Walden Coun 6360 week 2 assignment

Assignment: Thematic Apperception Test

This exercise will provide you with an abbreviated experience of how an apperception test works. You will be assessed on one item and the system will automatically evaluate your responses and return results immediately. As you complete this exercise, consider how this experience of evaluation feels to you, and consider how this could feel for clients.

To Prepare:

• Review the Thematic Apperception Test example, “Psychology of Words: Projective Tests of Words and Language,” found in the Learning Resources for this week and complete the exercise.
• Submit your response. The web site will score your response automatically.
• Review your individual results and reflect on how accurate they may be and how they may influence your counselor identity.
• Once you complete the test, copy and paste your results into a Word document to save your results for further review.

 

Assignment:

Write a 2-to-3-page paper where you:

1. Summarize your results
2. Reflect on how accurate your individual results were, or were not, for you
3. Discuss how your results influence your counselor identity (e.g., what are my strengths as a counselor; where I might be challenged; do I have biases and triggers?).

 

These are my test results right here below Please write the above assignment based off my test results

 

Psychology of Words: Projective Tests

The meaning of your responses

This project is designed to give you information about both language use and personality assessment. The picture you were asked to describe came from the Thematic Apperception Test, or TAT. The purpose is to see how individuals reveal parts of their own personalities while looking at an ambiguous picture. The words that you used were analyzed using the LIWC (Linguistic Inquiry and Word Count) program developed at the University of Texas and University of Auckland in New Zealand. If you would like to get more information on LIWC, go to www.liwc.net.

 

The TAT was originally designed to determine the degree to which people wrote about themes relating to achievement, affiliation, and power. Although there are a series of different TAT pictures, this one is somewhat related to each of these themes -- although most people make up a story with achievement themes. For example, some people emphasize the nature of the experiment or scientific discovery (reflecting the writer's interests in achievement and success); others may focus on the nature of the friendship between the two women (interests in affiliation); yet others may focus on the status differences of the two women (reflecting the writer's concerns with status and power); By analyzing the words that you use, we can get a rough sense of your interest in each of these themes.

Here is a short analysis of your word use. Keep in mind that the more words you wrote, the more trustworthy these analyses. If you feel that your writing didn't reflect who you really are, go back and start over. At the same time, don't take these results too seriously.

LIWC dimension	Your data	Male average	Female average
Need for Achievement	5.98	5.8	5.6
Need for Affiliation	0.33	1.1	1.3
Need for power	1.99	1.7	1.8
Self-references (I, me, my)	0.00	0.5	0.8
Social words	5.32	11.4	12.0
Positive emotions	1.00	1.8	2.1
Negative emotions	0.00	1.5	1.6
Big words (> 6 letters)	19.93	18.7	17.7

Overall, you wrote 301 words in the 10 minutes.

Need for Achievement. The typical person generally scores between 4.5 and 8.5, with an average of 5.7. The higher your number, the more you wrote about achievement-related themes.

Need for Affiliation. Because this picture typically elicits themes associated with achievement, most people don't pay too much attention to human relationships in their story. In fact, the typical person scores around 1.2 on this dimension. Indeed, 30% of participants score 0.00.

Need for Power. Most people score between 0.8 and 2.7, with the average being 1.7. High scores on the need for power dimension hint that the writer is concerned with who is or is not in control andwho has the most status.

One thing that is interesting about this kind of exercise is that language analyses can tell us many things about the writer that go far beyond power, achievement, and affiliation. Look at the table below. In it, you can determine some features of your own writing and can get a sense of your writing style compared with others:

Self-references: People who use a high rate of self-references tend to be more insecure, nervous, and possibly depressed. They also tend to be more honest.

Social words: Social words are words that make reference to other people (e.g., they, she, us, talk, friends). Generally, people who use a high level of social words are more outgoing and more socially connected with others.

Positive emotion words: The more that people use positive emotion words (e.g. happy, love, good), the more optimistic they tend to be. If you feel good about yourself, you are more likely to see the world in a positive way.

Negative emotion words: Use of negative emotion words (e.g., sad, kill, afraid) is weakly linked to people's ratings of anxiety or even neurotic. People who have had a bad day are more likely to see the world through negatively-tinted glasses.

Big words (words with more than 6 letters): Use of big words is weakly related to higher grades and standardized test scores. People who use a high rate of big words also tend to be less emotional and oftentimes psychologically distant or detached.

The Big Picture: The above interpretations should be considered with a grain of salt for your own writing. Your approach to the assignment may have been influenced by people bothering you, concerns about other things in your life, lack of sleep, etc. In addition, it is important to remember that the TAT is generally administered in a highly controlled situation and is always graded by a real-live human being. You will recall from the book that the TAT was devised to tap people's needs for achievement, power, and affiliation. Look at your own writings and see if you can pick up if you were in high in these motives. For example, if you said that one person was thinking about her future career, a TAT expert would probably say that you were higher in a need for achievement than if you said that the person was thinking about her lover (which would hint that you were higher in need for affiliation).

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Date/Time:

4 September 2019, 4:12 pm

Your TAT description: The picture shows two people standing, one is a man wearing glasses is standing behind what looks like a table with both of his hands inside the coat pockets. The lady on the other hand is standing in front of the table with the right hand holding what looks like a dropper and keenly looking at a series of test tubes on a test tube rack. Besides the test tube rack on the table is a table which seems to be containing a liquid in it. The mood in the picture is voyeuristic since the two are keenly observing the occurrences at the test tubes at the test tube rack on the table. Before this photo, the two could have likely been attending to a patient and drawing samples from the patient. The photo is in a hospital setting as the two are wearing aprons and this indicates that they are most likely to be laboratory technicians or physicians. The two then brought the sample to be tested at the laboratory where they are at the moment. As they are carrying out the tests they are keen and expectant for the results. They are also very accurate in handling the tests since the accuracy will determine the reliability of the outcome. After this picture, the lady will likely record the findings of the test on paper. The findings of the the tests will have been found and the two are likely to take the report of the findings back to the patient. With the combination of other tests and examination findings, they will determine the possible diagnosis of the health condition of the patient and they will inform them of the possible diagnosis. They will then administer the suitable medication to the patient basing on their findings about the health condition.

Check out more projects at the UTpsyc.org website

 

Thematic Apperception Task

 

 

References:

Beidas, R. S., & Kendall, P. C. (2010), Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice, 17, pp. 1–30. doi:10.1111/j.1468-2850.2009.01187.x

Neukrug, E. S., & Fawcett, R. C. (2015). Chapter 8: Assessment of educational ability: Survey battery, diagnostic, readiness, and cognitive ability tests. In The essentials of testing and assessment: A practical guide to counselors, social workers, and psychologists (pp. 157-189). Stamford, CT: Cengage Learning.

Hiebert, B. (1996). Using informal methods to assess client change. Guidance & Counseling, 11(4), 3–12.

Note:

Juhnke, G. A. (1995). Mental health counseling assessment: Broadening one's understanding of the client and the client’s presenting concerns. ERIC Digest, 1–6.