1

HumanFi
gur
eDr
awi
ngTest
(HFD)

Whowast
heaut
horofHFD?

HumanFi gureDrawi
ngTestwasdevel
opedbyFl
orenceLGoodenoughandDal
e
B.Harr
is.
Revi
sedtestver
sions:

Devel
opedor igi
nall
ybyFl
orenceGoodenoughin1926,t
histestwasf ir
st
knownastheGoodenoughDr aw-a-Mantest
.Iti
sdet
ail
edinherbookt i
tl
ed
MeasurementofInt
el l
i
gencebyDrawings.Dr
.DaleB.Harr
isl
aterrevisedand
ext
endedthetestandi ti
snowknownast heGoodenough–Harri
sDr awingTest.
Agerangeofparti
cipants:
3to15years.

Ti
me:
I
ndi
vi
dual
orgr
oup-1
0to1
5mi
nut
es.

Purpose:
Thepur poseoft hetesti stoassi
stprof
essi onalsi
ninferri
ngchil
dren's
cognit
ivedevelopment all
evel swithl
it
tl
eornoi nfluenceofot herfact
orssuchas
l
anguagebar ri
ersorspeci alneeds .
HumanFi gureDr awingTest( HFD)wasappl iedtoevaluateemotional
probl
emsandAt tent
ion-Def icit
/Hyperacti
vit
yDi sorderTest(ADHD-T)wasappl i
ed
toexplor
ethehyper activi
tyoft hementall
yretardedchi l
dren.
Format:
Paperandpenci l

Uses:

TheHumanFi
gureDrawingTestcanbeut
il
i
zedbyt
her
api
stsi
nanumberof
di
ff
erentways
.Someoft
heseincl
udes:

 HumanFi gureDr awingTest( HFD)i scommonl yusedt oassessthe

emot i
onalproblemsoft hechi
ldrenunder1 2year s
 Commonl yusedasameasur eofi nt
ell
igenceinchildren.
 Personali
tytest
ingthroughhumanf i
guredr awing.
 Otherusesoft het estaremer elyprojecti
veandar enotendorsedby
thefi
rstcreator
.
 I
tisusedasameasur eofintell
ectualdevelopmentorasapr oject
ive
techni
que.

AssessmentTool
Cat
egor
y:

Thi
sisast
andar
dized,nonver
bal
measur
eofi
ntel
l
ect
ual
/ment
almat
uri
ty.
 2

Descr
ipt
ion:
A new dr awingtesthasbeendevel opedt hatal
lowsf ortheassessmentof
adultsaswel laschi l
dren and adol escents.Thisnew t est,the Draw- A-Per son
I
ntellectualAbi l
i
tyTestforChi l
dren,Adol escents,andAdul ts( DAP:I
Q)canbeused
withpeopl ebet ween4t o90year sofage;t heDAP: I
Q,theref ore,i
sthefir
stHFDt est
thatcanal sobeusedwi thadul t
s.Incont rastt
ot heGHDTandt heDAP:QSSt hat
requirepar ti
cipantstodraw t hreepi ctur
es,theDAP: I
Qr equi resasingledr awingof
thesel f
.Ther ear e23cr i
teriaf orscoringtheDAP: IQincludingt hehead,hai r,eyes,
eyelashes,eyebr ows,nose,mout h,chin,ear s,neck,shoul ders,arms,el bows,
hands,t orso,wai st
,hips,legs ,knees ,ankles,f
eet,clot
hing,andaccessor ies.Each
featurei sgivenascor ef rom 0t o4,wi t
ht hemaxi mum scor epossibledi ff
er i
ng
acrossi t
ems.

Chil
dren'sHFDsar escoredbasedont henumberofdet ail
sinthedr awi
ng
andt heaccur acyoftheplacementofeachbodypar t
.Goodenoughcl ai
medt hat
herscor i
ngsyst em,basedonconceptualelements,al
lowsfortheDAMTt obea
surr
ogate measur e ofchil
dren'si
ntel
li
gence r
atherthan si
mpl y a measure of
aestheti
cormanual ski
ll
.
Psychomet
ri
cpr
oper
ti
es:
Ozer(2010)
,claimst hatt
her ear etwomai ncontext
swher ethehumanf i
gure
drawings
canbeputt oused,thisincluded;pr edict
ionofchi l
drenint
ell
ect
ualdevelopmentand
toevaluat
etheemot ionsoft hechild.However ,Nagler
ia,McNeish,andBar do,
(1991),ar
guesthatthist
estcanbeusedf orscreeningonchildr
entoi denti
fyaspects
l
ikeemot i
onalandbehavi oralproblems.Fur thermore,inaneducationalsett
ing,thi
s
testcanbeusedasapor t
ionoft her egul
arpsychoeducat i
onalassessment .Allt
he
drawingsareassumedt ohaveadi ffer
entmeani ngaboutt heexami neeandt he
 3

