more likely people
are to be making effective use of the resources available to them.
This adolescents protocol contains just one human movement (M) response and
just one color response (Pure C), which indicates very limited psychological
resources. These minimal indications of available coping resources may well be
associated with the narrowly focused and limited openness to experience as reflected
in her elevated Lambda, in which case her shutting down of awareness could be
preventing her from drawing fully on coping resources that might otherwise be
available to her. This would mean that the limited resources she can bring to bear in
dealing with events should not be viewed as a developmental arrest but rather as a
result of defensive operations that are curtailing her subjective experience.
149
COP and AG Cooperative movement (COP) and aggressive movement (AG)

responses indicate responsiveness to people, as reflected in anticipation of collaborative and/or competitive interactions with other people. The COP responses
reflect positive interpersonal attitudes and receptiveness to collaborative engagement with people. Respondents with COP > 2 are usually people who are well liked
by others and enjoy rewarding social relationships. Their popularity appears to
derive from their commitment to being agreeable and cooperative, their anticipation
of friendly and positive interactions, and their interest in seeking interpersonal
relationships.
In contrast, the absence of COP points to a maladaptive deficiency in the capacity to anticipate and engage in collaborative activities with other people. Adolescents
in whom COP = 0 typically convey to others that they are reluctant to collaborate in
shared endeavors and disinterested in doing so. Although they may not be actively
disliked, they are rarely among the most popular or favorite members of their peer
group. Nevertheless, the personality characteristics indicated by COP = 0 do not
necessarily preclude adolescents forming close interpersonal relationships, especially if they show normative Human Content responses that include numerous
whole and real human figures. The combination of COP = 0 and Human
Content = 3 in this adolescents protocol points to a maladaptive deficiency in her
capacity to anticipate and engage in positive interpersonal relationships but does
not necessarily mean that she is incapable of forming relationships and identifying
with other people. Indeed, the three responses of whole and real human figures
indicate good capacity to draw on identifications with other people that contribute
to developing a stable sense of identity in adulthood. This capacity, if not undermined by troubling external circumstances, can help to promote good psychological adjustment in the future.
Aggressive movement (AG) responses indicate reality-bound expectations that
interpersonal relationships are more likely to be assertive or competitive than collaborative. Although AG responses often involve expressions of anger and hostility,
they do not necessarily signify hostile patterns of behavior. Aggression is usually
considered to imply anger, but it is preferable to interpret AG responses as relating
to assertive behavior. Like anticipation of collaborative interpersonal relationships,
as indicated by COP responses, the presence of one or two AG responses is normative. However, a. finding of AG > 2 may indicate adjustment problems.
On the other hand, AG is a unidirectional variable, in that a finding of AG = 0 may
have no interpretive significance. It should be noted that AG = 0 was found in more
than 50% of adult nonpatients in the international sample of Meyer et al. (2007),
and the absence of AG may sometimes indicate insufficient assertiveness. As a further consideration, examiners should be cautious about ruling out aggressive traits
or behaviors on the basis of a zero-order score on this unidirectional variable. In
particular, AG = 0 should not be interpreted to contradict violence risk, because violent people may be so unconcerned about their aggressive impulses that they can
and do act on them freely and have no need to express them in fantasy.
150
FD The Form Dimensional (FD) variable measures self-awareness, psychological

mindedness, and capacity for introspection. Being sufficiently introspective to recognize ones personal characteristics promotes good psychological adjustment.
Consistent with developmental expectations, young children rarely give FD
responses, and the absence of FD responses should be considered indicative of
maladaptive capacity for self-awareness only in adolescents and adults. The limited
psychological mindedness of adolescents who give no FD responses reflects
incapacity to represent behavior in terms of mental states or to have A Theory of
Mind (Fonagy & Target, 1996), which puts them at risk for difficulties in developing adaptive interpersonal relatedness and self-organization.
In the present case, this girls failure to provide any FD suggests little capacity to
understand internal subjective experiences and to examine herself in a critical manner. Her limited self-awareness could derive from a defensive strategy that results
in immature functioning in general and lack of psychological mindedness in particular. This indication of limited self-awareness is consistent with the implication
of her low Egocentricity Index for not paying much attention to herself, but both of
these findings diverge from the positive significance of her mature human representations. Such apparent inconsistency probably reflects discrepancies and discontinuities in how she experiences herself.
Moreover, in common with previously noted Card II content of an arrow in the
middle and blood on the outside, these inconsistencies may provide further clues to
her self-state, specifically with respect to fears about bodily integrity that might
have resulted from traumatic experiences and are not easily expressed or communicated. However, her limited self-awareness, coupled with her rigid and concrete
approach to reality, might be a substantial obstacle to progress in psychodynamic
psychotherapy, unless she has been helped to recognize and modify her predominant defense strategy of dissociation.

This bright 12-year-old girl, whose Rorschach protocol is presented as a case illustration of anxiety symptom patterns, appears to be overwhelmed by anxiety to an
extent that impairs her ability to function adequately (EII-2 > 0). Her protocol
includes psychopathological markers in each of the four domains of functioning
examined in this volume (see Chap. 6). These include cognitive difficulties in integrating reality and fantasy (RFS-S = 3.03); a rigid, concrete, and avoidant style characterized by a narrow frame of reference (L = 2.83) and an over-inclusive and
simplistic pattern of attending to outside reality (W:D:Dd = 9:12:2 and
Blends:R = 0:23, respectively); problems in affect modulation with minimal channels for experiencing or expressing feelings (FC:CF + C = 0:1 with Pure C = 1 and
S = 4) and over-reactivity to emotion-provoking stimuli (elevated Afr); limited
capacities for sustaining adaptive interpersonal relationships (EA = 2.5; COP = 0),
which runs counter to her interest in people (Human Content =3) and capacity for
Case Illustration 8.2: Avoidant Behavior in a 15-Year-Old Boy
151
integrative human representations as shown by the ratio H:(H) + Hd + (Hd) = 3:0;

and problems in maintaining appropriate self-awareness and positive attention to
herself (FD = 0; Egoc. Index = 0.33).
This girls problems are not impairing her ability to see the world accurately.
When she attends to reality, she usually perceives objects and events accurately
and conventionally (XA% = 0.70; WDA% = 0.76; X-% = 0.26; and P = 4).
Nevertheless, she achieves this relatively accurate perception of the world by extensive use of dissociative defenses that enable her to focus narrowly on situations
without being distracted by intrusive thoughts or unpleasant feelings but that also
enter her into a detached self-state that allows only limited personal involvement.
Although her wearing of psychological blinders can serve a constructive and selfprotective purpose, by preserving her adaptive cognitive capacities, it also limits her
openness to experience and her ability to form subjective impressions of events.
Regarding her ideation, she is generally able to think clearly and coherently.
However, when she is distressed by anxiety-provoking stimuli, she may at times
resort to illogical reasoning (ALOG) to justify her conclusions, as in her response to
Card X (Resp. 19): A state, Florida The shape and the crabs and stuff you might
seeyou might see crabs and stuff in Florida.

Adolescents are frequently observed on referral as being quite avoidant. Some of
these adolescents are described as being generally constricted or slow to warm
up, while others appear to have been overwhelmed by internal or external experiences to an extent that has led them to develop constricted patterns of behavior in
order to avoid further stimulation. Such constricted patterns of behavior may constitute a commonly observed psychological state in adolescence, when young people confront difficulties in coping with developmental tasks, but they can also reflect
a type of internalized diagnosable disorder.
Avoidant behavior in adolescents is typically shown by a pervasive pattern of
social inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation. They may become extremely anxious and frightened and consequently withdraw from their environment, which further limits their ability to develop social
skills (PDM Task Force, 2006). In their interactions with others, they seek to
avoid conflict and tend to respond to aggressive attitudes and behaviors by inhibiting their own aggression. These avoidant symptom patterns can usually be
observed not only in their interpersonal functioning but also in how these adolescents think about and interpret their world. Their thinking focuses on the idea that
they are not good enough and that others reject them. They think of themselves as
unappealing and socially inept. Thinking in this way creates intense feelings of
anxiety in social situations, along with fears of being ridiculed, criticized, and
abandoned.
152
An important question to consider in cases of avoidant symptom patterns is whether

these patterns are ego syntonic or ego alien. If they are ego alien, they are likely to be
transient, situationally reactive, and relatively responsive to treatment. If, on the other
hand, they are ego syntonic, these symptom patterns are likely to be enduring and
inflexible regardless of the context and relatively resistant to treatment. Should egosyntonic avoidance become prolonged and coupled with extreme subjective distress
and marked functioning impairment (e.g., in interpersonal relationships), consideration should be given to the possibility of a schizophrenia-spectrum or affective disorder. The present discussion of the Rorschach given by a 15-year-old boy following
one year of therapy focuses on the issue of therapeutic change. The current Rorschach
findings are compared to those obtained at the time of his referral and provide a basis
for exploring issues of differential diagnosis.

This 15-year-old boy was referred for therapy a year before the current Rorschach
assessment. On entering therapy, he appeared markedly frightened, anxious,
depressed, and avoidant. He reported being excluded from his fathers extended
family, which he described as being very traditional and rigid, after he was involved
in some kind of behavior the family disapproved. He is the only son of a couple
who had divorced 10 years before the referral. Both parents are remarried, and the
boy reports he has not forgiven his father for the divorce and that he does not like
his fathers wife. The father was quite embarrassed by his sons inappropriate
behavior, which reportedly impaired further what had already been problematic
relationships. The boy was not allowed to participate in family events or to stay with
them on weekends and holidays. He feels he has been abandoned, although his
father does keep in constant contact with him and is very concerned about his affective state. With regard to his mother, the boy reported that he admires her, but he
seemed to be quite ambivalent about their relationships and her attitudes of exerting
control over him. Tables 8.2.1 and 8.2.2 present the structural data and the sequence
of scores of this boys Rorschach protocol following one year of psychodynamic
psychotherapy.

The data presented in Tables 8.2.1. and 8.2.2 are interpreted through comparisons
of deviant scores shown on the structural variables following 1 year of therapy
with the scores on his first protocol administered at the time of his referral. These
comparisons provide information useful for differential diagnosis, for showing
changes that occurred during treatment, and for understanding psychodynamic
processes that might explain the avoidant symptom patterns. To begin with this
153

Table 8.2.1 Avoidant behavior in a 15-year-old boy: Structural Summary
Affect
Interpersonal
R = 28
L = 1.80*
EB = 0:0.0*
EA = 0*
EBPer = N/A
FC:CF + C = 0:0*
COP = 0* AG = 0
eb = 2:10*
es = 12
D = 4*
Pure C = 0
GHR:PHR = 2:3
Adjes = 11
AdjD = 4*
Const. = 6:0.0*
a:p = 2:0
Afr = 0.56
Fd =1*
FM = 2
SumC = 6*
SumT = 0
S=3
SumT = 0
m=0
SumV = 2*
SumY = 2
Complex. = 3:28
Human Content = 4
CP = 0
Pure H = 1
PER = 0
Thinking
(Ideation)
Self-Perception
Perception
(Mediation)
Attention
(Processing)
Zf = 5
a:p = 2:0
Sum6 = 0
XA% = .75
Ma:Mp = 0:0
Lv2 = 0
WDA% = .74* W:D:Dd = 6:17:5*
Fr + rF = 0
INTELL = 3
WSum6 = 0
X-% = .21
W:M = 6:0
Sum V = 2*
MOR = 1
M- = 0
S- = 1
Zd = +2.0
FD = 1
Mnone = 0
PTI = 0
DEPI = 6*
FM + m = 2
Col-Shd = 0
RFS-P = + 0.96* RFS-S = 2.5
Egoc. Index = 0.21*
P=4
PSV = 0
An + Xy = 2
X+% = .46
DQ+ = 1
MOR = 1
Xu% = .29
DQv = 1
H:(H) + Hd + (Hd) = 1:3*
CDI = 5*
S-CON = 5
HVI = No OBS = No
EII-2 = 0.68 AdjDMD = 0
variables used for distinguishing between healthy and psychopathological personality functioning
and the five stylistic variables (R, EB, a:p, Ma:Mp, Complexity Index). Apart from cases in which
Tables 6.16.4
adolescents current cognitive functioning as compared to his functioning on

referral, five deviant scores shown in the first administration disappeared and a
sixth moderated. Specifically, Zd changed from +9.0 to +2.0; DQv decreased from
3 to 1; XA% increased from 0.70 to 0.75; Lv2 decreased from 2 to 0; FM + m
decreased from 7 to 2; and W:D:Dd changed from 12:11:4 to 6:17:5. These
changes suggest improvement in his capacities for a balanced focus of attention,
154
Table 8.2.2 Avoidant behavior in a 15-year-old boy: Sequence of Scores

Card
I
II
III
IV
V
VI
VII
VIII
IX
Resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
DdSo
W+
WSo
Do
Do
Do
Do
Do
Wo
Ddo
Do
Wo
Wv
Do
Do
Do
WSv/+
Do
Do
Do
Ddo
Ddo
Do
Do
Do
Do
Ddo
Do
Fo
FC
FCFo
Fo
FFCu
Fu
FCo
FC.FYu
FMaFo
C
Fu
FFo
FD.FYo
Fo
Fo
Fo
FFu
Fu
FMa.FVo
FVu
FFu
Fo
2
2
2
2
(Hd)
A
Hd
H
An
Fd
A
Sc
A
Na
Ad
A
Hx
Ad
Ge
Hd
Ls
Ad
Na
A
Ad
Ad, Art
Ad
A
Ad
An
Sc
A
4.0
4.5
2.0
1.0
AB, MOR
4.0
RFS-2
+2
+3
3
+4
+3
3
+1
+2
+2
+1
4
+3
3
+2
3
+3
+2
+3
+3
+4
3
+2
+2
+1
+1
3
+2
+3
accurate perception, and logical and non-intrusive thinking, probably as a result

of the therapeutic process.
However, his improved cognitive functioning has been achieved at the expense
of narrowing his openness to experience, as reflected in his Lambda (L) increasing
from 0.42 in the first administration to 1.80 in the current protocol. This finding
suggests that he currently tends to deal with external events in a detached and avoidant manner, taking them at their face value and not forming many subjective
thoughts or feelings about their meaning. As has been noted (see Case Illustration
8.1), this apparent objectivity might take the form of a generally single-minded
approach that enables him to become narrowly but intensively devoted to various
tasks in ways that serve him well in functioning adaptively.
On the other hand, noticing less than he should of the subtleties and nuances of
situations puts him at risk for behaving awkwardly or inappropriately in interactions
155
with other people and inclined to avoid such interactions. Moreover, he currently
tends to invest less energy than he did previously, prior to entering therapy, in processing information, as shown in his reduced score on the Complexity Index, with
Blends = 3:28 as compared to 10:27 in the first administration. These changes might
reflect a defensive strategy in which he resorts to a narrow approach and lack of
openness to external stimuli so as to avoid becoming upset or disorganized by constant awareness of frustrating circumstances.
Consistent with his narrow approach and lack of openness to external stimuli, the
elevated positive mean score on the RFS-2 (RFS-P = +0.96) on this adolescents
protocol indicates overly concrete and excessively realistic cognitive functioning,
which shows that he currently tends to stick to reality and allow only minimal fantasy production. Although such patterns of cognitive functioning can be stylistic
and ego syntonic, more often they reflect a defensive operation against anxietyprovoking stimuli, in which the collapse of fantasy into reality may hide a major
affective disorder. Overall, being supported by therapy appears to have improved
this adolescents capacities for concentration at the expense of limiting his thinking
to only concrete and realistic matters.
The CS affective variables in this boys protocol exceed the normative range in
both the first and the second administration. The DEPI of 6 found in the second
administration is likely to indicate the presence of a depressive disorder. Depressive
features were found on referral (DEPI=5) as well but following 1 year of therapy his
depressive mood is quite prominent. Specifically, he is experiencing considerable
distress, even more so than previously (D = 4 and AdjD = 4, as compared to
D = 3; AdjD = 1, in the first administration). The elevated score of SumShading = 10
also points to excessive dysphoric feelings. Most importantly, these intense emotions appear to be bottled up inside (Constriction Index = 6:0.0) and consist of
unpleasant and dysphoric feelings that are beyond his capacity to manage (C = 6;
Shading-Shading Blend = 1). This adolescent is in all likelihood overwhelmed by
negative emotions that make it difficult for him to function and against which he
employs a variety of defense strategies that are ineffective in preventing maladaptation to external reality, although his inclination is to stick to reality. On the other
hand, the heightened subjective distress that he showed on referral has become more
moderate (AdjDMD = 0 and eb = 2:10, as compared to AdjDMD = +2 and eb = 7:12 in
the first administration).
Simultaneously with developing some self-inspection capacities that were not
observed on referral (FD = 1 and SumV = 2, as compared to FD = 0 and SumV = 0,
respectively), the nature of the impairment in this adolescents affective functioning
has also changed substantially. Whereas the depressive features seemed to be previously externalized, stormy, relatively unmodulated, and suffused with anger and
conflicting emotions (FC:CF + C = 1:7; Pure C = 1; Constriction index = 8: 8.0; S =5;
Col-Shd Blend = 3), the current depressive episode is, presumably as a consequence
of the therapeutic process, internalized in nature. In this regard, the notably lower D
Score and AdjD Score, as well as the elevated C and lack of color responses (WSum
C = 0), resulting in the deviant score on the Constriction Index (C:WSumC = 6:0),
are particularly meaningful for understanding this adolescents subjective experience. What follows is a description of each of these three major psychopathological
markers (D Score, AdjD Score, and Constriction Index) of the current depressive
156
episode and the inferences about his affective experience that can be drawn from
these deviations.
D Score The D Score derives from conjoint consideration of all of the determinants
coded in the CS except for Form Dimensionality (FD) and Reflection (Fr; rF)
responses. It is therefore one of the most broadly based and interpretively meaningful
indices that can be calculated from Rorschach data. If the D Score of an adolescents
protocol does not exceed the cutoff score of 1 (see Table 2) and its two components
(EA and es) are within the normative range, the adolescent is usually well adjusted
and is not showing overt symptoms of anxiety, tension, or irritability.
The raw D Score in this adolescent protocol (D = 4) was converted to a T Score
using the M and SD of the D Score as presented in Meyer et al., (2007), the resulting
value when rounded off is 28. This value falls far below the mean T Score of the D
Score in contemporary nonpatient adolescents aged 1518, which is 47 (see Table 5.2).
The low T value indicates that this adolescent is showing much more affective
disturbance than would normatively be expected and that his affective functioning
is severely disordered.
AdjD Score The AdjD Score is useful for distinguishing between a relatively persistent stress overload and mostly situational experienced stress. Of the six determinants that compose the es, which is one of the AdjD components, four are reasonably
stable (FM, T, C, and V), whereas the other two (m and Y) vary in response to
contextual circumstances. The AdjD is produced by reducing the es by the number
of m and Y greater than one (with one of each of these variables being the normative
expectation) and subtracting this reduced es from the EA.
The AdjD of 4 in this adolescents protocol points to a stress overload that is
persistent and reflects long-standing incapacity to cope effectively with external
demands and events without becoming unduly distressed by them. Interestingly, in
contrast to this currently deviant score, his AdjD Score of 1 in the first administration did not exceed the cutoff point for distinguishing between healthy and psychopathological functioning, probably because he had been using his coping resources
in a less defensive manner prior to entering therapy. It may be, however, that his
previous externalization limited his felt distress but also created cognitive impairments, which have now lessened.
Constriction Index The Constriction Index (SumC:WSumC) points to the capacity
to experience and express affect pleasurably. The likelihood that feelings are being
internalized and kept bottled up inside increases the more that SumC exceeds
WSumC. As distinct from the Affective Ratio (Afr), which indicates an individuals
receptivity to or avoidance of becoming emotionally involved in affective interchange, the Constriction Index demonstrates an inclination either to internalize or
externalize affective experience. The total absence of color responses in the presence
of the six achromatic responses (C) in this adolescents protocol is of particularly
concern. However, although the extremely unbalanced Constriction Index
(SumC:WSumC = 6:0), together with the deviations on the DEPI, D and the AdjD
scores and on other affective variables as well, delineates a depressive episode, the
relatively high proportion of form-dominated C responses (FC = 5) suggests that the
157
dysphoric feelings are now more moderated cognitively than they were on referral,
when only half of his achromatic responses (SumC = 8) were form dominated
(FC = 4). If so, this change during the course of his therapy reflects transformation
from relatively uncontrolled dysphoria to an over-controlled depressive state.
As shown by the sequence of responses (see Table 8.2.2), Card IV was particularly likely to elicit dysphoric feelings, with two FC responses: Not defined (turns
the card)... it reminds me of a bat (Resp. 9)... and a mountain I dont know which
mountain it is, but it is a mountain (Resp. 10). Because Card IV is known to evoke
associations to big, strong, massive, powerful, and sometimes threatening human
or humanlike figures, which are looked up to as a dominant authority, it is often
seen as reflecting ones internal representations of an authority figure. Furthermore,
with the depressive tone created by its dark color and heavy shading, Card IV may
be upsetting for people who are depressed or trying to avoid dealing with gloomy
affect. In the case of this avoidant and frightened adolescent, Card IV must have
evoked dysphoric affect, as shown in his two FC responses to the card, coupled
with a flight into ambiguous rather than precise description of the object seen in
this card.
Following his exposure to Card IV, this boy appears to have difficulty preserving his previous relatively adaptive functioning. When shown Card V, he initially
responds with an inaccurately perceived and partial object of a dog. Just half of it
(Resp.11). Although this response is followed by an accurately perceived whole
object of a butterfly (Resp. 12), he is able to focus his attention on this commonly
seen object only by manipulating the outer stimulus, which he does by turning the
card upside down. His concluding response to this relatively unambiguous card,
which provides strong representation of reality, is quite surprising. The third
response to Card V, coded with Wv C Hx AB, MOR, indicates subjective experience of even less clearly defined outer reality. The sequence analysis thus provides
valuable information concerning how this depressed adolescent experiences reality, particularly when encountering difficulties in coping with an authority figure
(Card IV), and it can illuminate the major symptom patterns shown in the interpersonal domain. Indeed, following 1 year of therapy, this adolescent appears to show
substantial difficulties in interpersonal relationships that are more prominent than
those shown on referral (CDI = 5; EA = 0; and COP = 0) compared to CDI = 4,
EA = 10, and COP = 0. What follows is a description of the CDI as a psychopathological marker of relatedness. The EA and COP are described in relation to another
case illustration of anxiety symptom patterns (see Case Illustration 7.3).
CDI The Coping Deficit Index (CDI) is a well-validated Rorschach measure of
adaptive capacities for interpersonal relatedness. By combining EA with several
other variables related to coping adequately with stress, affect, and interpersonal
relationships, the CDI provides a broadly based measure of adaptive resources that
has specific implications for differential diagnosis and treatment planning as well as
for personality description.
The elevated CDI in this adolescents protocol (CDI = 5) points to adjustment
difficulties and limited capacity to cope effectively with ordinary demands.
Furthermore, coupled with an elevated DEPI of 6 and an extremely low EA of 0,
the deviant CDI provides further indication of this boys impaired affective and
158
interpersonal functioning and his susceptibility to becoming markedly distressed

when faced with situations that exceed his ability to cope with them effectively.
As noted in Case Illustration 7.3, CDI is a developmental variable, and the combination
of his normative EA on the first administration with his currently elevated CDI suggests a regressive state rather than a developmental arrest, as is also reflected in the
previously noted changes in his affective functioning.
The absence of both AG and COP responses in this adolescents protocol lends
further weight to the previously noted implications of his CDI and EA scores for
substantial difficulties in interpersonal relationships. With COP = 0 and AG = 0, he is
not anticipating either collaborative or competitive interactions with other people,
and avoids even contemplating them. Of further note in this regard is the absence of
human-figure responses in Cards VIIIX. When confronted with these emotionprovoking stimuli, he seems particularly likely to respond with interpersonal avoidance. On the other hand, his relatively high number of responses involving human
figures (Human Content = 4) suggest normal rather than limited interest in being
involved in interpersonal relationships. Despite this normal degree of interest in
people, however, he is currently avoiding interpersonal engagement in order to
minimize the subjective distress it would cause him.
Interestingly, following 1 year of therapy, this adolescent currently coping with a
depressive episode is less assertive (AG = 0) than he was on referral (AG = 1 in the
first administration). The lack of assertiveness is likely to be a factor in his detaching himself from interpersonal events, which he sees as necessary to avoid being
manipulated or injured by other people. This resulting maladaptive passivity seems
to be ego alien, since he normatively gives active movement responses (a:p = 2:0)
and did so even more prominently on referral (a:p = 8:1 in the first administration).
On the other hand, he previously showed mistrust, suspiciousness, and excessive
concern about sources of danger in interpersonal relationships (HVI positive in the
first as compared to insignificant HVI in the second administration). He may thus be
quite distant and avoidant in social interactions not because he is hypervigilant but
as a defensive strategy aimed at protecting himself from being criticized or
demeaned by other people.
The changes in this adolescents interpersonal relationships are mirrored in his
self-perception. He was already showing a low Egocentricity Index on referral, but
other current deviations in the self-perception domain (see Table 6.16.4) were not
present in the first protocol. Specifically, the elevated SumV and the unbalanced
ratio of H:(H) + Hd + (Hd) appear only in the second administration. What follows
is a description of these three deviant self-perception variables.
Egocentricity Index The Egocentricity Index is computed by dividing the sum of
3 (Fr + rF) and the number of Pair (2) responses by the total number of responses
(R) in the protocol. The index is a marker of the extent to which people balance their
attention between focusing on themselves and giving consideration to others in their
environment. Adolescents whose Egocentricity Index falls below the reference
value of 0.33 avoid self-focusing, often as an aspect of having a low estimate of
their personal worth, whereas those with an elevated score on the index (Egoc.
Index > 0.44) tend to show inordinate preoccupation with themselves while paying
159
minimal attention to other people. An elevated Egocentricity Index usually includes

at least one Reflection response, and the absence of Reflection responses in an elevated Egocentricity Index usually indicates inordinate self-focusing or self-consciousness that is not pleasurable.
Of further importance with respect to the implications of the Egocentricity Index
for adjustment difficulties is its stability over time and across situations in people
older than 15. This stability means that a low Egocentricity Index in adolescents age
16 and above may not show much change during therapy even when positive
changes occur in domains of functioning other than self-perception. In the present
case illustration, a low score on the Egocentricity Index in both administrations
indicates that this adolescent was paying insufficient attention to himself when he
began his treatment and now, after 1 year of psychotherapy, is still avoiding selffocusing and continues to compare himself unfavorably to other members of his
family and to his peers, whom he apparently is likely to look at as being more able,
attractive, talented, and generally more worthwhile than he is. This negative view of
himself is likely to exacerbate his subjective experience of loneliness, which constitutes a major component of his current depressive episode and should be considered
a risk factor for self-destructive behaviors.
Sum V Vista (V) responses indicate self-criticism and are particularly likely to occur
in people who manifest depressive symptom patterns involving feelings of guilt.
Interestingly, a notable frequency of SumV > 0 has been found among narcissistic,
psychopathic prison inmates with an externalizing and self-centered personality style
that would ordinarily be expected to preclude lack of self-criticism. Further investigation suggested that these inmates remained narcissistic but were upset with themselves (i.e., self-critical) for having been caught and imprisoned for their offense.
Consistent with what is known about normative developmental processes (see
Chap. 2), Vista responses rarely occur in the records of children under age 11, and
the percentage of nonpatients exceeding the cutoff point of Sum V > 0 gradually
increases from adolescence to adulthood. The particular psychopathological and
adjustment implications of Sum V > 0 in adolescents should be considered in light of
the sum of Fr + rF responses then score on the Egocentricity Index in the protocol
as well as current contextual factors.
In line with this conceptualization, the change shown in this adolescents protocol (Sum V = 2 as compared to SumV = 0 on referral) can be attributed to both normative developmental processes and to his recent history. Following 1 year of
psychotherapy, interaction between developmental processes and the evolution of
some capacities for self-inspection (FD = 1 as compared to FD = 0) has led to this
boy becoming much more self-critical than before. These findings of current negative attitudes toward himself, possibly involving guilt feelings, are consistent with
the deviant scores on affective variables (e.g., Constriction Ratio) that reflect a substantial change in the type of his emotional functioning, from an externalized,
stormy, and unmodulated mood disorder to an internalized depressive episode.
H:(H) + Hd + (Hd) The ratio between whole and real human-figure responses and
all the other human-figure responses provides information about a persons ability
to identify with other real persons and has implications for interpersonal functioning
160
and self-perception. Children under age 11 tend to give fewer whole and real
human-figure responses than adolescents and adults, which is consistent with
developmental expectations concerning identity formation, but the number of H
responses normatively exceeds the number of (H) + Hd + (Hd) responses at every
age. To adjust adequately to their circumstances and feel satisfied with themselves,
adolescents need to be comfortable in interpersonal relationships and have a sense
of what kind of person they are. Fewer H than (H) + Hd + (Hd) responses, on the
other hand, usually signifies social discomfort and difficulty developing a sense of
identity and self-integrity. So it is with this boy, whose surplus of (H) + Hd + (Hd)
over H responses, as shown in the H:(H) + Hd + (Hd) ratio of 1:4, suggests not only
deficient capacity for identifying with real human figures but also maladaptive
uncertainty about himself and unpleasant interpersonal experience regardless of the
context. As has been noted, the imbalance in his human representations was not
shown on referral. This difference lends further support to the inference of a regressive depressive state emerging during the therapeutic process.

