The use of projective techniques by school psychologists has been a point of interest and debate, with a number of survey studies documenting usage. The purpose of this study is to update the status of projective use among school psychologists, with a specific focus on their use in the social emotional assessment of children in schools. In addition to gathering information about the frequency of use, this study provides information about the types of assessment activities in which the assessments are used and practitioner’s perception of the utility of specific instruments. Results indicate that school psychologists view projective assessments as moderately useful and that they continue to use projectives across grades and for a variety of educational purposes, including eligibility determination and intervention development. Results are discussed critically in the context of previous research.
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