per sonbei ngdr awn( Yong,201 5).Manypsychol ogi stsandr esear cher sr elyon
drawi ngt est sbecauset heybel ievet hatt hedr awingsr epr esentt hechi ldexpr ession
oft hought s,andbecausei twor ksont hei radvant agesi ncet hechi ldper cei vet heact
ofdr awi ngasf un.However ,Kni el andKni el (2008) ,usedt heDAPt omeasur e
i
ntel l
igenceamongstchi ldren,andaconcl usi onwasmadet hatt he“ …changesi nthe
child’sdr awi ngsofamanora
womanr epr esentt hedevel opmentofcogni t
ivecompl exi t
yori nt ellect ual mat uri
ty...
Mor eover ,inYong( 201 5)r eveal edt hatachi l
d’schangesi nt hei rabi l
ityof
drawi ngr epr esentcogni tiveori ntellect ual mat uration.I nt hei rfindi ngsa3- year - ol
d
childmadeadr awi ngofaper sonwhi chonl yhadaheadandl egs,wher easanot her
4-year -ol dchi ldsket chedaper sonwher et hemout handbot heyeswer epr esent
andal sot hel egsandar mswer epr esent .Theassumpt i
ont hati nt ell
igencecanbe
eval uat edt hr oughexami ningt hechangesoft hepi ct uresdr awnwassuppor tedby
Kubi er ske( 2008) ,al thoughheemphasi zedt hatt hechangesr epr esent sthe
i
ntel l
ect ual andphysi cal devel opmentbutnott hechr onol ogi cal ageoft het estt aker.
Fur ther mor e,Kubi erske( 2008)addedt hatdevel opmental lowschi ldr ent o
appl ynewl y
l
ear nedabi l
itieswhi chmayi ncludemot orski llsandobser vational ski ll
s.Oneoft he
cruci al useofDAPwast omaket hedr awerunconsci ousl yt ransf eri nf ormat iont ot he
exami nerandt oassessemot ional di stur bances.Accor dingt oKubi er ske( 2008) ,the
l
ogi cbehi ndt heuseofpr ojectivet est si sbui ltont heper spect ivet hati nf ormat i
on
aboutat ti
tudei scommuni cat ednonver bal lyandt hecur rentment al stat e,bel i
efs
andf eel i
ngswoul di nf luencewhati sbei ngdr awn.
Accor dingt oCat te( 1998) ,DAP,i sbasedonLuquet ’
st heor ywhi chasser ts
thatadr awi ngpr oducedbyachi l
di sr elat edt ohi sorhernot i
onoft hatdr awi ngand
coul dt her ef or ebe
usedasameasur eofment aldevel opment .Inaddi tiont ot hei deol ogyofpr oject i
ve
testscommuni cat i
ngt hought soft hepat ient s( Kumar ,Ni zami e,Abhi shekand
Prasana,201 4),ar guedt hatt heset est scanact uallybeusedi ni dent i
f yingsui cidal
i
deat ionamongstdepr essedi ndi vidual s .
Iti sbel ievedt hatMachoverdevel opedt heDAPt estasanat temptt ost i
mul ate
thet rai ts,
i
mpul ses,conf l
ict,anxi et i
es,compensat ions ,andconf l
ictscompensat ions
char act er i
st i
cofani ndi vidual .Thi swasf urtherpr ovedbyLev- Wi esel and
Her shkovi tz( 2000) ,whousedt het estonvi ol entpr i
soner swi t
ht hepur posest o
i
dent ifyr emor sef ulper pet rator samongstt hosewhoar en’ t.Mor eover ,t hedr awi ngs
wer esepar at edanddi stributedanonymousl yt oar tther api stswhodi dn’ tknowt he
priorbehavi oroft heper pet ratornort heper pet r
at or ,indicat or ssuchasmout h
excl usi onandf inger s,cl awofhands,ar mst ur nedi nwar d,overshadedchi nwer e
used,t hisi ndi cat orwer eal sousedbyEvar retta( 201 4) ,whomeasur eaggr essi on
schi zophr eni cpat i
ent s.
Inanal ysi soft hei ndicat orst her esultsshowedt hatcer taini ndi vidual wer est il
l
aggr essi veandshowednor emor seoft hei ract .
Al thoughRei thmi llerandHandl er( 1 997) ,indi cat edt hatagoodcl i
nici an,even
afterseei ngt hedr awi ngst heywoul dl i
ket oi nt ercommuni cat ewi tht hepat i
ent s
bef or eassumi nga
 4

