Pass the thematic apperception test. In the piggy bank of a psychologist
DESCRIPTION The thematic apperceptive test was developed at the Harvard Psychological Clinic by Henry Murray and co-workers in the second half of the 1930s. The Thematic Apperception Test (TAT) is a set of 31 tables with black and white photographic images on thin white matte cardboard. One of the tables is a blank white sheet. The subject is presented in a certain order with 20 tables from this set (their choice is determined by the sex and age of the subject). His task is to compose plot stories based on the situation depicted on each table (a more detailed description and instructions will be given below). In ordinary situations, a relatively massive psychodiagnostic examination of the TAT, as a rule, does not justify the effort expended. It is recommended to use it in cases of doubt, requiring fine differential diagnostics, as well as in situations of maximum responsibility, as in the selection of candidates for leadership positions, cosmonauts, pilots, etc. It is recommended to be used at the initial stages of individual psychotherapy, since it allows you to immediately identify psychodynamics, which in ordinary psychotherapeutic work becomes visible only after a fair amount of time. TAT is especially useful in a psychotherapeutic context in cases requiring acute and short-term therapy (eg, depression with suicidal risk). Henry Murray himself defines the TAT as follows: “The Thematic Apperception Test, more commonly known as the TAT, is a method by which dominant urges, emotions, attitudes, complexes and conflicts of the personality can be identified and which helps to determine the level of hidden tendencies that the subject, or patient, hides or cannot show due to their unawareness.
Thematic Apperception Test MANAGEMENT Henry A. Murray, professor and staff at the Harvard Psychology Clinic Translation by Koshkin K.A. (Moscow Institute of Psychiatry, Ministry of Health of the Russian Federation). Copyright 1943 by the President and Fellows of Harvard College. Copyright 1971 by Henry alexander Murray.Printed in the United States of America
Tasks. The Thematic Apperception Test, better known as the TAT, is a method by which you can identify dominant urges, emotions, attitudes, complexes and personality conflicts. Which helps to determine the level of hidden tendencies that the subject, or patient, hides or cannot show due to their unawareness.
Usage. TAT is not an exhaustive method for the study of either personality, or behavioral disorders, or psychosomatic disorders, or neuroses, or psychoses. It has been established that the method is not effective when used with children under four years of age. Since the TAT and Rorschach provide complementary information, the combination of the two tests, as Harrison and others have done, is extremely effective. The technique is recommended to be used as a preparation for psychotherapy or brief psychoanalysis.
Rationale. The procedure consists in simply presenting a series of pictures to the subject and prompting them to compose a story for each plot. The course of history, which reveals significant personal components, depends on the severity of two psychological tendencies, first, the desire of people to explain ambiguous situations in human relationships in accordance with their own life experience and real desires; and, secondly, the tendency to add to what is already there one's experience, one's worries and needs, consciously or unconsciously. If the pictures are presented as a test of imagination (the interest of the subject, together with his need for approval, so involve him that he forgets about caution and the need to defend himself and resist the experimenter), then unknowingly, he talks about what traits of his character he endowed the hero and something I would never say in a direct question. Typically, the subject ends the test blissfully unaware that their self is illuminated almost as well as X-rays.
Working materials. The working material is represented by twenty pictures printed on the glossy side of white Bristol cardboard. It is possible, of course, to do without any pictures, giving instructions to come up with a story, but, as it was found, our technique has advantages: 1. pictures are much more effective in stimulating the imagination. 2. Help the subject interpret classical human situations 3. Present standard material as in other tests.
The presented and hopefully final version of the set of pictures is the third version of the original set released by the Harvard Clinic of Psychology in 1936. The effectiveness of the pictures was evaluated after the personality of the subject was examined and studied by other methods, and the results of the application of the TAT were taken into account in formulating the final conclusion. Summarized, these results served as a criterion for determining the standard of understanding of each picture. This method of evaluating the effectiveness of this non-specific diagnostic procedure deserves the greatest confidence. In choosing this particular series of pictures, we relied on our own experience and the opinion of Drs. Rapaport, Sanford, Shakow and others. Experience has shown that long stories contribute to higher identification and validity of interpretations, which are enhanced if in most pictures the hero is of the same gender as subject. This does not mean that there is a need to have two different sets of pictures, because some of the pictures shown do not contain human figures at all, others show people of both sexes, and still others show the gender of one of the characters is indeterminate. In fact, eleven of our pictures (including the blank card) can be used for both genders. Also, our results are limited by the scope of inclusion in the studies, people from 14 to 40 years old were tested, and this limitation is reflected in the present set of pictures: most of them correspond to the principle that the character of the picture is not only the same gender as the subject, but also approximately the same age as him or his parents. We were informed by Dr. Nevitt Sanford, who tested the children, that this requirement need not be met, and that most of the pictures presented, with the exception of some substitutes, are quite suitable for children from seven to fourteen years of age. Our staff have achieved satisfactory results with even smaller boys and girls. Each set is divided into two series of ten pictures each. Pictures of the second series are more unusual, dramatic, eccentric than in the first series. One hour is allotted for one series of pictures, the second series must be presented no earlier than a day later or later.
The Thematic Apperception Test (TAT) is a set of 31 tables with black and white photographic images on thin white matte cardboard. One of the tables is a blank white sheet.
The subject is presented in a certain order with 20 tables from this set (their choice is determined by the gender and age of the subject). His task is to compose plot stories based on the situation depicted on each table.
Initially, the Thematic Apperception Test was conceived as a technique for the study of imagination. As it was applied, however, it became clear that the diagnostic information obtained with its help goes far beyond the scope of this area and allows us to give a detailed description of the deep tendencies of the individual, including her needs and motives, attitudes towards the world, character traits, typical forms. behavior, internal and external conflicts, features of the course of mental processes, psychological defense mechanisms, etc.
Based on this test, conclusions can be drawn about the level intellectual development, about the presence of signs of certain mental disorders, although it is impossible to make a clinical diagnosis on the basis of the data of this test alone, as well as any other psychological test. It is impossible to work with the technique “blindly”, without preliminary biographical (anamnestic) information about the subject. The most fruitful is the use of the Thematic Apperceptive Test in the clinic of borderline conditions.
