The purpose of this study was to investigate what personality characteristics of counselor-trainees would predict counselor effectiveness and therefore could be considered as valid selection criteria for prospective counselor trainees. Eight post-masters level students in counseling were trained as raters to use an established reasearch instrument, the Carkhuff-Berenson Scales. The fifth scale of the Carkhuff-Berenson Scales, the Gross Facilitative Interpersonal Functioning Scale (GFIFS), was utilized as the criterion of counselor effectiveness. The GFIFS score was obtained by having groups of raters evaluate segments of counselor-client interactions yielding a mean GFIFS score for each subject.The Holtzman Inkblot Technique (HIT) was used as the measure of counselor personality and was administered to 59 American volunteer counselor trainees during the third and fourth weeks of the Spring quarter. These subjects were all enrolled in the Ball State University Master of Arts program in Counseling, in West Germany. Raters rated all counselor-trainees on three, 3-minute client-counselor therapy excerpts from an audio tape recorded the same evening the HIT was administered in a group, slide-presented form. The HIT protocol was scored by an experienced clinician who had no knowledge of the GFIFS scores obtained by the subjects.A Pearson Product Moment correlation coefficient and other statistical techniques were utilized attempting to establish a relationship between personality variables and counselor effectiveness. Only two (2) of the 22 HIT variables, Abstract and Popular (Popular in a negative direction), showed a statistically significant correlation with the GFIFS. This was true whether the HIT variables were used singly or in combinations. These two variables are relatively unimportant indicators of personality based on past research and personality theory.A one way analysis of variance showed a statistically significant difference between male and female subjects in counselor effectiveness. Female subjects were found to be more effective counselors than male subjects in this study. The males obtained a GFIFS mean score of 1.98 and the females obtained a GFIFS mean score of 2.55. This difference was statistically significant at the .001 level of probability. The HIT variables were examined and it was found that the scores obtained were almost identical for males and females. In examining the relationship between HIT variables and the GFIFS by sex, it was found that two variables, Anatomy and Popular, showed a significantly negative correlation with the GFIFS for males. Anatomy was statistically significant at the .01 level of probability and Popular was statistically significant at the .002 level of probability. The HIT variable Abstract showed a significant positive correlation with the GFIFS for females at the .03 level of probability.Based on the results of this study, the HIT does not appear to be a useful instrument for predicting counselor effectiveness from counselor personality characteristics. The question as to what constitutes an effective counselor may be found in naturalistic, behavioral methods rather than in personality assessment techniques. The highly significant sex difference in counselor effectiveness merits further investigation. Recommendations for further research were made.

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The purpose of this study was to see if there are any differences in how high and low self-disclosers score on the Holtzman Inkblot Technique. The study employed a causal-comparative design for descriptive purposes. Two hundred four college students were given a self-disclosure inventory, and high and low self-disclosers were randomly selected from the highest and lowest interquartile ranges. The fifty subjects were administered the group version of the Holtzman Inkblot Technique. The results indicated that female high self-disclosers scored significantly higher on Barrier and significantly lower on Hostility than female low self-disclosers.

Text in Afrikaans / Deur hierdie ondersoek is gepoog om aan te toon dat die inkkladmetode as uitvloeisel van die Rorschach, as projeksietegniek, gebruik kan word vir diagnose en terapie. Proj~ksie is 'n belangrike aspek in kinderterapie. Herhaalde gebruik van projeksietegnieke verminder die effektiwiteit daarvan. In haar werk met kinders van verskillende kulture, is gevind dat bulle instaat is om projeksies vanuit inkkladde te maak. Dit het aanleiding gegee tot huidige navorsing. Dit word aanvaar dat deur die gebruik van die inkkladmetode: * inligting wat versamel is deur ander projeksietegnieke, en wat moontlik verlore gegaan het, weer versamel kan word; * inligting aangaande psigiese struktuur van die kind vir diagnose en terapie versamel kan word. Bevindings word geverifieer deur die gebruik van bestaande projeksietegnieke. Twintig leerlinge is gebruik tydens die navorsing. Twee idiografiese studies en eksemplariese snitte is ingesluit. Dit is bevind dat die inkkladmetode as bykomende projeksietegniek effektief in kinderterapie en diagnose gebruik kan word. / This research is aimed at showing that the inkblot method with reference to the Rorschach method - as projective technique, can be applied for diagnosis and therapy. Projection is important in child therapy. Repetative use of projective techniques prejudices the effectivity thereof. In her work with children of different cultures, the researcher found that they were inclined to do projections from their inkblots. This resulted in the present research. Through the use of the inkblot method; * information which was gathered through the use of other projective techniques, and possibly lost, can be gained; * information regarding the psychological structure of the child for diagnosis and therapy, can be gathered. These findings were verified by means of including existing projective techniques. Twenty pupils were involved in two idiographic studies and illustrative examples. It was found that the inkblot method as additional projective technique can be used effectively in child therapy and diagnosis. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

Text in Afrikaans / Deur hierdie ondersoek is gepoog om aan te toon dat die inkkladmetode as uitvloeisel van die Rorschach, as projeksietegniek, gebruik kan word vir diagnose en terapie. Proj~ksie is 'n belangrike aspek in kinderterapie. Herhaalde gebruik van projeksietegnieke verminder die effektiwiteit daarvan. In haar werk met kinders van verskillende kulture, is gevind dat bulle instaat is om projeksies vanuit inkkladde te maak. Dit het aanleiding gegee tot huidige navorsing. Dit word aanvaar dat deur die gebruik van die inkkladmetode: * inligting wat versamel is deur ander projeksietegnieke, en wat moontlik verlore gegaan het, weer versamel kan word; * inligting aangaande psigiese struktuur van die kind vir diagnose en terapie versamel kan word. Bevindings word geverifieer deur die gebruik van bestaande projeksietegnieke. Twintig leerlinge is gebruik tydens die navorsing. Twee idiografiese studies en eksemplariese snitte is ingesluit. Dit is bevind dat die inkkladmetode as bykomende projeksietegniek effektief in kinderterapie en diagnose gebruik kan word. / This research is aimed at showing that the inkblot method with reference to the Rorschach method - as projective technique, can be applied for diagnosis and therapy. Projection is important in child therapy. Repetative use of projective techniques prejudices the effectivity thereof. In her work with children of different cultures, the researcher found that they were inclined to do projections from their inkblots. This resulted in the present research. Through the use of the inkblot method; * information which was gathered through the use of other projective techniques, and possibly lost, can be gained; * information regarding the psychological structure of the child for diagnosis and therapy, can be gathered. These findings were verified by means of including existing projective techniques. Twenty pupils were involved in two idiographic studies and illustrative examples. It was found that the inkblot method as additional projective technique can be used effectively in child therapy and diagnosis. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)