LEARN · PRACTISE · DISCOVER
Personality Assessment, Mental Health and Guidance
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LEARN · PRACTISE · DISCOVER
Join to unlock this lesson and the full course library, or log in if you are already a member.
LEARN · PRACTISE · DISCOVER
How can we assess personality, and how can teachers support children’s mental health? This lesson covers projective and non-projective techniques of personality assessment, the meaning of mental health and adjustment, conflicts, frustration, stress and anxiety, defence mechanisms, maladjustment, and approaches to guidance and counselling. These topics are frequently tested through definitions and classroom scenarios.
These use direct, structured methods where responses can be scored objectively.
Projective tests present ambiguous stimuli. The person “projects” their unconscious feelings, needs and conflicts into their responses.
| Test | Developed by | Material |
|---|---|---|
| Rorschach Inkblot Test | Hermann Rorschach | 10 inkblot cards; the person says what they see |
| Thematic Apperception Test (TAT) | Henry Murray and Christiana Morgan | ambiguous pictures; the person tells a story about each |
| Children’s Apperception Test (CAT) | Leopold Bellak | pictures, often of animals, for children |
| Sentence completion | various | “I feel happiest when…” |
| Word association | associated with Carl Jung | the first word that comes to mind |
| Aspect | Non-projective | Projective |
|---|---|---|
| Stimulus | clear, structured questions | ambiguous material |
| Scoring | objective, standardised | needs expert interpretation |
| Aims to reveal | conscious traits | unconscious feelings and conflicts |
Projective tests require trained psychologists; teachers mainly use observation, rating scales and anecdotal records.
Mental health is a state of wellbeing in which a person can cope with normal stresses, learn, work productively and relate well to others. It is not just the absence of mental illness.
Adjustment is the process of balancing one’s needs with the demands of the environment. A well-adjusted child copes with challenges, has realistic self-esteem and relates well to others. Maladjustment shows as persistent problems such as aggression, withdrawal, anxiety, truancy or poor relationships.
Kurt Lewin described types of conflict:
| Type | Meaning | Example |
|---|---|---|
| Approach–approach | choice between two attractive goals | choosing between a cricket match and a picnic |
| Avoidance–avoidance | choice between two unpleasant options | study for a test or face punishment for failing |
| Approach–avoidance | one goal with both attractive and unattractive features | wanting to join the drama club but fearing the stage |
| Double approach–avoidance | two options, each with pros and cons | two schools, each with advantages and disadvantages |
Some stress can motivate, but prolonged stress and anxiety harm health and learning. Examination pressure, family problems, bullying and unrealistic expectations are common sources for children.
Defence mechanisms are mostly unconscious strategies, described by Freud and elaborated by Anna Freud, that protect a person from anxiety.
| Mechanism | Meaning | Example |
|---|---|---|
| Repression | pushing painful memories out of awareness | forgetting an embarrassing event |
| Denial | refusing to accept reality | “I’m not sick” |
| Rationalization | giving acceptable reasons for unacceptable behaviour | “the grapes were sour anyway” after failing to get them |
| Projection | attributing one’s own unacceptable feelings to others | a child who dislikes a classmate says “she hates me” |
| Displacement | redirecting feelings to a safer target | scolded at home, a child pushes a younger sibling |
| Regression | returning to earlier, childish behaviour | an older child starts thumb-sucking when a baby is born |
| Sublimation | channelling unacceptable impulses into socially valued activities | aggression channelled into sport |
| Compensation | making up for weakness in one area by excelling in another | a weak student becomes an excellent artist |
| Reaction formation | showing the opposite of one’s true feelings | being overly nice to someone one dislikes |
| Identification | adopting the qualities of an admired person | imitating a favourite teacher |
Rationalization = Reasons (“sour grapes”). Projection = Put it on others. Displacement = Different target. Sublimation = Socially valued outlet.
Guidance is a broad process of helping individuals understand themselves and make wise choices (educational, vocational and personal). Counselling is a more focused, personal process that helps an individual resolve specific problems.
| Approach | Associated with | Key feature |
|---|---|---|
| Directive (counsellor-centred) | E. G. Williamson | counsellor analyses the problem and advises |
| Non-directive (client-centred) | Carl Rogers | counsellor listens with empathy and acceptance; the client finds solutions |
| Eclectic | F. C. Thorne | combines approaches according to need |
Observe and note changes in behaviour, build trusting relationships, listen without judging, create a supportive classroom, involve parents and refer children to school counsellors or health professionals when needed.
A usually confident Class 5 pupil begins to complain of stomach aches every day before maths tests. The teacher recognises signs of anxiety, talks privately with the child, gives short low-stakes practice quizzes, teaches a simple breathing exercise and informs the parents. Over several weeks, the stomach aches become less frequent.