Rorschach Workshop

WORKSHOPWORKSHOP TTHEHE R RORSCHACHORSCHACH

{{ A Comprehensive System A Comprehensive System }}

BYBY

Prasanta Kumar Prasanta Kumar RoyRoy

Clinical PsychologistClinical Psychologist

• Number one is strange and Number one is strange and wingywingy

• Number two is red and splashyNumber two is red and splashy• Number three is civilizedNumber three is civilized• Number four is deep and dark as Number four is deep and dark as

fairy talefairy tale• And five will bring you back to And five will bring you back to

earthearth• With six you blushWith six you blush• And seven, you smile and feel And seven, you smile and feel

elatedelated• At eight emotions blend with art,At eight emotions blend with art,• And nine disturbs you: what And nine disturbs you: what

might this be?might this be?• Then ten explodes in joyful Then ten explodes in joyful

fantasy.fantasy.

(Anonymous)(Anonymous)

• Number one is strange and wingyNumber one is strange and wingy• Number two is red and splashyNumber two is red and splashy• Number three is civilizedNumber three is civilized• Number four is deep and dark as fairy taleNumber four is deep and dark as fairy tale• And five will bring you back to earthAnd five will bring you back to earth With six you blushWith six you blush• AnAndd seven,seven, yyou smile and feel ou smile and feel

elatedelated At eight emotions blend with artAt eight emotions blend with art,, And nine disturbs you: what might this be?And nine disturbs you: what might this be? Then ten explodes in joyful fantasy.Then ten explodes in joyful fantasy.

(Anonymous)(Anonymous)

History and DevelopmentHistory and Development

• Greeks were interested in the interaction of Greeks were interested in the interaction of ambiguity & person’s depiction of realityambiguity & person’s depiction of reality

• Da Vinci & Botticelli (15Da Vinci & Botticelli (15thth Century) Century) postulated a relationship between creativity postulated a relationship between creativity & procession of ambiguous materials& procession of ambiguous materials

• 1919thth century European parlour game century European parlour game BLOTTO: Create response to inkblotsBLOTTO: Create response to inkblots

• Binet & Henry (1895): IB as a way of Binet & Henry (1895): IB as a way of studying imaginationstudying imagination

• Dearborn (1897): Experiemental approach Dearborn (1897): Experiemental approach to study consciousnessto study consciousness


• Rybakow (1910) developed eight Rybakow (1910) developed eight blots to tap imaginative functionblots to tap imaginative function

• Hens (1917) used inkblots with Hens (1917) used inkblots with children, normal adults, psy. Pts.children, normal adults, psy. Pts.

• Hermann Rorschach:Hermann Rorschach: PsychodiagnostikPsychodiagnostik

• Walter Morgenthaler, Emil Oberholzer, Walter Morgenthaler, Emil Oberholzer, George RoemerGeorge Roemer

• David Levy:David Levy: 1 1stst American Rorschach American Rorschach Seminar (1925)Seminar (1925)


• Samuel BeckSamuel Beck• Bruno KlopferBruno Klopfer• Zygmunt PiotrowskiZygmunt Piotrowski• Marguerite HertzMarguerite Hertz• David Rapaport & Roy SchaferDavid Rapaport & Roy Schafer• John E. Exner Jr.John E. Exner Jr.

Rorschach Comprehensive Rorschach Comprehensive SystemSystem

• Why Comprehensive Why Comprehensive System?System?

Perceptual-Cognitive Perceptual-Cognitive TaskTask

Vs.Vs.

Stimulus to FantasyStimulus to Fantasy

AdministrationAdministration• SeatingSeating:: Side-by-side Side-by-side• Step-1Step-1:: Introducing the Test Introducing the Test• Step-2Step-2:: Instructions Instructions ““What might this be?”What might this be?”• “ “its an inkblot”its an inkblot” ““That’s right, that’s what it is, but That’s right, that’s what it is, but

I want you to tell me what might it I want you to tell me what might it be, what else does it look like?”be, what else does it look like?”

AdministrationAdministration• Step-3:Step-3: Response Phase Response Phase• Basic conditions of step-2 should be adheredBasic conditions of step-2 should be adhered• Record verbatim quickly & efficientlyRecord verbatim quickly & efficiently• Use symbols (>Use symbols (>< < V)V)• Note any odd or unusual responses or reactionsNote any odd or unusual responses or reactions• Silence by the examiner is the rule, interrupted Silence by the examiner is the rule, interrupted

only during exchange of cards or when a only during exchange of cards or when a comment is necessarycomment is necessary

• Client should hold the cardClient should hold the card• Responses to questions should be nondirectiveResponses to questions should be nondirective

AdministrationAdministrationExamples of QuestionsExamples of Questions

S: Can I turn?S: Can I turn?E: It’s up to youE: It’s up to youS: Is that the right answer?S: Is that the right answer?E: There are all sorts of answerE: There are all sorts of answerS: Does it look like that to you?S: Does it look like that to you?E: I can see a lot of thingsE: I can see a lot of thingsS: Do you always show people the same?S: Do you always show people the same?E: YesE: YesS: How many of these are there?S: How many of these are there?E: Just 10E: Just 10S: How long will it take?S: How long will it take?E: Not very long.E: Not very long.

AdministrationAdministrationPromptingPrompting

• ““If you take your time and look If you take your time and look some more I think that you will find some more I think that you will find something else, too.”something else, too.”

• ““Wait, don’t hurry through these. Wait, don’t hurry through these. We are in no hurry, take your We are in no hurry, take your time.”time.”

