Ritzler B A, del Gaudio A C
J Pers Assess. 1976 Oct;40(5):451-3. doi: 10.1207/s15327752jpa4005_1.
A questionnaire on teaching of the Rorschach technique was sent to all APA-approved graduate clinical psychology programs in the United States and Canada. The questionnaire asked for the degree of emphasis placed on the Rorschach in the primary assessment course, the Rorschach teaching experience of the respondent and the respondent's evaluation of the technique as a clinical tool, a teaching aid and a research instrument. The respondent in each case was the faculty member teaching the major diagnostic assessment course. There was a 100% return of the questionnaires. The major results show that (1) 81% of the programs place major emphasis on the Rorschach Technique in the assessment course; (2) only 24% of the programs offer the course for a full year; (3) respondents with more than 10 years teaching experience rated the Rorschach higher than respondents with less experience, and (4) respondents as a group rated the Rorschach highly as a clinical tool and teaching aid, but gave it generally low ratings as a research instrument.
一份关于罗夏墨迹测验技术教学的问卷被发送给了美国和加拿大所有经美国心理学会认可的临床心理学研究生项目。问卷询问了在主要评估课程中对罗夏墨迹测验的重视程度、受访者的罗夏墨迹测验教学经验以及受访者对该技术作为临床工具、教学辅助手段和研究工具的评价。每个案例中的受访者都是教授主要诊断评估课程的教员。问卷的回收率为100%。主要结果表明：（1）81%的项目在评估课程中主要强调罗夏墨迹测验技术；（2）只有24%的项目开设该课程一整年；（3）教学经验超过10年的受访者对罗夏墨迹测验的评价高于经验较少的受访者；（4）受访者总体上高度评价罗夏墨迹测验作为临床工具和教学辅助手段，但普遍给予其作为研究工具的评分较低。
