Module 5

Clinical Applications with Groups, Family and Couples:

Group Art Therapy, Art Therapy with Parents, Family Art Therapy, Art Therapy with Couples
Introduction to Art-Based Assessment: The Diagnostic Drawing Series, The Silver Drawing Test of
Cognition and Emotion, The Formal Elements Art Therapy Scale, Draw a Person Picking an Apple
from a Tree, The MARI Assessment

Art Therapy with Groups

Art therapy, like other forms of treatment, often occurs in hospitals, out-patient clinics, shelters,
community agencies, and other settings where therapy or counselling takes place in groups.

Group art therapy, like any group therapy, creates the opportunity for communication and
interactions with others. This communication and interaction may be directed toward a specific
theme, such as substance abuse or bereavement, or it may be less formal, such as in a therapist-
facilitated studio where people come to make art and share their experiences with others in a
supportive environment.

Group art therapy offers some special qualities that have “curative potential” for its participants.
Yalom, a psychiatrist known for his work with groups, believes there are “curative factors” found in
groups; many of these are present within group art therapy (Yalom, 1995).

These include:
 Instilling hope through group support and mutual sharing of problem solving and
recovery.
 Interaction through conjoint work on group art activities or through sharing one’s
art expressions with others during a session.
 Universality through learning that one’s problems are similar and through seeing
that others express similar universal meanings; and altruism through reinforcing
positive support and exchange through creative activities

These curative characteristics apply to most group art therapy.

A therapist may capitalize on one or more of them through experiential work. In many art therapy
groups, the therapist takes on an active leadership role, determining themes and directives for the
group. The therapist may design group art activities with particular goals in mind or as the group
progresses or presents new problems or themes.

For example, in working with a group of breast cancer survivors in initial sessions, a therapist may
explore ideas and issues with participants in order to develop goals and specific activities addressing
medical treatment, issues of loss and grief, and social support.

Group art therapy might begin with an opening discussion or warm-up activity, followed by a
directive for individual or conjoint art making, and ending with a postexperiential discussion. As the
group progress, the therapist and participants may adjust the group art activities as issues emerge or
interests change.
 In contrast, some group art therapy is nondirective, and participants make art of their own choosing.
Goals may focus on creating an atmosphere for interaction, creative expression, and art making as a
form of therapy in and of itself. The most important advantage of using art expression within a
framework of group therapy may be its ability to make the group process visible. Riley (2001) notes
that “when creative thoughts and opportunities emerge in the group process, it is essential to anchor
them in an observable expression” . Art expression is a way to make interpersonal processes tangible
and can visually record a moment in time or a pattern of interaction.

Some common reasons for establishing an art therapy group are listed below:

 Facilitates social learning in a supportive environment through cooperation and

communication.

 Individuals with similar experiences can provide support to each other through listening and
sharing strategies to help with problems.

 Members can learn from the collective experience and feedback of other members.

 Exercises can be developed that take advantage of the number of people in a group (eg. role-
playing)

 Individuals can feel empowered by their success at developing interpersonal skills within the
group.

 Groups can defray concerns about focused attention on one individual. The individual can
feel ‘safety in numbers’ while exploring their emotions.

 Groups can demonstrate fairness, sharing, and support through the rules of engagement.

 Group work can provide an overall sense of community and reduce feelings of isolation.

 Groups can help reduce the cost of seeking therapy if individuals are unable to afford
individual therapy.

 Increases an individual’s exposure to diversity within a group of people and can help expand
beliefs and assumptions about other people

 The presence of other members can inspire and motivate members to make personal
transformations.

Although there are many benefits to running an art therapy group, there are also disadvantages
and factors to consider including:

 Ensuring confidentiality among a larger group of people

 Groups require more attention and resources to source.

 An individual member may not get enough assistance to help them benefit from the
therapeutic activities.

 Group dynamics may become stressful between individual members.

 Some members may feel intimidated by other members of the group.

TYPES OF ART THERAPY GROUPS

Some types of art therapy groups include:

OPEN STUDIO – each individual work on their own projects at their own pace. The setting is informal
and the art therapist has discussions with each individual separately without a group discussion.

ISSUES OR THEME BASED – the group meets to address specific issues or experiences such as
grief, anger or divorce. This therapy is usually conducted in a shorter time frame to address a specific
issue.