AdministrationAdministrationBrief & Lengthy ProtocolBrief & Lengthy Protocol

• <14 responses probably not valid<14 responses probably not valid

• ““Now you know how it’s done. But Now you know how it’s done. But there’s a problem. You didn’t give there’s a problem. You didn’t give enough answers for us to get anything enough answers for us to get anything out of the test. So we will go through out of the test. So we will go through them again and this time I want you to them again and this time I want you to make sure to give more answers. You make sure to give more answers. You can include the same ones you’ve can include the same ones you’ve already given if you like, but make sure already given if you like, but make sure to give me more answers this time”to give me more answers this time”


• Potential Rejection:Potential Rejection:

- - Rejection in Card 1 or in Card 2 after Rejection in Card 1 or in Card 2 after one response in Card 1one response in Card 1

- Card 9 Most often rejected- Card 9 Most often rejected

-Reassure-Reassure “Take your time, we are in no “Take your time, we are in no hurry”hurry”

““Look, take your time, everyone Look, take your time, everyone can find something. We’ve got all day if we can find something. We’ve got all day if we need it”need it”


Lengthy Records:Lengthy Records:• Card-1: >5 responsesCard-1: >5 responses

““Alright, let’s do the next one”Alright, let’s do the next one”• Same for subsequent cardsSame for subsequent cards• If <5 in any card in between: No If <5 in any card in between: No

InterventionIntervention

AdministrationAdministration

Step-4: Inquiry PhaseStep-4: Inquiry Phase

Overall purpose of Inquiry Overall purpose of Inquiry • To ensure that the coding of the To ensure that the coding of the

response is as accurate as possibleresponse is as accurate as possible• To clarify the responses already given, To clarify the responses already given,

not to obtain new responsesnot to obtain new responses

AdministrationAdministration

• Inquiry should begin after all 10 cards Inquiry should begin after all 10 cards administeredadministered

• It is critical that client understands It is critical that client understands whywhy the inquiry is being conducted the inquiry is being conducted and and whatwhat is expected is expected

• Once the person implies an Once the person implies an understanding of the task, the inquiry understanding of the task, the inquiry can begin but can begin but not before thennot before then

““Now we are going to go back through Now we are going to go back through the cards again. It won’t take very long. the cards again. It won’t take very long. I want to see the things that you said I want to see the things that you said you saw and make sure that I see them you saw and make sure that I see them like you do. We’ll do them one at a time. like you do. We’ll do them one at a time. I’ll read what you said and I want you to I’ll read what you said and I want you to show me where it is in the blot and then show me where it is in the blot and then tell me what there is there that makes it tell me what there is there that makes it look like that to you, so that I can see it look like that to you, so that I can see it too, just like you did. Is that clear?”too, just like you did. Is that clear?”

AdministrationAdministration• Examiner must be throughly familiar with the Examiner must be throughly familiar with the

coding possibilitiescoding possibilities• Aim of Inquiry to identify Location, Aim of Inquiry to identify Location,

Determinant, ContentDeterminant, Content• When Location is specified, note this in Location When Location is specified, note this in Location

SheetSheet• Inquiry questions have to be nondirectiveInquiry questions have to be nondirective• Examiner must be alert for any words that Examiner must be alert for any words that

implies the presence of a determinants. If implies the presence of a determinants. If detected, appropriate question should be poseddetected, appropriate question should be posed

AdministrationAdministration1. 1. Response:Response: It cb a beautiful butterfly It cb a beautiful butterfly

Inquiry:Inquiry:

S: Yes, ths cb the wings of btrfly and this is the S: Yes, ths cb the wings of btrfly and this is the bodybody

E: You mentioned it is beautifulE: You mentioned it is beautiful

2. Response:2. Response: It ll 2 bears It ll 2 bears

Inquiry:Inquiry:

S: Yeah, c here & here, like they r fightingS: Yeah, c here & here, like they r fighting

E: You said like they r fightingE: You said like they r fighting

S: Yes, that red ll blood, they r hurtS: Yes, that red ll blood, they r hurt

AdministrationAdministration3. Response:3. Response: 2 people doing smthng at night 2 people doing smthng at nightInquiry:Inquiry:S:Yes, c here they r, their heads, legs & armsS:Yes, c here they r, their heads, legs & armsE: You said doing something at nightE: You said doing something at nightS: Yeah, they r cookingS: Yeah, they r cookingE: You also said it was at nightE: You also said it was at night

Questions are based on Key words. Key words Questions are based on Key words. Key words occur in the response or spontaneously in occur in the response or spontaneously in Inquiry (first verbalization)Inquiry (first verbalization)

AdministrationAdministration• Inappropriate QuestionsInappropriate Questions• Resistance in the inquiryResistance in the inquiry• Inquiring commentsInquiring comments• Testing of LimitsTesting of Limits

Scoring/CodingScoring/Coding• The procedure of translating Rorschach The procedure of translating Rorschach

responses into Rorschach symbols has been responses into Rorschach symbols has been called scoringcalled scoring

• Coding procedure reduces the response into a Coding procedure reduces the response into a logical and systematic format: A Rorschach logical and systematic format: A Rorschach Language (WoFoAP)Language (WoFoAP)

• Structural SummaryStructural Summary• Cardinal rule of coding: It should represent the Cardinal rule of coding: It should represent the

cognitive operations that occurred at the time cognitive operations that occurred at the time person gave the responseperson gave the response

• 22ndnd Rule: All of the components that appear in Rule: All of the components that appear in the response should be included in codingthe response should be included in coding

Card & Card & ResponsResponse No.e No.

