Rorschach InkBlot Test

Submitted by:

Sanya Badera

23223160

Submitted to:

Dr. Sreeja Das

Submitted on:

October 2024

Department of Psychology, School of Social Sciences

CHRIST (Deemed to be University), Delhi NCR

2024-2025
 Personality

The word ‘personality’ has been derived from the Latin word persona, often used to refer

to those masks worn by the actors of ancient times which were representative of a particular

personality trait of any character in a play (Cherry, 2022). The concept of personality has been

viewed and defined by many different prominent figures and psychologists. For instance, Gordon

Allport, a renowned pioneer in the field of personality, believed that "Personality is the dynamic

organization within the individual of those psychophysical systems that determine his

characteristics, behaviour and thought". According to Raymond Cattell, “Personality is that

which permits a prediction of what a person will do in a given situation” (Cattell, 1943; as

quoted in Kelland, 2020). Largely basing our understanding on the various definitions of

personality that have evolved gradually over the years, personality is now commonly

conceptualized as the configuration and combination of relatively enduring, complex, and

dynamic characteristics, traits and behaviours that constitute a person’s unique manner of

adjustment to life (American Psychological Association, n.d.).

Personality Assessments

Personality assessment is a broad field that involves the thorough application of the

knowledge of the procedure of administration, scoring, and interpretation of rigorously and

empirically standardized measures of personality traits (American Psychological Association,

n.d.). This serves the purpose of cultivating an understanding of the existing individual

differences in personality among people across time and situations (Wheeler & Archer, 2016). It

is also vital to understand the significant role personality assessment plays in contributing

valuable information for making professional diagnoses in clinical settings (Nezami & Butcher,
2000). Personality has commonly been assessed by clinicians using both objective as well as

projective tests.

- Objective tests of personality assessment, including self-report inventories, require the

participants to respond to a given set of questions by following specific instructions -

either choosing among given options/ responses or rating how suitable the given

statement or question is for the participant (Silverman, 1990). Some of the most widely

and commonly used objective measures of personality are the Minnesota Multiphasic

Personality Inventory (MMPI), Myers-Briggs Type Indicator (MBTI), 16 PF, Neo Pi-R,

Millon Clinical Multiaxial Inventory (MCMI-II), and Eysenck Personality Questionnaire

Revised (EPQ-R) (Nezami & Butcher, 2000; Cherry, 2022).

- Projective tests, on the other hand, consist of relatively ambiguous and unstructured

stimuli that are presented to the participant to elicit and tap the unconscious feelings,

thoughts, needs, attitudes, and conflicts projected by them onto the stimuli (Sturner,

2009). Having its roots in psychodynamic and psychoanalytic perspectives, projective

tests operate on the idea that the ambiguous nature of the stimuli reduces the scope of

social desirability on the part of the participant as they cannot figure out the interpretation

of their answers due to the questions being vague (Cherry, 2020). Presumably, the

specific responses given by the client reflect something about that individual’s

psychodynamic functioning. One of the major advantages of projective tests is that in

many cases, the root cause of a client's problem cannot be uncovered as they are not

available to the conscious awareness of the client. There, the structure of personality tests

allows the investigator to access the unconscious thoughts and feelings behind the client’s

issues.
Further, Lindzey (1959) classified projective techniques into five categories namely - associative

techniques, construction techniques, completion techniques, choice or ordering techniques, and

expressive techniques.

- Associative techniques are the ones in which the participants are required to respond to a

stimulus or cue presented with the first word, image, or percept that comes to their

mind(Lindzey, 1959). Some of the common associative techniques include the Word

Association Test, the Rorschach Inkblot Test, the Helmholtz Inkblot Test, and the

Somatic Inkblot Series.

- Construction techniques require the participants to construct or compose a product

(usually an art form) – like a story, or picture (Lindzey, 1959). It is believed that the story

or picture so constructed holds personal significance or relevance to the stimulus

presented and is, therefore, meaningful (Lindzey, 1959). Thematic Apperception Test, the

Blacky Pictures, the Make-A Picture-Story Test, and Children’s Apperception Tests are

common examples of construction techniques.

- In Completion Techniques, the participants are provided with an incomplete stimulus

and are expected to complete these stimuli in whichever way they wish to – be it

completing a sentence or finishing a drawing (Lindzey, 1959). The Sentence Completion

Test and the Picture Frustration Study are considered one of the most widely and

commonly used examples of completion techniques. Choice or Ordering Techniques

require the individuals to rank, among the given alternatives, groups of stimuli (pictures

or sentences) that fit some specified criterion (Lindzey, 1959). The Szondi Test and the

Picture Arrangement Test are the best-known examples of Choice or Ordering

Techniques.
 - The Expressive Techniques hold great clinical significance as these require the

individuals to respond to a given stimulus by combining or integrating the stimuli into a

novel product through self-expression (Lindzey, 1959). Psychodrama, role-playing

techniques, play techniques or dance fall under the category of expressive techniques.

Draw-a-person test and House-Tree-Person Test are also a part of expressive techniques.

Projective tests

Projective tests are a unique category of psychological assessments designed to explore

the complexities of human personality and emotional functioning by presenting individuals with

ambiguous stimuli. These tests operate on the premise that people will project their own

thoughts, feelings, and experiences onto vague images or prompts, thereby revealing aspects of

their inner world that may not be easily accessible through more structured methods. Commonly

used in clinical psychology, counselling, and research, projective tests aim to tap into

unconscious processes, offering insights into motivations, conflicts, and interpersonal dynamics.

By allowing individuals to interpret and create narratives around ambiguous stimuli, these

assessments provide valuable qualitative data that can facilitate deeper understanding and

discussion in therapeutic contexts.

Key Features of Projective Tests

- Ambiguity: Projective tests utilize stimuli that are intentionally ambiguous, such as

inkblots or vague images. This lack of clarity encourages respondents to interpret the

stimuli in a way that reflects their own experiences and inner world.
 - Unconscious Processes: These tests are designed to tap into unconscious thoughts and

feelings, allowing for the exploration of motivations and conflicts that may not be readily

available to conscious awareness. This can provide insights into deeper psychological

issues.

- Qualitative Data: Unlike many psychological tests that yield quantitative scores,

projective tests produce qualitative data. The responses can be rich in narrative detail,

offering insights that facilitate therapeutic discussions and understanding.

Types of Projective Tests

1. Rorschach Inkblot Test

The Rorschach test consists of ten inkblots, each designed to evoke a wide range of

interpretations. Participants are asked to describe what they see in each blot. The responses are

analyzed based on content (what the individual sees), form (how closely the response matches

the inkblot), and emotional tone. This test can provide insights into personality structure,

emotional functioning, and interpersonal dynamics.

2. Thematic Apperception Test (TAT)

The TAT involves showing participants a series of ambiguous images depicting various

scenes, often involving people. Participants are asked to create stories about what is happening in

the pictures. The themes, characters, and emotions expressed in these narratives can reveal the

individual’s motivations, conflicts, and interpersonal relationships. The TAT is especially useful

for exploring social dynamics and personal aspirations.

3. Sentence Completion Test

In this test, individuals are presented with a series of incomplete sentences and asked to

finish them. For instance, prompts like "I wish..." or "My father..." can elicit responses that

provide insight into the individual’s feelings, desires, and conflicts. The structure allows for

exploration of personal narratives in a relatively straightforward manner.

4. Draw-a-Person Test

Participants are asked to draw a person, often without specific instructions regarding the

details. The resulting drawings are analyzed for characteristics such as size, proportions, and

details. This test can reveal insights into self-image, social perceptions, and emotional states,

with variations often providing different types of psychological insights.

5. House-Tree-Person (HTP) Test

The HTP test involves asking individuals to draw a house, a tree, and a person. Each

element is analyzed for symbolic meaning and emotional content. For example, the size and

stability of the house might reflect feelings about home life, while the tree could symbolize

growth or personal development. This test is useful for exploring family dynamics and personal

feelings about one's environment.

6. Word Association Test

In this assessment, participants are presented with a list of words and asked to respond

with the first word that comes to mind. The associations made can reveal underlying thoughts,
anxieties, and conflicts, providing insights into the individual’s cognitive processes and

emotional state.

7. Kinetic Family Drawing (KFD)

In the KFD test, individuals are asked to draw their family members engaged in an

activity. The drawing helps to reveal perceptions of family dynamics, roles within the family, and

interpersonal relationships. The way individuals represent family members and their interactions

can provide valuable information about family dynamics and emotional connections.

Applications of Projective Tests

Projective tests are used across various settings, including clinical psychology,

counselling, educational environments, and research. They can be particularly beneficial in

therapeutic contexts, where they facilitate discussion and exploration of personal issues.

Clinicians can use the results to identify underlying emotional conflicts, facilitate conversations

about interpersonal relationships, and guide treatment planning.

About Rorschach InkBlot Test

The Rorschach Inkblot Test (RIBT) is a projective test designed by Hermann Rorschach.

It is based on the art of Klecksography- pictures made out of inkblots on paper. The current test

consists of 10 inkblots printed on cards. Five of these cards are achromatic (black and white)

while the other five are chromatic (colour). The test was created in 1921 with the publication of

Psychodiagnostik by Hermann Rorschach. The test has been commonly used since the 1940s -

1950s and has been synonymous with clinical psychology. According to surveys, RIBT had
become the most frequently used psychological test by 1961 (Sundberg, 1961). Despite its

popularity, the test has certain limitations in its use and analysis. The results yielded by RIBT are

hard to test in any systematic manner and the use of multiple kinds of scoring systems for the

responses given to each inkblot has led to some debate.

