Special Issue: Volume 89, Supplement 1, 2007
Issue Editors: Thomas W. Shaffer, Philip Erdberg, and Gregory J. Meyer
Special Issue Rate: US$30
Journal of Personality Assessment
Special Supplement Issue: Volume 89, Supplement 1, 2007
International Reference Samples for the Rorschach Comprehensive System
The Comprehensive System (CS) is the most commonly taught and used method of Rorschach assessment. The Journal of Personality Assessment Supplement on International Reference Samples for the Rorschach Comprehensive System is a unique resource, bringing together in one source virtually all of the known reference samples for the CS from various countries around the world.
The Supplement contains 20 samples of adult data from 16 countries, including Argentina, Australia, Belgium, Brazil, Denmark, Finland, Greece, Israel, Italy, Japan, the Netherlands, Peru, Portugal, Romania, Spain, and the United States. It also contains data for 19 child and adolescent samples from five countries that includes Denmark, Italy, Japan, Portugal, and the United States. In total, results come from 5,815 Rorschach protocols drawn from Australia, Asia, Europe, the Middle East, and North and South America.
Each article follows a structured format to describe in detail the participants, recruitment procedures, examiners, and procedures followed for administration and scoring. Each project provides data on scoring reliability, as well as reference data in the standard CS tables containing basic frequencies and descriptive statistics for all scores. Whenever possible, authors also tested for examiner differences in R, Lambda, Zf, X-%, and WSum6.
The Supplement also contains an introductory overview article describing notable features of the samples and salient choices researchers must make when collecting reference data for a country. It concludes with two articles. One is a cautionary report showing how differences in examiner training for administration, inquiry, and rapport can have a notable impact on the richness and complexity of the reference protocols. The final article provides a statistical summary of the findings, revealing that adults from around the world generally look quite similar but children and adolescents do not. The latter highlights the need for more research to understand the administration, scoring, and/or cultural factors that produce the unstable child and adolescent norms, though the consistency of scores in the adult samples allows clinicians problems.
The Supplement contains 20 samples of adult data from 16 countries, including Argentina, Australia, Belgium, Brazil, Denmark, Finland, Greece, Israel, Italy, Japan, the Netherlands, Peru, Portugal, Romania, Spain, and the United States. It also contains data for 19 child and adolescent samples from five countries that includes Denmark, Italy, Japan, Portugal, and the United States. In total, results come from 5,815 Rorschach protocols drawn from Australia, Asia, Europe, the Middle East, and North and South America.
Each article follows a structured format to describe in detail the participants, recruitment procedures, examiners, and procedures followed for administration and scoring. Each project provides data on scoring reliability, as well as reference data in the standard CS tables containing basic frequencies and descriptive statistics for all scores. Whenever possible, authors also tested for examiner differences in R, Lambda, Zf, X-%, and WSum6.
The Supplement also contains an introductory overview article describing notable features of the samples and salient choices researchers must make when collecting reference data for a country. It concludes with two articles. One is a cautionary report showing how differences in examiner training for administration, inquiry, and rapport can have a notable impact on the richness and complexity of the reference protocols. The final article provides a statistical summary of the findings, revealing that adults from around the world generally look quite similar but children and adolescents do not. The latter highlights the need for more research to understand the administration, scoring, and/or cultural factors that produce the unstable child and adolescent norms, though the consistency of scores in the adult samples allows clinicians problems.
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