Analysis of the Learners’ Responses of the Adjusted Rorschach Comprehensive System: Critical Psychological Perspective
The study focused on the analysis of the Adjusted
Rorschach Comprehensive System’s responses. The objective of this
study is to analyse the participants’ response rate of the Adjusted
Rorschach Comprehensive System with regards to critical
psychology approach. The use of critical psychology theory in this
study was crucial because it responds to the current inadequate
western theory or practice in the field of psychology. The study
adopted a qualitative approach and a case study design. The study
was grounded on interpretivist paradigm. The sample size comprised
six learners (three boys and three girls, aged of 14 years) from
historically disadvantaged school in the Western Cape, South Africa.
The Adjusted Rorschach Comprehensive System (ARCS)
administration procedure, biographical information, semi-structured
interviews, and observation were used to collect data. Data was
analysed using thematic framework. The study found out that, factors
that increased the response rates during the administration of ARCS
were, language, seating arrangement, drawing, viewing, and
describing. The study recommended that, psychological test
designers take into consideration the philosophy or worldviews of the
local people for whom the test is designed to minimize low response
rates.
[1] F. A. Paniagua, Assessing and treating culturally diverse clients: a
practical guide, 2nd Ed. thousand Oaks, CA: Sage, 1998.
[2] M. Moletsane-Kekae, The efficacy of the Rorschach among black
learners in South Africa. Doctoral Thesis, in educational Psychology at
the University of Pretoria, 2004.
[3] G.C.N. Hall and G.G. Maramba, in search of cultural diversity: Recent
literature in cross-cultural and ethnic minority psychology, Cultural
Diversity and Ethnic Minority Psychology, vol. 7, pp. 12-26, 2001.
[4] W. J. Lonner, An overview of cross-cultural testing and assessment. In
R. W. Brislin (Ed.): Applied crass-cultural psychology (Cross-cultural
research and methodology series, vol. 14, pp. 56-76). Newbury Park,
CA: Sage, 1990.
[5] J. E. Exner, The Rorschach: A comprehensive system basic foundations
and principles of interpretation, 4th Ed. New York: Wiley, 2003.
[6] M. Aronstam, Rorschach self-interpretation: towards a culture-fair
understanding of Rorschach content data. South African Rorschach
Journal, vol. 1, no 1, pp. 33-46, 2004.
[7] D. Nightingale, and T. Neilands, (2001), Understanding and practicing
critical psychology, in Critical psychology: an Introduction, D. Fox, & I.
Prilleltensky, Eds. London: Sage, 2001, pp. 68-84.
[8] D. Hook, Critical psychology of the postcolonial: The mind of apartheid,
London & New York: Routledge, 2012.
[9] D. Fox, I. Prilleltensky, and S. Austin, (Eds.), Critical psychology: An
introduction, 2nd Ed. London: Sage, 2009.
[10] T.S. Sloan, Critical psychology: Voices for change. New York: St.
Martin’s Press, Inc, 2000.
[11] B. Nsamenang, “Critical psychology: a sub-Saharan African voice from
Cameroon”, in Critical Psychology, Voices for Change,T. Sloan,
Ed.New York: St. Martin’s Press, Inc, 2000, pp. 91-102.
[12] Hook, Governmentality and technologies of subjectivity, In Critical
psychology: introduction D. Hook, P. Kiguwa, & L. Mkhize, Eds. Cape
Town Lansdowne: UCT Press &Juta Academic, pp. 239-272, 2004.
[13] D.Hook, Restoring universality to the subject: Lacan’s Kantian logic of
sexuation’. Annual Review of Critical Psychology, 7, 151-167, 2009.
[14] D. Fox, I. Prilleltensky and S. Austin, (Eds.) Critical psychology: An
introduction, 2nd Ed. London: Sage, 2009.
[15] D. Painter, M. Terre Blanche, and J. Henderson, Critical psychology in
South Africa: Histories, themes and prospects'. Annual Review of
Critical Psychology, Vol. 5, pp. 212-235, 2006.