Using the Thematic Apperception Test with Other Methods
At the same time, it is advisable to use it in one battery with a test or MMPI, which allow obtaining information that supplements the TAT data. Thus, the information extracted from the TAT, as a rule, allows one to more deeply and meaningfully interpret the structure of the MMPI profile, the nature and origin of certain peaks.
Although TAT provides the opportunity to obtain extremely deep and extensive information about the individual, it does not in any way guarantee that this information will be obtained in any particular case. The volume and depth of the information received depends on the personality of the subject and, to the greatest extent, on the qualifications of the psychodiagnostic, and the lack of qualification affects not only the stage of interpreting the results, but also during the study.
It is recommended to use it in cases of doubt, requiring fine differential diagnostics, as well as in situations of maximum responsibility, as in the selection of candidates for leadership positions, cosmonauts, pilots, etc. It is recommended to be used at the initial stages of individual psychotherapy, since it allows you to immediately identify psychodynamics, which in ordinary psychotherapeutic work becomes visible only after a fair amount of time.
TAT is especially useful in a psychotherapeutic context in cases requiring acute and short-term therapy (eg, depression with suicidal risk).
The TAT is useful for establishing contact between the therapist and the client and forming an adequate psychotherapeutic attitude in the latter. In particular, the use of test stories as a material for discussion can successfully overcome the client's possible difficulties in communication and discussion of their problems, free association, etc.
Among the contraindications to the use of TAT, as well as other psychological tests are called (1) acute psychosis or a state of acute anxiety; (2) difficulty in establishing contacts; (3) the likelihood that the client will consider the use of tests as a surrogate, a lack of interest on the part of the therapist; (4) the likelihood that the client will consider this a manifestation of the incompetence of the therapist; (5) specific fear and avoidance of testing situations of any kind; (6) the probability that test material stimulates the manifestation of excessive problematic material at too early a stage; (7) specific contraindications associated with the specific dynamics of the psychotherapeutic process at the moment and requiring testing to be postponed until later. In addition to psychodiagnostic tasks, TAT is also used for research purposes as a tool for fixing certain personal variables (most often motives).
ADVANTAGES AND DISADVANTAGES OF THE THEMATIC APPERCEPTIVE TEST
The main advantage of TAT is the richness, depth and variety obtained with its help. In addition, interpretation schemes commonly used in practice, including the scheme given in this description, can be supplemented with new indicators depending on the tasks that the psychodiagnosticist sets himself. Possibility to combine various interpretive schemes or improve and supplement them based on one’s own experience with the technique, the ability to process the same protocols repeatedly different schemes, the independence of the results processing procedure from the survey procedure is another significant advantage of the technique.
The main disadvantage this test First of all, the laboriousness of both the survey procedure and the processing and analysis of the results. The total examination time of a mentally healthy subject is rarely less than two hours. Almost the same amount of time takes the complete processing of the results. At the same time, as already noted, there are high requirements for qualifications, on which it decisively depends whether it will be possible to obtain information suitable for psychodiagnostic interpretation.
THE PLACE OF TAT IN THE SYSTEM OF METHODS OF PSYCHOLOGICAL DIAGNOSIS
Thematic apperceptive test belongs to the class of projective psychodiagnostic methods. Unlike widely used questionnaires that make it possible to quantify the result of any individual against the background of the population as a whole using a set of ready-made scales, projective methods make it possible to obtain a kind of “imprint” of the internal state of the subject, which is then subjected to qualitative analysis and interpretation.
The stimulus material of the test is distinguished by two features: firstly, by the relative completeness of coverage of all spheres of relations with the world, personal experience, and, secondly, uncertainty, potential ambiguity in understanding and interpreting the situations depicted. According to another classification, TAT belongs to the class of operant methods - methods based on the analysis of free (within the framework of the instruction) verbal, graphic or any other production of the subject. The opposite of operant methods are respondent methods, in which the subject only makes a choice of one of several proposed alternatives. Respondent methods include questionnaires, ranking methods (for example, a method for studying value orientations), scaling methods (for example, semantic differential) and others.
The class of respondents also includes some projective methods (the Szondi and Luscher test). A more detailed generally accepted classification of projective methods refers the test to a group of interpretation methods in which the subject is faced with the task of giving his own interpretation of the proposed situations. Finally, an even narrower group of thematic apperception techniques can be singled out, which includes, in addition to the TAT itself, its analogues and modifications for different age, ethnocultural and social groups, as well as modifications for directed and more accurate diagnosis of individual motivational tendencies.
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This test is a necessary tool for a psychologist who counsels families, adolescents and people in difficult life situations. It is indicative in all respects: the orientation of the personality, actual intrapersonal conflicts, ways of responding to the conflict.
Drawn apperception test (PAT) G. Murray. Methods for studying conflict attitudes, B.I. Hassan (based on the RAT test).
The Thematic Apperception Test (TAT) is a projective psychodiagnostic technique developed in the 1930s at Harvard by Henry Murray and Christiane Morgan. The aim of the methodology was to study driving forces personality - internal conflicts, drives, interests and motives. The drawn apperception test (PAT) is a compact modified version of G. Murray's Thematic Apperception Test, which takes a little time for examination and is adapted to the working conditions of a practical psychologist. A completely new stimulus material has been developed for it, which is a contour plot pictures. They are schematic representations of human figures.
Applicable:
In family counseling
When providing socio-psychological assistance to presuicidal persons,
Diagnosis of internal conflicts and personality orientation,
In the clinic of neurosis and forensic psychiatric examination.
The technique can be used both in individual and group examinations, both with adults and adolescents from 12 years of age.
Progress:The client is given pictures and asked to write a story based on them.
Instruction.Carefully consider each drawing in turn and, without limiting your imagination, compose a short story for each of them, which will reflect the following aspects: What is happening at the moment? Who are these people? What are they thinking and feeling? What led to this situation and how will it end? Do not use famous stories taken from books, theatrical productions or movies - come up with something of your own. Use your imagination, the ability to invent, the wealth of fantasy. Test (stimulus material).
Processing of results.
An analysis of the subject's creative stories (oral or written) makes it possible to reveal his identification (as a rule, unconscious identification) with one of the "heroes" of the plot and the projection (transfer to the plot) of his own experiences.
The degree of identification with the character of the plot is judged by intensity, duration and frequency of attention paid to the description of this particular participant in the plot.