Comparing the Rorschach data of this 15-year-old boy to his protocol when first
referred makes it clear that, following 1 year of psychotherapy, his cognitive functioning is now more adaptive than it was previously. In particular, the overly inclusive processing style he demonstrated in the protocol administered on referral has
disappeared. This change in his processing style and his lessen susceptibility to
intrusive thoughts have probably contributed to his improved capacity for accurate
perception of people and events. On the other hand, his currently more adaptive
cognitive functioning by concentrating on reality occurs to have been achieved at
the expense of limited access to fantasy.
Of further note, the changes in this adolescents cognitive functioning appear
jointly with a prominent change in his affective experience. Previously, the
depressive features in his avoidant behavior patterns involved externalized affect,
stormy and unmodulated and loaded with anger and conflicting emotions. By contrast, and apparently influenced by the therapeutic process, his current depressive
state is characterized by internalization of affect.
Together with this change from an externalizing to an internalizing affective
style, he has developed some capacities for self-inspection that were not evident on
referral and probably reflect some positive impact of his therapy. As a further consideration, the marked transformation in just 1 year from an unmodulated externalizing coping style to his current over-controlled internalizing style constitutes a
substantial fluctuation in functioning that may raise a question about possible
emerging of bipolar disorder. Nevertheless, despite his improved functioning,
Rorschach CS markers of psychopathology still appear in the interpersonal and
self-perception as well as the cognitive and affective domains. The findings derived
Case Illustration 8.3: ObsessiveCompulsive Symptom Patterns in a 16-Year-Old Boy
161
from the two protocols of this adolescent boy illustrate personality characteristics
underlying avoidant behavior and support the impression that his avoidance is not
ego syntonic and should instead be considered part of a depressive episode.
Case Illustration 8.3: ObsessiveCompulsive Symptom

Patterns in a 16-Year-Old Boy
Obsessivecompulsive symptom patterns include two groups of phenomena: obsessive thoughts and compulsive acts. Obsessions consist of recurrent ideas and fears
(e.g., urges to perform socially disruptive or even assaultive actions, images of a
distressing event) that intrude on conscious awareness despite being unwelcome
and experienced as unpleasant. This intrusive ideation rarely serves any constructive purpose. Instead, it risks generating ruminations that may paralyze the persons
ability to come to definite conclusions or make decisions. Compulsions consist of
repetitive, nonproductive acts and rituals (e.g., handwashing, checking behaviors)
that a person feels required to do even in the face of realistic judgment that they are
inappropriate and unnecessary. These compulsive acts are aimed at neutralizing
intrusive ideation and reducing the emotional distress it causes. Failure to comply
with these compulsions can fill the person with an overwhelming sense of anxiety
and dread. Clinical studies of adolescents with ObsessiveCompulsive Disorder
(OCD) indicate that most are likely to present with some combination of both obsessions and compulsions.
Recent findings in brain research have suggested a neurobiological etiology of
OCD and delineate brain regions that may play a role in the development of obsessivecompulsive symptom patterns, including the frontal basal gangliathalamic
circuits and the thalamus (e.g., Hofer et al., 2013). These findings add important
information to the existing OCD etiological literature, which speaks to genetic, cognitive behavioral, and psychodynamicexperiential factors that have an interactional effect on the development of obsessivecompulsive personality patterns. It
should be stressed, however, that the emergence of obsessions or compulsions does
not necessarily imply the presence of an obsessivecompulsive style. Moreover,
many adolescents with obsessivecompulsive traits will not develop OCD, and normative adolescents often show some obsessions and compulsions in response to
episodes of subjective distress. This being the case makes it essential to distinguish
between normative and psychopathological OCD symptom patterns.
The Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition (DSM5; American Psychiatric Association, 2013) removed OCD and PTSD from the
section on anxiety disorders and placed them in separate sections on obsessive
compulsive and related disorders and on trauma and stress-related disorder, respectively.
These changes resulted from emerging research and clinical evidence demonstrating common threads running through these two types of disorder and thereby raising issues of comorbidity and differential diagnosis. With respect to differential
diagnosis of OCD, clinicians should investigate whether the adolescent recognizes
162
that the obsessions or compulsions are definitely or probably not anchored in reality
and are thus ego alien and not ego syntonic. Should an adolescent be thoroughly
convinced that obsessivecompulsive symptom patterns are true, these patterns
may reflect a psychotic disorder.
In general, obsessivecompulsive symptom patterns can be conceived as constituting defensive operations activated against anxiety provoked by threat from either
internal sources (e.g., guilt) or external sources (e.g., exposure to traumatic situations). Although intended to diminish anxiety, however, these defensive symptom
patterns are themselves likely to cause substantial distress. The present case illustration focuses on the utility of the Rorschach in providing differential diagnosis in a
16-year-old boy whose symptom patterns of compulsive behaviors meet the DSM-5
criteria for OCD.
As previously noted, the Rorschach was not designed to provide a psychiatric
diagnosis but has proved to be a valid measure for helping to differentiate among
major cognitive and affective types of disorder and among other symptom patterns
that constitute a diagnosable DSM category (e.g., OCD and PTSD). The Rorschach
can additionally serve as a validated tool for delineating possible comorbid psychopathological states, particularly those in which observed symptom patterns, such as
obsessivecompulsive or psychotic-like behavioral manifestations, are trauma
induced (e.g., Viglione, 1990).

This 16-year-old boy was referred for assessment due to parental concerns about his
compulsive behaviors, sleeping difficulties, and social withdrawal. He is the youngest son of two physicians and was born and raised with his two older brothers, age
19 and 21 at the time of referral, in a wealthy neighborhood of a large city. He complains about urges to perform repeated checking acts, particularly at nighttime, such
as verifying that the windows are closed and the doors and drawers all in their
proper place. Only after performing these time-consuming and tiring rituals can he
go to bed, but he frequently has difficulty falling asleep. The boy regards these rituals as not making any sense, but he sees them as reducing the anxiety he experiences
when thinking about some dread-provoking events. He reports that as a young boy
he was afraid of the dark and of being alone, and he would consequently wake his
mother up during the night.
He perceives his mother as harsh, emotionally unavailable, and sometimes abusive. As an example, he reports an event at age 6 in which she locked him in his
room in tears, in order to curtail his childish and immature habit of crying at
nights. The clinician was impressed by his introspective capacity, as demonstrated
by reporting that, when he sleeps with one of his brothers, his fears disappear, and
he does not need to perform the compulsive acts. Based on this impression, she
recommended that antidepressant medication aimed at reducing his subjective distress and need to perform the problematic behaviors should be provided jointly
163
with psychodynamic psychotherapy. To illuminate his psychodynamic processes

and gain some understanding of his subjective experience, she administered the
Rorschach. Tables 8.3.1 and 8.3.2 present the structural data and the sequence of
scores for this boys Rorschach protocol.
Table 8.3.1 Obsessivecompulsive symptom patterns in a 16-year-old boy: Structural Summary

Affect
Interpersonal
R = 31
L = 0.55
EB = 3:3.0
EA = 6.0
EBPer = N/A
FC:CF + C = 0:3*
COP = 0* AG = 0
eb = 11:6
es = 17
D = 4*
Pure C = 0
GHR:PHR = 3:4
Adjes = 16
AdjD = 3*
Const. = 2:3.0
a:p = 8:6
Afr = 0.63
Fd = 1*
FM = 9
SumC = 2
SumT = 0
S = 5*
SumT = 0
m=2
SumV = 3*
SumY = 1
Complex. = 9:31
Human Content = 6
CP = 0
Pure H = 0*
PER = 1
Thinking
(Ideation)
Self-Perception
Perception
(Mediation)
Attention
(Processing)
a:p = 8:6
Sum6 = 3
XA% = .65*
Zf = 10
Egoc. Index = 0.45*
Ma:Mp = 0:3
Lv2 = 2*
WDA% = .75
W:D:Dd = 7:17:7*
Fr + rF = 4*
INTELL = 2
WSum6 = 7
X-% = .35*
W:M =7:3
Sum V = 3*
MOR = 3
M- = 1
S- =1
Zd = +4.0*
FD = 3*
Mnone = 0
PTI = 1
DEPI = 4
FM + m = 11*
Col-Shd = 0
P=4
PSV =0
An + Xy = 0
X+% = 0.39
DQ+ = 5
MOR = 3
Xu% = .26
DQv = 2
H:(H) + Hd + (Hd)= 0:6*
CDI = 4*
S-CON = 8*
HVI = Yes* OBS = No
RFS-P = 0.71* RFS-S = 2.49 EII-2 = + 0.60* AdjDMD = 1*

variables should not be checked as psychopathological markers in themselves. Noted with asterisk
Tables 6.16.4
164
Table 8.3.2 Obsessivecompulsive symptom patterns in a 16-year-old boy: Sequence of Scores

Card
I
II
III
IV
V
VI
VII
VIII
IX
Resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Wo
WSo
Ddo
WSo
D+
Ddo
Do
Do
Ddo
Ddo
WSo
Wo
Ddo
Do
Do
Do
Wv
Do
Do
D+
Do
Do
Do
Do
DdSo
Wv
D+
Do
DS+
Ddo
D+
FC.FDMpo
Fo
FD.CFu
FMpo
FMpFo
FY.FMaFVFr.mpu
FMao
FC.FMao
FMpu
Fu
FVFro
FMao
Fo
FMao
FFMa.FrFMp.Fr.FVo
Fma.CFu
Fu
Fu
FD.CFo
FFMau
Ad
Hx, (Hd)
Art
(Hd), Bl
A
(Ad)
Hd
Cg
Ad
(Ad)
Ls
A
A
Ad
(Ad)
A
Na
Ad
Hd
A, Na
Fd
A
Ge
Hd, Art
(Ad)
Ex
Sc
A
Sc, Bt
(Hd)
A, Hx
1.0
3.5
DV2, INC2
PER, GHR
4.5
3.0
MOR, PHR
DV
PHR
5.0
1.0
P
P
3.0
MOR
MOR
GHR
PHR
4.0
6.0
4.0
PHR
GHR
RFS-2
5
1
+3
1
+1
3
5
+3
4
3
1
+1
+1
1
1
3
+2
+1
+4
+1
3
4
3
1
3
1
+2
+2
+2
3
1

The analysis of this adolescents Rorschach data (see Tables 8.3.1 and 8.3.2) focuses
on deviations shown in his protocol with respect to two types of CS variables: the 45
basic variables presented in Tables 6.16.4 as distinguishing between healthy and
psychopathological functioning and the five additional variables (R, EB, a:p,
Ma:Mp, and Complexity Index) indicating personality style (see Chap. 6). With
respect to the psychopathological markers, most important is the positive S-CON in
which the condition FV + VF + V + FD > 2 is endorsed. The positive S-CON, which
165
is a well-validated CS marker of self-destructive tendencies (see Case Illustration

7.2), points to a high risk of self-destructive behavior in an extremely distressed and
anxious boy (D = 4; AdjD = 3; Sum V = 3; AdjDMD = 1) with narcissistic-like traits
(Fr + rF = 4; Egoc. Index = 0.45; PER = 1), who is currently preoccupied by intrusive
ideation (FM + m = 11), which is likely to impair his functioning (EII-2 = + 0.60). It
might be hypothesized that he experiences these intrusive thoughts as threatening
his capacity to preserve self-cohesion, and they consequently provoke overwhelming subjective distress. In order to cope with the intrusive thoughts, he uses compulsive acts. What follows is a description of the Fr + rF variable and the implications
of its deviation for recognizing this adolescents narcissistic vulnerability as a key
factor in his subjective distress and functioning difficulties.
Fr + rF The presence of one or more reflection responses in a Rorschach protocol
of an adolescent age 16 or more is usually associated with narcissistic traits involving preoccupation with ones own needs, self-admiration, a sense of entitlement,
externalization of responsibility, and resulting adjustment problems. The inclination
to articulate either one or more Reflections or none at all is a stable phenomenon.
Accordingly, like narcissistic behavioral manifestations in general, Fr + rF > 0 is a
marker of a personality trait that is unlikely to change over time, although people
who give Reflections may fluctuate in the number they give on different occasions.
Nevertheless, there appears to be no direct relationship between the number of
Reflections people produce and how narcissistic they are likely to be. A deviant
score on the Fr + rF variable commonly appears jointly with an elevated Egocentricity
Index and other possible indications of narcissistic traits (e.g., PER > 0).
In addition to the narcissistic vulnerability shown in the deviant scores on CS
self-perception structural variables (Fr + rF; Egoc. Index; and PER), as well as
some narcissistic-like contents in his responses (e.g., crown), this adolescent shows
substantial difficulties in interpersonal relationships (CDI = 4; HVI positive; COP = 0
and AG = 0; Food = 1; and Pure H = 0). These CS markers of impaired interpersonal
functioning and the absence of whole real human figures, which is particularly
meaningful when compared to the six fragmented or fictitious human figures, provide a basis for understanding his obsessions and compulsions as compensatory
narcissistic defenses aimed at preserving a cohesive sense of self.
To adjust adequately to external circumstances and feel satisfied with himself,
this adolescent needs to be comfortable in interpersonal relationships and have a
sense of what kind of person he is. However, his 0:6 ratio of H to (H) + Hd + (Hd)
responses suggests just the opposite, namely, that social discomfort and difficulty
developing a sense of identity are probably contributing to his substantial subjective
distress. In line with these findings, his deviant scores on self-perception variables
are probably not delineating primary personality characteristics. Rather, they seem
to represent a compensatory defensive strategy for coping with distress that consists
in part of an experienced threat of self-fragmentation.
This conceptualization is based on integrating Weiners (2003) interpretation of
elevated CS markers of narcissistic inclination with Silversteins (2007) selfpsychology approach for understanding narcissistic-like personality functioning.
166
The integration of these two perspectives can illuminate hypothesized psychodynamic

processes that are responsible for this boys obsessivecompulsive symptom patterns. Like his narcissistic inclinations, his obsessivecompulsive symptoms can be
understood as being aimed at forestalling fragmentation of his sense of the self, to
which he appears vulnerable. Applying this time-consuming defensive strategy may
reduce his anxiety, but it also impairs his level of adjustment.
His adjustment difficulties can also be traced in part to the insufficiently modulated and childish affective functioning shown by his deviant scores on the
FC:CF + C ratio (0:3). The elevated number of space responses (S = 5) also suggests
adjustment problems. As has been noted, frequent use of the white space instead of
the blot itself in forming responses is likely to reflect maladaptive oppositional tendencies associated with underlying feelings of anger or resentment (see Table 6.2).
This boys frequent attention to the white space may reflect a generally negative
affective state that interferes with effective interpersonal functioning, and it might
also indicate feelings of emptiness and self-depletion (e.g., Smith, 1990). Thus, his
FC:CF + C ratio and S frequency may speak not only to problems in affective functioning but also to maladaptive interpersonal behaviors that elicit negative reactions
from other people and exacerbate his experience of loneliness and subjective distress (D Score = 4).
To evaluate how much a CS score deviates from normative expectation, the deviations shown in this adolescents protocol (e.g., D Score) should be transformed into
T Scores as described in Chap. 6. A large D Score should be compared to its normative range in the contemporary nonpatient adult samples (Meyer et al., 2007,
Table 1). The D Score of this adolescents protocol falls far below the contemporary
cutoff score as established by M + 1SD.
As the second step of interpretation, his D Score should be compared to the reference value of the T of D Score in the combined international sample of nonpatient
adolescents used in this volume, which is 47 (see Table 5.2). If the raw score of 4
is converted to a T Score, using the M and SD presented in Meyer et al., the corresponding value is 28 when rounded off. This T Score value indicates extreme subjective distress and severe affective problems at a level infrequently seen in
normative adolescents. In general, the deviant values in this adolescents Rorschach
protocol make it quite likely that he is experiencing persistent anxiety symptoms
and that this experienced anxiety is beyond his capacity to regulate and is not a
result of a current crisis but rather a marker of an enduring disorder involving anxiety and depressive symptom patterns.
Turning to the cognitive domain, this adolescents protocol shows lowered
capacity for relating to outer world (RFS-P = -0.71) with specific difficulties in
attention (W:D:Dd = 7:17:7; Zd = +4.0), perception (XA% = 0.65; X-% = 0.35), and
thinking (Lv2 = 2; FM + m = 11). These cognitive deviations from normative expectancy point out problems in functioning adaptively and indicate that, in addition to
his persistently elevated subjective distress, he may be prone to maladaptive
behaviors. Although impaired coping capacities are less notable in the cognitive
than in the interpersonal domain, it is nevertheless the case that this distressed
Case Illustration 8.3 ObsessiveCompulsive Symptom Patterns in a 16-Year-Old Boy
167
adolescent appears easily distracted by intrusive ideation (FM + m > 6) and

irrelevant external clues (Dd > 0.15) that are preventing him from maintaining an
adaptive focus of attention.
However, the deviant scores in the different domains of functioning must be
considered in relation to his personality style. The relatively high number of
responses (R = 31) indicate that this boy was motivated to cooperate with the
Rorschach task. Given the interpersonal aspects of the Rorschach assessment
process, his responsiveness seems contrary to the difficulties in interpersonal relationships suggested by CS markers in the personality domain. This apparent contradiction, which probably provoked some distress, could have been less had he been
stylistically oriented to make more use of either ideation or emotion in coping with
his experience. Instead, however, however, he is inclined to use these two coping
styles interchangeably (EB = 3:3.0), without emphasizing one or the other in coping
with reality.
Furthermore, although he shows reasonable capacity to think flexibly (a:p = 8:6),
his complex style of processing external stimuli (Complexity Index = 9:31) creates a
risk of his having difficulty in making even minor decisions. Particularly important
in this regard are the deviations on FM + m and FC:CF + C that delineate intrusive
thoughts and relatively unmodulated emotionality, respectively, and raise question
about the effectiveness of his decision-making strategies. Taken together, the CS
findings support a diagnostic impression that rules out the thinking disturbances of
a schizophrenia-spectrum or other psychotic disorder and increases the likelihood
of a highly distressed anxious and vulnerable adolescent who may be at risk for
developing a borderline personality organization (PDM Task Force, 2006).
Question might be raised whether any particular type of stimuli provokes his
problems in adaptive functioning. As shown in the sequence of scores (see Table
8.3.2), this adolescents first response to the newly encountered stimulus of the
Rorschach task a spider, mixed with a bat is characterized by impaired cognitive
functioning, as coded with FQ- and two Lv2 special scores (DV2 and INC2) as well
as dysphoric affect (FC). The inappropriate combination in his first response constitutes an arbitrary mode of perception (Lerner, 1998) that is more likely to occur in
younger children (Leichtman, 1996). The word base, which he uses in describing a
bat and a spider in the inquiry, is quite bizarre in the boys native language (Portuguese)
and was coded with DV2. This beginning response demonstrates some cognitive slippage and disordered thinking, neither of which is prominent in his record (PTI = 1;
WSum6 = 7) but which may be indicative of how he is likely to respond initially when
confronted with a new situation or demand.
Because of this boys substantial difficulties in interpersonal relationships, his
responses to Card III, which is the card most likely to elicit associations to interpersonal interactions, seem particularly meaningful. Notably, none of his three
responses to Card III is the popular (P) percept of two human figures (see Table
8.3.2, sequence of scores). However, the common location (D) of his first response
to this card (Resp. 7) indicates that he does not detach himself from the contour of
the blot, and he does provide a human movement (M) response, which can be a
168
marker of underlying motivation to be involved in human interaction. Awareness of

this underlying interest in interacting with people appears to be a source of distress
for him that has the effect of distorting his perception of reality (FQ-). He managed
to improve his perceptual accuracy in his next response to Card III (Resp. 8), coded
with FQo, but turned to maladaptive functioning with an FQ- in his third response
to this card (Resp. 9).

This 16-year-old boy, who reported compulsive behaviors and sleeping difficulties,
produced a Rorschach protocol containing numerous markers of impaired functioning in the cognitive, affective, interpersonal, and self-perception domains. With
respect to his cognitive functioning, he shows some maladaptive modes of coping
with reality (RFS-P = 0.71; EII-2 = +0.60) as well as specific difficulties in attention, perception, and thinking, particularly with respect to intrusive ideation. His
considerable subjective distress exceeds the psychological resources he can bring to
bear in managing reality demands and puts him at risk for self-destructive behaviors. His Rorschach protocol points additionally to substantial interpersonal and
self-perception difficulties. These include deficits in capacity for coping effectively
with ordinary aspects of interpersonal and emotional situations, limited capacity to
form a stable sense of identity through reference to mental representations of realistic human figures, incapacity to anticipate and engage in collaborative activities
with other people, insufficient assertiveness, and narcissistic-like patterns of relating to other people that are associated with extreme vulnerability to becoming distressed by their actions toward him.
The maladaptive effect of these psychopathological manifestations is exacerbated by some stylistic modes of behavior that jointly provide a personality picture
of a highly distressed, anxious adolescent who has strong needs to ponder all aspects
of outer stimuli before coming to any conclusions about them. His thorough, cautious, reflective, ruminative, and indecisive approach to forming judgments appears
to reflect a chronic and conflictual uncertainty, which is unresolved in his mind even
if someone elseespecially his parents, whom he experiences as impatient and
emotionally absenthas made a decision for him. Coupled with his narcissistic
vulnerability, his pedantic cognitive style probably contributes to his substantial
difficulties in interpersonal relationships and exacerbates his feelings of loneliness
and neediness.
The literature suggests that multiple factors are involved in the etiology of
OCD. Despite this multiplicity, the primary responsibility of traumatic experiences
in childhood for the emergence of OCD is a possibility that cannot be ruled out. In
line with this conception, his intense anxiety when being exposed to traumatic
events, his inability to comfort himself at these times, and his related susceptibility
to intrusive thoughts may well be a source of this boys obsessivecompulsive
Case Illustration 8.4: Somatization in an 18-Year-Old Boy
169
symptom patterns. Because emotional neediness and expression have been criticized
by his parents as being immature, he has resorted to apparently more mature ideational defenses that he uses to control his childish-like emotionality. Nevertheless,
most frequently he fails to use ideation in a realistic fashion and to keep himself task
oriented. His complex style of processing external stimuli additionally puts him at
risk of having difficulty making even minor decisions. This inability to arrive at
definite conclusions about events renders him quite helpless at times and exacerbates his subjective distress. His marked subjective distress and helplessness,
together with his self-destructive tendencies, make him highly susceptible to further
decompensation.
This case illustration of a 16-year-old boy with obsessivecompulsive symptom
patterns demonstrates how psychodynamically oriented assessment of diverse
symptom patterns can play an important and beneficial role in Rorschach assessment, particularly for adolescents. Instead of regarding Rorschach findings as confusing because observed personality characteristics do not point to a clearly
recognizable disorder, consideration of possible broader and underlying meanings
of the overt symptoms and personality characteristics, even though speculative, can
often serve to clarify the clinical picture. Although psychodynamic reconstructions
cannot substitute for reliable and valid criteria for arriving at meaningful diagnoses,
conceptual formulations, whatever form they may take, can facilitate clinical thinking about complex and atypical presenting pictures that do not fit familiar patterns
and may thereby extend diagnostic understanding beyond categorical classifications
based on self-report inventories.

Somatic symptoms are observed quite frequently in adolescents. These types of
symptoms (e.g., headache, stomachache) may arise either as a normative reaction
to developmental crises or as a response to threatening internal or external experiences. When the symptoms become prolonged or impair personality functioning,
they constitute a diagnosable disorder. The Diagnostic and Statistical Manual, Fifth
Edition (DSM-5; American Psychiatric Association, 2013) similarly characterizes
somatic symptom disorder (SSD) as consisting of symptoms that are either very
distressing or that result in significant disruption of functioning. The symptoms
may or may not have a medical explanation. However, adolescents with somatic
complaints are usually brought or referred to nonpsychiatric medical settings, and
clinicians in these settings should be alert to possible mental health problems. The
denial or lack of recognition of such problems can exacerbate the typical resistance
among adolescents seen in clinical practice to cooperating with the personality
assessment process.
Viewed from a psychodynamic perspective, somatizing adolescents appear to
feature a personality structure in which bodily symptoms are used to express ideas
and affects. Clinical experience suggests that habitual tendencies to express
170
dysphoric affect by somatic symptoms is quite common among these adolescents,

and progressive use of the symptoms as a pattern of avoiding unpleasant affect may
evolve. Somatizing adolescents complaining of physical symptoms are usually preoccupied with these symptoms and with the details of external events while being
detached from their own subjective experience (PDM Task Force, 2006). Most
often, however, somatizing adolescents present a confusing personality picture in
which general adaptive functioning is interrupted by apparently justified physical
symptoms. In these cases, the main question is whether the somatic symptom patterns hide psychopathological states.
Two major psychodynamic models have been suggested for explaining the link
between personality characteristics and somatic symptom patterns. One is the conflict model, derived from classical psychoanalytic theories of neurotic symptom
formation, and the other is the deficit model, derived from modern psychoanalytic
thinking based on clinical experience with somatizing patients. Whereas the conflict
model emphasizes the role of unconscious conflicts in producing persistent states of
emotional arousal that impair physiological functions, the deficit model attributes
psychosomatic symptoms to deficits in personality organization rather than to neurotic defenses and focuses on what has been described by Nemiah and Sifneos
(1970) as the Alexithymia construct.
Alexithymia is a multifaceted personality construct that encompasses a cluster of
cognitive and affective characteristics associated with various psychiatric disorders.
These characteristics include difficulties in describing, naming, recognizing, containing, or working through subjective feelings; problems in distinguishing between
feelings and the bodily sensations of emotional arousal; impoverished and constricted imaginative capacities; and a concrete and reality-oriented cognitive style
(Taylor, Bagby, & Parker, 1991). From a psychodynamic perspective, these difficulties are attributable to a developmental arrest in which affects are expressed through
body sensations that are undifferentiated precursors of states of distress.
The particular type of individuals whose affects are channeled through body
sensations has been described as normotic, meaning that they are well-adapted individuals whose personality functioning is abnormally normal (Bollas, 1987).
These normotic individuals seem to be disaffected (McDougall, 1989; Ogden,
1989), in that they are detached from their subjective experience to the point of
being inordinately stable, secure, comfortable, and socially extroverted. Alexithymic
individuals are inclined to reflect mainly on material objects and phenomena, and
they have little interest in feelings, fantasy, speculation, or aspects of their subjective experience. With respect to adjustment, this firm commitment to external reality often becomes a problem, rather than the solution (Winnicott, 1971).
As would be expected from their generally normative functioning, alexithymic
adolescents may provide a normative Rorschach protocol with no prominent deviations. A disorder that is being masked by somatization (e.g., depression) might go
unnoticed and the presence of a diagnosable disorder might be difficult to delineate.
Clinicians who use the Rorschach in evaluating adolescents with somatic complains
should accordingly look for any discrepancies between indices pointing to adaptive
functioning and those showing difficulties associated with subjective experience. In
line with this conception, the present case illustration explores the Rorschach data of
171
a well-adjusted 18-year-old boy, a computer technician, whose main complaint on

referral was chronic headaches that had recently begun to interfere with the adequacy
of his functioning at work. The analysis of his Rorschach protocol focuses on the
question of whether his somatic symptoms hide a diagnosable disorder.

