. J-
V V V V . . V V . V .
Q ~ V .V V V V V V V. .V . V V _ .V. o. V V V V . V V a V l. V. V V V . .V .V. V Vouifzu 0—0. V
V V . . . . V. V V .
v V V . V V V .V .. V.
. . V V . . V V . V . V . .VV »
. V . V V . .4 .V . V V. .V n V
. V V V V . V. V
- . V I .V n V -. V n A
V . . V. V .. . V V V V . . V .
. V V V . . V . V V V V V
. V V . o . 1 VV. V V V V. V V V.
VV . V V V V V V V. V V o . V A V
o . V .o V. V V . .. V
. V V V V V .V V. . .
. V V VVV V . V . V V
. . V V V V . p u . V V V V .
V . V V V V . V V . V V V V V
V. . . . ._ V t a V V V
n . V V . V V V.
. V V V. V .V V V . V .
Q A V V V. V V V I V. V . o
. V V o v V . . V. V. .V I . V V
. V V! V .. . .5
a V V . V V. V .V t. .V V V
.- . V . . .oV
A V V V V V . V . V V V V
. V . . V V V . V. V V V . V .V V
% . . V. . V. V V V 0 V V V. V V .
V . V . .V . . V V . V. .V .
9 V V w . V .V V V . V... V V V
V . . . V V . . .V .V . V . . .
W V V V n V V. . . . A V . .V V V. V V V.
V V V V . .V V . V . .V V V V K V 1. VV . V
. . V . V. . .. .. V V . . V V... .7. I. . V
« V . . V . . V V . . . . . V . V .V .
V V V V . V V V V VVV . . V V V V
V . . r. V V . V V . - V V V. V. . .
O 4 V V . . . V. V . V I — V. . V... V V.
a . V V V: . r V . .V .. a. V
o o V . V . V.... . V V... V V
V . . V. V a V V V. V V V. V V .V V.
V. . V V . . V V.. . V . . V. V
. . V . V . V V V . .. V V
. V V . . V .a v. V a a. .-
" o _ n r . V .3. o A n . I
0 V o .. V a. n. . .V
V V V V V . o . V. V V
n V . V V . V V V V V. a .
s v V . V V.
V 0 V V V V 5 V . V VVV .VVVVV . V
V V V . V V V c . V V. o. .
. V V V. V V . . V;V . n .V V a l
. ..V V . ..V V V. V
. V V . . V . . . V. V V ,V v V V V V . .VV .
. V . . o V V V V V V.. .n. o. V . V. V
. . V .. o V.
V V V . V V V V V V II V V. . V. V V. V: o.
. VV . V .V .V V V . .V V. .V V V
. I V V V 0 V n t . Y . v V
V V . .V . V .V . n V V V. c. an...
o 0 V V . . V V . V V. o .. V
V . V . V n . V . .V V V
V n . . V V V . e V.
c . V V V V. V . V d V
. V . V V . . a
V V . V V V .
. V .V a V . V
. , . V . V V V V V V V
I. O V V V v V. A V V-
V V V V. V o 0 V V. V V
o . V . V V V V V V. r
V. V . V V V . . V 9V V V a
V V.V . V . .V. V
. V V V .0. V V _ V V . V V V V .
V V V V V V V
o . V V. t V . V V O V V V n V V
o V . . . V.. V;
. V V . . V V V . r
. . V V V V V V V. V .V r n V. V V
V V v V . V. . V . V. 0 V V V
V . V V V V V V V V. _. .
V 3 . V V.. . V V
0 ‘ V . n V V. v n
V V. . V.
. V V .u r . V
. _ I _ . . V. . . .V V
V M V O u . 0. V. V
. V V V V 4
V V . V v . .
U l o _ . .. .V V V . .2
V . V V V V V V. V V V . V V
V . V .D V VVV'. V V V
V V V . A V- V V. .u V V.. V V. V
V .V . V V V o .0 V V . V V
V . V V V V .V . V .
. . . . V V «V V
V I no 0. V v 1- A.
. . V V . V V V. V
. V- V V V V .V a . V
V . V V V. V . V .
N V . V V V
- . V . V .V
U . . .
. . . . V
I . .
. V . .. .V
V J .V . V V
. V
V V V V . . n V
. V a V ..
V I n - n V - V o
m . ' V V V . V
0 V
V V n l g
V. I o . V
. V
V V
V. V V
C n n
. . V. V V
a . V V .
V V
V I I V
N V I O
s . V
' V. V
. g
V V V
. V V
i . .
M o o .
V V .
V
. V .
. r
O
V,
5 W I
V I
m a
u c . I
o
o
V
.
. .
o
I
o
—
V
.
w
—
V .
a V
V . v
. V. . V. V V .
‘ V V .V V V _ .V V V, .VI .V_ V V V V. .V V .V V V V V n a V . . .
.V o . . V IO. .. V V . V . V V VI .26 ..u .. o. .3 .y
. V V V V .3. V V V V V n V V V V . I . V V . V 0 n . V . V V .V-L V o . .V x . . V —. n V .9
v V . V . . V t I... V V .‘0V V V-L. V aou V V .V. . 0;: V v‘... . 2 V
V ; V s V V V V . . V . V .
U .V V V I c 5.: V V .0 V ..V .V. r. V v V. IVA. .V v. . . . VvVO . a V a. V. . V V V . . V V V V . .4.Mv. V 3. z I V lV/Fl. .o. V.v VD... .V V

 

 

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

3 1293 00069l

 

ABSTRACT

PERSPECTIVES ON PSYCHOTHERAPY:
DRIVE CONTENT AND EXPERIENCING

BY

Alison Jones

The relationship between drive content and experiencing
level in therapy was investigated by rating selected TAT cards
for drive content and by rating tape segments taken from the
second therapy sessions. The subjects used were college
students seeking psychotherapy at MSU's counseling center.

The major focus of the study centered upon determining
whether drives as they were expressed on a projective measure
manifested themselves in therapy as part of the client's
ability to experience or focus within the therapy setting.

It was expected that the clients level of affective

expression and ego control measures should have a direct
bearing on what takes place in therapy. As such it was

assumed that there would be a relationship between drives as
expressed on a projective measure and the extent to which

there is inward focus in therapy. In ascertaining the accuracy
of these propositions the following hypotheses were presented

and tested:

Alison Jones

1. Experiencing is negatively related to extreme levels of
drive content (high or low) and positively related to
moderate levels of drive content.
2a. A positive relationship was hypothesized between
experiencing and expressing drives in a socially unacceptable
manner.
2b. A negative relationship was hypothesized between
experiencing and expressing drives in a socially unacceptable
manner.
3. A relationship was hypothesized between integration of
drive and content and experiencing.

None of the hypotheses were supported statistically.
When the hypotheses were not confirmed other factors were
explored. It was found that when level of client disturbance
(as measured by the MMPI) was taken into account, Experiencing
in therapy did relate positively to drive content ratings.
Also, when gender differences were taken into account, the
ratings for male subjects showed a positive correlation
between experiencing level and direct socialized drive content.
The same was not found for female clients.

This research suggests that gender differences and
levels of disturbance need to be taken into account when

formulating hypotheses regarding therapeutic processes.

lin,lu{ ll

PERSPECTIVES ON PSYCHOTHERAPY:

DRIVE CONTENT AND EXPERIENCING

BY

Alison Jones

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MASTER OF ARTS

Department of Psychology

1975

To

Packie, Schnevitie and Babekins

ii

.- iltrl‘fnl‘ [[[rl II‘. [.11. . III-1‘. Ill ll! Ill lll‘\ if-O[([r[..[
‘l . I III I ‘ n 3

ACKNOWLEDGMENTS

I wish to express my deepest appreciation to Dr. Norman
Abeles, my committee chairman, for his ready availability,
invaluable guidance and encouragement throughout all phases
of this research. I would also like to thank Dr. Bertran
Karon and Dr. Dozier Thornton for their assistance and

participation on my committee.

iii

i 5 ; lilllId.‘ I’I ‘I III. .Il’u. II" Ili-

‘%IJE Elli. . “Films
7- .
.

L[.[ [f III .. -‘l'w .’. I, III! .r, .lvlu Ill .II. V\. .3 \ .\ . .

TABLE OF CONTENTS

INTRODUCTION 0 O O O O O O O 0

Client Variables . . . .
Instruments . . . . . . .

HYPOTHESES . . . . . . . . . .
METHOD 0 O O O O O O O O O O 0
subjects 0 O O O O O O .
Instruments . . . . . . .
Rater Selection, Training

RESULTS 0 O O C O O O O O O 0

Reliability of Measures .
Hypotheses . . ... . . .

DISCUSSION . . . . . . . . . .
BIBLIOGRAPHY . . ... . . . . .

APPENDICES . . . . . . . . . .

and Procedure

A. Data for Exp. Scale and

Drive Content
B. A Manual for Rating Drive Content in the

Thematic Apperception Test . . .

iv

Page

21
22
22
22
28
30

30
32

42
47
51
51

52

Hand—1191!. 3.2!. . 4‘, iv LN.» ‘Isl. . .y .m%
H w

LIST OF TABLES

Table Page
1. Interrater reliability on Exp. Scale . . . . . . 3O

2. Interrater Agreement for Total Drive Content,
Drive Level and Drive Integration Ratings
(M = 30) O O O O O O O O O O O O O O O O O O O 31

3. Drive Content and Exp. Level for High MMPI
Scorers (i.e., those with 3 T scores above 70)
and Low MMPI Scorers (i.e., those with fewer
than 3 T scores above 70). . . . . . . . . . . 39

4. Drive Content and Exp. Level for Males and
Females O O O O O I O C O O I O O O O O O O 0 4O

I, ' I. \l .l ‘l .IA l.l.lrl {[Illll. ,[

 

 

 

I .1 (III. .III. (I lll‘l‘n'll'lfl [‘[rll

INTRODUCTION

'What goes on in a psychotherapeutic session is in-
fluenced by many factors. Client variables, therapist
variables, type of therapy, experience level of the therapist,
among others, all contribute to the therapeutic interaction
and outcome. The variables that affect the therapeutic
process have far reaching consequences for research and
practice in this area. If it can be stated with certainty
that some variables affect the therapeutic session in parti-
cular ways, then it can be predicted and determined with
reasonable accuracy which persons would benefit most from
what kinds of therapists and types of therapies.