The signs, based on which one could conclude that the subject identifies himself with this hero to a greater extent, include the following:
One of the participants in the situation is credited with thoughts, feelings, actions that do not follow directly from the given plot presented in the picture;
One of the participants in the situation is given much more attention in the process of description than the other;
Against the background of approximately the same amount of attention paid to the participants in the proposed situation, one of them is given a name, and the other is not;
Against the background of approximately the same amount of attention paid to the participants in the proposed situation, one of them is described using more emotionally charged words than the other;
Against the background of approximately the same amount of attention paid to the participants in the proposed situation, one of them has direct speech, while the other does not;
Against the background of approximately the same amount of attention paid to the participants in the proposed situation, one is described first, and then the rest;
If the story is composed orally, then the hero, with whom the subject identifies himself to a greater extent, manifests a more emotional attitude, manifested in the intonations of the voice, in facial expressions and gestures;
If the story is presented in writing, handwriting features can also give out those facts with which there is a greater identification - the presence of strikethroughs, blots, deterioration of handwriting, an increase in the inclination of lines up or down compared to ordinary handwriting, any other obvious deviations from ordinary handwriting, when the subject writes in a calm state.
It is far from always easy to find a more significant character in the description of the picture. Quite often, the experimenter finds himself in a situation where the volume of the written text does not allow him to confidently judge who is the hero and who is not. There are other difficulties as well. Some of them are described below.
Identification shifts from one character to another, that is, in all respects, both characters are considered approximately in the same volume, moreover, first one person is completely described, and then completely another (B.I. Hasan sees this as a reflection of the instability of the subject's ideas about himself) .
The subject identifies himself simultaneously with two characters, for example, with “positive” and “negative” - in this case, in the description there is a constant “jumping” from one character to another (dialogue, or just a description), and it is precisely the opposite qualities of the participants in the plot that are emphasized (this may indicate the author's internal inconsistency, a tendency to internal conflicts).
The object of identification can be a character of the opposite sex or a sexless character (a person, creature, etc.), which in some cases, if there are additional confirmations in the text, can be regarded as various problems in the intersexual sphere of personality (the presence of fears, problems with self-identification, painful dependence on a subject of the opposite sex, etc.).
In the story, the author can emphasize the absence of his identification with any of the participants in the plot, taking the position of an outside observer, using statements like: "Here I am watching the following picture on the street ...". B.I.Hasan proposes to consider in this case the heroes as antipodes of the subject himself. At the same time, it can be assumed that this is not the only possible interpretation. So, for example, the position of an outside observer can be taken by a person whose system of defense mechanisms of his Ego does not allow him to realize in himself the presence of qualities that he attributes to others, or this may be the result of fear of such situations and the dissociation mechanism is triggered. One or another picture may be associated with the subject with his own life situation, causing frustration. In this case, the characters of the story realize the needs of the narrator himself, unrealized in real life. It happens and vice versa - the story describes the obstacles that prevent the realization of needs.
The intensity, frequency and duration of attention paid to the description of individual details of the situation, the duration of fixing the subject's attention on certain values repeated in different stories, can give a general understanding of the problematic psychological zones (unsatisfied needs, stress factors, etc.) of the person being examined. The analysis of the data obtained is carried out mainly at a qualitative level, as well as through simple quantitative comparisons, which allow, among other things, to assess the balance between the emotional and intellectual spheres of the personality, the presence of external and internal conflicts, the sphere of disturbed relationships, the position of the subject's personality - passive or active, aggressive or passive (at the same time, 1:1, that is, 50% to 50% is considered a conditional norm, and a significant advantage in one direction or another is expressed in ratios of 2:1 or 1:2 or more).
Key.
Characteristics of each individual story (there should be 8 pieces in total):
1. The characters of the story (formal description - what is known from the story about each of the participants in the plot - gender, age, etc.);
2. Feelings, experiences, physical state transmitted in the story (as a whole); leading motives, sphere of relations, values (in general);
3. Conflicts and their scope (if any), obstacles and barriers on the way for the participants in this story to achieve their goals;
4. Ways to resolve conflicts;
5. The vector of the psychological orientation of the behavior of the participants in the plot;
6. Analysis of the reasons that do not allow a clear definition of the "hero" of the plot, with whom identification occurs to a greater extent (if any);
7. The presence in the plot of a hero with whom the subject identifies himself to a greater extent and a description of the features by which this particular character is recognized by the researcher as a “hero” (if a certain “hero” is sufficiently obvious in the plot);
8. The gender and age of the hero are indicated (if a certain “hero” is sufficiently obvious in the plot);
9. Determining the characteristics of the hero, his aspirations, feelings, desires, character traits (if a certain “hero” is sufficiently obvious in the plot);
10. Evaluation of the strength of the hero's need depending on its intensity, duration, frequency of appearance and development of the plot as a whole (if a certain “hero” is sufficiently obvious in the plot);
11. Description of the individual characteristics of the hero in accordance with the scales: impulsiveness - self-control, infantilism - personal maturity (with a description of the criteria for this assessment) (if a certain “hero” is sufficiently obvious in the plot);
12. Correlation of the characteristics of the "hero" (motives of behavior, personal characteristics etc.) with those characteristics (needs, motives, values, character traits, etc.) that the subject as a whole reflected in the process of describing this plot (if a certain “hero” is sufficiently obvious in the plot);
13. Self-esteem of the subject, the ratio of his I-real and I-ideal, judging by this story; features of the style of presentation of the text, handwriting;
14. Features of the style of presentation of the text, handwriting;
15. What in this text especially attracted the attention of the researcher;
16. Assumptions about the characteristics of the personality and life situation of the subject with specific references to the details of the story, confirming these assumptions - a generalization of the conclusions on this story.
Further, with regard to the application of the Drawn Apperception Test (PAT) in the Methodology for the Study of Conflict Attitudes, the author Boris Iosifovich Khasan (in italics): Point 11 - “assessment of the strength of the hero’s need depending on its intensity, duration, frequency of occurrence and development of the plot as a whole” or, if there are difficulties with the definition of "hero", then this phrase should be understood as "an assessment of the strength of the need present in general in the description of the plot, depending on its intensity, duration, frequency of occurrence and development of the plot as a whole" deserves a separate description. In order to determine the dominant and, possibly, suppressed needs of the subject, it is proposed to introduce a ranking of the strength of a particular need in each of the descriptions, that is, in each of the proposed 8 stories. Thus, all needs from G. Murray's list of needs (the list is given above) receive a subjective assessment of the severity. B.I. Hasan proposes to determine the intensity of needs only for the “hero”, but it seems more logical to simply mark in points the strength of one or another need reflected in the description of the plot, regardless of which of the characters is given more attention, based on the assumption that all the story as a whole is a projection of certain characteristics of the personality of the subject, his image of the world. For evaluation, you can choose, for example, a five-point system.