This is an 18-year-old boy, employed as a computer technician, who was referred for
assessment because of a 5-year history of recurrent headaches. He lives with his parents, an older sister age 25, her sisters husband, and their two children, all of them in
the same house. When returning home from work, he would usually go to his room and
stay there until joining his family for dinner. During dinner they usually talk mainly
about sports and political news. Recently, however, problems related to his work have
also been discussed. He describes the family relationships as good and normal. He
experiences his parents as preserving the private space of each of the family members
in the household. He is very much preoccupied with his health, easily becomes anxious
about it, and spends hours reading about medical issues on the internet.
This health preoccupation appears to have led to some avoidant behavior with
phobic and compulsive features. He does not eat some risky foods, particularly
chocolate, nor does he go to crowded places (e.g., stadium, shopping malls) for
fear they might trigger his headaches. He also avoids entering particular places or
automobiles that are not in compliance with certain criteria (e.g., being in a nonsmoking area), because of concerns about their being contaminated. Despite being
thus highly anxious and easily distressed, he reports a stable romantic relationship
with a girl aged 17, whom he met about 3 years prior to the present referral. He
describes their intimate relationships and social activities as relaxed, satisfactory,
and supportive, with no specific problems. He states that he feels understood by
her, particularly because she agrees to stay with him in his room, without talking,
when his headaches prevent them from socializing with their friends. Tables 8.4.1
and 8.4.2 present the structural data and the sequence of scores for this boys
Rorschach protocol.

The most prominent finding in the Rorschach protocol of this 18-year-old boy is his
negative score on the Ego Impairment Index (EII-2 = 1.37), which indicates welladapted normative functioning. His score on the EII-2 falls within the optimal
range, which is any score less than 0.3, and gives no evidence of impaired functioning or psychopathology (Viglione, Perry, & Meyer, 2003). The apparent ability
of this adolescent to adjust himself successfully to external demands is quite puzzling, given his limited adaptive resources (EA = 2.5). Applying the interpretive
guidelines described in Chap. 6 further consideration of his low EA starts with
172
Table 8.4.1 Somatization in an 18-year-old boy: Structural Summary

Affect
Interpersonal
R = 19
L = 1.71*
EB = 1:1.5
EA = 2.5*
EBPer = N/A
FC:CF + C = 1:1
COP = 2 AG = 0
eb = 4:2
es = 6
D = 1
Pure C = 0
GHR:PHR = 4:0
Adjes = 5
AdjD = 0
Const. = 1:1.5
a:p = 3:2
Afr = 0.58
Fd = 0
FM = 2
SumC = 1
SumT = 0
S=2
SumT = 0
m=2
SumV = 0
SumY = 1
Complex. = 1:19
Human Content = 4
CP = 0
Pure H = 2
PER = 0
Thinking
(Ideation)
Self-Perception
Perception
(Mediation)
Attention
(Processing)
a:p = 3:2
Sum6 = 1
XA% = .95
Zf =
Egoc. Index = 0.32*
Ma:Mp = 1:0
Lv2 = 0
WDA% = .95
W:D:Dd = 13:6:0*
Fr + rF = 0
INTELL = 2
WSum6 = 4
X-% = .05
W:M = 13:1
Sum V = 0
MOR = 0
M- = 0
S- = 0
Zd = +1.5
FD = 0*
Mnone = 0
PTI = 0
DEPI = 3
FM + m = 4
Col-Shd = 1
P = 8*
PSV = 1
An + Xy = 0
X+% = .79
DQ+ = 6
MOR = 0
Xu% = .16
DQv = 0
H:(H) + Hd + (Hd) = 2:2
CDI = 2
S-CON = 2
HVI = No OBS = No
RFS-P = + 1.53* RFS-S = 2.33 EII-2 = 1.37 AdjDMD = 1*

Tables 6.16.4
comparing it to its normative range in the contemporary nonpatient adult reference

samples (Meyer et al., 2007, Table 1). The EA in this adolescents protocol is lower
than the contemporary cutoff score as established by M1SD (6.843.76 > 3 when
rounded off.
173

Table 8.4.2 Somatization in an 18-year-old boy: Sequence of Scores
Card
I
II
III
IV
V
VI
VII
VIII
IX
X
Resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Wo
WSo
W+
WSo
Do
Wo
Wo
Wo
Wo
Wo
D+
W+
D+
W+
Wo
Wo
Do
Do
Do
FMao
Fo
Mao
Fu
Fo
FFu
Fo
Fo
FC'o
Fo
Mpu
ma.CF.FYo
FMpo
FCo
Fo
Fo
Fo
Fo
2
2
A
(Hd)
H
(Ad)
Cg
Ad
A
(H)
A
A
Ay
H, Id
Ls, Fi
A, Ls
Art
(Ad)
A
A
A
P
P
P
P
P
P
P
1.0
3.5
4.5
4.5
5.5
4.0
2.0
1.0
1.0
2.5
2.5
3.0
4.5
5.5
5.5
GHR
COP, GHR
GHR
COP, FAB, GHR
PSV
RFS-2
+1
+2
0
1
+3
3
+2
+3
+4
+3
+3
5
+1
+1
+2
+2
+4
+4
+3
The next step in the interpretation consists of comparing his EA with the reference value based on the combined international sample of nonpatient adolescents
provided in Chap. 5 of this volume. If his raw score (EA = 2.5) is converted to a T
Score using the M and SD presented in Meyer et al., Table 1, the corresponding
value is 38 when rounded off, which is more than 2SD lower than the mean EA of
nonpatient adolescents in his age group. Nevertheless, as just noted, he has apparently been able to preserve his well-adjusted functioning despite his limited coping
resources. Notable in this regard has been his ability to minimize the experienced
stress when confronting external demands and keep it within limits he can manage
(D = 1; AdjD = 0).
This adolescents well-adapted functioning is additionally evident in CS scores
indicating accurate and conventional, or even overly conventional, perception
(XA% = 0.95; WDA% = 0.95; X-% = 0.05; P = 8) and coherent and logical thinking
(WSum6 = 4; Lv2 = 0). His appropriate adjustment to external demands is evidenced
further by his adequate, although restricted and simplistic, affective functioning
(FC:CF + C = 1:1; Complexity Index = 1:19); his ability to identify with other people
(Human Content = 4); his capacity of relating to mental representations of realistic
human figures (Pure H =2); and his anticipation of engaging in collaborative activities with other people (COP = 2), although he may be lacking in assertiveness
(AG = 0).
What is apparent, however, is that this adolescents well-adjusted functioning is
maintained by a coping strategy that adheres closely to reality and limits his ability
174
to relate to internal experience (RFS-P = +1.53). This strategy is reflected as well

in other deviant scores that point to a narrow frame of reference in dealing with
experience and a preference for detachment from thoughts and feelings (L = 1.71),
little capacity for self-inspection (FD = 0), and minimal attention to himself (Egoc.
Index = 0.32). Whatever positive purposes this strategy may serve for him, it does
not prevent him from showing some affective and cognitive indications of oversimplification (Complex. = 1:19), experienced anxiety (AdjDMD = 1), and dysphoria
(Col-Shd Blend = 1) to an extent that has probably been responsible for the recent
impairment of his usually adaptive functioning. The discussion that follows
focuses on this adolescents normative score on the CS-based Ego Impairment
Index (EII-2) and its association with his deviant score on the RealityFantasy
Scale (RFS-2).
EII-2 The EII-2 (Viglione, Perry, & Meyer, 2003) was developed as a measure of
psychological impairment and thought disorder. The index comprises five component variables that are derived from the CS and entered with different weights to
form an equation. This index reflects the ego psychology model, and its variables are
assumed to indicate deficits in ego functions that impair adaptation to external reality. Numerous studies have demonstrated replicable factorial validity and good interrater reliability for the index (see Chap. 6). With respect to its statistical distribution,
individuals who are well adapted are expected to have an EII-2 score less than 0.3,
which indicates high functioning, even in people who show substantial difficulties
related to their subjective experience. Consequently, psychopathological states in
which the disturbance is masked by areas of apparently normal functioning, such as
those characterized by somatic symptoms, might not be captured when measured
solely by this index.
To explore these states, Tibon, Porcelli, and Weinberger (2005) have suggested
using the RFS-P and the RFS-S (see Table 6.1) jointly with the EII-2. As has been
noted (see Chap. 6), the two CS-based derivations of the RealityFantasy Scale
Version 2.0 (RFS-2) are aimed at describing psychopathological states in terms of
collapse of potential or transitional space between reality and fantasy (Winnicott,
1971). In keeping with the application of Ogdens (1989) model in Rorschach work,
a deviant score on the RFS-P pointing toward the reality pole (RFS-P > + 0.65 in
adults and RFS-P > + 0.92 in adolescents) speaks to conditions in which reality robs
fantasy of its vitality and the capacity to imagine is impaired. These conditions
include cases of Alexithymia or normotic functioning (Bollas, 1987), as frequently
observed in patients with somatic symptom patterns.
In Rorschach terms, individuals experiencing this form of collapse of the dialectical process toward the reality pole may have difficulty generating responses.
They may begin their response to a card by insisting that it is just an inkblot and
claiming that they are unable to see it as anything else. When they do give responses,
most frequently only after being prompted, their explanations in the inquiry are
often limited to a cataloging of the parts of the percept and are based on form only.
Some of these respondents are nevertheless keen observers and would note what
details are missing from Card V that would make it look like a real bat (Smith,
1990). Given that the Rorschach stimuli do bear some concrete resemblance to real
175
objects, which they can be assumed to represent, these respondents do not adapt to
the basic task of the test, which is to misperceive the stimulus as being something more than an inkblot (Exner, 2003). Instead, they are not able to cross the
threshold where perception as recognition becomes perception as interpretation
(Leichtman, 1996).
As an illustration of this conception, the elevated RFS-P in this adolescents
protocol, which substantially exceeds the normative range of this index, points to a
reality-bound approach. This approach, which is also evidenced by some of his
other CS scores (e.g., low number of color and shading responses, low Complexity
Index), delineates a markedly narrow and reserved pattern of functioning and experiencing, which is apparently justified by the somatic symptoms. Further consistent
with his excessively reality-bound approach is the frequency of his poor quality,
childish-like, mostly common, and unelaborated contents (a bat, a butterfly,
insects), with a high Lambda and 13 percepts referring to animals, most of them
as a single content of the response.
Worth noting, however, is Resp. 13, which is his first response to Card VIII
a volcano and stands out with its complex coding (D+ ma. CF. FYo Ls, Fi). It is
reasonable to consider that this relatively ambiguous colored card may have provoked associations to a volcano explosion over which one has no control. Such
associations may have threatened his internal sense of stabilized self-cohesion,
either because of unresolved neurotic conflicts or because of substantial deficits in
his capacity to process emotions. This threatening association apparently activated
a strategy of coping with the outer stimulus (the blot) that differed from his customary narrow frame of reference and was characterized instead by a complex and
integrative emotional style (D+, CF, multiple determinant Blend). Interestingly,
this highly unusual style of coping, although experienced as quite distressful (m,
FY), did not impair his thinking or perception.

This 18-year-old boy, who was referred for assessment because of somatic symptom
patterns that had recently begun to impair his otherwise well-adapted functioning,
produced a Rorschach protocol that looks normative, with no evidence of impaired
ego functioning or psychopathology (EII-2 < 0.3). His limited availability of psychological resources for coping with situations (EA < 6) made assessment of his personality functioning in general and his inner experience in particular quite challenging.
As has been noted, somatization can be an elusive symptom pattern in which underlying psychopathological states may not be reflected in maladaptive functioning.
Assessing the quality of personality functioning in well-adapted adolescents being
evaluated for somatic complaints may illuminate implicit psychopathological phenomena, and exploring their inner experience may provide clues to the effectiveness
of their physical symptoms in neutralizing subjective distress.
176
With respect to the quality of this adolescents functioning, the Rorschach protocol in the present case revealed a personality picture of a young person who is preoccupied with searching for concrete, reality-bound facts and establishing an accurate
perception of the external world while persistently avoiding any internal imagery
or affect that might contaminate this perception with his subjective experience.
In this regard, the finding of an extremely elevated RFS-P suggests a severe impairment
in his ability to preserve a dialectical tension between reality and fantasy.
Some authors (e.g., McDougall, 1989; Ogden, 1989) propose that somatic symptom patterns and psychosis might hide similar cognitive impairments. Most notable
among these are difficulties in concept formation, as represented in either concrete
or overly inclusive thinking (e.g., Weiner, 1992). This comparison may seem incongruous, in that few adolescents appear more bizarre than those with psychotic
symptoms, and few seem as well adapted as those who show somatic symptom patterns, as is the case with this 18-year-old adolescent. This similarity is not limited to
the dynamic force of unconscious fears concerning contact with external objects but
also includes fears of the damage that emotional states are thought to cause.
Although located at two opposite poles of the realityfantasy continuum, both
somatic reactivity and psychotic symptoms point to impairment cognitive functioning and also to impaired experience of ones self-state. Whereas in psychosis, there
is an attack on the psychological capacities by which meanings are created and
contemplated, in somatic reactivity, there is an attack on the psychological capacity
to capture affect and use it for thought. Adolescents with somatic symptom patterns
deflect the self from subject to object. External reality and object relationships are
thereby drained of their meaning, and, instead of delusions produced by thoughts, it
is the somatic symptom that represents delusional thinking.
The present findings suggest that, in the evaluation of well-adapted adolescents
with somatic symptom patterns, the EII-2 should be used jointly with the RFS-2 as
complementary indices. In general, the EII-2 might be more sensitive to problems
of adaptation to external reality, whereas the RFS-2 is more useful in assessing adolescents in whom the very adaptation to external reality is regarded as the problem,
not the solution. In these cases, the RFS-2 would enable clinicians to detect aspects
of personality that would not be captured if the EII-2 were used alone. However, in
adolescents whose major symptom patterns are somatic, abnormality is most often
masked by extremely concrete and reality-oriented experience. Using the EII-2
jointly with the RFS-2 can be essential for differential diagnosis and for understanding their subjective experience.
Conclusion
The distinctive characteristics of anxiety and personality disorders are less uniform
and more varied than those of schizophrenia-spectrum and affective disorders, and
Rorschach protocols of adolescents with these disorders are accordingly likely to
be more diverse and less directly suggestive of any particular disorder, as described
References
177
in this chapter that explores case illustrations of adolescents with internalized

symptom patterns. Even without implications for a specific disorder, however,
Rorschach CS findings can provide diagnostically useful information about (a) the
adequacy or limitations of an adolescents cognitive, affective, relational, and selfobservational capacities; (b) the overall state of the adolescents psychological
health; and (c) whether the adolescent needs and would benefit from some form of
psychotherapy. With regard to psychotherapeutic treatment, a Rorschach protocol
may demonstrate risk factors that call for immediate intervention, as in the case of
suicidal risk delineated by an elevated S-CON. With more general respect to meeting an adolescents psychological needs with psychotherapy, Rorschach assessment
can play an important role in treatment planning and outcome evaluation, as elaborated in Chap. 11.
In formulating diagnostic impressions, the distinction between healthy and psychopathological personality functioning is substantial. This distinction should be
based on comparisons of obtained findings with normative reference data.
Recognizing developmental differences and their implications for disorder is essential. The Rorschach CS reference data presented in Chap. 5 indicate that early adolescent nonpatients differ in several factors from older nonpatient adolescents, who
in turn differ in some factors from nonpatient adults. An adolescent Rorschach protocol should accordingly be evaluated with attention to level of maturity and the
degree to which the test findings correspond to normative data.
References
(5th ed.). Arlington, VA: Author.
Bollas, C. (1987). The shadow of the object. London: Free Association Books.
Drabick, D. A. (2009). Can a developmental psychopathology perspective facilitate a paradigm
shift toward mixed categorical-dimensional classification system? Clinical Psychology:
Science and Practice, 16, 4149.
Fonagy, P., & Target, M. (1996). Playing with reality: Theory of mind and the normal development
of psychic reality. International Journal of Psychoanalysis, 77, 217233.
Press.
Mash, E. J., & Wolfe, D. E. (2013), Disorders of childhood and adolescence. In G. Stricker & T. A.
Widiger (Eds.) Clinical psychology. Vol. 8 in I. B. Weiner (Ed.- in-Chief), Handbook of psychology (2nd ed., pp. 1972). Hoboken, NJ: John Wiley.
McDougall, J. (1989). Theatres of the body: A psychoanalytic approach to psychosomatic illness.
London: Free Association Books.
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Nemiah, J. C., & Sifneos, P. E. (1970). Affect and fantasy in patients with psychosomatic
disorders. In O. W. Hill (Ed.), Modern trends in psychosomatic medicine (Vol. 2, pp. 2634).
London: Butterworths.
PDM Task Force. (2006). Psychodynamic Diagnostic Manual. Silver Spring, MD: Alliance of
Taylor, G. J., Bagby, R. M., & Parker, J. D. (1991). The alexithymia construct: A potential paradigm for psychosomatic medicine. Psychosomatics, 32(2), 153164.
Tibon, S., Porcelli, P., & Weinberger, Y. (2005). The Ego Impairment Index and the RealityFantasy Scale: Comment on Viglione, Perry, and Meyer (2003). Journal of Personality
Assessment, 84(3), 315317.
Decision and Negotiation.
81, 149156.
Wiley.
Erlbaum Associates.
Widiger, T. A., & Edmundson, M. (2011). Diagnoses, dimensions, and DSM-5. In D. H. Barlow
(Ed.), Oxford handbook of clinical psychology (pp. 254278). New York, NY: Oxford
University Press.
Chapter 9
Delineating Externalized Symptom Patterns
In line with the conception explored in the previous chapter concerning internalized
symptom patterns, this chapter explores the utility of the Rorschach for delineating
susceptibility of adolescents who show externalized symptom patterns to developing a particular disorder and the maladaptive impact of the disorder on their psychological functioning. As noted, it has long been known that adolescents who show
impaired psychological functioning are at increased risk for showing psychopathology in adulthood. Accordingly, personality characteristics shown in the Rorschach
protocol of adolescents with adjustment symptom patterns may presage development of a personality disorder in adulthood.
What follows are two case illustrations that describe the two externalized behavioral manifestations most frequently seen in adolescents. One is adjustment symptom patterns in a 15-year-old girl (Case Illustration 9.1) and the other is eating
behavior problems in a 14-year-old girl (Case Illustration 9.2). Like the previous
analysis of the externalized type cases, the present one begins with pointing out the
deviant scores, followed by discussing the implications of these deviant scores for
certain personality characteristics, for certain types of externalized disorders, and
for treatment planning. Particularly important in these cases are issues of continuities and changes and their impact on adaptation in adulthood.
Case Illustration 9.1: Adjustment Disorder

in a 15-Year-Old Girl
Adjustment symptom patterns are stress-related, short-term, nonpsychotic disturbances that have a substantial impact on ones functioning. The specific diagnostic
criteria for adjustment disorder, as defined by the Diagnostic and Statistical Manual
of Mental DisordersFifth Edition (DSM-5; American Psychiatric Association,
2013), include three major factors: (a) emotional or behavioral symptoms that

179
180
develop in response to a stressor; (b) marked distress that is out of proportion to the
severity or intensity of the stressor, even when external threatening events that might
influence symptom severity are taken into account; and (c) significant impairment
in functioning. Adjustment disorder can occur in the context of mood or conduct
symptom patterns.
Adolescents with adjustment disorders can show a wide range of subjective
states. They might be observed as being anxious, depressed, angry, or impulsive.
Their relationships may become more dependent and clinging or more distant and
detached, in accord to their basic personality dispositions. Because adolescents
cognitive functioning, affective states, relational patterns, and self-perception are
quite varied, no single pattern characterizes those who show adjustment problems.
However, impairment in one or more of the domains is usually evident and may
exacerbate the adolescents subjective distress to the extent of posing potential risky
consequences, including self-destructive and violent behaviors. Although the subjective states in adjustment disorders are similar to those of other mental disorders,
the major difference is that, in adjustment disorders these states are temporary and
related to specific events (PDM Task Force, 2006). This conception makes it essential to assess the extent to which the symptom patterns are primarily reactive or
instead constitute an enduring characterological pattern that would indicate faltering personality development.
During adolescence, when personality patterns become increasingly stable, some
problems in personality organization start to be established. Most frequently, adolescents who show adjustment symptom patterns are more likely to be having problems
in personality development rather than temporary maladaptive reactive states. In particular, adjustment symptom patterns are commonly found in adolescents who are
functioning at the borderline level of personality organization (PDM Task Force, 2006).
Borderline adolescents are characterized by persistent ways of viewing and coping with events that seem out of step with their peers and often cause them to falter
markedly in their daily functioning. They are vulnerable to psychotic-like episodes,
inclined to overly intense and unstable emotionality and poor self-control, and
likely to have strained interpersonal relationships and negative perceptions of themselves. However, these patterns of impaired functioning may appear only in specific
stress-provoking circumstances, such as unstructured settings that provide few
guidelines for what they should do or are expected to feel.
The only stable feature of adolescent borderline functioning is an unstable,
inconsistent, and labile pattern of coping with reality, as demonstrated by abrupt
fluctuations between reality and fantasy, between polarized affective states, between
closeness and distance in interpersonal relationships, and between self-deprecating
and grandiose views of themselves (Weiner, 1992). Because of their limited ego
strength, they have little anxiety tolerance and are prone to diffuse free-floating
anxiety that is particularly likely to disrupt their functioning in unstructured and
emotion-laden settings (Lerner, 1998; Sugerman, 1980). Accordingly, the ambiguous nature of the Rorschach task makes it particularly suitable for capturing the
marked fluctuations that characterize this personality organization.
When conducting Rorschach assessment addressed at delineating borderline
conditions in adolescents, clinicians should be aware that conceptual issues related
Case Illustration 9.1: Adjustment Disorder in a 15-Year-Old Girl
181
to these conditions are far from settled and that consideration should accordingly be
given to defining the phenomena to be diagnosed. In particular, there is no wellestablished Rorschach profile that discriminates among characterological disturbances. This limitation is quite evident in the assessment of adolescents, because of
the variability with which they are developing physically and psychologically.
Difficulties shown on the Rorschach of adolescents at one point of time may disappear, particularly if they have had the benefit of some psychotherapy.
The Rorschach can nevertheless provide clues to an adolescents personality
structure and processes and to the persons level of subjective distress. Along with
considering the possibility of borderline disorder in an adolescent with adjustment
problems, this Rorschach information can help to identify young people whose
problem behavior is associated with the emergence on an antisocial personality disorder that is likely to persist into adulthood. What follows is a case illustration of a
15-year-old girl who was referred by her school and the Department of Social
Services to evaluate whether she is under sufficient control to return to school, following her arrest for threatening her 18-year-old boyfriend with a weapon when she
felt being humiliated by him. The discussion focuses on her deviant scores on the 45
CS and CS-based variables delineated in this volume for distinguishing between
healthy and psychopathological personality functioning, within the context of her
scores on the five stylistic variables (see Chap. 6). Attention is paid in particular to
indications of whether the behavioral symptom patterns of this girl meet criteria for
a diagnosable adjustment disorder or instead point to characterological problems.

