Administer and Evaluate Art Therapy and Art-Based Assessments Flashcards
Bridge Drawing
gain insights into perception of connection, transition, and progress in life
- projective assessment that visualizes a transition, communication and/or overcoming an obstacle in one’s life
- help clients make connections, problem-solve, overcome obstacles and aid in communication.
8.5 X 11 blank, white paper
drawing utensils of choice
Procedure:
- Client is asked: Please draw a picture of a bridge going from some place to some place.
- Indicate with an arrow or arrows the direction of travel.
- Place a dot or draw a person to indicate where you are in the picture.
- If you wish, feel free to describe your picture in words.
for trauma, what conditions are required for treatment and reduction of fear
- traumatic memories must be reactivated in order to be modified
- Corrective information must be provided so that the victim can form a new
narrative or meaning that places the traumatic memory at the place and time it occurred as opposed to generalizing that experience to everyday life.
Trauma interventions
- address the themes of fear, terror, worry, hurt (emotional and physical), anger, revenge, accountability, and victim versus survivor thinking.
- Reexposure, trauma narrative, and cognitive reframing
- Trauma-specific questions must be related to the trauma experience, not necessarily to the incident itself (What do you remember seeing, hearing, or touching? Do you sometimes think about what happened even when you don’t want to? Do certain sounds, sights, smells, etc., suddenly remind you of what happened? What would you like to see happen to the person (or thing) that caused this to happen? Do you ever think it should have been you
instead? - slow and progressive detailed reliving, accomplished by presenting structured trauma-specific questions and drawing tasks that address one theme at a time
Bridge drawing evaluation
Directionality - Often but not always, the left represents the past and the right represents the future, or something better or good.
Attachment - indicative of how attached a person is to the past or hoped-for future. When more attached to the past - hopelessness, when
more attached to the future- more hope filled.
Elaboration - Where was the focus of the picture, on the communicative element (the bridge), or the past (behind the patient), the future (ahead)?
Matter crossed - What is below the bridge? Sometimes what was crossed represents a fear or temptation.
Viewer vantage point - Is the bridge in the distance (could be distant communication), close (could be secure and honest) or viewed from above (could be controlling) or below (could be insecure)?
Placement of self - Where did the person place themselves? Can show where they are in the journey and this placement can be supported or challenged in order to offer a reality check.
Places the bridge connects - Was the bridge attached to a real entity or a fantasy place? Did the bridge one or both sides in the drawing? Did the patient want others to know where they have been, or were going?
Bridge construction - What construction materials is the bridge made of? Is there a safety rail?
Associations - What associations can you make between the drawing and your life?
Synthesis of the picture - Is there a cohesive and completeness to the picture? A unified statement in the picture?
Kinetic-Family-Drawing (KFD)
- all ages
- self concept and interpersonal skills
- evaluates family dynamics
- considers adaptive and defensive levels of functioning
- “draw a picture of everyone in your family, including you, DOING something. Try to draw whole people, not cartoons or stick people. Remember, make everyone DOING something-some kind of action.”
- Examiner leaves the room and checks back periodically
- If the client states “I can’t”, they are encouraged intermittently and left in the room until completion of KFD
- Assessment is terminated once the client verbally indicates or gestures they are done
- No time limit is given and non-compliance is extremely rare
11inch by 8 1⁄2 inch paper
No. 2 pencil
KFD evaluation
Actions: movement or energy with self and other characters
Style of drawing: structure, placement, arrangement of drawing
- Example: compartmentalization
Symbols: interpretations of what certain items in drawing may mean
- Example: use of a stop sign
Characteristics of Individual figures: individual traits and appearances
- Example: omission of body parts
Size & Distance of Figures: grid placed overtop of drawing, measured are height, size and distance
House-Tree-Person (HTP)/Kinetic House-Tree-Person (K-H-T-P)
- Personality characteristics and interpersonal relationships
- Moving figures yield more info than stagnant ones
- Measures perceptions of self-environment and family
-plain, white 8.5x11-inch paper at an angle to the subject
#2 pencil
- to understand human development: Individual transformation process, reflections of scores included Attachments Present, Figures Other than Self Present, and Additional Figures Present
- house: family ties, physical aspects of the client’s life
- tree: feelings about self, life energy, capabilities, and direction
- person: real life feelings, body image, self concept
Person Picking an Apple from a Tree (PPAT)
12x18 piece of white drawing paper - at an angle
- 12 felt tip markers (red, orange, blue, turquoise, green, dark green, hot pink, magenta, purple, brown, yellow and black)
- Mr. Sketch scented markers are suggested
- Subject is directed to “Draw a person picking an apple from a tree.”
- If questions are asked, the therapist reiterates “Draw a persona picking an apple from a tree.”
- No time limit
scored using the Formal Elements Art Therapy Scale (FEATS)
reveal attitudes toward growth, achievement, and fulfillment
Formal Elements Art Therapy Scale (FEATS)
1 Prominence of Color
all ages
2 kinds of markers Mr. Sketch
12X18 paper
evaluates formal elements of artwork
cannot say which scores are correlated with specific diagnostic groups
helps understand artistic expression and preferences
Each element is given a value 0-5 (70 points total) Likert scale
- Detailed rating scale featured in the rating manual
#2 Color Fit
#3 Implied Energy
#4 Space
#5 Integration
#6 Logic
#7 Realism
#8 Problem Solving
#9 Developmental Level
#10 Details of Objects and Environment
#11 Line Quality
#12 Person
#13 Rotation
#14 Perseveration
Bird’s Nest Drawing (BND)
assess attachment / insights into persons feelings about home, nurturing, and safety
one sheet blank, white 8.5 X 11
10 color pack of fine point markers
rated for the presence or the absence of numerous indicators:
content (eggs or baby birds)
a tree
bottom of the nest able to contain [birds or eggs]
use of most of the page
using more than two colors
line quality
centered image
BND secure attach
included birds in their drawings
significantly more often a whimsical, happy quality
composed titles for their drawings that could be described as engaging or gently humorous.
more likely to feature green as the predominant color and include
birds drawn in the nest.