certaindi agnosis.However ,inconcl usion,Lev- WieselandHer shkovitz( 2000) ,

advi sedt hatdrawingsi nthesekindofset ti
ngsshoul dbeusedasaddi t
ional tool
rathert hanast hemai ntool
.
Validity:
HFDi susedwor l
dwidebycl ini
cians,al t
houghAr t
eche,Bandei r
a,andHut z(201 0)
,
havenot icedsomef lawsaboutt hesyst em,whi chsomeoft hem includest he
genderoft hefir
stdrawn,whi cht heor et
icall
yitisexpectedt hatthef i
rstper sont obe
drawnshoul dbeoft hesamesexoft heexami nee,thishasbeenf oundt obea
misconcept i
onsincet hegenderoft hedr awnchangesast hechi l
dgr ows( Arteche
etal ,201 0).However ,somej usti
ficationaboutgenderbei ngchangedbyt hedrawer
i
ncl udescul t
uralbackgroundandgenderi dentit
ycrisi
s,fur
ther moreFar yloand
Paludi (
2001 ),concludedbysayi ngt hatt hi
sas sumpt i
onare“ idi
osyncr atic”.which
theyr efer r
edt odrawi ngofconclusionf rom smal lnumberofsampl e.

Further mor e,Bondetal ,( 201 5)ar guedont henot i

ont hatpr oj
ect ivet est s
reveal somet hingaboutt heunconsci oust hr ought heuseofambi guousst imul i
”.
Accor dingt oBondetal ,(201 5)t here’sver ylittl
ear guabl eevi denceonsuchcl aims
andi tisdoubt abl et hatt hi stestcanst illdo.Addi ti
onal l
y,i thasbeenf oundt hat
project ivet esthaveaver ylowval i
dit
yco- ef fi
ci ency,andmostmanual sonl yment i
on
fi
ndi ngswhi char esuppor ti
ngt het estnott heonesagai nstt het est s.
TheDAPhasbeencr iticizedasmeasur eofi nt ell
igence,t hesecr itici
smsl edt o
acompar isonoft heDAPandot hermeasur eofi ntell
igencesuchast heWechsl er
i
nt ell
igencescal es.Rehr i
g( 201 5)compar edt heDAP:I Qoff ive- year- oldchi ldr en,to
Wechsl erpr eschool andpr i
mar yscal ei ntelli
gence( WPPSI -III)acor relat i
onwas
foundonl yf ort hecodi ngsubt as kandnon- ver bal t
askswhi chi ncludedcopi ng
shapese. g.bl ockdesi gn.Ther efore,t heDAPhasbeenf oundt ohavesi mi l
ar
weaknessesi nident i
fyinghi ghi ntell
ect ual funct i
oni ng( Rehr ig, 201 5).However ,
amongstment allyret ardedpeopl eDyken( 1 996) ,foundt hatDAPt endt omeasur e
visual mot ordevel opmentot hert hani ntell
igence.
Inconcl usionRei thmi l
lerandHandl er( 1 997) ;McPheeandWegner( 1976) ;
andHowi tt
(1984) ,claimedt hatt heDAPi si nval i
dwhenconcer ni ngt hemeasur i
ngof
per sonal it
y,t heyar guet hatcl iniciansf indi tdi ffi
cul ttodemonst rateifthet ool can
reallymeasur eper sonal ity,whi chmakemostoft hecl inicianst ousegener al
knowl edge.I thasbeenl ookedatanot herangl et hatexper iencei slacki ngi nt hef i
eld
oft hosewhoputt het esti ntopr act i
cet her efor et hisj eopar dizest heval idit
yoft he
tool.Emphasi zeshasbeent ohavepr opert raini ngf ort hepr act it
ioner s.
Despi teal l t
hecr iti
quest hathasbeenmadebyot herr esear cher s,a
concl usionhasbeen
madet oadoptconst ructval iditywhi chi svi ewedas“ …theext entt owhi chat est
capt ur esaspeci fict heor et i
cal const ructort rait,andi tover l
apswi t
hsomeoft he
otheraspect sofval idity”( McLeod201 3) .Inconsi der ingt hedef init
ionofconst ruct
validityitshowst hatt heDAPt esti sbasedonconst ructval i
di ty,becauset het es ts
expl ainsi t
sassumpt i
onsf ol
lowi ngcer t
ai ntheor et i
cal framewor kandt heor etical
def i
ni ti
onsonwhatt het estar esupposedt omeasur e.Thi sshowst hatt het est
cannotber eliedonasat ool tomeasur et heas pect si tclaimst omeasur ei nabsent i
a
 5