This 15-year-old girl was referred by her school and the Department of Social
Services to evaluate if she is under sufficient control to return to school.
Approximately three months prior to referral, she was hospitalized in a psychiatric
unit because of depressive symptoms. Two weeks following her hospitalization, she
heard her boyfriend saying something about her mental state, which made her feel
humiliated by him. She went out to the parking lot where his car was parked and
used a pocket knife to slash the tires. When she came back inside, she announced to
the people who were there that she was going to kill him. She approached her boyfriend, took out the knife, and waved it in his face in a threatening manner. She was
subsequently arrested and charged with criminal behavior. She stated that this
behavior was a reaction to her distressed mental state following the suicide of her
favorite relative, which made her extremely depressed. Her parents were skeptical
of her statement of having close relationships with this relative, because he had
been in and out of prison, and she had hardly ever seen him. There is no history of
substance abuse. Psychotropic medications were being considered, but she was not
on any medications at the time of her Rorschach evaluation.
The girl is a physically attractive, healthy-looking adolescent. She is the only
child of a couple who relocated 4 years prior to referral from another state, due to a
back injury to her father that forced him to quit his job as a construction manager.
182
Table 9.1.1 Adjustment symptom patterns in a 15-year-old girl: Structural Summary

Affect
Interpersonal
R = 16
L = 1.29*
EB = 0:1.5*
EA = 1.5*
EBPer = N/A
FC:CF + C = 1:1
COP = 0* AG = 0
eb = 4:5*
es = 9
D = 2*
Pure C = 0
GHR:PHR = 1:2
Adjes = 6
AdjD = 1
Const. = 3:1.5*
a:p = 2:3
Afr = 0.45
Fd = 3*
FM = 1
SumC = 3
SumT = 0
S = 4*
SumT = 0
m=3
SumV = 0
SumY = 2
Complex. = 3:16
Human Content = 3
CP = 0
Pure H = 0*
PER = 0
Thinking
(Ideation)
Self-Perception
Perception
(Mediation)
Attention
(Processing)
a:p = 2:3
Sum6 =
XA% = .63*
Zf = 11
Egoc. Index = 0.00*
Ma:Mp = 0:0
Lv2 = 1*
WDA% = .67*
W:D:Dd = 11:4:1*
Fr + rF = 0
INTELL = 0
WSum6 = 7
X-% = .31*
W:M = 11:0
Sum V = 0
MOR = 2
M- = 0
S- = 3
Zd = 1.5
FD = 0*
Mnone = 0
PTI = 2
DEPI = 5*
FM + m = 4
Col-Shd = 0
P = 3*
PSV = 1
An + Xy = 0
X+% = .38
DQ+ = 4
MOR = 2
Xu% = .25
DQv = 1
H:(H) + Hd + (Hd) = 0:3*
CDI = 5*
S-CON = 6
HVI = No OBS = No
RFS-P = 0.25 RFS-S = 3.01* EII-2 = + 0.59* AdjDMD = 1*

the five stylistic variables (R, EB, a:p, Ma:Mp, Complexity Index). Apart from cases in which either
or both sides of the EB, or the number of Blends in the Complexity Index, the stylistic variables
should not be checked as psychopathological markers in themselves. Noted with asterisk (*) are
scores that exceed the normative range according to the two-step interpretive procedure (see
Chap. 6). These scores should be reconsidered in relation to the data of the composite international
sample of nonpatient adolescents (see Chap. 5). For interpretation of deviant scores, see Tables
6.16.4.
This event altered the familys pattern of functioning. Her mother found a job as an
administrative assistant in a local hospital, and she entered the local school, where
she has done well. She has a history of being a good student and a good athlete, with
no history of family problems. Tables 9.1.1 and 9.1.2 present the structural data and
the sequence of scores for her Rorschach protocol.
183

Table 9.1.2 Adjustment symptom patterns in a 15-year-old girl: Sequence of Scores
Card
I
II
III
IV
V
VI
VII
VIII
IX
X
Resp.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
WSo
Wo
DSo
DS+
W+
Wo
Wo
W+
Do
Wv
Wo
Do
Wv/+
DdSo
Do
W+
Fo
Fo
FFCmap.CF.YFFo
Fo
Fu
Mpu
mp.CFu
Fu
FCo
Y
FFFMa.CFo
A
A
Fd
Ad, Cg
Sc, Fi
A
A
(Hd),Id
Fd
Fi
Ad
Bt
Id
(Hd)
(Hd)
A, Fd
P
P
3.5
1.0
4.5
4.0
1.0
1.0
2.5
2.5
MOR
FAB2
PSV
GHR
MOR
2.5
PHR
PHR
5.5
RFS-2
+4
+3
3
5
4
+4
+4
1
1
1
+2
+2
3
3
3
+1

In keeping with the referral question concerning this adolescents adjustment
problems, the following discussion of her Rorschach protocol begins with noting
her deviant scores on markers of impairment in each of the four domains of personality functioning delineated in Tables 6.16.4. Inferences concerning her cognitive functioning are derived primarily from the deviations shown on two of the
general cognitive indices (RFS-S = 3.01; EII-2 = +0.59), which indicate a proneness to dissociate and impaired ego functioning, respectively. Further evidence of
attention problems is provided by the elevated Lambda (L = 1.29) and the unbalanced W:D:Dd ratio (W:D:Dd = 11:4:1), indicating limited openness to experience
and inordinate attention to global aspects of outer stimuli and perceptual problems
are evident in her low perceptual accuracy and limited conventionality (XA% = 0.63;
WDA% = 0.67; X-% = 0.31; and P = 3).
As noted previously (see Case Illustration 7.1), an elevated RFS-S (RFS-S > 2.67)
shows limited capacity to differentiate and integrate inner and outer experiences.
This limitation points to abrupt fluctuations between reality and fantasy and
between progressive and regressive functioning, and it also suggests the excessive
use of dissociative defenses often found in adolescents who have been exposed to
traumatic events. She accordingly appears vulnerable to dissociative episodes that
could occur without advance warning, particularly in the context of an ambiguous
anxiety-provoking experience, and that put her at risk for maladaptive functioning.
These findings suggest that, in a structured and predictable environment with
minimal precipitating stress, maladaptive symptoms might disappear and her
184
cognitive functioning be within the normative range. This particular feature of her
personality functioning was demonstrated as well by her scores on structured psychological tests such as the Wechsler Intelligence Scale for Children (WISC), which
indicated coherent, logical, and realistic thinking. In this regard, the data are consistent with the expectation that relatively intact performance on the WISC contrasting
with a clearly deviant performance on the Rorschach may well indicate the presence
of a borderline disorder.
Inferences about the affective experience of this girl can be derived from the
deviant D Score of 2, indicating current experience of stress overload and insufficient coping capacities to deal with events in her life without becoming unduly
distressed by them. The AdjDMD of +1 delineates the likelihood of prevailing distressful experience with marked anxiety symptoms, and she additionally gives evidence of emotional blocking (const. = 3:1.5), dysphoric and unpleasant affect
(eb = 4:5), and negative attitudes sometimes associated with oppositional behavior
or underlying feelings of resentment and faulty judgment (S = 4, three of them coded
with FQ-). These markers of psychopathological affective functioning coupled with
the previously noted elevated Lambda (L), the formless diffuse-shading response
(Y), and the rarely found Shading-Shading Blend point to a prevalent affective experience of anger and depression that may at times be discharged in maladaptive and
poorly controlled behavior associated with outbursts of temper and violence.
Impaired interpersonal functioning can be inferred from this girls deviant score
on the Coping Deficit Index (CDI = 5) and her low EA (EA = 1.5). These deviations
point to substantial deficits in her capacity for coping with ordinary aspects of interpersonal and emotional situations as well as her generally limited adaptive resources.
In addition, the absence of Pure H responses, which is particularly meaningful in
light of the heightened dependency needs indicated by the 3 Food (Fd) responses,
put her at risk of being persistently angry and frustrated at not receiving the attention and nurturance she would like to have.
As described in previously presented case illustrations, the extent to which CS
scores deviate from normative expectation can be evaluated by transforming them
into T Scores. In this girls record, her elevated number of responses with Food (Fd)
content exceeds the cutoff score established as M + 1SD in the contemporary nonpatient adult samples (Meyer et al., 2007, Table 1). The Fd frequency in her protocol can be compared to the reference value of the T Score for Fd in the combined
international sample of nonpatient adolescents used in the present volume, which is
50 (see Table 5.2). If the Fd raw score of 3 is converted to a T Score, using the M
and SD presented in Meyer et al., the corresponding value rounds off to 90. This T
Score value, compared to the customary mean value of T Scores at 50, provides
indication of her extremely heightened dependency as compared to her peers.
An inclination toward strained interpersonal relationships is also reflected in the
absence of human movement (M) responses and any cooperative movement
responses (COP) in her protocol. These findings point to her incapacity to develop
empathic relationships and to anticipate and engage in collaborative activities with
other people, respectively. Accordingly, although she might be able to handle superficial relationships with other people, she cannot deal effectively with close or intimate
185
relationships. Furthermore, her apparently very low self-esteem (Egoc. Index = 0.00),
coupled with limited psychological mindfulness (FD =0) and a tendency to identify
with partial or imaginary human figures, as shown by the unbalanced ratio of
H < (H) + Hd + (Hd), might explain her vulnerability to having difficulties in interpersonal relationships.
The nature of her internalized object relations induces this adolescent to relate to
others as part objects whose purpose in life is either to serve or to attack her. She
may consequently be inclined to suspect the motives of those with whom she develops an apparently close relationship and to misperceive their attitudes and the intent
of their actions. Despite such concerns, her dependency needs may lead her at times
to become over-involved with certain people and form an intense and clinging
attachment to them. As a result, she is prone to interpreting even a slight suggestion
of inattention to her needs as an empathic failure that threatens her self-integrity, as
in taking a paranoid-like stance toward the world. This likely approach-avoidance
pattern, together with her limited anxiety tolerance and insufficient adaptive coping
resources, support the hypothesis of mixed characterological problems, with dependent, narcissistic and paranoid features, that have crystallized at a borderline level
of personality organization.
It should be noted that, contrary to a common expectation, CS markers of distress
in adolescents do not preclude the presence of characterological problems, including the evolution of antisocial personality characteristics. Adolescents functioning
at the borderline level who become overwhelmed by subjective distress may well
produce Rorschach protocols with a positive CDI but a minimally elevated DEPI.
Such a finding can often help to differentiate adolescents at the borderline level who
are depressed, withdrawn, and socially inept from their depressed peers who are at
the neurotic level of personality organization and who more often display a positive
CDI and a markedly elevated DEPI (Exner & Weiner, 1995). The pattern of minimally elevated DEPI and positive CDI shown in this case thus supports the hypothesis of characterological problems.
Of further note, the content of this adolescents responses featured recurrent
images of small, unspecified animate or inanimate objects (e.g., Some kind of a
bugnot any kind in particular, Card I, Resp. 2) that are perceived as being
damaged (A broken doughnut, Card II, Resp. 3), melting (e.g., A popsicle, Card
VI, Resp. 9), or extinct (e.g., A roach, Card III Resp. 4). In contrast, she also reported
some powerful and explosive objects (Looks like a rocket thats blasting off, Card
IV, Resp. 5). She additionally tended to experience objects as intrusive (A scarecrowsomebody put on a stick out there, Card VI, Resp. 8) and lacking boundaries
(Looks like ink somebody spilled on paperblended together hereblotchy Its
different colors, blended together, Card IX, Resp. 13).
The sequence of scores (see Table 9.1.2) shows some interesting impact of card
pull. When responding to a relatively structured stimulus, such as the Card V blot,
she sticks to its shape in a perseverative fashion: Wo Fo A P 1.0 RFS-2 = +4 (Resp. 6);
Wo Fo A P 1.0 PSV RFS-2 = +4 (Resp. 7), and provides two accurately perceived and
common percepts. By contrast, when confronted with a stimulus considered to be
ambiguous and emotionally arousing, such as Card IX, she can provide only a
186
vague, formless, anxiety-laden, and idiosyncratic percept followed by an inaccurately perceived object, both of which reflect reality collapse into fantasy: Wv + Y
Id; RFS-2 = 3 (Resp. 13); DdSo F- (Hd) RFS-2 = 3 (Resp. 14).
These findings paint a picture of diffuse identity and disturbed object relations,
marked by object splitting and extremely ambivalent feelings and alternating
between excessive clinging and prominent withdrawal and between blocked and
explosive behavioral manifestations. These characteristics appear to be ego syntonic, and strongly suggest borderline-level personality organization. She is able to
cope adaptively in relatively structured settings, but she is prone to becoming overwhelmed by anxiety and fears of falling apart when she is confronted with the
demands of dealing with ambiguous and emotionally charged settings. It is thus
reasonable to suggest that the current crisis does not represent a reactive adjustment
problem but is instead a manifestation of faltering personality development. Her
apparent susceptibility to becoming overwhelmed by her own impulses or affective
states puts her at continued risk for losing self-control and engaging in repeated
delinquent or self-destructive acts.

This 15-year-old girl was referred for evaluation following her hospitalization in a
psychiatric unit and her subsequent arrest for threatening her boyfriend with a
pocket knife. Her Rorschach protocol does not show evidence of disordered thinking, but it does point to her proneness to dissociate (RFS-S > 2.67) and impaired of
ego functioning (EII-2 > 0). In addition to these two markers of maladaptive cognitive functioning, an elevated Lambda (L > 0.99) and a high percentage of whole
responses (W% > 0.50) point to a rigid, concrete, and narrow frame of reference and
an over-inclusive pattern of attending to outside reality, respectively. Deviations on
some affective variables (D Score < 1; AdjDMD > 0; C > WSumC;
(FM+m) < SumShd>; and S > 3), coupled with the elevated L and a rarely found
Shading-Shading Blend, delineate prevalent dysphoric affective experience involving anxiety, depressive mood, oversensitivity to nuances, and resentment that can
sometimes be discharged in maladaptive and poorly controlled behavior, including
outbursts of temper and violence.
In addition to this susceptibility to conduct problems, she is experiencing a troubling disparity between her impaired capacity for positive interpersonal relatedness
(CDI > 3; EA < 6; Pure H = 0) and her needs to depend on and be nurtured by others
(Fd > 0). Frustration at not getting her dependent needs met is likely to be exacerbated by her lack of empathic interest in people (M = 0) and limited anticipation of
engaging in collaborative activities with others (COP = 0), as well as by her apparently low self-esteem (Egoc. Index = 0.00), minimal psychological mindfulness
(FD = 0), and tendency to identify with partial or imaginary human figures, with
minimal capacity to form a stable sense of her own identity, as shown by the unbalanced ratio of H:(H) + Hd + (Hd) with Pure H = 0. Her poor social skills, combined
187
with resentment toward other people for failing to recognize and minister to her
needs, put her at risk for developing a paranoid-like stance, social isolation, and
feelings of loneliness and being unsupported.
Measured against the understanding that a major developmental task in adolescence is associated with the separationindividuation process, in which young people move toward psychological independence from their parents and form a sense of
identity, the present protocol contains numerous markers of faltering personality
development. The inferences drawn from the protocol thus support the likelihood of
a characterological disorder and suggest a psychodynamic diagnosis of borderline
level of personality organization (PDM Task Force, 2006).
This girls impaired interpersonal relatedness provides an illustration of her
functioning at the borderline level of personality organization. In normative adolescents, object representations become more articulated and more cohesive from
mid-adolescence onward. In line with this conception, mature internal objects are
reflected by a predominance of whole and real human percepts that are well articulated and involve people who are accurately perceived, actively motivated, fully
differentiated from each other, engaged in mutual activities, and show an integration of positive and negative characteristics. This type of response indicates a
capacity to perceive objects as constant, multidimensional, and differentiated yet
interrelated.
In contrast, adolescents at the borderline level of personality organization typically report Rorschach percepts that are mainly of animal and inanimate objects and
suggest concern about object integrity. The threat of self-fragmentation and intrusive interpersonal relationships appears in damaged object representations that lack
integration, complexity, and boundaries. These types of nonhuman responses suggest defensive strategies of these adolescents to distance themselves from experiencing their social ineptness and loneliness (Blatt et al., 1976; Exner & Weiner,
1995; Kelly, 1997; Leichtman, 1996; Sugerman, 1980; Weiner, 1992).
It should be noted that adolescents at the borderline level of personality organization may show different types of characterological problems that influence their
style of coping with reality demands. Most often, however, these problems present
in a mixed pattern consisting of two or more prominent styles of confronting reality.
Such a mixed pattern is apparent in this adolescents Rorschach, which points to
marked dependency needs, narcissistic vulnerability, and a paranoid-like stance,
interacting in ways that are manifested in her unpredictable, uncontrolled, destructive, and dramatic behaviors aimed at obtaining attention and support from other
people. These maladaptive behaviors seem particularly likely to occur in ambiguous and emotionally charged conditions that are stress provoking and less so in relatively structured settings.
Characterological problems aside, Rorschach data are also useful for evaluating whether a current crisis with severe symptom patterns may mask underlying
psychotic disorders, depressive disorders, anxiety disorders, or disruptive behavior
disorders (PDM Task Force, 2006). In this regard, the present findings point to a
depressive crisis characterized by feelings of emptiness and a self-perception
of being weak, helpless, and vulnerable. Adolescents at the borderline level of
188
personality organization who are depressed usually provide constricted, banal

records with uncomplicated responses, elevated Lambda, and prominent attention
to white spaces (S) to which they attribute contents of emptiness.
In conclusion, this highly dependent adolescent, who persistently functions at
the borderline level of personality organization, is currently in a depressive crisis
that underlies and is masked by her adjustment symptom patterns. Her depression is
experienced in fears of self-fragmentation and feelings of self-depletion (Silverstein,
2006) with which she is coping in a paranoid-like fashion. This coping style can
help adolescents maintain boundaries in their interpersonal relationships and find a
coherent sense of identity during a developmental phase that typically involves
identity diffusion.
Case Illustration 9.2: Eating Behavior Problems

in a 14-Year-Old Girl
The Diagnostic and Statistical Manual of Mental DisordersFifth Edition (DSM-5;
American Psychiatric Association, 2012) presents a revision of the eating disorder
classification. In the DSM-IV-TR (American Psychiatric Association, 2000), eating
disorders were characterized by severe disturbances in eating behavior and included
two specific diagnoses, anorexia nervosa (restricting and binge eating/purging) and
bulimia (purging and nonpurging). The distinguishing criterion between the two disorders was based largely on body weight, in the assumption that they are mutually
exclusive. However, accumulated clinical experience has demonstrated that these
two disorders have some similar cognitive, emotional, and behavioral symptom features. For example, although binge eating was the main criterion for diagnosing bulimia, it is a common symptom in anorexia. Furthermore, many patients move between
these two diagnostic categories at different points of time, and binge-eating symptoms have been found to account for the majority of cases categorized as eating disorders, not otherwise specified. In this regard, the body weight threshold appears to
be quite arbitrary and challenges the validity of the DSM-IV-TR classification.
The DSM-5 has accordingly preserved the two major types of eating disorders
but added a third category, binge-eating disorder. This disorder is defined as recurring episodes of eating substantially more food in a short period of time than most
people would eat under similar circumstances, with the episodes marked by feelings
of lack of control and considerable subjective distress. Binging is accordingly
viewed as a qualitative criterion for distinguishing between different subtypes of
eating disorders. Eating disorders usually first develop in adolescence and can be
readily recognized by their behavioral manifestations. However, these disorders
constitute more than simply a problem with food. Rather, they are complex psychological disorders with aspects that are often not overtly manifested (PDM Task
Force, 2006). In addition to the severely disturbed eating behaviors, these underlying symptom patterns may include cognitive distortions, impaired affective functioning (e.g., depressive mood), social withdrawal, and negative self-attitudes.
Case Illustration 9.2: Eating Behavior Problems in a 14-Year-Old Girl
189
Consistent with psychodynamic formulation, empirical research has demonstrated that patients with restricting anorexia are more inhibited than those with
binging disorders, who are more likely to have difficulties with affect modulation.
Additionally, although both groups manifest concrete, reality-bound thinking,
binge-eating patients are more likely to fluctuate between reality and fantasy, which
might indicate their proneness to dissociate. In this regard, such dissociative phenomena as amnesia, derealization, depersonalization, and withdrawal from reality
by substance use are most often observed in patients with binge eating, particularly
in those who have been exposed to traumatic events. Active bulimic processes and
episodes of binge eating can therefore be conceived as related to the use of various
levels of dissociation, with consequent difficulties in distinguishing between physical and emotional reactions and between reality and fantasy (e.g., Fowler,
Brunnschweiler, & Brock, 2002).
Based on theoretical formulation and empirical data supporting the notion that
eating disorders fall on a continuum of levels of personality organization, patients
with eating disorders are frequently viewed as functioning at the borderline level but
also at a higher or lower level. Eating disorders, particularly those involving binging, should accordingly be evaluated as a cluster of symptoms associated with varying psychopathological conditions and different levels of personality organization.
Binging patients who are functioning at the neurotic level of personality organization can be viewed as using their binging to avoid conscious awareness of inner
conflicts and stress-evoking experiences. On the other hand, binging patients who
are functioning at a severely disturbed borderline level or a psychotic level of personality organization can be viewed as using vomiting and other concrete strategies
that serve them as a bridge back to reality.
In accord with this conceptual framework, clinicians assessing adolescents with
eating disorders should be alert to the possibility that these disorders may hide
underlying psychopathology marked by impaired cognitive functioning, affective
experience, interpersonal relatedness, or self-perception and may occur at different
levels of personality organization. Because empirical evidence and clinical
experience have shown that eating disorders often develop in response to trauma,
clinical evaluations should investigate the presence of comorbidity with posttraumatic stress disorder (PTSD), in addition to exploring at what level of personality
organization (i.e., neurotic, borderline, or psychotic) the disorder has developed.
What follows is a case illustration of a 14-year-old with eating behavior problems
(Tibon & Rothschild, 2009).

This patient is a 14-year-old girl who was hospitalized with mixed symptomatology
involving binge eating, self-destructive behavior, and obsessivecompulsive manifestations. She is the second child in a three-daughter family. Her parents are
190
divorced but remain living in the same house. When she was 2 years old, her mother
was diagnosed with a chronic disease resulting in functioning difficulties and dysthymic mood. The patients father was reported as having severe impulse control
problems, as evidenced by violent outbursts toward his wife, and he is known to be
involved in gambling. The patient was hospitalized after several months of noticeable weight gain with which she had initially coped by extreme restriction of her
food intake. The staff of the psychiatric unit in which she was placed described her
as an intelligent girl who is sociable and generally well accepted by other patients
but has on occasion shown outbursts of rage toward them and also physically
harmed herself. Tables 9.2.1 and 9.2.2 present the structural data and the sequence
of scores for her Rorschach protocol.

The Rorschach data of this intelligent 14-year-old girl contain numerous psychopathological markers, particularly in the domain of cognitive functioning. These
include deviant scores on the general cognitive indices (PTI = 4; RFS-P = 1.47;
RFS-S = 3.38; EII-2 = +3.90), indicating psychotic-like functioning, proneness to
dissociate, and severely impaired ego functioning. Additional evidence of cognitive
impairment emerges in her deviant scores on attention variables, including an elevated Lambda (L = 1.11) and an unbalanced W:D:Dd ratio (W:D:Dd = 9:5:5), as well
as on perception variables (XA% = 0.58; WDA% = 0.64; X-% = 0.42) and ideation
(Lv2 = 2 and WSum6 = 50) variables.
The psychotic-like functioning of this adolescent emerges clearly when the
interpretive guidelines described in Chap. 6 are applied. For example, when compared with the normative range of WSum6 in the contemporary nonpatient adult
samples (Meyer et al., 2007, Table 1), her WSum6 of 50 is far beyond the contemporary cutoff score established by M + 1SD (7.63 + 7.75 = 15 when rounded off),
which is even more stringent than the traditional CS cutoff score of WSum6 > 17. If
the raw score (WSum6 = 50) is converted to a T Score using the M and SD presented
in Meyer et al., Table 1, the resulting value when rounded off is 105. In comparison
to the mean T Score of WSum6 in contemporary nonpatient adolescents aged 1114,
which is 53 (see Table 5.2), the T Score of 105 makes it quite apparent that this
adolescent is showing marked cognitive disorganization and that her cognitive
functioning is pervaded by severe thinking disorder. A similar analysis demonstrates the severity of her perceptual distortions. When her deviant score on X-% is
converted to T Score, the corresponding rounded off value far exceeds the T Score
in nonpatient adolescents aged 1114 (see Table 5.2).
As described in Chap. 6, the RFS-P and the RFS-S are two derivations of the
RealityFantasy Scale Version 2.0 that measure psychotic thinking and dissociation
proneness, respectively. The elevated RFS-S in her protocol, coupled with her low
RFS-P, speaks to this adolescents limited capacity to differentiate and integrate
inner and outer experiences adaptively. These RFS scores delineate proneness to
191
Table 9.2.1 Eating behavior problems in a 14-year-old girl: Structural Summary

Affect
Interpersonal
R = 19
L = 1.11*
EB = 2:2.0
EA = 4.0*
EBPer = N/A
FC:CF + C = 2:1
COP = 0* AG = 0
eb = 6:2
es = 8
D = 1
Pure C = 0
GHR:PHR = 1:6
Adjes = 6
AdjD = 0
Const. = 2:2.0
a:p = 2:6
Afr = 0.46
Fd = 0
FM = 3
SumC = 2
SumT = 0
S = 4*
SumT = 0
m = 3*
SumV = 0
SumY = 0
Complex. = 4:19
Human Content = 6
CP =0
Pure H = 3
PER = 0
Thinking
(Ideation)
Self-Perception
Perception
(Mediation)
Attention
(Processing)
a:p = 2:6
Sum6 = 15
XA% = .58*
Zf = 14
Egoc. Index = 0.47*
Ma:Mp = 2:1
Lv2 = 2*
WDA% = .64*
W:D:Dd = 9:5:5*
Fr + rF = 0
INTELL = 0
WSum6 = 50* X-% = .42*
W:M = 9:2
Sum V = 0
MOR = 6*
M- = 1
Zd = 1.0
FD = 2
Mnone = 0
PTI = 4*
DEPI = 3
FM + m = 6
Col-Shd = 1
S- = 2
P=4
PSV =0
An + Xy = 2
X+% = .21
DQ+ =10
MOR = 6*
Xu% = .37
DQv = 0
H:(H) + Hd + (Hd) = 3:3
CDI = 5*
S-CON = N/A
HVI = No OBS = No
RFS-P = 1.47* RFS-S = 3.38* EII-2 = + 3.90* AdjDMD = 1*

variables used for distinguishing between healthy and psychopathological personality functioning
and the five stylistic variables (R, EB, a:p, Ma:Mp, Complexity Index). Apart from cases in which
either or both sides of the EB, or the number of Blends in the Complexity Index, the stylistic variables should not be checked as psychopathological markers in themselves. Noted with asterisk (*)
are scores that exceed the normative range according to the two-step interpretive procedure (see
Chap. 6). These scores should be reconsidered in relation to the data of the composite international
sample of nonpatient adolescents (see Chap. 5). For interpretation of deviant scores, see Tables
6.16.4
192
Table 9.2.2 Eating behavior problems in a 14-year-old girl: Sequence of Scores

Card
I
Resp.
1
2
3
4
Wo
DdSo
WSo
WS+
Fo
FC.FDFmp.CF.Co
III
5
6
D+
DdS+
FMpmp.FDu
IV
7
8
9
10
11
12
13
14
15
16
17
18
19
Do
Wo
Wo
Dd+
D+
W+
W+
W+
W+
Do
Ddo
Do
Dd+
Fo
Fu
Fu
MpFFMpu
FFMau
Ma.mp.FCu
FFu
Fo
FC-
II
V
VI
VII
VIII
IX
X
2
2
2
2
2
2
2
2
A
An
H, Ad
Sc, Bl,
Ex, Fi
A, Bt
(H), Bl,
An
(H)
A
A
A, Hd
H, A
A, Ls
Ad, Ls
A, Sc
H, Sc, Fi
Bt
A
A
Ad, Bt
1.0
4.5
4.5
3.0
4.5
2.0
1.0
2.5
2.5
2.5
2.5
4.5
5.5
4.0
MOR
INC2, PHR
MOR, PHR
FAB, ALOG
DR, FAB, MOR,
PHR
GHR
DV
FAB2, PHR
FAB, PHR
FAB, INC, MOR
FAB
INC, MOR, PHR
INC
INC
INC, MOR
RFS-2
+4
3
5
0
5
5
+3
+2
+3
5
5
1
5
5
1
3
+2
+4
3
dissociate as well as psychotic-like functioning. This adolescents inclination to

fluctuate between reality and fantasy is illustrated by her shifts from reality-bound
responses such as a bat because of its shape (Card I, Resp. 1), coded Wo Fo A P
1.0, to fantasy-derived percepts as an incongruous combination (INC2) of a person
with a bugs face (Card II, Resp. 3).
In contrast to this adolescents substantial deviations on numerous cognitive variables, her affective functioning appears much less impaired. It should be noted in
this regard that the contents of her six MOR responses appear to reflect negative
self-attitudes and concerns about vulnerability to harm rather than her emotional
experience (e.g., depressive mood). Similarly, the deviant score of 1 on her AdjDMD
indicates a susceptibility to excessive anxiety and subjective distress that is probably
manifest cognitively (e.g., obsessivecompulsive ideation) rather than through
affective symptom patterns. The elevated S of 4, which often indicates negative attitudes associated with oppositional behavior, can contribute further to aspects of her
impaired cognitive functioning and additionally cause problems in her interpersonal
functioning.
With respect to this adolescents interpersonal functioning, her deviant score on
the Coping Deficit Index (CDI = 5) and her low EA (EA = 4.0) indicate limited adaptive resources and deficient capacity to cope effectively with ordinary aspects of
193
interpersonal and emotional situations. As further evidence of likely difficulties in

interpersonal relationships, the total absence of cooperative (COP) and aggressive
(AG) responses in her protocol suggests limited anticipation of or capacity to engage
in either collaborative or competitive activities with other people and to her being
insufficiently assertive to seek out such engagements in a productive fashion.
Nevertheless, despite her likely interpersonal difficulties, her capacities to identify with other people, form adaptive relationships with them, and establish a stable sense of her own identity are preserved. The key evidence in this regard is her
reference to mental representations of realistic human figures, as shown in three
Pure H responses and an adequate H:(H) + Hd + (Hd) ratio of 3:3. Of further note,
her elevated Egocentricity Index of 0.47 might be seen as indicating a degree of
self-centeredness that would exacerbate her interpersonal difficulties. In the present case, however, the absence of Reflection responses makes problematic narcissism unlikely. Instead, an elevated Egoc. Index with no Reflections usually indicates
people who are paying a lot of attention to themselves but not taking much pleasure in doing so. Such unpleasant self-focusing would be consistent with the previously noted elevated frequency of MOR, all of them reflecting negative attitudes to
the body and its functions, and would support the inference of impaired
self-perception.