In this case, the strength of such a need (according to Merey) as aggression can be expressed as follows:
Complete absence of aggression - 0 points
The tendency of one of the participants in the plot to be irritable - 1 point
Active verbal aggression on the part of one of the participants or indirect non-verbal aggression (broke some thing, etc.) - 2 points
A quarrel with expressed threats from both participants in the plot - 3 points
A real fight with the use of physical force - 4 points
Murder, mutilation, war, etc. - 5 points
There are only 22 items in the list of G. Murray's needs, given in this development. Therefore, the diagnostician's task is to compile a table in which a certain number of points would be assigned in accordance with the intensity of each of the 22 needs in each of the descriptions (at least 8 plots).
Intensity of Expression of Needs |
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need |
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2 fig. |
3 fig. |
4 fig. |
5 fig. |
6 fig. |
7 fig. |
8 fig. |
sum |
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In self-deprecation |
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In reaching |
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In affiliation |
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In aggression |
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In autonomy |
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In opposition |
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In respect |
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In dominance |
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In exhibition |
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To avoid damage |
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Avoiding shame |
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In order |
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in rejection |
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In sensory impressions |
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Close (libido) |
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In support |
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In understanding |
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In narcissism |
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In sociality (sociology) |
After calculating the sum of points for each of the needs, the researcher puts forward an assumption that the subject has some dominant needs and, possibly, some suppressed, or not suppressed, but not actualized.
This is done on the basis of comparing data and selecting several needs that have received maximum amount total points and needs with the minimum number of points. If several needs (according to G. Murray) received the same, large number of points, then the probability that the need that has a lot of points due to its reflection in almost every description with medium strength is more relevant than the need that received a high number of points for due to the fact that it is strongly expressed in 2-3 descriptions, but not in the rest. Of course, it is necessary to take into account the peculiarities of the content of stories in which the strength of one or another need is high.
It is also proposed to separately consider the described behavior of the characters in each of the stories from the point of view of different types of aggressiveness (11 types of behavior are indicated in the theoretical part - see below) and also summarize the results.
The intensity of the manifestation of aggressiveness. |
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need |
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antiaggressiveness |
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intrusive aggression |
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aggressiveness undifferentiated |
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1. general characteristics TAT.
2. Carrying out and processing TAT.
3. Modifications of TAT.
TAT was created by G. Murray in the 30s of the XX century, although the idea was not new. And before him, researchers used pictures to establish rapport in clinical conversation and diagnose individual aspects of the personality. Murray was a biochemist, then took a course in psychoanalysis, taught clinical psychology. His theoretical views were at the intersection of the theories of Z. Freud, K. Levin and W. McDougall, from whom he borrowed the idea that a person has basic drives that underlie all human manifestations. But most of the ideas are still from psychoanalysis, and therefore the interpretations of TAT gravitate towards the unconscious and typical psychoanalytic problems: childhood, relationships with parents, siblings, transference.
The stories are based on the following provisions of Murray.
1. Through characterizing the protagonist of the story and describing his actions and reactions, the narrator usually uses (consciously or not) some fragments of his own past or represents his personality, for example, a guess, idea, feeling, assessment, need, plan or fantasy that he experienced or who occupied him.
2. In characterization of others actors personal characteristics of acquaintances with whom he had or has a close relationship are invested. Sometimes these are characters invented by him as a child.
3. When the narrator builds up individual episodes, describing the hero's efforts, his relationships with other characters, the outcome of the situation, he usually uses, consciously or not, the events that influenced his development.
After the appearance of TAT, it was modified by many scientists, both the pictures themselves and interpretations, and even theoretical justifications. Bellak's modification is considered the most successful. He believed that the TAT was based on the following basic provisions.
A) Projection is the most powerful distortion of reality. This is an unconscious process, which in most cases cannot be realized.
B) Apperceptive processes that operate at the subconscious level and can easily be brought to the conscious level are denoted by the term "externalization".
C) Externalization is a phenomenon that characterizes the main tendencies of the reaction to TAT. In the process of testing, the subject guesses, at least partially, that he was talking about himself in the stories told.
D) Psychological determinism, i.e. everything written and told has a dynamic reason and meaning. Each portion of the projected material can have not one, but several meanings related to different levels of personal organization.
From different theoretical positions, the diagnosis of TAT is also explained. From Heckhausen's point of view, TAT reveals stable personality traits. McClelland believes that TAT measures motives, followed by Atkinson, that not just motives, but their strength. According to the activity-semantic approach of Leontiev, the TAT stories reflect the individual image of the world of the subject. Murray himself believed that with the help of TAT one can identify repressed and repressed inclinations and conflicts, as well as the nature of resistance to these inclinations.
It is currently believed that TAT diagnoses:
Leading motives, attitudes, values;
Affective conflicts, their areas;
Ways to resolve conflicts: position in conflict situation, the use of specific protection mechanisms;
Individual features of the affective life of a person: impulsiveness - controllability, emotional stability - lability, emotional maturity - infantilism;
Self-esteem, the ratio of ideas about the I-real and I-ideal, the degree of self-acceptance.
Data on the reliability and validity of TAT are contradictory. Murray believed that everything depends on the competence of the researcher. Since 1940, reliability studies have been carried out. However, the correlations between the judgments of different experts varied from 0.3 to 0.96. The scatter of these values is explained by differences in the groups of subjects, processing schemes, and the degree of qualification of experts.
With regard to retest reliability, Murray believed that high reliability should not be expected from TAT, and most researchers believe that the stability of results over time largely depends on the personality of the subject. Nevertheless, in studies, the reliability coefficient was quite high: 0.8 after two months, 0.5 after ten months. At the same time, the reliability coefficient differs significantly for different TAT patterns.
The retest reliability of the TAT also depends on changes in the psychological situation of the subjects. Thus, strong criticism of the stories of the subjects leads to a significant increase in signs of aggression, as well as the number of descriptions. emotional states. The order in which the tables are presented also affects the results.
