The Adult-Child Interaction Test: A Projective Test for Use in Research

Author(s): Theron Alexander

Source: Monographs of the Society for Research in Child Development, Vol. 17, No. 2, The
Adult-Child Interaction Test: A Projective Test for Use in Research (1952), pp. i-iii+v+1-25+27-
40
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 Monographs of the
SOCIETYFOR RESEARCHIN CHILD DEVELOPMENT,INC.
Volume XVII, Serial No. 55, No. 2, 1952

The Adult-Child Interaction Test:

A Projective Test for Use in Research

THERON ALEXANDER

Child Development
Publications

1955
 EDITORIAL BOARD

MELVILLEJ. HERSKOVITS LYDIA J. ROBERTS

Northwestern University University of Chicago

WILLARD C. OLSON L. W. SONTAG

Universityof Michigan Antioch College

T. W. RICHARDS HAROLDC. STUART

Editor,Louisiana HarvardUniversity
State University

ALFRED H. WASHBURN
University of Colorado

Publishedby
CHILD DEVELOPMENT PUBLICATIONS
of the Society for Research in Child Development, Inc.
1341 Euclid, University of Illinois
CHAMPAIGN,ILLINOIS

Copyright 1955 by the Society for Research in Child Development, Inc.

Printed by Rose Printing Company

ii
 Acknowledgments
It is impossible to acknowledge adequately the' help of
all of those who have contributed in these studies and to
whom I am most grateful. I am indebted to these members
of the Committee on Human Development at the Univer-
sity of Chicago: Robert J. Havighurst, William E. Henry,
and the late Caroline Tryon. The thinking and teaching of
Carl R. Rogers have had much influence on my own studies.
The first opportunity to work with a projective test for adult-
child interaction came through Lee J. Cronbach. His methods
of approach to problems of testing have been a valued
guide. I am much indebted to W. E. Henry for aid and
for the valuable approaches to analysis of projective data
found in his own research.
Grants from the Florida State University Research Coun-
cil made possible further studies using the test and method-
ology. I am very grateful to Charlotte Larkin Evans for
cooperation in the final development and production of the
pictures. Members of the Department of Psychology at
Florida State University have been of aid, especially Wallace
Kennedy who has worked with me in research while pur-
suing graduate studies. Marie B. Alexander contributed to
the thinking about the methodology as well as to the
planning of the presentation of the material.

1ii
 TABLE OF CONTENTS

Acknowledgments iii

The Adult-Child Interaction Test 1

A Projective Test for Use in Research I

Administration of the Test 3

Description of Cards and Themes 4

Method of Analysis 6

The Use of the ACI Test 17

Case of Ronald 17

Relationship of ACI Test Data to Psychotherapy 23

Case of Helen Henderson 27

Prediction of Behavior 33

Validation of Prediction by Observation 36

References 40

v
 THE ADULT-CHILD INTERACTION TEST
A Projective Test for Use in Research

The ACI Test is a projective test consisting of eight

Cards showing pictures of children and adults about which
subjects are asked to tell stories. There is a method of
analysis in the form of an outline containing two main
divisions: Apperception and Reasoning and Motivation and
Emotion. There is also a shortened method which is in the
form of a chart. (The method of analysis is developed for
this test but it is as useful with any type of thematic apper-
ception test.)
The test is planned to give information primarily about
perceptive experience of adults in reference to children
and children's perception of adults. It has been used within
the age range of six years to sixty-five years. The aim of the
test includes elucidation of self-perception of adult or child
in the interaction process. Although adult-child interaction
material is the primary aim of the test, there are broader
possibilities. The test may be used for the study of the
relationship of personality characteristics to interaction with
authority. Thus some research workers working with mili-
tary personnel problems have found it useful. It is possible
to obtain data about feelings associated with sexuality and
the relationships within families. Because of its primary
aim at studying the perceptions of the interaction process
between children and adults, those concerned with the
educational process find possibilities for use. Also, those
wishing to study theoretical questions of personality devel-
opment find the test data of value.
Research workers in psychological and psychiatric clinics,
schools, teacher training institutions, public health agencies,
psychological research centers for the study of human rela-
tions, and military organizations have shown interest in the
test in connection with research projects. It is expected that
the person working with this technique will verify his find-

1
ings through comparison with other data. The ACI Test
should be used with supporting data to validate the infor-
mation obtained with it (4). In clinical study the projective
data should be compared with other data about individuals
such as biographical records, records of psychotherapy, in-
terview material, and the like.
The first study with the test was done by predicting
teachers' behavior with children (1). Since this earlier
study was undertaken, the test has been used in clinical
studies and in other research. People in various occupations
have been tested and some records have been obtained from
those institutionalized for mental conditions and crime. Cur-
rent studies include the development of a procedure for
analysis of large numbers of protocols and the use of the
method of analysis in the study of children in another
cultural group. A study has been done using the ACI Test
method of analysis with Murray's Thematic Apperception
Test (3). A graduate thesis was recently completed using
the test to predict the behavior of newsboys as an aid in
selecting them for employment.
Some cautions growing out of experience with this test's
development should be discussed. Projective tests can be
a disturbing experience to some people. A person should
not be encouraged to complete the test if he expresses the
desire to stop. Often excuses are given such as headache,
eye-strain, and other appointments. These excuses should
be readily accepted by the investigator. In research proj-
ects with subjects whom the investigator cannot always
know well, there should be considerable flexibility as to
participation in the experience. Research workers in their
clinical studies should show concern for clients' reactions
to the test. A client may not wish to take the test or he
may wish to discontinue it once it has started; expressions
of anxiety call for the use of the skill and understanding of
the clinician.
If the test is given to a group of people it is frequently
found that several will come to the investigator or clinician
and ask to talk about the responses to the test or to talk

2
about themselves. The experience of taking the test may
sharpenthe awarenessof one's own difficulties.Most people
making requests to "know about what I did on the test"
want help in solving their difficultiesand are not primarily
concerned with the test results. Of course, considerable
caution should be exercised in discussing test results with
a subject or client.

Administrationof the Test

The test can be given individuallyor to groups. Slides
are used in presentationwhen groups are involved. With
young childrenthe test must be given individuallyand the
responsesrecordedby the administrator.In introducingsub-
jects to the experience of telling stories about pictures, it
is helpful to convey the idea that people see differentthings
in pictures and that often there is a wide range of opinion
about them.
When used with groups of older children or adults a
booklet may be used in orderto facilitate handling of large
amounts of data. On the first page the following instruc-
tions may be given:
Please write what you think about the pictures.
It will be like a story in that you are to tell: (1) what
is going on in the picture; (2) what broughtthe situ-
ation about; (3) what the outcomewill be-what you
think the people will do next.
The number on each succeeding page correspondsto
the number of the picture in the series. The room should
be in semi-darknessso that it is possible to write easily.
When the first picture is projected on the screen, the sub-
jects are told that they will be allowed five minutes for
writing the story about each picture. At the end of the
allotted time no commentsshould be made by the adminis-
trator other than to announce the number of the next
picture.
In either the individual or group situations questions
asked during the test as to the content of the picture are

3
answered in a flexible manner. A subject may ask, "What
is the object in this picture?" The administrator may answer,
"Even if you are not sure what it is, whatever you see will
be all right."

