This research proposed developing a multivariate intelligence scoring system for human figure drawings. The 115 subjects were drawn from clinical, medical, and noninstitutionalized populations. Initially, 72 of these drawings were analyzed for detail, proportion, perspective, and overall quality. The initial factor analysis revealed two factors corresponding roughly to the WAIS Verbal Comprehension and Perceptual Organization factors. DAP items evidencing high colinearity with FSIQ were retained. Two-stage regression of DAP items within subtests onto the WVAIS FSIQ using the data from all 115 subjects yielded the final model (R = 0.85, p < 0.0001). Cronbach's Alpha and mean item commonality were computed as estimates of internal consistency (0.95 to 0.999). A second factor analysis revealed six factors associated with intelligence in the DAP.

Thesis (M.A.)--Ohio State University, 1987. / Includes bibliographical references (leaves 49-51). Available onlilne via OhioLINK's ETD Center.

Since much of the existing research which points to the low validity of the Draw-a-Person technique has used differentiation of diagnostic categories as a criterion, this study will be restricted to a consideration of the Draw-a-Person technique as a means for discriminating between a group of individuals who manifest conflicts in the area of sexual adjustment and a control group which does not show these conflicts in any appreciable amount.

The purpose of the present study was to investigate the differences among the human figure drawings (HFDs) of individuals diagnosed with Obsessive-Compulsive Disorder (OCD), Tourette Syndrome (TS), Attention Deficit Hyperactivity Disorder (ADHD), and Normal Controls. Males and females (N=161), ranging in age from 7.0 to 58.9 years, diagnosed with OCD, TS, ADHD, and individuals with no diagnosis were administered the Draw-A-Person (DAP; Machover, 1949), a human figure drawing task. Analyses were conducted to evaluate relationships between several variables: sex of participant, age, detail, emotional indicators, symptom severity, and sex of figure drawn. Results provided support for the hypothesis that males would draw a same sex figure more often than females, and that males would include more anxiety indicators than females. Results also provided support for the hypothesis that younger participants would include more unusual characteristics in HFDs, although the variance explained was minimal. The hypothesis that symptom severity would influence HFD characteristics was not supported, nor was the hypothesis that sex of participant would influence inclusion of detail. Several of the regression analyses of the smaller clinical groups were statistically significant, yet these results should be interpreted with caution due to the small number of cases used for the analysis.

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 30-36).

