The value of projected storying in assessment is widely recognised, perhaps nowhere more than when working with children and adolescents. Yet the technique has its pitfalls, including the way the stories produced may be influenced by digressing from standard instructions, using different methods of interpretation, and administering the instrument cross-culturally. Psychologists presenting projection plates to adolescent clients in South Africa frequently obtain little more than one-liners from standard procedures, raising doubts about viability and reliability of the technique. Questioning needs to be enhanced without compromising the projective value of responses. In this research we aimed to determine the effects of a dynamic assessment (DA) technique of questioning when using projection plates with adolescents in cross-cultural situations. Applying the test-mediate-retest
principle of DA, the assessor explained to participants the relevance of her (strictly non-directive) verbal and non-verbal responses to their storying, as encouragement to elaborate on their responses. A multiple case-study was undertaken with three participants. Instrumentation consisted of two TAT plates and four non-standard plates, self-selected to accommodate possible cultural differences. Data-analysis and interpretation took two forms, projection analysis (using the Bellak TAT Analysis Blank and Haworth’s analysis of defences) and structural analysis (with categories such as word-count, formulation, number of statements, prompts, hesitations, repetitions and increasing/deepening projection). Possible cross-cultural influences were considered. Results suggest a deepening and broadening of adolescents’ projections in the form of richer stories when utilising a DA technique of questioning.