Description of Cards and Themes

Card 1: A middle-aged man is seated holding a skull in his
hands. Two small boys are standing close by looking at the
skull.
Theme: There is a wide range of responses in the de-
scription of the object which the figures in the picture are
examining. This description of the object ranges from a
realistic perception of it as a skull through the indefinite
description that is an "object of some sort" to such bizarre
responses that it is a "concrete mixer." Popular responses are
shell, skull, and vase. The man is usually described as a
father, doctor, teacher, and sometimes just as an adult.
Usually the children are seen as two boys, but sometimes
one is seen as a girl. A frequent theme is that the boys have
found the object and are having it explained to them. An-
other frequent theme is that the boys have broken some-
thing and have asked the adult to fix it. This card is useful
in revealing feelings of guilt in adult-child interaction and
the defensiveness of the person in the way he deals with
the object.
Card 2: A little girl is sitting in a brick doorway stringing
popcorn. A pan is in her lap.
Theme: This picture reveals feelings about authority.
In this picture the child is sometimes working because she
wants to work and sometimes because someone makes her.
Her feelings about the work are usually described. She is
often seen as shelling peas in a pan or basket. She may be
sad that she has to work and cannot play or she may be
happy that she is helping mother.
Card 3: A woman is standing behind a young boy who is
seated at a table. She is pointing with a pen to an opened
book.

4
 Theme: This picture gets at feelings of children or
adults in relation to non-achievement. The adult may be
seen as benign or punitive. The child is usually perplexed.
A frequent theme is that the mother is helping the child
with the back homework.
Card 4: A boy is seated with an opened book in front of
him. He is staring forward into space. In the background is
an ephemeral scene of two figures dueling.
Theme: Information is frequently gained on the level
of aspiration. The description often concerns fantasy about
far-away places and distant times. (It thus may reveal feel-
ings of wishing to escape from present problems). The boy
is seen as dreaming and imagining himself a hero.
Card 5: A young boy looks up at a woman who is in front
of him. She is standing with her hands on her hips.
Theme: This picture gives reactions to authority. Adults
often identify with the child and defend him against the
threatening adult. A frequent theme is that the mother has
caught the child in some act which is disapproved.
Card 6: A very small boy with a solemn expression faces
outward. A young woman faces him with her head and eyes
lowered.
Theme: Picture 6 often evokes responses which deal
with feelings of grief-"the boy's dog may have been killed."
The figures are usually seen in a mother-child relationship.
Card 7: Two smiling wind-blown figures face the left margin
of the picture, a boy left and a girl at the right.
Theme: This card obtains responses in which there
seems to be significance as to sexual adjustment in the per-
ception of the two figures. The picture is important in reveal-
ing sexual relationships and freedom from guilt therein.
People who see the figure on the right as a girl and who can
describe a happy male and female relationship seem to be
more acceptant of sexual feelings. Frequently stories are
about a couple watching a young colt playing or young
people enjoying an event.
Card 8: A boy is seated with his chin resting in his hand.

5
His other arm rests on his knee. He is looking upward at
some hands. There are seven hands surroundinghim in the
picture.
Theme: This card reveals feelings of guilt and the
perception of hostile external forces. A child is trying to
deal with the "don'ts."

Method of Analysis
The methodof analysisis outlinedundertwo broadhead-
ings: Apperceptionand Reasoningand Motivationand Emo-
tion. The outline seeks under the firstheading to determine
what usuallyis describedas the "intellectualcharacteristics"
of an individual.Fromboth a theoreticaland practicalview-
point, however,thinkingand doing cannot be separatednor
are there aspects of a person'sbehavior which may be cir-
cumscribed and designated as "intellectual."In the past
we have talked of "intelligence tests" and "personality tests"
as if we were measuring separate entities. In using the
method of analysis suggested here, it is assumed that the
individualfunctionsin an integratedmannerand that human
behavioris not divided into "intellectual"behaviorand "per-
sonality"behavior,and it is assumedthat the way in which
an individualperceivesa situationis characteristicof organ-
ismic totality. An individual'sselection of stimuli to which
to respond is a result of the interaction of physiological
capacityand learning.A very simpleresponse,such as raising
the arm,involves a complexsystem of stimulusand response
activity. The assignmentof meaning to a stimulus,-such as
saying "thatbird is a robin"-follows a complicatedprocess
involvingselection of stimuli,reactivityto light waves, utili-
zation of experienceand learning, and a complicated inte-
grationof the activities into the responselabeling the group
of stimuli as a robin.
Motivation is held to arise from needs, but the term
implies also some "feeling"about the need. This "feeling"
can influencethe developmentof a strong drive and the ex-
penditure of energy to fulfill that need; or, it can develop
in the organismactivity which repressesor denies behavior

6
leading to need fulfillment (7). Again, the organism develops
characteristic and individualistic behavior in approaching
problems of need fulfillment. Certain problems or stimulus-
complexes tend to evoke certain kinds of responses in the
organism which may be designated as the activation of
the emotion machinery. Also, emotion is a totality of expe-
rience in reality.
Motivation and Emotion have been separated as a second
division of the framework only because perception or the
assignment of significance to stimuli apparently precedes the
activity of body systems outside the central nervous system.
However, organismic activity and overt behavior result from
the integration of the activity of the body systems. Thus, per-
ception and emotion go together to make up personality,
and any division of human beings into mental, social, physi-
cal, and personality entities is not only meaningless but inter-
feres with our search for the understanding of human
behavior.
Broadly speaking, human behavior consists of the selec-
tion of stimuli for admission to the organism (controlled by
the use of energy and reactivity of the receptors), the assign-
ment of meaning to stimuli coming from the receptors, and
selection of responses and the activities of the body system
(5,6). The method of analysis suggested here and the frame-
work describing the characteristics of personality are given
according to the above conception of the totality of organ-
ismic behavior.
Finally, as a result of the organism's experience, char-
acteristic individual approaches to problems and individual
perceptions develop. The individual usually approaches a
problem in a typical way, such as a direct attack, "perceiv-
ing" and "feeling" himself to be competent and able to
cope with the situation and experiencing "pleasant" emo-
tional activity about himself and about the external stimuli
coming from the environment. Thus, if we can describe
characteristic selection of stimuli and problem approaches,
and the emotional concomitants, we have come a long way
in understanding behavior. Analysis of the projective data

7
from the ACI Test involves use of the chart's categories and
a description of the person's characteristics under the head-
ings of the framework of analysis.
Framework for Analysis
A. Apperception and reasoning
I. Perceptual approaches
a. Totality
The perception of the total stimulus situation and
the perception of details in meaningful relation-
ships are indications of successful problem solv-
ing ability.
b. Details
The perception of details only and an inability to
relate the details to a total significance of the
picture is an indication of unsuccessful ap-
proaches to problems. Effective response, one
leading to goal attainment, depends not alone
upon the totality of the stimulus situation but
also on the perception of details comprising it.
The perception must be organized and relation-
ships of different orders among the details must
be perceived. Repetition of the perceptual expe-
rience or learning may bring about further group-
ing and symbolization.
II. Reasoning processes
a. Association
1. Variance
The number and usefulness of ideas used to
account for stimuli are indications of reason-
ing ability. It is necessary to be aware of de-
tails and to link one stimulus to another. It
is also necessary to associate stimuli being
perceived to memory in order that meaning
may be assigned.

