Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Roberts-2 Apperception Test for Children &

No description

on 13 November 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Roberts-2 Apperception Test for Children &

Apperception Test for Children &

General Information
* For assessment of children & adolescents 6-18 yrs. old

* Uses a projective method by interpreting and scoring narrative stories told by the children about each of the 16 suggestive stimulus pictures of human social interactions

* The purpose is to provide a measure of the child's social understanding through their freely expressed narrative

*Approx. duration to administer & score = 30-40 minutes
Where did it come from?

* Original Roberts Apperception Test for Children (1982) developed during a particular psychological context

* Major influences: Anna Freud
Erik Eriksson
Melanie Klein

* Similar to other projective tests like the ink blot, the RATC was distinguished by human figures and social interactions

* As more structured and "objective" tests (the MMPI) were becoming more popular, the RATC revised its norms and scoring toward "objectifying" the perceptions of children and adolescents

Roberts-2 Revisions
Updated clothing/hairstyles

Parallel test picture for black, white, and hispanic children/teens

Aged ------- extended to 18 yrs. old

Sample of 1,000 representative of new norms for the U.S. population.
Case Studies Used for Reference:
Based on comparison between the standardized sample and a clinically-referred sample of 467 children
New norms were supposed to represent *ethnicity *gender *geographic region *parental education
of children/teens in the U.S.
The 4 normative cases for ref.

1. White, female, age 6, western region, both parents completed high school.

2. White, male, age 9, eastern region, mother completed high school, father attended some college

3. Black, male, age 12, southern region, both parents attended college but had not obtained 4-year degrees

4. White, female, age 16, midwestern region, both parents have obtained 4-year college degrees
17 case examples selected for the reference guide:

4 Normative

13 Clinical:
Major Depressive Disorder
Bipolar Disorder, Child
Bipolar, Adolescent
Generalized Anxiety Disorder
Conduct Disorder
Autistic Disorder
Mild Mental Retardation
Schizoaffective Disorder

Referenced Clinical Cases
1. Black, male, 9, ADHD

2. White, male, 8, Autistic Disorder

3. White, male, 8, PTSD/Sexual Abuse

4. White, male, 10, Mild Mental Retardation

5. Hispanic/white, male, 12, ODD

6. White, male, 8, Bipolar Disorder, Child

7. White, female, 15, Bipolar, Adolescent

8. White, male, 13, Asperger's

9. Hispanic, female, 14, Major Depressive

10. Asian, female, 12, Generalized Anxiety

11. White, male, 17, Conduct Disorder

12. Hispanic, female, 18, Schizophrenia

13. White, male,15, Schizoaffective

Scoring Measures

Developmental/ Adaptive Scales:

Theme Overview
*Popular Pull (POP)
*Complete Meaning (MEAN)

Problem Identification
*(PID1)- recognition, no preceding factors
*(PID2)- description of situation, no internal process
*(PID3)- clarification, some internal process
*(PID4)- definition, with reasons for internal process
*(PID5)- explanation, full identification of all elements

Summary of a nonclinical child and adolescence:

1. Behavior during test is socially appropriate, limits do not need to be imposed

3. Open attitude and lack of defensiveness

7. Ability to perceive and confront life problems in a realistic manner and find positive resolutions

10. Positive perception of the support system and an expectation that it will be responsive to needs and problems

*(RES1) - simple, easy closure
*(RES2) -easy, realistically positive outcome
*(RES3) - describes constructive resolution
*(RES4) - constructive resolution of feelings and situation
*(RES5) - elaborated process, possible insight
Scoring Measures

Clinical Scales:

*Anxiety (ANX)
*Aggression (AGG)
*Depression (DEP)
*Rejection (REJ)
*Unresolved Outcome (OUT1-UNRS) - situation left in present terms
*Nonadaptive Outcome (OUT2-NON)- ending does not resolve problem
*Maladaptive Outcome (OUT3-MAL) - ending adds to problem or is socially unnacceptable
*Unrealistic Outcome (OUT4-UNRL) - involves unrealistic or wishful thinking
Unusual or Atypical Repsonses
*Unusual (UNUSL)
* Refusal (REF) - no response b/c of resistance of inability
*No Score (NOS) - no scoreable content, physical description only
*Antisocial (ANTI) - breaking family, school, or community rules or laws