In this study an attempt was made to examine certain
client measures and see how these factors influence processes
in therapy. More specifically, drive content as it was
expressed in the T.A.T. and measured using Pine%5(l960)
scoring system was related to "experiencing" level (1969) in
therapy. Since the level of affective expression a client
brings into the therapy session should have a direct bearing
on what takes place there, it was expected that there would
be a relationship between drives as expressed on a projective
measure and the extent to which there was inward focus in

therapy.

 

.{IIII [.(l

Simply stated it is suggested that client dynamics
strongly influence what occurs in psychotherapy. Furthermore,
by knowing the relationship between client dynamics and
inward focus in therapy it ought to be possible to determine

which therapies are best for specific clients.

Client Variables

 

Many studies have dealt with the effects of client
variables on the process of therapy. Since what takes place
in a therapeutic session is influenced not only by the
therapist's personality and skills but also by what the client
contributes to the interaction, it is necessary to examine
some of the client variables that could have a pronounced
effect on the therapeutic process. The client factors
influencing the therapeutic process include such variables as
adequacy of general personality functioning, motivation,
intelligence, age, sex, affect, self-awareness, insight, and
sensitivity. A look at some of the studies done relating
these variables to process in therapy will help clarify
some of the intervening variables in a therapeutic
interaction.

Considering first the adequacy of general personality
functining and prognosis in psychotherapy, many of the
studies reviewed suggest that the healthier the patient is
to begin with the better is the outcome in therapy. Harris
and Christiansen (1946) studied to see which personality

correlates were associated with different responses to

Ill" \[r‘I ‘[ \[ri .ll‘flq‘lfl l,a.|l-Illul.l’.[l[ [III [fi'll

 

psychotherapy. Using the MMPI, Rorschach, and the Wechsler-
Bellevue Adult Intelligence scale to predict responses to
psychotherapy in their sample of physically ill patients,
they found that those responding poorly to therapy were the
ones with psychotic trends in their personality and conversely,
those with ego-strength and mental health did better.
Hamburg, Bibring, Fisher, Stanton, Wallerstein, Weinstock
and Haggard (1967) report the results of questionnaires sent
to 1,000 psychoanalysts quizzed about their patients. The
questionnaire results suggest that fewer of those classified
as having serious illnesses were judged improved as compared
to those with less serious diagnoses. They found that with
male schizophrenics fewer improvements (than would be
expected by chance) occurred whereas for both males and
females high in anxiety reactions, more of both sexes were
reported as improved.

In relating the client variable of motivation and/or
expectation in therapy to therapeutic prognosis several
studies are relevant. Cartwright and Lerner (1963) report
a study with twenty-eight patients in client-centered
counseling using pre and post-test measures. The results
they obtained suggest that a patient's need to change at the
start of therapy is directly related to his level of improve-
ment. Goldstein (1960) reports that clients who have positive
expectations about therapy change more. Along the same lines,

Brady, Reznikoff and Zeller (1960) report that a good deal

 

- 1.47.3 35.5“ .3 5. a“
is ..{Ia Lulu: .4 . ....r

In ’ l ‘l ‘..[.[[[[[ .l‘[[[ lllll..l[.l[[{ll [~ll"
I

of theoretical information exists, supporting the notion of
the importance of the patients prognostic expectancies on
improvement.

Studies relating the client variable of intelligence
to prognosis in therapy suggest that patients with a higher
level of intelligence (as measured by a standard intelligence
test) do better in therapy. A study by Barron (1953) on
twenty-three adult psychoneurotics after six months of
psychotherapy. to assess certain personality and intelligence
test correlates of change, suggests that intelligence is
positively associated with change in psychotherapy. Rosenberg
(1954) also reports that the most favorable prognosis in
therapy is found with patients with superior intellectual
ability, who can produCe associations easily and who are not
rigid in their thinking. As the population to be used in
the proposed investigation consists of college students, the
level of intelligence can be expected to be above average
and this variable should not be expected to vary significantly
with the subjects.

The variable of affect has direct bearing on the present
study, as it seems to be a particular mode of expression of
drive content. Studies relating measures of affect with
outcome in therapy suggest that certain affects are positively
correlated with favorable prognosis in therapy (Luborsky,
1971). In a review of the literature on factors influencing

the outcome of psychotherapy (Luborsky, 1971), five out of

nine studies in which initial anxiety level was assessed
found positive relationships existing between high anxiety
and improvement. He also reported that depression is a

good prognostic indicator for change, whereas flattened
affect suggests poor outcome. The same reviewer further
states that although anxiety and depression are the best
indicators for change, nearly any affect is more indicative
of health, than no affect at all. Kirtner and Cartwright
(1958) worked with the hypothesis that the length of therapy
with respect to outcome is related to the personality struc-
ture of the client at the start of therapy. Their results
suggest that the short term success groups in therapy have

a higher level of personality integration, are more Open

to their impulse life and are less confused about their sex-
role identity than are the other groups. In other words,
they seem to express more affect than the long term success
group, short term or long term failure group.

Gallagher (1954) attempted to distinguish between the
most successful therapy cases (as measured by using a multiple
criteria scale for success in psychotherapy deve10ped by
Tucker) by using pre-therapy test measures. Administering
the MMPI, Rorschach and the Mooney Problem Checklist to
seventy-six students who had come to the counseling center
at Penn State University, he obtained results that supported
his hypothesis, that success in the client-centered therapy

situation is positively related to the amount of overt

stress present and is negatively related to the amount of
verbal productivity shown in the tests given before therapy.
Another study by Luborsky (1962) investigating patient
variables connected with change in long term therapy,
resulted in the finding that the variable of "anxiety level"
was correlated significantly with the measure of change on a
health-sickness rating. Similarly, Gottschalk, Mayerson and
Gottlieb (1967) found that patients who rated high on an
anxiety scale (Psychiatric Morbidity Scale) did better in
therapy than those ranking low on this measure.

Closely related to affect, some studies done relating
self-awareness, insight and sensitivity to prognosis in
therapy suggest that clients with these characteristics
do better in therapy. .For example, Zolik and Hollon (1960)
using three groups of patients (those having brief psychother-
apy, those requiring long term psychotherapy and those
refusing therapy), measured and compared them on sixteen
dimensions. Their results suggest that patients in short
term psychotherapy are less defensive, have more insight,
fewer pathological symptoms and the lowest level of self-
esteem. Patients refusing recommended psychotherapy are most
defensive, least anxious, have the highest levels of self-
esteem, and the most pathology. Long term patients fall in

between these two groups on these dimensions.

Ii: ESE. ......HlnnfiimJJ £13..

Instruments

 

The Exp. Scale is an instrument designed to measure a
person‘s level of experiencing or self-involvement in therapy.

Experiencing refers to a person's ability to focus upon his

 

feelings and emotions. In the manual the Exp. Scale (1970),
experiencing is defined as being "the quality of an individuals
experiencing of himself and the extent to which his ongoing,
bodily, felt flow of experiencing is the basic datum of his
awareness and communications about himself, and the extent to
which this inner datum is integral to action and thought"

(p. 1). According to Gendlin, experiencing is seen as a

". . . preconceptual, bodily sense of being in interaction
with the environment, a guts-level sense or felt meaning of
things. This includes the feeling of having experience and
the continuous stream of sensations, impression, somatic
events, feelings, reflexive awareness, and cognitive meanings
that make up one's phenomenological field" (p. 4). .Rogers
(1958, 1959) assigned a crucial role to experiencing in
therapy. Only when a person can get in touch with his
feelings and integrate them into his core-self can he

become a self-actualized, fully functioning personality.
Through his influence the Exp. Scale evolved from a client-
centered framework where the therapeutic process involved
having the patient get in touch with his feelings and express
them Openly. The Exp. Scale has also been used as a research
tool in studying the dynamics of the psychotherapeutic

relationship.

For example, in a study by Schoeninger (1965) the Exp.
Scale was used to determine the effects of training (of
c1ients)in.experiencing and the effects of therapist self-
disclosure on therapy sessions. The study used two
conditions of therapist behavior both self-disclosure and
non self-disclosure (i.e., the clients appraisal of this)
combined with both the presence and the absence of pre-
therapy training in Exp. The pretherapy training for the
32 subjects included MMPI testing, questions about their
expectations, a recorded discussion of their personal
problems, and for half of the subjects, training in
rating on the Exp. Scale. After three sixty minute
therapy sessions, the subjects rated their therapists on
several variables. The results showed that the clients
Exp. level was closely related to their personality
characteristics and expectations but was not influenced
by pretraining. Still further, Exp. levels were not 7
related to therapists behavior (i.e., self-disclosure
or non-disclosure) but rather were correlated with the
therapist qualities as they were perceived by their
clients.

Auerbach and Luborsky (1968) used the Exp. Scale in
an attempt to understand certain process variables involved
in therapy, including those factors that facilitate or inhibit

change. An attempt was also made to determine the constituents

 

alumni...

{lien} .

1., [[llfl‘f‘ [.[l‘ [Il‘[[..llI1l' ll[(\.[[€l|

sultry?” . . .r .‘r nah": ... .....fléq

of a "good" therapy hour. The researchers obtained therapy
tapes from fifteen experienced therapists. Each therapist
provided tapes from two of his patients. Using as their
sample two successive sessions from the early part of therapy,
two professional and one non-professional judge separately
rated the sessions on twelve therapist and thirteen patient
variables relating to change in psychotherapy. The results
suggest mostly satisfactory reliabilities, with much variation
ranging from .76 to -.l3. Lower reliabilities were obtained
for the professional and non—professional judges than for the
two professional judges. With respect to the constituents of
a "good" therapy hour, Exp. did not differentiate between
"good" and "less good" hours.

With respect to more recent studies using the Exp. Scale,
Kiesler (1969) relates Exp. level scores to Eysenck's
personality dimensions of neuroticism, and extroversion-
introversion. His basic hypothesis is that Eysenck's
personality dimensions will be related to Exp. level, as
measured in a quasi-therapy situation. The quasi-therapy
situation consists of having the subjects interview themselves
about their problems, values and personality charactersitics
as they speak into a tape recorder in a room alone. The
subjects were 88 students in psychology undergraduate
classes, and 68 undergraduate and graduate students applying
for counseling at the university counseling center. Samples

of their self-interviews were obtained and rated for Exp.