8
 2. Invariance
Inadequate reasoning ability is indicated by
the frequent repetition of one idea without
regard for usefulness-inadequacy is also in-
dicated by the listing of unrelated ideas.
b. Organization of content-appropriateness and re-
latedness of content assigned to stimuli
1. Meaning
The meaning given to stimuli in the present
problem situation must be relevant. (A cri-
terion for relevance is how well that meaning
or content leads to goal attainment. Not only
must this content be relevant, but the con-
tent of stimuli and groups of stimuli must be
related in an orderly manner.)
2. Reasoning elements
Chronological parts (condition, causation,
outcome) and their significance
(a) A situation must be appraised and
meaning given to present events.
(b) This appraisal depends on some under-
standing of cause-how the situation
came into being.
(c) Knowledge of present conditions and
events which brought them into being
makes possible some prediction of the
future. Such a process is often called
reasoning from cause to effect. The sig-
nificance of omission of these elements
may vary to some extent with the signifi-
cance of content. Missing or indefinite
elements indicate interference with logi-
cal reasoning processes.
3. Organizational logic
Problem solving demands some order and
progression in attendance to stimuli, that is,
some stimuli and relationships must be dealt

9
 with before others. An example is found in
solving a mathematical problem-a certain
progression of stimulus-responseactivity is
necessary.
4. Originality
Innovationin problemsolvingmaymakegoal-
seeking behavior more successful and satis-
fying. New approaches and associations in
keepingwith the stimuliindicatecreativity.
III. Responseto internaland externalstimuli
Internal stimuli are those which come from within
the organism.They vary widely in type and inten-
sity. Hunger pangs, headaches, and thirst are ex-
amples of sources of internal stimuli. There are
also memoryimages,learnedpatternsof association,
and conditionedresponseswhich may provideinter-
nal stimuli. An individual may learn to depend
on these internal stimuli in response to prob-
lem solving and in environmentalinteraction. If
there is an extreme dependence there is difficulty
in appraisingexternalevents and stimuli character-
izing the externalproblem.
External stimuli are those stimuli the sources of
which are in the environment. Such stimuli are
sounds, light, pressure, and the like. These are
grouped and given meaning such as conversation,
music, pictures, and so on indefinitely.We can dis-
tinguish between internal and externalstimuli only
on the basis of source since upon activating a re-
ceptor they become internal. External stimuli can
be internalizedand thus the originalsituationneed
no longer be present to influencebehavior. For ex-
ample, although the cultural rule that we must eat
with a fork may be removed, still we will continue
to use a fork. The rule then becomes an internal
stimulus although at first it was external.
In developmenta person may learn to depend pre-

10
 dominantlyeither on externalstimuli or on internal
stimuli in problem solving. For example, he may
wish to follow rules and directions rather than his
own inclination.Again there is possible an extreme
dependence on external stimuli which may inter-
fere with problem solving behavior. A person may
depend on external stimuli to the extent that he
fails to profitby experienceand learning.
Most people are balanced using both internal and
externalstimuli in adjustment.However, most peo-
ple predominantlyare dependent on one more than
the other.It would be difficultto say which predomi-
nance is more valuable in goal attainment.Choice
would depend on the place in society, occupation,
and other factors.
Evidence for reactionto internalstimuli is found in
examinationof the description of the characters-
their feelings and the way they respond. Also, evi-
dence is found for predominantdependency on ex-
ternal stimuli if the subjectuses many details of the
stimulus picture indicating a reliance for response
on stimuli outside of himself in problem solving.
IV. Problem solving approaches
a. Control
In goal-seekingbehaviorindividualslearn to fol-
low certain patterns of behavior and to avoid
others. In approachinga new problem such as
telling stories about a picture these patternsare
discovered. There are some typical categories.
1. A person may seek goals within a framework
of rules, traditions,and social expectations-
taking into account the requirementsof ex-
ternal controls.
2. A personmay pay little heed to externalcon-
trolsandprimarilyengage in behavioraccord-
ing to internal stimuli and internalized ex-
perience.
11
b. Approach-avoidance behavior
An individual develops approach or avoidance
behavior which becomes characteristic of him.
1. Direct approaches consist of engagement in
goal-seeking behavior on own resources-en-
ergy is expended in effort toward the goal.
2. Indirect behavior consists of the following:
(a) dependent behavior-
the demand of help from persons or im-
personal forces,
(b) waiting behavior-
some people just wait until some person
or "good luck" comes to their aid,
(c) mechanisms-
some people resort to self-comforting
mechanisms and expend energy in seek-
ing these goals rather than a solution to
problems with which they are confronted,
often mechanisms are of a sensual nature,
(d) substitute emotional behavior-
various kinds of emotional behavior char-
acterizes responses to problems as sub-
stitutes for goal-seeking behavior,
(e) submission-
some individuals avoid the problem by
submitting-allowing external forces to
have full control and seeing no relation-
ship between their own behavior and ex-
ternal events,
(f) flight-
some avoid problems by flight-a great
deal of energy may be spent in discover-
ing avoidance and flight outlets. (Often
there is a large number of defense mech-
anisms accompanying avoidance beha-
vior, for example, rationalization.)
In summary, goal-seeking responses are
the use which an individual has made

12
 of his basic potentialities in develop-
ment. He tends to use characteristic
problem-solving approaches in whatever
problems he is forced to solve. They may
or may not be effective. Individuals may
engage in behavior without evaluation or
effort to find more effective ways. Prob-
lem-solving approaches are part of the
consistent and lasting aspects of person-
ality and are accompanied by character-
istic emotional concomitants.
B. Motivation and emotion
I. Drive
The strength of drive and the channeling of energy
to create, seek change, and rely on personal re-
sources is important in problem solving and adjust-
ment. It is necessary to direct energy (and to avoid
dissipation) to problem solving responses-such al-
location of resources make up the strong drive in
effective adjustment. (People who have a strong
drive describe characters who are creative and re-
sourceful. The characters in the stories carry through
their goal-seeking efforts to accomplishment.)
II. Emotion
a. Intensity and range
A wide range of emotion is usually accompanied
by some intense feeling.
b. Appropriateness
The intensity and kind should be in keeping with
the stimulus situation.
c. Acceptance of emotion
After some subjects show feeling, they then ex-
perience remorse and guilt.
It is important to study the post-emotional ex-
perience as well as the emotional experience it-
self. Such a sequence of emotional experiences
is often evident in relation to sexuality. It is help-
ful to determine how well emotional experiences

