purpose of case study method in personality assessment

Psychology Discussion

Personality: methods of personality assessment.

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The following article will guide you with the different methods of Personality Assessment.

For a discussion of various measuring techniques we can follow the plan adopted by Dr. Saul Rosenzweig in Andrew’s book – “Methods of Psychology’.”

According to him methods of investigating and assessing personality can be divided into following categories:

I. Subjective methods.

II. Objective methods.

III. Projective methods.

IV. Psycho-analytical methods.

V. Physical Test methods or Physiological methods.

Each one of these categories refers to a number of measuring tools or techniques.

1. The Subjective Methods:

The Subjective Methods are those in which the individual is permitted to disclose what he knows about himself as an object of observation. They are based on what the subject himself has to say about his traits, attitudes, personal experiences, aims, needs and interests.

Some of the important subjective methods are:

(1) The autobiography,

(2) The case history,

(3) The interview, and

(4) The questionnaire or the inventory.

1. The Autobiography:

The autobiography is a narration by the individual, given either freely or according to certain subject headings provided by the examiner, of his experiences throughout life, of his present aims, purposes, interests and attitudes.

The subject has freedom in selecting experiences which are of significance to him and these reveal his personality. The disadvantage is that what the subjects out of his life is that part of his experience which he is willing to reveal.

2. The Case History:

The case history is dependent to a great or less extent upon the autobiography. In a case history, we integrate the information that we obtain from various sources about the individual. This requires many interviews with individual and other persons who know the individual.

The case-study technique gives information about the individual’s parents and grand-parents, his home background, his medical history, his educational career, his friendships, his marital life, his profession and others. This method is more useful in understanding the personality-patterns of an individual who is a problem or is maladjusted. An outline of case-history is given in Appendix 1.

3. The Interview:

The interview is the most common method of judging personality. The interviewer questions or lets the individual speak freely so as to get a clear picture of the individual. From what he says, the interviewer knows about his interests, problems, assets and limitations. The chief dimension in respect to which the interview may vary is the rigidity or flexibility with which the interviewer holds to a pre-decided outline or schedule of questions or topics.

At times, it is useful to have a definite list of points to be covered consecutively. Greater skill is needed in free interviews which are not restricted by a list of definite points or questions.

The interviewer evaluates personality traits not only from the content of answers to questions asked, but also from the dogmatism with which the news are expressed, by the interest shown, by vocabulary or incidental references which the subject employs unwittingly in his conversation, and by observing his hesitations, his fidgeting, his emotionality and the like.

The limitation of the method is that it is subjective and is less valid than one believes it to be.

4. Questionnaires:

Questionnaires are a series of printed or written questions which the individual is supposed to answer. Ordinarily, the subject is expected to answer each question by checking or encircling or underlining ‘yes’ or ‘no’ provided against the question. The investigator counts the number of yes’s, No’s and?’s and thus is in a position to state whether a certain individual possesses certain traits or not.

The questions or statements provided describe certain traits emotions, attitudes or behaviours in situations revealing personality. The yes’s or no’s are counted in certain groups or sections depending on the traits to be indicated by positive or negative answers.

The limitation of this device is that the subject may not be willing to reveal correct facts about himself or may not be in conscious possession of these facts. The method, at its best, reveals that part of personality which is explicit or available to the subject’s scrutiny.

Some of the well- known personality questionnaires are the Bernrenter Personality Questionnaire, The Bell Adjustment Inventory, The Washbume Social-Adjustment inventory. The Indian Statistical Institute has also released a short personality inventory. A copy of the same is given in Appendix 2. Recently, other research centres have also developed their own or adapted some of the well-known inventories.

2. The Objective Methods:

The Objective Methods do not depend on the subject’s own statements about himself but on his overt behaviour as revealed to others who serve as observers, examiners or judges.

The subject, as far as possible, is observed or studied in certain life situations where his particular traits, habits, needs and other characteristics are brought into play and can thus be observed directly by the examiner. Some of the objective methods are miniature life situations, unobserved observation, physiological measures and rating scales.

1. In miniature life situations:

In miniature life situations, artificial situations resembling real life situations, are created and the subject’s reactions and behaviour are observed and evaluated. Situations involving honesty, cooperation, persistence, and team-work can be created and the subject’s behaviour may be noted and judged accordingly.

For selection of leaders in the army, this method is often used with great advantage. Reactions to failure and success may also be evaluated by putting subjects in situations where they fail and get frustrated or gratified.

2. The method of unobserved observation:

The method of unobserved observation is quite popular in child development centres of guidance clinics. The individual is asked to perform some task or is left himself and his behaviour is observed through a one-way mirror, screen or other device and he is overheard by a concealed microphone setup.

One modification of this method is prolonged observation of an individual in the same situation for several days together. Or the subject is observed by more than one person and the observations are pooled together. Of course, before observation is started, certain decisions must be arrived as to what to observe. One great case that is to be taken in this method is the distinction between what is observed and what is interpreted.

3. In rating scales:

In rating scales we rate an individual of the possession or absence of certain traits on a certain scale. The individual is given a place on the scale or a score which indicates the degree to which a person possesses a given behaviour trait.

For example, if we want to rate students on their sociability, we might ask three or four supervisors or teachers to point out the place of each student on the scale which may be as follows:

This scale has five degrees of the trait to be rated i.e., this is a five-point scale. Some scales have three or seven degrees.

The chief limitation of the rating scale lies in the fact that our raters should be well-trained and should have a definite knowledge of the variables. Often, the raters commit a mistake in that they assign estimates that cluster around the average point, if at all, towards the favourable direction of the scale.

They are loath to commit themselves to the extremes on a rating scale and are likely especially to avoid very unfavourable ratings. The rating scales can be used only by those who know the persons rated and who have observed them in respect of the trait for which they are rating them.

3. The Projective Methods:

In these methods or techniques, the examiner does not observe the overt behaviour of the subject as in miniature life situations; nor does he ask the subject to state his opinion of his own behaviour or his feeling about certain experiences.

Instead, the subject is requested to behave in an imaginative way i.e., by making up a story, interpreting ink-blots or constructing some objects out of plastic material and drawing what he wants.

Thus the subject is encouraged to ‘project’ or throw his thoughts, emotions, wishes and other reactions freely in some situations which are provided. These methods are, thus, intend to reveal the underlying traits, moods, attitudes and fantasies that determine the behaviour of the individual in actual situations.

The assumption that underlies the use of projective method is that in what he perceives in his unstructured and indefinite environment and what he says about it, an individual is revealing his innermost characteristics or his personality.

