The Rorschach: A Developmental Perspective

The concept of rational expectations has played a hugely important role in economics over the years. Dealing with the origins and development of modern approaches to expectations in micro and macroeconomics, this book makes use of primary sources and previously unpublished material from such figures as Hicks, Hawtrey and Hart. The accounts of the 'founding fathers' of the models themselves are also presented here for the first time. The authors trace the development of different approaches to expectations from the likes of Hayek, Morgenstern, and Coase right up to more modern theorists such as Friedman, Patinkin, Phelps and Lucas. The startling conclusion that there was no 'Rational Expectations Revolution' is articulated, supported and defended with impressive clarity and authority. A necessity for economists across the world, this book will deserve its place upon many an academic bookshelf.

Table of Contents:
Part I: Young Children and the Rorschach. Studies of the Rorschach in Early Childhood. Methodological Issues. Patterns of Early Rorschach Performance. The Preschool Rorschach Literature: Concensus, Controversy, and Synthesis. Part II: Stages in the Mastery of the Rorschach. Characteristics of the Model. Stage I: Perseverative Approaches to the Rorschach. Stage II: Confabulatory Approaches to the Rorschach. Stage III: "The Rorschach." Part III: Psychosocial Aspects of the Rorschach Test. Formulating the Problem. An Ego-Psychological Perspective on Preschoolers' Handling of the Rorschach. Work and Play. Interpersonal Aspects of the Rorschach Situation. The Rorschach Situation and the Orthogenetic Principle. Part IV. Cognitive Aspects of the Rorschach Test. The Perception Hypothesis. Rorschach Perception Hypotheses. A Critique of the Expanded Perception Hypotheses. Alternatives to the Perception Hypotheses. The Rorschach and Representation I: The Nature of Projective Tests. The Rorschach and Representation II: The Symbol Situation. The Rorschach and Representation III: Conceptualizing Primary Aspects of the Test. Representation and Children's Rorschachs. Part V: Clinical Applications. Problems in the Clinical Assessment of Young Children. A Clinical-Developmental Approach to Preschool Rorschachs. The Rorschach and Severly Disturbed Children. The Rorschach and Thought Disorder.

About the Author :
Martin Leichtman, Ph.D., is Chief Psychologist in the Child and Adolescent Services of the Menninger Clinic. A graduate of the Topeka Institute for Psychoanalysis, he is a Diplomate in Clinical Psychology of the American Board of Professional Psychology and a Fellow of the Society for Personality Assessment. He serves on the faculties of the Menninger School of Mental Health Sciences and the Topeka Institute for Psychoanalysis.

Review :
"Despite the resurgent popularity of the Rorschach, few have questioned its theoretical underpinnings. Leichtman does. Using the stages through which young children progressively master the test as his point of entry, Leichtman offers a remarkably scholarly and evocative account of the conceptual nature of the Rorschach task, including the distinctive quality of Rorschach stimuli, the nature of the patient-examiner relationship, and the assumptions underlying Rorschach scoring. In addition to its rich theoretical yield, this book provides the most penetrating discussion to date of the Rorschach assessment of children. For serious students of the Rorschach - theorists, clinicians, and researchers alike - this volume is absolutely essential reading. Leichtman has given us a genuine Rorschach treasure." - Paul M. Lerner, Ed.D., Author, Psychoanalytic Perspectives on the Rorschach (Analytic Press, 1998) "In clear, readable language and with compelling logic, Martin Leichtman tackles the question usually avoided or lightly passed over by other writers: What is the nature of the Rorschach task itself? He pursues this problem methodically and convincingly through careful examination of the Rorschachs of preschool children. Leichtman is intimidated neither by methodological debates nor by previous divergent conceptions of stages in the mastery of the test. Instead, he creatively suggests how these controversies can be used to construct a new view of this developmental process, and how, in turn, we can better understand the Rorschachs not only of children but of adults as well." - Mary S. Cerney, Ph.D., Past President, Society for Personality Assessment