13
 and expressionscan be accepted. For example,
are emotionsexpressedonly in situationsof trust
and affection? The avoidance of situations in-
volving sexual feeling may be significant.The
balance between pleasant and unpleasantemo-
tional expressions is important. Preoccupation
with feelings of hostility, aggression, and de-
pression indicate problems of adjustment.The
anxiety indicated by the subject in dealing with
the problem of accounting for the picture is
important to note. Anxiety is shown by form
characteristicsof the stories: disruptions, lack
of coherence,and logic. Anxietyis also shown by
rejection of certain pictures, vacillation in re-
sponses, enumerationof details, and failure to
describe conditions, causation, or outcome.
d. Thematic content
Usually there is a similarityin describing con-
ditions or causationfrom one story to another-
this similaritymay be a theme which runs from
storyto story.The theme usuallyinvolvesa prob-
lem where much effortis made to bring about a
solution. The conflicts of an individual may be
discoveredin the theme of the responses.
e. Types of conflict
1. Conflictoverthreatsand frustrationsfromthe
environment-a conflict between the indivi-
dual and externalforces.
2. Conflict between inner forces of the indivi-
dual and his values and beliefs, essentially a
conflictwithin an individual.
f. External forces
A subject may give an emotional descriptionof
environmentalforces which influence the beha-
vior of the charactersin the stories.These forces
may be personalor impersonaland can be cate-
gorized as beneficent or hostile.
14
 In the following pages the test performanceof a child
is given together with an analysis of the protocol. The an-
alysis begins with the use of the chart in order to simplify
categorizationof the data obtained from the record. The
chart is followed by the analysis outlined accordingto the
framework above. Depending upon the purpose of the
analysis,the chart may supply sufficientdata and the more
extensiveanalysismay be omitted. A brief summaryfollows
the chart analysisillustratingthe type of summarypossible
from the use of the chart alone. The chart is simple and
considerablespeed may be developed in its use. Some ex-
perimentationhas been done with a view to putting the
data on a punched card system. If this can be worked out
the use of the test can be greatly broadenedas the chart in
itself representsa compilationof some valuable information
about an individual'spersonality.
Comparisonof the ACI Test data with excerpts from
recordsof psychotherapyis made. After this materialfrom
Ronald'srecord is presented,an adult'sprotocol and an an-
alysis are given. The ACI Test data are then comparedwith
observationaldata.

Description of Chart
Stimuli
In card and used by S: figuresand items in the card to
which S assigns meaning or
uses in the stories.
Added by S: figures and items not in the
cards but added by S in ac-
counting for the stimuli in the
card.

Problem Approaches
The approachesthe figuresor charactersuse in solving
problems-direct action toward solution, submission,
avoidance, and the like.

15
Emotional Expressions or Actions
The words and phrases indicating emotion by the figures
with whom S identifies and those with whom the iden-
tifying figure interacts. These may be categorized as
positive or negative.
External Forces
The forces from the environment which S describes as
important in influencing the behavior of the characters
in the stories. These forces may be personal or imper-
sonal. They can be categorized as beneficent or hostile.

16
 THE USE OF THE ACI TEST
Case of Ronald
The Protocol
Child, male, 11
Card 1 They're studying about science it looks like. It
looks like they're going to study this skeleton; is that a
skeleton or not? What is it? No, I guess it isn't a skeleton.
I don't know. It looks like their daddy is talking to them
about the skeleton. Their daddy could have found it and
brought it home and wants them to study it and they're
studying about it, what it is.
Card 2 It looks like she's peeling potatoes. Her mother
made her do it. Look like she's sad-sitting by the fireplace.
(Pause) (Test administrator: Why do you think that?)
Oh, I don't know. Her mother and daddy don't like her so
much. (Pause) (Test administrator: How will the story
end?) Oh, I don't have any idea. Something like Hansel
and Gretel, or Cinderella. Well, they pushed the witch into
the oven and burned her up and then ran away because she
was going to eat them. Well, just say that it ended like
Cinderella.
Card 3 It looks like his mother is trying to help him with
his arithmetic or spelling. He can't understand it at all. He's
trying to think hard, whether he can do it or not. He'll try to
study hard to get use to it, and to use it in school.
Card 4 I can't make out what these things are in the
corer. What are these right here? (Those figures can be
whatever you wish them to be-what you want them to
be.) Then I don't know! (Perhaps you could tell a story
about them.) I think he's practicing on a boxing thing or
sword fighting. He reads books about sword fighting. He
reads books about sword fighting and wants to do it. But
boys don't always want to do those things. (How will the
story end?) He'll go to bed and dream about it, I guess.
17
Card 5 Well, it looks like his mother told him not to do
something and he went and did it. Now he's trying to tell
his mother he didn't do it-tells a story. But all boys tell
stories. I don't know. Some boys get out of it like I did one
day. Tell a story.
Card 6 I don't know anything about this picture. I don't
know. I don't even know what there is in the picture. No,
I don't know anything about it. This is a mother. This is a
boy. This is a mother and a boy. I don't know. I don't know.
Card 7 It looks like they're laughing at something, people
doing tricks or something. Are any of these pictures about
me? (No, none of them are about you.) Oh, I see, I just
wondered. (Pause) I don't know. I don't have any idea.
That's all I know about that picture.
Card 8 He could have done something wrong and people
want to kill him or spank him. Because he done something
wrong like set a house on fire or something like that. Or,
he's thinking about doing things, thinking how he could
get out of it.
Summaryof Chart Analysis
Ronald found thinking about the stimuli in the cards a
threatening experience. He used only the main stimuli
(mainly the figures) in the cards and added few stimuli in
an effort to account for the ones presented. Emotional ex-
pressions were few in number and most of them were nega-
tive. Adults and parents are viewed as hostile and he has
aggressive and hostile feelings in return. He tries to solve
his problems by avoidance and escape.
Analysis of Protocol
A. Apperception and reasoning
I. Perceptual approaches
a. Totality
Ronald sees these cards as wholes and uses the
main figures in the cards.
b. Details
He is able to use details of the cards only to a
very limited degree. In Card 1, he calls the two
18
ACI Analysis Chart
(Ronald'sProtocol)
STIMULI EMOTIONAL EXPRES-
PROBLEM SIONS OR ACTIONS EXTERNAL FORCES
Card APPROACHES
No. In card and added by
used by S S positive negative beneficent hostile

1 skeleton science studying daddy

daddy home (S does not say
they that object is skele-
ton nor does he
give an outcome)

2 she potatoes committed an ag- sad, mother mother

fireplace mother gressive act and and daddy daddy
daddy then ran away don't like witch
Hansel her
Gretel
Cinderella
witch, oven

3 mother school he'll get used to it can't mother

arithmetic and use it in school understand
or spelling (submission)
he

4 he bed go to bed and want to don't want

boxing- dream dream about it
thing (turns to fantasy)
sword-
fighting
book

5 mother a story evades by trying to did what mother told

he tell lie mother told him not to
him not to
do and told
a fib

6 mother avoids-I don't

boy know

7 they people avoids-I don't laughing

doing tricks know

8 he people thinking how he thinking people want

house on can do things and about doing to kill him
fire get out of it things or spank him
wrong

All 19 17 submission and 2 5 2 5

stories avoidance

children "they"and adds only the indefinitede-

scriptionsof "science"and "home."In Card 2,
he does not use the bowl nor does he accountfor
the child's activities-that is, why she is peeling
the potatoes. In Card 4, he omits such details
as the pen or book although he may use them

