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Module 5 Expressive

Expressive Art Therapy (Amity University)

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Module V -Clinical Applications to Art Therapy and Assessment 20%

Descriptors/Topics
 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

CLINICAL APPLICATIONS WITH GROUPS, FAMILY, AND COUPLES

Art therapy, like other forms of therapy, often takes place in groups. There are groups in
hospitals where people make art, outpatient groups where people may use art as a form of self-
expression or for the benefits of social support within a group, and therapist-facilitated studios
where people can come and make art and share it with others within a supportive environment.
Clinics, community agencies, and shelters also offer art therapy groups as support and therapy
for a variety of individuals, including survivors of trauma, people with alcoholism or drug
dependencies, and individuals with serious or life-threatening illnesses such as cancer or
HIV/AIDS. Family and couple art therapy is a specialized form of group art therapy in which
family members are asked to express themselves through an art task in the same session to
understand interpersonal dynamics or explore ways to interact more effectively.
Group situations, including group art therapy, naturally create the opportunity for
communication, interaction, negotiation, and other types of personal exchange. The therapist
may choose to reflect to the group some of the interactions that took place during the art activity,
such as who took the leadership role, who directed the activity, and how well the group worked
together. Participants may discuss what feelings arose in them in making decisions about
creating art or discuss and reflect on the content of the finished work. Group art therapy also
offers some special qualities that have “curative” potential to its participants. Irving Yalom, a
psychiatrist respected for his work with groups, believes that there are “curative factors” found in
groups and many of these are present in group art therapy. Some of these include:
Instilling hope.
Art therapy with groups involves being part of a supportive community of people. This
experience of group support and sharing naturally instills hope, particularly when group
members relate positive experiences of overcoming problems, solving problems, and their own
recovery from trauma, loss, illness, family conflicts, or addictions.
Interaction.
Groups provide the opportunity for social interaction between people. Most important, they
provide social support, an aspect which has been connected to health and well-being. Art making

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within a group context can involve connecting group members with each other through group
projects and/ or through the sharing of art products made during the session.
Universality
Groups offer the opportunity for participants to learn that others have similar problems, worries,
and fears and that people’s experiences are more similar than different. While experiences may
be universal, images people create also may carry universal meaning, but in a personal or unique
way. Sharing common symbols and/or experiences is an important function of an art therapy
group and helps to reduce isolation through communication and exchange of mutual concerns.
Altruism
Group therapy emphasizes helping one another through difficult times. This sense of altruism
can be a healing factor both for the person who gives help as well as for the person who receives
the help. Art therapy groups reinforce positive support and exchange between group members by
offering creative activities through which people can interact in positive and helpful ways.

• These “curative” characteristics apply to most group art therapy and a therapist may
capitalize on any or all of these healing potentials found in group work through art
experientials.
• In some art therapy groups the therapist takes an active role in determining themes and
directives for the group, designing group art activities with particular goals in mind and
based on what the therapist has observed about the participants. The group may also be
asked to identify problems or themes which they would like to explore through art.

Group Art Therapy

Group interactive psychotherapy focuses on the actions, reactions, and characteristic patterns of
interaction which constrain people in their everyday lives. Our personal world is continuously
being reconstructed through interactions with others which determine our view of ourselves and
others and affects expectations of others.
In group therapy, the individual learns how his or her assumptions (conscious and unconscious)
determine patterns of interactions and may have led to problems in relating. Concepts of
responsibility, freedom, and choice are central to this model. Participants are encouraged to
explore irrational belief systems (i.e., if I don’t get married, pass an exam, get promotion by 30,
then I am a complete failure) and discouraged from taking a passive victim stance. By
incorporating systems theory, the model recognizes social, political, and economic realities
including discrimination and racism and how internalization of these realities can lead to feelings
of despair and powerlessness.
Taking responsibility for one’s participation in the learning experience of the group, having a
sense of one’s influence on events, and learning to give feedback are prerequisites. Members