10

level by a group of judges. The results suggest that the
variables of sex and client versus non-client status
interacted significantly with Eysenck's personality dimensions.
None of Eysenck's dimensions alone, however, were related to
Exp. level.

Again using the Exp. Scale, Gruver (1971) attempted to
determine whether individual process measures involving
short samples of tape recorded interactions between therapist
and client which are rated on Exp. Scale are a valid and
reliable indicator of success in psychotherapy. His procedure
involved using tape recorded samples of three groups of
interactions of 18 college students. The first set of samples
came from an interview setting with therapist and client while
the other two came from group therapy types of settings. The
three samples were rated in Exp. The correlation between Exp.
level of the three samples as well as the relationship of
experience level to different psychological tests (Gough
Adjective Checklist and a modified semantic differential
self-description measure) was determined. Results showed no
significant linear relationship between Exp. level of random
samples of group interactions and Exp. level of dyadic
interaction samples. Neither was there a significant rela-
tionship between Exp. level at the termination of therapy
sessions and the paper and pencil psychological measures.
They also found that individual Exp. level was relatively
stable over fifteen weeks while group Exp. level gradually

increased over the fifteen week time span.

11

The Pine scoring manual (1960) presents a system for
rating drive content in the T.A.T. The manual provides a
system for scoring the extent to which drive content is
integrated within the T.A.T. stories. Effective integration
of drive content is reflective of functional adaptation and
is a measure of ego control. Weak integration of drive
content reflects lack of impulse control and a weakening of
ego strength. The manual describes three major types of
ratings of drive content. The first of these, total drive
content, refers to the total number of derivatives of both
sexual and aggressive drives which appear in the manifest
content of the T.A.T. stories. Drive content is rated only
if it appears explicitly in the story. Speculations about
implied motives and symbolic expressions of drives are ignored
in the scoring system. Drive content is also not rated if it
appears in response to an explicit inquiry question.

The second type of rating refers to the degree of inte-
gration of drive content in the stories. The extent to which
drive content is integrated within a T.A.T. protocol is
indicative of the appropriateness of drive expression and
the strength of ego control. In relating a story, drive
content which is used to develop the main theme of the
story is labeled thematic and that which is used to enrich
the story, incidental. These two types of ratings are
interpreted as being task appr0priate and indicative of

an appropriate use of drive content. Drive content which

LEI! A I‘l‘ll“ ll'l’ ‘1‘

kl! .I II

12

is labeled non-appropriate refers to side comments, verbal
slips involving drive derivatives and other unrelated expres-
sions of drive. Non-appropriate ratings suggest that non-
adaptive regression and ego-alien drive expression has
occurred.

The third type of rating refers to the directness of
expression of drive content in the T.A.T. stories. The
present manual depicts three levels of expression of drive
content. Level 1 or direct-unsocialized, refers to those
expressions of drive content where sexual or aggressive
impulses are expressed in unconventional and primitive ways.
Rape, incest, robbery, murder, prostitution are included here.
Drive content rated as level 1 is indicative of a breakdown
in ego functioning and an inability to regress adaptively.
The second level of drive expression, direct-socialized
ratings, refers to expressions of drive content where
impulses are expressed in conventional, socialized ways.
Kissing, anger without physical violence, childbirth, inter-
course between marriage partners are included here. High
scores on level 2 are indicative of adaptive regression as
well as ego control and strength as here the ego is playing
an active role in defining the form which the drive takes.
The third level of drive expression, disguised-indirect
ratings, refers to the fact that the drive itself is not
expressed but indirect references to it permit the inference

that a certain drive concerns the person. Mention of words

13

as boyfriend, girlfriend, husband, saloons, illnesses,
soldier, etc. are rated here. High scores on the disguised-
indirect dimension are indicative of strong ego controls with
very little regression.

Aside from the levels of drive ratings, three additional
points on drive level ratings are noted. First, the negation
of drive expression is rated the same as the positive expres-
sion of drive. Second, thoughts and wishes are rated the same
as actions in most instances. And third, the context of the
story must always be considered in rating drive content. For
example, kissing which is ordinarily rated level 2, if seen
in the context of the seduction of a married person, would be
considered as level 1.

In another study by Pine, (1959) the relationship
between various drive content scores on the T.A.T. and the
literary creativity of the stories was examined. The results
indicate that productions of higher literary quality had more
drive content than did stories of lower literary quality.

The results also show a positive correlation between con-
trolled drive expression and the quality of production. Pine
showed that literary quality was positively related to the-
matic ratings and negatively related to non-appropriate

ratings. These findings were in the hypothesized direction.

Reliability

 

Studies in this area suggest that the Pine scoring

system has adequate reliability. Stories told in response to

l4

eight T.A.T. cards were rated independently by two raters.
The two raters practiced rating together but for the

actual ratings, worked independently. Discrepancies between
the raters, were resolved through discussion and final
ratings were achieved. An agreement between the raters was
considered when both of them rated the same unit of content
or when they both agreed that a story should receive no
ratings. Of 637 rated units of drive content, the raters
agreed in 414 instances. This gave them a consensus 69% of
thetime which, although not perfect, is a good deal more

than would be expected by chance alone.

Validity

 

The validation studies done on Pine's system lend
support to the scoring system outlined above. To carry out
these studies, Pine obtained Q-sort ratings on 14 male under-
draduates by giving gs a Rorschach, and a Weschler-Bellevue
test in addition to having them write an autobiographical
statement as well as having them be interviewed by a trained
clinical psychologist. He had two raters, at first separately
and then jointly use these materials to rate gs on six
Q-sorts. (Affects and Inner States, Thought Processes,
Motives, Defenses, Interpersonal Behavior, Identity, and
Self-Attitudes.) Correlations between the scores on the
T.A.T. stories and the Q-sorts measures were then obtained
to determine some measure of the validity of the T.A.T.

scores .

 

 

Eflirvwx..a.hvvluu MAE. u I . I

ll} [flit [[[u’l luff-[Ill ,l. ‘a‘ ‘I. ‘ll

15

Pine reported the following results based on the corre-
lation between the scores: §s with high drive presence tend
towards emotionality, expressiveness and flux. An expressive
quality characterizes thinking, communication and relation-
ships. At times, the expressiveness has a distinctly positive
and adaptive character including spontaneous affect, insight-
fulness and meaningful relationships. At times this tends
toward an excessive fluidity both in emotional control and
in identity. In marked contrast, individuals with low drive
presence appear to reflect a pattern of inhibition, over-
control and rigidity. These gs seem to be out of touch
with the inner resources of personality: thinking is blocked
and control operations seem both excessive and shaky. There
is also a blocking of the resources for expressive contact
with the world outside: both emotionality and relationships
are minimal (Ibid., p. 41-42).

§s with well integrated drive content present an over-
all picture of smooth functioning. Their thinking is effi-
cient and proceeds without disruption by anxiety. Expressive
needs find their outlet through relatively controlled
channels, and a basis for steady and adequate personality
functioning appears well established. (Coupled with this is
some tendency towards experiencing conflicts internally and
psychologically.) §s with poorly integrated use of drive
material appear to be characterized by anxiety and disruption.
The personality appears to be under constant stress, having

an affective life that is frequently unpleasant,

16

characterized by anxiety rather than more controlled and
positive feelings (Ibid., p. 43).

gs who modulate the use of drives and express them in
direct—socialized ways are characterized by having a balanced
‘relationship between expressive and control processes. This
is reflected in a relatively free intellectual and esthetic
expressive style, a flexible identity, equal peer relation-
ships, and adequate controls over impulses. ‘Ss who used
unmodulated or direct unsocialized drive expression show a
tendency towards impulsive discharge and mechanisms of adjust-
ment to this. The tendencies toward discharge are indicated
in competitive social relationships, loose thinking, a
fear of loss of control and the absence of a tendency to
discharge impulses in internalized ways, such as fantasy.
Also, there is a weakening of the inner resources for
control either through intellect or through other defenses

(Ibid., p. 43-44).

M.M.P.I.

The MMPI is an often used personality test designed
to assess major personality attributes which influence a
person's functioning and adjustment. In general, the MMPI
is a good instrument to use in measuring personality varia-
bles as well as variation, as it is sensitive to change
within an individual. In the present study the MMPI is
being used to control for the level of disturbance within

the population being sampled. There is evidence that

 

.(b

17

individuals with high MMPI T scores function differently
than individuals who do not have high T scores, therefore
it is important to control for this variable. Many studies
have been done using the MMPI with college students. Here
we will focus on those which have dealt with using the MMPI
to establish changes in college students in therapy.
Gallagher (1963) investigated changes in the MMPI
profiles of students undergoing client-centered therapy.
The subjects were Penn State College students who had sought
help in the school's psychological clinic. Interview
sessions were taped and transcribed, and the MMPI was
administered before and after therapy. The basic hypothesis
tested was that personality changes taking place in therapy
should be reflected by the MMPI. The forty-one subjects
used in the study were counseled by advanced graduate
students in clinical psychology. The results of the tests
suggest a significant change in the direction of decreases
of T scores on the MMPI from pre to post therapy test
measures on six of the scales, with the greatest change
being found in the feeling or mood scales and the smallest
in the character and behavior disorder scales. The changes
in the maladjustment ratings on the MMPI correlated positively
with measures of self-rating of success in therapy. Kaufmann
.(1963) investigated changes in the MMPI as a function of
psychiatric therapy, using students coming for help to the

health center at the University of Wisconsin. Tests

18

(including the MMPI) were administered at the start of
therapy. At the end of therapy those patients who were
rated by their therapists as being improved, were given a
retest. The control group used in the study consisted of
students drawn from psychology classes at the University
but who were not undergoing treatment. The results suggest
that the patient group had higher mean scores on most of
the MMPI scales (all but the K scale and the MF scale for
women). The D, Pa and Sc scales were the most sensitive

in distinguishing between the patient and control groups as
well as being the most easily modified through therapy.
Danet (1965) attempted to determine if predictions could