19
 indirectly. He adds only the idea of "school."
In Card 6, he cannot deal with the card ade-
quately. In Card 7, he describes the figures as
"they" and adds little to the description. In Card
8, he does not mention the hands.
II. Reasoning processes
a. Association
The usefulness of the stimuli added is limited,
with the exception of Card 2, he adds only a
few. Cards 2, 7 and 8 evoke the most useful
added stimuli.
b. Organization of content
1. Meaning
Most of the cards are given some meaning.
Ronald does best with Card 1 and poorest
with Card 6. The responses are disorganized
especially in Card 6 where Ronald blocks and
becomes disturbed by the card. In Card 2,
for example, he is not able to relate the
card adequately to the stories of Hansel and
Gretel or Cinderella.
2. Reasoning elements
While Ronald can give some description of
condition and causation (Cards 1, 2, 3, 7,
and 8) he can give little description of
outcomes. Story 1 ends by "they" continuing
to study-not direct action nor any indica-
tion of solution. Story 2 ends like "Cinder-
ella," Story 3, "he'll get use to it," but the
boy does not solve the problem, in 4, the
boy goes to bed and dreams about it, in 5,
the boy tells a fib to get out of it, in 6 and
7 Ronald refuses to continue the story, and
in 8 Ronald sees the boy as thinking "how
he could get out of it." This lack of adequate
outcomes shows Ronald's failure in approach-
ing problems after appraising a situation. He
uses avoidance by flight, fantasy, and deceit.

20
 Sometimesthere is conformity,but only un-
der compulsion. He hits back at times but
not openlynor as a problem-solvingapproach.
3. Organizationallogic
All of the stories (except 3) are interspersed
with "I don't know." Ronald's stories are
orderly,however, to the extent that he tries
at least to deal with condition, then causa-
tion, and finally makes some sort of effort at
outcome such as avoidance or deceit. Thus,
the elements of the stories, such as they are,
progress in order.
III. Responseto internaland externalstimuli
Ronaldis afraidin new situationsand consequently
is cautious in respondingto external stimuli (uses
few which are in the card). Stimuli added and the
emotions ascribed to the characters are limited.
There is a relative balance between reactivity to
internal and external stimuli, but his response in
general is constricted.
IV. Problem-solvingapproaches
a. Control
Ronald has no consistent way of approachinga
new situation other than his doubt ("I don't
know") of himself to cope with it. He sees little
reasonto conformand the frameworkof rules is
related to his view of hostility in their being
forced upon him ("People want to kill him or
spankhim,"Card8). He depends more on outer
control, but little satisfaction is obtained from
either source.
b. Approach-avoidancebehavior
Ronald's approaches are mainly of avoidance.
He sometimes attacks but not the problem di-
rectly. The attack is under circumstanceswhere
he can avoid responsibilityfor it. In Card 5, the
boy is seen as telling a "story"to get out of his
21
 predicament and in Card 8 the boy is "thinking
how he could get out of it."
B. Motivation and emotion
I. Drive
Ronald's strength of drive is low except when afraid
or pushed by the need for the outlet of hostile feel-
ings-then he strikes with energy. He does not di-
rect his energy into problem-solving channels.
II. Emotion
a. Intensity and range
Ronald's emotions are not free and easily ex-
pressed. They are neither intense nor wide in
range.
b. Appropriateness
The few emotions expressed are appropriate to
the situation. Inappropriateness is only in evi-
dence in the lack of emotion. For example, Story
8 shows little feeling-fear and hostility may be
implied, but Ronald does not express it-he can-
not allow himself to show feeling. This lack of
ability indicates a serious trend in Ronald's per-
sonality development.
c. Acceptance of emotion
The record is almost devoid of positive emotional
expressions. Even negative feelings are hard for
him to express; especially is this true in response
to Card 6. He does, however, describe some feel-
ings of sadness (Card 2), doubt (Card 3), and
doing something wrong (Cards 5 and 8). Feel-
ings are not freely ascribed to the characters with
whom he identifies. There is evidence of com-
pulsion toward non-conformity in Stories 5 and
8, especially 8 where the boy is "thinking about
doing things wrong."
d. Thematic content
The theme of the record is that Ronald is made
to do things by hostile forces (parents and

22
 adults) and he would like to avoid the forces
as well as to strikebackin an under-coverfashion.
e. Types of conflict
The main conflict is between Ronald and exter-
nal forces (parentaland adult).
f. External forces
These forces are seen as hostile and rejecting.
Morehostility is felt for the mother.Ronaldwas
disturbed by the closeness of the adult-child
situationin Card 6; and in Card 5, which lends
itself to an easier descriptionof conflict, his re-
action indicates the difficulty he has with his
mother and mother-figures.
Relationshipof the ACI Test Data to Psychotherapy
The informationgained from the ACI Test is related to
data from other sources. The feeling of rejection shown in
the test data was expressed by Ronald in psychotherapy.
On the way to the therapy room, he began to mutter and
shuffle his feet.
Ronald: They are choosing people to do things to-
day. Everybodyin the room has been picked but me.
That's the way it always is.
Therapist: It kind of gets a fellow.
Ronald: Yes, she was pickingpeople to workon the
board and she never picks me.
Therapist: You feel left out.
Ronald: Yeah! But what are you looking so sad
about today?
Therapist: I look sad, too.
Ronald: Yeah!There isn't anythingto be sad about.
Ha! Ha! Ha! (Forces laugh).
This feeling of rejectionhas been generalizedand Ron-
ald believes it is always his lot. He does not allow himself
to show emotion and tries to deny the feeling associated
with the thoughts of rejection. A little later Ronald again
returnsto the same theme.

23
 Ronald: You know I was the only one she didn't give
any clay to.
Therapist: That burns you up.
Ronald: Yeah! That's the way it is all the time.
Here can be seen his feelings of suspicion and persecu-
tion. Finding some release in the therapy session, he ex-
presses his fears in fantasy in the following exchanges with
the therapist.

Ronald: Oh! Here are some caps. (Loads pistols

with eagerness and with a sneering expression on his
face he begins to fire the gun into the air, out the
window, and then into the water bucket.) I don't
want anyone to see me, they would think that I was
crazy. Golly Moses! This is fun!
(A little later in the session)
Ronald: Oh! Boy! Balloons- I like them. (Blows
them up and throws them out of the window.) Are
you going to get mad at me?
Therapist: You think I am going to get mad at you.
[The therapist recognizes Ronald's expectation of dis-
approval and punishment (8)]
Ronald: You should.
(Pause)
Ronald: You can count on this one to bust. Hot Dog!
This one will really bust. This one better bust. Oh!
Oh! There are the cops. They will chase after me.
Yesterday the whole school was after me. They chased
me up a tree, but I hid and they didn't find me.
Therapist: The whole school chased you.
Ronald: I don't care. Say, if I should hit anyone,
don't you tell that I did it.