The projective techniques have in common the following features:

(1) The stimulus material is generally neutral, ambiguous or more or less undefined so that the subject can easily leave an impression of his personality on it.

(2) The psychological reality, rather than the actual reality of the subjects world is important – his wishes, his attitudes, beliefs, ideals, conflicts and fantasies.

(3) Implicit or unconscious aspects of the personality are revealed in these techniques – and psycho-dynamic principles, therefore, play an important part in the interpretations.

(4) An untrained interpreter is likely to project his own biases and fantasies into his interpretations of the subject’s productions.

Some of the important projective techniques are the Roareschach Test, the TAT or the Thematic Apperception Test, the Sentence Completion Tests, the Tantophone, the play techniques, the word-association method or the picture association method.

1. The Rosschach Ink Blot Test:

Developed by a Swiss psychologist Herman Rosschach (1921), consists of 10 inkblots having symmetrical designs. Five of these cards are in black and white, two with splashes of red and thee in other colours. The test is usually administrated individually.

When the card is shown or placed before the client he is asked to tell what he sees in the inkblot or what it means to him or what this might be. In the second phase, called the enquiry the examiner ascertains more fully not only what the person sees, but also what and how he sees it.

In the third phase, called “testing the limits”, the examiner tries to ascertain whether the subject responds to the colour, shading and other meaningful aspects of the inkblots, or whether the whole or parts of the blots are used by the subject in his responses. All these responses are then subjected to a scoring system, designed either by Beek or by Klopfer and Kelley. Then the interpretation follows.

The scoring categories of the test such as movement and colour, are interpreted as signifying different functions of the personality intellectual creativity, outgoing emotionality, practical mindedness and the like.

From norms based on work with subjects in various well- characterised groups, normal individuals, neurotics, and psychotics – the pattern of the subject’s scores may be interpreted as belonging to one or another personality make-up. We need highly trained personnel to administer and interpret Rosschach; and it is a time consuming test there are its limitations.

2. The Thematic Apperception Test:

(TAT) developed by Murray and Morgan (1935) consists of a series of 20 pictures. The person is asked to tell the story that each one suggests to him. These pictures are arranged in appropriate groups for male and female adults and for children. On each picture, the subject tells the story by identifying the characters, explaining their relationships to each other, describing what preceded the situation shown in the picture, and stating an outcome.

The record of story is analysed according to major theories – the hero, sexual interests, vocational ambitions, family conflicts and social status etc. The recurrence of a given topic or the theme is to be noted carefully.

These theme projects implicit attitudes, habits of thought, ideals and drives of the subject, as well as the characteristics of the other characters- father, mother, brother, sister, husband and wife. The Rosschach Test throws light on the structures of personality whereas the TAT throws light on the functioning of personality.

This test is quite popular in India and attempts have been made to adapt it for Indian conditions. One well-known Indian adaptation has been done by the Manovigyanshala of Allahabad. A similar test, specially meant for children is called CAT or the Children’s Apperception Test by Bellack. This has been adapted in India as well.

3. Children’s Apperception Test (C.A.T.):

This test was constructed Bellack in 1948. It is used to assess the personality of children upto twelve years of age. Young children are very much interested in listening to stories about animals and in playing with animals. Before administering the test, Psychologist establishes rapport with the chief so as to win his cooperation. CAT brings to light the child’s repressed desires.

4. The tantoplione is introduced by B.F. Skinner:

Here the subject is advised to listen while a phonograph reproduces at low intensity various speech samples in a man’s voice. The subject is asked to say what comes to his mind as he listens to each speech sample in much the same way that he might interpret an ink-blot. Thus, it is the auditory Rosschach technique.

5. Play Techniques:

Play techniques are more applicable to children than to adults. The subject is allowed or encouraged to construct scenes by using dolls, toys, blocks and other building materials. This technique has both diagnostic and therapeutic value and is frequently used in Child guidance clinics.

6. Word Association Test:

Another commonly used technique is the word-association method in which the subject is presented with a list of words, one at a time, with the instruction to respond with the first word that enters his mind. The examiner notes the time required forgiving each response and the responses themselves. Departures from the average amount of time and the content of unusual responses help us to identify certain attitudes, anxieties or sentiments.

7. Picture Association Test:

A recent projective technique is the picture- association method in which pictures of social situations are substituted for words as the stimulus material. The picture-frustration study of Rosensweig is a well-known technique of this type. Recently, it has been adapted in India by Dr. Udya Parik.

It consists of 24 cartoons like drawings depicting everyday situations of frustration or stress involving his individuals, one of whom is usually shown as frustrating the other. The subject is asked to write or say in the blank caption box, above the head of the frustrated individual, the first association that comes into his mind as appropriate. Then associations reveal areas of conflict, anxieties and stress in the life of the individual.

8. The Incomplete Sentence Technique:

The incomplete sentence technique given by Rotter, Stein and many others is a type of paper-and-pencil personality inventory which has features of an association test as well as of a projective technique. The subject is represented with a number of incomplete sentences which he finishes in any way that he likes.

A specimen of this technique is given in Appendix III. It is said the portions supplied reveal wishes, anxieties conflicts, healthy or unhealthy attitudes. The examiner tries to see the total pattern of attitudes and feelings revealed in the series of responses and uses it as part of the total study of the individual.

4. The Psycho-Analytic Method:

This method was propounded by Sigmund Freud, the father of the School of Psycho-analysis.

Two types of tests, in the Psycho-analytic method of investigation of Personality are very popular viz.:

(1) Free Association Test.

(2) Dream Analysis Method.

Both these tests show the peculiarities of the Personality, in its unconscious aspect. In the dream analysis, the subject describes his dream and without using the mind, meaning thereby the unrestricted state of the mind associates freely the dream objects and activities.

Because of the absence of the mental element, the truth of the unconscious mind is expressed by which the psycho analyst discovers many peculiarities of a character. Its main difficulty lies in the need for a skilled and experienced psycho-analyst. Often the psycho-analyst analyses his own mind in order to remove the possibility of any prejudice.

5. Physical Test Methods or Physiological Methods:

In physiological methods of assessment of personality following instruments are commonly used:

1. Pneumograph:

It is used for measuring the rate of respiratory activity of the individual.

2. Plenthysmograph:

It is used for measuring the individual’s Blood pressure.

3. Shymograph:

It is used for measuring the activity of heart.

4. Electrocardiograph:

It is used for measuring the activity-of-heart.

5. Electro-encephalograph:

It is used for measuring the electrical activity in the human brain,

6. Graphology:

The individual’s personality is assessed through a study of his handwriting.