ofat
def
ini
ti
heor
on.
etical assumpt ionordef initi
on.
Rel iabi l
ity:
Nagl eriaetal ,(1 991 ),acknowl edgest hatmostpr oject ivet estshaveahi story
ofal ow
(<0. 20)r el i
abi lity.However ,theDAPi nter nal reliabi l
i
tywasdet er mi nedusi ng
Cr onbach’ sal pha,usi ngt hest andar dizat ionsampl e,andcoef ficientwascal culated
foreachgr oup.Theman,t hewoman,andsel f- i
tem wer esummedt oget herf oreach
subj ect ,andt hesei t
emsscor eswer ef oreachsubj ectandt heseval ueswer eusedi n
thecomput ation.Resul tspr ovedt hatt heDAP:SPEDhaspr operl evel ifinter nal
reliabi li
tyf orwhatt het estcl aimst omeasur e( Nagl eria,1 991 ).
Bekhi t,Thomas,andJol ley( 2005) ,repor tedt hatdr awi ngpsychol ogi cal
assessment sar e
most lyusedbycl inical psychol ogist swhospeci alizesi nchi ldr en,i tisbel ievedt hat
thedr awi ngsf aci li
tatet hedi scussi onoft heirt hought sandf eel ings,especi allyfor
chi l
dr enwhohavemoder atel ear ningdi ffi
culties.I thasal sobeenr eveal edt hat
thesepsychol ogi cal ass essment sr equi rel essornot rainingf orapsychol ogi sttouse
ther ef or emostoft hosewhoputt het esti ntopr act icej ustusei ttof acili
tatebutnot
fort hepur posewhi cht het estshoul dser ve,t her ef oret hisl eadst oacont rover sies
wheneval uat ingt her el i
abi lityoft het ool (Bhekhi tetal ,2005) .Ont heot herhand
Srivast avaDhal ,Chugh,Meht a,Sagar ,andSr eeni vas( 2008) ,asser t
edt hatt hedr aw
aper sont estwasf oundt ohavemor ei nterandi ntr ar aterr eliabi l
itywhen
admi ni ster edonI ndi anchi ldrenwi thpsychi atricdi sor der s.Thest udywas
conduct edbasedon90chi ldr enwhower edi agnosedf oranxi et y,depr ession,and
somat of or m di sor der s.Fur t
her mor e,t her eliabi l
itywasal sor evi ewedbyLaak,
Goede,Al eva,andRi j
svi jk( 2005) ,whoeval uat edt hehypot hesi st hatDAPcanbe
usedasani ndi cat orf oremot i
onsandi ntelli
gence,t hest udywasbasedon1 15
par ticipant s7–1 9- year -oldpupi lswhowentt oschool atspeci alseducat i
on
i
nst itut i
ons.However ,t hei rr esul tsshowedt hatt hei mpul sivenessandsel f-image
from t hei rhumanf i
gur edr awi ngswasl ow,( lesst han. 60)wher easont he
j
udgementt hest udyshowr eliabler esul tsof( .79t o89) .
DAPt est sar el i
kel yt oaf f
ectt hegenderoft het esttaker ,accor dingt oDi ckson,
Sayl or ,
andFi nch( 1990) ,Machoverpr esumedt hatsexoft hef i
gur edr awnr eflectt he
genderoft hei ndi vidual pr oduci ngt hedr awi ng.Addi tionally,i twasf oundl at eron
thatt hepr essur eusewasi ndeedt rueaf t
ert hest udyof( Di cksonetal ,1 990) ,whi ch
reveal edt hatmostoft hechi l
dr en( 71.3%)par ticipat edi nthest udydr ewsamesex
andt her est( 28. 7%)dr ewopposi t
esex .Anaddi tional studyconduct edbyHust on
andTer wi ll
iger( 2001 ) ,whost atedt hatt herei sconsi stencybet weent heassumpt ion
theevi denceaf terconduct i
ngt hest udy.
Amongstal lcriticism oft heDAP,t het ool hasbeenpr ovedt ohave
appr opr i
at er eliabi li
ty,t hi sissuppor tedbynumer ousst udyi ncl udi ngWi ll
iams,Fal l,
Eaves,andWoods- Gr oves( 2006) ;Fi sher( 1959) ;Car modyandCr ossman( 201 1);
andCr usco( 201 3) ,whoconduct
studi esi nr elat i
ont opr ovet heext entt owhi cht het ool i
sf oundval id.However ,this
studi es
l
eadt oaconcl usi onbyt her esear cher st hatt het ool isreliabl esuppor ti
ngt hecl aims
 6

