James H. Kleiger

A Conceptual Critique of the EA:es Comparison in the Comprehensive Rorschach System.

Despite its empirical and normative strengths, the underlying conceptual base of the Comprehensive Rorschach System at times lacks clarity and an overarching theory of personality that can help psychodiagnosticians make more clinically relevant inferences. After reviewing the functions provided by an integral theory of personality, the author focuses on the EA:es index as a way of demonstrating how mechanistic jargon and lack of a guiding theory and conceptual clarity can lead to misleading and contradictory inferences. Case examples are provided, and some of the empirical foundations of the EA:es index are reviewed

The "Feeling of Movement": Notes on the rorschach human movement response

ABSTRACT Human movement responses (M) on the Rorschach have been traditionally viewed as lying neither completely in the inkblot (external reality) nor within the subjects mind (inner world). The authors contend that M is not reducible to the “body that I have” but to the “body that I am,” which is a higher level organization of bottom-up and top-down brain networks, integrating body implicit awareness, psychological functioning, and social cognition. Two sources of evidence suggest the close relationship among M, psychological functions, and brain mechanisms. One comes from meta-analytical evidence supporting the close association between M and higher level cognitive functioning or empathy. The second comes from some preliminary studies showing that M activates brain circuits included in the mirror neuron system (MNS). Two conclusions can be drawn: (a) M is related to the effective use of the mentalization function; and (b) future neuroscientific investigations could lead to an understanding of the neuropsychological mechanisms underlying Rorschach responses and variables.

Evolution of a Group Therapy Model for Adolescent Residential Treatment

This paper discusses the development of a group psychotherapy process for adolescents on a residential treatment unit. We found that consideration of four factors were important in the creation of a productive group. (1) Group therapy should be tailored to the developmental level and needs of this age group. (2) Group leaders need to remain aware of staff and patient dynamics outside of group. (3) Group psychotherapy should be clearly defined as different than other groups within the structure of the unit. (4) Co-leaders should be knowledgeable about the basic group dynamics. Vignettes are provided to illustrate how an effective group psychotherapy was established in the context of an adolescent residential unit. The use of a nonparticipant-observer is discussed.

Clinical Observations Concerning Active Duty Veterans with Post-Vietnam Adjustment Problems

Clinical observations by Navy psychiatrists and psychologists who concurrently conducted therapy groups at three separate military treatment facilities between 1981 and 1984 were recorded. The reasons they returned to active duty or remained in the service, how and why they were referred to therapy, issues that arose in group therapy, and factors that were believed to have influenced the successful outcome are summarized and discussed.

From Waiting Room to Mother's Lap: Parameters in Testing a Psychotic, School-Phobic Child

In this article, I discuss the challenging experience of testing a child with severe separation anxiety and school refusal, which reached psychotic-level proportions. Unusual parameters are necessary to provide assessments with severely compromised children. In cases such as these, the goal should be to gather as much useful information as possible, paying particular attention to the conditions, which allow testing to take place. Such information will afford clues to the necessary conditions for providing required therapeutic and educational support.