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“Listening to the Music of the Mind”
Published in Meidan Turel, Michael Siglag, Alexander Grinshpoon, Clinical Psychology in the Mental Health Inpatient Setting, 2019
Numerous protocols for test administration and interpretation have been developed for the use of drawings in assessment (Bolander, 1977; Burns, 1987; Hammer, 1997; Leibowitz, 1999). These include the Goodenough–Harris Drawing Test (Harris & Goodenough, 1963) and the Machover Draw-A-Person Test (Machover, 1949). Today, the most commonly used technique is the House-Tree-Person (H-T-P) drawings; the three objects represent a common familiarity to people across ages while presenting powerful opportunities for free association (Oster & Crone, 2004). The author of this chapter uses a modified version of this technique that employs five drawings; a house, a tree, two people (of different genders), and a kinetic family. The instructions for the test are purposefully simple and ambiguous; the examinee is given separate sheets of paper and is asked to draw the figures without comment as to type, size, or condition (Oster & Crone, 2004). The order represents a sequence of gradually increasing complexity, thus making personal responses more likely as the test progresses (Hammer, 1997). Following the completion of all five drawings, the examiner asks a series of questions to encourage further associations and reflection upon the drawings. By framing the questions in terms of the drawn externalized objects, in the experience of this writer, examinees are more likely to freely and more safely discuss their own thoughts and feelings through projected narratives.
Structured Craft Group Activities for Adolescent Delinquent Girls
Published in Diane Gibson, Group Process and Structure in Psychosocial Occupational Therapy, 2014
Joyce Hardison, Lela A. Llorens
Subject One, Larue, aged 16, demonstrated moderate vestibular processing difficulties on the pretest and mild-moderate vestibular processing difficulties on the posttest, with possible signs of organicity, noted on the posttest Draw A Person Test (see Tables 1, 2 and 3).
Parent–infant psychotherapy
Published in Björn Salomonsson, Psychodynamic Interventions in Pregnancy and Infancy, 2018
Would the short-term effects of MIP last? To answer, we initiated a long-term follow-up study when the children had reached 4½ years (Winberg Salomonsson, Sorjonen & Salomonsson, 2015a, b). Now, 66 out of the 80 dyads were willing to participate. We sought to get a comprehensive picture of their functioning; an expert child psychotherapist interviewed the children and I the mothers. We retained many instruments from the infant study; all four mother-report questionnaires and the EAS on the interaction videos. We added a Draw-a-person test (Machover, 1949) to assess the child’s cognitive and emotional functioning, the Story Stem Assessment Profile (SSAP; Hodges, Steele, Hillman, Henderson & Kaniuk, 2003) for attachment assessments, the Wechsler preschool and primary scale of intelligence for cognitive functioning (WPPSI-III; Wechsler, 2005), and the Children’s Global Assessment Scale (CGAS; Shaffer et al., 1983) for rating their daily functioning. Preschool teachers and mothers also rated child functioning on the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997). Finally, the children’s interviewer clustered them into Ideal types, which she boiled down to the “OK” and “Troubled” children. To get a picture of the mothers’ attachment representations of the child, I interviewed them according to the Working Model of the Child Interview (WMCI; Zeanah et al., 1986). As seen in Table 11.1, children who had been in MIP as babies now performed 10 points better than their CHC peers on the CGAS. Also, there were more OK children in the MIP group, and more Troubled children in the CHCC group.
Physical Versus Sexual Abuse as Reflected in Adolescents’ Self-Figure Drawings: A Preliminary Study
Published in Journal of Child Sexual Abuse, 2022
Rachel Lev-Wiesel, Oren Ramot, Hagar Niv, Einav Daniel, Yoav Gosh, Amir Dahan, Susan Weinger
DAP is cost-effective, easy, and quick to apply; one of the instruments most used by psychologists, social workers, and art therapists (Borsa, 2019). It is suitable mainly for children, due to its nonverbal nature and, in the clinical context, a free technique of graphic expression (Borsa, 2019). Since Goodenough’s contributions, several draw-a-person test assessment systems have been developed and classified according to the objectives of the assessment, from three perspectives: cognitive, projective, and emotional (Borsa, 2019). The first considers the drawing as a measure of cognitive development, through the scoring of the existence and quality of the items present in the figures. The second sees the drawing as a form of manifestation of the unconscious and expressive aspects of personality traits and the drawer’s experiences (Hammer, 1997; Lev-Wiesel & Shvero, 2003; Machover, 1949a). The third perspective considers the draw-a-person test to be an expressive technique capable of revealing emotional characteristics and aspects of interpersonal relations and interaction with the environment, for example, eating disorders (Guez et al., 2010) and the tendency to use violence (Lev-Wiesel & Hershkovitz, 2000).
Christine Wang: Pioneering Chinese-American Art Therapist
Published in Art Therapy, 2021
Wang was one of the earliest proponents of research in art therapy. When she moved to Washington DC in the 1960s, she initially worked as a research assistant in medical psychology at Johns Hopkins University Hospital (1964–66) with notable sex and gender psychologist John Money. Although considered pioneering for his progressive views on gender, Money later came under scrutiny for controversial treatments – most notably in the case of David Reimer. Wang’s research was limited to the usability of the Draw-A-Person Test for determining a client’s gender identity. Money and Wang (1966) found significant differences in the drawings by transgender men and those with Klinefelter’s syndrome (an extra X chromosome) from drawings by effeminate boys (not due to genetic or somatic differences) and boys who entered puberty prematurely. Even though this might indicate the assessment as a reliable tool, they cautioned, “the meaning of the sex of the first drawing must, for individual diagnostic purposes, be interpreted in the context of associate information” (p. 161), such as ascertaining the client’s description. In a complementary study, Money and Wang (1967), determined that the transgender men had the highest quality drawings, which they postulated may be due to heightened visual acuity and imagination, possible necessary coping skills. Their attention to individual circumstances indicates not just a curiosity but a genuine interest to understand.
Simple Categorization of Human Figure Drawings at 5 Years of Age as an Indicator of Developmental Delay
Published in Developmental Neurorehabilitation, 2019
Ş. Tükel, A.C. Eliasson, B. Böhm, A.C. Smedler
After examining children’s HFDs from various perspectives, this study can confirm its relationship to both PIQ and general motor performance, which is specifically related to visual perception and fine motor control presented in HFDs. Although the developmental stages of HFD are empirically well established in the literature, to our knowledge, no previous study has investigated the association between development of visual perception and fine motor control and planning. As a result of this clear association, we further investigated if simple categorization of HFDs may be a valid indicator of developmental delay, with promising results. Our results show that immature HFD is a moderate-to-good indicator of visuospatial intellectual difficulties. This perspective is entirely different from attempting to assess general cognitive development by scoring HFD, such as the Goodenough-Harris Drawing Test5, Naglieri’s Draw-a-Person Test (DAP),7 as well as the most recently updated Draw-A-Person Intellectual Ability Test (DAP:IQ),2 used since the beginning of the twentieth century.11