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Children's Apperception Test (CAT) ( Bellak L.

)
Children's Apperception Test (Children's Apperception Test - SAT) developed by Leopold Bellak and
Sonya and belongs to a class of interpretive techni!es " #here $eaningf!l content pro%ected needs"
conflicts " personality settings . &ith this techni!e can identify '
( driving needs and $otives
( feat!res of perception and relationship of the child to his parents (incl!ding parents as a $arried
co!ple )
( partic!lar child relationships #ith siblings
( The content of intrapersonal conflicts as a conse!ence of fr!stration leading child's needs
( partic!lar defense $echanis$s as a #ay of resolving internal conflicts
( aggressive fantasies " fears" phobias " an)iety associated #ith sit!ations of fr!stration
( dyna$ic and str!ct!ral characteristics of the child's behavior a$ong their peers .
*et +re!d noticed that children are $ore likely identifitsir!t hi$self #ith ani$als than #ith people.
SAT is designed to facilitate the !nderstanding of the children's relationship to the $ost significant
fig!res and incentives. ,n the test represented a certain a$o!nt of basic sit!ations " #hich $ay reflect a
$anifestation of the child's c!rrent proble$s . -ict!res have been developed to obtain ans#ers to basic
proble$s - in partic!lar" the proble$s of co$petition and siblings " relationships to parents and then the
#ay they are perceived " fantasy child aggression " the adoption of the ad!lt #orld " his fear of being
alone " of Cond!ct on the toilet and parental responses to it .
The test is designed to e)a$ine children fro$ . to /0 years .
&hile the test - .0-10 $in.
Cond!ct testing ' 2esearch carried o!t individ!ally " not as a positioning test " b!t as the ga$e. After
establishing contact #ith the child " placing hi$ pict!res. *o! co!ld say ' 3&e're going to play the
ga$e . Tho! shalt tell stories abo!t the pict!res ,'ll give yo! . Tell $e #hat happens is that the ani$als
are doing no# . 3 &hen appropriate" the child can be asked abo!t #hat #as sho#n in the story !p to the
$o$ent and #hat happens after . 4ay need to enco!rage the child" tell hi$ so$ething " it is not
forbidden to interr!pt . 5f co!rse" the tips sho!ld not be inspiring character. All ans#ers are recorded
and later analy6ed literally . ,t sho!ld also record all the co$$ents and actions of the child" !nrelated to
the story .
After all the stories are #ritten " yo! can ret!rn to each of the$ to clarify certain points " for e)a$ple "
#hy a character na$ed that #ay " and not other#ise specified e)actly that place the characters' actions "
it is this age" etc. and even #hy so ended the story . ,f a child can not concentrate on st!dy " it #o!ld be
nice to try to do it later " b!t not for long delay after the presentation of the test.
Better to keep all the pict!res o!tside look of the child " beca!se yo!ng children tend to play #ith all
the i$ages at once" select the$ rando$ly for storytelling.
-ict!res #ere n!$bered and arranged in a specific se!ence for certain reasons " so yo! sho!ld sho#
the$ in a certain order . ,f the child is restless" can red!ce the test !ntil a fe# pict!res that highlight
specific proble$s . +or e)a$ple" a child #ho definitely has a proble$ of co$petition #ith a brother or
sister " yo! can give a pict!re / and 1 " etc etc.
&hen analy6ing the behavior Apperception generally considered that the child sees and thinks ho# "
!nlike e)pression eval!ation
Analysis of stories constr!cted as follo#s '
/) finding a 3hero3 " #ith #hich the s!b%ect identifies hi$self . A n!$ber of criteria to facilitate the
search for the 3hero 3 (for e)a$ple" a detailed description of the tho!ghts and feelings of the characters
in a $atch #ith hi$ by age and se) " social stat!s " the !se of direct speech " etc.)7
8) identify the $ost i$portant characteristics of the 3hero3 - his feelings " desires" aspirations" or " in the
ter$inology of 9. 4!rray " 3 needs.3 Also identified 3 press!re 3 environ$ent " ie the forces on the
3hero3 fro$ the o!tside. As 3needs3 and 3 press!re 3 environ$ent are eval!ated on a scale depending
on the intensity" d!ration " fre!ency" and their val!es in the plot of the story. :!$ber of votes for each
variable is co$pared #ith the standard for a partic!lar gro!p of e)a$inees 7
.) a co$parative eval!ation of the forces e$anating fro$ the 3hero3 and the forces e$anating fro$ the
environ$ent. The co$bination of these variables for$s a 3 the$e3 or the dyna$ic str!ct!re of
interaction bet#een the individ!al and the environ$ent. Contents of 3 fact 3 is '
a) that act!ally perfor$s the e)a$inee 7
b) is #hat he seeks 7
c) that they are not recogni6ed " appearing in fantasy 7
d) that it is c!rrently e)periencing 7
d ) the #ay in #hich it see$s the f!t!re.