GROUP ANALYSIS – this style is an extension of the open studio style. The approach to art making is
open, however, group discussions occur.

INTERACTIVE GROUP – in this group the dynamics of the group is an integral part of the therapy
process. This style is a mix of theme based and group analysis. The interaction of the group forms
part of the discussion process.

SOCIAL ACTION GROUPS – this style is an extension of the theme based group style and focuses on a
social issue that the group may be facing. Examples include asylum seekers, natural disaster victims,
and religious groups.

Art Therapy with Families

Family art therapy is based on one or more of the many theoretical principles commonly used in the
field of marriage and family therapy.

There are a variety of art therapy approaches to work with families, including strategic, systemic,
structural, solution-focused, narrative, and others (Riley & Malchiodi, 2003).

Art expression is particularly useful with families because it offers family members a way to visually
portray their feelings, perspectives, and worldviews. It also allows every generation to have an equal
voice through images—even the youngest child can participate actively in treatment.

Family art therapy can enhance communication among family members and may help them to
convey, both through the process and the content of art making, family patterns of interaction and
behaviour .

A family art therapy approach can also be employed with individual clients, just as marriage and
family therapy is often used with a single client seen outside a family or couple. For example,
creating a drawing or collage about one’s family allows an individual to illustrate family roles, issues,
and problems in one’s family of origin. Additionally, a creative genogram, using colour and symbols to
represent one’s family members, can help both therapist and client to identify patterns of behaviour,
commonly held beliefs, and family stories passed from one generation to the next.

Working with family members that are the same age is usually an easier task because the therapist
can communicate at the same level, however, when children are involved, the sessions need to take
into account the different developmental stages and the different levels of verbal understanding.

Art therapy can be a beneficial conduit for therapy with families because creating art is an activity
that enables all family members to participate at a similar level of communication.

Art enables family members to work together on tasks and develop an overall sense of cooperation
between each family member. This can help break down barriers of communication that may exist
and present as hurdles to developing a collaborative approach to improving the family dynamics.
Engaging in art activities also shifts the focus of problem-solving from the intellectual and logical
approach to the creative, imaginative, spontaneous approach where each member of the family can
bring new ideas to resolving interpersonal conflict.

Family members can become defensive or even regressive in therapy if they are required to
eloquently express their innermost thoughts and feelings through verbal communication. Art therapy
can help break these barriers of defense down and instead develop an openly expressive format
through creating art that doesn’t rely on providing a verbal response to justify or strengthen a
position the family member may hold about how the family unit is impacting their experience.

Verbal communication may make some family members feel censored in terms of expressing their
point of view, however, creating art can bypass this feeling of censorship when personal expression is
encouraged.

As an art therapist, you may experience some resistance by adult family members who may view art
activities as playtime for children. Parents and caretakers may also feel vulnerable while engaging in
art activities as they may think it makes them look silly engaging in play, especially when a family may
be attending therapy for a serious reason such as tragedy or trauma.

This may be an opportunity for you to explore these misgivings with the family member around their
vulnerabilities. It may also provide an opportunity to discuss how children can communicate within
the realms of play. For children, art therapy can also provide the additional benefits of holding their
attention and developing important cognitive and sensorimotor skills.

Given the misgivings some family members may have about the usefulness of art in therapy sessions,
it’s best to start the sessions with art tasks that are collaborative and easy to undertake. These art
activities can focus more on the process of working together and less on exploring complex emotions
that may feel unsettling at the start.

Firstly, family art therapy provides equal opportunities for each member/generation in the family to
express their feelings through creating art. This includes young children who cannot verbally express
their emotions in a precise manner, acting as an effective alternative . Besides, art serves as a natural
approach to start conversations concerning family issues and roles. For example, therapists could
initiate a discussion simply by asking participants to draw out their representation of friends and
family.

The combination of art and family therapy does not only enhance the communication between
clients and therapists but also provides the opportunity to discover and intervene in family-related
issues through visual presentations.

Some of the benefits of art therapy with families include:

1. Increased communication: Art therapy can provide a safe and non-threatening space for
family members to express themselves and communicate their thoughts and feelings to one
another. The art-making process can help to break down barriers and facilitate open and
honest communication.