[16] N. Mkhize, Psychology: an African perspective, In Critical psychology,
D. Hook, Ed.Cape Town: UCT Press, 2004, pp.24-52.
[17] T. KaSigogo, and O. Tso Modipa, “Critical reflections on community
and psychology in South Africa”, in Critical psychology, R. Hook, Ed.
Cape Town Lansdowne: UCT Press & Juta Academic, 2004, pp. 316-
334.
[18] P. L. Munhall and R. J. Chenail, Qualitative research proposals and
reports: A guide, Boston, MA: Jones & Bartlett Learning, 2008.
[19] J. Niewenhuis, Qualitative Research Designs and Data Gathering
Techniques, in First Steps in Research, K. Mare: Pretoria: Van Schaik
Publishers, pp. 69-97, 2007.
[20] L. Cohen, and L. Manion, “Research methods in Education”, London:
Routledge, 1994.
[21] V.S. Miranda, “The Supreme Court Carcieri v. Salazar Decision: A
Qualitative Analysis of How the Court’s Decision Negatively Affected
Native American Tribes Using Power Theory”, Proceedings of the
National Conference, On Undergraduate Research (NCUR), pp. 2101-
2107, 2011.
[22] R. K. Yin, R. K. (Ed.), Case study research: Design and methods (Vol.
5). Thousand Oaks CA: sage, 2003.
[23] C. De Wet, Victims of educator-targeted bullying: a qualitative study,
South African Journal of Education, Vol. 30, no 2, pp. 189-201, 2010.
[24] N. Burns and S. K. Grove, The practice of nursing research: Appraisal,
synthesis and generation of evidence, 6th Ed. St. Louis: Saunders, 2010.
[25] H. Rorschach, Psychodiagnostik. Methodik und Ergebnisse eines
wahrnehmungs diagnostischen Experiments (Deutenlassen von
Zufallsformen), Bern: Bircher, 1921.
[26] L. Blarter, C. Hughes and M. Tight, How to research, 4 th Ed.
Maidenhead: McGraw-Hill/Open University Press, 2010.
[27] P. J. Forrester, Log-Gases and Random Matrices (LMS-34), Princeton
University Press, 2010.
[28] G. E. Gorman and P. Clayton, Qualitative research for the information
professional: A practical handbook (2nd Ed.). London: Facet, 2005. [29] V.S. Miranda, The Supreme Court Carcieri v. Salazar Decision: A
Qualitative Analysis of How the Court’s Decision Negatively Affected
Native American Tribes Using Power Theory. Proceedings of the
National Conference, On Undergraduate Research (NCUR), pp. 2101-
2107, 2011.
[30] V. Braun and V. Clarke, Using thematic analysis in psychology,
Qualitative Research in Psychology, vol. 3, no 2, pp. 77-101, 2006.
[31] R. L. Miller and J. D. Brewer (Eds.), The AZ of social research: a
dictionary of key social science research concepts. London: Sage
Publication, 2003.
[32] M. Q. Patton, “Evaluation, knowledge management, best practices, and
high quality lessons learned”, The American Journal of Evaluation, vol.
22, no 3, pp. 329-336, 2001.
[33] I. B. Weiner, Rorschach Inkblot Method, In The use of psychological
testing for treatment planning and outcome evaluation,
[34] J.E. Exner and P. Erdberg, the Rorschach: A comprehensive system: vol.
2, interpretation, 3rd Ed. Oxford, England: Wiley, 2005.
[35] G. K. Huysamen, Fair and unbiased admission procedures for South
African institutions of higher education, South African Journal of
Higher Education, vol. 10, no 2, pp. 199–207, 1996.
[36] S. S. Kazarian and D. R. Evans, Cultural clinical psychology, Oxford
University Press, 1998.
[37] R. K. Mukuna, Administration of the Adjusted Rorschach
Comprehensive System to learners in a previously disadvantaged school
in the Western Cape, Unpublished Med Thesis, Faculty of Education,
University of the Western Cape, South Africa, 2014.
[1] F. A. Paniagua, Assessing and treating culturally diverse clients: a
practical guide, 2nd Ed. thousand Oaks, CA: Sage, 1998.