be made by experienced and non-experienced therapists using
MMPI profiles of college students, on who would request
counseling and who would not. A sample of 70 freshmen enter-
ing the University of Minnesota who had taken the MMPI were
used as subjects. Thirty-four clinicians with different
ranges of experience, and seven inexperienced graduate
students attempted to judge which of these students would
request personal counseling within two years of their matri-
culation into the university. The results obtained suggest
that experienced clinicians are no more successful in
predicting psychological disturbance on the basis of MMPI
profiles than are non-experienced clinicians. All three
groups (experienced, non-experienced and graduate students)

on the average, did better than expected by chance in

l9

predicting emotional disturbance on the basis of these
scores. Further, Cooke and Kiesler (1967) studied to see
whether the MMPI, can distinguish between students who
apply for therapy at a university counseling center and
those who do not. Based on results of tests administered
to incoming college freshmen, their findings show that
males and females seeking therapy had significantly higher
mean scores on the MMPI than those not seeking therapy.
Jansen and Robb (1970) in a study used the MMPI to determine
if there were significant differences between college
students who did and didn't use the school's counseling
facilities. The MMPI scores of students who had been
counseled for over two years were compared with those who
had never been counseled. The results obtained suggest
that the MMPI scores of students who were being counseled
differed significantly from those not seeking help. Males
in therapy had significantly higher mean standard scores than
their non-counseled counterparts on all except three MMPI
scales. Counseled women had significantly higher MMPI
scores on all except four scales. In general, the students
in therapy had higher profiles across all of the MMPI
scales than did students not in therapy. Greenfield and
Fey (1956) used the MMPI to determine differences between
college students who undergo therapy and those who do not.
The MMPI was routinely administered to all incoming male

freshmen at the University of Wisconsin and a post hoc

 

20

examination of the scores of those seeking treatment and
those not was made. The hypotheses being tested for, i.e.,
that promptness of referral is related positively to the
amount of anxiety, degree of internalization, amount of
discomfort and severity of pathology, were not supported.
The variables tested for did not seem to be significantly
related to the number of months that intervened between the

time of taking the test and seeking help at the clinic.

HYPOTHESES

1. It was hypothesized that experiencing is negatively
related to extreme levels of drive content (high or low) and
positively related to moderate levels of drive content.

It is assumed here that when drive content is excessive,
experience in therapy is less likely to occur because the
individual's efforts and energies are consumed in expressing
the drive content so that inward reflectiveness (experiencing)
is interfered with. When drive content is low, on the other
hand, there is insufficient psychic activity to permit a great
deal of experiencing. Only when there is a modicum of drive
content, does experiencing manifest itself.

2. A positive relationship was hypothesized between
experiencing and direct socialized drive content.

a. A negative relationship was hypothesized between
experiencing and direct-unsocialized drive content.

Pine (1960) suggests that direct socialized ratings
refer to expressions of drive content where impulses are
expressed in conventional, socialized ways. As such a greater
degree of ego control is believed to be present which would
permit more focusing to occur and hence higher levels of
experiencing.

3. A relationship was hypothesized between integration

of drive content and experiencing.

21

METHOD

Subjects

 

Clients

The subjects for the present study consisted of under-
graduate students at Michigan State University who sought
psychological help at the university counseling center
during the 1968-1969 school year. Students participating in
research at the counseling center were administered psycholo-
gical tests at the start, after selected sessions, and at the
completion of therapy. Tape recordings were also made of
their therapy sessions which formed the tape library from
which the samples were drawn. Twenty-nine subjects were

used in the study.

Instruments

 

T.A.T.

The instruments used to obtain the experimental
variables were the TAT and the Exp. Scale. The MMPI was
also used to estimate the degree of pathology in each client.
In the present study, TAT cards 1, 2, 4 and 13MF were examined
and rated for drive content using Pine's method of scoring.
Card one was chosen because it is a relatively non-threaten-
ing stimulus which touches upon certain childhood feelings
and memories and further serves as a warm-up card for the

rest of the sequence. The other cards were selected because,
22

 

 

(mitt; {Illllulhli HI' l‘l.(

23

according to Eron (1949) they possess a good deal of "stimulus
pull" for producing stories with aggressive and sexual content,
which is what is being sought in the present study. The cards
are, however, sufficiently unstructured to allow the person to
determine the extent and mode of expression of these drives.

Scoring Procedure. Pine's drive content manual with its

 

various ratings, as well as validity and reliability studies
were discussed in a previous section so that they will only
briefly be reviewed here. TAT protocols were scored by
reading the transcripts and underlining each specific unit

of drive content. Following this, drive units in each proto-
col were rated for level of drive expression (direct-social-
ized, direct-unsocialized or disguised-indirect) and the
degree of drive integration (thematic, incidental or non-
apprOpriate). For example, direct-socialized drive is
depicted in the statement "after eating his dinner he sat down
next to his wife and kissed her." Direct-unsocialized drive
can be seen in the statement "He murdered his father."
Indirect-disguised drive is illustrated in "when he returned
from the war he found his girlfriend married to someone else."
In each of these phrases a rating of thematic drive integra-

. tion would be given to the extent that they played a

central role in the context of the story. For example, if

the story concerned the anger and rage that lead a son to

kill his father, then the phrase "he murdered his father"

would be rated as thematic. Similarly, to the extent that

24

each phrase is not essential to the content of the story,

a rating of incidental would be administered. For example
if the phrase "After eating his dinner" were unimportant

in terms of events or context of the story, or were given
tangentially to enrich the story, it would be given a
rating of incidental. And again a rating of non-appropriate
would be given to those expressions which have little to

do with telling the story. Rated here would be such things
as exclamations ("Oh boy, what a sexy picturel"),

slips of the tongue, the failure to include certain items
on the card in a story, which were previously mentioned and

misperceiving certain items or people in the TAT cards.

Scoring Reliability. The TAT protocols were rated by

 

two persons independently. Pine (1960) in his study, found
a satisfactory level of interrater reliability. He found
between 80 and 90 percent agreement between the two raters
on all of the drive content scores (TDC, DU, DS, ID,
"thematic" and "non-appropriate"), except for "incidental"
use of drive where he obtained only 65 percent interrater
agreement. Dietzel (1970) obtained interrater reliability
for Total Drive Content, Drive Level, and Drive Integration

ratings of 84.4%, 95.5%, and 15.7% respectively.

Exp. Scale

 

The Exp. Scale was used to measure the degree of
inward reflection taking place within therapy sessions.

The Exp. Scale distinguishes between seven stages

25

of experiencing, ranging on a continuum from those who
experience very little to those who are fully functioning
persons experiencing themselves completely. Stage one, the
lowest level of experiencing refers to the discussion of
events in a detached and impersonal manner within the therapy
context. At this stage, the person says very little about
his own perSonal feelings or attitudes but merely describes
events in a distant emotionless manner. At the second stage,
there is some acknowledgement of connection between external
events recounted and personal involvement but emotional
expression is negligible and the person seems unable to own
having certain feelings that he expresses. At stage three,
it is evident that the client is involved in the story and
events that he is recounting. He attempts self descriptions
of himself but his insight is limited to descriptions of

his feelings in terms of his behavior. At the fourth

stage, the client has insight into his feelings and reactions
and can express them verbally. He is mainly concerned with
describing his feelings and his personal experiences, and
does so in a manner which is flexible and associative rather
than rigid and obsessive. In stage five, the client makes
use of his integrated feelings to explore new dimensions of
his personality. This stage can be differentiated from

stage four in the sense that the client now not only has
insight into his feelings but uses this information to

question and to probe further into his psyche. At stage

26

six, the client makes use of his newly gained insight and
explorative knowledge to work on and resolve personally sig-
nificant issues. He is able to express his feelings in a
vivid and integrative manner, and in this way further adds
to his growth and development. Dithe seventh and final
stage of the scale the client has fully integrated his
feelings and knowledge about himself into a composite,

self-actualized picture.

Scoring Procedure. Segments from therapy tapes in the

 

early stages of therapy were rated. Tapes from sessions
early in therapy are being used to avoid bias which would be
introduced by therapist interaction and personality effects
which would become more pronounced as therapy progressed.
The segments were chosen from the middle of the therapy
tapes as according to Abeles and Karl (1969) this is the
segment in which the greatest number of hostility (i.e., one
measure of drive content) statements occur. They further
state that in working with Freudian variables more effective
results will be obtained through sampling specific segments
of the hour, instead of sampling randomly. The segments
were five minutes long as this is the length considered
adequate to provide enough material for identifying high
levels of experiencing without becoming too complex or
drawn out. Two kinds of ratings were used--modal and peak.
The modal rating refers to the overall or average scale level

of a particular segment or unit. The peak rating is the

27

score given to the highest Exp. Scale level obtained in the
particular unit being rated. Peak ratings can be of any

length, or located anywhere within a unit being rated.

Scoring Reliability. Interrater reliability studies

 

using the Exp. Scale, using the means of the judges ratings,
show correlations ranging from modes of .76 to .91 and peaks
of .75 to .92. These ratings are taken from therapy sessions
with schizophrenics, and neurotics, interviews with normals
and interview sessions rated with the therapists voice
removed. Ryan (1966) did a study using 22 neurotics sampling
96 tape segments each of eight minutes duration. He found

a modal correlation of .76 and a peak correlation of .77
between the four judges rating the tapes. Interrater
reliability was further tested in a study by Kiesler (1969)
in which he had two groups of judges, four experienced
clinicians and four clinically naive undergraduate students
rate, independently, 42 tape recorded segments from psycho-
therapy sessions with three groups--schizophrenics, psycho-
neurotics and normals. The results indicate no difference
between the ratings of the two groups of judges. Interrater
reliabilities, means and standard deviations of the naive

and experienced judges were comparable. These findings
suggest that clinical experience is unimportant for learning
and rating the Exp. Scale. More recently, in a thesis done

at M.S.U., Schaffer (1973) using similar data to that used

28

in the present study, found interrater reliability modal

correlations of .92 and a peak of .88.

