Overview of Lesson Plan:: Chapter 10: Psychological Assessment
Overview of Lesson Plan:: Chapter 10: Psychological Assessment
Overview of Lesson Plan:: Chapter 10: Psychological Assessment
Objectives:
Students will:
1. Take a look at a sample Rorschach inkblot, and theorize what psychologists may be
looking for in analysing peoples' responses to them.
2. Find out why the Rorschach test is considered a controversial one by reading and
discussing "What's in an Inkblot? Some Say Not Much."
3. Work with a partner to research the history of Rorschach and other psychological
tests, and to form their own opinions as to when and where these tests should and
should not be used.
4. Imagine that they are Dr. Hermann Rorschach and consider how he might feel
about the way that the psychological test he created 80 years ago is being used today.
Resources / Materials:
-student journals
-pens/pencils
-paper
-classroom blackboard
-copies of "What's in an Inkblot? Some Say Not Much" (one per student)
-reference materials with information about Rorschach and other psychological tests
(computers with Internet access, encyclopaedias, textbooks, library references)
Activities / Procedures:
1. WARM-UP/DO NOW:
Prior to class, go to the Take a Rorschach Test web site
(http://www.branson.k12.mo.us/langarts/cmflower/rorschac.htm) and print out one of
the inkblots found there to share with students. (If possible, enlarge the image before
posting it in the front of the room). After studying the image for a few moments, have
students respond in their journals to the following prompt (written on the board prior
to class): "What does this ink blot look like to you? What, if anything, do you think
psychologists can learn about a person by analysing what an individual sees in it?"
Then have students discuss their responses as a class. (Note that the emphasis of this
discussion should be on what psychologists can learn from peoples' responses, not on
what the inkblots look like to individual students in the room).
2. As a class, read and discuss "What's in an Inkblot? Some Say Not Much," focusing
on the following questions:
3. Working in pairs, have students use all available materials to research the answers
to the following questions:
-What exactly is a Rorschach test?
-Who created the Rorschach test, and how was it originally used?
-How has the use of the Rorschach test changed over time?
-In what ways is the world a different place now than it was 80 years ago, when the
test was first created?
-What are some other examples of psychological tests that are used in our society
today?
-How, in general, do these tests work?
-What are some arguments for and against the use of tests like these in our society
today?
Note that one good source of information for this activity is the web site Historical
Development of Inkblot Technique (http://www.owt.com/sis/historical.html). Other
common psychological tests students might research include the Wechsler Adult
Intelligence Scale (WAIS), Minnesota Multiphasic Personality Inventory (MMPI),
and the Thematic Apperception Test (TAT).
--Do you believe that any human- made test can accurately delve into the psyche of
www.nytimes.com
Jackie Glasthal, The New York Times Learning Network
Chapter 10: Psychological Assessment
Evaluation / Assessment:
Students will be evaluated based on their written journal entries, participation in class
discussions, how well they work with their partner, their research about various
psychological tests, and the essay, artic le, or journal entry they write describing the
point of view of Hermann Rorschach.
Extension Activities:
1. Do additional research about Hermann Rorschach and create a timeline about his
life and work, including any related events that took place in the field of psychology
and psychiatry during his life.
3. After reading the book "Flowers for Algernon" by Daniel Keyes, imagine that you
are the main character, Charlie Gordon. Describe what you saw in the inkblot pictures
that you were given while hospitalized in the book.
4. Select one of the mental disorders or emotional problems that Rorschach tests are
supposed to help diagnose (i.e. schizophrenia, depression, anxiety, or post-traumatic
stress disorder). Create a chart showing how this problem is medically defined,
symptoms associated with this problem, facts about how widespread it is, and
commonly used treatments for it.
Interdisciplinary Connections:
Civics- Research laws related to custody disputes. Find out what, in addition to
Rorschach tests, is used to determine whether or not someone is a fit parent. Based on
your research, write a script for a courtroom drama involving a custody battle. Try to
make your script as realistic and life- like as possible. Then ask some classmates to
help you act it out for the rest of the class.
Fine Arts- Find out who Andy Warhol was, and compare the Rorschach paintings that
www.nytimes.com
Jackie Glasthal, The New York Times Learning Network
Chapter 10: Psychological Assessment
he created in 1984 with the inkblots that Hermann Rorschach created and used in his
famous test. One source for this information is Andy Warhol: Rorschach Paintings
(http://www.owt.com/sis/historical.html). When you are done, create your own
"inkblot art," with a chart of possible "response predictions" to the image that you
created, and what you think each one might mean.
Global History- Select a country, and compare the importance and use of
psychological tests there with the importance and use of psychological tests in the
United States. Write an essay comparing and contrasting the way mental illness is
viewed and dealt with in both places.
Media Studies- Research when, why, and how often pleas of legal insanity are
actually used in courtrooms, and compare this with their use in TV dramas such as
"Law and Order," "Allie McBeal," and "The Practice." Do these shows exaggerate the
amount of times this defense is used? Write an essay explaining your findings.
www.nytimes.com
Jackie Glasthal, The New York Times Learning Network