[2] M. Moletsane-Kekae, The efficacy of the Rorschach among black
learners in South Africa. Doctoral Thesis, in educational Psychology at
the University of Pretoria, 2004.
[3] G.C.N. Hall and G.G. Maramba, in search of cultural diversity: Recent
literature in cross-cultural and ethnic minority psychology, Cultural
Diversity and Ethnic Minority Psychology, vol. 7, pp. 12-26, 2001.
[4] W. J. Lonner, An overview of cross-cultural testing and assessment. In
R. W. Brislin (Ed.): Applied crass-cultural psychology (Cross-cultural
research and methodology series, vol. 14, pp. 56-76). Newbury Park,
CA: Sage, 1990.
[5] J. E. Exner, The Rorschach: A comprehensive system basic foundations
and principles of interpretation, 4th Ed. New York: Wiley, 2003.
[6] M. Aronstam, Rorschach self-interpretation: towards a culture-fair
understanding of Rorschach content data. South African Rorschach
Journal, vol. 1, no 1, pp. 33-46, 2004.
[7] D. Nightingale, and T. Neilands, (2001), Understanding and practicing
critical psychology, in Critical psychology: an Introduction, D. Fox, & I.
Prilleltensky, Eds. London: Sage, 2001, pp. 68-84.
[8] D. Hook, Critical psychology of the postcolonial: The mind of apartheid,
London & New York: Routledge, 2012.
[9] D. Fox, I. Prilleltensky, and S. Austin, (Eds.), Critical psychology: An
introduction, 2nd Ed. London: Sage, 2009.
[10] T.S. Sloan, Critical psychology: Voices for change. New York: St.
Martin’s Press, Inc, 2000.
[11] B. Nsamenang, “Critical psychology: a sub-Saharan African voice from
Cameroon”, in Critical Psychology, Voices for Change,T. Sloan,
Ed.New York: St. Martin’s Press, Inc, 2000, pp. 91-102.
[12] Hook, Governmentality and technologies of subjectivity, In Critical
psychology: introduction D. Hook, P. Kiguwa, & L. Mkhize, Eds. Cape
Town Lansdowne: UCT Press &Juta Academic, pp. 239-272, 2004.
[13] D.Hook, Restoring universality to the subject: Lacan’s Kantian logic of
sexuation’. Annual Review of Critical Psychology, 7, 151-167, 2009.
[14] D. Fox, I. Prilleltensky and S. Austin, (Eds.) Critical psychology: An
introduction, 2nd Ed. London: Sage, 2009.
[15] D. Painter, M. Terre Blanche, and J. Henderson, Critical psychology in
South Africa: Histories, themes and prospects'. Annual Review of
Critical Psychology, Vol. 5, pp. 212-235, 2006.
[16] N. Mkhize, Psychology: an African perspective, In Critical psychology,
D. Hook, Ed.Cape Town: UCT Press, 2004, pp.24-52.
[17] T. KaSigogo, and O. Tso Modipa, “Critical reflections on community
and psychology in South Africa”, in Critical psychology, R. Hook, Ed.
Cape Town Lansdowne: UCT Press & Juta Academic, 2004, pp. 316-
334.
[18] P. L. Munhall and R. J. Chenail, Qualitative research proposals and
reports: A guide, Boston, MA: Jones & Bartlett Learning, 2008.
[19] J. Niewenhuis, Qualitative Research Designs and Data Gathering
Techniques, in First Steps in Research, K. Mare: Pretoria: Van Schaik
Publishers, pp. 69-97, 2007.
[20] L. Cohen, and L. Manion, “Research methods in Education”, London:
Routledge, 1994.
[21] V.S. Miranda, “The Supreme Court Carcieri v. Salazar Decision: A
Qualitative Analysis of How the Court’s Decision Negatively Affected
Native American Tribes Using Power Theory”, Proceedings of the
National Conference, On Undergraduate Research (NCUR), pp. 2101-
2107, 2011.
[22] R. K. Yin, R. K. (Ed.), Case study research: Design and methods (Vol.
5). Thousand Oaks CA: sage, 2003.