LocatioLocation & DQn & DQ

DeterminaDeterminant & FQnt & FQ

PaiPairr

ContenContentt

PopulaPopularr

Z Z ScorScor

ee

SpeciSpecial al ScoreScore

Zf =ZSum =ZEst =W =D =W+D =Dd =S =

DQ+ =o =v/+ =v =

M =FM =m =FC =CF =C =Cn =FC’ =C’F =C’ =FT =TF =T =FV =VF =V =FY =YF =Y =Fr =rF =FD =F =(2) =

H =(H) =Hd =(Hd) =Hx =A =(A) =Ad =(Ad) =An =Art =Ay =Bl =Bt =Cg =Cl =Ex =Fd =Fi =Ge =Hh =Ls =Na =Sc =Sx =Xy =Id =

I =II =III =IV =V =VI =VII =VIII =IX =X =

Special Scores Lv1 Lv2DV = x 1 x 2INC = x 2 x 4DR = x 3 x 6FAB = x 4 x 7ALOG = x 5CON = x 7Raw Sum6 =Wgtd Sum6 =AB= GHR =AG= PHR =COP= MOR =CP= PER = PSV =

STRUCTURAL SUMMARY

Location DeterminantsFeatures Blends Single Contents Approach

•Form Quality• FQx Mqual W+D• + = = =• o = = =• u = = =• - = = =• none = = =

R= L=EB= EA =

EBPer=eb= es = D =

Adj es= Adj D =

FM = SumC ’ = SumT =m = SumV = SumY =a:p = XA% =Ma:Mp = WDA% =2AB + Art + Ay= X-% =Sum6 = S- =Lv2 = P =Wsum6= X+% =

Xu% =

FC:CF+C = GHR:PHR =Pure C = Human Cont=SumC’:WsumC= Pure H =Afr = Isol Index =Blends:R = 3r + (2)/ R =W:D:Dd = Fr + rF =W:M = An + Xy =Zd =

H:(H) + Hd + (Hd) =

PTI= DEPI = CDI = S-CON= HVI = OBS =

LocationLocationSymboSymbo

llDefinitionDefinition CriteriaCriteria

WW Whole ResponseWhole Response Where the entire blot Where the entire blot is used. All portions is used. All portions must be usedmust be used

DD Common Detail Common Detail ResponseResponse

A frequently identified A frequently identified areaarea

DdDd Unusual Detail Unusual Detail ResponseResponse

An infrequently An infrequently identified areaidentified area

SS Space ResponseSpace Response A white space area is A white space area is used (scored only with used (scored only with another location another location symbol: WS, DS, DdS)symbol: WS, DS, DdS)

Dd35Dd35

D2D2

D3D3

Dd32Dd32

D5D5

Developmental QualityDevelopmental Quality

• Quality of specification and/or Quality of specification and/or organization that marks the responseorganization that marks the response

• Synthesized ResponseSynthesized Response : +: +• Ordinary ResponseOrdinary Response : o: o• Vague Synthesized ResponseVague Synthesized Response : v/+: v/+• VagueVague : v: v

DeterminantDeterminantCategoryCategory SymbSymb

ololCriterionCriterion

FormForm FF Form answers. Responses based Form answers. Responses based exclusively on fore features of blotexclusively on fore features of blot

MovemeMovementnt

MM Human Movement. Kinesthetic Human Movement. Kinesthetic activity of human, or of an animal activity of human, or of an animal or fictional character in human-like or fictional character in human-like activityactivity

FMFM Animal Movement. Kinesthetic Animal Movement. Kinesthetic activity of animal. Must be activity of animal. Must be congruent to the species congruent to the species identified, if not, Code Midentified, if not, Code M

mm Inanimate, inorganic or insensate Inanimate, inorganic or insensate object movement. object movement.

CategoryCategory SymbSymbolol

CriterionCriterion

ChromatiChromatic Colourc Colour

CC Pure Colour. Exclusively on chrom. Pure Colour. Exclusively on chrom. col. Features of blot, No form is col. Features of blot, No form is involvedinvolved

CFCF Colour-Form Response. Formulated Colour-Form Response. Formulated primarily because of chrom. Col. Of primarily because of chrom. Col. Of blot. Form is used, but secondary blot. Form is used, but secondary importanceimportance

FCFC Form-Colour Response. Created Form-Colour Response. Created mainly b’coz of form features. Chrom. mainly b’coz of form features. Chrom. Col. is used, but of secondary Col. is used, but of secondary importanceimportance

CnCn Colour Naming. When colours are Colour Naming. When colours are identified by name & with the identified by name & with the intention of giving a responseintention of giving a response


CriterionCriterion

AchromatiAchromaticc Colour Colour

C’C’ Pure Achromatic Colour. Exclusively Pure Achromatic Colour. Exclusively on grey, black, white features of blot; on grey, black, white features of blot; used clearly as colour. No form is used clearly as colour. No form is involvedinvolved

C’FC’F Achrom.Colour-Form Response. Achrom.Colour-Form Response. Formulated primarily because of Formulated primarily because of Achrom. Col. Of blot. Form is used, Achrom. Col. Of blot. Form is used, but secondary importancebut secondary importance

FC’FC’ Form-Achrom.Colour Response. Form-Achrom.Colour Response. Created mainly b’coz of form Created mainly b’coz of form features. AChrom. Col. is used, but of features. AChrom. Col. is used, but of secondary importancesecondary importance


CriterionCriterion

Shading- Shading- TextureTexture

TT Pure Texture Response. Shading Pure Texture Response. Shading components of blot are transalated to components of blot are transalated to represent a tactual phenomenon, no represent a tactual phenomenon, no consideration to form featureconsideration to form feature

TFTF Texture-Form Response. Shading Texture-Form Response. Shading features are interpreted as tactual, features are interpreted as tactual, form is used secondarily for form is used secondarily for elaboration or clarificationelaboration or clarification

FTFT Form-Texture Response. Created Form-Texture Response. Created mainly b’coz of form features. mainly b’coz of form features. Shading features are translated as Shading features are translated as tactual, but of secondary importancetactual, but of secondary importance


CriterionCriterion

Shading- Shading- DimensioDimensionn

VV Pure Vista Response. Shading Pure Vista Response. Shading components are interpreted as depth components are interpreted as depth or dimensionality, no consideration to or dimensionality, no consideration to form featureform feature

VFVF Vista-Form Response. Shading Vista-Form Response. Shading features are interpreted as depth or features are interpreted as depth or dimensionality, form is included but dimensionality, form is included but with secondary importancewith secondary importance

FVFV Form-Vista Response. Created mainly Form-Vista Response. Created mainly b’coz of form features. Shading b’coz of form features. Shading features are translated as depth, but features are translated as depth, but of secondary importanceof secondary importance


CriterionCriterion

Shading- Shading- DiffuseDiffuse

YY Pure Shading Response. Exclusively Pure Shading Response. Exclusively on light-dark features that are on light-dark features that are completely formless & do not involve completely formless & do not involve either texture or dimension. either texture or dimension.