History of Rorschach Inkblot Test

Hermann Rorschach did not clarify where he got the idea from the test. However, like

most children of his time, he often played the popular game called Blotto – involving creating

poem-like associations or playing charades with inkblots. With the coinage of the term

‘schizophrenia’ in 1911 by Eugen Bleuler, Rorschach wrote his dissertation about hallucinations.

While working with schizophrenia patients, Rorschach inadvertently discovered that the patients

responded quite differently to the Blotto game than others. He made a brief report of this finding

to a local psychiatric society, but nothing more came of it at the time. It wasn't until he was

established in his psychiatric practice in Russia's Krombach Hospital in 1917 that he became

interested in systematically studying the Blotto game. He used about 40 inkblots in his original

studies in 1918 through 1921 but only administered about 15 of them regularly. Ultimately, he

collected data from 405 subjects (117 non-patients which he used as his control group). His

scoring method focused on how to classify responses by their different characteristics rather than

their content. He used a set of codes now called scores- to determine if the response was talking

about the whole inkblot (W), a large detail (D), or a smaller detail, form of the inkblot (F) and

colour (C). Between 1919 and 1920, he failed to find a publisher willing to publish his findings

and the 15 inkblot cards he regularly used because of printing costs. Finally in 1921, he found a

publisher willing to publish his inkblots, but only 10 of them. Rorschach reworked his
manuscript to include only 10 of the 15 inkblots he most commonly used. Rorschach reworked

his manuscript to include only 10 of the 15 inkblots he most commonly used.

Purpose of the test

The Rorschach inkblot test is a projective psychological assessment designed to reveal an

individual's personality characteristics and emotional functioning through their interpretations of

a series of inkblots. Developed by Hermann Rorschach, the test aims to uncover both conscious

and unconscious aspects of personality, identify emotional distress such as anxiety or depression,

and assess interpersonal relationships. While it is not used in isolation for diagnosing

psychological disorders, it can provide valuable insights that complement other assessments,

facilitating therapeutic conversations and aiding in the understanding of relational dynamics.

Additionally, the test is utilized in research settings to explore various psychological phenomena

across different populations.

Versions of the test

The Rorschach Inkblot Test has inspired various adaptations and versions, each designed

to explore different dimensions of personality and psychological functioning. Two notable

versions are:

- The Holtzman Inkblot Test (HIT) was introduced by Wayne Holtzman in the 1960s and

comprises 45 inkblots, including 15 in colour, 15 in black and white, and 15 in grey. This

diverse range of stimuli allows for a more comprehensive assessment of personality traits

and emotional states. The HIT uses a structured scoring system that emphasizes specific

responses related to personality, facilitating both qualitative and quantitative evaluations.

 Its thorough approach provides deeper insights into an individual’s emotional and

cognitive aspects, making it a significant tool in psychological evaluations

- The Somatic Inkblot Series (SIS), developed by C. H. Wright in the 1980s, consists of

15 inkblots specifically aimed at eliciting imagery connected to bodily sensations and

physical experiences. This test is particularly beneficial for exploring somatic issues and

is often used with individuals experiencing psychosomatic disorders. The scoring focuses

on responses that reveal body awareness and the relationship between emotional and

physical experiences. By highlighting somatic perceptions, the SIS offers a distinctive

viewpoint that complements traditional projective methods, enhancing our understanding

of the mind-body relationship in mental health.

Psychometric Properties

The Rorschach Inkblot Test, a projective assessment tool, has been subject to debate

regarding its psychometric properties. Its standardization has improved significantly with John

Exner's Comprehensive System (CS), which established structured scoring and interpretation

methods. This system provides norms for different populations, making the test more systematic

compared to earlier applications (Exner, 1974). However, concerns remain about the

applicability of these norms across diverse cultural groups, which may affect the test's

generalizability (Weiner, 2003).

Reliability

The reliability of the Rorschach has been a central concern in its psychometric

evaluation. Inter-rater reliability, or the degree to which different examiners produce consistent
scores, has shown strong improvements in Exner's CS, with estimates ranging from .85 to .92

(Mihura et al., 2013). This indicates that when scored by trained professionals, the test can yield

highly consistent results. However, test-retest reliability, which measures the stability of

responses over time, varies depending on the variables being measured. While some variables,

such as "Form Quality," show moderate reliability (.70 to .80), other aspects, such as response

frequency, are less consistent (Mihura et al., 2013). Internal consistency, typically low for

projective tests, is also moderate in the Rorschach due to its focus on capturing

multi-dimensional personality traits rather than single constructs (Weiner, 2003).

Validity

The validity of the Rorschach test—its ability to measure what it claims to measure—has

been both supported and criticized. Construct validity has been demonstrated in certain areas,

such as its ability to assess thought disorders and cognitive disturbances, particularly in

diagnosing schizophrenia and other psychotic conditions (Meyer et al., 2001). However, critics

argue that this validity is uneven across different psychological constructs. In terms of predictive

validity, which assesses the test's ability to predict future behavior, the Rorschach shows

moderate validity in identifying individuals with thought disorders but is less consistent in other

diagnostic applications (Mihura et al., 2013). Concurrent validity, which evaluates the degree to

which the Rorschach correlates with other established personality tests like the MMPI, has

shown moderate correlations, particularly in the domain of thought disorder assessments (Meyer

et al., 2001).
 Description of the Cards

The Rorschach inkblot test comprises 10 distinct cards, each designed to elicit a range of

interpretations that reveal aspects of an individual's personality and emotional functioning.

Among these cards, five are achromatic (black and white), two are partially chromatic (black

with red), and three are fully chromatic, featuring vibrant colours. The careful selection of these

inkblots allows for a diverse exploration of human thought and emotion. Achromatic cards tend

to provoke more straightforward and structured responses, while chromatic cards often elicit

richer, more emotionally nuanced interpretations. This combination is intended to provide a

comprehensive view of the respondent's inner world, offering valuable insights for psychological

assessment and therapy.

Procedure

There are six phases involved Rorschach inkblot test:

● Arrangement

● Instructions

● Free association

● Inquiry

● Scoring

● Interpretation and Report writing

Arrangement

It involves setting up the quiet and comfortable environment, materials, and procedures to

ensure that the test is administered properly. The 10 inkblot cards are kept face down on the table
in the correct sequence before the test begins, ensuring the respondent does not see them

beforehand. The examiner also prepares materials to note not only the content of the response,

but also any notable non-verbal behaviours or delays.

Instructions

Basic instructions should be explained clearly. The following instructions are given to the

client:

"I have a pack of ten cards. These cards are just a series of inkblots. I will show you these cards

one by one and you are supposed to tell me what they look like to you. Different people see

different sorts of things in these cards. Usually, people see many things in each card. Tell me all

about what you can see in each card."

Free association

● Hand over card number one, holding it from the upper middle part and encouraging the

subject to take it in both hands.

● Simultaneously start the stopwatch. Record the responses of the subject, note down every

detail without interruption.

● Responses have to be recorded verbatim, leaving large space between responses.

● Record all card turning.

● Note down the position of the card in which a response was given.

● Do not snatch the card, even if the subject is unable to see any other thing.

● Finish the work of recording responses on all the 10 cards.

Inquiry Phase

Inquiry phase begins only after recording all the responses in the free association stage.

This phase includes answering two major questions by the subject and simultaneously marking

them with colourful pens as they indicate. The following are the questions to be asked:

● Where on the card did you see this response?

● Explain what you see so that I can see it like you saw it.

Precautions

The following precautions should be taken during the investigation to facilitate its

smooth conduction:

● Rapport should be established prior to the administration to ensure prompt cooperation and

comfort for the participant.

● Informed consent should be taken and the participant should be informed about the tenets of

confidentiality and the limitations of the same.

● All external disturbances should be minimised to ensure that the subject’s attention and

concentration is sustained and maintained throughout the administration.

● The assessment should be conducted in a single sitting.

● The investigator should ensure that the subject feels comfortable and at ease.
Applications

● Assessment of Psychopathy in Forensic Populations. The Rorschach Inkblot Test has

been used to discriminate between psychopaths and non-psychopaths in forensic settings,

although its sensitivity and validity in this context are debated (Wood et al, 2010)

● Evaluation of Post-Traumatic Stress Disorder (PTSD). The test is employed to assess

post-traumatic conditions, including PTSD, by examining cognitive constriction,

trauma-related imagery, cognitive disturbances, stress responses, and dissociation

(Viglione et al., 2012).

● Personality Assessment and Clinical Utility. The Rorschach is valued for its ability to

reveal a person's level of energy, emotional control, and thought processes, which are not

easily assessed by other tests (Choca, 2012; Schwartz, 2014). It is used to provide valid

assessments of personality characteristics, aiding in differential diagnosis, treatment

planning, and evaluation (Weiner, 1997).