7. Electromyogram:

It is used for measuring muscular activity.

Related Articles:

• 4 Main Methods of Studying Maladaptive Behaviour
• Studying Abnormal Behaviour: 4 Methods | Psychology
• Notes on Personality: Meaning, Development and Assessment
• Psychometric Assessment of Emotions and Attitudes

Psychology , Personality , Personality Assessment

Personality Pedagogy

A compendium of resources for the teaching of personality psychology

Case Studies

Bertha Pappenheim, Freud’s Anna O. , during her stay at Bellevue Sanatorium in 1882. The name Anna O. was constructed by shifting her initials B.P. one letter back in the alphabet to A.O. Pappenheim 1882 by Albrecht Hirschmüller: Physiologie und Psychoanalyse im Leben und Werk Josef Breuers. Jahrbuch der Psychoanalyse, Beiheft Nr. 4. Verlag Hans Huber, Bern 1978. ISBN 3456806094. Licensed under Public Domain via Wikimedia Commons

Dodge Morgan (1932-2010), at the age of 54, sailed solo around the world in 150 days. During the trip, he participated in an intensive psychological case study including psychological testing, the results of which were published in an entire special issue of the Journal of Personality (by William Nasby and Nancy Read, December 1997, Volume 65(4), 757-1111, with an editorial introduction by Dan McAdams and Steve West). Read about his remarkable life in The Lives They Lived year-end retrospective from the New York Times (December 21, 2010) and in his New York Times obituary (September 17, 2010). Results were also presented by Charles Palus, Bill Eaton, and Randy Eaton in an article in the Journal of Applied Behavioral Science (1990, 26, 501-527), and in a book, Understanding Executive Performance: A Life-Story Perspective by Charles J. Palus (1991).

Freud: The Case of Herr E Doug Davis of Haverford College, reconstructed this case study from Freud’s Correspondence with Wilhelm Fleiss. Filled with self-analysis and counter-transference, the case reveals as much about Freud himself as about Herr E .

Freud: The Case of Little Hans Mark Holah posts a brief synopsis of this classic case study in which Freud aims to cure a 5-year old boy of his phobia of horses. The case is a good example of the Oedipus complex and development during the Phallic Stage.

Freud’s Case of Little Hans; A BBC Special BBC radio host Claudia Hammond presents a series on case studies that have made a significant contribution to psychological research. In this episode, which originally aired May 28 2008, she describes background and new findings related to the case of Little Hans, a.k.a. Herbert, the child of Freud’s colleague Max Graff. Information recently released from the Freud Archive suggests that problems in the Graff family — rather than an Oedipus Complex — could explain Hans’ fear of horses. Includes a discussion of the implications for therapy with children today. (29 minutes; listen on line).

In Character: Tricksters, Vamps, Heros, Scamps From Darth Vader to Scarlett O’Hara, the best fictional characters reflect something about who we are and how we got here. In Character , a [2008] six-month series from NPR, explores indelible American characters from fiction, folklore and pop culture. Hear experts discuss the psychology of characters such as Vernon Waters ( A Soldier’s Story ), Willie Stark ( All the King’s Men ), Charlotte ( Charlotte’s Web ), Auntie Mame, Uncle Tom, Henry Fleming ( The Red Badge of Courage ), The Joker, Norman Bates, Nancy Drew, Jo March ( Little Woman ), King Kong, Mr. Spock, Carrie ( Sex and the City ), Buffy the Vampire Slayer, Ricky Ricardo, Charlie Brown, Fred Sanford, Indiana Jones, Dora the Explorer, Mama Rose, Hanibal Lecter, Portnoy, Eric Cartman ( South Park ), Walter Mitty, Catwoman, Blanche DuBois , Captain Ahab, Barbie, Harriet the Spy, Hester Prynne ( The Scarlet Letter ), Elmer Gantry, Darth Vader, Gordon Gekko ( Wall Street ), Charlie Chaplin’s Little Tramp, Cookie Monster, George Jefferson, Willy Loman ( Death of a Salesman ), Huckleberry Finn, Scarlett O’Hara, Pollyanna, Holden Caulfield, The Lone Ranger, Lassie, Bugs Bunny, and others.

Cognitive Behavioral Therapy: A Case Study Using CBT The Australian Institute of Professional Counselors presents this excerpt from a counseling session of an actual client to illustrate the four basic steps of Cognitive Behavioral Therapy: identify the automatic thought, question the validity of the automatic thought, and challenge core beliefs. Posted March 22, 2010.

CBT in Action: A Case Study Dr. Nicholas Jenner, a counseling psychologist, illustrates how the use of Daily Mood Sheets can help clients see the the feelings, emotions, caused by a triggering event. He presents this case study of “Jodie” and how she was able to recognize her problematic thought patterns and where they came from through therapy.

DreamBank Welcome to The DreamBank , a collection of over 16,000 dream reports in English (and another 6,000 in German). The reports come from a variety of different sources and research studies, from people ages 7 to 74. They can be analyzed using the search engine and statistical programs built into this site. Based on the research of Adam Schneider and G. William Domhoff Psychology Department, at UC Santa Cruz. Includes transcriptions of the dream journals of real people including Freud and Jung and others here .

The Five Factor Model: Johnny Carson Marianne Miserandino, Arcadia University, noticed that the obituary of Johnny Carson is filled with personality descriptors making it a useful illustration of the five factor model of personality, personality stability, personality change, and personality coherence. (For the full description of how to utilize this obituary as a case study see Miserandino, M. (2007) Heeeere’s Johnny: A Case Study in the Five Factor Model of Personality, Teaching of Psychology, 34(1) , 37-40.See also this NPR interview with documentary filmmaker Peter Jones Johnny Carson: ‘King Of Late Night,’ A Man Unknown . May 14, 2012 (runs 9 minutes, 33 seconds).

The Five Factor Model: Nicholas Claus: Big Five for the Big Guy Heather A. Haas wrote this humorous “case study” of Santa Claus using the big five. Find out whether the big guy is high or low on Extraversion Agreeableness, Conscientiousness, Neuroticism and Openness and the “evidence” she used to make her judgements in Dialogue , the newsletter of the Society for Personality and Social Psychology, volume 19 (1), Spring 2004, p. 24-25, 21.

Grant Study Men: Interview With Two Participants . Former Washington Post editor Ben Bradlee and historian Donald Cole reflect on their lives, careers, and experiences as participants in the Grant Study. (Ben Bradlee was known as Frederick in Vaillant’s book “Adaptation to Life”).