This 14-year-old girl who was hospitalized because of bingepurge behaviors provided a Rorschach protocol with numerous psychopathological markers with
respect to her cognitive functioning. Particularly prominent are her abrupt fluctuations between reality and fantasy, which reflect a propensity for extensive use of
dissociation involving withdrawal from reality. In this sense, dissociation refers to
Winnicotts (1971) conceptualization of mental health as including the capacity to
preserve potential or transitional space between reality and fantasy and to Ogdens
(1985) model for defining psychopathological states, including dissociation, in
terms of a collapse of this potential space. Accordingly, dissociative states can be
considered to occur when reality and fantasy fail to enrich each other and are experienced as two disconnected realms of experience.
Following Smith (1990), who suggested operationalizing Winnicotts (1971)
construct of potential space with Rorschach variables, the CS-based measure
RealityFantasy Scale Version 2.0 (RFS-2) was developed. Lerner (1998) subsequently noted that no conventional Rorschach markers had emerged as indicative by
themselves of dissociative processes. Since then, however, the RFS-S derivation of
the RFS-2 has provided an efficient tool for differential diagnosis. The original version of this scale has proved effective in delineating dissociative disorders (Zeligman,
Smith, & Tibon, 2011) and psychotic-like dissociative phenomena in eating disorders (Tibon & Rothschild, 2009).
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As for the present adolescents protocol, the combination of an elevated RFS-S

and a low RFS-P points to a dissociative component in her problematic eating
behaviors, perhaps to an extent that might produce psychotic-like functioning. This
raises a question of whether the disordered thinking has been developed in response
to trauma. In light of the increasing empirical research that led the authors of the
DSM-5 to add the diagnostic category of dissociative PTSD disorder, PTSD with
prominent dissociative functioning cannot be ruled out in this case. Nevertheless,
the extent of cognitive impairment in her personality functioning calls for follow-up
evaluation of the possibility of an emerging schizophrenia-spectrum disorder.
This case illustration shows that interpretation of CS Rorschach findings should
be based on the premise that people with the same DSM diagnosis (e.g., eating disorders) may vary in the extent to which certain basic personality characteristics
(e.g., dissociation proneness) are involved in the disorder. The present findings
additionally confirm the value of using a DSM diagnosis jointly with a PDM psychodynamic diagnosis (PDM Task Force, 2006). Treatment approaches should similarly be selected in light of each persons particular personality characteristics, as
opposed to inflexible application of uniform therapeutic methods to all cases that fit
into a specific diagnostic category.
Conclusion
The Rorschach is particularly useful for assessing adolescents with externalized
symptom patterns, who are most frequently diagnosed with conduct disorder (CD).
As noted in Chap. 8, the distinction between healthy and psychopathological personality functioning should be based on comparisons of obtained findings with normative reference data. An adolescent Rorschach protocol should be evaluated with
attention to level of maturity and the degree to which the test findings correspond to
normative data.
The issue of continuities and change from adolescence to adulthood has clinical
implications for all types of youth referrals but it is particularly important in assessing adolescents with externalized symptom patterns. Adolescents with externalized
symptom patterns are at risk for developing antisocial behavior in adulthood.
Nevertheless, although being similar from a phenomenological perspective, CD and
antisocial externalized behavioral manifestations might reflect diverse psychodynamic processes, character problems, and psychopathological states. It is essential
to assess thoroughly the personality structure of these adolescents for pursuing
diagnostic clarity, especially as to the presence of psychopathic dispositions, including deficits in capacity of forming empathic interpersonal relationships. The
Rorschach can point to the maladaptive impact of their symptoms regarding their
psychological functioning, advancing responsible adolescent development. The
advantages of using the Rorschach to achieve broadly based diagnostic inferences
are related to the possibilities it allows assessors to comprehend and communicate
why observed relationships exist, why accurate predictions hold true, and what
References
195
dynamic processes underlie different presentations of the same diagnostic category.

With specific respect to eating disorders, predictions can be formulated in terms of
personality characteristics (i.e., dissociation proneness) that appear to account both
for a particular Rorschach marker and for particular psychopathological manifestations (i.e., eating disorder) that reflect these characteristics.
References
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders.
DSM-IV-TR (4th ed.). Washington, DC: Author.
Fowler, J. C., Brunnschweiler, B., & Brock, J. (2002). Exploring the inner world of severely disturbed bulimic women: Empirical investigations of psychoanalytic theory of female development. In R. F. Bornstein & J. M. Masling (Eds.), The psychodynamics of gender and gender
role (pp. 129153). Washington, DC: American Psychological Association.
Kelly, F. D. (1997). The assessment of object relations phenomena in adolescents: TAT and
Rorschach measures. New York: Taylor and Francis.
Press.
Silverstein, M. L. (2006). Disorders of the self: A personality-guided approach. Washington, DC:
American Psychological Association.
Sugerman, A. (1980). The borderline personality organization as manifested on psychological
tests. In J. S. Kwawer, H. D. Lerner, P. M. Lerner, & A. Sugarman (Eds.), Borderline phenomena and the Rorschach test (pp. 3957). New York, NY: International Universities Press.
Tibon, S., & Rothschild, L. (2009). Dissociative states in Eating Disorders: An empirical Rorschach
study. Psychoanalytic Psychology, 26(1), 6982.
Wiley.
Zeligman, R., Smith, B. L., & Tibon, S. (2011). The failure to preserve potential space in dissociative disorders: A Rrschach study. Psychoanalytic Psychology, 22, 508523.
Chapter 10
Forensic Applications of Rorschach

Assessment
As a personality assessment instrument, the Rorschach can play an important role

in forensic cases in which personality characteristic are relevant to decisions that are
being made. Rorschach examiners can assist judges and juries by delineating personality characteristics that are pertinent to the issues in a case and drawing on the
test data to point to the presence or absence of these personality characteristics.
When adequately conceived in this regard and properly implemented, Rorschach
assessment can be applied effectively in forensic cases involving various issues
including child custody decisions, evaluation of trial competence, and resolution of
personal injury claims.
Rorschach examiners assessing young people can enhance the value of their consultations by becoming knowledgeable about developmental issues characterizing
adolescents and the normative expressions of these issues on the Rorschach. They
can further enhance the value of their forensic consultations by presenting their
conclusions in incisive and effective written reports. Forensic Rorschach specialists
should, however, defend their testimony by documenting that the Rorschach is a
widely used, informative, and psychometrically sound instrument and that
Rorschach findings meet criteria for admissibility into evidence in the courtroom
and are largely resistant to impression management.
With these considerations in mind, the present chapter addresses the utility of
Rorschach assessment for resolving psycholegal issues. The discussion focuses specifically on adolescents seen in the criminal justice system and describes the application of Rorschach assessment with respect to five aspects of courtroom
proceedings: (a) evaluating trial competence, (b) assessing criminal responsibility,
(c) detecting prospective changes in antisocial behaviors from adolescence to adulthood, (d) investigating impression management, and (e) providing incremental
validity for inferences drawn from other tests. Recognizing that not all CS variables
are relevant to the assessment of psycholegal issues (e.g., Gacono, Evans, &
Viglione, 2002), the chapter draws on selected variables used in this volume
(see Chap. 6) to present forensic evaluators with a set of empirically validated CS

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Forensic Applications of Rorschach Assessment
markers that can be used effectively as a basis of courtroom testimony. The

discussion also reviews published data confirming the acceptance of Rorschach
assessment in forensic cases and offers some guidelines for effective reporting of
Rorschach findings in the criminal justice courtroom.
Evaluation of Trial Competence

Numerous authors have pointed out the benefits of Rorschach assessment in forensic cases with particular respect to the evaluation of trial competence (e.g., Gacono,
Evans, & Viglione, 2002; Weiner, 2013). Competence to stand trial is a legal matter
that is debated by attorneys and decided by the court. Nevertheless, whether a criminal defendant shows capacity to proceed to trial is a psychological matter that
should be assessed by qualified mental health professionals.
In legal terms, competence to proceed to trial consists of being able to consult
with ones lawyer with a reasonable degree of rational understanding and having a
factual and rational understanding of the offenses with which one is charged. The
implications of these two basic elements of competence include such considerations
as whether defendants can appreciate the nature of the charges and the possible
penalties they are facing, grasp the nature of the adversarial process and courtroom
proceedings, disclose pertinent facts to their attorney, testify adequately in their own
behalf, and conduct themselves appropriately in the courtroom (e.g., Stafford &
Sellbom, 2013; Zapf, Roesch, & Pirelli, 2014). Forensic psychological evaluations
in which there is a question of trial competence require investigation of the defendants current cognitive functioning. This investigation should be based on constructs referring to what constitutes impaired cognitive functioning and the
application of clinical measures and assessment tools that provide valid data with
respect to such impairment (e.g., Melton et al., 2007).
Inability to satisfy the criteria for competence typically derives from such
psychotic-like manifestations as impaired reality testing, disordered thinking, poor
judgment, and peculiar behavior. As noted in Chap. 7, indications of impaired cognitive functioning commonly characterize severe psychological disturbances, particularly schizophrenia-spectrum and major affective disorders, but they may also
appear in traumatized people or in those with substance use and borderline personality disorders. On the other hand, immature cognitive functioning, which might
have a substantial effect on trial competence, is quite frequently observed in adolescents. Establishing an accurate differential diagnosis is therefore highly important
in evaluating the current and prospective trial competency of an adolescent alleged
to have committed a crime.
The Rorschach can be particularly helpful in delineating cognitive functioning
impairments that could prevent criminal defendants from understanding the charges
they are facing. The following CS reference values are likely to be applicable in this
regard: PTI > 3; RFS-P < 0.30; RFS-S > 2.67; XA% < 0.70; WDA% < 0.78;
X-% > 0.30; P < 4; WSum6 > 17; Lv2 > 0; and M- > 1 (see Table 6.1). As is the case for
Assessing Criminal Responsibility
199
all the CS deviations, none of these variables can be interpreted accurately without
attention to other structural and content variables that may enhance or attenuate its
interpretation. The implications of a high X-% for impaired reality testing, for
example, vary with the levels of XA% and WDA%, with the number of Popular (P)
responses and with any repetitive association of FQ responses with particular content categories or embellishments.
Similarly, with regard to the implications of an elevated WSum6 for disordered
thinking, adequate Rorschach assessment of severity of thought disorder calls for
considerations that go beyond the magnitude of this particular score. These considerations include the frequency of indicators of severe cognitive slippage (DV2, DR2,
INC2, FAB2, ALOG, CONTAM), the distribution between these indicators and those
of mild slippage (DV1, DR1, INC1, FAB1), and several variables including R, number of contents, Blends, Zf, FC + FC, FT + FV + FY + FD, and H+(H) that are
assumed to measure an individuals capacity for Integrative Complexity (TibonCzopp, Appel, & Zeligman, 2014).
Nevertheless, as elaborated by numerous authors (e.g., Gray & Acklin, 2008),
Rorschach findings of disordered thinking and impaired reality testing do not necessarily preclude a persons being legally competent. Whether defendants have an
adequate grasp of courtroom procedures should be evaluated by asking them directly
about courtroom procedures rather than by looking at whether they exceed certain
cutoff scores on CS cognitive variables. However, when defendants cannot give an
adequate account of the adversarial process, Rorschach evidence of cognitive dysfunction can help an examiner inform the court of likely reasons for their inability
to meet this competency requirement.

Unlike trial competence, criminal responsibility concerns a defendants mental state
at some previous time, not at the time of the current examination. Assessment of
criminal responsibility addresses the sanity of defendants at the time of their alleged
offense as may be defined by their awareness of the wrongfulness of their conduct
or their capacities for impulse control and refraining from the alleged criminal conduct. These criteria are often referred to as the cognitive and volitional prongs of
sanity. Depending on the jurisdiction forensic cases vary with respect to whether an
insanity plea must be presented on the basis of cognitive incapacity of the defendant
or can alternatively be based on volitional incapacity. In formulating opinions about
criminal responsibility, examiners need to supplement Rorschach indications of
either cognitive or volitional incapacity with information about the defendants
mental state and behavior prior to the test administration.
Assessing cognitive incapacity at the time of the offense involves reconstruction
of the defendants thought processes before and during the alleged crime. Of substantial forensic import is the fact that cognitive impairment resulting in psychoticlike functioning may lead individuals to act on their experiences as if they were real,
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when they are not (e.g., Melton et al., 2007; Zapf, Golding, Roesch, & Pirelli, 2014).
Suggesting that a defendant shows psychotic-like functioning with an impaired
sense of reality, on one hand, and was unable to appreciate the wrongfulness of the
alleged offense at the time it was committed, on the other, links the legal concept of
sanity with the psychological concept of psychosis.
With respect to CS cognitive markers related to the issue of criminal responsibility, deviations on PTI and RFS-P are essential to consider (see Table 6.1). If PTI = 5
and RFS-P < 0.30, examiners can with reasonable certainty infer current severe
thinking and perceptual disturbances and limited capacity to differentiate between
reality and fantasy. Adolescents who produce Rorschach protocols with PTI = 5 and
RFS-P < 0.30 are at considerable risk for being consistently prone to faulty judgments concerning the meaning of events and the nature of people, and they may
frequently act on their internal experience as if it represents an outer stimulus.
The assessment of volitional incapacity focuses on test indications of limited
resources for coping with stress. These indications, combined with obviously stressful circumstances at the time of the alleged offense, increase the likelihood that a
defendant might have experienced a transient episode of loss of impulse control, or
perhaps of impaired cognitive functioning as well. Conversely, the more coping
resources shown by current test responses, and the less stress defendants appear to
have been experiencing prior to and during the commission of an alleged offense,
the less likely they would have been at previous time to show loss of cognitive or
volitional capacities. The evaluation of volitional incapacity is particularly important when defendants who appear to be functioning fairly well at present are claiming temporary insanity at the time of an alleged offense. Nevertheless, forensic
psychologists should not present these or other conclusions with unwarranted certainty. Rather, they should use the overall strength of their assessment data as a basis
for qualifying the certainty of their impressions. In commenting on criminal responsibility, for example, they may report that their findings make it likely (strongly
suggestive, somewhat suggestive, or inconclusive) that a defendant was legally
insane at the time of an offense.
Although Rorschach CS variables do not directly measure the previous mental
states of an individual, some CS indicators of personality traits can point to maladaptive personality characteristics that are quite stable and unlikely to change over
time. Evidence of chronicity and stability increases the likelihood that psychologically disturbed people have had previous episodes of a specific disorder. The key
Rorschach finding in this regard is D Score > 0, which in an unguarded record is
usually associated with consistency over time, even when the consistency involves
being emotionally unstable, with little sense of needing to change and with egosyntonic as opposed to ego-alien symptom formation.
The chronicity and stability associated with D > 0 may suggest but does not warrant inferring legal insanity at the time of an offense from presently obtained test
findings. Nevertheless, should a defendant who appears to be functioning fairly well
when examined be claiming temporary insanity at the time of an alleged offense,
Rorschach findings may bear on this possibility. Specifically, the less stressful a
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defendants circumstances appear to have been at the time of an alleged offense and
the more stable and effective the persons coping resources as presently reflected in
the test data, the less susceptible this person would have been at the previous time
to a psychological breakdown involving loss of cognitive or volitional capacities.
Conversely, the more limited the coping resources suggested by test findings and the
more seemingly stressful the circumstances surrounding an alleged offense, the
stronger the possibility that a person did in fact experience temporary insanity
(Weiner, 2013).
In addition to D > 0, deviations on certain other CS variables (AdjD < 0; CDI > 3;
EA < 6; EII-2 > 0; Pure C > 1) can suggest that volitional incapacity currently shown
in the test was present at the time of the offense. These CS markers indicate chronic
stress overload and limited coping resources, which can result in susceptibility to
problems of self-control and are commonly associated with poor frustration tolerance, intemperate outbursts of affect, and episodes of impulsive behavior. However,
the interpretive significance of these variables is a function of their interaction with
other variables in the protocol, and attention to these interactive influences, as elaborated in the texts by Exner and Erdberg (2005) and Weiner (2003), is essential to
adequate interpretation of Rorschach data.
As suggested in Chap. 6, recently collected normative data call for revising three
traditional cutoff points for of CS variables: Xu% > 0.20; T = 0; and AG = 0. These
revisions would change slightly what is considered to indicate conventional perception of reality, capacity for close relationships, and risk for predatory violence,
respectively. In general, Rorschach examiners should present their conclusions in
terms of individualized assessment, which is person oriented rather than test oriented and describes a respondent without reference to normative data. Accordingly,
apart from these three variables, deviations from the traditional reference values
mean what they mean with respect to maladaptive functioning, regardless of trends
appearing in contemporary normative data. Deviations from the traditional cutoff
scores on AdjD, CDI, EA, EII-2, and Pure C, for example, as specified in Table 6.1,
should therefore continue to be regarded as indicators of limited frustration tolerance, impulsivity, and poorly controlled emotional discharge, with their implications for volitional incapacity, even if many nonpatient adolescents show these
deviations.
As noted by Weiner (2013), the critical evidence in evaluating criminal responsibility comes from defendants recollections of their mental state before, during, and
following an alleged offense and from observers reports of how a defendant was
behaving at the time. Should evidence from these sources suggest cognitive or volitional incapacity during the commission of an offense, Rorschach indications of
such incapacity would provide supplementary information that might strengthen an
insanity plea, with reference to a defendants history of psychological disorder.
Overall, despite the limitations of the Rorschach with respect to assessing a persons
mental state at the time of an alleged offense, which is common to all personality
assessment instruments, test indices of chronicity and stability can sometimes guide
an estimation of previous functioning capacity from presently obtained data.
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Detecting Prospective Changes in Antisocial Behaviors

from Adolescence to Adulthood
The issue of continuities and changes from adolescence to adulthood has implications
for interpretation of Rorschach findings in many types of youth referrals. This issue
is particularly important in cases of adolescents with conduct disorder (CD) who are
alleged to have committed a crime. In these cases examiners must often attend to
risk factors for developing antisocial personality disorder (ASPD) in adulthood
(Tibon-Czopp, 2012). Research studies indicate that ASPD in adulthood is most
often predicted by CD in adolescence (Piquero, 2011). However, although both CD
and ASPD involve psychopathic-like behaviors that are frequently related to criminality, they do not necessarily overlap and should be assessed with this consideration in mind.
Theoretically, contemporary psychoanalytic thinking regards failure to develop a
mature and cohesive sense of self-representations and object representations as a
core issue in maladaptive behaviors. This failure has been described in terms of a
persons incapacity to preserve the space between the thought and the object of
thought, the symbol and the symbolized, and the reality and the fantasy (Aron,
1996; Mitchell, 1988; Ogden, 1986). In accord with this conception, we suggest that
adolescents who fail to develop and preserve the interplay between subjectivity and
intersubjectivity will be prone to showing repetitive maladaptive, psychopathiclike, and sometimes criminal behaviors. In assessing adolescents in the criminal
justice system, evidence of underdeveloped internal representations can serve as an
important criterion for evaluating whether maladaptive patterns of functioning are
probably chronic and therefore likely to be repetitive or should rather be considered
slippage in otherwise usually adaptive behavior patterns.
Studies exploring common psychological deficits among adolescents who have
committed a severe crime have noted their clinical diversity, particularly with
respect to observable psychopathic traits, even in small samples (e.g., Cornell,
1990; Ewing, 1990). Many authors have called for a more differentiated approach
to the classification and investigation of violent youth, based on the conception that
distinct groups would be characterized by different psychological deficits).
Rorschach comparisons of psychopathic and non-psychopathic young people have
usually showed greater deficits in object relations in the psychopathic group (e.g.,
Greco & Cornell, 1992; Smith, Gacono, & Kaufman, 1997). It has been suggested
that adolescent murderers are particularly likely to show object-relations deficits
reflected in an immature and narcissistic conception of other people and failure to
experience their victims as independent, feeling, and thinking human figures.
Accordingly, the impulse to kill might be facilitated by an adolescents tendency to
dehumanize the victim as merely a frustrating object rather than a person with
whom the adolescent could have a mutual empathic relationship (e.g., Greco &
Cornell, 1992).
Detecting Prospective Changes in Antisocial Behaviors from Adolescence to Adulthood
203
However, accumulated empirical evidence indicates that impaired object relations

in adolescents with CD can reflect diverse psychodynamic processes, character
problems, and psychopathological states (e.g., McConville & Cornell, 2003). It is
accordingly essential to assess thoroughly the underlying object representations in
adolescents who have committed a criminal act, to pursue diagnostic clarity, and to
detect prospective continuities and changes. In healthy developmental processes,
internal representations that are fragmented, vague, or split turn progressively into
complex, articulated, differentiated, integrated, and cohesive representations of self
and others. During adolescence, these processes occur within the context of developmental tasks that reactivate the earlier separationindividuation conflict and
involve searching for a balance between autonomy and relatedness, renegotiating
the threat of regressing to dependence and reintegrating new cognitive, social, biological, and familial factors (see Chap. 2).
As has been noted, the key Rorschach finding for evaluating consistency over
time is D Score > 0, which in an unguarded record is usually associated with minimal motivation for change and ego-syntonic symptom formation. In order to evaluate prospective continuities and changes in maladaptive object relations, examiners
should look for a D Score > 0 and also scan deviations on such CS markers of volitional incapacity as AdjD < 1, CDI > 3, EA < 6 EII-2 > 0, and Pure C > 1. In addition,
deviations on some CS variables in each of the four dimensions presented in Tables
6.16.4 (cognitive, affective, interpersonal, and self-presentation) might relate
meaningfully to prospective continuities and changes from adolescence to adulthood. These include M- > 1; S > 3; HVI positive; Human Contents < 2; Pure H = 0;
COP = 0; AG > 2; PER > 0; Fr+rF > 0; Egocentricity Index > 0.44; FD = 0; MOR > 2;
and H < (H) + Hd + (Hd). Some of these variables (e.g., the Egocentricity Index) have
been found to distinguish between psychopathic and non-psychopathic adults
(Gacono & Meloy, 1994). However, with respect to the issue of prospective continuities and changes, it should be stressed that exceeding the age-based normative
range on these variables does not necessarily indicate proneness to developing psychopathic tendencies in adulthood, and all of them should be considered jointly with
other CS variables.
The use of Tables 6.16.4 in evaluating prospective continuities and changes in
antisocial behaviors can be illustrated with the Rorschach protocol of a 15-yearold boy, whose evaluation was addressed to pointing out markers of uncontrolled
impulsivity and delineating factors for developing antisocial behaviors in adulthood. This adolescent was considered to be a normative adolescent but was
charged with having killed a friend of his in the course of a dispute they were
having. The dispute took place in the defendants house, where they were gathered
with some other friends. The defendant was not claiming insanity and, except for
PER = 2, none of the structural variables considered to indicate risk factors for
developing antisocial behaviors in adulthood exceeded the normative range in his
protocol.
This one deviation was interpreted as possibly a defensive style of communication that was serving as a compensating strategy to cope with some narcissistic
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sensitivity exacerbated within the context of a developmental crisis. However, no

substantial deficiencies were found in his self-representations and object representations or in his empathic capacity (Human Contents = 7; Pure H = 3; M- = 1). In
accord with empirical evidence (e.g., Greco & Cornell, 1992), these findings were
interpreted as indicating good capacity for adaptive interpersonal functioning and
were taken into account in recommending the type of correctional framework that
would be most appropriate for this defendant. He was assigned to a correctional
program established specifically for juvenile youth who are considered capable of
changing current maladaptive behavior patterns.
In addition to evaluating structural data, examiners should also conduct content
and sequence analyses to help estimate likely continuities and changes from adolescence to adulthood (see Chap. 6). With respect to content analysis, it is particularly
important to take notice of responses reflecting internal representations in protocols
with a predominance of part and/or humanlike objects, as measured by the H:
(H) + Hd + (Hd) ratio. This finding increases the probability of continuities in maladaptive behaviors from adolescence to adulthood, as do human and humanlike
objects that are poorly articulated, inaccurately perceived, and deformed, distorted,
or destructive and are engaged in malevolent interactions that lack mutuality. The
shift from whole to part figures is consistent with the conception that a person who
develops a personality disorder tends to defend against anxiety by splitting object
representations into good ones and bad ones and failing to integrate apparently contradictory characteristics in the same object. This type of splitting response identifies a failure to perceive other objects as constant, multidimensional, and
differentiated from the self.
Maladaptive interpersonal functioning likely to continue into adulthood would
additionally be indicated by Rorschach responses that describe relationships as
being chaotic and featuring raw and dramatic aggressive content (e.g., Two people
cutting each other and you can see the blood on their hands). This extreme extent
of aggression may sometimes reach the point of a collapse of potential space
(Winnicott, 1971) in which there is no differentiation between the symbol and the
symbolized (Ogden, 1986), and the blot is experienced as a real object: Its a vicious
bat, swooping down to fasten its fang on someones throat. As has been noted, such
collapse would be identified by an RFS-P < 0.30 (see Chap. 6).
Sequence analysis conducted in Rorschach protocols with impaired human representations usually reveals that these representations tend to deteriorate along the
protocol. This deterioration could indicate an adolescents proneness to repetitive
maladaptive interpersonal functioning in adulthood (Blatt, Brenneis, Schimek, &
Glick, 1976; Blatt, Tuber, & Auerbach, 1990; Erdberg, 2007; Exner & Weiner,
1995; Kwawer, 1980; Lerner, 1998; Leichtman, 1996; Viglione, Perry, & Meyer,
2003). Accordingly, instead of evaluating prospective criminal acts as if they were
a unitary, homogeneous mode of behavior, examiners should consider empirical
evidence that distinguishes between subtypes or syndromes of violent adolescents
and should interpret Rorschach findings in relation to these subtypes.
Providing Incremental Validity
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Assessing Issues of Impression Management

The possibility of impression management is an important issue in forensic evaluations.
In this regard the face validity of an instrument tends to be directly related to its
ability to capture different aspects of impression management. The more obvious
the reason for a task or the meaning of a test item, the easier it is for people to
respond according to how they wish to be seen. As noted in Chap. 3, the Rorschach
usually provides little opportunity for people to sense the implications of the
responses they are giving. The relatively ambiguous nature of the stimulus, the minimal instructions on how to proceed, and the absence of clues to what responses
might signify combine to make the Rorschach difficult to fake.
Rorschach respondents who want to portray themselves as more disturbed or
impaired than is actually the case, typically produce data that are internally inconsistent or show extreme deviations in CS structural variables. This is not uncommon
in criminal defendants pleading insanity. By contrast, impression management
intended to conceal psychological difficulties, which is unlikely to characterize
criminal cases, usually results in a guarded Rorschach protocol consisting of a few
brief, vague, unelaborated, and form-only responses. In both instances, however,
impression management rarely succeeds in deceiving experienced examiners (e.g.,
Ganellen, Wasyliw, Haywood, & Grossman, 1996).
The detection of impression management may become challenging if defendants
have obtained some prior information concerning the kinds of Rorschach responses
that would serve their purpose of appearing disturbed or making a good impression.
This information may have come from Rorschach texts that are available in bookstores or from various websites. Nevertheless, because of the complexity of the CS
structural summary and the interactive manner in which responses are interpreted,
website advice concerning specific responses one should give or avoid does not
approach the level of sophistication necessary for respondents to deliver a convincingly malingered or deceptive Rorschach protocol.
Providing Incremental Validity