● Existential and Psychoanalytic Interpretations. The test can be interpreted from an

existential perspective, particularly useful in understanding the mental state of individuals

facing life-threatening illnesses, such as cancer or HIV (Ergin & Set, 2019)

Scoring and Coding

The Rorschach inkblot test utilizes several scoring systems to analyze responses, with

three of the most prominent being the Exner Comprehensive System, the Klopfer System, and

the Rorschach Performance Assessment System (RPAS)

- Exner Comprehensive System: This is the most widely used scoring system for the

Rorschach test. Developed by John E. Exner, it integrates various components such as

 response location, content, determinants, and form quality. The Exner system provides a

standardized approach for scoring and interpreting responses, allowing for the

comparison of results against normative data, which enhances the reliability and validity

of the findings

- Klopfer System: Developed by the original proponent of the Rorschach test, Hermann

Rorschach, and later expanded by Samuel Klopfer, this system focuses on a detailed

analysis of the responses, emphasizing the psychological significance of themes and

content. While it is less commonly used today, it laid the groundwork for subsequent

systems and offers valuable insights into personality dynamics.

- Rorschach Performance Assessment System (RPAS): This modern system, developed

by Gregory J. Meyer and colleagues, integrates principles of performance assessment

with Rorschach methodology. It emphasizes the interaction between the individual and

the testing environment, allowing for a nuanced understanding of personality and

functioning. RPAS focuses on contextual and relational aspects, aiming to provide a more

comprehensive view of an individual’s psychological profile

In 1973, Exner published the first edition of The Rorschach: A Comprehensive System

laying out the new scoring system. Exner broke down how a person responds to an inkblot into

three primary phases. In phase 1, the person looks at the card while their brain encodes the

stimulus (inkblot) and all its parts then classifies the stimulus and its parts. In phase 2, the person

discards potential answers that aren't ranked well, and censors other responses they think may be

inappropriate. In phase 3, they select some of the remaining responses by reason or traits, styles,

or other influences. In Rorschach's original work (1969), four basic dimensions within each

response were noted: mode of apperception (location and derived scores) form, movement and
colour (later called determinants); content; and noting of original answers (later expanded to

include noting popular responses and other qualitative observations). Beck (1933) introduced the

notion of an additional dimension, organizational activity. Hence, the five basic dimensions can

be designated: location, organization, determinants, content, and qualitative observations.

1. Location and Developmental quality

This dimension focuses on where the respondent locates their interpretation within the

inkblot. Responses can be classified as:

- Whole Responses (W): The individual perceives the entire inkblot as a single object or

concept. This often indicates a holistic approach to perception and can suggest a more

integrated personality.

- Common Detail Response (D): A frequently identified area of the blot

- Unusual Detail Response (Dd): An infrequently identified area of the blot

- Space Response: A white space area is used in the response (scored only with another

location symbol, i.e, WS, DS OR DdS)

Developmental quality refers to the complexity and clarity of the responses given by individuals.

This dimension helps clinicians understand how effectively a person processes information and

organizes their thoughts, which can be indicative of cognitive and emotional maturity.

- Synthesized Response (+): Clear and coherent interpretations that integrate multiple

elements, indicating high cognitive functioning and emotional maturity. These responses

reflect creativity and nuanced thinking.

 - Ordinary Response (o): Straightforward and recognizable interpretations that are easily

understood but may lack depth. While they demonstrate functional cognitive processing,

they don't showcase the same level of insight as synthesized responses.

- Vague Synthesized Response (v/+): Attempts to connect ideas but with less clarity and

specificity. These responses indicate some cognitive engagement but suggest difficulties

in articulating thoughts.

- Vague Response (v): Ambiguous and poorly articulated interpretations that reflect

minimal cognitive processing. Vague responses may suggest confusion or emotional

distress, indicating challenges in expressing thoughts and feelings.

2. Determinants

Determinants refer to the aspects of the inkblots that influence an individual's responses.

They provide insight into the psychological processes underlying the interpretations and can

reveal emotional states, cognitive patterns, and personality traits. Below are the various types of

determinants categorized based on their characteristics:

Form Responses

- Form Answer: This indicates that the response closely matches the actual shape of the

inkblot. High-quality form responses reflect accurate perception and cognitive

organization.

Movement Responses
 - Human Movement Response: These responses suggest action or motion related to human

figures. They can indicate social interactions, vitality, or emotional engagement with

others.

- Animal Movement Response: These refer to interpretations involving movement

associated with animals, reflecting instinctual or primal emotions and dynamics in

relationships.

- Inanimate Movement Response: Responses that suggest action or movement in inanimate

objects. This can reveal how an individual perceives their environment and may indicate

feelings of chaos or disorder.

Color Responses

- Pure Color Response: Responses that emphasize color without reference to form. These

often reflect strong emotions and can indicate the individual's emotional state

- Colour-Form Response: Interpretations that combine both colour and form aspects. These

responses may reflect emotional responses that are influenced by how the form is

perceived

- Form-Color Response: Here, the emphasis is on the form first, with colour playing a

secondary role. This can suggest a more structured approach to interpretation

- Color Naming Response: This involves explicitly naming colours in the responses, which

can indicate the respondent's awareness and emotional associations with specific colours

- Pure Achromatic Color Response: Responses focusing on shades of grey or black and

white, indicating emotional neutrality or complexity in perception

- Achromatic Color-Form Response: These involve both achromatic colours and shapes,

suggesting a blend of emotional and perceptual elements

 - Form-Achromatic Color Response: Emphasizing the form with achromatic elements,

indicating a perception that is more structured and perhaps less emotionally charged

Texture Responses

- Pure Texture Response: Responses that emphasize the perceived texture of the inkblot,

revealing sensitivities or emotional states related to tactile experiences

- Texture-Form Response: These involve interpretations that incorporate both texture and

shape, reflecting a more nuanced understanding of the inkblot

- Form-Texture Response: Here, the form is primary, with texture being secondary,

indicating a more structured cognitive approach

Vista Responses

- Pure Vista Response: Responses that interpret the inkblot as a landscape or scene,

suggesting a broader perspective on the individual’s worldview or emotional landscape

- Vista-Form Response: Interpretations that combine landscape elements with form,

indicating how the individual integrates their perception of the environment with their

emotional state

- Form-Vista Response: Primarily form-based responses that include an element of vista,

reflecting a structured yet expansive perception

Shading Responses

- Pure Shading Response: Responses focusing on the use of light and shadow in the

inkblot, which can indicate the depth of perception and emotional nuances
 - Shading-Form Response: Combining shading with form, reflecting how individuals

perceive both structure and dimensionality in their emotional responses

- Form-Shading Response: Here, the form is emphasized while shading is secondary,

indicating a more concrete approach to perception

Dimensional Responses

- Form-Based Dimensional Response: These responses focus on the three-dimensional

aspects of the inkblot, suggesting cognitive complexity and the ability to perceive depth

Pairs & Reflections

- The Pair Response: Interpretations that involve two elements or figures, reflecting

interpersonal dynamics or relationships

- Reflection-Form Response: Responses that incorporate reflective aspects (e.g.,

mirror-like qualities) along with form, indicating self-awareness or introspection

- Form-Reflection Response: Here, the form is emphasized with reflective qualities as

secondary, suggesting structured yet introspective thought processes

3. Content

Content categorizes the themes or objects that the individual identifies in the inkblots. It

includes :

- Whole Human: When the subject identifies a complete human figure in the inkblot

- Whole Human (Fictional/Mythological): A response involving a complete human

figure from fiction or mythology, such as a superhero or a god.

- Human Detail: Recognition of a specific part of a human, like a hand, head, or foot.
- Human Detail (Fictional/Mythological): A response that focuses on a part of a fictional

or mythological human figure, like the wings of an angel

- Human Experience: When the subject interprets the inkblot as representing human

emotions or actions, like dancing or fighting

- Whole Animal: Seeing an entire animal figure in the inkblot, like a dog or bird.

- Whole Animal (Fictional/Mythological): Recognition of a whole animal figure from

myth or fiction, such as a dragon or unicorn

- Animal Detail: This refers to when a subject identifies a specific part of an animal in the

Rorschach inkblot, such as a paw, tail, wing, or beak, without recognizing the entire

animal. The focus is on a singular part rather than the whole creature

- Animal Detail (Fictional or Mythological): This occurs when a subject identifies a part

of a fictional or mythological animal, such as a dragon's wing, a unicorn's horn, or a

phoenix's feathers. The emphasis is on recognizing a distinct part of an imaginary or

legendary animal

- Anatomy: Responses related to internal body structures, such as bones or organs

- Art: When the subject interprets the inkblot as resembling an artistic object or style, like

a painting or sculpture

- Anthropology: Responses that reference human culture or history, like tribal figures or

ancient artefacts

- Blood: When blood or bleeding is identified in the inkblot image.

- Botany: Responses involving plant life, like trees, flowers, or leaves.

- Clothing: Recognition of garments or accessories, such as a hat or dress.

- Clouds: When the subject sees cloud shapes or sky phenomena in the inkblot.
 - Explosion: Seeing an explosion or something destructive in the inkblot, like fire or a

blast

- Fire: Interpreting the inkblot as flames, fire, or burning.

- Food: Identifying objects related to food, like fruits, vegetables, or meals.

- Geography: When the inkblot is interpreted as a geographic feature, like mountains or

rivers.

- Household: Responses involving common household items, such as furniture or utensils.

- Landscape: Identifying outdoor scenes, like forests, hills, or beaches.

- Nature: A general category where the inkblot is seen as something from the natural

world, like water, animals, or plants.

- Science: Responses linked to scientific objects or concepts, such as laboratory equipment

or chemical reactions.

- Sex: When the subject interprets the inkblot as depicting sexual imagery or organs.