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reveal their difficulties through their here-and-now behavior, the “here and now” being where the
therapy takes place. Disclosure may take place, possibly of “secrets” or significant events from
the past and present outside the group, and this may be important in understanding the behavior
of that individual in the group. The act of disclosing (and this may happen indirectly through
image making) often releases tension and enables defenses to be lowered and relinquished.
Feedback from members of the group and the therapist, illuminating aspects of the self which
have become obvious to others, but which are not recognized by oneself, is essential. To be
effective it must be well timed and delivered with sensitivity. In this respect the therapist is an
important role model, demonstrating a positive critical approach as opposed to a negative and
judgmental one, observing and commenting on behavior and images and their effects on the
process of the group.
There are some fundamental processes of an interactive group that are often enhanced by the
addition of image making. These include projection, mirroring, scapegoating, parataxic
distortion, and projective identification. Projection involves group members having feelings and
making assumptions about other members which are not based on their here-and-now
experience. For example, one member might experience another as his critical mother and make
assumptions about that person’s feelings toward him. Mirroring entails a member having strong
feelings and emotions about another’s behavior, which is in fact an aspect of the member’s
behavior.
Projection and mirroring are often accompanied by splitting—by experiencing a group member,
the facilitator, or the whole group as all good or all bad. Scapegoating occurs when the group
tries to put all its difficulties onto one member and to get rid of them. The members’ tendency to
distort their perceptions of others (parataxic distortions) provides valuable material for the group
to consider. An important and often disturbing phenomenon is projective identification, which
can result in one member projecting his or her own (but actually disowned) attributes onto
another toward whom they feel “an uncanny attraction–repulsion” (Yalom, 1985, p. 354). These
attributes may be projected so strongly that the other person’s behavior begins to change.
For example, murderous feelings may be projected so that the other begins to feel murderous,
whereas the projector has no awareness of such a feeling. The group itself, as a social
microcosm, also takes on patterns of behavior as if it were an individual and the facilitator must
understand these processes and comment on them, with the aim being for members themselves to
learn and to understand about these phenomena (see Rutan & Stone, 2001)
Some of the techniques commonly used in group art therapy include:
1. Free Drawing: Participants are asked to draw whatever comes to mind without any
constraints or guidelines. This helps to promote self-expression and creativity.
2. Collage Making: Participants are asked to create a collage by cutting out and pasting
various images from magazines or other sources onto a piece of paper. This can help to
explore emotions and themes that may be difficult to express through words alone.

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3. Mandala Making: Participants are asked to create a circular design using various colors
and patterns. This can promote relaxation and mindfulness.
4. Group Murals: Participants work together to create a larger piece of artwork, such as a
mural. This promotes collaboration and can help to build a sense of community within
the group.
5. Sculpture Making: Participants are asked to create three-dimensional objects using
materials such as clay, paper-mache, or found objects. This can help to explore and
express emotions in a tactile way.
6. Guided Imagery: Participants are asked to close their eyes and imagine a specific
scenario or scene, and then create artwork based on that image. This can help to promote
relaxation and visualization.
7. Storytelling: Storytelling can be used in art therapy to explore family narratives and
history, as well as to promote communication and understanding between family
members.
Overall, the techniques used in group art therapy can vary depending on the needs and goals of
the group, and are often adapted to suit the unique needs of individual participants.

Art Therapy with Parents

Art therapy with parents is a relatively new form of therapy that has emerged as a response to the
growing recognition of the importance of parental involvement in children's mental health
treatment. While art therapy as a standalone practice has a long history dating back to the early
20th century, the use of art therapy with parents specifically is a more recent development.
In the 1970s and 1980s, the concept of family art therapy began to gain popularity. Family art
therapy involves using art therapy techniques to help families communicate and work through
issues together. This approach recognizes that families are complex systems, and that addressing
individual issues within the context of the family can lead to more effective and lasting change.
In the 1990s, a subset of family art therapy emerged known as "parent-child art therapy." This
approach involves using art therapy techniques to help parents and children communicate and
work through issues together. It is often used with young children who may not have the verbal
skills to express themselves effectively in traditional talk therapy.
Today, art therapy with parents continues to be an important tool in the field of child and
adolescent mental health. It is often used in combination with other therapies, such as play
therapy and cognitive-behavioral therapy, to help parents and children work together to improve
communication, develop coping skills, and strengthen their relationship. The use of technology,
such as teletherapy, has also made art therapy with parents more accessible to families who may
live in remote areas or have difficulty attending in-person sessions.

