{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-2283"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-2283","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Describing Emotional, Social, and Cognitive Processes in Adolescents with and without Psychopathic Traits: Examining Rorschach Variables","abstract":"The current study examined the effectiveness of select Rorschach Inkblot Method (RIM) variables in detecting individual differences among youth diagnosed with Conduct Disorder (CD) who were either high or low on psychopathic traits. Twenty-nine male adolescents with CD in an alternative education school setting were placed into high or low psychopathy groups based on their Hare Psychopathy Checklist (PCL: YV) scores. Significant differences were found for WSum6, a RIM variable that measures cognitive ideation. However, both CD groups gave very few answers that yielded rich RIM protocols. That is, answers tended to be simple and similar, making inferential statistics uninterpretable. Consequently, students with PCL: YV scores ≥ 30 were examined to determine if there were any patterns in RIM scores. Overall descriptive data of the entire sample (N = 63) were also examined to provide a description of the types of students that may be found in similar settings. Implications for treatment according to emotional, social, and cognitive functioning, and as related to the practice of school psychologists, are also provided.","abstract_html":"The current study examined the effectiveness of select Rorschach Inkblot Method (RIM) variables in detecting individual differences among youth diagnosed with Conduct Disorder (CD) who were either high or low on psychopathic traits. Twenty-nine male adolescents with CD in an alternative education school setting were placed into high or low psychopathy groups based on their Hare Psychopathy Checklist (PCL: YV) scores. Significant differences were found for WSum6, a RIM variable that measures cognitive ideation. However, both CD groups gave very few answers that yielded rich RIM protocols. That is, answers tended to be simple and similar, making inferential statistics uninterpretable. Consequently, students with PCL: YV scores ≥ 30 were examined to determine if there were any patterns in RIM scores. Overall descriptive data of the entire sample (N = 63) were also examined to provide a description of the types of students that may be found in similar settings. Implications for treatment according to emotional, social, and cognitive functioning, and as related to the practice of school psychologists, are also provided.","abstract_has_math":false,"creators":["Talkington, Vanessa Rae"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":["Tammy Hughes","Jeffrey Miller","Carol Parke"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T02:10:36Z","subjects":["adolescents","Conduct Disorder","PCL: YV","psychopathy","Rorschach","schools"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1267","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Tammy Hughes","Jeffrey Miller","Carol Parke"]},{"key":"dc:creator","label":"Author","values":["Talkington, Vanessa Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["adolescents","Conduct Disorder","PCL: YV","psychopathy","Rorschach","schools"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1267"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The current study examined the effectiveness of select Rorschach Inkblot Method (RIM) variables in detecting individual differences among youth diagnosed with Conduct Disorder (CD) who were either high or low on psychopathic traits. Twenty-nine male adolescents with CD in an alternative education school setting were placed into high or low psychopathy groups based on their Hare Psychopathy Checklist (PCL: YV) scores. Significant differences were found for WSum6, a RIM variable that measures cognitive ideation. However, both CD groups gave very few answers that yielded rich RIM protocols. That is, answers tended to be simple and similar, making inferential statistics uninterpretable. Consequently, students with PCL: YV scores ≥ 30 were examined to determine if there were any patterns in RIM scores. Overall descriptive data of the entire sample (N = 63) were also examined to provide a description of the types of students that may be found in similar settings. Implications for treatment according to emotional, social, and cognitive functioning, and as related to the practice of school psychologists, are also provided."]},{"key":"dc:title","label":"Title","values":["Describing Emotional, Social, and Cognitive Processes in Adolescents with and without Psychopathic Traits: Examining Rorschach Variables"]}]}],"canonical_facts":{"dc:contributor":["Tammy Hughes","Jeffrey Miller","Carol Parke"],"dc:creator":["Talkington, Vanessa Rae"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The current study examined the effectiveness of select Rorschach Inkblot Method (RIM) variables in detecting individual differences among youth diagnosed with Conduct Disorder (CD) who were either high or low on psychopathic traits. Twenty-nine male adolescents with CD in an alternative education school setting were placed into high or low psychopathy groups based on their Hare Psychopathy Checklist (PCL: YV) scores. Significant differences were found for WSum6, a RIM variable that measures cognitive ideation. However, both CD groups gave very few answers that yielded rich RIM protocols. That is, answers tended to be simple and similar, making inferential statistics uninterpretable. Consequently, students with PCL: YV scores ≥ 30 were examined to determine if there were any patterns in RIM scores. Overall descriptive data of the entire sample (N = 63) were also examined to provide a description of the types of students that may be found in similar settings. Implications for treatment according to emotional, social, and cognitive functioning, and as related to the practice of school psychologists, are also provided."],"dc:identifier":["https://dsc.duq.edu/etd/1267"],"dc:language":["English"],"dc:subject":["adolescents","Conduct Disorder","PCL: YV","psychopathy","Rorschach","schools"],"dc:title":["Describing Emotional, Social, and Cognitive Processes in Adolescents with and without Psychopathic Traits: Examining Rorschach Variables"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:10:36Z"}