As a res!lt" the researcher receives infor$ation abo!t the $ain aspirations of the s!b%ect needs "
i$pacts on his conflicts that arise in the interaction #ith other people " and ho# to resolve the$ " other
infor$ation.
;ere are so$e typical the$es " visible as responses to vario!s pict!res .
Scene / (3 Chickens at the table 3).
Chickens at the table
Chickens are sitting at a table on #hich a large bo#l #ith food. 5n the one hand a large chicken" it is
not clear -c!t.
Ans#ers revolve aro!nd food " eno!gh to feed hi$ each parent . Topics co$petition brothers - sisters
boil do#n to #ho gets $ore " #ho are better behaved " etc. +ood can be a reinforce$ent or" conversely"
to re%ect it as representing a danger of the $ain proble$s related to the satisfaction or - fr!stration "
food proble$s etc.
-ict!re 8 ( 3 Bears" p!ll the rope 3).
printable version
Children's Apperception Test (CAT) ( Bellak L. )
Children's Apperception Test (Children's Apperception Test - SAT) developed by Leopold Bellak and
Sonya and belongs to a class of interpretive techni!es " #here $eaningf!l content pro%ected needs"
conflicts " personality settings . &ith this techni!e can identify '
( driving needs and $otives
( feat!res of perception and relationship of the child to his parents (incl!ding parents as a $arried
co!ple )
( partic!lar child relationships #ith siblings
( The content of intrapersonal conflicts as a conse!ence of fr!stration leading child's needs
( partic!lar defense $echanis$s as a #ay of resolving internal conflicts
( aggressive fantasies " fears" phobias " an)iety associated #ith sit!ations of fr!stration
( dyna$ic and str!ct!ral characteristics of the child's behavior a$ong their peers .
*et +re!d noticed that children are $ore likely identifitsir!t hi$self #ith ani$als than #ith people.
SAT is designed to facilitate the !nderstanding of the children's relationship to the $ost significant
fig!res and incentives. ,n the test represented a certain a$o!nt of basic sit!ations " #hich $ay reflect a
$anifestation of the child's c!rrent proble$s . -ict!res have been developed to obtain ans#ers to basic
proble$s - in partic!lar" the proble$s of co$petition and siblings " relationships to parents and then the
#ay they are perceived " fantasy child aggression " the adoption of the ad!lt #orld " his fear of being
alone " of Cond!ct on the toilet and parental responses to it .
The test is designed to e)a$ine children fro$ . to /0 years .
&hile the test - .0-10 $in.
Cond!ct testing ' 2esearch carried o!t individ!ally " not as a positioning test " b!t as the ga$e. After
establishing contact #ith the child " placing hi$ pict!res. *o! co!ld say ' 3&e're going to play the
ga$e . Tho! shalt tell stories abo!t the pict!res ,'ll give yo! . Tell $e #hat happens is that the ani$als
are doing no# . 3 &hen appropriate" the child can be asked abo!t #hat #as sho#n in the story !p to the
$o$ent and #hat happens after . 4ay need to enco!rage the child" tell hi$ so$ething " it is not
forbidden to interr!pt . 5f co!rse" the tips sho!ld not be inspiring character. All ans#ers are recorded
and later analy6ed literally . ,t sho!ld also record all the co$$ents and actions of the child" !nrelated to
the story .
After all the stories are #ritten " yo! can ret!rn to each of the$ to clarify certain points " for e)a$ple "
#hy a character na$ed that #ay " and not other#ise specified e)actly that place the characters' actions "
it is this age" etc. and even #hy so ended the story . ,f a child can not concentrate on st!dy " it #o!ld be
nice to try to do it later " b!t not for long delay after the presentation of the test.