MMPI

 

The MMPI is being used in the present study to
determine and control for the level of disturbance in the
present subject population. According to D. A. Rogers (1972)
"the MMPI is probably the instrument of choice for screening
or assessing emotional upset in a research population." He
further expresses his feeling that the test is best used
as an aid in assessing a patient's personality and degree
of emotional upset. He states "in this role it is one of
the more powerful aids available." In this study the cutoff
point for distinguishing between pathological and non-

pathological was three T scores above 70.

Rater Selection, Training and Procedure

 

The raters to be used in the present study were
selected from the undergraduate population at M.S.U. Two
raters were used for each instrument as this number is suffi-
cient for obtaining interrater reliability and more than two
persons requires more of an investment in terms of training,
fees, etc. The raters for the TAT were trained by studying
Pine's (1960) Scoring Manual. They then practiced rating
on protocols not being used in the present study. After
sufficient practicing, Ebel's (1951) formula for interrater
reliability was applied and when adequate reliability had

been obtained, the scorers rated the test protocols of the

29

subject pool. With respect to the Exp. Scale, raters were
trained using the sixteen hour training program as elaborated
in the Exp. Scale Manual. Tape segments were then trans-
cribed, coded and rated. Following this a list was made of
the mode and peak ratings and then a statistical analysis

was made of the data.

RESULTS

Reliability of Measures

 

Two raters were used to establish interrater reliabi-
lity for the Exp. scale and for the rating of TAT protocols.
When high interrater agreement and proficiency was obtained,
the sample tapes and TAT protocols were rated. Three tape
segments for each of 29 subjects were given both modal and
peak ratings by the two judges. The modal rating refers to
the overall, average Exp. level of a segment whereas peak
rating refers to the highest Exp. level reached in a parti-
cular segment. Using a correlational analysis, interrater

reliability for the mode and peak were established. The

results are listed in Table 1.

Table l. Interrater reliability on Exp. scale

 

 

 

Means S.D. Pearson r
Ratings of modes
Rater A 2.32 .95 .80
Rater B 2.19 1.0
Ratings of peaks
Rater A 2.90 .99 .68
Rater B 3.01 1.17

 

30

 

31

The four TAT protocols (cards 1, 2, 4, 13MF) for each
of the 29 subjects were scored by two raters for drive
content as well as degree of socialization of drive and
degree of drive integration. The results for this are
listed in Table 2.

Table 2. Interrater Agreement for Total Drive Content,
Drive Level and Drive Integration Ratings (m = 30)

 

 

 

. . Number Number Percent
Drive Ratings of unitsa of unitsp Agreed
Total Drive Content 209 179 85.6
Direct-Unsocialized 77 66 85.7
Direct-Socialized 61 46 75.4
Disguised-Indirect 44 33 75
Totals for Levels 182 145 79
Thematic 169 162 95.5
Incidental 8 1 12.5
NonapprOpriate 0 0 100
Total for Integration 177 163 92

 

aNumber of units where there was drive present
initially.

bBased on the degree to which both raters agreed on
rating.

COf the 179 agreements there were 39 unrated stories,
i.e., the raters agreed that 14 stories did not have ratable
drive content.

Hypotheses

 

Overall Drive Content and Experiencing

 

Hypothesis 1. Experiencing is negatively related to
extreme levels of drive content (high
or low) and positively related to
moderate levels of drive content.

As the first scatter plot seems to indicate there is no
statistically significant relationship bewteen Exp. and Total
Drive Content. The hypothesis that individuals who are high
or low in drive content will be lower in Exp. levels does
not seem to be supported. As an inverted U shaped relation—
ship was predicted here, Etaz, a curvilinear correlation
coefficient, was used to analyze the data. An Eta2 correla-
tion of .293 (p # .05) was obtained relating TDC with modal
ratings and one of .329 (p f .05) was obtained relating TDC
with peak ratings. Neither of these are statistically

significant.

Experiencing and Direct Socialized Drive Content
Hypothesis 2. There will be a positive relationship
between experiencing and direct
socialized drive content.

As scatter plot two illustrates, no positive relation-
ship is found to exist between Exp. level and direct
socialized drive content. Statistically the correlation
between modal Exp. level and direct socialized drive content

is .30 (p # .05) and that between peak Exp. level and direct

 

Illlilllllllf‘lllilllll‘llllll

33

Scatter Plot 1. Overall Drive Content and Exp.

Mode

 

EXP 0
MODE

‘0

0

co
.

 

 

1 2 3 4 5 6 7 8 9 10 11 12 13 14

TDC

Peak

 

....
O.

0:1 0:2

 

 

l 2 3 4 S 6 7 8 9 10 11 12 13 14

TDC

Scatter Plot 2.

EXP.
MODE

N
L: 1
Q

1‘ A
v

 

34

Direct-Socialized Drive Content and Exp.

Mode

 

 

10 20 30 40 50 60

EXP.
PEAK

mmq

.5

....u

70 80 9O

DS/TDC X 100

Peak

 

 

10

20 30 40 50 60 70 80 90

DS/TDC x 100

35

socialized drive content is .23 (p ¢ .05). Conversely, the
correlation between modal Exp. level and direct—unsocialized
drive is -.25 (p # .05) and between peak ratings and direct-

unsocialized drive is -.l93 (p # .05) (Scatter Plot 3).

Integration of Drive Content and Experiencing

 

Hypothesis 3. A relationship is hypothesized between
integration of drive content and
experiencing.

Scatter plot four suggests no statistically significant
relationship between integration of drive content and
experiencing. The correlation between modal Exp. level and
thematic drive content is -.188 (p # .05) and that between
peak Exp. level and thematic drive content is -.33 (p # .05).
It should be noted that the peak thematic correlation
approaches statistical significance (p = .05). A complicating
factor is that the variability on the thematic ratings is
quite limited, a factor which influences the overall

relationship.

MMPI Differences

 

As suggested earlier an analysis dealing with the
relationship between degree of disturbance and the experi-
mental variables was performed. This was done to control for
the degree of psychological disturbance as measured by the
MMPI. Correlations were computed for the scores of those

subjects with a high degree of disturbance (i.e., 3'rscores

36

Scatter Plot 3. Direct-Unsocialized Drive Content and Exp.

Mode

 

EXP.
MODE

 

 

10 20 30 40 50 60 70 80 90

DU/TDC x 100

Peak

 

EXP.
PEAK

bu
[ALL
0
Q
o
o
O
O
00". ‘°
0

 

 

10 20 30 40 50 60 70 80 90

DU/TDC x 100

37

Scatter Plot 4. Thematic Drive Content and Exp.

Mode
EXP.
MODE
7—1
6—
F
5—-
4 ,
T o
3 ° °
"’ o
. . ’ :4
.=1
2— .0 .=5
9'1
0:2.
1 pt;—
0

 

 

THEMATIC

Scatter Plot 4 (continued)

Peak

 

EXP.
PEAK

 

 

THEMATIC

10

39

above 70 on the MMPI) and the experimental variables. A

separate analysis for the scores of subjects with a low

degree of disturbance (i.e., those with fewer than 3 T

scores above 70 on the MMPI) and the experimental variables

was performed. The results are listed in Table 3.

Table 3. Drive Content and Exp. Level for High MMPI Scorers
(i.e., those with 3 T scores above 70) and Low

MMPI Scorers (i.e., those with fewer than 3 T
scores above 70).

 

 

High MMPI 4 Low MMPI

 

 

Sta-
Mode Peak Mode Peak tistic
Overall Drive Content .346 .374 .406 .399 eta2
Direct-Socialized .214 .124 .235 -.386
Direct—Unsocialized -.450 -.325 -.l40 -.479
Thematic -.479 -.666* -.358 -.320

 

*significant at .01 level

For the high disturbance group of gs there was a
statistically significant inverse relationship between peak
ratings of Exp. and thematic expression of drive content on
the TAT. Thus, subjects in this group who scored high on
peak ratings of experiencing scored low on thematic drive

content .

Gender Differences

 

In addition to the hypotheses stated above, it was

decided to examine how the gender of the §s might have

 

“___‘.\I I ill

40

interacted with the experimental variables. For these
purposes statistical analyses were performed separately for
males and females on all of the variables tested previously.

The results are listed in Table 4.

Table 4. Drive Content and Exp. Level for Males and Females

 

 

 

 

Males Females Sta-
Mode Peak Mode Peak tistic
Overall Drive Content .731 .701 .354 .577 eta2
Direct-Socialized .718* .642 .158 .090
Direct-Unsocialized -.592 -.500 -.103 .006
Thematic -.291 -.349 -.342 -.423

 

*significant at .05 level

As Table 4 indicates, a significant correlation is
found between modal rating of experiencing and direct social-
ized drive content for males. With the present sample, it
seems that for males the higher the Exp. level (modal rating)
the more drives will be expressed in a socially acceptable
manner. Although statistical significance was not obtained
in correlating peak and direct socialized drive content
ratings for males, the correlation approaches significance
(p = .05) and indicates a trend in the expected direction.
Although the significance obtained seems suggestive of a

relationship, it should be noted that the correlation is due

41

in part to the unusually high score of one subject. When
this particular subject is omitted, the correlation between
modal level of experiencing and direct-socialized drive
content drops markedly.

The correlation between modal experiencing ratings and
direct-unsocialized drive content, and peak experiencing
ratings and direct-unsocialized drive content, although not
statistically significant represents a trend in the hypothe-
sized direction. With the present sample of males it might
be suggested that to some extent those with higher Exp.
levels manifest lower levels of direct-unsocialized drive
content.

Using an eta2 coefficient the correlations between
modal experiencing ratings vs. total drive content and peak
experiencing ratings vs. total drive content for males,
although high are not statistically significant. This is
because of the small number of males participating in this
investigation.

With respect to females it does not appear that any of
the correlations are statistically significant nor is there a

trend in the hypothesized direction.