Horney: The Aggressive Personality of Donald Trump . Donna Ashcroft created this slide presentation describing Horney’s concept of the Aggressive Personality and provides evidence to illustrate this personality with examples from Donald Trump’s behavior and personality.

Identity Crisis: David Doug Davis, Haverford College, shares these notes from his Foundations of Personality class. This study is based on a case applying Erikson’s theories from M.B. Bowers. (1974). Retreat from sanity: The structure of emerging psychosis . Baltimore: Penguin.

Identity Crisis: Nancy Doug Davis, Haverford College, shares these notes from his Foundations of Personality class. This study is based on a case applying Erikson’s theories from M.B. Bowers. (1974). Retreat from sanity: The structure of emerging psychosis . Baltimore: Penguin.

This image is in the public domain from Wikimedia .

Letters from African-American Women The Duke University Libraries has had a long-standing reputation for their digitization projects, and this collection is certainly one of their best. This particular segment of their work focuses on the lives of African-American women, and it contains the full-text memories of Elizabeth Johnson Harris, slave letters from Hannah Valentine, and a rather unusual stand-alone letter from Vilet Lester. Hannah Valentine was born in 1867 to former slaves, and visitors can read her 85-page handwritten memoir here. In her memoir, she talks about the importance of religion in her life, and there are also a few poems by her as well. The letters from Hannah Valentine, a house slave, reveal a rare firsthand glimpse into the lives of slaves in Virginia. Finally, the very unique letter from Vilet Lester offers just a slight, but revealing glimpse, into her life in Bullock County, Georgia in 1857. [KMG] (Copyright 2010 Internet Scout Project – http://scout.wisc.edu The Internet Scout Project, located in the Computer Sciences Department at the University of Wisconsin – Madison, provides Internet publications and software to the research and education communities under grants from the National Science Foundation, the Andrew W. Mellon foundation, and other philanthropic organizations. Permission is granted to make and distribute verbatim copies of any of our publications or web content provided this paragraph, including the above copyright notice, is preserved on all copies.)

Narcissism: Vladimir Putin, Narcissist? Writing for the The Atlantic , Joseph Burgo examines how the concept of narcissism might provide insight into the Russian leader. Published April 15, 2014.

Narrative Psychology: Courtship Narratives The University of Texas PAIR Project, according to their website, is a long-term study of courtship and marriage that began in 1981 with 168 newlyweds. We collected information on the couples’ courtships and early marital experiences, and followed couples across the years to their eventual relationship destinations. The site presents excerpts from the case studies of 7 couples who later divorced. The narratives are from their courtship period.

Needs: Earnst Doug Davis at Haverford posted these notes, described as Robert White’s biographical presentation of “Earnst,” a subject in the classic study Explorations in Personality, by H.A. Murray’s group at the Harvard Psychological Clinic in the 1930s . Includes a brief background, autobiography and responses to selected Thematic Apperception Test (TAT) cards. Illustrates Murray’s theories, needs, press, and the TAT.

NPR: Radio Diaries The NPR project Radio Diaries encourages teenagers, seniors, prison inmates and others whose voices are rarely heard to document their lives for public radio. Their stories are often powerful, surprising, intimate, and timeless, illustrating many aspects of the self, including self-concept, self-esteem, and social identity.

Personality Disorders in the Media The Psychology in Action webpage, presents this look at famous characters who may fit the criteria of a personality disorder. Summarizes the criteria and the evidence for schizoid, schizotypal, antisocial, borderline, histrionic, narcissistic, and dependent personality disorders. Posted October, 2013.

Research Methods: The Great Parking Debate: A Research Methods Case Study The National Center for Case Study Teaching in Science presents this vignette to teaching principles of hypothesis testing: Two friends debate whether people leave their parking spaces faster if others are waiting. They decide to see if they can design a study to test their ideas. In this interrupted case study, students develop a research question and hypothesis and consider how to test a hypothesis. Students read about what researchers have done to answer the research question and identify and evaluate different research designs. Students are also asked to evaluate data. Developed for a use in an introductory psychology course to cover terms and concepts related to research methods, the case could be used in other introductory science classes, early in research methods courses, or in upper-level social science courses. Includes teaching notes and answer key.

Richard III: Psychopath or Mere Control Freak? Psychologists Weigh In Was England’s King Richard III (1452–85) a murderous psychopath? Thanks to Shakespeare’s play, the hunchbacked monarch has gone down in history as the heartless ruler who ordered the murders of the brother and young nephews who stood between him and the throne. However, psychologists Mark Lansdale and Julian Boon of the University of Leicester re-analyzed Richard’s character using biographies and other written accounts. They conclude that the king likely suffered from anxiety, not psychopathy. in this summary from the APA Monitor on Psychology , June 2013.

Sex and Gender: Who Was David Reimer? In 1967, an anonymous baby boy was turned into a girl by doctors at Johns Hopkins Hospital. For 25 years, the case of John/Joan was called a medical triumph — proof that a child’s gender identity could be changed — and thousands of “sex reassignments” were performed based on this example. But the case was a failure, the truth never reported. Now the man who grew up as a girl tells the story of his life, and a medical controversy erupts. See also a transcript of the NOVA program Sex: Unknown from October 30, 2001 and the article Being Brenda , and a story about David’s suicide .

Therapy Case Notes Psych Central presents Therapy Case Notes a new blog where Joseph Burgo highlights interesting interactions in psychotherapy sessions — things that shed light on a particular issue or dynamic within the therapy session. The purpose is to try and demystify psychotherapy, and demonstrate the powerful healing abilities of the process.

Twilight Deconstructed Drawing on classic theorists including Carl Jung, Karen Horney, Erik Erikson, Abraham Maslow, Carl Rogers and others, Donna Ashcraft takes a psychological and feminist approach to understanding the Twilight characters in her book Deconstructing Twilight: Psychological and Feminist Perspectives on the Series . Thanks to her publisher, Peter Lang Publishing, Inc., you can read and download a PDF of Chapter 7 in which she uses Karen Horney’s 10 neurotic needs to understand the dynamics between Bella and her parents, Bella and Edward and more. (opens in PDF format)

Various Perspectives: Eleanor Roosevelt A popular assignment is to have students analyze the life of Eleanor Roosevelt from various perspectives or theories of personality psychology. There are many sites out there with information about Eleanor Roosevelt. In addition to the White House listing (above) she was also listed as Time Magazine’s 100 most important people of the 20th Century. Students can find websites of their own choosing or you may want to send students to the same 2-3 sites so that they are all working with the same information.