Better to keep all the pict!res o!tside look of the child " beca!se yo!ng children tend to play #ith all
the i$ages at once" select the$ rando$ly for storytelling.
-ict!res #ere n!$bered and arranged in a specific se!ence for certain reasons " so yo! sho!ld sho#
the$ in a certain order . ,f the child is restless" can red!ce the test !ntil a fe# pict!res that highlight
specific proble$s . +or e)a$ple" a child #ho definitely has a proble$ of co$petition #ith a brother or
sister " yo! can give a pict!re / and 1 " etc etc.
&hen analy6ing the behavior Apperception generally considered that the child sees and thinks ho# "
!nlike e)pression eval!ation
Analysis of stories constr!cted as follo#s '
/) finding a 3hero3 " #ith #hich the s!b%ect identifies hi$self . A n!$ber of criteria to facilitate the
search for the 3hero 3 (for e)a$ple" a detailed description of the tho!ghts and feelings of the characters
in a $atch #ith hi$ by age and se) " social stat!s " the !se of direct speech " etc.)7
8) identify the $ost i$portant characteristics of the 3hero3 - his feelings " desires" aspirations" or " in the
ter$inology of 9. 4!rray " 3 needs.3 Also identified 3 press!re 3 environ$ent " ie the forces on the
3hero3 fro$ the o!tside. As 3needs3 and 3 press!re 3 environ$ent are eval!ated on a scale depending
on the intensity" d!ration " fre!ency" and their val!es in the plot of the story. :!$ber of votes for each
variable is co$pared #ith the standard for a partic!lar gro!p of e)a$inees 7
.) a co$parative eval!ation of the forces e$anating fro$ the 3hero3 and the forces e$anating fro$ the
environ$ent. The co$bination of these variables for$s a 3 the$e3 or the dyna$ic str!ct!re of
interaction bet#een the individ!al and the environ$ent. Contents of 3 fact 3 is '
a) that act!ally perfor$s the e)a$inee 7
b) is #hat he seeks 7
c) that they are not recogni6ed " appearing in fantasy 7
d) that it is c!rrently e)periencing 7
d ) the #ay in #hich it see$s the f!t!re.
As a res!lt" the researcher receives infor$ation abo!t the $ain aspirations of the s!b%ect needs "
i$pacts on his conflicts that arise in the interaction #ith other people " and ho# to resolve the$ " other
infor$ation.
<escription and typical response pattern SAT
;ere are so$e typical the$es " visible as responses to vario!s pict!res .
Scene / (3 Chickens at the table 3).
Chickens at the table
Chickens are sitting at a table on #hich a large bo#l #ith food. 5n the one hand a large chicken" it is
not clear -c!t.
Ans#ers revolve aro!nd food " eno!gh to feed hi$ each parent . Topics co$petition brothers - sisters
boil do#n to #ho gets $ore " #ho are better behaved " etc. +ood can be a reinforce$ent or" conversely"
to re%ect it as representing a danger of the $ain proble$s related to the satisfaction or - fr!stration "
food proble$s etc.
-ict!re 8 ( 3 Bears" p!ll the rope 3).
Bears p!ll the rope
5ne bear" p!ll the rope in the sa$e direction " #hile the other bear #ith c!b p!lled in the opposite
direction.
,nteresting to observe #hether identifies hi$self #ith the fig!re of a child " #hich cooperates #ith the
father or $other . ,t $ay look like a serio!s str!ggle " acco$panied by fear or aggression " #hich
co$pletes his o#n aggression or a!tono$y of the child. 4ore gently this pict!re $ay see$ a ga$e ( in
a t!g of #ar " for e)a$ple) . +or e)a$ple" the rope itself can be a so!rce of consideration - the rope
broke - it is a so!rce of s!bse!ent risk.
-ict!re . ( 3Lion #ith a -ipe3 ) .
Lion #ith t!be
Lion #ith a pipe and a cane" sitting in a chair in the lo#er right corner there is a s$all $o!se in a hole .
Leo is !s!ally seen as a father fig!re " e!ipped #ith ite$s s!ch as pipe and cane. Later" it can be seen
as an instr!$ent of aggression or can be !sed to $ake the old parent fig!re " helpless " #hich #ill not
need to fear . ,f the lion is seen as a strong parental fig!re " it is i$portant to note - #hether it is soft or
strong and dangero!s .
