Enhancing adolescents' responses to projection plates through a dynamic assessment technique of questioning

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dc.contributor.author Matthews, Lizette
dc.contributor.author Bouwer, Cecilia, 1946-
dc.contributor.author Bouwer, A.C., 1946-
dc.date.accessioned 2010-03-16T11:32:15Z
dc.date.available 2010-03-16T11:32:15Z
dc.date.issued 2009
dc.description.abstract 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. en
dc.identifier.citation Matthews, L & Bouwer, C 2009, 'Enhancing adolescents' responses to projection plates through a dynamic assessment technique of questioning', South African Journal of Psychology, vol. 39, no. 2, pp. 231-241. [http://www.journals.co.za/ej/ejour_sapsyc.html] en
dc.identifier.issn 0081-2464
dc.identifier.uri http://hdl.handle.net/2263/13467
dc.language.iso en en
dc.publisher Psychological Society of South Africa en
dc.rights Psychological Society of South Africa en
dc.subject Cross-cultural assessment en
dc.subject Culture-fair assessment en
dc.subject.lcsh Questioning -- Cross-cultural studies en
dc.subject.lcsh Dynamic assessment (Education) en
dc.subject.lcsh Educational tests and measurements en
dc.subject.lcsh Projection -- Evaluation en
dc.subject.lcsh Thematic Apperception Test en
dc.subject.lcsh Projective techniques for teenagers en
dc.subject.lcsh Adolescent psychology -- Research en
dc.subject.lcsh Storytelling in education en
dc.title Enhancing adolescents' responses to projection plates through a dynamic assessment technique of questioning en
dc.type Article en


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