One can see in these expressions the need for hostile

action and the conflict in regard to it. He seems to be saying
and acting out some of the feeling: "I want to hit back at
a world that rejects me-but I don't want anyone to know
I'm hitting back." His conception of his ability to accom-

24
plish and move toward acceptable expressions is one of low
order.
(The following is an excerpt from another therapy
session)
Ronald: Now where is the green I made up last
time? Now, I will use the yellow. Boy! Am I nervous!
Therapist: You'renervous.
Ronald: Yeah! I'm no good this morning. (Ronald
moves restlessly about the room.) I messed up my
picture.
Therapist: It doesn't please you.
Ronald: Yeah! It is a sorry job. It doesn't look so
hot. That just don't look so good. (Pause) I wish
I had something to stick this knife into. (A bench
falls over and he is startled by the noise. He begins
to shoot the pistol into the air.) Boy! I wouldn't want
to do this. You wouldn't want to shoot either would
you? My uncle almost got killed.
The ACI Test data clarify and explain Ronald's expres-
sions and actions in the therapy sessions. His view that
people are hostile to him (kill or spank him from the ACI)
is acted out in the therapeutic experiences. As Ronald be-
comes closer to the therapist, and as changes occur in his
perceptions of his world and himself, progress can be studied
through the use of more ACI Test data.

25
 Case of Helen Henderson

The Protocol
Adult, female, single, age 31
Card 1 The man is explainingthe structureof the human
skull to the children. Quite possibly he is showing them
where their eyes, mouth, etc., would be located in the skull;
where their head would be attached to the rest of their
body. Several things might have initiated the situation-
the children might have felt their jaw bone, cheek bone,
or anotherportion of their head. A question such as "How
do I chew my food?"or "Why can't I hit Joe in the face?"
may have created the occasion for the discussion. One
child may have inquired about a bone he found. The chil-
dren will no doubt be very consciousof the fact that "there's
somethingin my head to hold my eyes in place" or "there's
something underneathmy skin and hair."
Card 2 The little girl seems to be doing some task, as
shelling peas or beans. She seems quite the "mother'slittle
helper"with her apron on. I have different reactions as I
look at the picture. (1) A very forlorn, unhappy child
who is being made to do a distasteful job and (2) a child
with just an innocent, startled expressionon her face. The
child could either have been provided with this chore as
a result of a special request since she would like to help
mother or grandmother.On the other hand, she may have
been made to do this job unwillingly because mother feels
that "little sister"should help do the household jobs. If the
child asked for the job of shelling peas or stringing, I feel
she is quite an averagelittle girl who is imitatingand doing
the things mother does. I should be inclined then to say
that she is a well-behaved little lady. If she were made to
do these things continuously,she might grow up intensely
dislikingany type of domestic activity.
Card 3 The child is apparently being made to do some

27
homework which he doesn't like and quite possibly may not
understand. Pete has probably been brought in the house
from playing. Mother is explaining it in the fond hope that
Pete will understand-but she is helping him in an over-
bearing way-simply because this is homework which must
be done. The little boy has no doubt been assigned some
homework and mother thinks it is up to her to see that it
gets done and to see if she can't help Pete do it correctly.
I am wondering how much learning could possibly take
place with such a frowning, unhappy child and with such
a mother hovering over him. I am afraid that school will
prove quite distasteful and confusing. To be driven to
do something which may be too difficult and distasteful
may have a lasting effect on the boy's success in school and
later in life being made to do something and in experiencing
defeat.
Card 4 The boy seems thoroughly engrossed in the story
to the extent that he is daydreaming-experiencing, himself,
the excitement of living as the characters in the story. He
might have been required to read the story as a result of
a school project or he may be reading for the sheer enjoy-
ment of doing so. I often think of an imaginative person
as being one with much ingenuity and originality. I there-
fore feel that this individual may be very creative enjoying
many pleasures in life. If the child enjoys reading to the
extent of reliving the lives of many characters, he will no
doubt continue to enjoy reading and read widely.
Card 5 Mother is scolding the child for some misdeed. The
little boy looks very bewildered as if "mother is being too
harsh with me." From the expression on his face, I get the
reaction that he might have realized that what he was doing
was wrong. I see a feeling of terror or agony in his eyes. He
is scared. I wish mother would be a little easier and more
sympathetic. The child might have broken something, been
in a fight, been rude, or not have done something he was
supposed to do to cause mother to scold him. I am very
much concerned over the child's fearful expression. If mother
doesn't settle down and talk things over in a calm more

28
 sympathetic manner, the child may become even more of
a problem.I would imagine that he will not seek or receive
too much love and affection from mother nor will he feel
very secure with her. I wish she'd take her hand off her hip
and sit down with him in a more understandingmanner.
Card 6 The motherand the little boy look humble,solemn
-expressing some anxiety. The child is thinking as if to
understandsomething which is troubling him. I feel that
the mother has just offered an explanationto such a ques-
tion as "Whydid my dog die?"This adult seems to be kind,
sympathetic,and understanding.I should imagine that she
has great love for her little boy.
Card 7 These two girls seem very happy and carefree.
They seem to be watching somethingof great interest.They
look like such energetic, cheerful youngsters.Some activity
which affordsrecreationand pleasureis giving them a great
deal of enjoyment.I would say these girls make life "fun"
for themselves. Not only that, but my guess is that they
are a pleasure for others and enjoy making other people
happy.
Card 8 The child is imaginingthat everyone is looking at
him and pointing to him in an accusing manner.He senses
guilt and a feeling of wrong-doing.Perhapshe actually did
something wrong, for which he is guilty or perhaps folks
have just implied that he was at fault when he really was
not. If he is not guilty he needs to be assuredby someone
who is most understandingthat he won't be blamed. Then,
too, if he actually did somethingwrong, sympathyis, I feel,
necessary and very much in order. Each time something
happens which might be an undesirablesituation,the poor
little boy will feel that the world is against him and "every-
one dislikes me and says I am to blame."

Summaryof Chart Analysis

Miss Hendersonuses few of the details which are given
in the cards and limits those which she could add to aid
her in accountingfor the situation.Her problemapproaches
are not forceful nor direct. She believes people in authori-

29
 ACI Analysis Chart
(MissHenderson'sProtocol)
STIMULI EMOTIONALEXPRES-
PROBLEM 8IONS OR ACTIONS EXTERNAL FORCES
Card APPROACHES
No. in card and added by
used by S S positive negative beneficent hostile

1 man, skull chew food adult explains adult

children, eye Joe, bone explains
mouth, heads
body,
jawbone,
cheekbone
skin, hair

2 girl mother asked for assigned innocent forlorn mother mother

peas, beans grand- tasks to help or startled unhappy (child makes child
apron mother conforms but un- distasteful imitates do distaste-
sister willingly unwillingly or helps) ful task
disliking

3 child house boy is unhappy and doesn't like mother

homework playing is being forced to unhappy forces
mother school do task although distasteful homework
he is unwilling confusing and is
distasteful overbearing
defeat

4 boy school- enjoys reading (ex- engrossed

story project periences excite- daydream-
ment vicariously) ing
excitement
enjoyment
emjoy,
emjoying
emjoys

5 mother misdeed child will not re- sympa- scolding mother

child ceive need - feels thetic bewildered scolding
but does not act calm, love harsh
affection terror
secure agony
under- scared
standing fight, rude
scold
fearful

6 mother adult brings sym- humble anxiety mother death

boy pathy, but not so- solemn troubling under- (of dog)
lution kind standing
sympa-
thetic
under-
standing
love