DISCUSSION

Hypothesis 1

 

The first hypothesis predicted a bell shaped relation-
ship. It was predicted that subjects expressing extreme
levels of drive content should have lower Exp. levels than
those with intermediate levels of drive expression. This
relationship was expected because it was assumed that high
drive content inhibits experiencing because the individual's
energies are consumed in expressing the drive. Therefore,
there is interference with inward reflectiveness (experienc-
ing). Low drive content, on the other hand, does not
elicit sufficient psychic activity to permit a great deal of
experiencing. It was expected that moderate amounts of drive
content permit Optimal levels of experiencing. Results
did not confirm these expectations. Several factors might
have contributed to this. First it might be speculated that
the therapists influenced the Exp. level. This is consonant
with Gendlings notion that focusing or experiencing is
basically an emotional problem-solving skill that can be
taught to everyone. However, it is difficult to see how the
therapists could have influenced the Exp. level as early
therapy segments were sampled, but the thought is intriguing.
Additionally, it might be speculated that the sample was too
small. This probably contributed to limited variability which

42

43

may have masked a statistically significant relationship
that might exist between amount of drive presence and Exp.

level.

Hypothesis 2

 

The second hypothesis predicted that subject who
expressed drive content in socially acceptable ways would
have higher levels of experiencing than those expressing drive
content in an unsocialized manner. The Obtained results,
although in the predicted direction, did not support the
hypothesis. It does not seem that the expression of drives
affects a persons experiencing. More generally, if this
is true then experiencing is independent Of certain
personality functions, suggesting perhaps a more qualitative
difference between socialized (cognitive) versus affective
(experiential) factors in personality.

It can be speculated that perhaps one reason statistical
significance was not Obtained here is based upon the nature
Of the population sampled. Dietzel (1970) in using a "normal"
college population to study the relationship between thematic
drive expression and self-esteem found that direct-socialized
drive content was expressed more frequently than was direct-
unsocialized drive content. In the present study, however,
using a subject population of college students seeking coun-
seling, a greater proportion Of direct-unsocialized drive
content as compared to direct-socialized drive content was

Obtained. Thus for this research population, drives were

44

more generally expressed in a socially unacceptable manner.
It seems plausible to suggest that through having a popula-
tion which more Often expresses drives in a socially unaccept-
able manner, greater variability in Exp. level was Obtained
and hence there was less predictability from one scale to
(another.

As a corrollary to the above hypothesis it was predicted
that subjects with large amounts of direct-unsocialized
drive content would have lower experiencing levels. The
correlation between these variables although in the predicted
direction was not significant. This suggests that there
is no relationship between expressing the feeling that things
aneout of control on a paper and pencil measure (TAT) and

the expression of this feeling in therapy (low Exp. level).

Hypothesis 3

 

The third hypothesis predicted that there would be
a relationship between the way drives are integrated and Exp.
level. The results are not suggestive Of a relationship
between these variables. Most likely this was simply a
function Of limited variability though, interestingly enough,
the correlation between peak ratings Of experiencing and

integration Of drive content approached significance.

Level of Disturbance

 

The above results are complicated by the fact that the

hypothesis testing did not attempt to control for degree Of

45

disturbance. When this factor was taken into account however,
differences occurred.

We take note of the fact that if level of disturbance
is uncontrolled, drive content and experiencing are unrelated.
However as amount of disturbance is controlled, experiencing
(peak ratings) correlated (at a statistically significant
level) with low thematic content. For subjects with high
degrees Of disturbance, it seems that those who are in touch
with and in control of their feelings (high Exp. level)
do not express them in a direct fashion on a paper and pencil
measure. It might be noted that a negative relationship
was Obtained between peak experiencing and thematic drive
content in spite Of the fact that variability Of thematic
drive content was limited. Suppose there had been more var—
iability in thematic content? What is suggested here is that
homogeneous populations may tend to mask relationships be-

tween these experimental variables.

Gender Differences

 

In addition tO looking at degree Of psychological
disturbance, results were examined in the content of gender
differences. '

For males a positive correlation was found between
modal Exp. level and direct socialized drive content,
indicating support for the hypothesis that males who are in—
wardly reflective and in touch with their feelings express

their drives in a socially acceptable manner. Peak Exp.

46

ratings approached significance but were not statistically
significant. No such relationship was found for females.
This suggests that statistically significant results might
have been masked by not taking gender differences into
account. It must be noted, however, that for the males
significance was caused by a subject with an extreme score.
When a correlation between direct-socialized drive content
and modal Exp. level was run omitting this subject the
correlation dropped considerably and was no longer
statistically significant. Additionally the small number
of male subjects used made looking at the results from a
statistical point Of View difficult.

In summary, while no support was found for the hypo-
theses, the study does suggest with qualifications, that
degree of psychological disturbance as well as subjects
gender may influence the relationship between Exp. and

drive content.

BIBLIOGRAPHY

Doll ‘u' ill-l ‘ll.| III III .1 I. 1'!

(I‘ll

Ill I'll I'll! II I l

BIBLIOGRAPHY

Auerbach, A. H. and Luborsky, A. Accuracy Of judgements of
psychotherapy and the nature Of the "Good Hour."
Research in Psychotherapy, 1968, 1, 155-168.

 

Barron, F. 'Some test correlates of response to psychotherapy.
JOurnal of Consulting Psychology, 1953, 11, 235-241.

 

Brady, J. P., Reznikoff, M. and Zeller, W. The relationship
of expectation of improvement to actual improvement
Of hospitalized psychiatric patients. Journal of
Nervous and Mental Disease, 1960, 119, 41-43.

Cartwright, R. D. and Lerner, B. Empathy, need to change,
and improvement with psychotherapy. Journal of
Consulting_PsychOlogy, 1963, 11, 138-144.

 

 

Cooke, M. K. and Kiesler, D. J. Prediction of college
students who later require personal counseling.
Journal of Counseling Psychology, 1967, 11, 346-349.

 

Danet, B. Predictioncnfmental illness in college students on
the basis Of "nonpsychiatric" MMPI profiles. Journal
Of Consulting Psychology. 1965, 19, 577-580.

 

Dietzel, C. S. Thematic drive expression and self-esteem.',
Journal of Personality Assessment, 1971, 35(5),
442-447.

 

Ebel, R. C. Estimationcxfthe reliability of ratings.
Psychometrica, 1951, 16, No.4.

 

Eron, L. A normative study of the TAT. In B. I. Murstein
(Ed.) Handbook Of prgjective techniques. New York:
Basic Books, 1965, 469-507.

 

Gallagher, J. J. Test indicators for therapy prognosis.
Journal of Consulting Psychology, 1954, 18, 409-413.

 

Gallagher, J. J. MMPI changes concomitant with client-
centered therapy. In G. S. Welsh and W. G. Dahlstrom
(Eds.), Basic reading on the MMPI in psychology and
medicine. Minneapolis, Minn.: U. of Minnesota
press, 1963.

 

47

48

Gendlin, E. T. Focusing ability in psychotherapy, persona-
lity, and creativity. Research in Psyghotherapy,

 

Goldstein, A. P. Therapist and client expectation of persona-
lity change in psychotherapy. Journal of Counseling
Psychology, 1960, 1, 180-184.

 

 

Goldstein, A. P. and Shipman, W. G. Patient expectancies,
symptom reduction and aspects of the initial psycho-
therapeutic interview. Journal of Clinical
Psychology, 1961, 11, 129-133.

 

 

Gottschalk, L. A., Mayerson, P., and Gottlieb, A. Prediction
and evaluation of outcomes in an emergency brief
psychotherapy clinic. Journal Of Nervous and
Mental Disease, 1967, 141, 77-96.

 

 

Greenfield, N. S. and Fey, W. F. Factors influencing
utilization Of psychotherapeutic services in male
college students. Journal of Clinical Psychology,
1956, 11, 267-279.

 

Gruver, G. The use of a process measure in student
development groups. Dissertation Abstracts Inter-
national, 1971, 111(11-8) pt. 6-B, 6901-6902.

 

 

Hamburg, D. A., Bibring, G. L., Fisher, C., Stanton, A. H.,
Wallerstein, R. S., Weinstock, H. I. and Haggard, E.
Report Of Ad Hoc Committee on central fact gathering
data of the American Psychoanalytic Association.
Journal of the American Psychoana1ytic Association,
1967, 15, 841-861.

Harris, R. E. and Christiansen, C. Prediction Of response
to brief psychotherapy. Journal of Psychology,
1946, 11, 269-284.

 

Jansen, D. G. and Robb, G. P. Differences between counseled
and noncounseled students on the MMPI. Journal Of
Clinical ngchology, 1970, 1g (3), 391-393.

 

 

Karl, N. J. and Abeles, N. Psychotherapy process as a func-
tion of the time segment sampled. Journal Of Consult-
ing and Clinical Psycholqul 1969, 11, (2) 207-212.

 

Kaufmann, P. Changes in the MMPI as a function Of psychiatric
therapy. In G. S. Welsh and W. G. Dahlstrom (Eds.),
Basic readings on the MMPI in psychology and medicine.
Minneapolis, Minn.: U. of Minnesota Press, 1963.

I 111 [III I." I I‘ .l I.

49

Kiesler, D. J. Refinement Of the experiencing scale as a
counseling tool. Report to U. S. Department of Health,
Education and Welfare, Office of Education,

Bureau of Research, 1969.

Kirtner, W. L. and Cartwright, D. 8. Success and failure in
client-centered therapy as a function of client
personality variables. Journal of Consulting Psycho-
logy, 1958, 11, 259-264.

 

Klein, M. A., Mathieu, P. L., Gendlin, E. T., and Kiesler,
D. J. The Experience Scale: A Research and Training

Manual. V. I. Regents Of the University of Wisconsin,
1970. ‘

 

Luborsky, L. Factors influencing the outcome of psycho-
therapy. Psychological Bulletin, 1971, 15, 145-185.

 

Luborsky, L. The patient's personality and psychotherapeutic
change. In H. H. Strupp and L. Luborsky (Eds.)
Research in PsyghotherapYa Vol. 2, Washington, D. C.,
APA, 1962.

 

Pine, F. Thematic drive content and creativity. Journal of
Personality, 1959, 11, 136-151.

 

 

Pine, F. A manual for rating drive content in the TAT.
Journal of Projective Techniques, 1960, 11, 32-45.

 

Rogers, D. A. The MMPI. In 0. K. Buros (Ed.) The Seventh
Mental Measurements Yearbook. Highland Park, New
Jersey: Gryphon Press, 1972.

 

 

Rogers, C. R. A process conception of psychotherapy.
American Psychologist, 1958, 11, 142-149.