There are practically no normative data on the TAT stories. Often people do not see certain details in the pictures that the creators consider important. Therefore, norms are needed, but it is not yet known how to develop them.
With regard to validity, the difficulty lies in the selection of the criterion. It is still not clear what the TAT should measure, so more often they talk about the validity of individual indicators, rather than the methodology as a whole. It was found that about 30% of the stories contain elements of the biography or life experience of the subjects. The TAT stories are consistent with the dream analysis data and with the Rorschach test results. According to the TAT, it is possible to restore personality traits, biography elements, intelligence level, attitudes and personal conflicts. At the same time, validity depends on the theory on the basis of which the results are interpreted (theoretical validity).
IN Lately there is evidence of predictive validity. Based on the TAT, it was possible to predict success in professional activities, study, and overcoming life problems. But until now, TAT has not been properly standardized, and many believe that this will never happen. Therefore, it is sometimes said that the TAT is not a test in the strict sense of the word.
Conduct procedure.
Murray singled out two parts in the conduct of TAT: "warm-up" and the main part.
"Warm-up" - the first picture. After listening to the instructions, the subject can examine the picture for about 20 seconds, and then puts it aside. Then he is asked to choose a suitable name for the main character, and then talk about him. Sometimes, after completing the first story, it may be necessary to repeat some points of the instruction in order to achieve the end of the story.
The experimenter is silent or reasonably praises the entire main part until all 10 stories are told and an hour has passed. Usually stories take 5 minutes and include about 200 words. Be sure to set the rapport.
Bellak believed that it was better to sit so that the subject did not see the researcher, and he could observe him and his facial expressions. However, this position is not suitable for working with suspicious or anxious subjects.
The subjects are given the following instruction: “I will show you pictures, and I would like you to tell me what happens in each of them, what happened before and how it all ends. I want your stories to be interesting, bright, so that you improvise. Thus, the subjects should have the impression that they are studying their imagination, fantasy.
If the subject performs the technique on his own, it is necessary to explain that he takes one picture in the order in which they lie, and does not consider all the pictures, and then choose.
Usually, the first 10 pictures are presented first, and the rest the next day. But if the researcher has a specific goal, he can choose his own set of pictures. In any case, the sequence of presentation is important. The first pictures reflect more universal, habitual, everyday spheres; the last ones reflect more specific, individually significant spheres. Further, the paintings differ in emotional tone and degree of realism. Murray believed that since the first 10 paintings deal with more mundane topics, and the second more fantastic, the stories in the first should reflect the needs realized in everyday behavior, and in the second - repressed or sublimated desires, but experimental confirmation of this was not received.
Required set of tables for examining men: 1, 2, 3BM, 4, 6BM, 7BM, 11, 12M, 13MF; women - 1, 2, 3BM, 4, 6GF, 7GF, 9GF, 11, 13MF.
The situation of the examination is also important: the behavior of the experimenter, the presentation of instructions; the influence of the examination situation itself, which a person can perceive as an examination situation, which will lead to an improvement or deterioration in performance (depending on personal qualities).
You cannot tell the subject the true purpose of the technique, so you need to come up with a plausible "legend". It depends on the state and intellectual level of the subject. If TAT is used in the clinic, it is necessary to take into account the symptoms. If not in the clinic - on the imagination, fatigue, performance, skills. It is not worth mentioning that the technique is American. If a person is interested, then you can answer his questions, reveal the essence of the technique. But this process must proceed according to the laws of psychodiagnostics, i.e. how, what information to report, so as not to harm a person.
When performing the technique, it is necessary to ensure that the person is not tired, although he must immediately be warned that the work will last 1–1.5 hours. The examination must not be interrupted before tables 13, 15, 16 and the session cannot be started from them. Before starting work, you can conduct a short and entertaining technique so that a person is drawn into work, for example, “Non-existent animal”.
In general, the overall situation in which the survey is conducted should meet three requirements:
1) interference must be excluded;
2) the subject should feel comfortable;
3) the situation and behavior of the psychologist should not cause any motives and attitudes in the subject.
When presenting instructions to our subjects, it must be emphasized that the story must be composed starting from the picture, and not from the picture, as they used to at school. The difference lies in the fact that when compiling a story from a picture, the emphasis is on the present, while in TAT they ask the subjects to imagine what happened in the past, what will happen next, and describe the feelings and thoughts of the characters.
The second part of the instruction consists of the following messages:
There are no right or wrong options, any story that matches the instructions is good;
You can tell in any order. It is better not to think through the whole story in advance, but to start immediately saying the first thing that comes to mind, and changes or amendments can be made later;
Literary processing is not required, literary merit will not be evaluated. The main thing is to be clear about what in question.
If the main points (present, past, future, feelings, thoughts) are missing in the story, the instruction must be repeated. But you can do it twice. If this is not there after the third picture, then this is a diagnostic sign, and the instruction is no longer repeated. All questions of the subject are answered evasively: “If you think so, then it is so,” etc.
At the beginning of the second session, the subject is asked if he remembers what to do and is asked to repeat the instruction. If he missed something, he should be reminded.
Special instructions are required when working with tab. 16 (pure white field). If she does not confuse the subject, he gives a story without additional instructions. Then he is asked to compose another story, and then another. It is believed that table 16 reveals the actual significant problems. If they are repressed, they are most pronounced by the third story. If not, they will be visible already in the first one, then the subsequent ones are not processed.
Attempts to present a well-known painting - I.E. Repin, Raphael, etc. - on a white background should be stopped. If a person is surprised and indignant at the white background, he should be instructed to imagine any picture on this sheet and describe it, and then make up a story based on it. And so three times.
Murray suggested that after the examination was over, go through all the pictures and ask about the sources of the plots - from personal experience, books, films, stories of acquaintances, just fantasy.
Sometimes the subject refuses to work or leaves the instructions. In case of refusal, you need to try to win over the subject, to calm him down. If the person has trouble expressing thoughts, specific questions can be asked.
