Teaching and Learning Personality Assessment

Moving Words provides a direct line into the most pressing issues in contemporary dance scholarship, as well as insights into ways in which dance contributes to and creates culture. Instead of representing a single viewpoint, the essays in this volume reflect a range of perspectives and represent the debates swirling within dance. The contributors confront basic questions of definition and interpretation within dance studies, while at the same time examining broader issues, such as the body, gender, class, race, nationalism and cross-cultural exchange. Specific essays address such topics as the black male body in dance, gender and subversions in the dances of Mark Morris, race and nationalism in Martha Graham's 'American Document', and the history of oriental dance.

Table of Contents:

Contents: J.E. Exner, Jr., Foreword. L. Handler, M.J. Hilsenroth, Preface. Introduction. Part I:Setting the Stage.L. Handler, G.J. Meyer, The Importance of Teaching and Learning Personality Assessment. J.C. Fowler, The Trouble With Learning Personality Assessment. Part II:Conceptual Models for Interpretation.H.D. Lerner, The Experiential Basis of Psychological Testing. P. Erdberg, Helping Students Integrate Rorschach Structure and Psychological Theory. B.L. Smith, The Impossible Takes a Little Longer: The Role of Theory in Teaching Psychological Assessment. C.A. Waehler, H.J. Sivec, Critical-Thinking Applications in Personality Assessment: Classrooms as Laboratories and Studios. Part III:The Interpersonal Dimension.P.M. Lerner, Training in Assessment: Internalization and Identity. J.M. Masling, Interpersonal and Actuarial Dimensions of Projective Testing. H.M. Potash, Assessing the Social Subject. Part IV:Teaching and Learning Specific Test Instruments.R.L. Greene, P. Rouhbakhsh, Teaching the MMPI-2. R.D. Davis, T. Millon, Teaching Assessment With the Millon Clinical Multiaxial Inventory (MCMI-III). L.C. Morey, Teaching and Learning the Personality Assessment Inventory (PAI). I.B. Weiner, Teaching the Rorschach Comprehensive System. V. Brabender, Teaching That First Rorschach Course. P. Cramer, Approaching the Thematic Apperception Test (TAT). L. Handler, R. Riethmiller, Teaching and Learning the Administration and Interpretation of Graphic Techniques. L. Handler, Teaching and Learning the Interpretation of the Wechsler Intelligence Tests as Personality Instruments. Part V:Teaching and Learning Specialized Issues in Assessment.R.H. Dana, Personality Assessment and the Cultural Self: Emic and Etic Contexts as Learning Resources. C.T. Fischer, The Rorschach and the Life World: Exploratory Exercises. S.E. Finn, Teaching Therapeutic Assessment in a Required Graduate Course. E.E. Wagner, A Logical Analysis of Rorschach Autisms. M.J. Hilsenroth, Using Metaphor to Understand Projective Test Data: A Training Heuristic. B.A. Ritzler, Teaching Dissemination of Personality Assessment Results in Graduate Programs. Part VI:Teaching and Learning Assessment Courses.L. Handler, J.C. Fowler, M.J. Hilsenroth, Teaching and Learning Issues in an Advanced Course in Personality Assessment. S.W. Russ, Teaching Child Assessment From a Developmental-Psychodynamic Perspective. Part VII:Assessment in Internship Experiences.R. Lovitt, Teaching Assessment Skills in Internship Settings. M.A. Blais, M.D. Eby, Jumping Into Fire: Internship Training in Personality Assessment.