7 girls pleasure gained happy some

from watching ac- carefree activity
tivity interest
energetic
cheerful
pleasure
enjoy-
ment, fun
happy
pleasure
enjoy

8 child everyone feels guilty (direct assured accusing people who

folks action not under- under- guilt, blame and
taken) standing wrongdoing accuse
sumpathy guilty fault
guilty dis-
likes
blame

All 26 13 conformity and 35 31 4 5

stories lack of direct action

30
tative positions demand conformity.She respondsprimarily
to internal stimuli and "feels" in some situations instead
of taking direct action. She is a person who feels deeply
and who is awareof emotionin others.She experiencesboth
positive and negative feelings with the positive exceeding
the negative. It is thus possible for her to give satisfaction
in interpersonalrelationshipsand she is what is often termed
a "warm"person.Externalforcesare mainlyauthorityfigures
and are seen as both beneficent and hostile. The concern
over hostility in authorityfiguresdoes not prevent her from
seeing that there are also possible beneficent relationships
nor does such perceptionprevent her from having positive
emotional experience.
Analysis of Protocol
A. Apperceptionand reasoning
I. Perceptual approaches
a. Totality
S uses the card as a whole. She begins each story
with a descriptionof the total situationand then
elaborates.
b. Details
S moves from the total perceptionto details, but
with the exceptionof Card1 she uses few details
of the card. The details used are of a large order
and are mainly the perceptionof the figures.
II. Reasoning processes
a. Association
S is able to account for the main and larger
stimuliin each card-uses mainlythe figureswith
few details. Use of added stimuli is limited and
in responseto Cards6 and 7 none are added.
b. Organizationof content
1. Meaning
The setting for each of the stories about the
cards is appropriateas is the meaning given
to the response of the characters in the
stories.

31
 2. Reasoning elements
S accounts for the conditions and causes-
explains what is going on and accounts for
the origin of the situation. In the main, her
characters either reluctantly conform to de-
mands or experience emotion without attain-
ing a satisfactory solution.
3. Organizational logic
Progression in the stories is orderly.
4. Originality
Stimuli added are low in number and the
cards are not accounted for in novel ways.
III. Response to internal and external stimuli
Most of the stimuli in responding to the cards come
from within and constitute emotional expression.
Sixty-six emotional expressions (or emotionally
toned expressions) were among the responses. These
were almost three times as many stimuli as were
used (26) from the cards.
IV. Problem-solving approaches
a. Control
S conforms to external rules, but "feels" in the
situation and the conformity is unwillingly
achieved (Cards 2 and 3).
b. Approach-avoidance behavior (see problem ap-
proaches on the chart). Emotional behavior often
substitutes for problem solving action. Emotion
is an important factor in a problem situation. (S
depends more on internal stimuli.) S does make
some direct approaches although the goals are
not always according to her desires (see Card 2).
B. Motivation and emotion
I. Drive
The strength of S's drive toward goal attainment is
not strong, her characters tend to "feel" and con-
form. They do not seek effective or original ways of
solving problems.
32
 II. Emotion
a. Intensity and range
The characters feel deeply (note such expres-
sions as "intensely disliking," "distasteful may
have a lasting effect," and "very bewildered.").
The emotions have wide range. The number of
positive expressions exceed the negative.
b. Appropriateness
The emotions described are appropriate.
c. Acceptance of emotion
S generally accepts her emotion. There is some
evidence of guilt over feelings of resentfulness
against authority (Card 8).
d. Thematic content
The thematic content of responses to Cards 2,
3, 5 and to some extent Card 8 show evidence of
some resentment against authority. The resent-
ment is in reference to parental relationships.
e. Types of conflict
Conflict is predominantly between S and exter-
nal forces.
f. External forces
S sees external forces as both beneficent and
hostile. Parental figures can be understanding
and sympathetic (Card 6) as well as depriving
and hostile (Cards 2, 3, and 5).
Prediction of Behavior
It is possible to use the data gathered from a projective
test for many purposes. The data can be useful in showing
an adult's acceptance of behavior in children, that is, will-
ingness to approve of certain behavior in children, and a
willingness to make the effort to understand. Also, it is
possible to see the tolerance that a person's personality allows
for deviant behavior or behavior not in accord with expec-
tations. There follows a suggested list of categories of be-
havior which are considered as desirable for adults in inter-
action with children:

33
(1) acceptance of children'sfun-making,
(2) acceptance of aggression in children,
(3) acceptance of dependency in children,
(4) acceptance of non-achievementin children,
(5) acceptance of disorderin children'sactivities or living
spaces,
(6) acceptance of sexualityof children,
(7) the offering of affection to children.
Scalescan be used for these categories.Little acceptance
may be designated by one, some acceptancemay be desig-
nated by two, and much acceptancemay be representedby
three. The firstdivisionmay representthose individualswho
show little evidence of acceptance. These people may be
absorbedin their own inner life or so much concernedwith
living that they are unawareof children'sneeds and feel-
ings. Included too, may be those who show little exchange
of feelings and who keep themselves isolated emotionally
from children.The middle division may include those indi-
viduals who have some degree of acceptance, for example,
a persondesignatedby two may accept fun-makingbut only
to a certain extent. The third division on the scale may in-
clude those individuals who can easily accept children's
behavior;for example, three may include those whose en-
joyment of children'sfun-makingis free and unhampered
by feelings of guilt. This division includes those in whom
acceptance is largely free from limitationsand restrictions
These scales are designated by single word titles and have
the following definitions:
Acceptance Scales
Pleasure
Acceptance of fun-making, humorous remarks, enjoy-
ment of activities
Aggression
Acceptance of hostility, defiance, and passive-resistance
Dependency
Acceptance of demands on the adult, frequent ap-
proachesto the adult, and regressivebehavior
34
Non-achievement
Acceptance of the child who does not achieve and ac-
complish
Disorder
Acceptance of disorderlybehavior of children, disrup-
tions in schedules and routines, and untidy appearance
of the room
Sexuality
Acceptance of sexual feeling and acts of children, emo-
tional and physical contact with boys and girls
Affection
Offeringof affection,warmth,and supportto children
A subject rated high on all of these scales is one who
is able to workeasily with childrenand to providethem with
experiencesin which they are free to explore relationships
with adults and their world. In the following paragraphs
Miss Henderson'sprotocol which was given above is ex-
aminedin relationto these acceptancecategories.
Protocoland Acceptance Categories (Miss Henderson)
Pleasure
S can accept fun-makingin children. Childrenare seen
in Cards 4 and 7 as experiencingpleasure. The boy in
Card 4 is seen as "enjoyingmany pleasures in life." S
says about the "girls"in Card 7, "Some activity which
affords recreation and pleasure is giving them a great
deal of enjoyment."
Aggression
S can accept aggression in children as she empathizes
easily with them. She identifieswith childrenwho have
aggressivefeelings (see responsesto Cards 2, 3, 5, and
8). For example in Card 2, S says of the little girl: "If
she was made to do these things continuously,she might
grow up intensely disliking any type of domestic ac-
tivity."In Card3, S again sees it as harmfulto make the
boy do work he does not want to do. In Card 5, S sees
the boy becoming more of a problem if he is not given
sympathy.
35
Dependency
S accepts dependency since she accepts emotion in her-
self and others easily. In Card 6 the mother accepts the
troubled child who is depending on her for sympathy.
Non-achievement
S accepts non-achievement and this is especially clear in
the responses to Card 3. She is more concerned about
his feelings than his accomplishment of the homework.
She identifies and empathizes with the child. Further
evidence is found in Card 5 where the child has not
lived up to expectations yet is seen to be in need of
sympathy.
Disorder
S accepts disorder as she is more concerned with feelings
than order. For example, in Card 5, the child's feelings
are of more concern to S than the fact that he may have
broken something or that he may not have done what
he should have done.
Sexuality
There is not specific evidence that S accepts sexuality
in children and there is some evidence that she represses
her own. However, her general acceptance of children
and feeling indicates that she would be acceptant in
this area, too.
Affection
S offers affection to children. Evidence for this is found
in the responses to Card 6 where the adult is described
as sympathetic and loving toward the child and she
sees the child in Card 5 as needing affection. She ex-
presses strong feelings of sympathy for the child in
trouble in Card 8.
Validation of Prediction by Observation
In comparing prediction from the projective data with
observational data, it is necessary to rate the observed be-
havior on the same scales as the predictions. For the deter-
mination of the success of the predictions it is easily seen
that the observational data must be objective and complete.