- X-ray: Seeing internal views or structures, as if viewing the inkblot through an X-ray

4. Organizational Activity

Organizational activity refers to how individuals structure and integrate their responses to

the inkblots. This aspect of scoring provides insights into cognitive processes, emotional

functioning, and personality characteristics. The organizational activity can be evaluated through

various metrics, including the Z scores, which assess different dimensions of response

organization.

Z Scores in Organizational Activity :

1. ZW (Z score for Whole Responses):

 This score reflects the proportion of whole responses concerning the total number of

responses given. A higher ZW score indicates that the individual is more likely to perceive the

inkblots as complete figures rather than fragments. This can suggest a more integrated cognitive

style and a tendency to see the big picture, often associated with higher cognitive functioning and

emotional stability.

2. ZA (Z score for Average Responses):

The ZA score assesses the average number of responses provided. It reflects the overall

quantity of responses in relation to what is expected of a normative population. A balanced ZA

score suggests that the individual engages thoughtfully with the inkblots, demonstrating a typical

level of responsiveness. Extremely high or low ZA scores may indicate either over-engagement

(potentially reflecting anxiety or overactivity) or under-engagement (possibly suggesting

avoidance or emotional withdrawal).

3. ZS (Z score for Specific Responses):

This score pertains to the specific content of the responses, focusing on how diverse and

varied the interpretations are. A high ZS score indicates a rich array of different responses,

suggesting flexibility in thinking and creativity. Conversely, a low ZS score may suggest rigid or

limited thinking patterns, potentially indicating difficulties in processing complex emotions or

ideas.

4. ZD (Z score for Determinants):

The ZD score reflects the use of determinants (such as colour, movement, and form) in

responses. A higher ZD score indicates that the individual uses a broader range of determinants,
suggesting more complex and nuanced perceptions. This can reflect higher cognitive engagement

and emotional depth. In contrast, a low ZD score may indicate simpler or more concrete thinking

patterns, potentially signaling emotional flatness or lack of engagement with deeper emotional

content

5. Qualitative Observations

This dimension encompasses additional observations about the quality and emotional

tone of the responses. It includes:

- Emotional Tone: The overall mood conveyed by the responses can indicate the

respondent's emotional state, such as optimism, anxiety, or hostility

- Intrapsychic Dynamics: Qualitative observations can reveal internal conflicts, defense

mechanisms, and coping styles. Excessive negativity in responses may point to

underlying distress or maladaptive coping strategies

- Use of Symbolism: The presence of metaphorical or symbolic interpretations can provide

insight into the individual's deeper thoughts and feelings, highlighting how they process

complex emotional experiences

Special Scores

In the Rorschach Inkblot Test, special scores capture unusual thinking patterns, added

after the Comprehensive System was first published When the Comprehensive System for the

Rorschach Test was first published by John Exner in the 1970s, special scores like DV, DR,

INCOM, FABCOM, and CONTAM were not included. The initial focus was on formalizing the

scoring process for content and location. These special scores were later added to better capture
cognitive disturbances, thought disorders, and subtle deviations in verbal and conceptual

thinking. Key scores include:

1. Deviant Verbalizations

Deviant Verbalizations (DV): Language misuse

- DV1: Minor language misuse, meaning is still clear

- DV2: Severe misuse, meaning is lost or nonsensical

Deviant Responses (DR): Irrelevant or illogical responses

- DR1: Mild drifting or irrelevant comments

- DR2: Severe, tangential responses unrelated to the inkblot

2. Inappropriate Combinations

- Incongruous Combinations (INCOM): Combining elements that don't logically belong

together (e.g., "fish flying through a tree")

- Fabulized Combinations (FABCOM): Extreme INCOM, combining objects in

impossible ways (e.g., "a dog with butterfly wings")

- Contamination (CONTAM): Blending two objects into one, making them

indistinguishable or illogical (e.g., "a tree that's also a horse").

3. Inappropriate Logic

- (ALOG): This score refers to when a subject uses faulty or illogical reasoning to justify

or explain their response. For example, they might make illogical causal connections,

such as saying, "It's a bird because the sky is green," where the reasoning is disconnected

or nonsensical
 Structural Summary

The summary represents the composite of code frequencies plus many ratios,

percentages, and numerical derivations. A Structural Summary Blank has been created for use

with the System to facilitate the summarisation of the protocol. The first page is used to record

demographic data. The second page, Sequence of Scores, is designed for recording of the scoring

for each response. The third page is the actual Structural Summary. The fourth is a worksheet for

tallying six indices and constellations. The fifth contains a table of Z scores and Estimated Z

scores, plus age adjustment data for three variables, and the last page is the Rorschach Location

Sheet for use to identify various location selections when administering the test.

The listing of the codes for each response is done card by card and with the responses

numbered consecutively.

Upper Section

The preparation of the Structural Summary begins with the entry of frequency tallies for

each of the codes in the upper section of the Structural Summary Blank.

Location Features

There are three elements regarding the location for which entries are required, (1)

Organisational Activity, (2) Location Codes, and (3) Developmental Quality.

Organisational Activity. Three entries are required for Organisational Activity. The first, Zf (Z

frequency) is the number of times a Z response has occurred in the record. The second, ZSum, is

for the summation of the weighted Z scores that have been assigned. The third is the estimated
weighted ZSum (Zest), which is derived from a Table of Estimates in the Exner Manual for the

Rorschach InkBlot Test. The Zest value is the one that corresponds to the Zf for the protocol.

Location Codes. Each of the three basic location codes is tallied separately. Two other entries

are required. One is for the total of W + D responses, and the second is for the frequency of the S

responses. The S frequency is not subtracted from the tallies for the three basic location codes of

W, D, or Dd.

Developmental Quality. Frequencies are also entered for each of the developmental quality

codes, disregarding the type of location used.

Determinants

Each of the determinants is tallied separately, except when occurring in a blend. Each

blend is entered in a separate section under Blends, and the determinants in the Blends section

are not counted again when entering the frequencies for the single determinants in the column

headed, Single.

Form Quality

There are three distributions to be entered for form quality. The first, shown by the

heading FQx (Form Quality Extended), pertains to all of the responses in the record. It provides

spaces to enter the frequencies for each of the four types of form quality, plus one for the

frequency of responses in which no form quality has been coded.

The second is headed MQual (Human Movement FQ). It is for the distribution of the

types of form quality for all of the Human Movements responses.

 The third is headed W + D (Common Area FQ). It is for recording the FQ frequencies of

all of the responses that have been given to W and D areas.

Contents

It includes each of the 27 categories. The entry for each item represents the total number

of times that the content has been given in the record, regardless of whether the content is

primary or secondary in the coding for the response.

Approach Summary

A section of the Structural Summary contains space to record the location approach used

by the subject. This refers to the sequence of location selections used by the client when

responding to each card.

Special Scores

There are 15 special scores. Two calculations are also required. The first is the Raw Sum

of the first six Special Scores (Raw Sum6). This is the total of all Level 1 and Level 2 scores for

DV, INCOM, DR, and FABCOM, plus the ALOG and CONTAM entries.

The second is the Weighted Sum for those same six special scores (WSUM6). Each of the

six Special Scores receives a weight:

WSUM6 = (1) x DV + (2) x DV2 + (2) x INCOM + (4) x INCOM2 + (3) x DR + (6) x

DR2 + (4) x FABCOM + (7) x FABCOM2 + (5) x ALOG + (7) x CONTAM

Lower Section

The lower section of the Structural Summary in the Rorschach Inkblot Test provides a

comprehensive analysis of a person's cognitive and emotional functioning.

Core Section

The Core Section of the Structural Summary presents fundamental responses that reflect

the individual's cognitive style and emotional processing. It includes key metrics such as human

movement (M) and color responses, providing a basis for understanding personality dynamics

and potential psychological issues. It includes :

1. Lambda (L): Reflects the individual's response style, showing the balance between

form-based and more complex responses. High λ suggests a simplistic, form-focused

approach, while low λ indicates deeper engagement with the stimuli.

2. Erlebnistypus (EB): Divides responses into M (Movement) and C (Color) categories,

assessing whether a person’s responses are more ideational or emotional.

3. Experience Actual (EA): Sum of M, C, and Sum Shading responses, representing the

total psychological resources a person has available for handling stress.

4. EB Pervasive: Identifies if one aspect of EB (either M or C) dominates, indicating

whether the individual tends to think or feel more prominently.

5. Experience Base (eb): Captures the balance between controlled (M) and uncontrolled

(C) emotional reactions.

6. Experienced Stimulation (es): The sum of color and shading responses, indicating how

much stimulation the individual typically experiences.

 7. The D-score: Measures coping ability and available psychological resources. Positive D

indicates sufficient coping resources, while negative D suggests stress.

8. Adjusted es : It reflects the amount of emotional stimulation or stress a person

experiences, adjusted for their coping capacity. It helps assess if someone feels

overwhelmed or manages stress well.

9. Adjusted D-score: A refined version of the D-score, adjusted for age-related factors.

Ideation Section

The Ideation Section assesses how a person processes information and formulates

thoughts. Key metrics include the Active-Passive Ratio, which indicates engagement style, the

M-Active-Passive Ratio, reflecting human movement responses, and the Intellectualization

Index, which measures the extent of emotional detachment in thought processes.

1. Active : Passive Ratio : Compares active and passive movement responses, reflecting

the person’s tendency toward either proactive or reactive behaviors.