There are four types of care:
Descriptive - there is a description of what is depicted, but there is no history. Here it is necessary to clarify once again that it is necessary to compose a story;
Formal - the subject clearly follows the instructions, asks a question and answers it, but the story does not work. If this is due to the rigidity of the imagination, a person can be stirred up. If it is a conscious behavior that is repeated several times, the examination is useless;
Substitute - a story is not composed here, but similar content of a book or film is reproduced. If a book or film is called, it must be indicated that they were invented by someone, but you need something of your own. If the psychologist recognized the plot, the reaction should be the same. But if the substitution is not recognized, nothing can be done, the results will be unreliable;
Branched - the subject composes a story, but is inconsistent in details. For example, sometimes a boy is 12 years old, sometimes more, sometimes less; sometimes his violin, sometimes not, etc. (Table 1). In this case, the subject should be asked to choose one option and focus on it.
Usually, when working with a person with TAT, a psychologist is required to be minimally active. But there are situations when a psychologist needs to be active.
1. Questions of the subject, the answers to which cannot be postponed “for later”. When answering, one must adhere to uncertainty. For example:
Question: What is shown here?
Answer: - What you need for the story, then use it.
Is it a man or a woman?
As you wish. If you think it's a man, let it be a man. If it seems to be a woman, let it be a woman.
Normal.
Has anyone else told a story like this?
I do not remember.
2. The need to influence the pace of the story. It occurs if the psychologist does not have time to write down the story after the speaker. Then you can slowly repeat the last sentence, interrupting the speaker. Start with the reporting word: so you said… So…. Another option is when the subject thinks for a long time, and it is necessary to talk to him with leading questions: “What are you thinking about?” etc.
3. The need to emotionally reinforce, cheer up the subject. It is desirable to take into account individual characteristics- isolation, indecision, timidity, anxiety.
4. The need to clarify the details of the story. Occurs in three cases:
a) when the psychologist has doubts about what exactly the subject sees in the picture, i.e. the subject speaks about the person in the picture in the middle gender or does not mention any details. It is necessary to find out whether he does not see them, does not recognize them, or deliberately omits them;
b) reservations. If the psychologist noticed them, he asks to repeat the phrase, saying that he did not hear. If a person corrects, - a reservation, if repeated - a symptom of a violation of perception or loss of the meaning of the concept;
c) the loss of the logical sequence of the plot, the introduction of additional characters that are not in the picture. Violation of logic, sequence, fragmentation of the story indicate pathology: psychosis or fragmentation of thinking. But only if a person cannot answer clarifying questions: “You said he is waiting for someone, but who?”. Or ask for clarification. If a person copes with this, then these are his individual characteristics, first of all, mental ones.
Drafting a protocol.
It includes:
1) the full text of everything that the subject says, in the form in which he says it, with all inserts, distractions, repetitions, etc. If he wants to correct something, corrections are also recorded, but the main record does not change.
2) everything that the psychologist says, the exchange of remarks, all mutual questions and answers;
3) long pauses in the story;
4) latent time - from the presentation of the picture to the beginning of the story, and the total time of the story - from the first to the last word;
5) the position of the picture. The subject can rotate the picture, determining where the top is, where the bottom is. The correct position of the picture is indicated by ↓, upside down - , lateral positions - → and ←. If the subject asks how it is correct, they answer: Keep it as it is convenient for you.
6) the emotional mood of the subject, the dynamics of his mood and emotional reactions during the examination and in the process of storytelling;
7) non-verbal reactions and manifestations of the subject up to when he smiled, frowned, changed his posture.
In addition, it is necessary to start by recording data about the subject (gender, age, education, profession, marital status, family members, health status, success in professional career; main milestones of the biography); Full name of the psychologist, date of the examination, the situation of the examination (place, time, method of fixing the results, other features of the situation, the relationship of the subject to the situation of the examination and to the psychologist).
The processing of TAT stories in the West is easier than here. They mainly use TAT, Bellak's pamphlet, where they enter data from stories, and then interpret it based on their theoretical views (mainly psychoanalytic).
In domestic processing, several tables are filled. The first is mandatory structural indicators, the second is optional structural indicators, the third is mandatory content indicators, and the fourth is optional content indicators. Then these tables are analyzed, the main syndromes are distinguished and built:
Paradigmatic structure, which is a system of semantic bundles underlying the content;
Opposition structure, i.e. semantic oppositions (for example, what is and what does he want, what is one character, and what is the second, etc.);
Syntagmatic structure - the sequence of development of the plot in the story, events;
Spatial structure - the location of characters in the world;
The actant structure is the relationship between the characters in the stories.
It is possible that such an analysis is deeper and more illustrative, it better reveals the patterns of ideas, views and the inner world of a person, but it is rather cumbersome.
Bellak believed that the TAT could be used as a general basis for short-term psychotherapy. Psychoanalysts also use TAT when patients have problems with free association or when there is not enough association. You can use TAT when the patient is depressed, he is silent, and TAT helps to establish contact. However, in counseling and psychotherapy detailed analysis stories are often not made, but only stories are read and form a general impression.
TAT modifications
1. CAT (Children's Apperception Test). The pictures are intended for children, but mostly they show animals performing human functions. It is believed that it is easier to carry out in the form of a game. Designed for children from 3 to 10 years old. Children work with 10 pictures, although there were originally 18. Bellak believed that the pictures reflected typical themes of Freud's theory of child sexuality. In the 1960s, Mershtein developed new version CAT-N, where people are represented, not animals. But most practical psychologists believe that SAT is not informative, because requires children to do what they cannot do at 3-7 years old - to compose a detailed story, taking into account the past, the future, and they cannot compose a story, taking into account thoughts and feelings, even at 10 years old. Therefore, its diagnostic value is questionable.
There have been attempts to create a modification for teenagers - Simon's Picture and Story Test - SPST, Michigan Picture Test - MRI. But there are few works with their use, and no one has been able to prove whether they work and what they reveal.
2. TAT modifications designed to work with people with physical disabilities and with people of different professions. But mostly it's classified information. There is Henry and Guetzky's "Group Projection Test", which aims to study the dynamics of small groups. It is held in a group, and the story is composed by the whole group.