36
Considerableskill must be developed in making observa-
tions. After the gathering of the data, there is the further
problem of dealing with unorganizeddata. It is helpful if
the material is divided into episodes. Criteriafor such di-
visions follow.
A. Completeness
I. The inclusionof events which lead up to the sit-
uation.
II. Description of interaction taking place.
III. The outcome of the situation-after a behavioral
exchange, inclusion of the final action of each
participant.
B. Change in the structureof a situation-this would
mean a complete change in the setting and contacts
of the people.
C. Change in interaction-this would involve a change
in adult-childcontact, but the structureof the situ-
ation would remainthe same. For example,the adult
might turn from approbationof one child to scold-
ing anotherall within the same situation.
After each episode in an observationhas been defined
and after several observationalrecords have been utilized
in such a way, the behaviorin regard to the categories for
predictionshould be noted. For example,the acceptance of
aggressionin children should be considered and rated on
the acceptance of aggressionscale. Incidents which throw
light on the offering of affection and support to children
shouldbe gleanedfromthe observationaldata, and the adult
rated on this behavior on the appropriatescale.

ObservationalData
Only enough observationaldata is includedhere to illus-
trate comparisonwith the projectivedata. The twenty-min-
ute observationcan be divided roughly into four episodes.
Some evidence can be seen in regard to four of the cate-
goriesdescribedabove. Moreobservationaldata would show
37
evidence for the other categories.Reliabilitycan be studied
by observing at different times and by having different
observersrecord their observations.Recorded observations
of Miss Henderson'sinteractionwith children follow in the
episodes describedby an observer.
Episode 1
As the observerentered the room, Miss Hendersonwas
trying to help the children discover wherein their bank
was short 10?. After much checking and figuringwith the
group helping her, Miss Henderson said, "Let's everyone
think what could have happened."At that moment a boy
held up his hand.
"0. K., Bill!"Miss Hendersonsaid.
"I owe the bank a dime."Bill spoke in a barely audible
voice.
"Oh!Oh! We don't have to look any further.Bill, make
a note of that so we can remember-will you?"As Miss Hen-
derson talked a small boy leaned against her. She rested
her hand on his head.

Episode 2
Miss Hendersonthen turned and wrote the word games
on the blackboard.Upon completiona boy spoke out, "Miss
Hendersonyou didn't put an apostrophebefore the s."
"I didn't,did I? Do you knowwhy? Do we need an apos-
trophe on the word games? You know-I didn't like squash
a long time ago. I had to learn to like it. I like it now-it is
one of my favoritevegetables,but I don'twant it every day.
So, I don't want an apostropheeverytime I have a word
that ends in s."

Episode 3
Miss Hendersonnoticed a boy in the back of the room
using a pencil as a plane-he flew it in great circles about
his head with his arm fully extended. "Bobby,"she called,
"How about bringing that plane in for a landing, and then
stay with us?"

38
Episode 4
Miss Hendersonthen leaned forwardtoward a little girl
sitting near her and whisperedin her ear. Her lips touched
the child'shair as she rested her hand on her shoulder."I've
just told Ann a magic number-see if you can guess the
number."Childrenover the room began to try to guess the
number. In a moment she said, "You'veguessed it-it was
four."
Categories Obtained from ObservationalData (from epi-
sodes above)
Pleasure-Episodes 3 and 4 give some evidence as to Miss
Henderson'sacceptance of pleasure in children'sactivities.
In 3 she asked the child to desist; however, she entered into
the game with him (asked him to land his plane) and the
request was made in a pleasant fashion. In Episode 4 she
introduced a new activity with a game. Another observer
recordingat a differenttime describedthe following episode
which shows further acceptance of children'sfun-making.
While the readingcircle is doing this Miss Henderson
walksaroundthe backof the roomcheckingto see that
the other childrenall have somethingto do. She stops
by almost every child, puts her arm on his shoulder,
and callinghim by name,makessome commentabout
what he is doing. She shows each of two boys playing
checkers a move that results in a jump and laughs
with them.
Non-achievement-In Episode 1 Miss Henderson accepted
the child's explanation and his admission without disap-
proval. Althoughmuch effort of the class and herself could
have been avoided if Bill had made his admission earlier,
she did not make him feel guilty or feel that he should have
behaved differently. (She did not want the child to feel
guilty as was shown in her responseto Cards5 and 8 of the
ACI Test.)
Affection-Miss Henderson showed affection several times
in her relationshipwith the children. In Episode 2, as one

39
child sought to point out her error, another leaned against
her and she returned the gesture by placing her hand on
his head. In Episode 4, Miss Henderson again showed her
ability to accept the child by touching the child with her
lips and her hand.
REFERENCES
1. Alexander, T. The prediction of teacher-pupil interaction with a pro-
jective test. J. clin. Psychol., 1950, 6, 273-276.
2. Alexander, T. Certain characteristicsof the self as related to affection.
Child Develpm., 1951, 22, 285-290.
3. Alexander, T. & Marie B. A study of personality and social status.
Child Develpm., 1952, 23, 207-213.
4. Joint Committees on Test Standards, Technical Recommendations for
Psychological Tests and Diagnostic Techniques. Supplement to the
Psychological Bulletin, 1954, 51, (No. 2, Part 2) 201-238.
5. Henry, W. E. The thematic apperception technique in the study of
group and culturalproblems. In H. H. Andersonand Gladys L. Anderson.
(Eds.) Projective Techniques. New York: Prentice-Hall, 1951. Pp. 230-
278.
6. Henry, W. E. The thematic apperception technique in the culture-
personality relations. Genet. Psychol. Monogr., 1947, 35, No. 1.
7. Richards, T. W. Modern Clinical Psychology. New York: McGraw-
Hill, 1946.
8. Rogers, C. R. Client-centered Therapy. Boston: Houghton Mifflin, 1951.

40
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