Ruminations on teaching projective assessment: an ideology, specific usages, teaching practices.

This paper was written in reaction to current dissatisfaction with projective techniques. A credo for use of projective techniques emphasizes accountability, phenomenological equality, and an eventual "giving-away" of assessment procedures through education. The primary legitimate usage is nonpsychometric; an interview focused on growth in various contexts. Secondary usages include examples of procedural or methodological effects to provide specific information. Training practices germane to the credo and legitimate usages are presented.