An additional feature of the Rorschach that enhances its utility in forensic assessments is its potential for providing incremental validity. As noted in Chap. 3,
because the Rorschach is an implicit and indirect performance-based measure of
personality, it can often contribute incremental validity by adding information
beyond what can be gleaned from self-report inventories. Implicit traits, motives,
and tendencies that can be inferred from Rorschach findings can help to predict how
an individual is likely to function outside the spotlight of conventional expectations
concerning explicit attitudes and overt behavioral manifestations (Bornstein, 2002;
Hilsenroth & Stricker, 2004; McGrath, 2008). Research studies confirm the incremental validity of Rorschach assessment in providing information that would not
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have otherwise been obtained (see Chap. 5). Forensic assessors who limit their
instruments to just one type of measure, whether self-report of performance based,
risk failing to obtain information that might be crucial to psychodynamic case formulation (Masling, 1997; Weiner, 1999).
Instead, in every type of case, Rorschach findings will be only one of many
sources of data in an adequate forensic psychological evaluation. Consistent with
general principles of integrative psychological assessment, interpretations based on
Rorschach data must typically be considered in light of information from such other
sources as self-report inventories, behavioral observations, collateral reports, and
school records. Allegations in the literature that the Rorschach lacks adequate psychometric properties may influence some psychologists who would not include
Rorschach assessment in their forensic evaluations. The fact is, however, that extensive research has affirmed the psychometric soundness of the Rorschach CS (see
Chap. 5) and its incremental validity when used in conjunction with other psychological tests.
Acceptance of Rorschach Assessment in Forensic Cases

Widespread use of psychological tests in general and the Rorschach in particular in
evaluations performed to assist legal decision-makers calls for examination of the
appropriate parameters for their forensic applications. The primary legal criterion
for the admissibility into evidence of psychological test findings is their relevance
to the legal issue at hand or to some underlying psychological construct (Heilbrun,
1992). Forensic examiners should attend studiously to this relevance criterion in
selecting their assessment instruments, along with their customary concern with
general acceptance in the professional community of the utility of these instruments. General acceptance in this context does not require a procedure to be universally practiced or endorsed, which is a standard met by few if any assessment or
treatment methods in psychology. Less stringently, general acceptance of a procedure is demonstrated when many professionals are using it in their practice, which
is the case with regard to Rorschach assessment (e.g., Clemence & Handler, 2001;
Mihura & Weinle, 2002).
Despite extensive information concerning the scientific respectability, general
acceptance, and utility of Rorschach assessment in forensic cases, some critics have
asserted that the CS Rorschach does not show sufficient reliability and validity to
provide an admissible basis for courtroom testimony and that testimony based on
Rorschach findings is therefore unlikely to be admitted into evidence in courts of
law. To the contrary, however, available evidence concurs with the present chapter
in documenting how and why a properly conducted Rorschach assessment satisfies
applicable legal standards for admissibility (e.g., Hilsenroth & Stricker, 2004).
Specifically in this regard, a large body of empirical research demonstrates that
the Rorschach is a standardized, testable, valid, reliable, and extensively peer-
Guidelines for Effective Presentation of Rorschach Data in Forensic Cases
207
reviewed instrument that is associated with a reasonable error rate, validated by

substantial scientific evidence, and relevant to a wide range of forensic issues (Erard,
2005, 2007; Hilsenroth & Stricker, 2004; McCann, 1998; Ritzler, Erard, & Pettigrew,
2002; Weiner, Exner, & Sciara, 1996). These characteristics of the instrument fully
satisfy the criteria for admissibility elaborated in the federal rules of evidence and
are in accord with the central thrust of the Frye standard of being commonly used
(Frye v. United States, 1923) and the Daubert standard of scientific respectability
(Daubert v. Merrell Dow Pharmaceuticals, 1993). Also of note is a large international community of Rorschach scholars and practitioners who use the instrument
in forensic evaluations.
Survey data confirm that Rorschach assessment has an established place in
forensic cases and that the admissibility of its findings are seldom challenged in the
courtroom (e.g., Bow, Quinnell, Zaroff, & Assemany, 2002; Budd, Felix, Poindexter,
Naik-Polan, & Sloss, 2002; Meloy, 2008; Weiner, Exner, & Sciara, 1996). Forensic
examiners can accordingly depend on being able to include in their courtroom testimony impressions based on properly obtained Rorschach data. This testimony
should be presented clearly and in language that can be easily understood by attorneys, judges, and jurors, as well as by other forensic practitioners who have not been
trained in Rorschach assessment.
Guidelines for Effective Presentation of Rorschach Data

in Forensic Cases
Forensic examiners who use the Rorschach must be familiar not only with the nature
of the instrument but also with how to present the testimony effectively, defend
challenges to the Rorschach admissibility and import their testimony to the courtroom. As a general principle in explaining the nature of the Rorschach task in courtroom proceedings, examiners should avoid any implication that the test is a
mysterious measure that can be understood only after years of study. Instead, it
should be presented as a straightforward way of sampling how people look at their
world, in the expectation that how people look at the world conveys considerable
information about how they are likely to cope with different events under various
circumstances. The Rorschach administration, coding, and interpretive procedures
can and should be described briefly in nontechnical, jargon-free language. Specific
guidelines for presenting Rorschach testimony in the courtroom are elaborated by
Hilsenroth and Stricker (2004), Weiner (2013), and other authors.
Although the thematic imagery in Rorschach responses can provide clinically
useful clues to a respondents underlying attitudes (Lerner, 1998; Schafer, 1954;
Weiner, 2003), the clinical utility of content and sequence analysis rarely extends to
case presentations in the courtroom. The inferences derived from Rorschach thematic imagery are primarily symbolic and consequently more speculative and less
conclusive than inferences based on the structural data. Compared to structural
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based interpretations, those based on thematic imagery are less likely to be

empirically supported, more likely to involve alternative possibilities, and more
complex and difficult to explain in the courtroom.
As an illustration, consider the response to Card VII in the case of the 15-yearold boy whose Rorschach protocol is presented in this chapter: Two faces looking at
each other. They have something in their head. A kind of hair. By saying They have
something in their head, the defendant used an inappropriate verbalization, coded
with DV1, to describe an accurately perceived part of the blot. This DV phrase could
be interpreted as a translation of the notion of Having something in mind into a
concrete percept, which might suggest some underlying thoughts that the defendant
was unaware of or unwilling to reveal (e.g., a potential aggressive act). As noted,
however, such interpretive implications of thematic variables are much more speculative than those derived from most of the CS structural variables and are therefore
not recommended for inclusion in a forensic report.
Rorschach examiners are also advised to avoid presenting impressions or conclusions based on a single response or answering questions at the level of the individual
response. If asked about the meaning of any individual response, they should stress
that the interpretive significance of Rorschach findings resides in the summary
scores and indices in the structural summary. Relying mainly on the structural data
provides a strong foundation for expert witness testimony with respect to the available research support (see Chap. 5) and also in responding to challenging
cross-examination.
As an exception to avoiding thematic imagery in forensic reports, repetitive content themes in a Rorschach protocol may sometimes be relevant in a particular case
and sufficiently compelling to strengthen an experts testimony. Thus, noting several responses in which a human figure is seen as bleeding, having been seriously
injured, or being beaten might bolster an inference that the respondent is unusually
fearful of encountering physical harm. Nevertheless, courtroom testimony should
stress that the Rorschach interpretations are based on the summary scores and that
each response is important for what it contributes to the total scores but cannot be
taken out of context and considered the sole basis for any inference.
Along with emphasizing the structural data and their relationship to available
norms, forensic examiners can increase the effectiveness of their testimony by presenting their conclusions in terms of individualized assessment. Individualized
assessment is person oriented rather than test oriented and describes a respondent
without reference to normative data. In addition to or instead of comparing an adolescent to reference data, for example, He has more difficulties than most adolescents at his age in thinking logically and coherently, Rorschach examiners should
consider describing an adolescents symptom patterns and subjective experience, as
following: His ability to think logically and coherently is quite limited, and this
limitation appears to be causing him considerable subjective distress. By applying
such individualized descriptive statements examiners can readily refer to observable
features of a persons present behavior, which usually makes them as easy to explain
and understand as statements based on normative data.
Conclusion
209
Rorschach examiners can additionally strengthen their testimony by using

appropriate qualifiers in phrasing their impressions, as in saying that the data are
fully consistent with, strongly suggest, contain some indications of, or raise
the possibility of some conclusion. Even at their most accurate, Rorschach inferences are not absolute and should not be presented as being definitive. Using qualifiers does not prevent examiners from distinguishing among conclusions with low,
high, or intermediate probability, nor does it preclude their being able to satisfy a
common courtroom request to affirm that a conclusion has been drawn with reasonable probability. Such qualifiers should not be considered merely as a hedge against
challenging cross-examination, nor do they detract from the effectiveness of testbased testimony. Instead, qualifying statements that accurately describe the probability of the findings and reflect the limits of the conclusions are likely to convey
caution, thoughtfulness, and an appropriate degree of humility on the part of an
expert witness.
Conclusion
Using the Rorschach in the criminal justice courtroom can assist in decision-making
processes by translating test findings from the language of personality functioning
into psycholegal concepts. Forensic Rorschach examiners can enhance the effectiveness of their expert witness testimony in cases of adolescents evaluated in the
criminal justice system by explaining in clear and uncomplicated terms how the
Rorschach captures a respondents personality characteristics. They should base
their conclusions mainly on the structural rather than the thematic features of a
Rorschach protocol, state their conclusions in both normative and individualized
terms of reference, and frame their conclusions with qualifiers that accurately
reflect the certainty of the data and the limits of the psychologists expertise. Skilled
examiners with substantial knowledge of Rorschach theory, research, and practice
can contribute effectively to the resolution of legal issues, including correctional
decision-making, in which a defendants personality functioning is a relevant
consideration.
In summary, the Rorschach is limited in how much it can reveal about what
respondents actually are aware of or likely to act. Although Rorschach findings of
psychotic-like functioning provide information about susceptibility to incompetence, they do not document its presence. Nevertheless, when direct inquiry appears
to suggest legal incompetence, Rorschach evidence of immature or impaired cognitive functioning can be useful for examiners testifying in court, to point out why a
defendant is having difficulties demonstrating competence. It is in this testimony
that Rorschach findings of immature or impaired cognitive functioning can prove
useful in evaluating trial competence. Some authors have noted their dissatisfaction
with the juvenile justice system and offered proposals for reform while according
youth some procedural and substantive protections not offered to adults. Specifically,
with respect to rehabilitation issues, to be effective, interventions must address the
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multiple causes of antisocial behavior in adolescent offenders (Levesque, 1996,

2002, 2008). However, this requires application of suitable tools, including the
Rorschach, for evaluating the level of maturation as reflected in the adolescents
personality functioning.
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Chapter 11
Therapeutic Applications
Personality assessment has traditionally been perceived as being incompatible with

the therapeutic process. Assessment and therapy have commonly been conducted in
sequence by two different clinicians and perceived as two separate tasks. Most academic clinical programs have embraced this traditional distinction. In many programs around the world, students have become accustomed to perceiving assessment
as an island separate from the mainland of other topics of clinical psychology and
to viewing learning about psychological testing as an unpleasant obligation, to be
dismissed as soon as possible, to allow them to concentrate in becoming proficient
in psychotherapy.
People generally enter psychotherapy in order to be known, understood, recognized, viewed, and accepted. This is evident when we talk about therapy, but less
obvious with respect to assessment. Nevertheless, what is evident about assessment
is that getting the person being assessed to cooperate in the assessment process must
be therapeutic. Assessors must accordingly offer an experience of mirroring and
acceptance, which is particularly important in the assessment of adolescents.
Adolescents are usually reluctant to recognize and admit to their difficulties and to
cooperate with an adult authority figure whose role is to observe them through testing. Typically it is the parents or school teachers who have initiated the referral for
an evaluation. As a result, many adolescents seen in clinical practice do not cooperate fully with the assessor, which can make the assessment process more complicated than it is with children or adults.
This chapter explores theoretical foundations and practical implications of integrating Rorschach assessment with the therapeutic action in adolescents by applying concepts derived from relational psychoanalysis, which has become the
dominant alternative to classical theorizing within the contemporary American psychoanalytic scene (see Chap. 4). As noted in previous chapters, CS data can be very
helpful for understanding symptom patterns and a patients experience of these patterns, as well as in formulating treatment goals. The discussion in this chapter is
addressed at demonstrating how a Rorschach protocol, when used for drawing

213
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inferences collaboratively with the patient, can become a therapeutic tool. In

contrast to the traditional paradigm, which aims the assessment process solely at
collecting information, the therapeutic assessment approach applies the Rorschach
task in clinical settings with the context of the therapeutic action.
The discussion that follows elaborates the theoretical and therapeutic implications of standardizedindividualized Rorschach assessment and the effects of intersubjective aspects of the assessment relationships on Rorschach interpretation. The
text uses an illustration of therapeutic assessment in the case of a 15-year-old boy
who was referred for evaluation because of avoidance symptom patterns, depressive
mood, and somatization (see Tibon & Rothschild, 2007).
StandardizedIndividualized Rorschach Assessment

As described in Chap. 1, the introduction of the CS initially divided the field into
two seemingly contradictory perspectives. One is the standardized, empirically
based CS and the other the individualized psychoanalytically oriented approach to
interpretation. While applying the standardized approach, we score the Rorschach
protocol, compute various indices based on these scores, and draw inferences
derived from the empirical correlates of these indices. While applying the individualized approach, we look at the sequence of scores and the precise verbalizations,
translate the verbalizations into psychological constructs, based on our theoretical
propositions, and derive conclusions from these. If the two approaches are considered mutually exclusive, assessors may become estranged from the original data.
However, defining perception as a mediator of experience, enables assessors integrating the two approaches into one standardizedindividualized assessment process that is both test and person oriented and that provides an experience-near
personality picture to be used as a therapeutic tool.
The concept of Rorschach therapeutic assessment refers to different types of
approaches that involve a variety of technical procedures (e.g., Handler, 2007).
Common to all of these techniques is the notion that any assessment procedure is
potentially therapeutic. Reflecting this notion, the present approach suggests using
a Rorschach protocol not only for obtaining collaboration and enhancing initial
interventions, but also for developing an individualized and mutual but asymmetric
therapeutic dialogue. With respect to the standardizedindividualized conception,
this approach preserves both the test-oriented standardized CS guidelines for administration and coding of the Rorschach (Exner, 2001) and the person-oriented experiential perspective (Lerner, 1998) on Rorschach interpretation.
As noted in Chap. 6, Rorschach CS assessment should be conducted along a
bipolar continuum consisting of standardized procedures on one pole and individualized adaptations on the other. These two poles are integrated into a dialectic model
of assessment in which two opposing concepts create, inform, preserve, and negate
each other while standing in a dynamic changing relationship between them and
The Effect of Intersubjective Aspects of Assessment on Rorschach Interpretation
215
proceeding toward synthesis (e.g., Ogden, 1986). To think and speak in dialectical
terms is sometimes confusing. However, many Rorschach concepts other than the
standardizedindividualized polarization also imply dichotomous thinking and paradoxical combinations (e.g., realityfantasy; perceptionprojection). Although
these polarities can be viewed as constituting mutually exclusive opposites, clinicians thinking in dialectic terms face the challenge of describing the effects of each
pole on the other and aspects of each pole that are represented within the other
(Hoffman, 1998). In keeping with this dialectic perspective on the Rorschach task,
assessors should apply both test-oriented discipline and person-oriented adaptations
involving intersubjective features.
The standardized Rorschach task enables adolescents to gain some distance from
themselves and consequently to communicate associations that are mediated by the
inkblot stimuli. At the same time, combining the CS basic guidelines (Exner, 2001)
with acceptable adaptations based on the adolescents special needs and cultural
commitments (see Chap. 5) recognizes the young persons subjective experience
and inevitably provides clues to the clinicians subjectivity. When patients perceive
the clinician as departing from a convention of some kind, they have reason to feel
recognized by the clinicians becoming personally involved in their subjectivity.
Deviating from a standard technical stance in favor of immediate and individualized
responsiveness to the person being examined reflects an emotional engagement on
the examiners part that can strengthen the working alliance between them.
Conversely, strict adherence to standardized assessment procedures preserves the
authoritarian and asymmetric aspects of the clinical encounter, and mechanical conformity to particular methods at the expense of individualized responsiveness can
transform a patients initial participation in the encounter into an oppositional
stance.
The Effect of Intersubjective Aspects of Assessment

on Rorschach Interpretation
The individualizedstandardized approach to Rorschach assessment calls for consideration of the intersubjective relationships that evolve between the examiner and
the person being tested and their effect on the Rorschach task. The examiner thus
becomes a participantobserver (Sullivan, 1953) whose subjective experience in
the assessment setting is likely to influence the adolescents responses and the clinicians interpretations of these responses. Some practitioners might argue that viewing the examiner as a participantobserver is inconsistent with the preferable image
of being an objective interpreter. However, personal involvement of the clinician in
the assessment process is not only inevitable, but is also a useful source of information with respect to the complex personality structure and processes in people being
examined.
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The intersubjective aspects of the therapeutic encounter and their effects on both
a patients association products and the inferences drawn from them have been elaborated by authors who endorse the relational psychoanalysis. However, with some
exceptions (e.g., Schachtel, 2001), this intersubjectivity has not been noted in the
Rorschach assessment literature. In describing the therapeutic action from a relational perspective, Aron (1992) refers to the Squiggle Game, an assessment technique used by Winnicott (1958) as part of the initial interview with children to
explore the mutual and subjective aspects of interpretation. Winnicott asserted that,
while focusing on gaining understanding of a patients difficulties, clinicians must
also be able to tolerate not knowing and engage the patient in helping to
understand.
Similarly, collaborative exploration of Rorschach data with the adolescent being
assessed turns the test into a means of communication and thereby changes the
authoritarian aspect of the assessment process into a mutual but still asymmetric
encounter. Like the Squiggle Game, the Rorschach provides information about a
persons current emotional difficulties and often about the roots of these difficulties
in developmental and structural realities. Also in parallel to the therapeutic process,
however, issues of transference and countertransference and their effect on
Rorschach responses should be considered in the process of interpreting, communicating about, and working through the data in a Rorschach protocol.
The basic transference-evoking condition in Rorschach assessment derives from
the testing situation, which is commonly felt as having been imposed, particularly
by adolescents. Preserving the testing standardized procedures can reduce the effect
of such issues on Rorschach responses. However, as described in Chap. 6 and in
keeping with the discussion in this chapter of individualized assessment, there are
cases in which some deviations from standardized procedures may be appropriate
and beneficial. Wisely chosen deviations can be crucial for obtaining sufficient
cooperation to result in an interpretable Rorschach protocol, particularly in working
with adolescents. The inferences drawn from a Rorschach protocol constitute explanations that convey authoritative knowledge about a persons internal experiences.
Exploring these inferences collaboratively with an adolescent being tested emphasizes mutual aspects of the encounter, even within the asymmetric context in which
one person (i.e. the examiner) is the authority. The ongoing dialectic process
between the adolescents perception of the clinician as an authoritative figure with
superior knowledge, judgment, and power and as a peer with whom they are engaged
in a mutual even though asymmetric relationship can be most constructive, especially if the clinicians authority is sufficiently authentic and the authenticity is sufficiently authoritative.
This interactive approach closely resembles what is described in relational psychoanalysis terms as the interplay in the analytic encounter between the principle
of mutuality and the principle of asymmetry (Aron, 1996). However, these relational principles raise a question that should be answered in the daily clinical practice. If we appreciate the shortcomings of an uncritical systematic application of
standardized procedures in Rorschach assessment, and we recognize the potential
benefits of a spontaneous personal engagement with the person being examined,
Case Illustration of Rorschach Therapeutic Assessment in a 15-Year-Old Boy
217
why not abandon the standardized procedures entirely and simply enter into
personal relationships with the patients while focusing on the Rorschach as a therapeutic tool? The answer to this question should take into consideration the merits of
the previously elucidated standardizedindividualized approach in Rorschach
assessment, particularly with respect to preserving the standard CS guidelines for
administration and coding.
Returning to the importance of acknowledging and making constructive use of
the clinicians personal involvement in the Rorschach assessment encounter, this
involvement can be optimized by establishing treatment goals only within the context of clinicians awareness and critical scrutiny of their participation in the process. Without discarding standardized guidelines, clinicians can put them temporarily
in the background while taking into account the potential effect of the intersubjective encounter on the assessment data they collect. Correspondingly, when the standard, formal, and detached examiner stance is in the foreground, aspects of the
relationships that reflect personal engagement should be in the background.
This conception is in accord with psychodynamic theories of assessment specifying that, regardless of how standardized an assessment procedure might be, the
obtained data also reflect the intersubjective relationships between the examiner and
the person being examined (Lerner, 1998; Schafer, 1954). In line with this conception, the impact of transference and countertransference issues on test results should
be considered thoroughly in the process of interpreting these results. Current relational perspectives on therapeutic assessment suggest the simultaneous occurrence
of interpretive and relationship factors, with the two being inseparably linked (e.g.,
Hoffman, 1998). This perspective acknowledges as well aspects of the relationship
that derive from features of the assessment process itself (e.g., the presence of the
inkblot stimuli) and the effect that examiners have on the assessment data even
without any special efforts on their part to have some particular effect. An important
interaction also characterized this process. Communication of inferences drawn
from the Rorschach responses to the person being tested is maximally effective
when received within a context of positive relationships, and positive relationships
are nurtured by communication and collaborative exploration of these inferences.
Case Illustration of Rorschach Therapeutic Assessment

in a 15-Year-Old Boy with Avoidant Symptom Patterns
Adolescents with avoidant symptom patterns typically show social inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation. They may appear
overwhelmed by internal or external experiences, and they are prone to becoming
extremely anxious, frightened, and withdrawn to an extent that limits their interpersonal functioning (see Case Illustration 8.2). Although these symptom patterns can
reflect normative difficulties in coping with developmental tasks, they may also
indicate a type of internalized diagnosable disorder. Avoidant adolescents are
likely to be preoccupied with the idea that they are not good enough and that others
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reject them. They think of themselves as unappealing and socially inept. An important
question to consider in these cases is whether the observed behavioral manifestations of avoidance are ego-syntonic or ego-alien. To the extent that they are egoalien, these symptom patterns are likely to be transient, situational, reactive, and
responsive to psychodynamic treatment.
Background and Reason for Referral

This 15-year-old boy was referred for evaluation because of mixed depressive,
somatic, and avoidant symptom patterns. Both parents are in their 40s and work in
the high-tech industry. They appeared to be highly ambitious and demanding with
respect to the academic performance of this boy and his two sisters, who were 18
and 8 years old at the time of referral. The father was diagnosed with ADHD in
childhood as has been this boy, who is a talented musician. When first seen, he presented himself as being anxious and depressed and as feeling vulnerable. He
reported being quite distressed, having problems with attention and concentration,
feeling worthless and unsuccessful, and lacking social skills. He denied thoughts
about harming himself, but the parents expressed concerns about his depressed
mood. They also reported that, unlike his sisters, he has continually felt rejected by
his peers and would rather play with his younger sister than get involved in peergroup activities. As a further deviation from typical adolescent behavior, he initiated
the present evaluation by asking his parents to find a clinician with whom he could
talk about his difficulties, and he was highly motivated to begin therapy.
Rorschach Structural Data

This adolescent provided a short protocol (R = 14) with a low Lambda (L = 0.08).
This combination of a short record and a low Lambda often delineates an avoidant
defensive strategy, which in this boys case might have been a major source of his
considerable subjective distress. Of greater concern, however, is his elevated S-CON
of 9, along with which he has deviant scores on two other CS constellation indices
(DEPI = 6; CDI = 4) and on numerous affective, interpersonal, and self-perception
variables: D = 5; AdjD = 5; FC:CF + C = 0:5; Afr = 0.27; Complexity Index = 8:14;
COP = 0; Food = 3; Sum T = 3; Human Contents = 0; Egocentricity Index = 0.00;
SumV = 2; FD = 3; and H:(H) + Hd + (Hd) = 0:0.
Also apparent are some cognitive difficulties in the area of attention
(W:D:Dd = 13:1:0; Zd = +7.0), probably related to his experiencing intrusive
thoughts (FM + m = 13). Taken together, these structural data point to considerable
subjective distress and defensive avoidance in a lonely, interpersonally alienated,
and self-derogating boy whose difficulties are internalized and who is unlikely to
Case Illustration of Rorschach Therapeutic Assessment in a 15-Year-Old Boy
219
show any externalized behavior problems (for further discussion of the background
and structural data in this case, see Tibon & Rothschild, 2007).
Treatment Goals
Treatment goals have been widely discussed and debated in the literature
(e.g., Barlow, 1996). Some psychoanalytic authors have questioned whether therapeutic goals should be explicitly defined. However, psychodynamically oriented
clinicians generally agree that treatment goals should be discussed between the
patient and therapist at the beginning of their work together, and relevant research
confirms that better outcomes are associated with patienttherapist agreement on
the treatment goals. There is also widespread belief that clinical interviews and various personality assessment instruments, including the Rorschach, can be useful in
defining these goals (Bram & Peebles, 2014; Weiner, 2004).
The utility of the Rorschach in defining treatment goals is particularly evident in
adolescents who show self-destructive tendencies. In this adolescents protocol the
elevated S-CON pointed out an immediate and urgent need to address and attenuate
his self-destructiveness. It should be noted in this regard that suicidal behavior in
adolescents might gradually emerge in an unfolding process that can involve numerous types of internalized and externalized symptom patterns. Personality characteristics disposing adolescents to self-destructive acts must accordingly be evaluated at
the very beginning of establishing treatment priorities.
The very rich and complicated responses together with his low Lambda (L), confirmed this adolescents intense involvement in the Rorschach task and served as a
clue to the potential effectiveness of conducting a therapeutic assessment guided by
a psychodynamic perspective on Rorschach data. With this consideration in mind,
the clinician who conducted the assessment applied guidelines for therapeutic
assessment as originally designed for enhancing cooperation in treatment of adults.
This application has been developed further into a new approach to therapeutic
assessment, as presented in this chapter as part of the Rorschach Psychoanalytic
Science and Practice (RPSP) model (see Chap. 12).
The Therapeutic Assessment Process