 

Rogers, C. R. A tentative scale for the measurement of pro-
cess in psychotherapy. In E. A. Rubinstein and M. B.
Parloff (Eds.) Research in Psychotherapy, Vol. 1,
Washington: American Psychological Assn., 1959,
96-107.

 

Rosenberg, S. The relationship Of certain personality
factors to prognosis in psychotherapy. Journal Of
Clinical Psychology, 1954, 10, 341-345.

 

 

Ryan, R. P. The role of the experiencing variable in the
psychotherapeutic process. (Doctoral dissertation,
University of Illinois), Ann Arbor Mich.: University
Microfilms, 1966, no. 66-7805.

 

50

Schaffer, N. Attraction_§nd Distress: Antecedents of client
experiencing in psychotherapy. Unpublished masters
thesis, Michigan State University, 1973.

 

 

 

Schoeninger, D. W. Client experiencing as a function of
therapist self-disclosure and pre-therapy training in
experiencing. (Doctoral dissertation, Universit
of Wisconsin), Ann Arbor, Michigan: University
Microfilms, 1965, no. 65-14, 929.

Zolik, E. S. and Hollon, T. H. Factors characteristic Of
patients responsive to brief psychotherapy. American
Psychologist, 1960, 15, 387 (Abstract).

 

APPENDICES

APPENDIX A
DATA FOR EXP. SCALE AND

DRIVE CONTENT

”Qt-”Wu '1‘ an. 1.0:

t. Pi: ca" ‘l

.on B H.956 HOSE» H385 umuoom a mo “0952..

 

 

ee. on. ee. em. m e m. m.~ mee
e.H ee. em. om. ea, m m.e e.e one
e.H o em. em. e a o.m ee.~ eee
o.H o om. em. e o mm.m ee.H eee
e.H o e H e e em.e o.~ eme
e.H o me. o e e ee.e ee.H eee
o.H me. em. me. e e ea.~ m.H eee
ee. ea. me. em. ea o ee.e e.e eee
o.H 0 me. ee. e o ee.e ee.H eve
o.H me. o me. e H me.e o.~ eve
me. 0 cm. o e e om.m me.e Nee
e.a ea. ea. ee. Ha e ee.e ea.~ eee
o.H o em. em. e e ea.e ee.e mee
me. ea. em. ea. e m ee.e e.~ eee
o.a o o.H o m e mm.m ee.e Hme
o.H om. om. oe. m e 0.4 ee.e eee
.4 Ne. ea. em. ea. e e o.e e.e eee
we e.H em. ee. em. e e ee.m ee.e see
e.H o em. em. e o ee.e ea.e eee
m me. em. em. em. ea a eH.e ee.e eee
m“ o.a ea. me. ea. e H em.~ ee.H eee
A. e.a em. em. 0 e a me.e ee.e oee
o.H o om. me. e a ee.e o.e Nae
o.H oe. oe. em. e e om.~ ee.a oae
ee. me. me. me. e e ee.m ea.m eee
e.a ea. em. em. e o ee.e o.e moe
o.H me. me. o e m ee.a ee.a eoe
e.H em. ea. c e H ea.e ea.e eoe
e.H em. ee. as. e e ee.~ e.~ see
“1828 63.6 “86.8 msfla nausea 638 ufiucoo 965 2380 has .3 .exm 298
03.55. “1865 Be #3895 83368 «SE 8.... 89
$8983 $85.9 L683 38

 

 

ucmpaoo Pie 98 38m .96 now 58 .2 63mg.

51

III I 1| 1' ‘I ill (I4

APPENDIX B

A MANUAL FOR RATING DRIVE CONTENT IN

THE THEMATIC APPERCEPTION TEST

APPENDIX B

A Manual for Rating Drive Content in
the Thematic Apperception Test*

Fred Pine

The Scoring Manual

Presence of drive content

Throughout the manual, the term "drive" is used in
the psychoanalytic sense to refer to instinctual drives
and their derivatives. This includes aggressive and
libidinal drives and partial drives (oral, anal, phallic,
genital, exhibitionistic, voyeuristic, sadistic, masochistic,
homosexual, narcissistic) (cf., Freud, 1905). The term
"drive content" refers to observable ideational derivatives
of the inferred aggressive and libidinal drives. These
derivatives appear in the TAT story content.

Drive content is rated only if it is stated explicitly
in the story; thus, for example, implied motives and symbo-
lic expressions Of drives are not rated. The decision
to rate only the manifest story content was made for two
reasons: first, in the belief that individual differences
would bexerased somewhat in speculations about more
universally present drives which are latent (in the story)
and unconscious (in the person); second, in an attempt to
relate the ratings closely to the psychology of ego func-
tioning. The manual is not intended tO be an all-purpose
one; both its usefulness and its limitations are tied to
its commitments to psychoanalytic theory (reflected here
in the selection Of aggressive and libidina1\drives for
rating) and its more specific commitment to psychoanalytic
ego psychology (reflected here in the emphasis on control
Operations with regard to expressed drive content).

Drive content is rated if it appears at any point
in S's response to a TAT card except in response to a
direct inquiry question. Thus, "how did he feel?" -
"angry" would not be rated although responses to inquiries
such as "tell me more" or "how did it all turn out" are
rated. Drive content is rated without regard to its
extent; passing mention or full thematic development Of,
say, an aggressive incident would each be rated. On the
other hand, drive content which is too far removed from
aggressive or libidinal connections is not rated (for
example, friendship, achievement motives, gazing at
scenery): it was found necessary to establish some such

 

 

*Journal of Projective Techniques, 1960, 11, 32-45.

 

52

53

cutting point, albeit an arbitrary one, in order to avoid

a tendency to rate almost everything S says. The ratings
of drive level, described below, represent an attempt to
cope with this entire issue. Finally, affective experi-
ences which are directly linked to particular drives (anger,
love) are rated, although affective states in general are
not (shame, guilt, sadness, elation, etc). These and all
other ratings are illustrated below.

Integration of drive content

S's task on the TAT is to tell a story about a
picture. To the degree that drive content is given in
accord with this task requirement, some ego control is
indicated. The degree to which drive content is inte-
grated intO S's response to a card (the response ordinarily
being a story, but on occasion an essay-like production
or an elaborated description) was taken to be an index of
appropriateness of drive expression and adequacy Of ego
control.

Of the appropriately used drive content, two types
were distinguished. Drive content which is part of the
central theme or character portrayal Of the story is
rated thematic, in contrast to drive content which is
incidental to the main theme (but still part of the story).
Drive content can be rated thematic even if it is given
only briefly; its links to the main story rather than
its extent is at issue here. Even if the rater feels a
story could get along without an item Of drive content,
if S gave it as part Of the central story theme it is
rated thematic. Incidental drive content, while integrated
into the story, is generally expendable even in S's pre-
sentation Of the material. For example, drive content is
generally incidental when it is given in analogy which is
intended tangentially to enrich the story.

In contrast to both thematic and incidental ratings,
a rating of nonapprOpriate is given to those expressions
of drive which are not in accord with the TAT task
(telling a story about a picture) or which were not intended
by 8. These include: 1. Exclamations and side comments
before, during, or after the story (for example, "Wow,
this is a sexy one" or "That murder last week gives me an
idea for this story"). 2. Drive content given in card
descriptions when it does not then get included in the
story (for example, mention of the gun on card 38M followed
by a story about fatigue rather than, say, suicide).

3. Misperceptions or doubts about the identity Of persons
or Objects when drive content is involved (for example,
calling the violin on card 1 a machine gun or misperceiving
the sex of a character; the figure on 38M and the lower
figure on 18GF were unrated whether seen as male or female).
4. Verbal slips where drive content is evident in the

slip itself (including the sexual ambiguity suggested by

 

 

54

use of wrong-sex pronouns- "he" instead of "she" for
example). Slips that are made in a broader drive content
context are rated separately while the story context gets
its own rating.

Directness of expression of drive content.

TAT stories vary in the degree to which their
expressed drive content is primitive, value-violating, and
direct on the one hand, or socialized, value-syntonic,
and/or disguised on the other. The present manual dis-
tinguished three levels of expression Of drive content,
the levels partially modelled after Holt and Havel's (1959)
distinction between two levels Of drive content in Rorschach
responses. 2

Level I (direct-unsocialized) includes those
expressions of drive content where libidinal or aggressive
impulses are directly expressed in a way contrary to
conventional social values. Murder, robbery, rape, prosti-
tution, homosexuality, alcoholism, and extramarital sexual
relationships, for example, are all rated here. In addition
to the criterion "violation of conventional values," a
second criterion is applied for aggression derivatives,
i.e., physical expression. Anger is rated level I only
when it involves physical violence. In all cases, it is
only the unsocialized and direct drive expression in the
manifest story content which gets rated.

Level II (direct-socialized) includes those expres-
sions Of drive content where libidinal or aggressive
impulses are expressed directly but in socialized ways.
Anger expressed without physical violence, arguments among
family members, sexual rivalries and jealousies, kissing,
eating, social drinking, intercourse between marriage part-
ners, and childbirth are all rated here.

Level III (indirect-disguised; weak) actually includes
two kinds Of drive content. The first, indirect and
disguised drive expression, includes those instances that
are associated with (Often relatively strong) drives, but
where the underlying impulse is neither explicitly thought
nor acted upon in the story. Mention of police, soldiers,
rulers, restaurants, saloons, illness, accidents, natural
or accidental deaths are all included here. All Of these
permit the inference that a particular drive is an issue
for the person but, although some reflection of the drive
appears in the manifest story, the drive itself is not
expressed. If the context alters this, e.g., "he ate in
a restaurant" or "the soldier fought," level II or I would
be rated. The second type of content rated level III
includes drive expressions which are weak and highly
derived. For example, social expressions of aggression
derivatives such as strikes and militant unions are rated
here as are highly formalized drive expressions such as
familial affection. An arbitrary cutoff point must be

 

 

 

 

 

55

established here so that material which is too weak does
not get rated. Reference to surgeons, microscopes,
struggles to get ahead in life are not rated although
inferences can readily be made to impulses from which
they derive.

