Projective Assessment and School Psychology: Contemporary Validity Issues and Implications for Practice

Autor/inn/en	Miller, David N.; Nickerson, Amanda B.
Titel	Projective Assessment and School Psychology: Contemporary Validity Issues and Implications for Practice
Quelle	In: California School Psychologist, 11 (2006), S.73-84 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-3414
Schlagwörter	School Psychologists; Validity; Projective Measures; School Psychology; Evaluation Methods; Problem Solving; Children; Adolescents; Behavior; Visual Stimuli; Elementary Secondary Education + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Gültigkeit; Projective test; Projektiver Test; Schulpsychologie; Problemlösen; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Projective techniques continue to be widely used by school psychologists despite frequent criticisms of their use. This article reviews contemporary validity issues in the use of projective techniques with children and adolescents, including incremental validity, treatment validity, and problems associated with professional judgment and experience. A discussion of these issues and their implications for school-based projective assessment is provided, along with recommendations for the appropriate use of projective techniques with children and youth within a problem-solving framework. (As Provided).
Anmerkungen	California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10