Abstract By acknowledging pain as subjective and only fully perceived by the person in pain, the main aim of this study was to report on the use of qualitative child interviewing and drawings as a research method to elicit hospitalized children’s perceptions and descriptions of their pain experience. Further, the second aim was to contribute to the improvement of pain assessment and management in hospitalized children by approaching the question from the children’s point of view through their words and drawings. Forty-four children in four paediatric units in a university hospital participated in the study. The data were collected by means of qualitative interviews and thematic drawings. The interview data were analysed using inductive content analysis. The drawings were sorted into categories on the basis of contents, and cognitive competence and emotional disturbances by the Draw-A-Person procedure, and a comparison was made of the data from hospitalized children and healthy control groups. All the children had experienced pain in different situations while hospitalized. The pain experiences came from four main sources: 1. pain caused by a diagnosed basic illness, 2. pain caused by medical and diagnostic procedures and basic nursing, 3. pain caused by accidents, and 4. inexplicable pain not caused by a particular illness or injury and imaginary pain. In describing their pain, the children emphasized the multidimensional nature of pain and used a number of self-reported pain words to describe physical and psychic pain, as well as evaluative aspects of pain. The children had difficulties in finding positive aspects about pain. The drawings of the hospitalized children frequently depicted medical procedures, whereas the drawings of the healthy controls depicted more family relations. The hospitalized children showed a lower level of cognitive capacity, whereas the healthy control group children revealed a higher level of emotional disturbance. The variety of children’s responses to pain management suggests that children try and can alleviate their pain. The children reported their expectations of professional help and valued the care and attention provided by significant others. The findings provide research-based knowledge for carrying out research with children, and for healthcare professionals in their assessment and management of children’s pain in more holistic and child-centred way. Children’s competence to describe their pain supports encouraging their involvement as social actors in pain assessment and management in partnership with health care professionals and significant others. This has to be done with respect for their rights as individuals and the desire to give them a sense of ownership of what happens during hospitalization.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / PURPOSE OF THE STUDY.-- To test the hypothesis that poor language achievement in children of average to better intelligence and middle class background is attributable to basic anxiety. PROCESS EMPLOYED.-- To a group of fourth-grade children of such background and intelligence there were administered a language test (composed of the subtests Information and Vocabulary of the Wechsler Intelligence Scale for Children) and three projective tests (the Gilmore Sentence Completion Test, the Bellak Children's Apperception Test, and the Machover Draw-A-Person Test) for the purpose of ascertaining the nature of the relationship, if any, between their language achievement and the degree of basic anxiety manifested in their responses to the projective tests. The number of Freudian defense mechanisms expressed in their responses to the projective tests was designated as the index of anxiety. The defense mechanisms used were selected, defined, and a glossary for their interpretations set up only after consultations with a group of child psychiatrists and child psychologists in practice in the Boston area. Their consensus of opinion was that these defense mechanisms were the ones most likely to be employed by children in this age group. They consist of the following: denial, introjection-incorporation, projection, regression, reaction-formation, displacement, and isolation. The scores resulting from the language test were divided into a High and a Low Language Group. They were then correlated with the defense mechanisms scores obtained from each of the three projective tests and with the total defense mechanisms scores resulting from all three projective tests. FINDINGS.-- The correlation of the High and Low Language Groups, taken as one, revealed no significant relationship between poor language achievement and high anxiety but did indicate a trend in the opposite direction from the one that had been hypothesized. Analysis of the verbal responses revealed that Verbal Output was the deciding factor with regard to the number of defense mechanisms expressed. However, this phenomenon was not considered as negating the original hypothesis but rather as pointing to the possibility that anxiety not only inhibited language achievement but inhibited the expression of verbal defense mechanisms as well. The separate correlation of High and Low Language Group scores with defense mechanisms scores did indicate a trend towards the hypothesized direction but not to a significant degree. The correlation of the defense mechanisms expressed in the drawings for the Draw-A-Person Test likewise failed to establish the predicted inverse relationship between anxiety and language achievement. Here again, production automatically controlled the expression of defense mechanisms, thus bringing about a situation in which those subjects who did not complete their drawings earned the lowest defense mechanisms scores. INDICATIONS OF THE STUDY.-- (1) That a more sensitive language test is needed for the purpose of establishing sharper differentiations between language achievers as a preliminary basis for similar studies. (2) That the study of the types of language employed by the subjects might be more revealing of anxiety than the utilizing of defense mechanisms as indicators of anxiety. (3) That the limiting agent in the non-verbal projective test employed (the Machover Draw-A-Person Test) may have been the anxious individual's self image. This would suggest the need for devising ways of uncovering the self image and using it as one index of anxiety. (4) That there may be a significant relationship among the self image, the type of verbal output, the quantity of verbal output, and basic anxiety. / 2031-01-01

During her theoretical training as an educational psychologist, the researcher was intrigued and fascinated by the expositions on the functioning of the self. With this study she pursued her goal to gain a clearer understanding of the formation and development of the self in a child, with the focus on the child in middle childhood (6 -12 years). In this study, she mainly focused on understanding the connection between the three crucial components of the self, self-concept and self-esteem. Her passion for art inspired her to be inventive and apply artistic creative methods of drawing, painting and clay human modelling as projective means to access the child’s unconscious mind, revealing pivotal experiences and emotions, revealing how the child relates to his or her self. According to this qualitative arts-based research study, the DAP (Draw a Person) and variations of PAP (Paint a Person) and CAP (Create a Person) with the use of appropriate DAP, PAP and CAP questionnaires, seem relevant therapeutic projective measures to assist in educational psychology in exploring the child’s self. / Further Teacher Education / M. Ed. (Guidance and Counselling)

During her theoretical training as an educational psychologist, the researcher was intrigued and fascinated by the expositions on the functioning of the self. With this study she pursued her goal to gain a clearer understanding of the formation and development of the self in a child, with the focus on the child in middle childhood (6 -12 years). In this study, she mainly focused on understanding the connection between the three crucial components of the self, self-concept and self-esteem. Her passion for art inspired her to be inventive and apply artistic creative methods of drawing, painting and clay human modelling as projective means to access the child’s unconscious mind, revealing pivotal experiences and emotions, revealing how the child relates to his or her self. According to this qualitative arts-based research study, the DAP (Draw a Person) and variations of PAP (Paint a Person) and CAP (Create a Person) with the use of appropriate DAP, PAP and CAP questionnaires, seem relevant therapeutic projective measures to assist in educational psychology in exploring the child’s self. / Further Teacher Education / M. Ed. (Guidance and Counselling)