4ice $ost children see as a child and often identified #ith hi$ . ,n this case " by the c!nning and the
circ!$stances of the $o!se can $ake stronger. 5n the other hand " it can be co$pletely at the $ercy of
a lion. So$e children are identified #ith a lion " giving confir$ation of the conflict bet#een a!tono$y
and consent " etc.
Scene 1 ( 3=angaroo #ith keng!ryata$i 3).
=angaroo #ith keng!ryata$i
=angaroo in the ladies hat on his head " carrying a bag #ith $ilk bottles . ,n her bag kangaroo #ith a
balloon " cycling kangaroo $ore.
There !s!ally $anifest the$e co$petition #ith a brother or sister" or concerns abo!t the appearance of
the baby. At the sa$e ti$e " #here #e see the connection #ith the $other - often an i$portant feat!re .
So$eti$es a child #ho is older brother or sister #ho identifies hi$self #ith the baby in the bag. This
sho#s regressive desire to be closer to the goal of the $other. 5n the other hand " a child #ho is
act!ally yo!nger" can identify #ith the older " it $eans his desire for independence and po#er. Bag can
give food the$e. Can also be introd!ced the$e of escape fro$ danger. This $ay be d!e to an
!nconscio!s fear in the relationship of father and $other " se) " pregnancy.
-ict!re > ( 3T#o bear in the crib 3).
T#o teddy bear in the crib
<arkened roo$ #ith a large bed in the backgro!nd. Cots in the foregro!nd" in #hich t#o s$all bear.
The child looks at #hat happens bet#een the parents in bed. These stories reflect good g!esses "
observations" e$barrass$ent and e$otional distress on the part of children. T#o baby in a crib - gives
the the$e of $!t!al $anip!lation and st!dies a$ong children.
Scene ? (3 Bears in a darkened cave 3).
Bears in a darkened cave
<ark cave bears #ith t#o fig!res " it is !nclear o!tlined the backgro!nd 7 bear lying ahead.
This pict!re is !sed in an a$o!nt fro$ pict!re > . Scene ? is a greater fre!ency and stronger effect on
all that re$ained in the backgro!nd in the reactions to the original scene. &ill be reflected in this
threefold %ealo!sy sit!ation. 4ast!rbation proble$ #hile staying in bed $ay appear as reactions to the
pict!re > and ? for the pict!re .
Scene @ (3 +!rio!s tiger and $onkey 3).
+!rio!s tiger and $onkey
Tiger #ith bared fangs and cla#s " leaping on the $onkey " #hich is also %!$ping into the air.
;ere are displayed fears " avoidance of aggression and ho# to deal #ith the$. 5ften beco$es apparent
degree of stress the child. (This $ay be so severe that it leads to the re%ection of the pict!re" or $ay be
defensive reactions s!ch as conversion to a har$less story. 4onkey can even o!t#it the tiger. Tails
ani$als can be easily ca!se stories" leading to pro%ect fear.
Scene A (3 ad!lt $onkey talking to little $onkey 3).
Ad!lt $onkey talking #ith a s$all $onkey
T#o ad!lt $onkeys sitting on a sofa and drinking of tea c!ps . 5ne ad!lt $onkey sitting on a c!shion
and talking #ith a s$all $onkey.
There is often revealed the role in #hich a child p!ts hi$self inside the fa$ily constellation. ;is
interpretation of the $ain (foregro!nd ) $onkey as a father or $other fig!re beco$es significant in
relation to its perception of this fig!re as a good $onkey " or as a repri$and " over#hel$ing.
Scene B (3 Leveret in a dark roo$ .3)
;are in a dark roo$
<ark roo$ vie#ed fro$ the lighted roo$ thro!gh the open door . ,n the dark - hare sitting in a baby cot
" looking at the door.
S!b%ect fear of darkness " loneliness" fear of being abandoned by their parents " satisfy o!r c!riosity by
#hat $ay be in the ne)t roo$ or a co$$on response to the pict!re.
-ainting /0 (3 p!ppy pa#s ad!lt dog 3).
-!ppy ad!lt dog pa#s
-!ppy lying on the feet of an ad!lt dog " both fig!res #ith a $ini$!$ of e)pressive feat!res pieces are
positioned at the forefront in the bathroo$.
e)a$ples
Belo# are e)a$ples of st!dies !sing CAT to ill!strate the variety of ans#ers. These e)a$ples are
chosen not beca!se they are partic!larly s!ccessf!l" b!t in order to sho# the diffic!lties and s!btleties
of interpretation.