madebyNagl eriaetal (1991),i

nconclusionsomer esearcherswer equotedsaying
thatthe“DAP:SPED’ sreli
abil
it
yusingvar i
ousmeasur esofconsi stency.
Comput ati
onsofCr onbach’salphahadar angeof. 67to.78,i ndicati
ngagoodl evel
ofinter
nalconsistency,par t
icul
arl
yforapr ojecti
vemeasur et hatisbasedonar ater
’s
j
udgementofi temspr esentinadr awing…”(Cr usco,2013).Fur t
her more,Wil
li
amset
al(2006),al
somader emar ksli
ke“Ther esul
tsoft hi
sstudywer esuppor ti
veand
consist
entwiththei nternalconsi
stencyandi nterscorerrel
iabili
tycoef f
ici
ent
s…”
DefenseMechani smsManual (
DMM) :
8year st oadol escencest agepr oducevi suallyreal isti
cdr awi ngwhi chcor respondt o
thest ageofconcr eteoper ations .Childr enbegant ouseper spect iveanddr awonl y
whati svi si
blefrom acer tainpoi ntofvi ew.Chi l
dr ent endt odevel opr ulesf oruseof
color ,suchasbr ownorbl ackf orat reet r
unkandgr eenf ort hel eaves.t o
encour ager eluct antcl i
ent stodr aw,VanFl eetsuggest edt hatdr aw" goof y"artand
i
nvit ethest udent stoaddt ot hedr awi ng.
HeadandFace:
Pre- school :Nor mal andcommondr awt heheaddi spr opor t
ionat elyl arge
Age7or8:Dr awl argeheadont hefigur es
Ver yt i
nyheadonadr awi ngpoi ntstowar dint ensef eelingsofi nt ellect ual
i
nadequacy( Koppi tz,1968)
Figur espoor l
yi ntegr ated-headdoesnotj oint hebody~~achi evementconcer ns
Mout h:Reveal happi nes sorsadnesswi thasmi leoraf rown,emphasi zingt he
mout hcani ndicat espeechandl anguagedi fficulty,orbei ngover lydependent
(Klepsch&Logi e)
Teet h:( manypoi ntedt eeth)asi gnofaggr essi venessandmayi ndi cat ephysi cal
abuse( Peterson&Har din,1 997) ,ti
mi dchi l
dwi l
lnotdr awt eet h.Af ewt eethcoul d
i
ndi cat eleader shi pabi l
iti
esr athert hanaggr ession.
Nose:Si gnofr espi ratorysyst em
Ear s:Hear i
ngpr oblem ornohear i
ngpr oblem,t hechi ldmaysuspi ci ousofwhat
other smi ghtsayi ngabouthi m orher
Eyes:Eyeswi thnopupi l
scan poi nttovi sual pr oblemsbutal socansuggest edthat
thechi l
dhast roubl emeet i
ngandsoci ali
zingwi thpeopl e.Dr awi ngasf oreyescoul d
i
ndi cat ephysi cal abuse( Pet erson&Har din).largeeyeshi ntatsuspi ciousness .
Adol escentcommongi veeyescosmet icembel lishment( Dil
eo,1 983) .
Body:
Thepr esenseofabel l
ybut t
oni ndr awi ngbychi ldrenupt oage6or7
suggest ingdependency.Dr awi ngsexor gancani ndi cateaggr essi venessorbody
anxi ety.Geni tali
aar eexpl ici
tlydr awni sast rongi ndi catorf orsexual mol estat
ion.
Somedr awingassoci ateswi thsexual abusemayi nclude:t or soswi thbl oodr unning
downl egs,twopeopl einbedswi t
hdot s,displ acedbodypar ts ,largepar t
soft he
bodycr ossedout ,andaf igurewi t
hal argeopenmout h.

Ar
msandHands:

LongorLargeArm:thechil
dwanttocontrolother
sanddesi
resst
rengt
hand
power,orcansi
gnalsasdesi
retoreachoutt
oot her
s.
Small
Ar m:Poi
ntt
owar dafearofpowerorofthechil
dreari
nghi
m/her
sel
fasweak
 7

ori neffecti
ve;cani ndi
cat
esaswell
-behaveorwithdrawn.
Armt hatclingtothebody:Thechildmayhaverigidinnercont
rol
sandt hati
tis
difficultf
orthechi l
dtoreachoutt
oothers;t
her
eforemayhavepoori nterper
sonal
relat i
onship.
Bighand:I ndicat
ingasaggresi
veness
,oftendr
awf ingersendi
npointsandlookli
ke
clawsort alons.

LegsandFeet
:

Legcloset
ogether:i
ndicat
est enseness ,anatt
emptt ocontrolsexual
i
mpulses,oraconcernaboutasexual attackbyothers.Gi
rl
swhohadbeensex ual
ly
abusedbyoldermendr ewpeopl ewi t
ht heir
slegpressedtogether.
Feetver
ylargeorheavi
lyoutli
ned:Indicatethechil
dseekssecur i
tyoraf ir
mf ooti
ng,
Ti
nyfeet:canbeanindicatoroffeeli
ngi nsecureorhelpl
ess

OtherI ndi cator :

