Estudo normativo do método de Rorschach sistema compreensivo para crianças de 7 a 10 anos, da cidade de Cuiabá
Ribeiro, Rosangela Katya Sanches Mazzorana [UNIFESP]
TutorYazigi, Latife [UNIFESP]
TipoTese de doutorado
MetadatosMostrar el registro completo del ítem
Título alternativoNormative study of the Rorschach method, comprehensive system, for children aged 7 to 10 in the city of Cuiabá - Mato Grosso
Objective: To conduct a normative study of the Rorschach Method Comprehensive System among children from 7 to 10 years old, from public and private schools in the city of Cuiabá (Mato Grosso), and provide insight for psychological studies with Brazilian children in this age group. Methods: To select the sample, the Child Behavior Checklist was administered to the parents and the Raven Colored Progressive Matrices test was applied to the children, with a view to excluding children with emotional, behavioral and/or intellectual difficulties. The Rorschach Comprehensive System was administered to 211 selected children who were divided into age groups: 7 years old (N=50), 8 years old (N=53), 9 years old (N=53) and 10 years old (N=55), from both genders, 110 of whom attended public schools and 101 attended private schools. The more privileged social classes were represented from the private schools and the less privileged social classes from the public schools. Results: In the interrator reliability study, the percentages varied from 87% to 100%; the Kappa values varied from a minimum of 0.65, in the moderate agreement range, to a high of 1.0. There was nothing, therefore, to stop the variables from being taken into account and so normative tables were created for each of the 113 Rorschach Method Comprehensive System variables for each age group with the results for public and private schools. The comparison between the Rorschach results of children attending public and private schools, using the “t-test” with Bonferroni’s correction, revealed statistically significant differences. The children from private schools presented higher results in the R, Sum Y and Blends variables and in the Intellectualization Index, and the children from public schools presented better results in the Lambda variable. In other words, children from private schools showed a greater freedom to associate and produce responses, a greater presence of situational stress, a better ability to cope with complex affective situations and a more intellectual handling of affect. The children from public schools, meanwhile, presented a more simplified perception and an attitude that was more superficial and impersonal, and less engaging. When comparing gender with age group and gender with public or private schooling, no statistically significant difference was found in any of the variables. That is to say, boys and girls do not produce different responses to the Rorschach, even when comparing the gender of the child with schooling, meaning that this statistically significant difference is restricted to schooling alone. Conclusions: The differences identified between the school types signal a need to run normative studies with children, adolescents, adults and the elderly in different countries and in different regions within the same country, like those that have been taking place in Brazil, thereby constituting challenges for future discussions.