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Art therapy with parents is a collaborative process that involves using art materials and creative
expression to explore and address issues that may be impacting the parent-child relationship or
the family as a whole. Here are some ways in which art therapy can work with parents:
1. Building rapport and trust: Art therapy provides a non-threatening, non-judgmental
space for parents to explore their emotions and concerns, which can help to build trust
and rapport between the parent and therapist.
2. Enhancing communication: Art therapy can be especially helpful for children who have
difficulty expressing themselves verbally. Through the use of art materials, children and
parents can communicate their thoughts and feelings in a more tangible way, which can
improve communication and understanding.
3. Developing coping skills: Art therapy can help parents and children develop coping
skills to deal with difficult emotions, such as stress, anxiety, and depression. Through the
use of art materials and creative expression, parents and children can learn new ways to
manage their emotions and work through challenges.
4. Strengthening the parent-child relationship: Art therapy can be used to strengthen the
parent-child relationship by promoting positive interactions and building a shared sense
of accomplishment. This can lead to a stronger bond and improved communication
within the family.
5. Exploring family dynamics: Art therapy can be used to explore family dynamics and
identify patterns of behavior that may be contributing to conflicts or other issues within
the family. By exploring these dynamics through creative expression, parents and
children can gain new insights into their relationships and work toward positive change.

(Techniques same as GROUP ART THERAPY)

Family Art Therapy

Family art therapy is a form of therapy that involves the entire family working together to create
art and engage in other creative activities. The goal of family art therapy is to improve
communication, promote positive family interactions, and identify and address issues that may
be impacting the family as a whole.
Here's an example of how family art therapy might work in practice:
A therapist is working with a family who is struggling to communicate effectively with each
other. The parents have been arguing frequently, and their two children, ages 8 and 12, are
caught in the middle. The therapist decides to use family art therapy to help the family explore
their emotions and improve their communication.

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The therapist begins by asking the family to work together to create a large painting. The parents
and children take turns adding different colors and shapes to the painting, with the therapist
guiding the process and encouraging communication and collaboration.
As the painting progresses, the therapist encourages each family member to express their
emotions and thoughts about what they are creating. The therapist may also ask the family to
share stories or memories that are triggered by the artwork.
Through this process, the family begins to open up and share their feelings with each other. The
children express their fear and sadness about their parents' arguments, while the parents share
their own struggles and frustrations. The therapist helps the family to listen to each other,
validate each other's feelings, and work together to find solutions.
Over time, the family begins to use the skills they have learned in family art therapy to
communicate more effectively with each other. They develop a deeper understanding of each
other's emotions and perspectives, and are better equipped to work through conflicts and
challenges together.
Family art therapy is a form of therapy that can involve a variety of creative techniques to help
families explore their emotions, improve communication, and strengthen relationships. Here are
some common techniques used in family art therapy:
1. Collaborative art-making: Collaborative art-making involves having family members
work together to create a piece of artwork. This can help to promote communication,
cooperation, and empathy within the family, as well as encourage creativity and self-
expression.
2. Family sculptures: Family sculptures involve creating three-dimensional representations
of the family using clay or other materials. This can be a powerful way to explore family
dynamics and relationships, as well as promote understanding and empathy.
3. Family drawings: Family drawings involve creating a drawing of the family together.
This can help to explore family relationships and dynamics, as well as promote
communication and collaboration.
4. Narrative storytelling: Narrative storytelling involves using stories or myths to explore
family relationships and dynamics. This can be a creative and engaging way to promote
communication and understanding within the family.
5. Therapeutic games: Therapeutic games involve using games or activities to explore
family dynamics and relationships. For example, a therapist may use a board game that
encourages communication and cooperation to help the family work through conflicts or
challenges.
6. Sand tray therapy: Sand tray therapy involves creating a scene using miniature objects
in a tray of sand. This can be a powerful way to explore emotions and relationships, as
well as promote relaxation and mindfulness.

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Overall, family art therapy can be a creative and engaging way to help families explore their
emotions, improve communication, and strengthen relationships. The techniques used will
depend on the specific needs and goals of each family, and the therapist will work
collaboratively with the family to tailor the therapy to their unique needs.