Various Perspectives: The Grinch After watching the 25 minute video of the classic Christmas story How the Grinch Stole Christmas by Dr. Seuss, students analyze the Grinch’s personality and change of heart using theories and terms from personality including Freud, Adler, Horney, Maslow, and Rogers. A great end-of-the-semester review.

Why Was Darth Vader So Evil? Blame His Lack of Parental Care, Say Psychologists Why was Darth Vader such a bad dude? According to a team of psychologists led by Peter Jonason, it’s down to his lack of parental care: the fact he was separated from his mother at age 9, and his father’s absence. The researchers believe such circumstances can catalyse the emergence of the Dark Triad of personality traits: Machiavellianism, Narcissism and Psychopathy. These traits are usually seen as negative, but Jonason and his colleagues believe they may be an adaptive response to tough early circumstances that signal to a child life is bad . From BPS Research Digest , August 5, 2014.

David Prowse as Darth Vader in The Empire Strikes Back. Darth Vader by Source. Licensed under Fair use via Wikipedia

curious that McAdams doesn't use the term 'identity'

Understanding the Importance of Case Studies in Psychology

Case studies play a crucial role in the field of psychology, providing researchers with valuable insights into human behavior and mental processes. From providing real-life examples to generating hypotheses and analyzing rare phenomena, case studies offer a deep dive into the complexities of the human mind.

But how are these studies conducted, and what are the different types? In this article, we will explore the significance of case studies in psychology, their methodology, and the various types that researchers utilize in their work.

• Case studies provide real-life examples to support theories and concepts in psychology.
• They allow for in-depth analysis of individual experiences, thoughts, and behaviors.
• Case studies help generate hypotheses and provide insight into rare phenomena, making them valuable in research.
• 1 What Are Case Studies in Psychology?
• 2.1 Provide Real-life Examples
• 2.2 Allow for In-depth Analysis
• 2.3 Help in Generating Hypotheses
• 2.4 Provide Insight into Rare Phenomena
• 2.5 Can be Used in Ethically Sensitive Situations
• 3.1 Selecting a Case
• 3.2 Collecting Data
• 3.3 Analyzing Data
• 3.4 Reporting Findings
• 4.1 Descriptive Case Studies
• 4.2 Exploratory Case Studies
• 4.3 Explanatory Case Studies
• 4.4 Collective Case Studies
• 4.5 Single-Case Studies
• 4.6 Multiple-Case Studies
• 5.1 What are case studies in psychology?
• 5.2 Why are case studies important in psychology?
• 5.3 How do case studies help in understanding psychology?
• 5.4 What are the benefits of using case studies in psychology?
• 5.5 Can case studies be used to generalize findings?
• 5.6 What are the limitations of using case studies in psychology?

What Are Case Studies in Psychology?

Case studies in psychology refer to detailed investigations of a single individual, group, or event to explore underlying principles and behaviors.

These studies are conducted to gain a deeper understanding of specific psychological phenomena and provide valuable insights into the complexities of human behavior. By focusing on a particular subject, researchers are able to examine real-world scenarios in depth, uncovering unique aspects that may not be captured through larger-scale studies.

The purpose of case studies in psychology is not only to analyze specific cases but also to draw broader conclusions and develop theories that can contribute to the advancement of psychological knowledge. They serve as a crucial tool in the research process, allowing researchers to examine complex interactions and variables within a controlled framework.

Why Are Case Studies Important in Psychology?

Case studies hold significant importance in psychology due to their ability to provide detailed insights into individual behavior and psychological phenomena.

Through case studies , psychologists can delve deep into the unique circumstances surrounding a particular person or group, shedding light on complex psychological processes that may not be easily observable in large-scale research.

These in-depth examinations enable researchers to explore rare phenomena that may not be commonly encountered in everyday life, offering a valuable opportunity to study and understand the complexities of human behavior.

Case studies play a crucial role in generating hypotheses for further investigation, laying the groundwork for more extensive research studies.

Provide Real-life Examples

Case studies in psychology offer real-life examples that allow researchers and practitioners to apply theoretical concepts to actual scenarios, a practice famously exemplified by Sigmund Freud in his clinical work.

Freud’s use of case studies, such as the famous ‘Anna O.’ case, revolutionized how psychologists understand and treat mental disorders.

These in-depth investigations delve into an individual’s thoughts, emotions, and behaviors, providing rich data for analyzing psychological principles in action.

By examining specific cases, professionals can gain insights into varying mental health conditions, like schizophrenia, PTSD, or phobias.

Allow for In-depth Analysis

Case studies enable researchers to conduct in-depth analyses of complex psychological phenomena, facilitating detailed data collection and rigorous analysis methods.

By delving deeply into individual cases, researchers can gather rich, detailed information that may not be accessible through other research methods.

Data collection techniques such as interviews, observations, and archival research are commonly employed to gather comprehensive data.

Analytical approaches such as thematic analysis, content analysis, and grounded theory are then utilized to interpret the gathered information and derive meaningful insights.

Through this intricate process, researchers can uncover nuanced patterns, behaviors, and underlying psychological dynamics, leading to qualitative research that offers valuable insights into human behavior and cognition.

Help in Generating Hypotheses

Case studies play a key role in generating hypotheses within psychology by providing rich qualitative data that can inform diagnostic processes and research directions.

These in-depth analyses of individual cases allow researchers to delve into specific behaviors, experiences, and psychological phenomena, offering detailed insights that can lead to the formulation of new theories or test existing hypotheses.

• By examining unique cases, psychologists can identify patterns, outliers, and uncommon manifestations that expand their understanding of mental health conditions and human behavior.
• The flexibility of case study research methods enables researchers to adapt their approach to each unique case, accommodating the complex and intricate nature of psychological disorders.

This nuanced exploration of individual experiences and symptoms contributes significantly to the development of accurate diagnostic criteria and effective treatment strategies, enhancing the overall quality of psychological research and clinical practice.

Provide Insight into Rare Phenomena

Case studies offer valuable insights into rare psychological phenomena that may not be easily captured through traditional research methods, such as the application of cognitive behavioral therapy in exceptional cases.

These in-depth examinations of individual cases allow researchers to delve deeper into unique psychological abnormalities that may defy standard treatment strategies. For instance, rare cases of dissociative identity disorder have shown remarkable progress with the implementation of cognitive behavioral therapy , shedding light on the potential effectiveness of this unconventional approach. Through detailed narratives of patient experiences and therapeutic interventions, case studies provide a rich source of information for psychologists and therapists alike, offering a nuanced understanding of complex psychological conditions.

Can be Used in Ethically Sensitive Situations

Case studies are instrumental in addressing ethically sensitive situations within psychology, ensuring the competence and adherence to ethical guidelines in clinical practice and research.