YFYF Shading-Form Response. Primarily Shading-Form Response. Primarily light-dark feature, form is included light-dark feature, form is included but with secondary importance.but with secondary importance.

FYFY Form-Shading Response. Created Form-Shading Response. Created mainly b’coz of form features. Light-mainly b’coz of form features. Light-dark features are included as dark features are included as elaboration or clarification or of elaboration or clarification or of secondary importance.secondary importance.


CriterionCriterion

Form Form DimensioDimensionn

FDFD Form based dimensional response. Form based dimensional response. Impression of depth, distance or Impression of depth, distance or dimensionality is created by elements dimensionality is created by elements of size or shape of contours. No of size or shape of contours. No shading usedshading used

Pairs & Pairs & ReflectioReflectionn

(2)(2) Pair Response. Where 2 identical Pair Response. Where 2 identical objects are reported, based on objects are reported, based on symmetry of blot. Not reflected or symmetry of blot. Not reflected or mirror image mirror image

rFrF Reflection-Form Response. Blot area Reflection-Form Response. Blot area is reported as reflection or mirror is reported as reflection or mirror image based on symmetry of blot. image based on symmetry of blot. Content reported has no specific form Content reported has no specific form requirementrequirement

FrFr Form-Reflection Response. Blot area Form-Reflection Response. Blot area is reported as reflection or mirror is reported as reflection or mirror image based on symmetry of blot. image based on symmetry of blot. Object reported has specific form Object reported has specific form demand.demand.

Form QualityForm Quality• The fitness ot appropriateness of the The fitness ot appropriateness of the

blot features to the object reportedblot features to the object reported

SymbolSymbol DefinitionDefinition CriterionCriterion

++ Ordinary-Ordinary-elaborateelaboratedd

Unusually detail Unusually detail elaboration of formelaboration of form

oo OrdinaryOrdinary Common response, easy Common response, easy to see answersto see answers

uu UnusualUnusual Low frequency responseLow frequency response

__ MinusMinus Distorted, unrealistic use Distorted, unrealistic use of formof form

ContentContentHH (H)(H) HdHd (Hd)(Hd) HxHx AA

(A)(A) AdAd (Ad)(Ad) AnAn ArtArt AyAy

BlBl BtBt CgCg ClCl ExEx FiFi

FdFd GeGe HhHh LsLs NaNa ScSc

SxSx XyXy IdId

PopularPopularCardCard LocationLocation CriterionCriterion

II WW BatBat

II WW ButterflyButterfly

IIII D1D1 AnimalAnimal

IIIIII D9D9 Human figures or Human figures or representationrepresentation

IVIV W/ D7W/ D7 Human or Human-like figureHuman or Human-like figure

VV WW ButterflyButterfly

VV WW BatBat

VIVI W/ D1W/ D1 Skin/ rugSkin/ rug

VIIVII D1/ D9D1/ D9 Human head or faceHuman head or face

VIIIVIII D1D1 Whole animal figuresWhole animal figures

IXIX D3D3 Human or Human-like figureHuman or Human-like figure

XX D1D1 Crab/ SpiderCrab/ Spider

Organizational ActivityOrganizational Activity• Answers in which organization occurs are Answers in which organization occurs are

assigned a numerical value, called Z scoreassigned a numerical value, called Z score• ZW:ZW: W response with DQ codings of +, o, W response with DQ codings of +, o,

v/+ (Except Wv)v/+ (Except Wv)• ZA:ZA: 2 or more separate objects identified in 2 or more separate objects identified in

adjacent detail area of the blot are reported adjacent detail area of the blot are reported in meaningful relationin meaningful relation

• ZD:ZD: 2 or more separate objects identified in 2 or more separate objects identified in nonadjacent detail areas of blot, are nonadjacent detail areas of blot, are reported in a meaningful relationreported in a meaningful relation

• ZS:ZS: White space is integrated with other White space is integrated with other areas of the blot in forming a response.areas of the blot in forming a response.

Special ScoresSpecial Scores• Unusual verbalizations are an important Unusual verbalizations are an important

element in the study of cognitive activity, element in the study of cognitive activity, especially issues of dysfunctionespecially issues of dysfunction

• If some cognitive slippage occurs, it often If some cognitive slippage occurs, it often manifests verbally.manifests verbally.

