Percival M. Symonds

Projective Methods in the Study of Personality

INTEREST IN PROJECTIVE TECHNICS for the study of personality has grown apace during the three years since the last issue of the REVIEW devoted to psychological tests and their uses. Considerable work, in particular, has been done in developing the Rorschach method along a number of important lines. Extensive work has also been done with the Thematic Apperception Test. This review articulates with the review by Symonds and Samuel in the February 1941 issue. This chapter will discuss the various projective methods roughly in order of the importance and number of references devoted to them.

An Educational Interest Inventory

THE POSSIBILITY of differentiating the several specialties within the field of education on the basis of interest was first tried out on graduate students majoring in different departments in Teachers College, Columbia University in 1952-1g53, using a 4oo-item Inventory. Students majoring in administration, guidance, college, secondary and elementary teaching, supervision, and clinical psychology were given the Inventory. The differentiation between the students in these different

The Case Study as a Research Method

SINCE the reviews by Olson in the December 1939, and by Strang in the December 1942, issues of the REVIEW OF EDUCATIONAL RESEARCH of the use of the case study in research methodology, progress has been made in this field. First, the case study has been of increased value to students of research in education, psychology, sociology, and anthropology; second, progress has been made in the technics of gathering and treating case study data for research purposes; and third, case material has been employed in many significant investigations.

Chapter VI: Rorschach Methods and Other Projective Technics:

D URING the three years since Symonds and Krugman (159) last reviewed research in projective technics for the February 1944 issue of this REVIEW, there has been no diminution in the interest of psychologists and educators in these testing methods. Even a period of the gravest international political and economic developments could not apparently dampen the ardor of researchers. The present review follows the pattern set by the 1941 and 1944 surveys in this REVIEW, except that the Rorschach Test is now covered in a separate section. Rorschach Methods General

Chapter VII: Projective Methods in the Study of Personality

INTEREST IN PROJECTIVE TECHNICS for the study of personality has grown apace during the three years since the last issue of the REVIEW devoted to psychological tests and their uses. Considerable work, in particular, has been done in developing the Rorschach method along a number of important lines. Extensive work has also been done with the Thematic Apperception Test. This review articulates with the review by Symonds and Samuel in the February 1941 issue. This chapter will discuss the various projective methods roughly in order of the importance and number of references devoted to them.

Critical Reviews of Recent Books

Abstract Cattell, Raymond B. Personality: A Systematic, Theoretical, and Factual Study. New York: McGraw-Hill, 1950. Pp. 689. Reviewed by Percival M. Symonds.

Welfare of the Individual Teacher

RESEARCH in this area was not particularly extensive in the period covered by this review. Altho several informative surveys were conducted which identified certain general factors influencing teacher welfare and morale, little research was done to evaluate the contributions made by specific factors. Studies of teacher personality and mental hygiene were still primarily concerned with the effect of the teacher upon the pupil. The number of studies which attempted to investigate the extent of maladjustments in teachers by means of personality tests decreased. Discussions about the teacher were concerned more with the conditions surrounding the job than with the mental hygiene aspects of the teachers work.

Chapter XIII: Welfare of the Individual Teacher

RESEARCH in this area was not particularly extensive in the period covered by this review. Altho several informative surveys were conducted which identified certain general factors influencing teacher welfare and morale, little research was done to evaluate the contributions made by specific factors. Studies of teacher personality and mental hygiene were still primarily concerned with the effect of the teacher upon the pupil. The number of studies which attempted to investigate the extent of maladjustments in teachers by means of personality tests decreased. Discussions about the teacher were concerned more with the conditions surrounding the job than with the mental hygiene aspects of the teachers work.

Chapter II: The Case Study as a Research Method

SlNCE the reviews by Olson in the December 1939, and by Strang in the December 1942, issues of the REVIEW OF EDUCATIONAL RESEARCH of the use of the case study in research methodology, progress has been made in this field. First, the case study has been of increased value to students of research in education, psychology, sociology, and anthropology; second, progress has been made in the technics of gathering and treating case study data for research purposes; and third, case material has been employed in many significant investigations.

The Lag in Clinical Research

The general fields of guidance, mental hygiene, and pupil adjustment have never claimed much space in the Journal of Educational Research and this undoubtedly reflects the relative emphasis which has been devoted to these fields in educational research in general. The first special editor to be assigned to these fields was Harry J. Baker who became responsible for papers relating to child welfare, guidance and development in 1932-1933. The present writer took on editorial responsibility for papers on mental hygiene and school instruction in 1940-1941 and this assignment changed to mental hygiene and pupil adjustment in 1941-1942 when Baker with drew as a member of the Editorial Board.