2. Improved relationships: Family art therapy can help to improve relationships between family
members by fostering empathy, understanding, and respect. The creative process can help to
highlight the unique strengths and perspectives of each family member, and promote
cooperation and collaboration.
 3. Increased self-awareness: Art therapy can help family members to explore their own
thoughts, feelings, and experiences, and to gain a deeper understanding of themselves and
their relationships with others.

4. Stress reduction: Art therapy can be a relaxing and enjoyable activity that can help to reduce
stress and promote emotional well-being for all family members.

Art Therapy with Parents

Art therapy with parents is a form of therapy that involves the use of creative expression to help
parents explore and address emotional and behavioural issues related to parenting. In parent art
therapy, parents are encouraged to create artwork that reflects their feelings, experiences, and
challenges as parents, and the therapist uses the art-making process to facilitate communication,
understanding, and problem-solving.

Some of the benefits of art therapy with parents include:

1. Improved self-awareness: Art therapy can help parents to explore their own feelings, beliefs,
and values related to parenting, and to gain a deeper understanding of themselves as
individuals and as parents.

2. Increased communication: Art therapy can provide a safe and non-judgmental space for
parents to express their thoughts and feelings related to parenting, and to communicate with
one another about their experiences and challenges.

3. Stress reduction: Art therapy can be a relaxing and enjoyable activity that can help to reduce
stress and promote emotional well-being for parents.

4. Improved parenting skills: Through the creative process, parents can gain new insights into
their children's experiences and perspectives, and develop new strategies for parenting and
problem-solving.

Some examples of art therapy activities for parents include:

1. Parent Self-Portrait: Parents create a self-portrait using various materials such as paint,
pastels or collage, that reflects their feelings and experiences as a parent. They may use
images, symbols and colors to represent their challenges, strengths, and hopes as a parent.

2. Parent-Child Interaction Drawing: Parents create a drawing of themselves interacting with

their child, highlighting their feelings and emotions during the interaction. This can help to
identify areas of strength and challenge in the parent-child relationship.

3. Emotion-Focused Collage: Parents create a collage using images, words, and other materials
that represent their emotions related to parenting. The collages are then shared and
discussed as a group.

Overall, art therapy can be a powerful tool for helping parents to explore and address emotional and
behavioral issues related to parenting, and to develop new insights and strategies for improving their
relationships with their children.
Art Therapy with couples

Couple's art therapy can enable both members to reveal through immediacy and unseen conflicts
and provide potential resolutions while developing a greater understanding and acceptance of their
partners through art making.

Art therapy with couples is a form of therapy that uses creative expression to help couples explore
and address issues in their relationship. In couple art therapy, both partners participate in creating
artwork, and the therapist uses the art-making process to facilitate communication, understanding,
and problem-solving.

Some of the benefits of art therapy with couples include:

1. Improved communication: Art therapy can help couples to communicate more effectively and
openly, and to express their thoughts, feelings, and needs in a non-threatening and supportive
environment.

2. Increased emotional intimacy: Art therapy can help couples to connect on a deeper emotional
level, and to gain a greater understanding of each other's experiences, perspectives, and emotions.

3. Conflict resolution: Art therapy can provide couples with new tools and strategies for resolving
conflicts and disagreements, and can help to promote cooperation and collaboration in the
relationship.

4. Stress reduction: Art therapy can be a relaxing and enjoyable activity that can help to reduce stress
and promote emotional well-being for both partners.

Some examples of art therapy activities for couples include:

1. Relationship Map: Couples create a map or collage that represents their relationship history,
including key events, challenges, and successes. This can help to identify areas of strength and
challenge in the relationship.

2. Couples Sculpture: Couples create a sculpture together using materials such as clay, wire or found
objects, that represents their relationship. The sculpture may be abstract or representational, and
can help to explore themes such as trust, communication, and intimacy.

3. Partner Portrait: Each partner creates a portrait of the other, using materials such as paint or
pastels. This can help to explore themes such as perception, empathy, and emotional expression.

Overall, art therapy can be a powerful tool for helping couples to explore and address issues in their
relationship, and to develop new insights and strategies for improving their communication,
emotional intimacy, and overall satisfaction in the relationship.

Art therapy revealed thoughts and feelings that could be difficult to convey in traditional voice based
therapy. Adding art making to the conversation was also experienced as helping individuals to
perceive each other beyond thoughts and the spoken word. Art therapy was considered useful to
awaken and get in touch with positive aspects of the relationship, to gain new insights and
understanding of each other. Art therapy could bring out things that people had not thought of
before. The reason for that was explained in terms of art therapy offering both verbal and non-verbal
communication. Thus, an additional type of communication was experienced in art therapy
compared with verbal therapy, which only offered verbal communication.
The following two basic conditions needed to be in place for art therapy to be appropriate for a
couple; that they both wanted to repair their relationship and that they trusted each other.