• Cognitive mishaps are evidenced in Cognitive mishaps are evidenced in Rorschach responses asRorschach responses as

i)i) Deviant Verbalizations Deviant Verbalizations (DV, DR)(DV, DR)

ii)ii) Inappropriate Combinations Inappropriate Combinations ((INCOM, FABCOM, INCOM, FABCOM, CONTAMCONTAM))

iii)iii) Inappropriate Logic Inappropriate Logic (ALOG)(ALOG)

Special ScoresSpecial Scores

• DV, DR, INCOM, FABCOM are differentiated DV, DR, INCOM, FABCOM are differentiated for bizarrness and designated as either for bizarrness and designated as either Level 1Level 1 or or Level 2Level 2

• Level 1:Level 1: Responses that represent mild or Responses that represent mild or modest forms of cognitive modest forms of cognitive mismanagementmismanagement

• Level 2:Level 2: Responses that reflect more Responses that reflect more serious form of cognitive disarrayserious form of cognitive disarray

• Age, education, cultural background Age, education, cultural background should not be considered in making should not be considered in making distinction distinction


Deviant VerbalizationDeviant Verbalization (DV) (DV)• In which an inappropriate word or In which an inappropriate word or

words have been usedwords have been used• Neologism:Neologism: Use of inapplicable word Use of inapplicable word

in place of an appropriate wordin place of an appropriate word• Redundancy:Redundancy: Involving the odd use Involving the odd use

of language in which person of language in which person identifies twice the nature of the identifies twice the nature of the object reportedobject reported

Special ScoresSpecial ScoresDeviant ResponseDeviant Response (DR) (DR)• For answers that have a strange or For answers that have a strange or

peculiar qualitypeculiar quality• Inappropriate Phrase:Inappropriate Phrase: Include phrases Include phrases

that are inappropriate or completely that are inappropriate or completely irrelevent to the responseirrelevent to the response

• Circumstantial Response:Circumstantial Response: Answers Answers that are rambling in which it becomes that are rambling in which it becomes inappropriately elaborative in ways inappropriately elaborative in ways that seem to ignore the task.that seem to ignore the task.


Incongruous CombinationsIncongruous Combinations (INCOM) (INCOM)• Responses in which one or more Responses in which one or more

highly implausible or impossible highly implausible or impossible features or activities attributed to features or activities attributed to a a single objectsingle object (Except Cartoon (Except Cartoon character)character)


Fabulized CombinationFabulized Combination (FABCOM): (FABCOM):• Implausible or impossible relationship Implausible or impossible relationship

is posited between 2 or more objects.is posited between 2 or more objects.• Implausible transparenciesImplausible transparenciesContaminationContamination (CONTAM): (CONTAM):• 2 or more impressions that have been 2 or more impressions that have been

fused into a single response in a fused into a single response in a manner that clearly violates reality.manner that clearly violates reality.


Inappropriate LogicInappropriate Logic (ALOG): (ALOG):• Spontaneously uses strained, Spontaneously uses strained,

unconventional reasoning to justify unconventional reasoning to justify the answerthe answer

PerseverationPerseveration (PSV): (PSV):• Within card PSVWithin card PSV• Content PSVContent PSV• Mechanical PSVMechanical PSV

Special ScoresSpecial ScoresSpecial Content CharacteristicsSpecial Content Characteristics

Includes specific cognitive features Includes specific cognitive features or projected material seemingly or projected material seemingly related to characteristics of self.related to characteristics of self.

Abstract Content (AB)-Abstract Content (AB)- For Pure Hx For Pure Hx and symbolic representation and symbolic representation

Aggressive Movement (AG)-Aggressive Movement (AG)- Action Action is clearly aggressive and is clearly aggressive and aggressive must be occuringaggressive must be occuring

Special ScoresSpecial ScoresSpecial Content CharacteristicsSpecial Content Characteristics

Cooperative Movement (COP)-Cooperative Movement (COP)- Any Any movement response that is clearly movement response that is clearly positive or cooperative. Interaction positive or cooperative. Interaction must be must be unequivocalunequivocal

Morbid Content (MOR)-Morbid Content (MOR)-Identification Identification of object as dead, destroyed, spoiled, of object as dead, destroyed, spoiled, injured, broken OR attribution to an injured, broken OR attribution to an object is clearly dysphoricobject is clearly dysphoric

Special ScoresSpecial ScoresHuman Representational ResponsesHuman Representational Responses

Responses that contain any human Responses that contain any human content content [[H, (H), Hd, (Hd), HxH, (H), Hd, (Hd), Hx]]

Responses that contain determinant MResponses that contain determinant M FM responses that have COP or AG FM responses that have COP or AG

special scorespecial score


1. 1. Score GHR for a Pure H that also Score GHR for a Pure H that also have all of the following:have all of the following:

FQ of +, o, uFQ of +, o, u No Cognitive SS except DVNo Cognitive SS except DV No Ag or MORNo Ag or MOR2. 2. PHR that have either:PHR that have either: FQ minus or FQ noneFQ minus or FQ none FQ +, o, u & ALOG, CONTAM or FQ +, o, u & ALOG, CONTAM or

any Lvl2 SS. any Lvl2 SS.


33. . GHRGHR for any remaining representational for any remaining representational answer with SS of COP but no AGanswer with SS of COP but no AG

4. 4. PHR for either:PHR for either:a. SS of FABCOM or MORa. SS of FABCOM or MORb. Content score Anb. Content score An

5. 5. GHRGHR if Card III, IV, VII, IX are coded popular if Card III, IV, VII, IX are coded popular6. 6. PHR if any of the following:PHR if any of the following:

The SS of AG, INCOM or DRThe SS of AG, INCOM or DRa.a. An Hd coding An Hd coding [[not (Hd) codingnot (Hd) coding]]

7.7. GHRGHR for all remaining human for all remaining human representationalrepresentational

answersanswers


Personal (PER):Personal (PER): Refernence to Refernence to personal knowledge or experience is personal knowledge or experience is used to justify or clarify a responseused to justify or clarify a response

Colour Projection (CP):Colour Projection (CP): Identification of an achromotic portion Identification of an achromotic portion of a blot as being colouredof a blot as being coloured

Lv1 Lv2DV = x 1 x 2INC = x 2 x 4DR = x 3 x 6FAB = x 4 x 7ALOG= x 5CON = x 7Raw Sum6 =Wgtd Sum6 =