C)a$ple /. Serge . years // $onths . ( -oor econo$ic stat!s . )
The test is easy to agree to go to the n!rsery and accepted the offer to help hi$ get dressed for a #alk.
At the re!est of the psychologist he bro!ght a piece of paper and agree to play ( in CAT) . Sho#ed
so$e hesitancy" hesitation" choose #hether to #alk or play #ith a psychologist. Short observation of
his behavior on the playgro!nd sho#ed that he #as not alone " tho!gh he did not shy. ;ere are three of
the story" he had co$piled .
+ig!re /. 3Bear " kitten and a tightrope #alker ... Big- big bear ... and it gets even $ore. ( &hat is he
doing D) ;e ca$e to the people. 3
+ig!re .. 3 A $an s$oking a pipe " lives in the ho!se . ;e takes off her clothes . (&hyD) Beca!se he
has no clothes. ;e thre# all his clothes . ;e does not #ant any clothes . :o pants " no socks" no shoes
( singing ) . (&hat he #antsE ) he #ants to ro!nd it #as a lot of hair . ( &hat is he doing E 3 ) he's sitting
in a dirty chair #itho!t clothes. 3
+ig!re B . 3 B!nny 2abbit . B!nny *o! see this D ;e's in his bed. And another rabbit goes !p the stairs.
;e took his cane and ca$e ho$e and said he co!ld bring into the ho!se of another b!nny . ;e ran !p
the stairs and then do#n ( singing ) " and the father bear rose fro$ the lo#er floors ( dark left corner)
and sa# a rabbit " r!nning !p the stairs - a $arch to bedE 3
:arrative +ig!re 8 is definitely e)tre$ely poor . Anything that attracts attention - it's the phrase 3 big
bear " #hich beco$es even $ore 3 " #hich in itself is note#orthy. Story . " b!t t#ice sho#s that the test
re%ects the clothes" #ants to 3 sit in a dirty chair #itho!t clothes .3 This sho!ld $ean a desire to regress
to an earlier stage of develop$ent. *et #e still can not !nderstand the reasons for this . :arrative
+ig!re B gives !s the $ost prono!nced key. ;e is saying " according to #hich the b!nny rabbit 3 $ay
lead to the ho!se of another b!nny .3 ,t definitely $eans that the tho!ghts of the test e$ployed another
child appeared in the ho!se. -sychologists fa$iliar #ith psychoanalysis can see the sy$bolic
refor$!lation of this idea in the r!n !p the stairs " and his father co$ing o!t of the gro!nd floor "
together #ith the present in the story " clearly heard before the tea$ go to bed $ay bind #ith so$e
se)!al activity. 5!r hypothesis can find s!pport in a brief retelling of the story 8 ' 3 Big Bear " #hich
beco$es even $ore 3 that can relate to the $other's pregnancy . After this #e see that regressive
clarified in the story . " associated #ith the appearance of opponent .
Co$parison #ith s!rvey data provided by a social #orker sho#ed that opponent #as not the brother (or
sister) " and little co!sin " appeared in the ho!se. Beca!se A!nt #ith a rival ( her son ) live in the sa$e
ho!se #ith the test " the psychological significance of the rivalry is the sa$e as in the case #o!ld place
the co!sin had a sibling . ,n kindergarten teacher #as $!ch evidence $anifested in the behavior of the
test proble$s. ;e had reason to give f!rther interpretation of the test phrase that the protagonist of the
story 3 #ants to ro!nd it #as a lot of hair .3 ,n this case" #e can concl!de that the test co$pares hi$self
#ith his father and #ants to have hair on his chest and in the genital area . The $ost significant a$ong
other behavioral proble$s that told ed!cator" #as the fact that the s!b%ect #ith great interest 3 st!died3
ho# his little friend on the ga$es.
