assessments & evaluation instruments Flashcards
Bridge Drawing
- 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.
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.
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)
- collects info on concept of self and interpersonal relationships
- evaluates family dynamics
- considers adaptive and defensive levels of functioning
- directed to “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
- Materials: 11inch by 8 1⁄2 inch paper, placed directly in front of the client accompanied by a 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
- Present a piece of plain, white 8.5x11-inch paper at an angle to the subject
- to understand human development: Individual transformation process, reflections of scores included Attachments Present, Figures Other than Self Present, and Additional Figures Present
- house represented the physical aspects of the client’s life
- tree indicated life energy and direction
- person symbolized the client
Lowenfeld Developmental Stages of Art
1947
Stage 1 – Scribble Stage (1 – 3 years old)
disordered scribble
naming scribble
Stage 2 – Preschematic Stage (3 – 4 years old)
representing world around them
symbols / schema
developing spatial relations
Stage 3 – The Schematic Stage (5 – 6 years old)
form and concept
still 2D
Stage 4 – The Dawning Realism (7 – 9 years old)
more critical
concept of space
Stage 5 – The Pseudo-Naturalistic Stage (10 – 13 years old)
emphasis on final product
Stage 6 – The Decision Stage (13 – 16 years old)
Person Picking an Apple from a Tree (PPAT
12x18 piece of white drawing paper, given at an angle so subject determines orientation
- 12 felt tip markers (red, orange, blue, turquoise, green, dark green, hot pink, magenta, purple, brown, yellow and black)
o 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), which is comprised of 14 categories of formal elements.
Formal Elements Art Therapy Scale (FEATS)
1 Prominence of Color
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
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
elicit information about the level of stress a person is experiencing at the time of drawing, and to determine whether that person has adequate defenses to avoid being overwhelmed to the point of decompensation.
Present a piece of plain, white 8.5x11-inch 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
Expressive Therapies Continuum (ETC)
Understanding what is happening in the brain can help us to develop experientials
Less about dominance and more about communication between sides of the brain
cognitive symbolic
perceptual affective
kinesthetic sensory
Draw-A-Story (DAS)
Screen for depression (no evidence on this though)
Yields info about artists affective state
create image. therapist assesses with score card
choose images and create a story with them
Diagnostic Drawing Series (DDS)
12 color pack of chalk pastels & white drawing paper 18X24
Draw anything they want
Draw a tree
represent how he or she feels by the clever use of lines, colors, and shapes.