Art therapy was not suitable for couples in ongoing separation processes, because the level of
conflict was usually high in these situations; art therapy could arouse feelings that couples could not
handle

 Painting themselves as individuals and their relationship: couples were asked to paint
pictures of how they imagined their relationship in the future. Couples were given the task of
painting themselves in relation to the other.
 Painting together in collaborative exercises: couples did joint collaborative paintings where
one first painted a line, and the other responded by continuing to paint further from the line.
 Painting metaphors: couples were asked to paint metaphors that the art therapist suggested.
Couples were asked to paint a house or a tree and then reflect together on the pictures.
Couples were asked to paint a ‘wish house’ or a ‘wish tree’ to express how they wanted the
future to be. Couples were asked to paint themselves as a flower or animal to express
themselves on a symbolic level. The couple then had the opportunity to reflect on the
painted flowers, such as reflections on the properties of the specific flowers and how they
matched each other.

ASSESSMENTS

1. The Diagnostic Drawing Series:

Designed by art therapists in 1983, the Diagnostic Drawing Series (DDS) is a three-
picture art interview that focuses on the structure of drawings not content.
 First art therapy assessment to be correlated with the DSM through research
 Most well known and widely taught art therapy assessment
 Most researched art therapy assessment - more than 50 studies to date

The creation of the Diagnostic Drawing Series (DDS) in the early 1980s was a
response to three important questions facing the field of art therapy: 
 can we accurately differentiate diagnosis through art, particularly by
generalizing from the art of a group of people?
 how shall we assess people through art?
 can the form of art tell us as much or more about the artist as its content?

(DDS) is a three-picture art interview developed in 1982 by art therapists

Barry M. Cohen and Barbara Lesowitz. The DDS Rating Guide (Cohen,
1986/1994) provides clearly defined and illustrated criteria that highlight the
structure, not the content, of the drawings. The DDS is not tied to any
particular psychological or theoretical model

Administration Of the Diagnostic Drawing Series

 The DDS is designed to be administered on a tabletop and must be drawn with a package of
12 colors of soft chalk pastels with flat sides and no paper wrappers around the sticks. 
  One box of chalk can be used to draw many DDSs. 
 A white 18″ × 24″/45 × 60 cm drawing paper, preferably 70 pounds with a slightly rough
surface, must be used. 
 No substitutions are acceptable. 
 The advantages of the DDS include the use of good quality supplies that art therapists use for
their own art—large, attractive paper and chalk pastels that can be used in both a fluid and
resistive way (Lusebrink, 1990, p. 85). 
 This is respectful to the artist/client, and introduces the potential for truly expressive art
making during what may be the first art therapy contact.

The artist/client is informed that :

1. he or she may turn the paper in any direction; 
2. he or she has up to 15 minutes to work on each drawing, if needed; 
3. he or she will be asked to make three pictures, that there is a separate piece of paper
for each drawing, and that the directions for each picture will be given one at a time;
and 
4. the pictures will be discussed when the artist is finished.

 For the first picture the artist is asked to “make a picture using these materials” (paper
and pastels). 
 When presenting the second sheet of paper, the instruction is “draw a picture of a
tree,” even if a tree was drawn in the first picture. 
 The third task is to “make a picture of how you’re feeling, using lines, shapes, and
colors.” 
 These three pictures are different types of tasks which allow the art therapist to see
disparate strengths and difficulties (Figures 1, 2, and 3). 
 If the artist/client is unable to start or complete any of the three pictures, the blank or
incomplete drawing is saved as a part of the Series. 
 To end the session and to gain important information, his or her thoughts and
associations about the drawings should be discussed.
 The DDS is designed to be administered in one 50-minute session; however, most
people complete it in about 20 minutes. 
 It can be used with individuals age 13 and older. 
 A number of researchers have worked with younger children using a variety of
versions of a modified DDS. 