This record is an e)a$ple of #hat so$e of the stories of a yo!ng child can be re$oved relatively little
infor$ation . Cach story in itself to disappoint !ntil psychologist begins to co$pare stories. ;o#ever"
the !sef!lness of SAT this case is !ite obvio!s. Cd!cator and social #orker kne# that the child had
proble$s #ith a partic!lar se)!al interest in yo!ng girls . 5!r test sho#s that his behavioral diffic!lties
are rooted in rivalry #ith a face si$ilar to a sibling " and iss!es of concern related to childbirth. ;aving
$ade these findings " $!ch easier to disc!ss #ith yo!r child his stories - appeared angry #ith the
opponent's interest " #here there are s$all children " etc. At the sa$e ti$e" the social #orker co!ld try
to red!ce the se)!al c!riosity of a child " as circ!$stances per$it " and talk #ith the child's $other
abo!t his !pbringing .
C)a$ple 8 . =atya " ? years 1$es . ( ,nco$e is above average . )
&e present only the story" on +ig!re . . Leo is identified #ith the father of this very lively and s$art
and bright girl. The story is clearly $anifested the 5edip!s co$ple) .
+ig!re .. 3 This is a good fig!re . =ing - lion" so , 'll call hi$ . And no# , call these " okayD There #as a
lion" and he said to the king ' 3 , have heard yo!r stories" and , !nderstand
yo!'re very tired and looking for another lion in his place . 3, do not #ant yo! recorded it - , #ant to
%!st tell yo! ( the researcher ) . *o! kno# " the other lion #as the king of all lions and tired" so she said"
another lion ' 3 ,f yo! f!lfill all these co$ple) tasks " if yo! can do it all" yo! #ill beco$e king. The
first task is this' yo! have to go and find the princess - the !een - no" not the !een and the princess to
$arry her. ,f yo! do not find one that s!its yo! - goodbye #ith his headE 33 5hE - Tho!ght this lion - ,f
only , co!ld find $y dear " darling da!ghter . 3Beca!se he #as also the king of the lions " b!t never
$entioned it " yo! kno#D 3 And no# , can go and look for her da!ghter . 3,t's like %!st #hat , #anted to
tell yo!" b!t do not #rite it . 3
( This story ends " b!t the psychologist ret!rned to it again later. ) 3 :o# , do not #ant yo! to this
recording " , %!st #ant to tell yo! . =ing #anted to find his da!ghter . ;e sent her to e)plore the #orld
and called her at the a place #here " he believed " co!ld be a da!ghter " b!t he #as told that she had
already left . Then he called to another place #here she co!ld be" b!t it #as not there . Then he phoned
in another hotel " fo!nd her and called to the telephone . She said she #o!ld co$e after 1 $in!tes " and
they #ere $arried " and play a trick on another king. *o! kno# " this #as really the king of the king of
the lions " b!t did not tell anyone abo!t it. So they bro!ght to others king" and he said' 3 &hat are yo!
doing here D 9et a#ay fro$ hereE 3 B!t they said they #ere $arried " and that this is the real lion king"
and here is another king #as forced to leave . 3
:ot a bit e$barrassed c!lt!ral taboos " the king (the father ) to $arry his da!ghter " even tho!gh the
story itself is !ite #elter so$e#here . ,t is obvio!s transfer of identification. 4anifested so$e
s!bconscio!s an)iety regarding forbiddenness happening in the story - that the little girl asks yo! not to
#rite the story 8 . ,n addition to the dyna$ic feat!res of the story" is very revealing re$ark reflects the
specific child and specificity of the thinking process ' 3 +o!r $in!tes later" they #ere $arried. 3
CFA4-LC . . 4isha " /0 years 1 $onths . ( -oor econo$ic stat!s . )
&e present the follo#ing story by +ig!re . " in order to sho# #hat is plentif!l and e)tensive $aterial
he can give .