Three additional points on drive level ratings:
(1) Negation of drive expression is rated identically
with positive expression. "He wanted to kiss her but he
didn't" is rated level II. (Such negated expressions are
Often given in such a manner as to make them "incidental";
for example, "let's see . . . it's not that he wanted to kiss
her, I'd say he just liked her.") (2) Thoughts and
wishes are rated equally with actions in most cases. "He
wanted to kill him" is rated level I whether or not the act
is carried out. On occasion, such content is given as a
way of communicating intensity rather than true intent:
in those instances a more controlled level may be rated.
(3) Context is always considered in rating drive level.
For example, kissing as part of an attempted seduction of
a married person is level I rather than II. Similarly,
criminal execution and war are the two major examples of
killing that may be rated level II rather than level I;
for war stories, the level II rating is given when the
emphasis is on patriotism, duty, and the normal course of
events in war rather than on aggressive acts and violations
of rules of warfare.

Units Of analysis

Drive material may be rated many times in any one
story, and considerations of the extent of the expressed
content were independent Of the rating unit. Several rules
were established to guide raters in selecting the unit to
be rated in each instance: (1) Expressions of derivatives
of different drives are rated as separate instances Of
drive expression. For example, "he was angry but a couple
of drinks helped him to settle down" would be rated once
for the aggressive content and once for the oral content.
(2) Expressions of drive with differing degrees of inte-
gration into the story (thematic, incidental, or non- -
appropriate) are always rated separately, even if the drive
expressed is identical. Thus, an incidental and a thematic
aggressive phrase would receive two ratings. (3) In
contrast, a new level of an already expressed drive would
not get a separate rating. "He went into a bar (level III)
and got dead drunk" (level I) would be rated only once,
the rating of the more extreme content. This stepwise
expression of drive material appears so Often and generally
with such an inevitability in the sequence that to rate
them independently would artificially raise the total
number of ratings given. (4) Within the same general type
of drive content and the same degree of integration
separate ratings are given if new behavior sequences are
described or if the expressed impulse has a new aim.

 

.iI‘IIII-l

56

Some illustrative stories and ratings

Four illustrative TAT stories are given below.
Stories particularly rich in rating issues were selected.
In each, certain material is lettered and italicized;
comments on the lettered material are given immediately
following each story, using the letters for cross reference.
Ratings are given in parentheses. The first symbol
indicates the drive level (I, II, or III); the second
symbol indicates the degree Of integration ("T" for
thematic, "In" for incidental, and "N" for nonapprOpriate).

1. (Card 3BM) (a) Well, I take it that is a
pistol on the floor. This young man is in a Balkan country.
He was young and (b) inclined to melancholy. (c) 153
Germans had overrun the country. His father had been
captured and killed by the Germans. His fortune was lost
and all his friends died. Oh. I forgot to say he was
Jewish. He's been making feverish attempts (d) to release
his father, but without success. Now he has returned from
an exploit where he went to German headquarters, (e) shot
the man who was there, and ran through the streets to his
home. He knows what will happen when he's caught, so he
(f) puts a bullet through his own head. (9) I guess that's
a pistol. It certainly isn't a very realistic rgpresenta-
tion of one though.

a. (Not rated) Although this is card description,
it is later used in the story. Had the gun been mentioned
and then omitted from the story it would have been rated
III-N (level III because it is associated with an aggressive
impulse which, however, would not have been expressed in
the story). As is, the rating is included with (f), below.

b. (Not rated) Affects are rated only if drive
content is specifically stated.

c. (I-T) All of this is rated as one unit. The
emphasis on the atrocities of war requires the level I
rating. It is all central to the story theme.

d. (I-N) The phrase "release his father"
contradicts the earlier "his father had been captured
and killed." There is a slip here somewhere, and since
it involves the killing of the father, it is rated level I,
nonapprOpriate.

e. (I-T) Though still aggression, this is a new
behavior sequence (in relation to the actions of the
German invaders) and is rated separately. Although one
may sympathize with the actions of the hero, the murder
in a revenge context is best rated as level I.

f. (I-T) This aggression too is sufficiently
different from the former instances to be rated separately.
Suicide is level 1. Although the suicide is only briefly
mentioned, it is still a part of the central theme of the
story and is rated thematic.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Inl‘ I All. All! Li‘l.‘ ‘ .

57

g. (I-N) This is a nonapprOpriate extraneous
comment; it has nothing to do with the story. Since
context is considered in rating drive level, and since the
gun has already been established in the story as a murder
and suicide weapon, the reference to the gun here is level I
rather than level III.

2. (Card 10) (a) A soldier going Off to fight in
the war, and the woman with whom he is supposedly (b) 15
love is crying and kisses him goodbyg. Much later, he
returns to France and finds that his young lady has
(c) married someone else in order to keep herself in
(d) food and clothing. And he does nothing probably.
Looks for (e) food and clothing for himself. NO action.
Well, of course the marriage- I could clear that. He
could find her, and she, not having married for love,

(f) could give herself to him as well as to the person she
married.

a. (II-T) In the context of duty, war is rated
level II.

b. (II-T) This is a direct expression Of a
libidinal impulse in a socialized way and in line with
the main story theme.

c. (III-T) The later references to marriage in
the story add nothing new to this first reference and are
included in this rating. Marriage, when given in such a
stylized way, is rated level III since only a very
watered down expressioncfi'drive comes through into the
story.

d. (II—T) Oral (food) content is different from
the earlier rated libidinal content (kissing and marriage)
and is rated as a separate unit. The reference to food
provides motivation for the marriage under wartime condi-
tions and, as such, is essential to the main theme Of the
given story. It is a direct expression of an oral need.

e. (II-In) Once again the reference tO food is
a direct oral expression in a socialized way. Here,
however, it seems to be presented by S as a momentary
pause in the story, before 8 gets on with the main theme;
as such it is rated incidental. Incidental presentation
by S in the story, rather than the rater's decision that
a story could do without an item Of drive content, is
what requires an item of drive content to be rated inci-
dental. Although the "food" content here is identical
with the previously rated item, it is rated as a separate
unit because it is a different degree of integration
(incidental rather than thematic) and because it is a new
behavior sequence carried out by another person; either
of these reasons alone would be sufficient to require a
separate rating for this unit.

f. (I-T) Using the conventional values of society
as the yardstick for deciding between level I and level II
ratings, this is unsocialized-drive expression and is
rated level I.

 

 

 

 

58

3. (Card 13MF) This boy had (a) time to kill and
stopped in a (b) bar for a few drinks. He kept
(c) noticing a gir1_who was not pretty but whose dress
showed off her body well. She came up to him after a
while and suggested they go to her apartment. She was
(d) not what might be considered an actual prostitute but
she was lonely and wanted to do something to change her
mood. After they had (e) three or four drinks at her
place, she suddenly suggested (f) they go to bed together.
The boy was naive and was taken aback, but felt his
(9) manly pride required him to do so- so he did. As
he's leaving the room now, he feels that sexual relations
are not all that they are made out to be and that he can
take it or leave it. But what he doesn't realize is that
(h) sex should never be an end in itself but only a means
to an end with someone you love.

a. (Not rated) FiguratiVe expressions like this
one are not rated.

b. (II-T) This is an instance where two similar
instances of drive content are rated as one unit even
though they would individually be rated at different
levels (bar as level III and drinks as level II). The two
form a consistent unit and are rated at the level of the
strongest expression.

c. (II-T) Although "noticing" alone would be
considered too distant from voyeuristic impulses to be
rated, the total context provides a ratable voyeuristic-
exhibitionistic theme. The expression is direct, socialized,
and thematic.

d. (I-In) The denial here makes this incidental
to the main theme. Although prostitution is negated, it
is still level I.

e. (II-T) This is a new behavior sequence and is
rated separately from the earlier oral content. The
drinking here is still sufficiently socialized to get a
level II rating.

f. (I-T) This rating includes the various references
to intercourse in the story. Premarital intercourse,
certainly in this non-love context, is rated level I.

g. (III-T) This is a thematic and highly derived
expression of narcissistic libido.

h. (II-In) This is extraneous comment, but it
manages to retain enough of a link to the story (as a
"moral" of sorts) so that it cannot be rated nonapprOpriate.
Hence, the incidental rating.

4. (Card 4) (a) These people resemble Clark Gable
and Gene Tierney. The curtains give the impression this
takes place in a house, but (b) the pin-up picture in the
back seems to negate this. SO I conclude that it's
(c) in a bar or a roadside stand or someplace like that,
and (d) this waitress is trying to prevent this truck
driver from leaving. He's (e) not too well liked by the
other drivers on the route, so one of them started a rumor

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

59

that his (f) girlfriend here was cheating on him. The
eyes of the girl make it clear that she'll convince him
of the falseness of the rumors. (How does he feel?)

He has a tinge Of doubt, but he believes (9) him . . .
her . . . basically, but he has doubt. The doubt makes
him have a not very convincing (h) fit of anger but then
they forget it.

a. (Not rated) Although this is relevant commen-
tary, it has no drive content and is not rated.

b. (II-In) This is card description which gets
into the story only peripherally, through providing a kind
of atmosphere and backdrop; as such it is incidental. The
voyeuristic implications of the pin-up picture seem direct
enough to require a level II rating.

c. (III-In) All of this oral content is level III;
no one is actually eating. Although this is part of the
story, the way in which S presents it ("it could be X or
Y or Z") indicates that it is incidental even to S himself.

d. (III-T) "Waitress" is rated separately from
"bar or restaurant" since it is given as part of the main
story theme and is thus a new level of integration.

e. (II-T) The rating is level II. In Spite of
the euphemistic and negative mode of expression, this is
still a direct expression of hostility.

f. (II-T) Applying conventional standards of
morality: since the first man and the woman are unmarried,
and since intercourse is not explicit here, the reference
to "cheating" seems better described as level II than
level I.

‘g. (III-N) This slip, involving a sexual confusion,
gets rated although a slip in which the drive content is
not evident in the slip itself would not be rated. The
him-her ambiguity does not involve any direct drive.
expression and is rated level III.

h. (II-T) Although this is part Of the inquiry,
it is rated because it was not evoked directly by an
inquiry question. (If the sequence had been, "how does
he feel?," "angry," there would be no rating.) No physical
violence is made explicit in the story, so the "fit of
anger" remains level II.

 

 

HICHIGRN STATE UNIV. LIBRQRIES

31293000693493