Zf =ZSum =ZEst =W =D =W+D =Dd =S =

DQ+ =o =v/+ =v =

M =FM =m =FC =CF =C =Cn =FC’ =C’F =C’ =FT =TF =T =FV =VF =V =FY =YF =Y =Fr =rF =FD =F =(2) =

H =(H) =Hd =(Hd) =Hx =A =(A) =Ad =(Ad) =An =Art =Ay =Bl =Bt =Cg =Cl =Ex =Fd =Fi =Ge =Hh =Ls =Na =Sc =Sx =Xy =Id =

I =II =III =IV =V =VI =VII =VIII =IX =X =

Special Scores Lv1 Lv2DV = x 1 x 2INC = x 2 x 4DR = x 3 x 6FAB = x 4 x 7ALOG = x 5CON = x 7Raw Sum6 =Wgtd Sum6 =AB= GHR =AG= PHR =COP= MOR =CP= PER = PSV =

STRUCTURAL SUMMARY

Location DeterminantsFeatures Blends Single Contents Approach

•Form Quality• FQx Mqual W+D• + = = =• o = = =• u = = =• - = = =• none = = =

R= L=EB= EA =

EBPer=eb= es = D =

Adj es= Adj D =

FM = SumC ’ = SumT =m = SumV = SumY =a:p = XA% =Ma:Mp = WDA% =2AB + Art + Ay= X-% =Sum6 = S- =Lv2 = P =Wsum6= X+% =

Xu% =

FC:CF+C = GHR:PHR =Pure C = Human Cont=SumC’:WsumC= Pure H =Afr = Isol Index =Blends:R = 3r + (2)/ R =W:D:Dd = Fr + rF =W:M = An + Xy =Zd =

H:(H) + Hd + (Hd) =

PTI= DEPI = CDI = S-CON= HVI = OBS =

Structural SummaryStructural SummaryCore SectionCore Section

• Lamda (L):Lamda (L): Pure F/ R-F Pure F/ R-F• W SumC:W SumC: (0.5)xFC + (1.0)xCF + (1.5)xC (0.5)xFC + (1.0)xCF + (1.5)xC• Erlrbnistypus (EB)=Erlrbnistypus (EB)= SumM:WsumC SumM:WsumC• Experience Actual (EA)=Experience Actual (EA)= SumM+WsumC SumM+WsumC• EB Pervasive (EBPer)=EB Pervasive (EBPer)= Dividing larger no. Dividing larger no.

of EB by the smaller no. ifof EB by the smaller no. ifI.I. EA≥4, EA≥4, II.II. L<1.0, L<1.0, III.III. If EA falls between 4.0 & 10.0, one side of If EA falls between 4.0 & 10.0, one side of

EB must be at least 2 points greater. If EA > EB must be at least 2 points greater. If EA > 10, at least 2.5 points greater10, at least 2.5 points greater

Structural SummaryStructural SummaryCore SectionCore Section

• Experience Base (eb)=Experience Base (eb)= Sum Sum

FM+m:SumC’+SumT+SumY+SumVFM+m:SumC’+SumT+SumY+SumV• Experenced Stimulation (es)=Experenced Stimulation (es)= Sum of Sum of

FM+m+C’+T+Y+VFM+m+C’+T+Y+V• D Score (D)=D Score (D)= EA-es EA-es• Adjusted es (Adj es)=Adjusted es (Adj es)= Subtracting from Subtracting from

es all but 1 m and 1 SumYes all but 1 m and 1 SumY• Adjusted D score (Adj D)=Adjusted D score (Adj D)= EA-Adj es EA-Adj es

D score Conversion TableD score Conversion TableEA-es valueEA-es value D D

ScoreScore+13.0 to +15.0+13.0 to +15.0

+10.5 to +12.5+10.5 to +12.5

+8.0 to +10.0+8.0 to +10.0

+5.5 to +7.5+5.5 to +7.5

+3.0 to +5.0+3.0 to +5.0

-2.5 to +2.5-2.5 to +2.5

-3.0 to -5.0-3.0 to -5.0

-5.5 to -7.5-5.5 to -7.5

-8.0 to -10.0-8.0 to -10.0

-10.5 to -12.5-10.5 to -12.5

-13.0 to -15.0-13.0 to -15.0

+5+5

+4+4

+3+3

+2+2

+1+1

00

-1-1

-2-2

-3-3

-4-4

-5-5

Ideation SectionIdeation Section

• Frequeny data of MOR, Sum6, Lvl2, Frequeny data of MOR, Sum6, Lvl2, M-, M no formM-, M no form

• WSum6WSum6• Active:Pasive Ratio (a:p)Active:Pasive Ratio (a:p)• MActive:Passive Ratio (Ma:Mp)MActive:Passive Ratio (Ma:Mp)• Intellectualization Index= 2AB+Intellectualization Index= 2AB+

(Art+Ay)(Art+Ay)

Affect SectionAffect Section

• Frequencies of Pure C, S, CPFrequencies of Pure C, S, CP• Form-Colour Ratio (FC:CF+C) Form-Colour Ratio (FC:CF+C)

including Cnincluding Cn• Constriction Ratio (SumC’:WsumC)Constriction Ratio (SumC’:WsumC)• Affective Ratio (Afr)= No. of R in Affective Ratio (Afr)= No. of R in

(VIII+IX+X) (VIII+IX+X) // (I+II+III+IV+V+VI+VII) (I+II+III+IV+V+VI+VII)• Complexity Ratio (Blends:R)Complexity Ratio (Blends:R)

Mediation SectionMediation Section

• Frequency of P & S-Frequency of P & S-• Form Appropriate Extended (XA%)= Form Appropriate Extended (XA%)=