2. M Active : Passive Ratio : The ratio provides insight into whether an individual tends to

be more active and engaged or passive and reactive in their thinking and behavior. A

higher ratio suggests more proactive energy, while a lower one indicates a more passive

stance.

3. Intellectualization Index: Measures the degree to which the individual uses abstract,

intellectual defenses, calculated by the formula 2AB + ART + AY, where AB is Abstract,

ART is Articulation, and AY is Additional Yield.

Affect Section

The Affect Section evaluates emotional expression and regulation. Important ratios

include the Form-Color Ratio, which indicates emotional control, the Constriction Ratio,

assessing emotional suppression, the Affective Ratio, highlighting the balance of emotional

versus neutral responses, and the Complexity Ratio, which reflects the depth of emotional

processing.

1. Form-Color Ratio (FC: CF + C): Assesses the balance between controlled (FC) and

spontaneous emotional expression (CF or C).

2. Constriction Ratio: Measures how much a person holds back emotionally, with high

scores indicating emotional restraint.

3. Affective Ratio : Reflects engagement with emotional stimuli. High Afr suggests

emotional responsiveness, while low Afr indicates emotional detachment.

4. Complexity Ratio: Compares the number of complex, integrative responses (blends) to

simpler, form-based ones, indicating the complexity of the individual’s emotional world.

Mediation Section

The Mediation Section focuses on how responses are organized and integrated. It

includes metrics such as Form-Appropriate Extended (quality of responses), Form-Appropriate

Common Areas (adherence to conventional interpretations), and various measures of form

distortion, reflecting perceptual accuracy and thought organization.

1. Form-Appropriate Extended : Responses that are well-formed and elaborate, indicating

clear and organized thinking.

 2. Form-Appropriate Common Areas : Common or conventional responses that match

what others typically see, suggesting reality-based thinking.

3. Distorted Form : Responses where form is distorted, indicating impaired reality testing

or unconventional thought processes.

4. Conventional Form Use : Responses that are widely accepted, reflecting conformity and

good reality contact.

5. Unusual Form Use : Less common but plausible responses, suggesting creativity or

unconventional thinking.

Processing Section

The Processing Section evaluates the efficiency of cognitive processing. Metrics like the

Economy Index indicate how well resources are utilized, the Aspirational Ratio assesses

idealistic versus realistic thinking, and Processing Efficiency measures the effectiveness of

cognitive organization and response formulation.

1. Economy Index: Reflects how efficiently the individual processes information, with

higher values indicating economical, streamlined thinking.

2. Aspirational Ratio: The balance between ambition and reality, comparing complex

responses with more basic ones.

3. Processing Efficiency: Measures the effectiveness and clarity of thought, balancing the

effort expended with the quality of outcomes.

Interpersonal Section

The Interpersonal Section examines social engagement and relationship dynamics. It

includes measures of Interpersonal Interest, reflecting the individual’s social interactions, and the

Isolation Index, indicating levels of social withdrawal or isolation.

1. Interpersonal Interest : Measures engagement with others based on responses that

involve human figures or interactions, reflecting interest in relationships.

2. Isolation Index : Reflects the extent to which an individual is detached from others, with

high scores indicating social withdrawal.

Self-Perception Section

The Self-Perception Section consists of seven entries that assess the individual’s

self-awareness and self-concept. Key metrics include frequencies of reflective responses, morbid

content, and body-related themes, alongside the Egocentricity Index, which measures the degree

of self-centeredness in responses.

1. Egocentricity Index (3r + (2)/R): Evaluates the level of self-focus and narcissism. A

high score suggests an inflated self-perception or preoccupation with oneself.

Special Indices

Special Indices provide insight into specific psychological concerns by aggregating

responses related to various conditions. They include the Depression Index (DEPI), Coping

Deficit Index (CDI), Schizophrenia Index (SCZI), and Obsessive-Compulsive Index (OBS), each

highlighting potential areas of psychopathology.

 Application of the Test

Clinical Psychology:

Clinical psychologists can diagnose clinical personality structure, emotional functioning, and

underlying thought processes and defense mechanisms by the help of this tool.

Diagnostic Tool:

These tests are helpful in diagnosing schizophrenia, depression, and personality disorders. These

tests help in unbanning cognitive and emotional patterns.

Research:

The study of psychology employs these tools to make an understanding of human perception,

cognition, and emotional response.

Forensic Psychology:

This tool is helpful in the assessment of defendants' mental state, competency to stand trial, and

recidivism probability.

Child Psychology:

Applied in assessing how children develop emotionally and how to cope with daily occurrences.

Counseling:

Helps therapists gain insight into the inner lives of clients and, therefore, allows them to explain

their thoughts and feelings.In special education, used sometimes in order to clarify the emotional

problems of students associated with learning or their personalities.

Organizational Psychology:

Applied to understand employee personality and team dynamics.

 Structural Summary

Lower Section

Location Determinants

Features Blends Single Contents

Zf = 10 FM = 1 H=1 Special Scores

ZSum = 26.5 None CF = 2 Hd = 2 DV = 0
ZEst = 31 C=4 A=4 INC = 0
F = 10 Art = 2 DR = 0
W=9 Bt = 3 FAB = 0
D=7 Cg = 1 ALOG = 0
W+D = 0 Fi = 1 CON = 0
Dd = 1 Ge = 2
S=1 Ls = 1

DQ AB = 3 GHR = 0
+= 2 AG = 1 PHR = 0
o= 13 COP = 0 MOR = 0
v/+ = 0 CP = 0
V=2 (2) = 3

Form Quality

FQx Mqual W+D

+ =1 0 0

o =7 0 0

u =0 0 0

- =9 0 0

none =0 0 0
Upper Section

R = 17 L = 1.42 FC:CF+C = 0:6 GHR:PHR = 0

Pure C = 4 Human cont = 3
EB = 0:8 EA = 8 EBPer = N/A SumC’:WSumC = 0:8 Pure H = 1
eb = 1:0 es = 1 D=7 Afr = 0.88 Isol Index = 0.352
Adj es = 1 Adj D = 7 Blends:R = 0:17 3r + (2)/R = 0.176
W:D:Dd = 9:7:1 Fr + rF = 0
FM = 1 SumC’ = 0 SumT = 0 W:M = 9:0 An + Xy = 0
m=0 SumV = 0 SumY = 0 Zd = -21.0

a:p = 1:0 XA% = 0.47 H:(H) + Hd + (Hd) = 1:2

Ma:Mp = 0:0 WDA% = 0
2AB + Art + Ay = 6 X-% = 0.529 PTI = 3 DEPI = 1 CDI = 2
X+% = 0.47 Xu% = 0 S-CON = 0 HVI = 1 OBS = 0

Interpretive Routine

Processing → Mediation → Ideation → Control and Stress Tolerance → Affect →

Self-Perception → Interpersonal Perception and Behaviour

*We interpret with caution as Lamba > 0.99.

Processing

Step 1. Zf

The frequency of the number of responses to which a Z score has been assigned provides

a crude estimate of processing effort. The breaking apart of the blot into separate objects and

reintegrating those objects in a meaningful way requires more scanning, and probably the

creation of a more precise image in short-term memory.

Potential Finding 2 is satisfied as the value for Lambda is 1.0 or higher (1.42), indicating

an avoidant style, the Zf value is between 6 and 10. The expected range appears to be lower for

those with avoidant styles because of their tendency to economise and avoid complexity. This

does not mean that the processing effort is inadequate. It simply reflects the cautious or
conservative orientation that is consistent with the avoidant style. Zf value is greater than

expected and indicates more effort than expected and raises a question about why that has

occurred.

Step 2. W:D:Dd

This ratio offers a perspective on the processing effort in the context of strategies and the

economy. More effort does not necessarily yield better processing. It simply means the person

has invested more effort in his or her processing strategy than seems necessary for the task at

hand.

Potential Finding 2a is satisfied. The W:D:Dd relationship of 9:7:1 indicates that much

more effort has been invested in processing than is expected. This coincides with the finding

concerning the Zf and raises a question about the quality of this effort.

Step 3. Location Sequence

Location sequencing helps provide information about which blots produced W responses

and whether the processing effort and strategy have been reasonably consistent throughout the

test.

Potential Finding 1 is satisfied. The findings from the data for Zf and the W:D:Dd both

suggested that he invests a great deal of effort in processing new information. The sequencing of

location selections, especially W and Dd appears reasonably consistent through most of the

record, so it can be assumed that processing efforts and habits are regular and predictable.

Step 4. W: M

The W:M is referred to as the aspirational ratio. This ratio has interpretive significance

when the relationship between W and M is disproportionate, that is, a substantially larger or

smaller number of W’s occur in relation to the number of M responses that have been given.
 Potential Finding 1 is satisfied as Whole responses are 9 and M responses are 0. It

indicates that the person is striving to accomplish more than may be reasonable in light of current

functional capacities. If this tendency occurs in everyday behaviours, the probability of failure to

achieve objectives is increased, and the consequent impact of those failures can often include the

experience of frustration.

Step 5: Zd

The Zd score provides an estimate about the efficiency of the scanning activity that

occurred during the processing operations. At times, it also identifies persons strongly motivated

to process effectively. A Zd value of between +3.0 and -3.0 is expected.

