AUTHORS: M. Watson, M. McMahon
ABSTRACT: Sometimes viewed as a newcomer in the field of career psychology, qualitative career assessment has a long history that has been overshadowed by the dominant story of quantitative career assessment. This proposed book chapter explores the potential of qualitative career assessment to accommodate less tangible and therefore less measurable variables that may influence individual career development. Specifically, a qualitative approach to career assessment may be sensitive to variables such as culture, socio-economic background, barriers to career development and other contextual influences that have been less focused on in quantitative career assessment. The book chapter also considers the issue of complementarity between qualitative and quantitative career assessment from various international perspectives. This proposed chapter describes the development of a qualitative career assessment measure, My System of Career Influences (MSCI; McMahon, Patton & Watson, 2005a, b), which has been developed for use with adolescents in South Africa and Australia. The MSCI was developed according to guidelines suggested for qualitative career assessment by McMahon, Patton and Watson (2003). Subsequently, the MSCI has been translated for use with adolescents in The Netherlands, Iceland and Hong Kong. The chapter also describes the development of an adult version of the MSCI (McMahon, Watson & Patton, submitted a, b) which was trialled in Australia, England and South Africa. The chapter concludes with an overview of recent research using the MSCI on diverse South African population groups of adolescents and adults.
This chapter will focus on the Comprehensive Exner System, into which all of the empirically defensible features of other, earlier approaches were merged. Even though the basis of the System has been in place for many years, research has been ongoing, also in South Africa. The Rorschach is an ideal instrument for exploring cross-cultural differences, because, unlike verbal or more structured tests, it involves culture-free stimuli. Various authors have concluded that it is a universally applicable and cross-culturally relevant instrument. In South Africa appropriate guidelines and norms have nevertheless not been developed, although some efforts have been made in this direction. Cultural influences on the administration and on response coding as well as the impact of language have been explored, at least to some extent. Some of the available studies such as those by Aronstam (2004), Moletsane and Eloff (2006), and Taylor and Dick (11997) can be seen as important in this regard. Various ongoing doctoral studies, in which the Rorschach is used as a measuring instrument, are also promising in terms of the future use of this test in the South African context. Rorschach testing constitutes a multifaceted method of data collection, and can be seen as a meaningful adjunct to a well-selected battery of tests where the understanding of an individual is important, be it for clinical, forensic or research purposes. The Rorschach is currently being used in South Africa in all of these settings, and knowledge of the strengths and disadvantages of using this test can be of considerable benefit to a clinician working in any of these areas. Intensive and long-term basic training, as well as ongoing more in depth training is crucial, if this test has to be of real use, adding significant information to that gleaned from other measuring instruments.
AUTHORS: Z. Amod, R. Gericke, K. Bain
ABSTRACT: Projective testing through the use of human figure drawings which can be seen as a symbolic representation of the inner reality of an individual, is a valuable tool used in psychological assessment practice. Gregory (2000) reported that projective drawings are amongst five of fifteen most frequently used tests by psychologists. However results obtained from projective tests such as the Draw-A-Person Test (DAP) and the Kinetic Family Drawing (KFD) need to be used sensitively bearing in mind the unique socio-cultural context of the individual. In this chapter, based on an introductory overview of the DAP and KFD (which would look at administration, issues of reliability and validity, and as well as uses and limitations), the focus would be on the clinical application of these tests using illustrative case examples. Cross-cultural issues and related research will be examined. While South African research in relation to the drawing tests is limited, some pioneering work has been conducted (Richter, Griesel and Wortley, 1988; Rudenberg, Jansen and Fridjhon, 1998; Davidow, 1999; Douglas, 2009). The chapter will be concluded with a brief discussion of other related projective drawing tests such as the House-Tree-Person technique, the Chromatic HTP Test and the Kinetic School Drawing.
AUTHORS: R. Gericke, Z. Amod, K. Bain
ABSTRACT: This chapter will explore the practice, clinical use and cross-cultural application of two thematic projective techniques, the Childrens’ Apperception Test (CAT) and Thematic Apperception Test (TAT). Thematic apperception tests are recognised as valuable tools to unobtrusively access object relations (Kelly, 2007), unconscious conflicts, anxieties, wishes, feelings and needs that may otherwise be defended against. Through projection access to the internal world is gained through a means that is less threatening than being subjected to interviews or self-report questionnaires. A brief introduction to and definition of thematic story telling techniques will be followed by discussions on reliability and validity, test administration and clinical application, and clinical tips. The CAT and TAT are consistently selected as favoured tests across professional registrations, the TAT being the test most favoured by clinical psychologists in SA (Foxcroft, Paterson, le Roux & Herbst, 2004). Given this, the cross-cultural implications of using these tests need to be addressed (De Vos, 2004; Hofer & Chasiotis, 2004; Mclerney & Liem, 2009). Whilst textbooks and scoring manuals are available, this chapter has a strong focus on clinical application within a South African context and provides guidelines for clinicians working within the field. Further to this, a strong focus on illustrative case material will allow the utility as well as the limitations to be discussed in greater depth. Other thematic apperception tests available will be introduced (The Columbus Test, The SA Picture Analysis Test, The Make a Story Test, Michigan Picture Test, Sexual Apperception Test and The Children’s Self-Report and Project Inventory). Finally, suggestions for future research including validating the use of the CAT and TAT in diagnosing attachment patterns will be discussed.