In the realm of clinical settings, it is imperative for psychologists to uphold the highest ethical standards when dealing with delicate ethical dilemmas that may arise. By diving into case studies, professionals can gain valuable insights into the complexities of ethical decision-making processes. For a better understanding of the importance of case studies in psychology, you can refer to this external link .

The application of ethical principles plays a fundamental role in safeguarding the welfare of clients and maintaining trust in the therapeutic relationship. Ethical considerations serve as the moral compass guiding psychologists in navigating intricate scenarios that may challenge their professional integrity.

How Are Case Studies Conducted in Psychology?

Case studies in psychology are conducted through a systematic process involving the selection of a case, data collection, thorough analysis, and comprehensive reporting of findings.

Regarding selecting a case for a psychological study, researchers typically look for rich and detailed examples that can provide valuable insights into specific phenomena or conditions. This selection process often involves careful consideration of factors such as uniqueness, relevance to the research question, and the availability of information.

Data collection methods in psychological case studies can vary, ranging from structured interviews and observations to psychological tests and document analysis. These methods aim to gather comprehensive and reliable data that can offer a deep understanding of the case under investigation.

Once the data is collected, researchers employ various analytical approaches, such as thematic analysis, content analysis, or grounded theory, to identify patterns, themes, and relationships within the data. These analytical techniques help in uncovering significant findings and drawing meaningful conclusions.

Selecting a Case

The initial step in conducting a case study in psychology involves selecting an individual case with a compelling personal history that aligns with the research objectives.

It is paramount to consider the individual’s background, experiences, and unique attributes when choosing a case.

• Assessing the personal history of the case subject can provide valuable insights into potential factors contributing to their current situation.
• Ensuring that the research objectives are in harmony with the characteristics of the chosen case helps maintain relevance and coherence in the study.
• Each case has its own complexities, challenges, and dynamics that can offer rich material for analysis and interpretation.

Therefore, a thorough evaluation of the personal history, alignment with research goals, and distinct qualities of the case individual are crucial steps in the selection process for a psychological case study.

Collecting Data

Data collection in psychological case studies involves various methods such as observational studies , archival record reviews, and direct interviews to gather comprehensive information about the case.

Observational studies, one of the primary data collection techniques in psychological case studies, involve the systematic observation of individuals in their natural environment to understand their behavior and interactions. Researchers closely analyze and document these observations to gain insights into the case under study.

Archival record reviews play a crucial role in accessing historical information related to the case. Researchers sift through records such as medical reports, school transcripts, or legal documents to gather valuable data that provides context and background for the case.

Interview methods offer researchers the opportunity to delve deeper into the case by directly interacting with the individuals involved. Through structured or semi-structured interviews, researchers can gather detailed accounts, emotions, and perspectives, enriching the understanding of the case.

Analyzing Data

Data analysis in psychological case studies involves rigorous examination methods such as interpretative phenomenological analysis to derive meaningful insights from collected information.

This approach aims to uncover underlying themes and patterns within the data, allowing researchers to delve deep into the subjective experiences of individuals studied. Through thematic coding practices, researchers categorize and organize data based on recurring themes or concepts, facilitating a systematic analysis process. By employing analytical rigor and attention to detail, researchers can extract valuable insights that contribute to a more profound understanding of the psychological phenomena under investigation.

Reporting Findings

Reporting findings in psychological case studies follows established guidelines such as the APA format, ensuring clear and concise documentation of the research outcomes and clinical observations.

Following the APA format standards is crucial in the field of psychology as it provides a structured framework for presenting research data and insights. By adhering to these guidelines, researchers can enhance the credibility and reproducibility of their findings, fostering transparency in the scientific community.

The meticulous reporting of results not only aids in the replication of studies but also facilitates the integration of new knowledge into existing theories and practices. Maintaining consistency in clinical documentation allows for effective communication among professionals, promoting collaborative efforts in advancing psychological research.

What Are the Different Types of Case Studies in Psychology?

In psychology, various types of case studies exist, including descriptive case studies that aim to provide detailed accounts and explanatory case studies that focus on understanding underlying psychological mechanisms.

Descriptive case studies often involve extensive qualitative data collection through methods such as interviews, observations, and document analysis to present a rich narrative of an individual’s experiences or behaviors.

On the other hand, explanatory case studies delve deeper into the causal relationships between variables, seeking to uncover the reasons behind certain psychological phenomena or behaviors.

While descriptive studies offer a comprehensive portrayal, explanatory studies strive to unravel the ‘why’ and ‘how’ aspects, shedding light on the mechanisms at play in complex psychological processes.

Descriptive Case Studies

Descriptive case studies in psychology involve detailed observations and analyses of individual cases to provide comprehensive insights into behavior and psychological processes.

Observational research methods play a crucial role in conducting descriptive case studies, allowing researchers to directly observe and document the behaviors and responses of the individuals under study. These methods often involve naturalistic observations in real-life settings, providing rich and nuanced data for analysis. Researchers often employ thematic coding practices to categorize and analyze the qualitative data collected during these observations, identifying recurring themes and patterns within the behavior of the case subjects.

Exploratory Case Studies

Exploratory case studies in psychology aim to delve into new areas of research, employing thematic coding to identify patterns and themes within the collected data.

Thematic coding, a crucial methodology in these studies, involves categorizing data based on recurring themes and concepts that emerge during analysis. This process allows researchers to uncover hidden connections and gain deeper insight into the phenomena under investigation.

Longitudinal studies, often utilized in exploratory research, provide a temporal perspective by tracking changes and developments over an extended period. This longitudinal approach enables researchers to observe how patterns evolve over time, offering a more comprehensive understanding of complex psychological processes.

Explanatory Case Studies

Explanatory case studies in psychology focus on understanding the underlying psychological phenomena through interpretative phenomenological analysis, uncovering the complexities of individual behavior.

By utilizing interpretative phenomenological analysis methods, researchers can delve deep into the subjective experiences and perceptions of participants, providing rich insights into the intricate workings of the human mind. These case studies serve as valuable tools for theory testing approaches, allowing psychologists to explore the applicability and validity of existing theories in real-world contexts.

The theoretical interpretations derived from these studies help in advancing our understanding of psychological processes, shedding light on factors that influence behavior, emotions, and cognition. Through detailed qualitative analysis, researchers can capture the nuances and subtleties of individual differences and diverse psychological phenomena, contributing to the broader field of psychology.

Collective Case Studies

Collective case studies in psychology involve the examination of multiple cases or a group of individuals over an extended period, often utilizing longitudinal study designs to capture developmental changes.

