An orientation and procedural framework designed to assist school psychologists considering projective assessment and subsequent consultation with parents and school staff are presented. This approach may be useful in facilitating effective consultations and interventions. The psychologist's presentation and suggestions are most important to the…

Current practices of personality and behavior assessment were analyzed. Projective techniques, especially figure drawings and sentence completion devices, were found to be the most often used instruments for personality assessment by school psychologists. Objective personality tests and published behavior rating scales were far less frequently…

Issues related to an increasing incompatibility between school psychology and projective assessment are examined. These issues pertain to educational relevance, changing social and educational values, potential litigation, and technical adequacy. The authors conclude that there are few valid reasons for school psychologists to use projective…

Sixty-four school psychologists kept daily records for four weeks of all tests they administered and the reasons they used each test. Projective tests were infrequently used, were typically used to measure personality or self-concept, and were considered less important than other tests for educational planning. (Author/BW)

This response to Batsche and Peterson's article discusses the theoretical, empirical, and pragmatic merits of projective assessment when performed in the context of a comprehensive personality assessment battery. The projective measures should not be considered in isolation. The author concludes projective techniques are not incompatible with…

A conceptual model for school-based personality assessment, methods to integrate behavioral and projective assessment procedures, and issues surrounding the use of projective tests are presented. Ways to maximize the personality assessment process for use in placement and programing decisions are suggested. (Author/DWH)