+ig!re . . . 35nce in a certain kingdo$ " in a state of living in the forest lion . Bsh ;e is very angry and
loved nobody b!t hi$self" and he #as very pro!d of the$ and all #ere afraid of hi$ beca!se he is very
strong and bsh co!ld even !proot trees ?0 -@0 feet tall and . feet thick " and he even broke the$ as a
$atch . 5nce he decided to hypnoti6e all the people and ani$als to edit the$. +irst" he #ent to one of
the ho!ses #here they live fo)es" and #atched the$ !ntil !ntil all hypnoti6ed fa$ily of fo)es not r!n to
hi$. Then he #ent to #here chi$pan6ees live " he hypnoti6ed a fa$ily of chi$pan6ees and all
chi$pan6ees #ho #ere there . he lived in a h!ge ho!se and had everything , #anted . After all he
hypnoti6ed " he sat in a h!ge ar$chair" bea!tif!l lit !p" started a tobacco #areho!se " started a prison
#areho!se and cane chairs. he had only one thing - a bea!tif!l body . he #anted to have yello# hair
yello# and bro#n at the sa$e ti$e " bl!e eyes and a bea!tif!l line #ool. ;e #anted all his st!ff
sparkled " b!t he lacked the people to polish his cane chairs and veshi . The ne)t day he again #ent into
the #oods " b!t no one #as there to see " so that he kept going !ntil he ca$e to the big city " and there
he also sa# no one " beca!se it #as dark " there #as not a ray of light " so it #ent on and ca$e to a great
big castle. ;e looked envio!sly at hi$" beca!se on top of the great pinnacles bea$ed a h!ge dia$ond
that he #anted to have " there #as still a large co!rtyard " at the other end on the other side of the castle
had three t!rrets " very large and a s$aller one in the $iddle on each side " and on all t!rrets #ere
dia$onds " and on the door - large r!by and on the door on the other hand #as too r!by - bl!e" and so
the lion covered envy that he ran in a circle. ;e gro#led lo!dly " and the so!nd reflected all the
b!ildings aro!nd" so that it h!rt his ears " and he cal$ed do#n " beca!se it bothered hi$. ;e never
kne# that he had s!ch a strong voice. Then he began to sneak !p to the castle " #ent to the door and
sa# the call" b!t he did not kno# #hat it is " so clicked on it and $ade s!ch a noise that it frightened
hi$ " and no one ans#ered " so he sa# the door latch and opened the door and sa# that beca!se of the
darkness " he #alked in a circle" and finally lost so$ething - so he s!atted do#n and fo!nd the door "
then opened it and sa# the bed and the bed #as a bea!tif!l princess and he sa# it" and he did not #ant
to look at it beca!se it #as not so bea!tif!l " so he s#allo#ed it and #ent " and #hen he ret!rned to his
castle " he #as very good. So he sat do#n and tho!ght " and #as angry #ith hi$self beca!se of the girl
- she #as very nice girl and everyone loved " and he #ent to one of his little to#n " #here there #ere
lots and lots of food " got chickens" pigs (already dead ani$als) " all $eals that love ani$als" and #ent
into another roo$ " #here bro!ght fire#ood. And everybody sa# it " even ho!se $o!se . Then he #ent
to the floor and bro!ght tons and tons of cheese " and did a big hole in it" and the $o!se has $ade a
b!rro# in the cheese . She #as very h!ngry " and so it is very thin" and #hen she had finished eating "
#e co!ld not get o!t of the cheese. Then the lion and above all gave everything and #as very happy.
The ne)t day" everybody loved hi$ " b!t he still did not like $yself beca!se , forgot to bring the
beavers o!t of hypnosis " so he #ent back and bro!ght the beavers o!t of hypnosis " and then #e all
loved hi$ .
4isha identifies hi$self in the story of the lion " #hich clearly reflects the #ish-f!lfill$ent fantasy in
the child. ;o#ever" often there is self-criticis$ and an)iety abo!t their o#n inferiority " along #ith
overco$pensation . 3 ;e did not like anyone b!t hi$self " and he is very pro!d of hi$self " and all #ere
afraid of hi$ beca!se he #as very strong ... 3 Then " after the ac!isition of bea!tif!l ho$e and a
#onderf!l t!be s!ddenly he sho#s !s that it is not happy #ith $y body . +ollo#ed by a sy$bolic tale
of envy 3 great to#er 3 ... 3 #ith t#o s$aller to#ers on each side 3 " perhaps a sy$bolic representation
of large genitals. After that" he finds a bea!tif!l princess in bed. Then he tells !s !ite pri$itive oral
$astery of fantasy (perhaps the $other ) " 3 he s#allo#ed a princess .3 Co$$itting a cri$e " he tells !s
abo!t his conscience ( s!perego ) in the for$ of reaction for$ation to their $otives. ;e bro!ght a ton
of food for all ani$als" incl!ding the $o!se " and 3 gave everything to everyone ... after that he #as
very happy .3 ,n the co!rse of this story" it $akes f!rther co$$ents on the fact that all the chickens and
pigs" #hich he feeds other ani$als #ere already dead. So he gives !s to !nderstand that he did not kill
anyone else .