The primary goal of collective case studies is to provide a comprehensive understanding of specific phenomena by observing patterns across different cases. By analyzing these cases simultaneously, researchers can gain insights into shared experiences, unique outcomes, and variations that might occur within the group.

Longitudinal study frameworks in collective case studies allow researchers to track changes over time, providing valuable data on long-term behavioral patterns and psychological development.

Cross-sectional comparisons, on the other hand, enable researchers to compare different cases at a specific point in time, helping identify similarities, differences, and potential factors influencing group dynamics.

Single-Case Studies

Single-case studies in psychology focus on individual cases, allowing for a detailed examination of unique behaviors and psychological patterns while addressing potential researcher biases.

By diving into a single individual’s experience, researchers can gain in-depth insights into specific behaviors and responses. This approach enables a focused analysis of the complexities that may not be observable in larger samples, leading to a nuanced understanding of psychological phenomena.

Scientific rigor plays a crucial role in single-case studies, requiring meticulous observation, documentation, and interpretation to uphold the validity and reliability of findings.

Attention to ethical considerations is paramount in these studies, ensuring the well-being and autonomy of the participant while maintaining the integrity of the research process. Researchers must also navigate the limitations inherent in single-case studies, such as generalizability issues and the need for robust experimental controls to establish causal relationships.

Multiple-Case Studies

Multiple-case studies in psychology involve the comparison of several cases to identify commonalities, differences, and patterns, allowing for generalizations within specific contexts.

When conducting multiple-case studies, researchers typically aim to extend beyond individual case analyses to explore overarching themes and patterns that may apply to a larger population or phenomenon.

By utilizing comparative analysis, researchers can delve into the nuances of each case, observing the interplay of various factors and variables that contribute to specific outcomes.

Through this method, researchers can test existing theories, refine hypotheses, and develop new insights that contribute to the broader understanding of complex psychological phenomena.

Frequently Asked Questions

What are case studies in psychology.

Case studies in psychology involve in-depth analysis and examination of an individual, group, or event, usually to understand underlying psychological principles and phenomena.

Why are case studies important in psychology?

Case studies provide detailed and specific information about an individual or group, allowing researchers to gain a deep understanding of complex psychological processes and behaviors.

How do case studies help in understanding psychology?

Case studies help in understanding psychology by providing real-world examples of psychological theories and concepts, making them easier to comprehend and apply.

What are the benefits of using case studies in psychology?

Case studies offer a rich source of data, provide insights into rare or unusual cases, and allow for the exploration of complex and multifaceted phenomena in a real-world context.

Can case studies be used to generalize findings?

No, case studies are not meant to be used for generalization as they focus on a specific individual or group and do not represent the entire population. However, they can be used to generate hypotheses for future research.

What are the limitations of using case studies in psychology?

Some limitations of case studies include potential bias from the researcher, difficulty in replicating results, and lack of control over variables. Additionally, they may not be generalizable to the broader population.

Rachel Liu, a social psychologist, examines the influence of societal and cultural factors on individual behavior. Her research has spanned topics from group dynamics and social identity to the psychological impacts of social media. Rachel’s writing aims to illuminate the ways in which social environments shape our thoughts, feelings, and actions, offering insights into improving interpersonal relationships and fostering inclusive communities.

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Case Study Research Method in Psychology

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources using several methods (e.g., observations & interviews).

The case study research method originated in clinical medicine (the case history, i.e., the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.

The information is mainly biographical and relates to events in the individual’s past (i.e., retrospective), as well as to significant events that are currently occurring in his or her everyday life.

The case study is not a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.

Freud (1909a, 1909b) conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

This makes it clear that the case study is a method that should only be used by a psychologist, therapist, or psychiatrist, i.e., someone with a professional qualification.

There is an ethical issue of competence. Only someone qualified to diagnose and treat a person can conduct a formal case study relating to atypical (i.e., abnormal) behavior or atypical development.

 Famous Case Studies

• Anna O – One of the most famous case studies, documenting psychoanalyst Josef Breuer’s treatment of “Anna O” (real name Bertha Pappenheim) for hysteria in the late 1800s using early psychoanalytic theory.
• Little Hans – A child psychoanalysis case study published by Sigmund Freud in 1909 analyzing his five-year-old patient Herbert Graf’s house phobia as related to the Oedipus complex.
• Bruce/Brenda – Gender identity case of the boy (Bruce) whose botched circumcision led psychologist John Money to advise gender reassignment and raise him as a girl (Brenda) in the 1960s.
• Genie Wiley – Linguistics/psychological development case of the victim of extreme isolation abuse who was studied in 1970s California for effects of early language deprivation on acquiring speech later in life.
• Phineas Gage – One of the most famous neuropsychology case studies analyzes personality changes in railroad worker Phineas Gage after an 1848 brain injury involving a tamping iron piercing his skull.

Clinical Case Studies

• Studying the effectiveness of psychotherapy approaches with an individual patient
• Assessing and treating mental illnesses like depression, anxiety disorders, PTSD
• Neuropsychological cases investigating brain injuries or disorders

Child Psychology Case Studies

• Studying psychological development from birth through adolescence
• Cases of learning disabilities, autism spectrum disorders, ADHD
• Effects of trauma, abuse, deprivation on development

Types of Case Studies

• Explanatory case studies : Used to explore causation in order to find underlying principles. Helpful for doing qualitative analysis to explain presumed causal links.
• Exploratory case studies : Used to explore situations where an intervention being evaluated has no clear set of outcomes. It helps define questions and hypotheses for future research.
• Descriptive case studies : Describe an intervention or phenomenon and the real-life context in which it occurred. It is helpful for illustrating certain topics within an evaluation.
• Multiple-case studies : Used to explore differences between cases and replicate findings across cases. Helpful for comparing and contrasting specific cases.
• Intrinsic : Used to gain a better understanding of a particular case. Helpful for capturing the complexity of a single case.
• Collective : Used to explore a general phenomenon using multiple case studies. Helpful for jointly studying a group of cases in order to inquire into the phenomenon.

Where Do You Find Data for a Case Study?

There are several places to find data for a case study. The key is to gather data from multiple sources to get a complete picture of the case and corroborate facts or findings through triangulation of evidence. Most of this information is likely qualitative (i.e., verbal description rather than measurement), but the psychologist might also collect numerical data.

1. Primary sources

• Interviews – Interviewing key people related to the case to get their perspectives and insights. The interview is an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates, and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.
• Observations – Observing behaviors, interactions, processes, etc., related to the case as they unfold in real-time.
• Documents & Records – Reviewing private documents, diaries, public records, correspondence, meeting minutes, etc., relevant to the case.