Atypical Categories
* (ATYP1)- illogical, cognitive distortion, loose thoughts
*(ATYP2) - theme misidentification
*(ATYP3) - person misidentification
*(ATYP4)- violence
*(ATYP5)- abuse
*(ATYP6) -Imaginary!!!!!
*(ATYP7) - Death of Main Figure
*(ATYP8) - sexual
*(ATYP9) - Other

Suggested Card Themes
Card #1. Family Interaction (parents/child)

Card #2. Maternal Support

Card #3. Schoolwork

Card #4. Peer Support ...(ATYP7?)

Card #5. Parental Affection

Card #6. Peer or Racial Interaction

Card #7. Anxiety or Illness

Card #8. Family Interaction

Card #9. Physical Aggression

Card #10. Sibling Rivalry

Card #11. Fear

Card #12. Maternal Depression or Illness

Card #13. Aggression Release

Card #14. Maternal Limit Setting

Card #15. Female in bath

Card #16. Paternal Support
Training packages for schools, clinics, and graduate student :)

* Designed to help professionals initiating behavioral and/or academic interventions
* Helps clinicians integrate test scores and interpretations into school, special ed., and clinical case reports
"As a child becomes more socially experienced their stories should typically reflect increased awareness of social convention, greater theme differentiation, and more clear ideas for the resolution of conflict or themes."
Central Concept of Test Approach

:areas of action or fields of interaction for the child and includes child's own resources for functioning
Self Arena:
cognitive functioning, intelligence, problem- solving ability, beliefs, attitudes, emotions,behaviors, physical characteristics, dev. level

Family Arena:
mother, father, parental unit, siblings, other caregivers, living situation, extended family
Social Arena:
peers, school, teachers, neighborhood, community, religion, subculture, general culture
- 2 hr. DVD
- workbook (2 case studies and 2 complete sets of stories)
-reference materials: guidelines for administration, scoring, test interpretation
-scale/coding descriptions
-2 blank record forms to score case studies from the workbook
1 set of Test Pictures (white, black, OR hispanic children)
25 record forms
1 casebook
1 quick reference guide
1 manual
= $225.00
1 set of Test Pictures (hispanic, black OR white)
= $69.50
25 record forms = $41.50

Manual = $61.00

Casebook/Reference Guide = $61.00
* Kit w/unlimited -use scoring CD (WHITE CHILDREN) = $329.50
* Cultural/racial issues
* Gender issues
* Very subjective/suggestive
* Poor reliability
* Poor validity
* Pathologizes childhood/adoloescents

Available Resources scales
* Self Support - Feeling (SUSP-F)
*Support Self- Advocacy (SUPS-A)
*Support Other - Feeling (SUPO-F
*Support Other - Help (SUPO-H)
*Reliance on Other (REL)
*Limit Setting (LIM)

Good tool, poor test
Murray, H.A. (1943).
Thematic Apperception Test (TAT): Manual.
Cambridge, MA: Harvard University Press

Morgan, W. (2002). "Origin and History of the Earliest Thematic Apperception test". Journal of Personality Assessment 79 (3): 422–445.

Roberts, G.E. (1994).
Interpretive handbook for the Roberts Apperception Test for children.
Los Angeles: Western Psychological Services

Roberts, G.E., & Gruber, C. P. (2005).
Roberts-2: Manual.
Los Angeles: Western Psychological Services

Roberts, G.E., & McArthur, D.S. (1982).
Roberts Apperception Test for Children (RATC): Manual.
Los Angeles: Western Psychological Services.




Holt, R. R. (1999). Empiricism and the Thematic Apperception Test: Validity is the payoff. In L. Gieser & M. I. Stein (Eds.), Evocative Images: The Thematic Apperception Test, Washington, DC: American Psychological Association.
Full transcript