Potential Finding 3 is satisfied. The value of Zd is greater than +3.0 indicative of the

presence of an overincorporative style. Overincorporation is an enduring trait-like style that

includes the exertion of more effort in scanning activities. Overincorporators want to avoid being

careless and this motivates them to invest more effort than may be necessary to scan the features

of a situation. Overincorportation is often an asset because the thorough approach to scanning

usually ensures that all stimulus cues are included in the input. It can become a liability if

psychological disorganisation is present, because the person may tend to exaggerate this style

and cause unnecessary vacillation in decision making.

Step 7. DQ Distribution

It concerns the quality of the processing activity, but it also relates to both mediation and

conceptualisation.

Potential Finding 5 is satisfied as the value for DQ+ is 2 and the composite value of DQv

and DQv/+ is 2. It suggests that the quality of processing is probably adequate, but more

conservative and economical than is typical. This finding is most common among those with an
avoidant style and suggests that the style is very dominant in directing the psychological

activities of the individual.

Summarising Findings Regarding Processing.

In summary, the findings show a pattern of overexertion in cognitive effort despite an

avoidant style that typically favours economy and caution. The individual demonstrates stable

and consistent processing but tends to overprocess, possibly due to a need for thoroughness or to

avoid mistakes. This overinvestment may result in inefficiency, particularly when their

aspirations exceed their functional capacities, leading to potential frustration or indecision.

Mediation

Step 1. XA% and WDA%

These variables provide direct information about mediation. They deal with the extent to

which the mediational activities have yielded behaviours appropriate for the situation.

Potential Finding 7 is satisfied as XA% is 0.47 and WDA% is zero. It reflects a

significant mediational impairment. WDA% indicates that the dysfunction is severe and reality

testing is impaired. The difference between XA% and WDA% suggests that the dysfunction will

be more noticeable in circumstances where cues to mediation are less obvious.

Step 3. X-%, FQxS-, Dd with FQ-

Minus responses represent instances in which the features of the blot are translated in a

manner that is incompatible with their distal properties.

Potential Finding 4 is satisfied. X-% is 0.529 and signals the likelihood of a serious

mediational impairment. When this finding is positive, the individual usually is a victim of some

disabling problem because the basic ingredient for adequate reality testing is seriously impaired.

Step 3a. Homogeneity Issues

 Potential Finding 7 is satisfied. The frequency of minus answers (FQx-) is greater than

three and most all minus answers are given as first responses to the blots. This can signify a

lackadaisical or hasty approach in mediation. This can be created by processing problems but

also may indicate a tendency toward mediational impulsiveness.

Step 4. Popular

The Popular responses involve the use of the most distinct distal properties of the blots.

The frequency with which they occur provides information concerning the likelihood that the

person will make obvious customary or conventional responses in situations where the cues

regarding expected or accepted behaviours are easily identified.

Potential Finding 3 is satisfied. The number of popular answers is lower than the

expected range (2). It is probable that less conventional, more individualistic responses will

occur, even in situations that are simple and/or precisely defined.

Step 5. FQ+

The individuals with “overelaborated” (o) responses articulate more form features than is

common or necessary when describing the perceived object.

Potential Finding 2 is satisfied, the value for FQx+ is 1. This suggests that the individual

is oriented to be somewhat precise in mediating stimulus inputs and probably has been well

motivated in taking the test.

Step 6. X+% and Xu%

Potential Finding 4 is satisfied as X+% is 0.47 and X-% is 0.529. This suggests a

substantial likelihood of more atypical or even inappropriate behaviours than might be expected.

The proneness toward unconventional behaviours is most likely to be induced by forms of

mediational dysfunction and problems in reality testing.

 Summary Findings about Mediation.

In conclusion, the mediation assessment reveals significant impairment across various

areas of cognitive functioning. The XA% and WDA% scores indicate severe issues with reality

testing, particularly in situations where cues are less clear. This is further supported by the X-%

score, which highlights serious mediational impairment, likely leading to inaccurate perceptions

of external stimuli. The frequency of minus responses (FQx-) suggests a hasty or impulsive

mediation style, exacerbating processing issues. A low number of Popular responses points to a

tendency for unconventional behaviours, even in simple, well-defined situations. Despite these

challenges, the FQ+ score indicates that the individual is somewhat precise in their approach,

demonstrating motivation to perform well. However, the X+% and X-% scores reinforce the

presence of mediational dysfunction, suggesting a strong propensity for atypical and

inappropriate behaviours driven by reality testing problems. Overall, the individual's mediation is

marked by over-elaboration, impulsivity, and impaired processing, leading to unconventional

behavioural responses.

Ideation

Step 1. EB, Lambda

The EB reflects an introversive or extratensive style if the value on one side exceeds the

other by two points or more when EA is 10 or less, or more than two points when EA is greater

than 10. When the criterion necessary to identify a distinctive style is not met, the person is an

ambient. There are certain exceptions to keep in mind. The first exception concerns protocols

that have an EA of less than 4.0. This exception is not satisfied by the subject. The second

exception bears more directly on thinking. Protocols that have a zero on the left side of the EB

and a value greater than 3.5 on the right side. The subject has 0 on the left side and 8 on the right
side. These values appear to reflect an extratensive style, but may not be true because of unusual

emotional circumstances. In these cases, the person is being overwhelmed or flooded by

emotion. EB finding suggest that very strong emotions are interfering with thinking and are

especially impairing to the abilities necessary for attention and concentration. The intensity of

these emotions is quite disruptive and usually ideational and/or behavioural impulsiveness

occurs. Ordinarily, this sort of emotional intrusion into thinking is a transient condition that

develops and is sustained during a period in which the individual is not able to cope effectively

with powerful feelings.

Potential Finding 4 is fulfilled. EB signifies an extratensive style and the Lambda is

greater than 0.99, it indicates that the person is avoidant-extratensive. Avoidant-extratensive

individuals are very inclined to use, and be influenced by, feelings. They depend a great deal on

external feedback and often become involved with trial-and-error behaviour when confronted

with decision-making necessities. The dominance of the avoidant style increases the probability

that they will not fully differentiate emotional experiences, and their feelings often become

overly influential on their thinking. When they become lackadaisical about modulating their

feelings, this negligence easily gives rise to impulsive-like thinking. This often results in flawed

or simplistic logic, which can easily lead to decisions and/or behaviours that are less effective or

even inappropriate for the situation. They typically function most successfully in environments

that are predictable and uncomplicated, and in which the open expression of feelings is readily

accepted or even prized.

Step 5. Left-Side eb (FM, m)

Potential Finding 2 is satisfied. Left-side eb values of less than three are unusual findings.

They appear most often in the protocols of individuals who have an avoidant coping style. From
the protocol, it is probable that the subject tends to react quickly to reduce the irritations created

by the intrusions of peripheral thought.

Step 7. Intellectualisation Index

Intellectualisation is a form of denial that requires the use of some sort of unusual

thinking to bend reality. When carried to an extreme, intellectualisation can become a basic

ingredient in forming or sustaining very misconstructed concepts similar to those found in

delusional thinking.

Potential Finding 1 is satisfied as the value is 6. It signifies that the person is more prone

than most to intellectualise feelings. This suggests that the individual may adopt or accept a

distorted form of conceptual thinking that serves to deny the true impact of a situation.

Summary Findings about Ideation.

In conclusion, the ideation assessment reveals significant emotional interference in

cognitive functioning, characterized by an extratensive-avoidant style. The individual is highly

influenced by emotions, which disrupt attention, concentration, and decision-making, leading to

impulsive or flawed thinking. The Lambda and left-side eb scores suggest an avoidant coping

mechanism that encourages quick reactions to reduce emotional discomfort, often resulting in

trial-and-error behaviours. Additionally, the elevated Intellectualisation Index indicates a

propensity to intellectualize emotions, distorting reality and possibly leading to misconstructed

thoughts. Overall, this combination of emotional flooding, avoidance, and intellectualization

significantly impairs effective decision-making and problem-solving, particularly in emotionally

charged or unpredictable situations.

Integrating the findings regarding Cognitive Operations.

 In integrating the findings of cognitive operations, the data suggests that the individual

exhibits an extratensive-avoidant style of cognitive functioning. This style is marked by a

preference for emotional engagement and external feedback, combined with avoidance of

complexity and discomfort. The Lambda score above 1.0 indicates that the person tends to

simplify tasks, conserving cognitive resources, though their effort is at times inconsistent, as

evidenced by the Zf and W:D ratios, which point to overexertion in processing. This

overexertion, particularly in W responses, suggests that while the individual invests heavily in

processing, the quality of this effort is questionable, likely leading to inefficiencies.

The EB finding of emotional flooding suggests that strong emotions significantly impair

attention and concentration, resulting in impulsive or overly simplistic decision-making.

Moreover, the elevated Intellectualisation Index points to a defence mechanism of

intellectualising emotions, which distorts reality and potentially leads to flawed or

misconstructed thoughts. The Zd score further reinforces this, suggesting a tendency towards

overincorporation, where excessive attention to details may cause indecision or inefficiency in

cognitive processing. Despite these efforts, the XA% and WDA% scores reveal impaired reality

testing, indicating that in ambiguous situations, the individual is prone to misinterpret stimuli,

leading to unconventional and inappropriate responses.

Overall, the findings highlight a cognitive style that is influenced heavily by emotional

states, relies on avoidance, and demonstrates overinvestment in certain areas, often at the

expense of efficiency. This cognitive style, compounded by intellectualisation, disrupts effective

decision-making and increases the likelihood of maladaptive behaviours, especially in

emotionally challenging or unpredictable environments.