2. Secondary sources

• News/Media – News coverage of events related to the case study.
• Academic articles – Journal articles, dissertations etc. that discuss the case.
• Government reports – Official data and records related to the case context.
• Books/films – Books, documentaries or films discussing the case.

3. Archival records

Searching historical archives, museum collections and databases to find relevant documents, visual/audio records related to the case history and context.

Public archives like newspapers, organizational records, photographic collections could all include potentially relevant pieces of information to shed light on attitudes, cultural perspectives, common practices and historical contexts related to psychology.

4. Organizational records

Organizational records offer the advantage of often having large datasets collected over time that can reveal or confirm psychological insights.

Of course, privacy and ethical concerns regarding confidential data must be navigated carefully.

However, with proper protocols, organizational records can provide invaluable context and empirical depth to qualitative case studies exploring the intersection of psychology and organizations.

• Organizational/industrial psychology research : Organizational records like employee surveys, turnover/retention data, policies, incident reports etc. may provide insight into topics like job satisfaction, workplace culture and dynamics, leadership issues, employee behaviors etc.
• Clinical psychology : Therapists/hospitals may grant access to anonymized medical records to study aspects like assessments, diagnoses, treatment plans etc. This could shed light on clinical practices.
• School psychology : Studies could utilize anonymized student records like test scores, grades, disciplinary issues, and counseling referrals to study child development, learning barriers, effectiveness of support programs, and more.

How do I Write a Case Study in Psychology?

Follow specified case study guidelines provided by a journal or your psychology tutor. General components of clinical case studies include: background, symptoms, assessments, diagnosis, treatment, and outcomes. Interpreting the information means the researcher decides what to include or leave out. A good case study should always clarify which information is the factual description and which is an inference or the researcher’s opinion.

1. Introduction

• Provide background on the case context and why it is of interest, presenting background information like demographics, relevant history, and presenting problem.
• Compare briefly to similar published cases if applicable. Clearly state the focus/importance of the case.

2. Case Presentation

• Describe the presenting problem in detail, including symptoms, duration,and impact on daily life.
• Include client demographics like age and gender, information about social relationships, and mental health history.
• Describe all physical, emotional, and/or sensory symptoms reported by the client.
• Use patient quotes to describe the initial complaint verbatim. Follow with full-sentence summaries of relevant history details gathered, including key components that led to a working diagnosis.
• Summarize clinical exam results, namely orthopedic/neurological tests, imaging, lab tests, etc. Note actual results rather than subjective conclusions. Provide images if clearly reproducible/anonymized.
• Clearly state the working diagnosis or clinical impression before transitioning to management.

3. Management and Outcome

• Indicate the total duration of care and number of treatments given over what timeframe. Use specific names/descriptions for any therapies/interventions applied.
• Present the results of the intervention,including any quantitative or qualitative data collected.
• For outcomes, utilize visual analog scales for pain, medication usage logs, etc., if possible. Include patient self-reports of improvement/worsening of symptoms. Note the reason for discharge/end of care.

4. Discussion

• Analyze the case, exploring contributing factors, limitations of the study, and connections to existing research.
• Analyze the effectiveness of the intervention,considering factors like participant adherence, limitations of the study, and potential alternative explanations for the results.
• Identify any questions raised in the case analysis and relate insights to established theories and current research if applicable. Avoid definitive claims about physiological explanations.
• Offer clinical implications, and suggest future research directions.

5. Additional Items

• Thank specific assistants for writing support only. No patient acknowledgments.
• References should directly support any key claims or quotes included.
• Use tables/figures/images only if substantially informative. Include permissions and legends/explanatory notes.
• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.

Because of their in-depth, multi-sided approach, case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.

Research that only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension of experience, which is important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.

The method is, therefore, important for psychologists who adopt a holistic point of view (i.e., humanistic psychologists ).

Limitations

• Lacking scientific rigor and providing little basis for generalization of results to the wider population.
• Researchers’ own subjective feelings may influence the case study (researcher bias).
• Difficult to replicate.
• Time-consuming and expensive.
• The volume of data, together with the time restrictions in place, impacted the depth of analysis that was possible within the available resources.

Because a case study deals with only one person/event/group, we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the conclusions drawn from a particular case may not be transferable to other settings.

Because case studies are based on the analysis of qualitative (i.e., descriptive) data , a lot depends on the psychologist’s interpretation of the information she has acquired.

This means that there is a lot of scope for Anna O , and it could be that the subjective opinions of the psychologist intrude in the assessment of what the data means.

For example, Freud has been criticized for producing case studies in which the information was sometimes distorted to fit particular behavioral theories (e.g., Little Hans ).

This is also true of Money’s interpretation of the Bruce/Brenda case study (Diamond, 1997) when he ignored evidence that went against his theory.

Breuer, J., & Freud, S. (1895).  Studies on hysteria . Standard Edition 2: London.

Curtiss, S. (1981). Genie: The case of a modern wild child .

Diamond, M., & Sigmundson, K. (1997). Sex Reassignment at Birth: Long-term Review and Clinical Implications. Archives of Pediatrics & Adolescent Medicine , 151(3), 298-304

Freud, S. (1909a). Analysis of a phobia of a five year old boy. In The Pelican Freud Library (1977), Vol 8, Case Histories 1, pages 169-306

Freud, S. (1909b). Bemerkungen über einen Fall von Zwangsneurose (Der “Rattenmann”). Jb. psychoanal. psychopathol. Forsch ., I, p. 357-421; GW, VII, p. 379-463; Notes upon a case of obsessional neurosis, SE , 10: 151-318.

Harlow J. M. (1848). Passage of an iron rod through the head.  Boston Medical and Surgical Journal, 39 , 389–393.

Harlow, J. M. (1868).  Recovery from the Passage of an Iron Bar through the Head .  Publications of the Massachusetts Medical Society. 2  (3), 327-347.

Money, J., & Ehrhardt, A. A. (1972).  Man & Woman, Boy & Girl : The Differentiation and Dimorphism of Gender Identity from Conception to Maturity. Baltimore, Maryland: Johns Hopkins University Press.

Money, J., & Tucker, P. (1975). Sexual signatures: On being a man or a woman.

Further Information

• Case Study Approach
• Case Study Method
• Enhancing the Quality of Case Studies in Health Services Research
• “We do things together” A case study of “couplehood” in dementia
• Using mixed methods for evaluating an integrative approach to cancer care: a case study