3. H. Heckhausen's test to study the motivation to achieve success or avoid failure.
4. Object Relations Technique (ORT) - Object Relation Technique - Phillipson. Created in 1955 It is very similar to TAT, but the style and content of individual pictures are typical for the entire spectrum of the series. It was used as an adjunct to therapy. By telling a story, a person reveals his way of perceiving the world. It, in turn, was formed from the unconscious building of relationships in early childhood to meet their needs and from conscious alignment in later years. Phillipson believed that his technique could reveal the preponderance of the unconscious or conscious alignment. The stimulus material includes 13 cards, including one white one, presented in four series. Each series has one image style on the cards. The analysis is carried out in four categories: perception (what he sees in the picture); apperception (the meaning of what is perceived); the content of object relations (the people mentioned in the story and the types of interactions in which they are involved); story structure. In the structure of the story, conflict and its resolution are important. But data on the use of ORT outside of psychotherapy are either lacking or unreliable. The children's version (CORT) is being developed by Wilkinson, it is somewhat softened and more objectified, but not fully completed.
5. Projective Pickford Pictures (PPP) - designed to work with children. The stimulus material consists of 120 postcard-sized outline drawings. Drawings are primitive. Aimed at identifying the relationship of the child with parents, brothers / sisters, peers, unexpected situations, curiosity in matters of sex, procreation. Designed for 20 sessions. Mainly used in psychotherapy school psychologists. Reveals dreams, dreams, fantasies, problems at school and at home. There is a list of common interpretations of pictures, as well as a table of standard indicators for boys and girls.
6. Pictures about Blackie. Designed by J.Blum. Designed to study psychosexual development. At first they were considered for adults, then they were adapted for children. The stimulus material depicts the life conflicts of the dog family. There are 12 pictures in total. About two minutes are allotted for the story. Each picture shows the stages of psychosexual development, according to Freud: oral, anal, Oedipus complex, fear of castration, identification, etc. After the story, the child is asked 6 more questions, each of which has answer options. The child must choose one answer. In conclusion, the pictures must also be sorted into likes and dislikes. The test is widely used, but it can only be used within the framework of psychoanalytic theory.
7. Rosenzweig's pictorial frustration test (P-F). One of the oldest and most popular. You need to enter the first answer that comes to mind, so it does not take much time. Well objectified, there are norms. But it does not determine the type of personality, but the type of reaction. Rosenzweig associated it with emotions and defense mechanisms. There is no validity and reliability, because Rosenzweig believed that projective methods they are not applicable.
TAT modifications continue to develop. There are attempts to make them for people of different professions, levels of education, cultures, for example, there is an option for blacks. But for us they are not suitable, even if they appeared, because. culture and mentality are different.
Presentation on the topic:Thematic apperceptive
test
Performed:
Ryazanova Evgeniya,
group 31P Definition
Essence and purpose
The history of the creation of the technique
Adaptations and modifications of the technique
Testing process
Instruction
Stimulus material
Description of stimulus material (example)
Interpretation of results
Case example
List of used literature
Definition
The Thematic Apperception Test, better known as TAT, is a methodwhich can be used to identify dominant impulses,
emotions, relationships, complexes and conflicts of personality and which
helps to determine the level of hidden tendencies that
the subject or patient conceals or cannot show due to
their unconsciousness"
- Henry A Murray. Thematic apperception test. - Cambridge, Mass:
Harvard University Press, 1943.
Content
Essence and purpose
The Thematic Apperception Test (TAT) is a set of31 tables with black and white photographic images on thin
white matte cardboard. One of the tables is a blank white sheet.
The subject is presented in a certain order with 20 tables from this
set (their choice is determined by the gender and age of the subject). His
the task is to compose plot stories based on
depicted on each situation table.
In addition to psychodiagnostic tasks, TAT is also used in
research purposes as a tool for fixing certain
personal variables (most often motives).
The TAT is not an exhaustive method of researching either personality,
no behavioral disorders, no psychosomatic disorders, no neuroses,
no psychosis. It was found that the method is not effective when used in
working with children under the age of four. Since TAT and Rorschach give
complementary information, then the combination of these two tests
exceptionally efficient. The technique is recommended to be used
preparation for psychotherapy or brief psychoanalysis.
Content
The history of the creation of the technique
The history of the creation of the techniqueHenry A Murray
The thematic apperception test was first
described in an article by K. Morgan and G. Murray in 1935 (Morgan,
Murray, 1935). In this publication, TAT has been presented as
imagination research method that allows
characterize the personality of the subject
the fact that the task of interpreting the depicted situations,
which was placed in front of the subject, allowed him
fantasize without visible limits and
contributed to the weakening of mechanisms
psychological protection. Theoretical justification and
standardized processing and interpretation scheme
TAT received a little later, in a monograph
"Study of Personality" by G. Murray with collaborators
(Murray, 1938). The final scheme for interpreting the TAT and
final (third) edition of the stimulus
material were published in 1943.
Content
Adaptations and modifications of the methodology
TAT options for different age groups:Children's Apperception Test (CAT)
Michigan Drawing Test (MRI)
P. Symonds Drawing Story Test (SPST)
Walk's Gerontological Apperception Test (GAT)
Apperceptive test for older age (SAT) L. Bellak and S. Bellak
TAT options for different ethnic and cultural groups:
S. Thompson TAT for African Americans (T-TAT)
TAT for Africans
TAT options for solving various applied tasks: Professional
apperceptive test (VAT)
Group projection test (TGP)
Family Relationship Indicator (FRI)
School Apperceptive Method (SAM)
Educational Apperception Test (EAT)
School Anxiety Test (SAT)
TAT options for measuring individual motives:
TAT for diagnostics of achievement motivation D. McCleland
TAT for diagnosing achievement motivation by H. Heckhausen
Content
Testing process
A complete examination with the help of TAT takes 1.5-2 hours and, as a rule,split into two sessions. With comparatively short stories all 20 stories
can take an hour. The reverse situation is also possible - when two sessions
is not enough, and you have to arrange 3-4 meetings. In all cases,
when the number of sessions is more than one, an interval of 1-2 days is made between them. At
If necessary, the interval may be longer, but should not exceed one week.
At the same time, the subject should not know either the total number of paintings, or what
next meeting he will have to continue the same work - otherwise
he will unconsciously prepare plots for his stories in advance. At first
the psychologist lays out the work in advance on the table (image down) no more than 3-4
tables and then, as necessary, gets the tables one at a time in advance
cooked sequence from the table or bag. When asked about the number of paintings
an evasive answer is given; however, before starting work, the subject must
be set to last at least an hour. Can't be allowed
the subject to look through other tables in advance.
The overall situation in which the survey is conducted should meet three
requirements: 1. All possible interference must be excluded. 2. Subject
should feel comfortable enough. 3. The situation and behavior of the psychologist
should not update any motives and attitudes of the subject.