ART THERAPIES WITH COUPLES

rt therapy with couples is a form of therapy that uses creative activities to explore and improve
the dynamics of romantic relationships. The goal of art therapy with couples is to improve
communication, promote understanding and empathy, and identify and address issues that may
be impacting the relationship.
The therapist may use a variety of creative activities, such as drawing, painting, sculpting, or
collage-making, to help couples explore their emotions and relationships with each other. For
example, a therapist may ask the couple to create a painting or drawing together, with each
partner contributing a part of the image. This collaborative process can help to promote
communication, cooperation, and empathy within the relationship.
Here are some of the ways art therapy may be used with couples:
1. Communication and expression: Art therapy with couples can be an effective way to
promote communication and expression in the relationship. By creating art together,
couples can explore their emotions and feelings in a nonverbal way, which can help to
promote understanding and empathy.
2. Conflict resolution: Art therapy can also be used to help couples work through conflicts
and challenges in their relationship. The therapist may ask the couple to create art that
represents their feelings or perspectives on a particular issue, and then use that art as a
way to facilitate communication and problem-solving.
3. Intimacy and connection: Art therapy can be used to help couples improve their
intimacy and connection with each other. The therapist may ask the couple to create art
that represents their love and connection with each other, or to engage in other creative
activities that promote intimacy and bonding.
4. Self-awareness and self-exploration: Art therapy can also be used to help couples
explore their own emotions and perspectives, which can ultimately improve their
relationship. The therapist may ask each partner to create art that represents their own
emotions and feelings, and then use that art as a way to facilitate discussion and self-
awareness.
Art therapy can be used with couples to help them explore and improve their relationship. Here's
an example of how art therapy might be used with a couple:
The therapist begins the session by introducing the concept of collaborative art-making to the
couple. They explain that they will be creating a piece of art together, with each partner

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contributing to the final piece. The therapist provides a variety of art supplies, such as paint,
markers, and paper, and asks the couple to begin creating.
As the couple works on the art project, the therapist observes their interactions and provides
guidance as needed. They may ask the couple questions about their art, such as what inspired
them to create a particular image or color. The therapist may also encourage the couple to talk to
each other about the art, asking them to describe what they see in their partner's art and how it
makes them feel.
As the session progresses, the therapist may use the art as a tool to facilitate communication and
problem-solving within the relationship. For example, if the couple is struggling with a particular
issue, the therapist may ask them to create art that represents their feelings or perspectives on the
issue. The therapist can then use this art as a way to help the couple communicate and work
through the issue together.
At the end of the session, the therapist and the couple review the art they have created and
discuss their experiences. The therapist may ask the couple to reflect on how the art-making
process impacted their relationship, and how they might continue to use art to strengthen their
connection in the future.
Overall, art therapy with couples can be a powerful tool for improving communication,
promoting understanding and empathy, and identifying and addressing issues within the
relationship. Through collaborative art-making, couples can explore their emotions and
perspectives in a nonverbal way, which can ultimately improve their relationship.

Introduction to Art Based Assessment.

Art-based assessment is a type of psychological assessment that involves the use of art materials,
such as paint, markers, clay, or collage, as a means of understanding an individual's emotions,
thoughts, and behaviors. It is a nonverbal and creative way of assessing an individual's
psychological and emotional state.
In art-based assessment, the individual is typically given art materials and asked to create
something that represents their inner experience. The art that is created can then be analyzed by a
trained mental health professional, who can interpret the symbols, colors, and other elements of
the art to gain insights into the individual's emotional and psychological state.
Art-based assessment can be used with a wide range of populations, including children,
adolescents, and adults. It can be particularly useful for individuals who have difficulty
expressing themselves verbally, such as those with developmental disabilities, trauma survivors,
or those with limited language skills.

The Diagnostic Drawing Series

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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:
1. can we accurately differentiate diagnoses through art, particularly by generalizing from
the art of a group of people?
2. how shall we assess people through art?
3. can the form of art tell us as much or more about the artist as its content?
The Diagnostic Drawing Series (DDS) is a projective assessment tool used in art therapy to help
identify and evaluate an individual's emotional and psychological state. Administering the DDS
involves a specific set of steps that are designed to create a safe and supportive environment for
the participant to express themselves creatively.
The DDS offers a way to contribute to accurate differential diagnosis and provides a structure for
participating in sound diagnostic research because reliable diagnostic information was collected
when the art was made (Cohen, 1983). The DDS art interview has a protocol that clearly
specifies which art materials are to be used and how it is to be administered (Cohen, 1983). It is
the first art therapy assessment with an accompanying rating system that focuses primarily on the
structure or formal qualities of the picture (Cohen, 1986a).

