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Journal of Psychoeducational Assessment
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Projective Test Use Among School Psychologists

A Survey and Critique

Robin L. Hojnoski

University of Memphis, rphaneuf{at}memphis.edu

Rhonda Morrison

University of Massachusetts, Amherst

Melissa Brown

University of Massachusetts, Amherst

William J. Matthews

University of Massachusetts, Amherst

The use of projective techniques by school psychologists has been a point of interest and debate, with a number of survey studies documenting usage. The purpose of this study is to update the status of projective use among school psychologists, with a specific focus on their use in the social emotional assessment of children in schools. In addition to gathering information about the frequency of use, this study provides information about the types of assessment activities in which the assessments are used and practitioner’s perception of the utility of specific instruments. Results indicate that school psychologists view projective assessments as moderately useful and that they continue to use projectives across grades and for a variety of educational purposes, including eligibility determination and intervention development. Results are discussed critically in the context of previous research.

Key Words: projectives • assessment • practice trends

Journal of Psychoeducational Assessment, Vol. 24, No. 2, 145-159 (2006)
DOI: 10.1177/0734282906287828
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This article has been cited by other articles:


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 School Psychology InternationalHome page
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 Journal of Psychoeducational AssessmentHome page
S. R. Smith
Performance-Based Assessment in Schools: A Comment on Hojnoski, Morrison, Brown, and Matthews (2006)
Journal of Psychoeducational Assessment, September 1, 2007; 25(3): 248 - 256.
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