Following the coding of the responses and the computation of the Structural
Summary, the clinician in this case compared her observations on the assessment
process to inferences derived from the Rorschach structural data, the thematic imagery, and the response sequence, as recommended by Weiner (2003). This comparison provided the basis for formulating some hypotheses that she brought to the first
feedback session, which was conducted jointly with the boy and his parents.
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11
The clinician began this first feedback session with some observations on the
boys strengths, as revealed in the assessment process. She focused on his apparently high intelligence, creativity, rich language usage, breadth of knowledge,
agreeableness, and openness to experience. She noted the apparent contradiction
between his observed emotional restriction and social withdrawal, as indicated by
some of the Rorschach findings (e.g., Afr = 0.27; Human Contents = 0), and intense
affectivity suggested by some other Rorschach findings (e.g., L = 0.08;
FC:CF + C = 0:5). She commented that these joint findings paint a personality picture of a shy and sensitive boy who searches for meaningful emotional relationships
but is extremely fearful of the outside environment. Based on these findings, the
clinician raised the hypothesis that being constantly alert to threatening clues from
the environment (elevated number of shading responses) may have led him to
develop an avoidant defensive strategy that has the negative effect of exacerbating
his fears of the outside world. As part of this initial feedback, she also called attention to the elevated S-CON, saying that she is mostly concerned about his potential
for self-destructiveness, as delineated by a Rorschach index that has been proved to
be a valid measure of suicidal tendencies.
It should be noted that the use of self-destructiveness to describe an elevated
S-CON can be helpful for communicating suicidal risk data, particularly with people
who deny or are not aware of suicidal thoughts. In the present case illustration, the
clinician felt that using these terms put the presence of suicidal thoughts in a broad
context that would preserve the mutual trusting relationships already starting to
develop between her and the boy. She offered to continue the feedback in further sessions in which they could explore together the test responses themselves, as a window
into his subjective experience. The boy enthusiastically agreed, and they proceeded
with a therapeutic assessment treatment.
In the subsequent sessions, that were conducted solely with the boy, the clinician
read through the Rorschach responses together with him. She presented these
responses as free-association products, in their original sequence, without reference
to the specific cards that elicited these responses. They discussed together the overwhelming fears of being controlled, blocked, stuck, and dominated that were
reflected in his Rorschach percepts of A monster-animal which swallowed a butterfly (Card III); An animal that took control (Card IV); A crab that came about to
eat the butterfly and the butterfly has no way to escape (Card VIII); and Fish that are
searching for a way to go out but they are blocked from all the sides trapped
(Card X).
The clinician raised the hypothesis that, like the fish he saw in the blot, needy and
dependent, looking for friends, he finds himself in an environment that he sees as hostile, dangerous, and threatening. Experiencing a constant threat in the environment, he
can barely stand on his own feet independently, like the butterfly he saw on Card V that
lacks the two feathers that would fix him in the air. She suggested that, being caught
between the conflicting feelings of desiring nurturance yet fearful of being blocked and
controlled, he regresses to immature relationships. Within the context of these relationships, it is likely that he allows himself to experience helplessness and becomes psychologically paralyzed, unable to function effectively or to resolve his feelings of
Conclusion
221
inadequacy, instability, and exposure to external threat. This observation was quite
effective to create a mutual yet asymmetric basis for further discussion.
The main issues that were discussed further were related to this boys extreme
sense of vulnerability and his apparently resourceful adaptation to it by filtering out
interpersonal connections and emotional involvement. In this regard, they concluded in collaboration that he avoids emotional involvement as a defensive strategy
of keeping his affective experience muted and under control. In addition to providing affirmation of his concerns and defensive avoidance, the collaborative work on
this adolescents Rorschach protocol appeared to have the therapeutic effect of
increasing his openness to developing close interpersonal relationships and helping
him to be more self-confident. These treatment results reflect constructs proposed in
several theories based on psychodynamic developmental conceptualization (e.g.,
Winnicott, 1958, 1971). In accord with this conceptualization, using Rorschach
therapeutic assessment to help this boy view himself more positively served to alter
his negative self-perception. Additionally, by treating him as an expert and engaging
him as a partner in the assessment process, the clinician demonstrated that she considered him a worthy and capable individual.
As shown in this case illustration, establishing a secure working alliance during
the assessment process can help alleviate the discouragement, interpersonal discomfort, feelings of aloneness, and subjective distress that frequently characterize
adolescents who enter psychotherapy. With the focus of assessment expanded in
this collaborative work, both the adolescent and the clinician gain knowledge about
issues that are likely to arise in the treatment. The case illustration illuminates the
process by which analyzing collaboratively the Rorschach protocol can open lines
of further therapeutic communication.
Conclusion
Rorschach assessment can be therapeutic in its own right, and it can also enrich
therapeutic assessment. The therapeutic benefit of being assessed derives from
some common features between assessment and psychotherapy. Most people search
for opportunities to be listened to, understood, and accepted as they are, and they
usually appreciate the assessors interpretations of the test data. Although the therapeutic benefit of such positive attitudes is more apparent in psychotherapy than in
assessment, both procedures provide a relationship with a mental health professional whose sole purpose is to learn more about and be helpful to the person being
seen. As previously noted, adolescents are usually referred for assessment by their
parents, teachers, or other mental health professionals rather than applying on their
own, and they are inclined to regard the Rorschach test as a task being imposed on
them by adult authority. Nevertheless, in common with adults, young people referred
for evaluation are likely to derive benefit from the assessors undivided attention,
nonjudgmental stance, and commitment to being helpful.
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11
Assessors can facilitate making the Rorschach examination a positive experience

and enhance the potential therapeutic benefit of being examined by employing a
standardizedindividualized assessment process. A standardizedindividualized
assessment process combines standard procedures for administering and coding the
Rorschach with individually tailored adaptations to the needs and style of the person
being examined. These adaptations derive from recognizing that Rorschach assessment is an interactive process in which the clinician and the patient form different
kinds of impressions of each other. Sensitivity to this intersubjective process helps
examiners monitor and adjust their conduct of the examination in ways that fit individuals pattern of functioning. Without sacrificing necessary standards or clinging
to them mechanically, examiners can indirectly enhance the potential therapeutic
benefit of taking the Rorschach with such minor adaptations. Such minor adaptations may involve the examiners general manner of relating to the person being
tested; the examiners tone of voice, choice of words while explaining the testing
procedures; and extra-test comments that respond to indications of distress (e.g.,
Youre doing just fine; Do you want to take a break?).
In addition to the indirect therapeutic benefit of providing a positive and potentially helpful experience, Rorschach assessment contributes directly to the welfare
of the person being tested through its utility in treatment planning. For adolescents
and people of all ages, the presence and severity of Rorschach markers of psychological disturbance can help to indicate (a) whether a person is functioning reasonably well or is in need of psychotherapy; (b) whether a person who needs
psychotherapy can be treated adequately on an outpatient basis or requires inpatient
treatment; and (c) whether a persons apparent suicidal tendencies, overwhelming
distress, or other emerging difficulties call for crisis intervention. For people who
have decided to seek psychotherapy, Rorschach findings can suggest which types of
therapy are most likely to prove beneficial for a person with their personality characteristics. For people who have already entered psychotherapy, Rorschach information concerning their personality style and the nature of the underlying
psychopathological manifestations can be useful to them and their therapist in
establishing the goals of their work together.
Therapeutic assessment is an extended feedback process in which the examiner
and the patient collaborate in reviewing the test findings and discussing their implications. These discussions serve as a springboard of further exploration of the personal issues and prior experiences that have caused the person psychological
distress; how the person has coped with these issues and experiences; whether certain means of coping have been more or less helpful in alleviating the persons
psychological distress; and what ways of understanding and coping with this distress might be beneficial. Thus, in contrast to the traditional focus of Rorschach
assessment on collecting information, therapeutic assessment applies the Rorschach
task in clinical settings as part of the therapeutic action as well as the diagnostic
action. With full attention to the structural data and the thematic imagery, the
Rorschach provides a rich source of conclusions, hypotheses, and speculations for
discussion in the course of a therapeutic assessment. A case illustration in this
chapter demonstrates how collaboration in drawing inferences from a Rorschach
protocol can become a therapeutic tool.
References
223
References
Aron, L. (1992). Interpretation as expression of the analysts subjectivity. Psychoanalytic
Dialogues, 2, 475507.
Barlow, D. H. (1996). The effectiveness of psychotherapy: Science and policy. Clinical Psychology:
Science and Practice, 3, 236240.
Bram, A. D., & Peebles, M. (2014). Psychological testing that matters: Creating a road map for
effective treatment. Washington, DC: American Psychological Association.
Handler, L. (2007). The use of therapeutic assessment with children and adolescents. In S. R.
Smith & L. Handler (Eds.), The clinical assessment of children and adolescents (pp. 139147).
Hoffman, I. Z. (1998). Ritual and spontaneity in the psychoanalytic process. Hillsdale, NJ:
Analytic Press.
Schachtel, E. G. (2001). Experiential foundations of Rorschachs test. New York: Taylor & Francis.
Sullivan, H. S. (1953). The interpersonal theory of psychiatry. New York: Norton.
Tibon, S., & Rothschild, L. (2007). Rorschach case formulation in adolescents: Psychoanalytic
perspective on the comprehensive system. In S. R. Smith & L. Handler (Eds.), The clinical
assessment of children and adolescents: A practitioners handbook (pp. 149167). Mahwah,
NJ: Lawrence Erlbaum Associates.
Erlbaum Associates.
Weiner, I. B. (2004). Rorschach Inkblot Method. In M. Maruish (Ed.), The use of psychological
testing for treatment planning and outcome assessment (3rd ed., Vol. 3, pp. 553587). Mahwah,
NJ: Lawrence Erlbaum Associates.
Winnicott, D. W. (1958). The observation of infants in a set situation. In Collected papers: Through
Pediatrics to psychoanalysis (pp. 5269). New York: Basic Books.
Part IV
Toward Empirically Based Psychodynamic

Chapter 12
The Rorschach Psychoanalytic Science

and Practice (RPSP) Model
The problems affecting adolescents in the twenty-first century are enormous and
complex. Current research concerned with aspects of adolescent development comprises a wide range of empirical studies of both normative and clinical age-based
samples. This research provides new insights into adolescence as a unique developmental stage and updated empirical data to assist in evaluating cognitive, emotional,
social, and self-perception developments in adolescence and distinguishing between
healthy and psychopathological personality functioning. To make valid, sensitive,
and specific diagnoses, clinicians must consider what is known about multiple
sources of influence on proneness to develop psychopathological manifestations in
adolescence and utilize multiple methods of assessment.
This volume provides practitioners with a handbook that elaborates the main
principles of Rorschach work with young people, as described in the CS Volume 3
(Exner & Weiner, 1995) and adapts these principles to contemporary theoretical
thinking and accumulated empirical findings derived from CS research. The present
discussion draws on the preceding chapters to explore the application to adolescents
of a new twenty-first century model for Rorschach assessment, the Rorschach
Psychoanalytic Science and Practice (RPSP) model. The model is derived from
recently developed perspectives on research in psychoanalytic science (e.g.,
Wallerstein, 2009) and integrates new developments in neuroscience and developmental psychology with contemporary psychoanalytic thinking.
The RPSP provides an empirically based Rorschach assessment model that is
designed along the lines of the Psychodynamic Diagnostic Manual (PDM Task
Force, 2006) applied to various psychopathological syndromes. Similarly to the
PDM, the RPSP is based on the assertion that mental health comprises more than
simply absence of symptoms. It involves a persons overall mental functioning,
including cognitive, affective, relational, and self-observing capacities and should
therefore be assessed by applying a continuous rather than a categorical approach.
Being addressed to classifying psychopathological manifestations according to the
PDM, the RPSP reflects a dimensional approach to developmental psychopathology

227
228
12 The Rorschach Psychoanalytic Science and Practice (RPSP) Model
(Hudziak et al., 2007) and accordingly enables clinicians to demonstrate the presence or absence of psychopathology in a Rorschach protocol and the degree to
which any disorder is manifested, in addition to exploring it from an experiential
approach. In this regard, the model applies a standardizedindividualized conception of Rorschach assessment.
Basically, the RPSP resembles Weiners (2003) ego psychology perspective on
the interpretation of the Rorschach protocol that has been administered and coded
according to CS guidelines (Exner, 2003). While applying additional psychodynamic perspectives, particularly those of object relations, self-psychology, and relational psychoanalysis, the RPSP model can be viewed as a revision of Weiners
interpretive approach, which suggests examining CS findings within the context of
a pluralistic psychoanalytic paradigm. The model is novel in applying contemporary psychodynamic constructs that have usually been applied exclusively in a therapeutic context to the assessment field. By transporting these constructs to Rorschach
assessment, the model suggests viewing the two aspects of clinical practice, assessment and therapy, as being connected and frequently overlapping, consequently
calling for common concepts.
What follows is a description of the main topics discussed in the four parts of the
volume as providing an overview of the RPSP model. The volume opens with placing the model on the historical continuum of the main developments in Rorschach
assessment since its inception in 1921, particularly with respect to its suitability for
assessing adolescents and its advantages when applied jointly with self-report
inventories. This introductory part is followed by a discussion relating the RPSP to
a pluralistic psychoanalytic theory, to the extensive Rorschach research, and to psychodynamically-oriented practice. The discussion of Rorschach theory, research,
and practice in the second part is further explored by illustrations of RPSP clinical,
forensic, and therapeutic applications, as described in the third part of the volume.
The fourth part of the volume concludes with an overview of the new developments
in Rorschach assessment.
The Development of the RPSP: Building Bridges

in Rorschach Assessment
As noted in Chap. 1, critics of Rorschach assessment have argued that it lacks sufficient empirical evidence to support the inferences drawn from the data it provides.
The CS standardization helped to resolve many of the earlier methodological issues,
and over time it became the most widely used system for administering and coding
the Rorschach. However, the application of the CS with its predominantly statistical
emphasis gradually diminished appreciation for conceptual foundations of
Rorschach assessment. The development of the CS, however, presented a distinct
challenge of how empirically based, structurally derived interpretations can be
counterbalanced and enriched by theoretical concepts and qualitative analysis of
thematic imagery.
The RPSP: Theory, Research, and Practice
229
This question is particularly intriguing with respect to personality assessment of

young people, which requires attention to developmental issues that are likely to
affect personality functioning. Indeed, recent neuropsychological findings, derived
from studies that apply new imaging techniques, have confirmed that adolescence
constitutes a particularly complex developmental stage in which endocrine effects
on the central nervous system can foster intense emotions, impulsivity, lessened
self-control, and preference for actions that offer immediate rewards. Changes in
ongoing brain development may accordingly result in emotional turmoil and poor
impulse control manifest in maladaptive behaviors, including addictions and acts of
violence. These advances have broadened the understanding of the interactional
effect that neurological and personality factors, as measured by the Rorschach CS,
can have on faltering development and point to the system being a useful neuropsychoanalytic tool for assessing personality functioning during adolescence (e.g.,
Zillmer & Perry, 1996).
Neuropsychological findings have in particular been consistent with psychoanalytic views of adolescence as constituting a qualitatively new developmental stage
of individuation (Bleiberg, 2001) in which outside demands frequently induce internal regressive experiences and primitive defensive reactions (see Chap. 2).
Additionally, the evolution of Rorschach research and practice in the twenty-first
century has seen changed from previous splits between empirical and theoretical
approaches to more integrative approaches that encompass both empirical evidence
and psychodynamic conceptualization. At the same time, empirical investigation of
the Rorschach has enhanced its scientific status in the field of personality assessment and demonstrated psychometric properties equivalent to those of self-report
inventories (see Chap. 3).
Also in contemporary times, psychoanalytic thinking has given rise to numerous
new CS-based measures, including the AdjDMD (Weiner, 2003), the Ego Impairment
Index (EII-2; Viglione, Perry, & Meyer, 2003), and the RealityFantasy Scale
Version 2.0 (RFS-2; Tibon-Czopp, Appel, & Zeligman, 2015), all of which are
applied in the present volume. Given these developments, the complaint sometimes
heard that the CS is incompatible with psychoanalytic thinking about personality
functioning is neither warranted nor relevant for analyzing specific Rorschach data.
Accordingly, starting with Exner and Weiner (1995) and applied in other books
(e.g., Exner & Erdberg, 2005), CS data have been merged with various psychodynamic perspectives. This approach has gradually become the dominant strategy in
interpreting a Rorschach protocol (e.g., Bram, 2010; Silverstein, 2013).
The RPSP: Theory, Research, and Practice

Psychoanalysis has become increasingly diverse over the years and pluralistic with
respect to theoretical perspectives. A unified paradigm for conceptualizing all people and situations has not proved satisfactory for capturing the many nuances of
personality functioning. Unified paradigms have been based on assumptions in
230
psychoanalytic practice of a homogeneity principle according to which unity of the

psyche derives from a global organizing principle that is the same for all of its components. However, even complex single-mechanism theories are unlikely to prove
useful in clinical practice. The dominant theoretical conceptualization in psychodynamic psychotherapy changed during the 1990s from a monistic approach toward a
more pluralistic one, but this transformation has not characterized Rorschach
assessment. Instead, diverse theoretical perspectives on interpreting Rorschach data
have been applied separately. Psychodynamically oriented authors have usually
interpreted these data from some particular theoretical perspective. Weiner (2003),
for example, proposed a model based on ego psychology. Additional models have
integrated concepts derived from other theoretical perspectives (see Chap. 4). The
present volume provides a modular psychodynamically oriented paradigm for interpreting Rorschach CS findings. This modular paradigm stems from conceiving the
mind as constituted by the articulation of systems that function according to different rules, evolve in parallel and asynchronous patterns, and are linked through complex relationships that call for multiple interpretive strategies.
Empirically, the RPSP fits well with the accumulated research findings concerning the CS, which has proved to be a reliable and valid method of Rorschach assessment. As discussed in Chap. 5, there are some notable differences between the
adolescent normative data derived from the international project of Meyer et al.
(2007) and those collected in the USA about 30 years ago and presented in Exner
(2001) with the recent samples apparently looking less adjusted. Although these
differences could be considered to have implications for psychopathology, it is also
quite possible that they reflect cultural changes worldwide related to advances in
modern technology. Whether the differences are due to exposure to environmental
changes or to substantial changes in patterns of mental functioning, particularly in
adolescence, is a question for further exploration. Whatever the answer to this question might be, practitioners using the international CS database to establish a benchmark between healthy and psychopathological functioning should follow the CS
procedures of administration and coding (Exner, 2003; Exner & Weiner, 1995). The
RPSP model assumes preservation of these procedures, which enable clinicians and
researchers to compare their Rorschach data to the large reference database now
available.
When applying the RPSP in distinguishing between healthy and psychopathological functioning in adolescents, clinicians should be aware of cross-cultural
issues that might contribute to deviations from age-based normative data. For example, empirical evidence demonstrates a striking similarity between the Rorschach
data of African Americans and White Americans. Nevertheless, African Americans
give fewer responses (R) and fewer cooperative movement (COP) responses, particularly when the Rorschach is administered by a White examiner (e.g., Presley,
Smith, Hilsenroth, & Exner, 2001). Because available normative reference data
have until recently been somewhat skewed toward Western culture, international
practitioners should focus their interpretations on CS deviations that differ substantially from traditional cutoff scores and are therefore likely to be clinically meaningful in any population (e.g., PTI = 5).
The RPSP Model for Assessing Adolescents: Diagnostic, Forensic, and Therapeutic
231
To assist practitioners, this problem is addressed in the present volume by

drawing on the data of three nonpatient adolescent samples, from Italy (Lis, Salcuni,
& Parolin, 2007), Israel (Tibon-Czopp, Rothschild Yakar, & Appel, 2012), and Iran
(Hosseininasab, Mohammadi, Weiner, & Delavar, 2015), to create a combined
international sample of nonpatient adolescents. Analysis of the data from the three
participating countries confirmed the cross-cultural transportability of these CS
norms and also made it possible to provide a composite set of international norms
for adolescents that can serve as a benchmark in clinical evaluations (see Chap. 5).
Rorschach practitioners can additionally appreciate knowing that CS empirical
data have proved consistent with a pluralistic psychodynamic perspective on interpretation of these data. Although not homogeneous, this psychodynamic perspective fits well with psychoanalytic science. It should nevertheless be stressed that a
pluralistic psychodynamic perspective pertains only to the interpretive phase of
Rorschach assessment. As has been noted, the administration phase of the Rorschach
as a free-association task requires strict conformity with the CS administration
guidelines delineated by Exner (2000).
The RPSP model assumes that a conceptual integration of developmental, neurobiological, and psychodynamic considerations with cross-cultural normative data is
essential to understanding how neurobiological changes during adolescent development interact with patterns of personality functioning. The key challenge for
Rorschach assessment in this regard is building bridges across diverse disciplines
and disparate approaches to link their concepts and empirical data so as to enhance
understanding of personality functioning in adolescence. It is worth noting that the
Rorschach has sometimes been viewed either as a measure of personality structure
or as a measure of personality dynamics. In fact, it is both, and the data it generates
speak broadly to the different facets of personality functioning and subjective experience as delineated in Chap. 6 of this volume.
The RPSP Model for Assessing Adolescents: Diagnostic,

Forensic, and Therapeutic Applications
Applications of the RPSP model derive from the basic nature of the Rorschach task,
which consists of looking at an inkblot and formulating a response to the examiners
question, What might this be? The blot is something that is out there, separate
from the person, and the respondents task is to misperceive it, because in fact it is
only an inkblot. Accordingly, Rorschach responses are created within the intermediate space between self and other and between reality and fantasy. It involves both
perception and projection and the integration of subjective and intersubjective
experiences.
In line with this conception, Smith (1990) has applied to Rorschach interpretation Winnicotts (1971) construct of potential space and Ogdens (1986) model
delineating different types of psychopathological conditions as forms of collapse of
potential space. The construct of potential or transitional space between reality and
232
fantasy as a major concept in modern psychoanalytic thinking, which describes how

people organize their experience. In this formulation, meaningful human experience
is generated by a mutual, dialectical, and enriching tension between reality and
fantasy (e.g., Mitchell, 2000). Healthy psychological functioning is accordingly
demonstrated by individuals who can separate their own psychic reality from that of
other people while adequately maintaining an intermediate, transitional space where
reality and fantasy are perceived as separate yet interrelated.
Assuming that Rorschach responses are located on the continuum between reality and fantasy, the RPSP model can be useful for distinguishing between healthy
and psychopathological personality functioning; it can assist in delineating different
types of psychopathological manifestations; and it can facilitate an experience-near
understanding of individuals who show these psychopathological manifestations.
Some critics of Rorschach assessment have called attention to CS indices that do
not correlate well with the DSM diagnoses. This is not a surprising finding, because
the Rorschach is not a diagnostic test; it was not designed as a diagnostic test, nor
was it intended to fit into DSM diagnoses (Weiner, 1999). Rather, the Rorschach is
a personality assessment instrument that provides information about what people
are like and how they are likely to think, feel, and act. Such information about personality functioning drawn from a Rorschach protocol can often assist in differential diagnosis, and this information provides an alternative to describing conditions
solely only by their externally observable aspects with little attention to the subjectively experienced features of these conditions.
Consistent with this conception of the Rorschach as a personality assessment
instrument, applying the RPSP in assessing adolescents enhances its utility for evaluating their proneness to developing a disorder and for delineating the type and
severity of that disorder if it has already developed. As an example, Rorschach CS
indices of disordered thinking and impaired reality testing are helpful in diagnosing
schizophrenia, because schizophrenia, despite its heterogeneity, is a disorder characterized by cognitive dysfunction. For the most part, however, a direct relationship
between CS markers of psychopathology and other DSM diagnoses is less likely
than in this example, primarily because DSM diagnoses emphasize observable
symptom patterns, not underlying personality characteristics (see Chaps. 79).
In particular, differential assessment of types of personality disorder as defined
by whether specific personality traits are present or absent has not been validated. It
is worth noting that the Diagnostic and Statistical Manual of Mental Disorders,
Fifth Edition (DSM-5; American Psychiatric Association, 2013) includes a proposed model for dimensional rather than categorical classification of personality
disorders. This dimensional approach would increase the effectiveness of the
Rorschach CS as a means of distinguishing between healthy and psychopathological functioning and delineating diagnosable personality disorders. It seems likely
that, based on the DSM-5, new classifications of various disorders usually seen in
young people (e.g., disorders on the autistic spectrum, eating disorders) would further bridge the gap between Rorschach assessment and DSM diagnoses.
The RPSP Model for Assessing Adolescents: Diagnostic, Forensic, and Therapeutic
233
However, practitioners should not assume that empirically supported interpretations of Rorschach CS data describe the personality organization of all people with
the same symptom patterns, irrespective of their cultural norms and regardless of
whether they are disposed to being anxious or depressed, introverted or extroverted, or self-centered or interpersonally oriented in their subjective experience of
these symptom patterns. To the contrary, individuals with similar symptoms but
different personality styles cannot be given a one-size-fits-all description in an
assessment report.
Clinical psychology has a long-standing tradition of attention to individual differences in the people who receive their services. Despite considerable empirical evidence concerning such individual differences, some Rorschach practitioners tend to
regard symptom patterns as entities in their own right, rather than as expressions of
a persons complex and unique individuality. Rorschach assessment also runs the
risk of excessive reliance on a detailed manual or computer printout in formulating
interpretations. Well-designed and validated manuals and printouts provide information that describes groups of people, but they do not capture individual uniqueness.
Adequate attention to individual differences does not detract from the importance of
basing Rorschach assessment on scientific research. With this consideration in
mind, examiners applying the RPSP model in the assessment of adolescents should
formulate personality descriptions that are based on well-validated CS variables but
that also capture the dimensionality, multiplicity, and subjective experience of psychopathological conditions. Some case illustrations of the RPSP diagnostic applications are provided in Chaps. 79 of this volume.
Forensic applications of the RPSP involving adolescents should recognize the
common gap in young people between their intellectual and their emotional maturation, which is relevant to the various psycholegal issues discussed in Chap. 10. As
noted, specific structural changes occur in the brain during adolescence, as do changes
in how the brain works. From adolescence into adulthood, activity in brain systems
involving self-regulation is strengthened and functional MRIs have shown that reward
centers in the brain are activated more readily in adolescents than in children or adults.
Heightened sensitivity to anticipated rewards can motivate adolescents to engage in
risky acts, such as unprotected sex, fast driving, or drug use, in which they anticipate
pleasure without sufficient awareness of the risks involved. This hypersensitivity to
reward is particularly pronounced when adolescents are in the company of friends.
These emerging findings from neuroscience research could have a substantial
effect on how adolescents are treated in the courtroom. Many adolescents have not
yet developed the same control over their actions as mature adults and should therefore be treated differently. Clinicians applying the RPSP in criminal cases involving
adolescents may find this developmental conception helpful in evaluating control
capacities and other personality characteristics relevant to the psycholegal issues in
a particular case.
The potential application of the RPSP model extends beyond such diagnostic
and forensic considerations. Contemplating the psychodynamic meaning of symptoms and personality characteristics may help to clarify how the two are related.
Thus, when a clinical picture seems confusing because the observed personality
234
characteristics do not point to a clearly recognizable disorder, the possible broader