How to administer 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
 he or she may turn the paper in any direction;
 he or she has up to 15 minutes to work on each drawing, if needed;
 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
 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

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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.

Diagnostic of DDR
The DDS is “diagnostic” in that an art therapist trained in it and familiar with its research basis
has the ability to contribute sound, clear-cut, practical information to the diagnostic process. The
name of the assessment does not mean that simply administering the assessment will lead to a
diagnosis. That is dependent on the DDS-specific knowledge of the assessors and whether they
are allowed to give or contribute to a diagnosis
The DDS is also “diagnostic” in that its objective is to “detect . . . and classify the client’s
pathology, focusing primarily on its causes, symptoms, severity, and prognosis” (Bruscia, 1988,
p. 5). The point is to see what configurations have been drawn on the three pages and to inform
clinicians how to identify them accurately (Dawes, Faust, & Meehl, 1989), not to interpret them
in terms of a particular theory.
However, clinicians can and do bring the skills and constructs that aid them in their work into
assessment sessions. Information from the art interview as a whole may contribute to treatment
planning. For example, one can and should see clients’ strengths by means of their DDSs (Cohen
& Mills, 1994). Strengths may be defined in part as the presence of formal elements associated
with the DDSs of nonpatient controls, or the absence of criteria found in the DDSs of any
diagnostic group.

Strengths and Limitations

The Diagnostic Drawing Series (DDS) is a standardized art therapy assessment tool that has
several strengths and limitations. Here are some of the key strengths and limitations of the DDS:
Strengths:
1. Nonverbal Assessment: One of the strengths of the DDS is that it is a nonverbal
assessment tool. This means that individuals who may have difficulty expressing
themselves verbally, such as children, people with developmental disabilities, or those
who are nonverbal, can still participate in the assessment and provide valuable
information about their emotional and psychological state.
2. Standardized Administration: The DDS is a standardized assessment tool, which
means that it is administered in a consistent manner across all participants. This
standardization helps to ensure that the results are reliable and valid.

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3. Wide Applicability: The DDS can be used with a wide range of populations, including
children, adolescents, and adults. It is also used with individuals who have various
emotional and psychological issues, including depression, anxiety, trauma, and addiction.
4. Projective Assessment: The DDS is a projective assessment tool, which means that it
allows individuals to project their unconscious thoughts and feelings onto the drawings.
This can provide insights into issues that may not be apparent through other forms of
assessment.
Limitations:
1. Interpretation: One of the limitations of the DDS is that the results require interpretation
by a trained and experienced art therapist. The interpretation process can be time-
consuming, and the results may not be immediately apparent.
2. Cultural Differences: The DDS is a Western-based assessment tool, which means that it
may not be culturally appropriate or relevant for individuals from non-Western cultures.
3. Subjectivity: The DDS is a subjective assessment tool, which means that the results can
be influenced by the personal biases and perceptions of the art therapist administering the
assessment.
4. Limited Validity: The validity of the DDS as a diagnostic tool has been questioned by
some researchers. While the DDS can provide insights into an individual's emotional and
psychological state, it may not be sufficient as a standalone diagnostic tool.
In conclusion, while the DDS has several strengths as a standardized, nonverbal, projective
assessment tool, it also has limitations related to interpretation, cultural differences, subjectivity,
and limited validity. It is important for the art therapist to consider these strengths and limitations
when using the DDS as part of a comprehensive assessment and treatment plan.

THE SILVER DRAWING TEST OF COGNITION AND EMOTIONS

The purpose of the SDT is to bypass an individual’s language deficiencies which can mask the
intelligence of a child or adult, assess cognitive skills and emotional strengths, and provide
access to fantasies and concepts of self and others. The SDT is based on the premise that
drawings can take the place of words as the primary channel for receiving and expressing ideas.
Drawing can serve as a language parallel to the spoken or written word; can reflect emotion; and
can help identify, assess, and develop cognitive skills.

The SDT uses “stimulus drawings” to prompt responses that solve problems and represent
concepts. These stimulus drawings consist of line drawings of people, animals, places, and
things. Some are explicit, while others are ambiguous to encourage associations. The SDT
includes two sets of 15 stimulus drawings.