 Controls and Stress Tolerance

The concept of control is probably best defined as the capacity to form decisions and

implement deliberate behaviours that are designed to contend with the demands of a situation.

Controls may vary, and as such, they may diminish or strengthen depending on the circumstances

of a situation.

Step 1. Adj D and CDI

The review of the values for the Adj D Score and the CDI is to obtain some preliminary

information regarding control and stress tolerance.

Potential Finding 3 is fulfilled as the subject has an Adj D of 7. It signifies that the person

has a more sturdy tolerance for stress than do most, and is far likely to experience problems in

control, regardless of the value for the CDI. It suggests a greater capacity for volitional control of

behaviour.

Step 2. EA

The EA is reviewed to evaluate the credibility of the Adj D score.

Potential Finding 2 is satisfied. The value for EA is in the average range and the Adj D

score is in the plus range, this is unusual and signals a lower-than-expected value for Adj es. A

higher-than-expected Adj D score for a person whose EA is only in the average range may be

misleading and requires further evaluation in Step 4.

Step 3. EB and Lambda

 The step begins with a review of the values on each side of the EB. Neither is expected to

be zero. The subject has zero on the left side of EB. This casts doubt on the reliability of EA.

Such a finding signals the presence of an unusual affective problem that may have served as a

predisposition to a disorganising stress state or could be a product of some sort of psychological

disorganisation. The lambda value of more than 1 represents either a basic avoidant response

style or a form of situational defensiveness while taking the test. It signals the fact that the person

has developed a marked tendency to simplify a stimulus field whenever possible by ignoring its

complexity or even denying the presence of complex or ambiguous elements.

Potential Finding 4 is satisfied as the EB value for M is zero and the value for Sum C is

greater than 3.5. It is reasonable to conclude that the subject is being overwhelmed or flooded by

affect. Emotional flooding is not a trait-like process but a condition that develops when a person

has been unable to contend effectively with unusually powerful emotions. The intensity of these

feelings is disruptive and creates a form of lability in which the emotions become provocative

and overwhelming. Flooding creates a major impact on thinking, especially the ability to invoke

the forms of delay in ideational activity that are necessary to maintain adequate attention and

concentration during decision operations.

Step 4. Adj es

Potential finding 3 is supported. Adj es is lower than expected. This signifies that the Adj

D Score may overestimate the subject’s capacities for control and stress tolerance. This is

especially true as the Adj D score is greater than zero. This should be evaluated carefully in step

5.

Step 5. eb
 This step involves a review of the values for eb and the values for the variables

contributing to Adj es that usually are not stress-related.

Potential Finding 3 is satisfied as the value for FM is 1. It suggests that need states are

not being experienced in typical ways, or that they are being acted on more rapidly than is the

case for most people.

Summary Findings about Control

In evaluating the subject's control and stress tolerance, several key findings emerged. The

Adj D score of 7 indicates a higher-than-average tolerance for stress, suggesting a strong

capacity for volitional control of behaviour. However, the average EA and zero value for M in

the EB raise questions about the credibility of the Adj D score. The zero value for M paired with

a Sum C greater than 3.5 signals emotional flooding, suggesting that the subject may struggle to

manage powerful emotions effectively, which can disrupt thinking and decision-making. The

elevated lambda score points to a defensive or avoidant response style, indicating the subject’s

tendency to simplify complex situations. Additionally, the lower-than-expected Adj es value,

combined with a high Adj D score, suggests that the subject’s ability to manage stress may be

overestimated. The FM value of 1 further supports the idea that the subject may be acting on

need states more rapidly than typical, reflecting a potential difficulty in managing impulses.

These findings suggest that while the subject may appear to have strong control, emotional

instability could undermine their ability to maintain this control consistently, especially under

stress.
Affect

The emotions of people are complex and often difficult to understand. Feelings tend to

permeate most psychological activity, intertwining with thinking, and influencing judgements,

decisions and most all manner of behaviours.

Step 2. EB and Lambda

The EB provides information about the relation of emotion to the psychology of the

person. The Subject has an extratensive coping style. Extratensive individuals are more intuitive.

They are prone to use their feelings more directly in decision-making by merging them with their

thinking. They seem very comfortable with actually trying out various approaches when making

decisions or solving problems.

Potential Finding 2 is satisfied as the subject has a zero on the left side of the EB and 8 on

the right side. This indicates that the person is being overwhelmed or flooded by emotion. It is a

condition in which very strong emotions interfere markedly with thinking and are especially

impairing to the abilities necessary for attention and concentration during decision-making. The

intensity of these emotions is quite disruptive and, typically, ideational and/or behavioural

impulsiveness occurs.

Ordinarily, emotional flooding is a transient state that develops and is sustained during a

period in which the individual is not able to contend effectively with unusually powerful

emotions. When flooding is present, all of the data concerning affect must be addressed

cautiously and in context.

Step 6: Affective Ratio

This variable relates to a person’s interest in experiencing or being around emotional

stimuli.
 Potential Finding 1 is fulfilled. The Afr is in the average range (0.88). Namely, the

individual seems as willing as most others with their particular coping style to process and

become involved with emotionally toned stimuli. Usually, when emotional stimuli are processed

some response or exchange is required. Therefore, people who have difficulties with control

often find it more beneficial to avoid emotional stimuli, thereby reducing demands made on

them.

Step 7: Intellectualisation Index

This offers information regarding the use of intellectualisation. It is a process by which

the impact of emotional situations or experiences is reduced or even neutralised by dealing with

them on an ideational rather than emotional level. It is a pseudo-intellectual process that serves to

conceal or deny the presence of feelings and, as a result, reduces the likelihood that the emotions

will be dealt with directly or realistically.

Potential Finding 1 is satisfied. A score of 6 indicates that the person is inclined to deal

with feelings on an intellectual level more often than most people. Although this process reduces

or neutralises the impact of the emotions, it also represents a form of denial that tends to distort

the true meaning as well as the impact of a situation.

Step 12: Blends, EB, and Lambda

The number or proportion of blends in the record provides a crude estimate of the current

psychological complexity of the person.

Potential Finding 2 is satisfied. The proportion of blends is below average for the style

indicated by the EB or Lambda, which suggests that the psychology of the person is less complex

than expected. This finding is most common among those whose psychological organisation is
marked by immaturity. People such as this often manifest behavioural difficulties when they are

confronted with complex emotional situations.

Summary of Concerning Affect

The subject's affective functioning reveals a complex interplay of emotions that heavily

influence their decision-making and behaviour. With an extratensive coping style, the subject

tends to merge feelings with thinking, often relying on intuition in problem-solving. However,

the zero on the left side of the EB and an 8 on the right indicate emotional flooding, where

intense emotions overwhelm the subject, disrupting attention, concentration, and cognitive

processes, often leading to impulsive behaviour. Despite this, the subject’s affective ratio (Afr) in

the average range suggests they are comfortable engaging with emotional stimuli. Yet, their high

Intellectualization Index score indicates a tendency to intellectually distance themselves from

emotional experiences, reducing the impact of emotions but also creating a form of denial.

Additionally, the low proportion of blends in the record points to lower psychological

complexity, a sign of potential immaturity and difficulty managing complex emotional situations,

likely leading to behavioural difficulties under stress. Overall, while emotions are a significant

part of the subject's psychological activity, they struggle to manage them effectively, often

intellectualizing or being overwhelmed.

Self-Perception

It pertains to two features, self-image and self-involvement. Self-image constitutes the

impressions that one has regarding his or her characteristics. Self-involvement derives from

self-image. It has to do with the extent to which a person is concerned with himself or herself as

contrasted with concerns for the external world.

Step 3. The Egocentricity Index

 It provides an estimate of self-concern and possibly self-esteem. It is a crude measure of

self-attending behaviour.

Potential Finding 3 is satisfied as the egocentricity index is 0.176. It is reasonable to

assume that the individual’s estimate of personal worth tends to be negative. Such individuals

regard themselves less favourably when compared to others. This characteristic is often a

precursor to depression.

Step 4. FD and SumV

FD and Vista responses relate to introspective behaviour.

Potential Finding 1 is satisfied as R is 17 and there are no FD or Vista answers in the

record. It is possible that the person may be less involved with self-awareness than is usually the

case. People such as this are often more naive about themselves than might be desirable.

Step 7. Human Content Response Codings

Step 7a. H:(H)+Hd+(Hd)

Potential Finding 2b is satisfied where three human contents have been given, the person

is not introversive and the value for Pure H is less than the sum of other human contents when R

is 17. It is reasonable to assume that self-image and self-value tend to be based largely on

imaginary impressions or distortions of real experiences. People who are positive for this finding

are often less mature and frequently have very distorted notions of themselves. This more limited

self-awareness sometimes serves very negatively in decision-making and problem-solving

activity and creates a potential for difficulties in relating to others.

Step 8. Searching for Projected Material

Step 8a. Minus Responses

 In this step, the focus is on responses where projection is evident, particularly those with

Form Quality minus (FQ-) scores, indicating distorted or unconventional perception. These

responses often reflect significant aspects of self-perception, internal conflicts, or personal

concerns.

The subject's first projection can be observed on Card 3, where they perceived a "puma

being poached" and described that "the colour red made me think it is a puma being poached and

the skin is kept in the house." This response suggests an emotional reaction tied to the imagery of

violence and victimization, possibly projecting feelings of vulnerability or being "hunted" in a

symbolic sense. The projection here could reflect the subject’s identification with the puma,

viewing themselves as endangered or threatened, which may represent deeper concerns about

personal safety or exploitation.

