Reliability and validity: The manual contains no information on reliability and validity.
• Norms: • The standardization sample included 140 adults. No attempt was made to randomly select a stratified sample of subjects from the general population. Twenty adults were selected for each of seven intellectual levels (imbecile, moron, borderline, dull average, average, above average, and superior).
• This instrument is recommended for projective assessment in research and clinical settings. • Designed to aid clinicians in obtaining information concerning an individual’s sensitivity, maturity, flexibility, efficiency, degree of personality integration and interaction with the environment.
Suggested Uses Cont…………..
• Provides a structured context for the projection of unconscious material. • Buck felts that artistic activity creativity represents a stream of flow onto graphic art. He believed that through drawings, subjects objectifies unconscious differences by sketching the inner image of the primary process.
• Use in combination with other projective measurement instrument, usually given first as an ‘’ice breaker’’ • Anyone over three years age • Especially appropriate for individuals who are non-English-speaking, culturally different, educationally deprived, or developmentally disabled.
How To Start
• Use three pieces of plain white 8.511 paper. • Give the first and say, “Here I want you to draw a house as good as you can”, give the next sheet. “Draw as good a tree as you can”, give the next sheet. “Draw as good a person as you can”.(If a profile or head only, say, “Wait, I want you to draw a whole person, not just the head or profile)
• The child is told to draw(1)a house, (2) a tree, and(3) a person on white paper. • The figure gives the therapist some indication of how the child perceives himself or herself in the world (the figure is usually considered to be a reflection of the self).
• Administrator then use a Post-Drawing Inquiry checklist(specific questions) to enable client to describe, define and interpret his/her drawings. • Client responses are organized under 8 categories
• 8 categories for client responses: General observations Proportions Perspectives Detailing Non essential details Irrelevant details Line qualities Use of color
• Drawings are interpreted using two “paths”; intra-subjective and inter-subjective First path, intra-subjective, considers the content and quality of the three drawings; also explores the depth of material behind the drawings Second path, inter-subjective, considers features indicative of a certain emotional tendency
Time Factors And Considerations
• No time limit (is based on average time) • Paper given to client to draw on should be blank • This is a projective not a diagnostic test • Not “standardized” • Can purchase supplemental interrogation from which derives an IQ score
• Bachelor’s Degree
• Poorly established reliability and validity. • Interpretation may be influence by clinician bias/prejudice
• Good ice-breaker to use in preparation for other tests. • Good for engaging reluctant clients. • Used for any ages over three. • Useful for non-verbal clients. • Useful for non-English-speaking clients.
• Paul Jerry,Ph.d., Center For Graduate Education in Applied Psychology, Notes On Projective Drawings • Richard Niolon, Ph.d., Chicago School of Professional Psychology, Notes on Projective Drawings • Gerald D. Oster, Using Drawings In assessment and Therapy