Silver Drawing Test

Background
 Rawley Silver created Silver Drawing Test (SDT)
 It was first used to bypass language barriers and poor language stills, and enter one’s
emotions, attitudes, and intelligence.
 Now the test is used to assess the cognitive skills of those are not understood and
provide them the means to be understood.
 Subtest: Drawing from imagination, from observation and prediction
 Goals
 to evaluate cognitive strengths and weakness that may not be detected verbally.
 to elicit responses and emotions of ones towards self and others
 assess fundamental reading and math.
 assess aggression and depression.

Administration
 age: 5 (3) through adulthood
 Time: approx. 15 min per task
 Individual or group Administered.

Material
 Booklet/copies
 Pencil
 Objects

During administration
 Ask clients to write a story for drawing
 Use booklet to illustrate the directions
 if administrator does not understand picture ask for explanation

Conclusion
 5-point rating scales
 Ability to Select, Combine, and Represent
 Strongly negative to strongly positive:
 Emotional Content
 Self-Image
 Use of Humor

The Formal Elements Art Therapy Scale

The Formal Elements Art Therapy Scale (FEATS) is a tool used in art therapy to
assess various formal aspects of a client's artwork, such as color, line, shape, texture,
and composition. The FEATS was developed by Bruce L. Moon in the 1990s and is
designed to be used with a wide range of clients, including children, adolescents, and
adults.
The FEATS consists of a set of standardized criteria for assessing the formal elements
of artwork. These criteria are used to evaluate the client's use of color, line, shape,
texture, and composition in their artwork, as well as their ability to organize and
integrate these elements to create a coherent and meaningful image.
The FEATS is typically administered by an art therapist who has been trained in its
use. The client is asked to create a drawing or painting, and the art therapist then
scores the artwork based on the FEATS criteria. The scores are used to identify areas
of strength and challenge for the client, and to guide the development of appropriate
interventions.
The FEATS can be a useful tool in art therapy for assessing and addressing formal
aspects of artwork. It can help to identify specific areas of strength and challenge in
the client's use of colour, line, shape, texture, and composition, and can guide the art
therapist in developing interventions to support the client's artistic development and
emotional growth.
Purpose: FEATS focuses on how people draw, or the process of drawing, rather than the
resulting content of the drawing.
Ages: No age limit is noted.
Materials: several sheets of 12 x 18 blank, white drawing paper, “Mr. Sketch” markers (black,
brown, yellow, orange, red, purple, magenta, hot pink, turquoise, blue, green, and dark green)
Administration:
There is no time limit. The evaluator hands the client one sheet of paper and instructs the
client to, “Draw a person picking an apple from a tree.”
Inquiry: Inquiry is based on an inventory of observations based on the client’s drawing
process. Did the client include such things as ladders, red apples, and a whole person? Were
colors used? Where is the tree placed on the paper? What is the person’s balance like?
Interpretation:
FEATS is a compilation of 14 different scales including:
Prominence of color
Color fit
Applied energy focus
Space used
Integration: Do the objects fit together and relate to one another?
Logic: Does the picture make sense?
Realism: Is the picture realistic?
Problem-solving: How does the person get the apples?
Normal graphic development
Details
Line quality
Person
Rotation and base line locations: Are any figures existing on a rotated plane?
Perseveration: Does the person continue adding details beyond what is typically expected?
Strengths: This assessment provided a detailed rating manual and pictures illustrating the
scales. The populations tested were categorized. The manual’s rating was clearly explained.
Limitations: This assessment needs additional and more complete empirical research,
especially with children. Drawing a human figure is challenging and intimidating for some
individuals.

Draw a Person Picking an Apple from a Tree

The Person Picking an Apple from a Tree (PPAT) is an art therapy assessment task that is
scored using the Formal Elements Art Therapy Scale (FEATS) to identify a client’s mental
health symptoms and progress in art therapy. Normative data are needed to empirically
validate assumptions about the PPAT.