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 Form A is reserved for testing;

 Form B is provided for use in therapeutic or developmental programs.
Responses to drawing tasks are scored on rating scales that range from 1 to 5 points, with 5 the
highest score. The cognitive scales assess ability to represent concepts of space, sequential order,
and class inclusion, the three independent structures that have been identified as fundamental in
mathematics (Piaget, 1970) and reading (Bannatyne, 1971). Other scales assess emotional
content, self-images, and humor
There are three subtests:
1. Drawing from Imagination: In this task, the individual is asked to create a drawing of
something that does not exist in real life, using their imagination. For example, they may
be asked to draw a picture of a magical creature or a fantasy landscape. This task is
designed to assess the individual's creative thinking skills, imagination, and ability to
express their inner world through art.
2. Predictive Drawing: In this task, the individual is asked to create a drawing based on a
provided scenario or story. For example, they may be asked to draw what they think will
happen next in a story or to draw a picture of a person's future. This task is designed to
assess the individual's ability to think ahead, anticipate future events, and make
predictions.
3. Drawing from Observation: In this task, the individual is asked to create a drawing of
an object, person, or scene that is present in the environment. For example, they may be
asked to draw a still life or a landscape. This task is designed to assess the individual's
ability to observe and accurately represent the world around them.
All three types of drawing tasks are used in the SDT to assess different aspects of the individual's
psychological functioning. The therapist will analyze the drawings based on a variety of factors,
including the use of color, composition, details, and overall themes, to gain insights into the
individual's emotional and psychological state. It is important to note that the SDT should only
be administered by a qualified mental health professional who has training in art therapy and
experience in using the SDT.
The Silver Drawing Test (SDT) uses a variety of scales to assess different cognitive and
emotional aspects of the individual's functioning. These scales are used to evaluate the drawings
created during the different tasks (drawing from imagination, predictive drawing, and drawing
from observation), and are based on both objective and subjective criteria. Here is a detailed
explanation of some of the scales used in the SDT:
1. Formal Elements Scale: This scale assesses the formal aspects of the drawing, such as
composition, use of color, and level of detail. The therapist may look at the use of lines,
shapes, and textures, as well as the balance and harmony of the overall composition.
They may also assess the use of color, including the color palette, the saturation, and the
use of shading and shadows. The level of detail in the drawing may also be assessed,
including the amount of realism or abstraction.

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2. Content Themes Scale: This scale assesses the underlying themes and content of the
drawing, such as the portrayal of family dynamics, self-image, or emotional expression.
The therapist may look for recurring themes or symbols, such as images of animals,
people, or objects that have personal significance to the individual. They may also look
for common themes related to family relationships, personal identity, or life experiences.
3. Emotional Content Scale: This scale assesses the emotional expression in the drawing,
including the use of color, facial expressions, and body language. The therapist may look
at the use of warm or cool colors, as well as the intensity of the colors used. They may
also look at the facial expressions and body language of any figures depicted in the
drawing, including their posture, gestures, and facial expressions.
4. Cognitive Integration Scale: This scale assesses the individual's ability to integrate
cognitive information into the drawing, such as the use of symbols or perspective. The
therapist may look for the use of symbols or metaphors that represent complex ideas or
emotions. They may also assess the use of perspective, such as the placement and size of
objects in relation to each other, to gain insight into the individual's cognitive
functioning.
5. Stress Tolerance Scale: This scale assesses the individual's ability to cope with stress
and adversity, as reflected in the drawing. The therapist may look for signs of stress or
anxiety in the drawing, such as tense or jagged lines, dark or muted colors, or chaotic or
cluttered composition. They may also look for signs of resilience or coping, such as
images of support or sources of strength.
6. Reality Testing Scale: This scale assesses the individual's ability to differentiate between
reality and fantasy, as reflected in the drawing. The therapist may look for signs of
distortion or delusion in the drawing, such as unrealistic or impossible scenarios. They
may also assess the use of symbolism or metaphor, to gain insight into the individual's
perception of reality.
7. Self-Concept Scale: This scale assesses the individual's perception of self, body image,
and self-esteem, as reflected in the drawing. The therapist may look for images of the self
or representations of the individual's body, as well as any indications of self-esteem or
self-criticism.
8. Social-Interpersonal Scale: This scale assesses the individual's social and interpersonal
functioning, including the portrayal of relationships, communication, and social skills.
The therapist may look for images of other people or representations of social situations,
as well as any indications of communication or interaction between figures in the
drawing. They may also assess the quality of these interactions, looking for signs of
conflict, intimacy, or distance.
These scales are used to provide a comprehensive assessment of the individual's cognitive and
emotional functioning, and to identify areas of strength and weakness that may need further
exploration or intervention.