A second FQ- response on Card 3 involved the perception of a "horse." While this

response is less elaborated, its association with the earlier poaching theme may indicate further

projection of vulnerability, strength, or freedom being compromised. Horses, often symbols of

power and freedom, could reflect a sense of loss or restriction in the subject's own sense of

autonomy.

On Card 4, the subject described "an object for a procession like in Brazil," further

elaborating in the inquiry phase that "it looks like clothes worn in processions to ward off evil."

This imagery suggests a projection of personal rituals or defence mechanisms, hinting at the

subject's psychological defences against perceived threats or "evil." The ritualistic imagery might

reflect a subconscious need to protect oneself from harmful influences or internalized anxieties.
 The subject’s FQ- response on Card 7 involved "somebody smiling, and the smile is

made with clay, which is impossible because with clay you can't make a smile." In inquiry, they

elaborated, saying, "It reminded me of how people want the best smile in the world and see

specialists to get these smiles nowadays. If you see 3D, it looks like teeth." This projection

reflects a fixation on social appearance and possibly self-image, where the "smile" serves as a

symbol of the subject's concerns about authenticity versus artificiality. The subject’s critical

remark about the impossibility of creating a smile from clay may indicate internal conflicts

regarding societal pressures to present a certain image, perhaps feeling that such efforts are

inauthentic or impossible to achieve.

On Card 9, the subject perceived "colourful smoke," which was elaborated during the inquiry as

"an artist made art using smoke." This abstract imagery may symbolize fleeting or ephemeral

aspects of the self, with the "smoke" representing ideas, emotions, or perceptions that are

difficult to grasp or solidify. The subject’s association of the smoke with artistry suggests a

projection of creativity or self-expression that is perhaps elusive or impermanent, reflecting a

broader theme of difficulty in defining or stabilizing their identity.

Step 8c. Human Movement and Human Content Responses

On Card 2, the subject described a mask that can be seen in darkness due to the two

colours, elaborating during the inquiry about the space for the eyes, nose, and mouth. This

response could reflect a projection related to identity and concealment. Masks are often symbolic

of hiding and revealing different aspects of oneself, and the focus on it being visible in the

darkness may indicate a preoccupation with how the subject perceives themselves or how they

believe others see them. There may be an underlying tension between revealing their true self
and keeping certain aspects hidden, possibly indicating concerns with vulnerability or

self-awareness in social situations.

For Card 3, where the subject described a smile made of clay, which they deemed

"impossible," there is a suggestion of projection related to artificiality and unattainable societal

standards. The subject’s reference to people striving for the "best smile" and seeking specialists

hints at anxieties about perfectionism and self-image. This response may reflect an internal

conflict about conforming to external ideals, with the clay symbolizing an unnatural or forced

attempt to meet those standards. The mention of smiles and specialists could further suggest

feelings about external validation or the pressure to maintain a certain appearance, which may be

a source of personal stress or dissatisfaction.

On Card 7, the subject described clothes worn in processions to ward off evil. This

response could project deeper anxieties related to protection and control. Processions aimed at

warding off evil evoke themes of ritual and defence against external threats. The subject’s focus

on ceremonial clothing as a means of protection might suggest a need for external support or

rituals to feel secure in uncertain situations. This projection could indicate that the subject relies

on external mechanisms to guard themselves against perceived negativity or harm, potentially

revealing feelings of vulnerability or the need to maintain order in the face of external chaos.

Altogether, these human responses suggest that the subject projects concerns about

identity, appearance, and external control, indicating underlying anxieties about

self-presentation, societal expectations, and vulnerability.

Summary of Self-Perception
 The subject's responses reveal significant internal conflicts regarding self-perception,

particularly in terms of self-image and self-involvement. With an Egocentricity Index of 0.176,

the subject tends to view themselves unfavourably compared to others, suggesting potential

depressive tendencies. The absence of FD and Vista responses, along with low R responses of

17, indicates limited introspection and self-awareness, which may hinder decision-making and

problem-solving abilities.

The human content responses show a reliance on imaginary experiences, suggesting

distorted self-image and immaturity. This may lead to difficulties in relationships and a

disconnect between their self-perception and reality.

In searching for projected material, the subject’s FQ- responses highlight emotional

projections tied to internal conflicts. The description of a poached puma on Card 3 reflects

feelings of vulnerability and victimization, while the horse symbolizes compromised autonomy.

On Card 4, references to ritualistic clothing indicate a need for psychological defences against

perceived threats. The response on Card 7, regarding a smile made of clay, signifies internal

conflicts about societal pressures and authenticity.

The human responses further emphasize identity concerns. The mask on Card 2 suggests

a conflict between concealing and revealing one's true self, while the clay smile reflects anxieties

about meeting impossible societal standards. Overall, these responses reveal the subject's

deep-seated anxieties about identity, societal expectations, and self-image, contributing to

struggles with self-perception and vulnerability.

Interpersonal Perception and Behaviour

Many ingredients determine how a person perceives others, and how they will behave in

various interpersonal situations. Some are internal features, such as needs, attitudes, emotional

states, sets, and coping styles. External elements also play an important role in determining

interpersonal perceptions and behaviors, and there are times when external elements become

dominant in shaping the nature of social interaction.

Step 5. SumT

Texture responses have something to do with the need for closeness, and the person’s

openness to close emotional relations.

Potential Finding 2 is satisfied. The value of T is zero and it suggests that the person

tends to acknowledge and/or express his needs for closeness in ways that are dissimilar to those

of most people. It does not mean that the person fails to have such needs. Instead, it indicates that

the individual is more conservative than might be anticipated in close interpersonal situations,

especially those involving tactile exchange. People who are T-less tend to be overly concerned

with personal space, and much more cautious about creating or maintaining close emotional ties

with others.

Step 6. Sum Human Contents and Pure H

The total number of human contents in a protocol provides the basis from which to

estimate interest in people.

Potential Finding 2 is fulfilled. Issues of R and style are considered, and the sum of

human contents is in the expected range, but the value of Pure H is less than half the sum. It is

reasonable to assume that the individual is as interested in others as most people but probably

does not understand them very well. People like this have a tendency to misread people and
frequently misinterpret social gestures. Sometimes, persons such as this have greater

expectations for their relationships than are reasonable. In other instances, their lack of

understanding leads to social blunders that have the potential for alienating others.

Step 8. COP and AG

COP and AG movement both include projected elements that are added by the person

giving the answer.

Potential Finding 1 is satisfied. The value for COP is zero and the value for AG is one. It

is probable that the person does not anticipate positive interactions among people as a routine

event. People such as this are prone to feel less comfortable in interpersonal situations, and they

may be regarded by others as being more distant and aloof. They often remain more on the

periphery during group interactions.

Step 10. Isolation Index

Potential Finding 2 is satisfied as the isolation index is 0.35. It is likely that the person is

more socially isolated. People like this seem to find it difficult to create and/or sustain smooth or

meaningful interpersonal relationships. For any variety of reasons, the person does not connect

well with others and often finds himself relatively void of rewarding relationships.

Summary of Interpersonal Perception and Behaviour

The subject's interpersonal perception and behaviour suggest difficulty in forming and

maintaining close relationships. With no texture responses (T = 0), the subject is conservative in

expressing needs for closeness and is likely cautious about engaging in emotional or tactile
exchanges. The sum of human contents indicates typical interest in others, but the lower Pure H

value suggests a tendency to misinterpret social interactions, leading to social blunders or

unrealistic relationship expectations. A lack of COP responses and one AG response implies

discomfort in anticipating positive social interactions, contributing to a distant and aloof

demeanour. Additionally, the Isolation Index of 0.35 points to social isolation and difficulty in

sustaining meaningful relationships.

Conclusion

The subject's processing style shows a tendency to rely on distorted and unconventional

perceptions, indicating that they often struggle with interpreting reality accurately. Their

mediation is marked by vague and unclear responses, suggesting difficulty in grasping or

expressing clear concepts, which could reflect underlying confusion or cognitive disorganization

when processing external stimuli. In terms of ideation, the subject leans toward abstract and

imaginative thinking but lacks practical application, indicating a disconnect from realistic

problem-solving and grounded thought processes.

When it comes to control and tolerance, the subject displays low impulse control and

limited tolerance for frustration, which may result in difficulties managing emotional reactions in

stressful situations. Their responses suggest that they may be prone to impulsivity or acting out

without considering the consequences, especially under pressure. Affectively, the subject appears

emotionally restrained, with minimal expression of emotions. This emotional constriction

suggests that they may avoid deeper emotional experiences or struggle to engage with and

process their emotions fully.

 In terms of self-perception, the subject seems to have a distorted view of themselves, with

significant concerns about societal expectations, appearance, and authenticity. They project

anxieties related to identity, often feeling pressured by external validation and societal standards.

This internal conflict may create dissatisfaction with their self-image and contribute to feelings

of inadequacy or insecurity. Interpersonally, the subject appears socially isolated and may have

difficulties forming meaningful relationships. They show caution in emotional closeness and

may misinterpret social cues, leading to misunderstandings and challenges in sustaining

relationships. As a result, they tend to remain on the periphery of social interactions, potentially

feeling alienated or disconnected from others.

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 Appendices

Location Sheet
Response Sheet I
Response Sheet II