meanings of these personality characteristics and of certain disorders may lend
some clarity. Nevertheless, psychodynamic reconstructions cannot substitute for
reliable and valid criteria for obtaining empirically based meaningful diagnoses.
There may, however, be inherent difficulties in resolving diagnostic threshold
problems with extended explanations of symptoms and personality characteristics.
To help resolve such difficulties, we recommend applying Rorschach inferences
features derived from ego psychology (Exner & Weiner, 1995; Weiner, 2003) jointly
with other psychodynamic perspectives integrated within psychoanalysis dialectic
models. This joint application can facilitate formulation of complex and atypical
clinical pictures that do not fit familiar patterns. Such an approach can provide diagnostic understanding that goes beyond grouping observed symptoms into categories. This interpretive approach should nevertheless be based on a foundation
consisting of psychometrically sound CS variables.
As described in Chap. 11, Rorschach assessment serves more than diagnostic
purposes and can also constitute a therapeutic intervention. Adolescents experience
being assessed idiosyncratically, depending on their individual cognitive capacities,
attachment styles, preferred defenses, family and social context, previous experiences with other practitioners, and a variety of other factors. Clinicians applying the
RPSP model can use the standardizedindividualized approach as an opportunity to
develop and maintain psychodynamic therapeutic assessment with adolescents and
to work collaboratively with them in exploring the implications of their Rorschach
responses.
As shown in the case illustrations provided in this volume, establishing a secure
working alliance in the assessment phase of treatment can help alleviate the discouragement, interpersonal discomfort, feelings of aloneness, and subjective distress
that frequently characterize adolescents who enter psychotherapy. Within the context of therapeutic assessment, both the adolescent and the clinician gain knowledge
about issues that are likely to arise in the treatment. In this regard, the RPSP
enhances application of contemporary psychoanalytic constructs that are usually
reserved for ongoing psychotherapy to psychological assessment. By transporting
these constructs to Rorschach assessment, the model embraces the conception that
the assessment and therapy aspects of clinical practice are interrelated, basically
connected, and frequently overlapping, and they consequently call for a common
theoretical frame of reference. However, because adolescents have often been compelled to be evaluated or see a therapist and may be filled with shame for needing or
seeking help, practitioners should interpret Rorschach markers of psychopathological manifestations in light of such personal and contextual considerations.
Our conception of this volume and the information we provide include several
contemporary developments. Of particular importance among these developments
is the presentation of new composite adolescent reference norms, based on
international sampling, and the translation of these norms into T Scores. To facilitate personality description, the traditional CS clusters of variables are reorganized
into the four domains of cognitive functioning, affective experience, interpersonal
relatedness, and self-perception. Protocol interpretation is focused on 45 CS and
References
235
CS-based variables that distinguish between healthy and psychopathological

functioning in adolescents and five variables (R, EB, a:p, Ma:Mp, Complexity
Index) that are indicative of personality style but are largely independent on the
level of psychological functioning. The 45 diagnostic and five stylistic variables
are listed in a revised version of the RIAP (Exner & Weiner, 2003) Structural
Summary that facilitates presentation of the data.
Beyond these developments of the CS, we outline a new conceptual model for
interpreting Rorschach data, the Rorschach Psychoanalytic Science and Practice
(RPSP) model that is discussed in this chapter. This model refers to the Rorschach
as a free-association task and integrates structural, thematic, sequential, and behavioral data. By referring to developmental considerations and applying some new
CS-based variables in addition to the traditional CS variables, the RPSP model
points to the CS as an evolving system that is suitable for Rorschach assessment in
the twenty-first century, particularly with adolescents. In addition to differentiating
normal from psychopathological functioning, the RPSP model provides clinicians
with a psychodynamic tool that allows them to conduct standardized-individualized
Rorschach assessment.
Conclusion
In conclusion, based on a standardizedindividualized approach, the RPSP model
assumes that conceptual integration of developmental, neurobiological, psychodynamic and contextual considerations with cross-cultural normative data is essential
to understanding how neurobiological changes during adolescent development
interact with patterns of personality functioning. In accord with this conception,
personality descriptions are based on well-validated CS variables but also capture
the individual uniqueness of adolescents subjective experience of their psychological problems. By combining ego psychology concepts with those of other psychodynamic perspectives on personality functioning in Rorschach interpretation, the RPSP
model facilitates formulation of complex and atypical clinical pictures that do not fit
familiar patterns. Clinicians applying the RPSP model can also use the standardizedindividualized approach for developing therapeutic assessment with adolescents and exploring collaboratively with them the implications of Rorschach data.
References
236
Exner, J. E. (2000). A primer for Rorschach interpretation. Asheville, NC: Rorschach Workshops.
Exner, J. E., & Weiner, I. B. (2003). RIAP 5Rorschach Interpretation Assistance Program:
Version 5 for Windows. Odessa, FL: PAR Psychological Assessment.
Hudziak, J. J., Achenbach, T. M., Althoff, R. R., & Pine, D. S. (2007). A dimensional approach to
developmental psychopathology. International Journal of Methods in Psychiatric Research,
16(S1), S16S23.
Mitchell, S. (2000). Relationality from attachment to intersubjectivity. Hillsdale, NJ: Analytic Press.
Presley, G., Smith, C., Hilsenroth, M., & Exner, J. E. (2001). Clinical utility of the Rorschach with
African Americans. Journal of Personality Assessment, 77, 491507.
Silverstein, M. L. (2013). Personality assessment in depth: A casebook. New York: Routledge.
Decision and Negotiation. Doi: 1007/s10726-015-9432-z.
Tibon-Czopp, S., Rothschild Yakar, L., & Appel, L. (2012). Rorschach Comprehensive System
81, 149156.
Wallerstein, R. S. (2009). What kind of research in psychoanalytic science? International Journal
of Psychoanalysis, 90, 109133.
Erlbaum Associates.
Zillmer, E. A., & Perry, W. (1996). Cognitive-neuropsychological abilities and related psychological disturbances: A factor model of neuropsychological, Rorschach, and MMPI indices.
Glossary
The glossary is designed to provide the reader with the list of CS and CS-based variables used in this volume as illustrated by Rorschach protocols of adolescents with
various symptom patterns (see Chaps. 7, 8, and 9). In some of the variables codes
assigned at the response-level use the same abbreviation at the protocol-level score.
The glossary presents the abbreviation and a general description for each of the variables. With the exception of the five stylistic variables (R, EB, a:p, Ma:Mp, Complexity
Index), the reference values for all the variables are presented in Tables 6.16.4.
Abbreviation
AdjD Score
AdjDMD
Afr
AG
a:p
Description
Adjusted D Score. An index, based on determinants,
which provides information about persistent stress
tolerance and control, and is calculated by subtracting
situational stress scores (m > 1 and Y > 1) from the
D Score
AdjD minus D. A CS-based index calculated by
subtracting the D Score from the AdjD Score, which
delineates tendencies to develop anxiety symptoms in
response to situational stress
Affective Ratio. A ratio, which compares the number
of responses given to cards VIIIX to those of cards
IVII and relates to interest in emotional stimulation
Aggressive Movement responses. Sum of responses
coded with AG special score (e.g., Two people
fighting), in which AG > 2 indicates proneness to be
physically or verbally aggressive and AG = 0 points to
impaired interpersonal functioning
Active-Passive Ratio. A ratio based on the number of
active (a) as compared to passive (p) movement
responses, which is associated with flexibility in
thinking and active or passive attitudes
Cases
8.2; 8.3
7.1; 7.2; 8.2;

8.3; 8.4; 9.1; 9.2
7.1; 7.2; 8.1
8.2; 8.3; 8.4;

9.1; 9.2
7.1; 7.2; 8.1;

8.2; 8.3; 8.4;
9.1; 9.2
(continued)

Responsible Adolescent Development, DOI 10.1007/978-1-4939-3151-4
237
238
Glossary
(continued)
Abbreviation
Blends:R
CDI
Col-Shd
COP
Const.
D Score
DEPI
DQv
EA
EB
eb
Description
Complexity Index. A ratio between the number of
responses with multiple blot qualities (Blends) and the
total number of responses (R), which delineates degree
of complexity as compared to simplicity in functioning
Coping Deficit Index. Constellation index, based on
5 conditions, which reflects impaired interpersonal
relatedness
Color-Shading Blend. A response with color and
shading determinants, which is included in both the
DEPI and the S-CON as indicating lowered capacity
to enjoy positive emotional experiences
Cooperative Movement. Sum of responses, coded with
COP special score (e.g., Two people dancing), in
which a value of zero suggests difficulties in
perceiving interpersonal relationships as positive and
cooperative
Constriction Index. A ratio based on the number of
achromatic color responses (C) as compared to the
weighted sum of color responses (WSumC) and
indicates excessive internalization of affect
Difference Score. An index, based on determinants,
which provides information concerning the
relationship between available resources (EA) and
stimulus demands (es) as representing current stress
tolerance and capacity for stress tolerance and
control
Depression Index. Constellation index, which is based
on 7 conditions referring to affective functioning and
self-perception, and reflects elevated subjective
distress if five of the conditions are checked, and
psychopathological affective functioning if six of the
conditions are checked
Developmental Quality Vague. Sum of responses
coded with v or v/+, in which the objects have no
specific form demand and the articulation does not
introduce a demand (e.g., a cloud), associated with
lack of precision in attending to external reality
M+WSumC. An index based on the sum of Human
Movement (M) responses and the Weighted Sum of
Color responses (WSumC), which indicates available
resources for coping with experience
M:WSumC. A ratio between the number of Human
Movement (M) responses and the Weighted Sum of
Color responses (WSumC), indicating coping style
Experience Base. A ratio between the number of
Nonhuman Movement (FM+m) responses, and those
of shading and achromatic color, which indicates
cognitive and affective experienced distress evoked by
the stimulus derived from the stimulus
Cases
7.1; 7.2; 8.1;
8.2; 8.3; 8.4;
9.1; 9.2
7.2; 8.2; 8.3;
9.1; 9.2
7.2
7.2; 8.1; 8.2;

8.3; 9.1; 9.2
7.1; 8.2; 9.1
7.1; 8.2; 8.3; 9.1
7.1; 7.2; 8.2; 9.1
7.2
7.2; 8.1; 8.2;

8.4; 9.1; 9.2
7.1; 7.2; 8.1;

8.2; 8.3; 8.4;
9.1; 9.2;
7.2; 8.2; 9.1
(continued)
239
Glossary
(continued)
Abbreviation
Egoc. Index
EII-2
FC:CF+C
Fd
FD
FM+m
H:(H)+Hd+(Hd)
Human Content
HVI
INTELL
Lv2
M-
Description
Egocentricity Index. An index based on the proportion
of Reflections (Fr + rF) and Pair (2) responses in the
protocol, which relates to self-focusing
Ego Impairment Index 2nd Version. A CS-based
index, composed of 7 cognitive and interpersonal
variables that are multiplied by empirically-based
coefficients, which distinguishes between healthy and
impaired personality functioning
Form-Color Ratio. A ratio between the number of
form-dominated color responses (FC) and the sum of
color-dominated and Pure Color responses (CF+C),
which indicates capacity of affect modulation
Food responses. Sum of responses, coded with Fd
content, which indicates dependency needs
Form Dimension. Sum of responses coded with FD
determinant, for perceiving the blot as indicating
dimensionality based on form features, which relates
to ones capacity for introspection and psychological
mindedness
Animal Movement (FM) and Inanimate Movement (m)
responses. Sum of responses coded with Nonhuman
Movement determinants, indicating intrusive thoughts
and internal tension respectively
A ratio based on the proportion of whole and realistic
human figures seen across cards as indicating an
integrative view of people
Human figure responses. Sum of H, (H), Hd, and (Hd)
contents, indicating interest in people
Hypervigilance Index. Constellation based on absence
of Texture (T) responses, and 7 other conditions,
which indicates when positive a paranoid-like frame
of reference
Intellectualization Index. Sum of Abstract (AB)
special score multiplied by 2, plus Art and Ay
contents, indicating the use of intellectualization as a
defensive strategy
Lambda = F/(R-F). A score based on the number of
pure form (F) responses, divided by the number of
responses with determinants other than F,
representing openness to experience
Level 2 Special Scores. Sum of responses coded with
DV2, DR2, INCOM2, or FABCOM2, indicating
disordered thinking
M minus responses. Sum of Human Movement (M)
responses coded with Form Quality minus (FQ-),
indicating misperception of people and interpersonal
relationships
Cases
7.1; 7.2; 8.1;
8.2; 8.3; 8.4;
9.1; 9.2
7.1; 7.2; 8.1;
8.4; 9.1; 9.2
8.2; 8.3
7.2; 8.1; 8.3;

8.4; 9.1
7.2; 8.1; 8.39.1
7.1; 7.3
7.1; 7.2; 8.2;

8.3; 9.1; 9.2
7.1; 8.3
7.1
7.1; 7.2; 8.1;

8.2; 8.4; 9.1; 9.2
7.1; 8.3; 9.1; 9.2
7.1
(continued)
240
Glossary
(continued)
Abbreviation
Ma:Mp
MOR
PER
PTI
Pure C
Pure H
Reflections
RFS-2
S-CON
Description
A ratio based on comparison between the number of
Active (a) to Passive (p) Human Movement (M)
responses, which represents the dominate style of
thinking (active vs. passive) about ones own
experience
Morbid responses. Sum of responses coded with MOR
special score, which refers to images of dysphoric
emotions and/or damaged objects, representing
pessimistic thinking and/or lowered self-perception
Popular responses. Sum of responses coded as
Popular (P), which indicates the extent of
conventional perception
Personalized responses. Sum of responses coded with
PER special score, which communicates personal
experience in formulating a response, and reflects
defensive, authoritarian, or narcissistic dispositions
Perceptual Thinking Index. Constellation index, which
is composed of 5 conditions involving the cognitive
Special Scores and Form Quality variables, and has
implications for psychotic-like functioning
Pure Color responses. Sum of responses in which the
percept is based on color only, representing affective
intensity and limited control of emotions
Pure Human responses. Sum of responses coded for
real and whole human figures, indicating presence of
integrative human representations
Total number of responses in a given protocol, which
indicates avoidance when lowered, and overwhelming
mental states when elevated
Reflection responses. Sum of responses in which
symmetry is involved and the object is reported as
being reflected (e.g., A person looking in the mirror),
suggesting narcissistic dispositions
Reality-Fantasy Scale Version 2.0. A CS-based index,
which operationalizes the psychoanalytic construct
of potential or transitional space between reality and
fantasy and provides the user with two derivations,
RFS-P and RFS-S that delineate different
psychopathological states
Space responses. Sum of responses with S location
code given to objects in which the white parts of the
blot are used, representing oppositional attitudes and
behaviors and/or internal emptiness
Suicide Constellation. Index based on 12 conditions
ranging across different CS clusters, which delineates
self-destructiveness
Cases
7.1; 7.2; 8.1;
8.2; 8.3; 8.4;
9.1; 9.2
7.1; 7.2; 9.2
7.2; 8.4; 9.1
7.2; 8.1
7.1; 9.2
7.2; 8.3; 9.1
7.1; 7.2; 8.1;

8.2; 8.3; 8.4;
9.1; 9.2
8.3
7.1; 8.1; 8.2;

8.3; 8.4; 9.1; 9.2
7.1; 7.2; 8.1;

8.3; 9.1; 9.2
7.2; 8.3
(continued)
241
Glossary
(continued)
Abbreviation
Sum T
Sum V
W:D:Dd
WDA%
WSum6
X-%
XA%
Xu%
Zd
Description
Sum Texture. Sum of responses in which nuances of
dark and light are used to indicate tactile qualities
interpreted as indicative of attitudes toward
interpersonal closeness and degree of dependency
Sum Vista. Sum of responses in which nuances of dark
and light are used to indicate dimensionality and are
interpreted as being related to self-criticism and low
self-regard, frequently associated with guilt for ones
own actions
Economy Index. A ratio, which presents the
proportion of each of the location codes (W, D, Dd),
associated with patterns of attention or processing the
stimulus
Form Appropriate Common. The proportion of
responses given to W and D areas of the blot, in which
there is appropriate use of form features (FQ +, o, or u),
associated with accuracy in perceiving commonly
attended parts of reality
Weighted Sum of 6 Special Scores. Sum of all Level 1
and Level 2 Special Scores plus ALOG and CONTAM,
indicating disordered thinking
X-percentages. Frequency of responses with FQ-,
which refers to percepts that do not resemble the blot
area or are uncommon in nonpatient samples, and
indicates accuracy of perception and adequacy of
reality testing
Form Appropriate Global. The proportion of
responses in which there is appropriate use of form
features (FQ +, o, or u), associated with perceptual
accuracy of both commonly and uncommonly
attended parts of reality
Unusual FQ percentages. Frequency of responses
with FQu, in which the appropriate use of form
features includes uncommon object definitions,
associated with ones commitment to conventionality
Processing Efficiency. A difference score based on the
frequency of responses in which organizational
activity occurs (Zf), representing level of cognitive
activity in organizing the stimulus field
Cases
7.1; 8.2; 8.3
7.1; 7.2; 8.1;

8.2; 8.3; 8.4;
9.1; 9.2
7.2; 8.2; 9.1; 9.2
7.1; 9.2
7.2; 8.2; 9.1; 9.2
7.2; 8.3; 9.1; 9.2
8.3
Index
A
ADHD, 33, 73, 107, 110, 119, 218
AdjDMD, 21, 101, 104, 105, 107, 121, 129,
131, 132, 134, 137, 144, 145, 153, 155,
163, 165, 172, 174, 182, 184, 186, 191,
192, 229
Adjustment symptom patterns, 141, 179, 180,
182, 188
Administration, 47, 9, 10, 29, 30, 38, 51,
6568, 75, 91, 92, 9798, 106, 111,
153156, 158, 159, 181182, 199, 207,
214, 217, 230, 231
Alexithymia, 18, 170, 174
Antisocial behavior, 14, 15, 34, 37, 71, 194,
197, 202204, 210
Anxiety, 17, 21, 35, 101, 105, 119, 127, 129,
134, 135, 142148, 150, 151, 155157,
161, 162, 166168, 174, 176, 180,
183187, 192, 204
Avoidant behavior, 142, 151161, 171
B
Blend responses, 134, 135, 143
C
Coding, 48, 10, 17, 18, 29, 48, 56, 58,
59, 6570, 75, 91, 92, 97, 98, 111,
124127, 135, 143, 156, 157, 167, 168,
175, 184, 192, 207, 208, 214, 217, 219,
222, 228, 230
Comprehensive System (CS)

clusters, 7, 54, 102, 104, 124, 234
constellations, 19, 71, 74, 97, 110,
131, 218
cross-cultural normative data, 20, 22, 68,
7375, 99, 231, 235
norms, 8, 9, 1522, 66, 74, 75, 85, 86, 90,
106109, 118, 166, 174, 184, 231
psychometric properties, 7, 66, 67, 69, 206
reference values, 20, 99101, 103105,
108, 109, 198
reliability, 8, 66, 6971, 206
validity, 8, 22, 66, 7173, 206
Conceptualempirical matrix, 810
Conduct Disorder, 34, 72, 130, 194, 202
Criminal justice system, 197, 202, 209
Criminal responsibility, 197, 199201
Cross-method congruence, 3740
CS-based variables, 11, 60
D
Depression, 14, 15, 27, 30, 33, 36, 39, 59,
66, 129132, 137, 146, 152, 155161,
166, 170, 180, 181, 184189, 192, 214,
218, 233
Developmental trends, 15, 1822
Diagnostic and Statistical Manual
of Mental Disorders, Fifth Edition
(DSM-5), 35, 117, 161, 162, 169,
179, 188, 194, 232
Diagnostic applications, 117138, 233

Responsible Adolescent Development, DOI 10.1007/978-1-4939-3151-4
243
244
Dissociative disorders, 22, 53, 54, 124, 145
Domain of personality functioning, 15, 19,
104, 106, 143, 183
E
Eating behavior problems, 130, 179,
188189, 191
Ego Impairment Index (EII-2), 21, 52, 66, 70,
71, 99, 104, 105, 120, 121, 124, 128,
129, 132, 134, 138, 143, 144, 150,
153, 163, 165, 168, 171, 172, 174,
176, 182, 183, 186, 190, 191, 201,
203, 229
Ego psychology, 8, 1617, 5154, 58, 59, 61,
124, 174, 228, 230, 234, 235
Explicit and implicit methods, 40
Externalized symptom patterns, 179195, 219
F
Faltering development, 17, 19, 55, 180, 186,
187, 229
Forensic applications, 197210, 231235
G
Guidelines for interpretation, 74, 110, 111, 190
Index
K
Klecksographie, 3
L
Level of personality organization, 29, 33, 36,
59, 106, 127, 180, 185, 187189
M
Major affective disorder, 13, 119, 128137,
155, 162, 198
Mental representations, 17, 53, 54, 58, 103,
136, 137, 168, 173, 193
Minnesota Multiphasic Personality InventoryAdolescents (MMPI-A), 2728, 31, 38,
66, 72
Multi-method assessment, 28, 3740
N
Normative case illustration, 106110
Normotic personality, 18, 170
O
Object relations theory, 8, 51, 5354, 58, 61
Obsessivecompulsive symptom patterns, 18,
161169
Orthogenetic developmental theory, 1618
H
Human figures, 103, 104
I
Impression management, 2932, 39, 197, 205
Incremental validity, 8, 197, 205206
Integrative Complexity, 21, 199
Intellectualization, 47, 56, 68, 100, 126127,
129, 134, 233
Internalized symptom patterns, 141177, 179
Interpretation, 59, 1518, 20, 21, 29, 40, 47,
4961, 6668, 70, 74, 85, 89, 97106,
108, 110, 111, 117, 118, 120128,
131136, 143150, 152160, 164168,
171175, 183186, 190194, 199, 201,
202, 206208, 214217, 228, 230, 231,
233235
Irreducible Subjectivity, 67, 69
J
Judgment, 52, 91, 92, 100, 119, 126, 128, 161,
168, 184, 198, 200, 216
P
Performance-based measures, 17, 2740,
111, 205
Personality assessment, 5, 10, 20, 2840, 58,
66, 70, 71, 9092, 111, 112, 130, 138,
169, 197, 201, 213, 219, 229, 232
Personality dynamics, 27, 29, 31, 3437, 117,
142, 231
Personality tests, 28, 31
Posttraumatic Stress Disorder (PTSD), 34,
126, 161, 162, 189, 194
Psychodynamic developmental
conceptualization, 14, 105, 221
Psychodynamic Diagnostic Manual (PDM),
14, 17, 35, 40, 53, 56, 57, 106, 118,
120, 130, 141, 142, 151, 167, 170, 180,
187, 188, 194, 227
Psychodynamic perspectives, 119, 130, 169,
170, 219, 228, 229, 231, 234, 235
Psychotic disorder, 13, 32, 33, 60, 117, 119,
120, 122, 123, 125, 130, 136, 162,
167, 187
245
Index
R
Reality-Fantasy Scale Version 2.0 (RFS-2)
RFS-P, 66, 104105, 123, 124, 155, 174, 190
RFS-S, 66, 104105, 123, 124, 174, 190
Relational psychoanalysis, 8, 51, 5659, 61,
213, 216, 228
Rorschach clinical practice, 9, 13, 28, 72, 90
Rorschach Inkblot Method, 311, 28, 4761,
6592, 97112
Rorschach Interpretation Assistance Program
(RIAP), 97, 105, 123, 235
Rorschach Psychoanalytic Science and
Practice (RPSP) model, 219, 227235
Rorschach research, 6, 9, 10, 37, 60, 6592,
228, 229
Rorschach theory, 4761, 209, 228
S
Schizophrenia, 7, 13, 18, 32, 36, 53, 55, 72,
117, 120, 123126, 128131, 136138,
152, 167, 176, 194, 198, 232
Self psychology, 8, 51, 5456, 58, 59, 61,
165, 228
Self-report inventories, 17, 2740, 49, 73, 111,
169, 205, 206, 228, 229
Sequence of scores, 108, 120, 122, 125, 126,
131, 133, 145, 152, 154, 163, 164, 167,
171, 173, 182, 183, 185, 190, 192, 214
Somatization, 124, 137, 142, 169176, 214
Standardization, 4, 7, 8, 10, 51, 65, 6769,
9092, 97, 98, 111, 117, 206, 214217,
222, 228, 234, 235
Standardizedindividualized Rorschach
assessment, 214215, 222, 228
Structural Summary, 7, 54, 56, 69, 97, 102,
105, 107, 121, 132, 144, 153, 163, 172,
182, 191, 205, 208, 219, 235
Symptom formation, 14, 16, 47, 101, 170,
200, 203
Symptom patterns, 1315, 18, 35, 38, 97,

118120, 124, 129131, 137, 141177,
179195, 208, 213, 214, 217221,
232, 233
T
Therapeutic applications, 213222, 231235
Therapeutic assessment, 9, 214, 217222,
234, 235
Thinking and perceptual disorder, 119129
Treatment planning, 40, 60, 112, 119, 142,
157, 177, 179, 222
Trial competence, 197199, 209
T Score, 75, 8186, 90, 109, 110, 125,
136, 147, 156, 166, 173, 183, 184,
190, 234
U
Unusual (FQu) responses, 84, 100
V
Vista (V) responses, 102, 104, 159
X
X-% cutoff score, 78, 82, 85, 86, 90, 100, 105,
107, 121, 123, 128, 132, 138, 144, 151,
153, 163, 166, 172, 173, 182, 183, 190,
191, 199
Y
Y formless diffuse shading response, 185, 186
Z
Z Score, 98, 100

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What is the book about?

What is the book about?

What developmental changes are characteristic of adolescence?

What developmental changes are characteristic of adolescence?

Advancing Responsible Adolescent Development

Advancing Responsible Adolescent Development

More information about this series at http://www.springer.com/series/7284

Shira Tibon-Czopp Irving B. Weiner

We would like to express our appreciation to several colleagues who assisted us in

Historical Foundations of the Rorschach Inkblot Method..................

Developmental Considerations in Rorschach Assessment ..................

Assessing Personality Functioning of Adolescents

Detecting Continuities and Change from Adolescence

The Rorschach Inkblot Method: Theory, Research,

The Rorschach Inkblot Method: Theory ..............................................

The Rorschach Inkblot Method: Research...........................................

The Rorschach Inkblot Method: Practice ............................................

Applications of Rorschach Assessment of Adolescents

Diagnostic Applications: Delineating Psychotic

Case Illustration 7.1: Interpretation of Rorschach Data........................

Delineating Internalized Symptom Patterns ........................................

Forensic Applications of Rorschach Assessment .................................

Part IV Toward Empirically Based Psychodynamic Assessment

The Rorschach Psychoanalytic Science

Glossary ........................................................................................................... 237

About the Authors

Shira Tibon-Czopp, PhD, ABAP is a Visiting Research Fellow at Goldsmiths,

Historical Foundations of the Rorschach

According to available reports, Hermann Rorschach, a Swiss psychiatrist born in

Springer Science+Business Media New York 2016

Historical Foundations of the Rorschach Inkblot Method

Early History: Confusion of Tongues

Early History: Confusion of Tongues

Historical Foundations of the Rorschach Inkblot Method

The Comprehensive System (CS)

The Comprehensive System (CS)

between Beck and Klopfer. Exner subsequently established a research program

Historical Foundations of the Rorschach Inkblot Method

Exploring CS-Based Data within a Conceptual-Empirical

Exploring CS-Based Data within a Conceptual-Empirical Matrix

model of Rorschach interpretation derived from a developmental perspective

Historical Foundations of the Rorschach Inkblot Method

In addition to illustrating the role of serendipity in scientific advance and the

Historical Foundations of the Rorschach Inkblot Method

Developmental Considerations in Rorschach

Functional and psychodynamic assessment of adolescents presents a particularly

2 Developmental Considerations in Rorschach Assessment

Similarly, major depressive disorder is relatively infrequent during childhood but

Symptom Patterns in Adolescents: A Psychodynamic

Two Conceptual Models for Integrating Developmental Considerations

consolidation of values and ideals and thereby attaining an integrated self-concept

Two Conceptual Models for Integrating Developmental

2 Developmental Considerations in Rorschach Assessment

The Ego Psychology Model

Two Conceptual Models for Integrating Developmental Considerations

The Orthogenetic Developmental Model

2 Developmental Considerations in Rorschach Assessment

Developmental Trends in Normative CS Data

Developmental Trends in Normative CS Data