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views have concluded that projective techniques have not demonstrated adequate reliability and validity to justify their use with patients (e.g., Cronbach, 1956; Dawes, 1994; Eysenck, 1958; Lilienfeld, Wood, & Garb, 2000; Rotter, 1954; Suinn & Oskamp, 1969; J. Wood et al., 2000). Some proponents of projective testing have argued that it is inappropriate to use the same criteria for both objective tests and projective tests. They state that unlike objective tests, in which scores are determined and compared to national norms, projective tests are similar to structured interviews, whose purpose is to better know, understand, and describe a person (Blatt, 1975; L. Frank, 1948; Tomkins, 1947). Most of the debate concerning the reliability and validity of projective testing has centered around the Rorschach. Many reviews of the literature on the Rorschach have found little support for the technique (Dawes, 1994; Lilienfeld et al., 2000; Schofield, 1952; Suinn & Oskamp, 1969; Windle, 1952; J. Wood et al., 2000; Ziskin & Faust, 1988; Zubin, 1954). However, more recent studies have been much more favorable in their analysis of the psychometric properties of the Rorschach (Exner, 1974, 1986, 1993; Exner & Weiner, 1995; Parker et al., 1988; I. Weiner, 1996). I. Weiner (1996) concluded his review of research on the validity of the Rorschach by stating that properly used by informed clinicians . . . it functions with substantial validity and considerable utility in answering certain kinds of important questions related to personality processes (p. 213). Research on the psychometric properties of the TAT and projective drawing techniques have generally failed to provide research

Martinek, T J, & Hellison, D R (1997) Fostering resiliency in underserved youth through physical activity Quest, 49, 34 49 McCutcheon, L E (2000) The Multidimensional Sportspersonship Orientations Scale has psychometric problems Journal of Social Behavior and Personality, 14, 439 444 Miller, B, Roberts, G C, & Ommundsen, Y (2004) Effect of motivational climate on sportspersonship among competitive male and female football players Scandinavian Journal of Medicine and Science in Sports, 14, 193 202 Miller, B, Roberts, G C, & Ommundsen, Y (2005) Effect of perceived motivational climate on moral functioning, team moral atmosphere perceptions, and the legitimacy of intentionally injurious acts among competitive youth football players Psychology of Sport and Exercise, 6, 461 477 Miller, S, Bredemeier, B, & Shields, D (1997) Sociomoral education through physical education with at-risk children Quest, 49, 114 129 Molnar, A (Ed) (1997).

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The construction of children s character: The ninety-sixth yearbook of the National Society for the Study of Education Chicago: University of Chicago Press Nicholls, J G (1983) Conceptions of ability and achievement motivation: A theory and its implications for education In S G Paris, G M Olson, & H W Stevenson (Eds), Learning and motivation in the classroom (pp 211 237) Hillsdale, NJ: Erlbaum Nicholls, J G (1989) The competitive ethos and democratic education Cambridge, MA: Harvard University Press Nicholls, J G (1992) The general and the specific in the development and expression of achievement motivation In G C Roberts (Ed), Motivation in sport and exercise (pp 31 56) Champaign, IL: Human Kinetics Nucci, L (Ed) (1989) Moral development and character education: A dialogue Berkeley, CA: McCutchan Ommundsen, Y, Roberts, G C, Lemyre, P N, & Treasure, D C (2003).

During the 1970s, the APA was forced to become de nitive about what constituted a psychological training program This came about when graduates of guidance or counseling or sundry other programs demanded to be certi ed or licensed as psychologists and brought suit if their quali cations were questioned They asserted, unfortunately correctly, that the courses that went into a psychology education were unspeci ed Therefore, the APA made it known that as of 1980 all graduate programs in psychology must require courses in the history and systems of psychology; the biological, social, developmental, and learned bases of behavior; and statistics and research design Moreover, clinical students were also required to have instruction in psychological assessment and intervention, individual differences and psychopathology, practicum training, and a 1-year full-time internship.

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