Heavyl ines:Fr equent l
yassoci atedwi thchi l
drenwhoar eaggr essive,for ceful
,and
havehi ghener gy
Lightlines:Of t
enassoci at edwi t
hshyness,i nhibit
ions,insecur i
ty,andl owener gy
Boyst ypical l
yuseheavi erl i
nest hangi rl
s.
Excessi veEr asur es:Rel at edtoanxi ety,wi t
hincreasedshadi ngpoi nt
ingt owar d
i
ncr easedanxi ety.
Shadi ngt hef aces:Ver ysi gnifi
cantandi ndicatesaboutt hepar tthatisshaded,but
shadi ngi sager elatedandi sf ai
rl
ycommonupt oage8f orgirlsand9f orboys ;aft
er
that,shadi ngi smor elikel ytoindicateconcer nfort heshadedbodypar t.
Transpar entbodypar t
scansuggestanxi etyandconcer naboutt hebodypar t.
Gui delinesf orI nterpreting:
Cli
ent sneedasaf eandpr i
vatepsychol ogicalenvironmentt oexper i
encet hei
r
i
nneremot ionsandr esol veconf l
ict.Usingopenquest ioni
ngski l
lli
kes;"Tel lmea
storyaboutwhatyouhavedr awn"or"Tel lmeaboutyourpi cture".
Over all I
mpr essionofDr awings
Keepi ngt hatadmoni ti
oni nmi nd,f i
rstconsideryourover al
limpr essionoft he
picture.Thegener ali
mpr essionpr ovidesani deaoft hechi l
d'smoodatt hetimet he
picturewasdr awn.
3pr inciplesi nar tinterpr etati
on:
(a)keepi nmi ndyouri ni ti
alimpressionofapi ct
ur ewithoutshar i
ngsoast oall
ow
thecl i
ent 'sassoci ati
onsofi nnerwor l
danddr awingst odevel op
(b)actasanopen- mindedr esear chertol ookatf ocalpointssyst emat ically
(c)synt hesizewhatyouhavel ear nedf r
om i ndivi
dual component sandassembl ethis
i
nf ormat i
oni ntoawhol e.

Suggest
ionsf
ori
nter
pret
ingdr
awi
ng:

Useofcolours:
col
our:Emot i
ons/behaviour.andbody
over
useofonecol ourcanl eadtoexcessi
veemoti
onal
response,extr
emer eact
ions
andrestl
essness,whereas,thesmeari
ngandplayi
ngwithbri
ghtcoloursenabl
e
 8

cl
i
ent
stoexper
iencevar
iousaspect
soft
hei
rper
sonal
i
ti
es.

Depressedpeopl e:Usef ewercol

ours
Tr
aumacl ients-Usemor er
edandbl ack
Outgoingchi ld-Pr ef
erwar m col
oursli
keredandorange
I
ntr
over ts-Mor esensit
ivetocool,cal
mingcolour
sandrepor
tthwar
mscol
our
sto
bedistressing..

Sizeofpeopl e:
Chil
drenwhodr awsmal lfi
guresofpeople(about1t o3incheshi
gh)f r
equentl
yare
ti
mid,shy,insecurepeopl ewhot akeupmostoft hepagemayi ndicat
eschil
dren’
s'
aggressi
venesswi thpoori nnercontr
ol.
whenchi l
drendr awnsomepeopl eproport
ionatel
ylargert
hanother,i
tcoul
d
connotet hatthel argerdrawnpersonisimpor t
anttothechil
dinsomeway,ori t
couldmeant hattheper sonisaggressi
ve.

pl
acementont hepage:
Pl
acingfiguresatorneart heloweredgeoft hepapermayi ndicat
iveoffeel
i
ngsof
i
nadequacyandi nsecuri
tyandaneedf orsupport.
drawingslantby1 5degreesormor eimpl yi
mbal anceandlackofasecur ef
oot i
ng.
drawingfiguresupperhalfoft hepaper-optimism andfantasy
pl
acingthef i
guresoftheper sonwhor epresentthechil
ddoi ngthedrawingcloseto
otherfi
gurescanmeant hatthechildfeel
s,orwant st
ofeel,closetothatperson,or
hasadesi retobepr ot
ectedbyt hatperson.

Mat
eri
alsneededi
nthepr
ocessoft
est
ing:
A collect
ion ofoi lpastels( r
ed,bl ue,yel l
ow,gr een,or ange,pink,pur ple,
brown,whi t
eandbl ack)andA4paperwer eusedbyt hechi ldr
en.TheHFDswer e
analyzedaccor dingt oKoppi t
zEmot ionalIndicatorCheckl i
st( Koppit
z,1984) .
Partici
pants:
64si xyearol dschi l
drenf r
om pr eschool sinGol cuk,Bol uandAnkar awere
selectedassubj ectsf orthestudy.27chi l
dren,const i
tutingt hetraumatizedgroup,
(10f emales,17mal es)wer echosenf rom thet entsandpr ef
abr i
catedcont ai
nercity
preschoolsconst ructedaf t
ert heear t
hquakeand37nont raumat i
zedchi l
dren(22
mal es,15females)wer eselectedfrom apr eschool i
nAnkar a.