Sum of R that have FQ of +, o, uSum of R that have FQ of +, o, u//RR• Form Appropriate-Common Areas (WDAForm Appropriate-Common Areas (WDA

%)= Sum of W+D responses with FQ %)= Sum of W+D responses with FQ +,o, u+,o, u// Sum W+D Sum W+D

• Distorted Form (X-%)= Sum FQ-Distorted Form (X-%)= Sum FQ-//RR• Conventional Form Use (X+%)= Conventional Form Use (X+%)=

Sum FQ+ & oSum FQ+ & o// R R• Unusual Form Use (Xu%)= Sum FQuUnusual Form Use (Xu%)= Sum FQu//RR

Processing SectionProcessing Section

• Frequency data of Zf, Frequency data of Zf, PSV, DQ+, DQvPSV, DQ+, DQv

• Economy Index Economy Index (W:D:Dd)(W:D:Dd)

• Aspirational Ratio (W:M)Aspirational Ratio (W:M)• Processing Efficiency Processing Efficiency

(Zd)= Zsum-Zest(Zd)= Zsum-Zest

ZfZf ZestZest

11

22

33

44

55

66

77

88

....

5050

--

2.52.5

6.06.0

10.010.0

13.513.5

17.017.0

20.520.5

24.024.0

173.0173.0

Interpersonal SectionInterpersonal Section

• Frequency data of COP, AG, Fd, Pure H, Frequency data of COP, AG, Fd, Pure H, PER, SumTPER, SumT

• GHR:PHRGHR:PHR• a:pa:p• Interpersonal interest (Human Interpersonal interest (Human

Content)= H+ (H) + Hd +(Hd)Content)= H+ (H) + Hd +(Hd)• Isolation Index= Bt +2Cl +Ge +Ls +2NaIsolation Index= Bt +2Cl +Ge +Ls +2Na

RR

Self-Perception SectionSelf-Perception Section

• Frequency data of Sum Fr + rF, FD, Frequency data of Sum Fr + rF, FD, SumV, MOR, An +XySumV, MOR, An +Xy

• H: (H) +Hd +(Hd)H: (H) +Hd +(Hd)

• Egocentricity Index= 3r+(2)Egocentricity Index= 3r+(2)//RR

Special IndicesSpecial IndicesSuicide ConstellationSuicide Constellation

Check Positive if 8 or more conditions are true:

FV + VF + V + FD > 2 Colour-Shading Blends > 0 3r + (2)/R <.31 or >.44 MOR> 3 Zd > +3.5 or < -3.5 es > EA CF+C > FC X+% < .70 S >3 P < 3 or > 8 Pure H < 2 R < 17

Perceptual-Thinking Index (PTI)Perceptual-Thinking Index (PTI)

XA% < .70 and WDA% < .75 X-% > .29 LVL2 >2 and FAB2 >0 R < 17 and WSUM6 > 12

OR R> 16 and WSUM6> 16

M- >1 OR X-% > .40

• Sum PTI

Depression Index (DEPI)Depression Index (DEPI)

Check Positive if 5 or more conditions are true:

FV + VF + V> 0 OR FD> 2 Col-Shd blends > 0 OR S > 2 3r + (2)/R > .44 and Fr + rF= 0

OR 3r + (2)/R <. 33 Afr < .46 OR Blends < 4 SumShading > FM+ m OR SumC’ > 2 MOR > 2 OR 2AB + Art + Ay > 3 COP < 2 OR (Bt + 2Cl + Ls + 2Na)/R > .24

Coping Deficit Index (CDI)Coping Deficit Index (CDI)

Check Positive if 4 or 5 conditions are true:

EA <6 OR AdjD <0 COP <2 and AG <2 Weighted Sum C <2.5 OR *Afr <.46 Passive > Active + 1 OR Pure H <2 Sum T >1 OR Isolate/R > .24 OR Food >0

*Should be adjusted for younger clients

Hypervigilance Index (HVI)Hypervigilance Index (HVI)

Check Positive if condition 1 is true and at least 4 of the others are true:

FT + TF + T = 0

Zf > 12 Zd > +3.5 S > 3 H + (H) + Hd + (Hd) > 6 (H) + (A) + (Hd) + (Ad) >3 H + A: Hd + Ad < 4:1 Cg > 3

Obsessive Style Index (OBS)Obsessive Style Index (OBS)

(1) Dd > 3 (2) Zf > 12 (3) Zd > +3.0 (4) Populars >7 (5) FQ+ > 1

Check Positive if 1 or more is true:

Conditions 1 to 5 are all true 2 or more of 1 to 4 are true AND FQ+>3 3 or more of 1 to 5 are true AND X+%

>.89 FQ+ >3 AND X+% >.89

INTERPRETATIONINTERPRETATION

Interpretive Search Strategies based Interpretive Search Strategies based on Key Variableson Key Variables

• PTI>3PTI>3 Processing>Mediation>Ideation> Processing>Mediation>Ideation> Controls>Affect>Self-Perception> Interpersonal PerceptionControls>Affect>Self-Perception> Interpersonal Perception

• DEPI>5 & CDI>3DEPI>5 & CDI>3 Interper Percept>Self-Percept Interper Percept>Self-Percept >Controls> Affect> Processing>Mediation>Ideation>Controls> Affect> Processing>Mediation>Ideation

• DEPI>5DEPI>5 Affect> Controls>Self-Percept>Interper Percept> Affect> Controls>Self-Percept>Interper Percept> Processing> Mediation>IdeationProcessing> Mediation>Ideation

• D<AdjDD<AdjD Controls> Situation StressControls> Situation Stress

• CDI>3CDI>3 Controls>Interper Percept>Self-Percept >Affect> Controls>Interper Percept>Self-Percept >Affect> Processing > Mediation>IdeationProcessing > Mediation>Ideation