Person Picking an Apple from a Tree drawing that illustrates two themes:

(a) the problem-solving aspect, portrayed in the act of picking an apple from a tree and

(b) the relational context, in which relationships between three objects (person, tree, apple)
are represented in a reciprocal or conflicted manner
The DAP test is a projective drawing test that is often used in clinical psychology to
assess a person's cognitive and emotional functioning. In this test, the individual is
asked to draw a picture of a person picking an apple from a tree.
The DAP test is scored based on various factors, including the level of detail in the
drawing, the accuracy of the anatomical proportions, the use of color, and the
placement of the apple on the tree. The test can be used to assess a range of issues,
including cognitive functioning, emotional expression, and interpersonal
relationships.
For example, if the person draws a small and poorly detailed apple, it may indicate
feelings of inadequacy or a lack of satisfaction with their achievements. Alternatively,
if the person draws a large and colorful apple, it may indicate a sense of confidence
and a positive self-image. The position of the person in relation to the tree and apple
can also reveal information about the individual's relationships and sense of agency.
Overall, the DAP test is a useful tool for assessing cognitive and emotional
functioning and can provide valuable insights into an individual's inner world.

MARI ASSESSMENT
The Mari Assessment is a projective art therapy assessment tool developed by art
therapist, Joan Kellogg. It is designed to help individuals express their unconscious
thoughts, feelings, and conflicts through the creation of mandala drawings.

The Mari Assessment consists of a set of instructions that guide the client in creating
a mandala drawing. The client is asked to draw a circle and then to fill it with
symbols, colors, and shapes that are meaningful to them. The drawing process is
intended to be spontaneous and free flowing, with the client following their instincts
and intuition.

Once the drawing is complete, the art therapist uses a structured interview process to
explore the meaning behind the client's choices of symbols, colors, and shapes. The
interview questions are designed to help the client connect with their unconscious
thoughts and feelings, and to gain insight into their inner world.

The Mari Assessment can be used with a wide range of clients, including children,
adolescents, and adults. It is particularly useful for individuals who may have
difficulty expressing their emotions through verbal communication, or who may be
resistant to traditional talk therapy.

The Mari Assessment is a valuable tool in art therapy for exploring the unconscious
mind and gaining insight into the client's inner world. It can be used to address a wide
range of issues, including anxiety, depression, trauma, and relationship problems. The
assessment process is collaborative and client-centered, with the art therapist
supporting the client in their journey of self-exploration and growth.

The MARI is a comprehensive system that uses symbols, known as mandalas, to

reveal the inner truth and reality of the subject as it is –not what the ego filters of
consciousness would want it to be, but what it really is.
Carl Jung recognized the mandala as “the centre of personality, a kind of central point
within the psyche, to which everything is related, by which everything is arranged and
which is, itself, a source of energy. This center,” said Jung, “is not felt or thought of
as ego but, if one may so express it, as the self.”
Jung’s description of the mandala is also an excellent description of the MARI.

ASPECTS OF MARI
1. SYMBOL/MANDALA
Symbols predate culture, language and even time. They are so much a part of us that
we make mental connections with them that are not often conscious. An upward
pointing triangle, for example, is typically chosen by people who are beginning
something new –literally or symbolically.
2. COLOR
The individual is then directed to choose, from a pool of 45 color cards, the color that
they feel “goes with” each of their chosen symbols. Art therapists have long
recognized the connections between color and the psychological associations that are
typically made on an ‘other than conscious’ level. These colors add dimensions that
may be emotional, physical, cognitive or spiritual to the chosen symbols.
3. STAGE
The sets of symbol and color cards are then placed on a ‘field’ that is comprised of
thirteen developmental stages that are arranged sequentially. In addition, there are, not
just one, but three symbols at each stage of the MARI, to reflect differing aspects of
that stage.
4. RELATIONSHIP OF SYMBOL, COLOR AND STAGE
This field of developmental stages, known as the Great Round, is where the visual
picture of the psyche is revealed. It is the Great Round that represents the central
point, as well as the stages around the periphery of the psyche, to which everything is
related and arranged.
5. GUIDANCE CARDS
The individual has also been asked, after they chose their initial cards, to think of an
issue that they are currently dealing with in their life. This issue need not be shared.
S/he was asked to look at the remaining cards and allow him or herself to be drawn
intuitively to one or two symbols and colors that seem to represent guidance for their
issue. After their original card choices were discussed, the guidance cards are then
placed on the Great Round.
Choices of symbol and color are intuitive
It is the nature of the MARI that makes it work. Thirty nine symbols printed on clear
plastic are spread out before the subject. The subject is told to allow themselves to be
drawn to six symbols they like or are attracted to. This first “cut” reflects the most
important contents in the psyche or registers most strongly in the individual body-
mind, which is both the conscious and unconscious. These first six choices reflect
areas of tension or attention that cannot hide. They accurately reveal what is going on
with us at that time.