Pr
ocedur
e:
Chil
drenwer etakeni ndivi
duall
yint
oar oom wi t
har esearcherduring
thef i
rstphaseeachchi ldwasquest ionedaboutwhati tmeantt obe
happy/ sad/scared/ angryandsur pri
sed.Theanswer swer erecor dedonadocument .
Afterthequest ions,theresearchershowedemot i
onal expressions(happy,sad,
angr y,scaredandsur pri
sed)depi ct
edon20x20cm.car ds(seeFi gur
e1)andasked
thechi l
dtost at
et heemot ionsandt ot el
lwhythef aceont hecardwasi ndicati
veli
ke
that.Atlastther esearchergavet hechi l
dA4paperandoi lpastel
sandasked
him/ hertodrawahappyper son.Whent hechil
dcompl etedhis/herdrawing,s/he
 9

wasaskedt
otel
lt
hest
oryoft
hej
ovi
alper
sondr
awnont
hepaper
.

Fi
gur
e1:Faci
alExpr
essi
on

Thest orywasr ecor

dedont hebacksi deoft hepaper .Thef i
rstdr awi ngwas
removedandasecondsheetofA4paperwaspl acedi nf rontoft hechi l
dandasked
him/ hert odr aw asadper son.Thesamepr ocedur ewasappl i
edf oral ltheot her
emot i
onal expr essions.
Scor ing,I nterpr et
ingandRepor t:
Allt he chi ldren compl eted t he t asks successf ull
y.The dat af rom t he
traumat i
zedandnont raumatisedchi l
dr enwer ecompar edt oexami net heef fectsof
at r
aumat i
c eventl i
ke a disast roussi t
uati
on.Dr awi ngswer e exami ned ut i
li
zing
Koppi t
z’scr i
teriaast hesizeoft hef i
guresandl ackofbasi cpar ts.Dat awer eal so
exami nedt hr ought heuseofpaperandcol oursandf eatur esdepi cti
ngemot ions .
Emot i
onal I
ndi cators:
Tabl e1showst heper cent agesofemot ional i
ndicatorsofchi l
dren’sdr awi ngs .
Especi al
lyi nt hedr awi ngsoft r
aumat izedchi l
dren,st ati
sti
callysignifi
cantdi fferences
wer eobser ved.I t
’sbeennot edt hatt hetraumat izedchi l
dren’sdr awingsi ncluded
someoft heemot i
onal i
ndi
cator sliket inyfigure,teeth,mout h,handscutof fandl egs
pr essedt oget her.Theseemot ionali ndicatorsareassumedt or efl
ectanger ,anxi ety,
i
nsecur i
ty and f eel i
ngs ofi nadequacy,shyness and t i
mi dit
y( Koppi tz,1 984) .
Especi al
lyf eel i
ngsofanger ,anxi et y,insecur i
tyandi nadequacyar er efi
ner soft he
traumat i
c ef fectsf rom an unpl easanteventl i
ke acci dents ,il
lnessordi saster s.
Chi l
dr encoul df eelangeraboutt henat ureoft heeventand al so theycanf eel
anxi etyaboutt heirf uturepredicamentand/ ort heirfami l
iesf orthem wi t
hr egar dt o
theenvi ronmentaf terthedisast er.Theseunpl easantf eeli
ngscanr emindusdi saster,
i
n Koppi tz’semot i
onalcr it
erias,t her e’sonlyt hese cr i
teri
asdi spl
aying gr iefand
sadnessi nt hedr awi ngs.

Legs
Emot
ional Omissi
on
Ti
nyf
igur
e Teet
h Handscutof
f pressed
I
ndi
cator
s ofmouth
t
oget her
 1
0

P P P P P
Faces n % n % n % n % n %
(
sig) (
sig) (
sig) (
sig) (
sig)
Traumati
zed
1
0 37.
0 9 33.
3 5 1
8.5 7 25.
9 1
211
.1 0
(n=27)
Happy Non-
t
raumat
ized 0 0.
0 0.
00* 3 8.
1 0.
11 0 0.
0 0.
06 0 0.
0 0.
01* 0 0.
0 0.
00*
(
n=37)
t
raumat
ized
1
1 40.
7 9 33.
3 1
5 55.
6 1
211
.1 1
8 66.
7
(
n=27)
Scar
ed Non-
t
raumat
ized 0 0.
0 0.
00* 6 1
6.2 0.
11 2 5.
4 0.
00* 0 0.
0 0.
00* 5 1
4.3 0.
00*
(
n=37)
t
raumat
ized
8 29.
6 1
4 51
.8 9 33.
3 8 29.
6 1
1 40.
7
(
n=27)
Angr
y Non-
t
raumat
ized 2 7.
4 0.
13 5 1
4.3 0.
01* 1 2.
9 0.
01* 0 0.
0 0.
01* 1 2.
9 0.
00*
(
n=37)
t
raumat
ized
3 1
1.1 8 29.
6 7 25.
9 2 7.
4 1
0 37.
0
(
n=27)
Sur
pri
sed Non-
t
raumat
ized 0 0.
0 0.
07 0 0.
0 0.
01* 0 0.
0 0.
01* 0 0.
0 0.
17 0 0.
0 0.
00*
(
n=37)
t
raumat
ized
7 25.
9 1
1 40.
7 5 1
8.5 1
2 44.
4 1
3 48.
1
(
n=27)
Sad Non-
t
raumat
ized 1 2.
9 0.
01* 3 8.
1 0.
00* 1 2.
9 0.
08 4 1
0.8 0.
00* 0 0.
0 0.
00*
(
n=37)