[23] C. De Wet, Victims of educator-targeted bullying: a qualitative study,
South African Journal of Education, Vol. 30, no 2, pp. 189-201, 2010.
[24] N. Burns and S. K. Grove, The practice of nursing research: Appraisal,
synthesis and generation of evidence, 6th Ed. St. Louis: Saunders, 2010.
[25] H. Rorschach, Psychodiagnostik. Methodik und Ergebnisse eines
wahrnehmungs diagnostischen Experiments (Deutenlassen von
Zufallsformen), Bern: Bircher, 1921.
[26] L. Blarter, C. Hughes and M. Tight, How to research, 4 th Ed.
Maidenhead: McGraw-Hill/Open University Press, 2010.
[27] P. J. Forrester, Log-Gases and Random Matrices (LMS-34), Princeton
University Press, 2010.
[28] G. E. Gorman and P. Clayton, Qualitative research for the information
professional: A practical handbook (2nd Ed.). London: Facet, 2005. [29] V.S. Miranda, The Supreme Court Carcieri v. Salazar Decision: A
Qualitative Analysis of How the Court’s Decision Negatively Affected
Native American Tribes Using Power Theory. Proceedings of the
National Conference, On Undergraduate Research (NCUR), pp. 2101-
2107, 2011.
[30] V. Braun and V. Clarke, Using thematic analysis in psychology,
Qualitative Research in Psychology, vol. 3, no 2, pp. 77-101, 2006.
[31] R. L. Miller and J. D. Brewer (Eds.), The AZ of social research: a
dictionary of key social science research concepts. London: Sage
Publication, 2003.
[32] M. Q. Patton, “Evaluation, knowledge management, best practices, and
high quality lessons learned”, The American Journal of Evaluation, vol.
22, no 3, pp. 329-336, 2001.
[33] I. B. Weiner, Rorschach Inkblot Method, In The use of psychological
testing for treatment planning and outcome evaluation,
[34] J.E. Exner and P. Erdberg, the Rorschach: A comprehensive system: vol.
2, interpretation, 3rd Ed. Oxford, England: Wiley, 2005.
[35] G. K. Huysamen, Fair and unbiased admission procedures for South
African institutions of higher education, South African Journal of
Higher Education, vol. 10, no 2, pp. 199–207, 1996.
[36] S. S. Kazarian and D. R. Evans, Cultural clinical psychology, Oxford
University Press, 1998.
[37] R. K. Mukuna, Administration of the Adjusted Rorschach
Comprehensive System to learners in a previously disadvantaged school
in the Western Cape, Unpublished Med Thesis, Faculty of Education,
University of the Western Cape, South Africa, 2014.
@article{"International Journal of Business, Human and Social Sciences:70977", author = "Mokgadi Moletsane-Kekae and Robert Kananga Mukuna", title = "Analysis of the Learners’ Responses of the Adjusted Rorschach Comprehensive System: Critical Psychological Perspective", abstract = "The study focused on the analysis of the Adjusted
Rorschach Comprehensive System’s responses. The objective of this
study is to analyse the participants’ response rate of the Adjusted
Rorschach Comprehensive System with regards to critical
psychology approach. The use of critical psychology theory in this
study was crucial because it responds to the current inadequate
western theory or practice in the field of psychology. The study
adopted a qualitative approach and a case study design. The study
was grounded on interpretivist paradigm. The sample size comprised
six learners (three boys and three girls, aged of 14 years) from
historically disadvantaged school in the Western Cape, South Africa.
The Adjusted Rorschach Comprehensive System (ARCS)
administration procedure, biographical information, semi-structured
interviews, and observation were used to collect data. Data was
analysed using thematic framework. The study found out that, factors
that increased the response rates during the administration of ARCS
were, language, seating arrangement, drawing, viewing, and
describing. The study recommended that, psychological test
designers take into consideration the philosophy or worldviews of the
local people for whom the test is designed to minimize low response
rates.", keywords = "Adjusted Rorschach comprehensive system, critical
psychology, learners, responses.", volume = "9", number = "11", pages = "3718-6", }