Content
Instruction
The instruction consists of two parts. The first part should be read verbatim by heart, andtwice in a row, despite the possible protests of the subject:
“I will show you pictures, you look at the picture and, starting from it, compose a story,
plot, story. Try to remember what you need to mention in this story. You will say what, in your opinion, is this situation, what moment is depicted in the picture, what happens to people. Besides,
say what happened before this moment, in the past in relation to him, what happened before. Then you say
what will happen after this situation, in the future in relation to it, what will happen later. Moreover, it must be said
what the people depicted in the picture or one of them feel, their experiences, emotions, feelings.
And also say what the people depicted in the picture think, their reasoning, memories, thoughts,
solutions". This part of the instruction must not be changed.
Second part of the instructions:
There are no "right" or "wrong" options, any story that matches the instructions
good;
You can tell in any order. It is better not to think through the whole story in advance, but to start right away.
say the first thing that comes to mind, and changes or amendments can be introduced later, if it is in this
need;
literary processing is not required, the literary merits of the stories will not be evaluated.
The main thing is that it is clear what is at stake. Some private questions can be asked along the way.
(The last point is not entirely true, since in reality the logic of the stories,
vocabulary, etc. are among the significant diagnostic indicators).
After the subject confirms that he understood the instructions, he is given the first table. IN
if any of the five main points are missing from his story, then
the main part of the instruction should be repeated again. The same can be done again after
second story, if not everything is mentioned in it. Starting from the third story, the instruction
is no longer recalled, and the absence of certain moments in the story is considered as
diagnostic index. If the subject asks questions like "Did I say everything?", then
they should be answered: "If you think that's all, then the story is over, go to the next picture,
If you think it's not, and something needs to be added, then add it."
Content
Stimulus material
Content10. Stimulus material
Content11. Stimulus material
Content12. Description of stimulus material (example)
Codedesignation
tab.
1
2
Image Description
Typical themes and features that appear in the story
The boy looks at the one lying in front Attitude towards parents, the ratio of autonomy and subordination
him a violin on the table.
external requirements, achievement motivation and its frustration,
symbolically expressed sexual conflicts.
Village scene: in the foreground Family relations, conflicts with the family environment in context
the plan is a girl with a book, in the background the problems of autonomy-subordination. Love triangle. Conflict
- a man works in the field, aspirations for personal growth and conservative environment. woman on
an older woman looks at him. background is often perceived as pregnant, which provokes
relevant topic. Muscular figure of a man
provoke homosexual reactions. Sexual stereotypes. IN
in the Russian context, there are often stories related to
national history and professional self-affirmation.
3BM
3GF
4
On the floor next to the couch - A character's perceived gender may indicate hidden
the crouching figure is most likely of homosexual attitudes. Problems of aggression, in particular, auto-aggression,
boy, next to the floor is a revolver.
as well as depression, suicidal intentions.
A young woman is standing near the door, depressive feelings.
holding out his hand to her; other hand
covers the face.
A woman hugs a man for a wide range of feelings and problems in the intimate sphere: themes of autonomy and
shoulders; a man, as it were, seeks infidelity, the image of men and women in general. Semi-nude female
a figure in the background when she is perceived as a third character, and
break out.
not like a picture on the wall, provokes plots associated with jealousy,
love triangle, conflicts in the field of sexuality.
5
6VM
A middle-aged woman looks in. Reveals a range of feelings associated with the image of the mother. In the Russian
through
semi-open
door
in the context, however, social plots associated with
old fashioned room.
personal intimacy, security, insecurity of personal life from
other people's eyes.
A short elderly woman stands A wide range of feelings and problems in the mother-son relationship.
back to the tall young man,
downcast eyes guiltily.
Content
13. Interpretation of results
G. Lindzi identifies a number of basic assumptions on which the interpretation of TAT is based.The primary assumption is that by completing or structuring an unfinished or
unstructured situation, the individual manifests in this his aspirations, dispositions and conflicts.
The following 5 assumptions are related to determining the most diagnostically informative stories or
their fragments.
1. When writing a story, the narrator usually identifies with one of the characters, and desires,
that character's aspirations and conflicts may reflect the desires, aspirations, and conflicts of the narrator.
2. Sometimes the dispositions, aspirations and conflicts of the narrator are presented in an implicit or symbolic way.
form.
3. Stories are of varying importance for Impulse and Conflict Diagnosis. Some may
contain a lot of important diagnostic material, while others have very little or may not
absent.
4. Topics that follow directly from the stimulus material are likely to be less significant than topics that are directly
not conditioned by stimulus material.
5. Recurring themes are most likely to reflect the narrator's impulses and conflicts.
4 more assumptions are connected with the conclusions from the projective content of the stories concerning others
aspects of behavior.
1. Stories can reflect not only stable dispositions and conflicts, but also actual ones related to
the current situation.
2. Stories can reflect events from the subject's past experience in which he did not participate, but was theirs.
witness, read about them, etc. At the same time, the very choice of these events for the story is connected with its impulses and
conflicts.
3. The stories may reflect, along with individual, group and socio-cultural attitudes.
4. Dispositions and conflicts that can be inferred from stories do not necessarily appear in
behavior or reflected in the mind of the narrator.
Content
14. Case example
Content“There is some.... hmm... something like this is depicted
incomprehensible ... some kind of cosmic planet,
because there are some semicircular
dugouts, in the back
plan ........ in-visible some kind of planet, and
space and
at the same time ancient. Probably in space
also had some ancient time. Because
that the world here is depicted as outdated ... A month,
as if .. looks as if he lay down with his hump
on these legs, and looks up. But it's in one
dugout, and in another dugout - too, which means
light is there, something is there
- a lamp, someone is there .... and, in my opinion,
this is even a baby, this is their space cub. At
he has a huge head, a bandage on his head
white ... And they feel that ... well, they feel ..
they are some kind of joy, it can be judged
at least .. for this kid, he's too much
some kind of proud, contented, goes his own way
dugout small, small .. ”
15. List of used literature
Leontiev D.A. Thematic apperception test. 2nd ed.,stereotypical. M.: Meaning, 2000. - 254 p.
Sokolova E.T. Psychological research personalities:
projective methods. - M., TEIS, 2002. - 150 p.
http://flogiston.ru/library/tat
Content