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Draw-a-Person Picking an Apple from a Tree

The Draw-a-Person Picking an Apple from a Tree test is a projective drawing test that is often
used to assess an individual's cognitive and emotional functioning, including their ability to
problem-solve, communicate, and cope with stress. The test is relatively simple: the individual is
asked to draw a picture of a person picking an apple from a tree.
The test is typically administered by a trained professional, such as a psychologist or therapist,
who will provide the individual with a blank piece of paper and a pen or pencil. The individual is
then given a few minutes to complete the drawing, and the therapist will observe and evaluate
the drawing based on a number of criteria.
One of the first things that the therapist will look for is the level of detail and complexity in the
drawing. For example, a drawing that includes a detailed depiction of the apple, the tree, and the
person picking the apple may indicate a higher level of cognitive functioning than a drawing that
is very simplistic or lacks detail.
The therapist will also look for indications of problem-solving and communication skills in the
drawing. For example, if the person in the drawing is shown using a ladder or a tool to reach the
apple, this may indicate a creative problem-solving ability. If the person is shown interacting
with other objects or people in the drawing, this may suggest good interpersonal communication
skills.
Another important aspect of the drawing that the therapist will evaluate is the emotional content
of the drawing. For example, the therapist may look at the facial expression or body language of
the person picking the apple, as well as any other elements of the drawing that suggest a
particular emotion, such as the use of color or shading.
Overall, the Draw-a-Person Picking an Apple from a Tree test is a simple but effective tool for
assessing an individual's cognitive and emotional functioning. It can provide valuable insight
into the individual's problem-solving ability, communication skills, and emotional expression,
and can help identify areas of strength and weakness that may need further exploration or
intervention.

The MARI Assessment

The MARI (Mandala Assessment Research Instrument) assessment was developed in the 1970s
by psychologist Joan Kellogg. Kellogg was a student of Swiss psychiatrist Carl Jung, who was
known for his work on the collective unconscious and the use of mandalas as a tool for
psychological exploration.
Kellogg was interested in the use of mandalas as a projective tool for personality assessment, and
began developing the MARI assessment as a way to explore the potential applications of
mandala drawing in psychological research.

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The initial version of the MARI assessment consisted of a set of mandala templates with specific
instructions for drawing, such as creating a mandala that represents the individual's current
emotional state. Kellogg also developed a scoring system for analyzing the mandalas, based on
factors such as the use of color, shape, and symbols.
The MARI (Mandala Assessment Research Instrument) is a projective assessment tool that is
used to explore an individual's personality traits, coping mechanisms, and life experiences. The
assessment is based on the use of mandalas, which are circular drawings that serve as a
representation of the self and the individual's experiences.
The MARI assessment typically consists of several stages.
 First, the individual is provided with a blank mandala template and asked to create a
mandala based on a specific set of instructions. For example, the individual may be asked
to create a mandala that represents their current emotional state or their perception of
their family relationships.
 Once the individual has completed the mandala, a trained professional (such as a
psychologist or therapist) will analyze the drawing and identify key themes and patterns.
The therapist will look at various aspects of the drawing, such as the use of color, shape,
and symbols, to gain insight into the individual's inner world and underlying
psychological processes.
For example, if an individual creates a mandala with a lot of red and black colors and jagged
lines, this may suggest that they are experiencing a lot of anger or emotional turmoil. If the
mandala includes images of water or waves, this may suggest that the individual is feeling
overwhelmed or out of control.
The therapist will also look for recurring themes or symbols in the mandala that may reflect the
individual's coping mechanisms or life experiences. For example, if an individual repeatedly uses
images of birds or flight in their mandalas, this may suggest a desire for freedom or a need to
escape from difficult situations.
In addition to the initial mandala drawing, the MARI assessment may also include other tasks or
exercises, such as a visual perception test or a writing exercise, to further explore the individual's
psychological processes.
Overall, the MARI assessment can provide valuable insight into an individual's personality,
coping mechanisms, and life experiences. It can help identify areas of strength and weakness, as
well as underlying psychological issues that may need further exploration or intervention.

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