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Draw A Person Appendix A

Draw a Person Appendix A

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Katreena Gomez Arma
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427 views23 pages

Draw A Person Appendix A

Draw a Person Appendix A

Uploaded by

Katreena Gomez Arma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
  • Appendix A: Describes the Draw-A-Person Self-Concept Scale with detailed terms such as shading, detail in figure, erasures, and symmetry.
  • Appendix B: Contains a checklist for identifying familiarity with certain words and assessing their use.
  • Appendix C: Provides sections for noting personal strengths and assesses their perceived importance.
  • Appendix D: Presents a proposal template for research involvement addressed to school principals detailing study purpose and procedures.
  • Appendix E: Drafts a parental guidance letter for participating in the career guidance and learning assessment study, outlining research steps.
  • Appendix F: Communicates directly to children involved in assessments, explaining the activities and assuring confidentiality.
  • Bibliography: Lists the academic references and literature sources cited throughout the document, from pages 14 to 23.
Appendix A ‘The Draw-A-Person Self-Concept Scale devised and validated by Bodwin and Bruck ‘Shading Reinforcement Erasures Detail in Figure Sketchy lines transparent Asymmetry istortion 1960, in Rosenbaum, 1989, p. 44) Light, dim, subtle and uncertain lines which furtively accent Particular parts of the figure. Patterned or stylized shading. Shading of the boundaries of clothing or the figure. Heavy dark lines or parts of the drawing emphasized through retracing over the same area. Any attempt to alter or perfect all or part of the drawing through erasure. Unessential features or details added to the figure or background. Parts of the body, particularly the outline defined by light, broken, blurred, vague, fuzzy lines. Body of the figure completely transparent or inadequately clothed so that body parts ordinarily covered are shown Imbalance and lopsided arrangement of the body parts in respect to size, shape or position on the opposite sides of the centre. ‘Any unnaturalness or irregularity in form. Any non-human aspects to figure drawn, often displayed by size disproportion. ut Incompleteness Mixed Age Opposite Sex Identification Primitiveness Ammaturity Figure not drawn complete, lacking in significant body parts or clothing, Disparity in the physiological maturation of various body Parts, such as breasts emph: body. ed in an otherwise childish Figure drawn is of the opposite sex of the subject, or if the same sex, opposite sex characteristics are displayed. Overall figure is crudely and roughly drawn. Specific points are confusion of full and profile view of the head, mouth emphasis, trunk incomplete, omission of the neck, and disorganized body representation. Drawing is marked by elaborate treatment of the midline ‘such as Adam's apple, tie, buttons, buckle and fly on trousers. There is emphasis on the mouth and/or breasts. Additional Items suggested by Rosenbaum (1989, p. 46) Fantasy Figures ‘Size of Drawing ‘Clown, monster, witch etc. — scores 1 Character figures — scores 3 Ordinary figures ~ scores 5. Between 6 and 22 cm — scores 5 22.1 to 24 cm or 45 to 5.9 cm scores 4 24.1 to 26 cm or 3.0 to 4.4 cm—scores 3 26.1 to 28cm or 1.5 to 2.9 cm —scores 2 More than 28 cm or smaller than 1.4 cm — scores 1 Profile View Full Frontal ~ scores 5 Partial Frontal (ie. only body or head drawn in frontal view) ~scores 3 Head and body drawn in profile view ~ scores 1 Placementon the Page The number in each block represents the score: 4 2 ; 2 4 2 3 4 3 2 a ‘ 5 4 > | 2 3 4 3 2 1 2 | 2 | | L ~ - 3 rl Jeu peweiey | Jexuin yen OU 491 YB1y premjoeq qua weiqoud Buwes) Jes paddeoipuey snueb | pepe: | jewsouge | PD Zum ‘urelq oyseds ‘mols Jena spaeu einads inyeaunoseu Aynowip Buwes diay speou X Duo fond é}[2Sunok aquiasap of P4OM S14, asn nod ino Duos D4ng €puom sys Aq nod pajjpo dana auodu sv} Duo y Ding ¢240$2q Spsom asayy 40 Auv puoay nod aay | @xipueddy SU quepodui! Alan ‘Kian quepodu Aion | quepodu! queyodws amyl) & quepoduu! jou quepodu Aen ‘Auer, quepodu Aion yueyodu quepoduuy apy e queyodu) jou qweHodui Alen “K9A | swerioduy Asan “hia queyoduwi Aen quepodwi Aion queyodu queyoduit wevodu ome — | ered ona € queuoduut you qweyodui jou quepodu Kian ‘Kien quepodu Kien yuepoduuy quepoduu amy] & quepodu jou (Gemsue | yoaui09 aug 9y0s19) | etayoeay nok 404 sig st queyodui | MoH, [queyoduit Kian “Aion quepodu! Aen queyodwi queyodui! apy & quepodui! jou yueyoduu Kien “Kian | quepodu! Kien quepodut quepodu 9} | quepoduu you queyodu! Kian ‘fun quepodu Aan | quepyodui quepoduut apy quepodust you quepodui! Kien qWepoduu you queyodu! Aiea “fen quepodu Alen ‘Aran, quepodu kien quepoduit quepodu! apy e quevodust jou | jomsue | (Gamsue yauoo @u} 21119) | Ea anok | ur siyy s! quepodu | ‘MoH OxIpueddy :40 poo aup nod toys s6urys g aw ol | Kon'Won “3 Xenon °3 Ken'Won -g yeuecun evga | amsue queyodu Kien q. quepodwil Kian “q quepodus! Kien -q uepoduu! Aion “g ueyodust hon “g ow ema) quepodwt ‘9, quepodu “9 quepodwit 5 ueyodu “9 wevodw) y= e8}eu! | weed one “a | weuodenie “@ | wevodunemte ‘a | seyodun opie | wevoduonyje a see 04 qweyodu ou -y quepodu jou -y queyoduu jou “y weuoduniou ~y weuiod) ou -y | yweuotat | ; MOH quepodui | Kon'hen | wevedurtion on [swan fon 0% | esogurhn'ten | uevedu ton n | (HONGUE quepodui Aiea -q quepoduy! (yen quepodui! Aen quepoduit Kian quepodu ian au ajauig) juevodut “9 jwepodui wueyoduy quepoduy | esuered jueyodus ome “g queyodust py & queyoduut apy © quepodus soysuen queyoduiyjou “y quepodus! you queyoduu! you quepodui jou quepodui! jou quepodu zu Kon'hion 3 Aaron a Kinin imvedue | ody amsve | queyodu) ‘9, quepodu) “9 quepodui) “9 ywevoduy “9 wevodu queypeey | suevodu ome g | wevodemme “| weuodw ome -g @ | wevodu on e voy set jquepodui jou y quepoduil jou "y | queyodui you -y y quepoduit you | queyoduwi — - HoH hen Wen 3 Kon on 3 Ken en “3 pet | pevear )omeue queyodu Kien

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