BND insecure attachment
nests without bottoms or tilted nests that were unable to
contain their contents.
use fewer colors
themes of danger, lack of protection, and vulnerability.
absence of the mother bird, distortion of the father bird figure, and placing the nest on thin and brittle branches.
Draw-A-Person-In-The-Rain (DAP-R, PIR)
1996
reveal emotions, coping mechanisms, and attitudes towards adversity
information about the level of stress a person is experiencing at the time of drawing
determine whether that person has adequate defenses to avoid being overwhelmed to the point of decompensation.
plain, white 8.5x11-inch paper
2, #2 graphite pencils with erasers
paper at an angle to the subject and say:
“I want you to draw a person standing in the rain.”
If they draw a profile, head only, or stick figure, say:
“Wait, I want you to draw a whole person, not just the [head, profile, or stick figure].”
**Alternative instructions:
“I want you to draw a person in the rain with an umbrella. Be sure to draw all three parts: the person, the rain, and the umbrella.”
Evaluation:
examining specific environmental elements (e.g., number of rain drops, lightening bolts) and their relationship to the human figure in the drawing
The theoretical premise is that the size and amount of rain, the type of inclement weather depicted, and the presence or absence of protective factors give an indication of the person’s degree of vulnerability to decompensation
Draw-A-Story (DAS)
create story based on given stimulus drawing
Screen for depression (no evidence on this though)
understanding persons cognitive and emotional processes, problem solving abilities
create image. therapist assesses with score card
choose images and create a story with them
Diagnostic Drawing Series (DDS)
13 years and older
purpose is DSM diagnosis
12 color pack of chalk flat sided pastels
white drawing paper 18X24
(1) may turn the paper in any direction
(2) up to 15 minutes to work on each drawing, if needed
(3) 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
(4) the pictures will be discussed when the artist is finished
make a picture using these materials
draw a picture of a tree
make a picture of how you’re feeling, using lines, shapes, and colors
Road Drawing
promote insight into the impact of one’s lived experiences as well as current values and goals
sense of direction, goals, and life journey
“draw a road or path”
drawing materials: colored pencils, markers, oil pastels, chalk pastels, or graphite pencils.
encouraged to consider aspects of the road……
type of road it is (windy, straight, narrow, wide, curved, multi-directional),
material that the road is made out of (asphalt, dirt, stones, grass)
condition of the road (potholes, cracks, newly paved and painted, faded lines/unclear boundaries)
location of the road (city, countryside, near the coast, near mountains)
accessories that may or may not be present on the road (road signs, construction blockades, speed bumps, fences, bridges)
foreseeable destination- where is this road headed toward or leading to
Administer a formal art therapy assessment
allow art therapists to understand their clients, based on their assessment scores, as similar to or varying from others who have executed the same assessment
one to three drawings
standardized art materials
standardized and consistent procedures or directives
a rating or scoring system
analysis and interpretation of process, form, and content
conscious and unconscious content
conflicted material apparent in artwork
art as object of transference
aware of physical/perceptual-motor, social, cultural, cognitive, emotional, and dev influences
multiple levels of symbolism
importance of clients analysis of art
technique of dialoguing with image
mental status exam
reality testing
orientation to person, place, and time
identify hallucinations, delusions
level of agitation
assess mood and affect
thought content
suicidal and homicidal ideation
clients ability and willingness
Belief Art Therapy Assessment
- Assessing clients spiritual dimension, sensibilities, particulars
- Explore meaning and purpose of life
- Explore relationship, struggle, belief/non-belief, with God
History Taking
- 10 questions of religious affiliation
First Directive
- Have you thought about how, who, what was responsible for creating the universe?
- if you have a belief in God, would you draw, paint or sculpt what God means to you?
Post-Assessment Interrogation
- can you explain art, what it means to you
- how you feel about it
- have you seen God in this form?-skip (c) if atheist. Let client talk freely.
Second Directive
- If you believe there is an opposite of-God, force-draw, paint or sculpt it.
Materials
- 2-dimentional drafting media
- 2-dimentional painting media
- 3-dimentional media
Assorted paper sizes, color-construction
Evaluation
FEATS scoring
Cognitive Art Therapy Assessment (CATA)
Face Stimulus Assessment (FSA)
Participants are asked to draw a face
drawing is analyzed for facial features, expressions, and other elements to gain insights into emotional and social aspects
three pieces of white 8.5” x 11” paper
standard packet of 8 Crayola markers
packet of 8 Crayola Multicultural markers
Picture 1: standardized image of a human face
Picture 2: outline of the face only
Picture 3: blank page
Kinetic-School-Drawing (KSD)
plain white paper
#2 pencil
insights into person perception of relationships, environment, and personal dynamics
Family Art Evaluation
Hana Kwiatkowska
- family members creating art together to draw
- free picture
- pic of family
- abstract family portrait
- pic started with help of a scribble
- joint family scribble
explore family dynamics
communication patterns
relationships