CLUSTER INTERPRETATIONCLUSTER INTERPRETATION

• Controls and Stress ToleranceControls and Stress Tolerance• Situation-Related StressSituation-Related Stress• Affective FeaturesAffective Features• Self-PerceptionSelf-Perception• Information ProcessingInformation Processing• MediationMediation• IdeationIdeation• Interpersonal PerceptionInterpersonal Perception

Location InterpretationLocation Interpretation• High W:High W: If good quality responses If good quality responses

present, it reflects greater intellectual, present, it reflects greater intellectual, synthesizing and abstracting abilitysynthesizing and abstracting ability

• Low W:Low W: If quality & complexity are low it If quality & complexity are low it indicates serious level of maladjustmentindicates serious level of maladjustment

• High D:High D: Overemphasizes concrete & Overemphasizes concrete & obvious aspects of situations. If quality obvious aspects of situations. If quality low, a severe maladjustmentlow, a severe maladjustment

• Low D:Low D: Person under stress show a Person under stress show a decrease in D and increase in Dddecrease in D and increase in Dd

Location InterpretationLocation Interpretation

• High Dd:High Dd: It suggests an attempt to It suggests an attempt to narrow his perceptions of his narrow his perceptions of his envrmnt. Compulsive use of Dd is envrmnt. Compulsive use of Dd is an attempt to reduce anxiety & an attempt to reduce anxiety & exert more control over perceptionsexert more control over perceptions

• High S:High S: Associated with negativism, Associated with negativism, difficulty in handling anger & difficulty in handling anger & oppositional tendenciesoppositional tendencies

DQ InterpretationDQ Interpretation

• High DQ+ is consistent with more High DQ+ is consistent with more intelligent, complex, sophisticated intelligent, complex, sophisticated personperson

• High DQv indicates immaturity, High DQv indicates immaturity, neuropsychologically imapired etc.neuropsychologically imapired etc.

Determinants Determinants InterpretationInterpretation

• High F: Highly defensive or avoidant & High F: Highly defensive or avoidant & deliberate control of affectdeliberate control of affect

• Low F: Difficulty in controlling impulseLow F: Difficulty in controlling impulse• High M: Capacity to delay impulses, High M: Capacity to delay impulses,

fantasy, introverted thinking orientation. fantasy, introverted thinking orientation. A positive prognostic factor if quality is A positive prognostic factor if quality is good.good.

• Low M: Difficulty in using inner resources Low M: Difficulty in using inner resources (Depressive), Impulsivity, inflexibility(Depressive), Impulsivity, inflexibility


• High FM: Need dependent, Cannot High FM: Need dependent, Cannot plan long term goal, Substance plan long term goal, Substance useruser

• Low FM: Overly inhibited in Low FM: Overly inhibited in expressing emotion & deny basic expressing emotion & deny basic needsneeds

• High m: Situational stress, High m: Situational stress, presence of conflictpresence of conflict


• High C & Cn: Impulsivity, poor P-S, High C & Cn: Impulsivity, poor P-S, Organic imapirmentOrganic imapirment

• Low C & CF: Overcontrols Low C & CF: Overcontrols emotional expression (depressed emotional expression (depressed or psychosomatics)or psychosomatics)

• High FC: Low level of anxiety, good High FC: Low level of anxiety, good prognosis, balanced emotionprognosis, balanced emotion

• Low FC: Poor emotional controlLow FC: Poor emotional control


• High C’: Painful affect, internalized High C’: Painful affect, internalized emotion, affective defensiveness.emotion, affective defensiveness.

• High T: Intense need for affection & High T: Intense need for affection & dependency, oversensitivitydependency, oversensitivity

• Low T: Emotional impoverishmentLow T: Emotional impoverishment• High V: Self-critical introspection, suicidal High V: Self-critical introspection, suicidal

riskrisk• Low V: Absence is a positive signLow V: Absence is a positive sign• High Y: Anxiety, stress, situational crisisHigh Y: Anxiety, stress, situational crisis


High FD: Introspective, self-aware, High FD: Introspective, self-aware, internalize behaviourinternalize behaviour

High (2) & Reflection:Self-absorbed, High (2) & Reflection:Self-absorbed, inflated self-worth, narcissisminflated self-worth, narcissism

High Zf (>13) High level of High Zf (>13) High level of intellectual strivingintellectual striving

Low Zf (<9) Expands less effort than Low Zf (<9) Expands less effort than neededneeded


• High variety of contents is associated High variety of contents is associated with intellectual flexibilitywith intellectual flexibility

• High H: Human relatedness, good High H: Human relatedness, good prognostic factorprognostic factor

• Low H: Low level of empathy & Low H: Low level of empathy & withdrawal, Difficulty with identitywithdrawal, Difficulty with identity

• High An+Xy: Body concern, bodily High An+Xy: Body concern, bodily delusion, self that is painfuldelusion, self that is painful

• High Fd: DependencyHigh Fd: Dependency


• High P: Fear of making mistakes, High P: Fear of making mistakes, conventional, overconformingconventional, overconforming

• Low P: Rejection of conventionalityLow P: Rejection of conventionality

SS InterpretationSS Interpretation

• PSV: Difficulty in cognitive shiftingPSV: Difficulty in cognitive shifting• AB: Intellectualizing defenseAB: Intellectualizing defense• AG & COP: If both high indicates conflict AG & COP: If both high indicates conflict

over preferred mode of respondingover preferred mode of responding• MOR: Depression, suicide riskMOR: Depression, suicide risk• PER: Interpersonal difficulties, defensive PER: Interpersonal difficulties, defensive

authoritarian stanceauthoritarian stance• CP: Denial of unpleasant emotionCP: Denial of unpleasant emotion

Thank YouThank You

Rorschach Workshop

Documents

Transcript of Rorschach Workshop