Psychological Testing

Psychological Testing from Early Childhood through Adolescence. A Developmental and Psychodynamic Approach

By Miriam G. Siegel

Madison, CT, International Universities Press, Inc., 1987. 529 pp.

Although psychological testing has been around for some time, Miriam Siegel has written a refreshing and insightful guide to the testing of children and adolescents. Most notable is her illumination of the context in which such young subjects present themselves, specifically in terms of its effects on both administration and interpretation. Though the work is evidently written for clinicians, its clear style and case presentations make it a good introduction for interested students and other professionals.

The book is divided into two parts. Part I focuses on the setting in which testing is done and looks at qualitative impressions which the clinician should consider in approaching the child. For instance, the affective and cognitive style of the child, in addition to parental factors (both during and outside the session) form a composite of external effects on the test results. Certain age-specific factors are also relevant, and here Siegel points to developmental milestones (such as Piaget’s stages). Often, the way in which children enter the room, approach the test, and interact with parents, clinicians, and their own bodies will indicate much about their background. Part I advises the clinician to consider the test results with respect to these features, in addition to culture, environmental idiosyncrasies, and past experiences.

A general introduction is then given to several tests: Wechsler intelligence tests, Rorschach Inkblot, Thematic Apperception Test (TAT), Children’s Apperception Test (CAT), human figure drawings, and Bender Gestalt drawing. A brief history and introduction is provided, along with examples. Siegel then spells out age-specific features of administration, along with a guide to integrating the results. It is noteworthy that the author also talks about the clinician as well as the subject, warning, “the clinician’s unconscious attitudes toward mental health and illness may sometimes distort his judgment” (p. 140). Such a careful consideration of all features of testing underlies the entire work. The final chapters in Part I, on integration and presentation of results along with diagnosis, are especially thorough and insightful. Although Siegel writes about age-specific elements, there is a general lack of detail in terms of differentiating children versus adolescents. More information on developmental milestones, especially around the time of puberty, would have been extremely helpful.

Part II consists of eight case studies, and provides all test results (including all responses and relevant human figure drawings) with interpretations. The cases range in age and type of disorder. Siegel draws upon Part I to illustrate her holistic approach, showing how a battery of psychological tests is used to analyze a child. Although the cases are well presented, interesting, and easy to follow, they presume some experience with the tests and with clinical work in general. In addition, several of the analyses seem a bit contrived, especially since the reader knows only a little about the subjects’ backgrounds. It should be noted that the author relies upon a “developmental and psychodynamic approach,” which is appropriate, given the tests’ historical and theoretical basis (especially the projective tests). Again, background knowledge of psychoanalytic and/or developmental theory (Piaget in particular) is useful.

In all, Siegel has written an eloquent, masterful introduction to psychological testing of children and adolescents. The book’s holistic perspective with clear case studies presents a well-substantiated, thorough guide for numerous clinicians and test protocols.