1. Thematic Apperception Test(TAT)

2. Murray ’ s Need Theory 身心一元論 “No Brain, No Personality” The study of whole life ： longitudinal Whole person (personality) ： Personology Cross section 最佳研究單位是 Need Longitudinal 最佳研究單位是 Serial, Proceeding 重視環境對人的影響，以 Press 表示 Interactionism 互動論

3. Proceeding & Serial Proceedings ： 指 subject-object interactions, or subject- subject interactions, of sufficient duration to include the significant elements of any given behavioral sequence sufficient duration 指 initiation → completion ( 強調 time dimension)

4. Types of proceedings 1). Internal(e.g. daydreaming, problem solving) 2). External(e.g. interacting with persons or objects in the environment) a). Subjective experiential aspects b). Objective behavioral aspects

5. Serial longer functional unit of behavior is refered to as a serial (e.g. friendship, a marriage, a career in business) 1). Serial programs: 一序列為達成做醫生次 目標的安排 2). Schedule: represent devices for reducing conflict among conflicting needs and goal objects

6. Need theory Need a construct which stands for a force…… in the brain region, a force which organize perception, apperception, intellection, conation & action in such a way as to transform in a certain direction an existing, unsatisfying situation Provoke by internal processes, 有時可由 environmental force(Press) 引發

7. 如何推論 Need 的存在？ 1). The particular pattern or mode of behavior involved 2). The effect or end result of the behavior 3). The selective attention & response to a particular class of stimulus objects 4). The expression of particular emotion or affect 5). The expression of satisfaction when a particular effect is achieved or disappointment when the effect is not achieved

8. Types of Needs Primary (viscerogenic) v.s. Secondary (psychogenic) need Overt (manifest) v.s. Covert (latent) need Focal v.s. diffuse Need ( 情境的侷限性 ) Proactive v.s. reactive Need Process activity modal needs: performance itself, sheer function pleasure Effect needs: lead to desired state or end result

9. Interrelation of needs 1). Prepotency: 未滿足者佔優勢 2). Conflict: e.g. Autonomy v.s. compliance 3). Fusion of needs: single course of action 可同時滿足 multiple needs 4). Subsidization: a subsidiary need is one that operates in the service of another

10. Press 指環境中對行為具有效力的決定因子 1). Objective level: alpha(α) Press 2). Subjective level: Beta(β) Press Thema is simply a molar & interactive behavioral unit, Need × Press Serial thema Unity thema

11. TAT Murray(1938) 正式出版 TAT as a method of revealing to the trained interpreter some of the dominant drives, emotions, sentiment, complexes, & conflicts of the personality Instruction: 1). 目前狀況 2). 人物的思考與情緒 3). 前置事件 4). 結局

12. TAT Scoring Procedures Bellak & Abram(1997) 1). Main theme 2). Main hero/heroine 3). Main needs and drives of the hero/heroine 4). Conception of the environment (world) 5). Figures seen as …. 6). Significant conflicts

13. 7). Nature of anxieties 8). Main defenses against conflicts and fears 9). Adequacy of superego as manifested by “punishment” for “crime” 10). Integration of the ego 1. Reality testing 2. Judgment 3. Sense of reality of the world and of the self 4. Regulation and control of drives, affects, and impulses

14. 5. Object relations 6. Thought processes 7. ARISE(adaptive regression in the service of the ego) 8. Defensive functioning 9. Stimulus barrier 10. Autonomous functioning 11. Synthetic-Integrative functioning 12. Mastery-Competency

16. TAT Interpretation Bellak & Abrams(1997) 三個主要層次 1). 描述性 2). 解釋性 「如果他 …… ，就會 ……. 」 「如果他沒有 …… ，則會 ……. 」 3). 診斷性 a). 潛意識結構與需求 (1-3) b). 對外界的概念與對重要他人的知覺 (4-5) c). 相關的人格向度 (6-10)

17. TAT Interpretation Aronow, E., Weiss, K.A., & Reznikoff, M. (2001) Theory Subjects create TAT stories based on 1). The Card Stimulus 2). The Testing Environment 3). The Personality or Inner World of the Subject

18. Scoring Systems 1). Murray’s (1943) original scoring system need & press 2). Measure single or multiple variables aggression, achievement, object relations 3). More comprehensive system Zubin et al., (1965)

19. Main Themes Technique Bellak & Abrams (1997) Summarizes information Three level 1). Descriptive themes 2). Interpretative themes 3). Diagnostic themes Step-by-step manner, from observation- near to observation-distant

20. Nomothetic & Idiographic Interpretation Nomothetic: refer to comparing the subject’s responses to a normatic comparison sample, in order to determine the degree of unusualness of the responses Eron (1950) Idiographic: refer to examining the individual subject’s record & discerning meaning from the particular responses he or she chose Both methods should be used in TAT

21. Areas of Interpretation 1). Story Content a). The Hero b). Object Relations c). Conception of the environment d). Outcome of the story

22. 2). Story Structure 3). Test Behavior Observations

23. Rules & Cautions in Interpretation 1). Be conservative in interpretation 2). Use caution when interpreting responses with uncertain referents 3). Attempt to disentangle the projective from nonprojective 4). Be aware of your own projection & blind spots 5). Attend to Indicators of heavy dynamic loading

24. 6). Rely on a confluence of data 7). Consider the subject’s history 8). Obtain feedback from other professionals 9). Consider the context 10). Use the appropriate degree of generalization 11). Beware of the first impressions 12). Take developmental status into account in interpreting children’s TAT stories 13). Demonstrate cultural sensitivity

25. Method of interpretation 1). Read the stories, highlighting or underlining significant materials 2). Write summary statements of the main themes for each story 3). Note which cards evoked which reactions in the subject 4). Look over a list of common areas to interpret to avoid leaving out important indicators of personality

26. 5). Compare to norms & note unusual occurrences or lack of them 6). Looking at highlighted material, main themes, story structure, & behavioral observations, note repetitions of themes, conflicts, & reactions 7). Consider the subject’s age, sex, culture, family structure & occupation. Organize materials, make sense of the pattern noted, develop hypothesis 8). Integrate different aspects of the individual’s personality into a meaningful picture