A constructivist perspective on the science and practice of Rorschach

Abstract

Renewed debate over the scientific status of Rorschach assessment has erupted in psychology. This paper outlines a somewhat different critique. The critics who attack the Rorschach's Comprehensive System on scientific grounds only have a strong argument if one accepts their narrow premises about what legitimizes an assessment device. Constructivist psychology's emphasis on the Rorschach as a meaning‐making task highlights and amplifies idiographic and meaning‐focused approaches to assessment and psychotherapy. Moving in a more meaning‐based and less norm‐obsessed direction can help the Rorschach reclaim its reputation, utility, and theoretical status.