*
p<0.
05i
ssi
gni
fi
cant

Tabl
e1.Fr
equenci
esandPer
cent
agesofEmot
ional
Indi
cat
ors

AsshowninTabl e1,t
her earesigni
fi
cantdif
fer
encesbet weent hedrawingsof
traumati
zedchil
drenandnont raumatisedchil
dren.General
ly,chi
l
dr enwhohad
experi
enceddisasterdrewtinyfigur
esmor ethanthenontraumatisedchil
dren.Also
wecanseear emar kabl
eincreaseinthedrawingofteethintheangr yfi
guredrawing
(n=14,51.
8%,p=0. 01).

Emot
ional Onecol
our Thr
eeand
 1
1

I
ndi
cat
ors mor
ecol
our
s
P P
Faces n % n %
(
sig) (
sig)
t
raumat
ized
21 77.
8 6 22.
2
(
n=27)
Happy Non-
t
raumat
ized 6 1
6.2 0.
00* 31 83.
8 0.
00*
(
n=37)
t
raumat
ized
24 88.
9 3 1
1.1
(
n=27)
Scar
ed Non-
t
raumat
ized 9 24.
3 0.
00* 28 75.
7 0.
00*
(
n=37)
t
raumat
ized
23 85.
2 4 1
4.8
(
n=27)
Angr
y Non-
t
raumat
ized 1
3 35.
1 0.
00* 24 64.
9 0.
00*
(
n=37)
t
raumat
ized
23 85.
2 4 1
4.8
(
n=27)
Sur
pri
sed Non-
t
raumat
ized 9 24.
3 0.
00* 28 75.
7 0.
00*
(
n=37)
t
raumat
ized
27 1
00.
0 0 0.
0
(
n=27)
Sad Non-
t
raumat
ized 1
0 27.
0 0.
00* 27 73.
0 0.
00*
(
n=37)

p<0.
05i
ssi
gni
fi
cant

Tabl
e2.Fr
equenci
esofUsi
ngofCol
our
sAccor
dingt
oEmot
ions

Col
ourPr
efer
encesAccor
dingt
oEmot
ions:

Table2showstheper centageofchildr
en’susi
ngofcoloursaccordingto
emot i
ons.Theresul
tsweresignifi
cantl
yremar kabl
e.Thedrawingsi
ndicatedthatt
he
traumatizedgr
oupofchildr
endi dnotprefertodrawcolorf
ulfi
guresinst
eadmostof
thechildrenwhoexperi
enceddi sast
erpreferr
edt ouseonl
yonecol ourl
ikeblack,
 1
2

brown,gr
eenandredint
heirdrawi
ngs
.Ontheot
herhand,i
t’
snotedt
hat
nontr
aumati
sedchi
l
drenprefer
redt
odrawmorecol
orf
ulfi
gures.

Dr
awi
ngofEmot
ions:

Tabl
e3r epr
esentstheper
centageofref
lecti
onofemot
ionsi
nHFDs.The
dr
awi
ngsi ndi
catedthati
nbothgroupschi
ldr
ent endedt
odrawHFDsref
lect
ing
emot
ions.

Tabl
e3:Fr
equenci
esandPer
cent
agesofRef
lect
ionofEmot
ionsi
nHFDs

t
raumatized Nont
raumati
sed
(n=27) (n=37)
Emot
ional
Expr
essi
ons n % n %

Happy 23 85.
2 34 91
.9

Scar
ed 22 81
.5 34 91
.9
Angr
y 21 77.
8 35 94.
6
Sur
pri
sed 24 88.
9 34 91
.9
Sad 22 81
.5 32 86.
5

Asshowni nTable3,i twasconcl udedthatinbot

hgr oups,mostoft he
chil
drent endedt orefl
ecttheemot i
onsi nthei
rdrawings,butnontraumati
sed
chil
drenr efl
ectedtheemot i
onsbetterthanthetraumati
zedchi l
dren.Nostati
sti
cal
dif
ferenceswer eobserved.traumatizedchil
drencouldhaver efl
ectedtheemot i
on
ofsurpriseintheirdrawingsmor ethant heotherfaci
alexpressi
ons( n=24,88.9%).
Ont heot herhand,nont r
aumat i
sedchi l
dren’
sangr ypersondrawingswer emor e
recognizablethant heotheremot i
ons( n=35,94.6%) .

Emot
ional
Stor
iesAboutDr
awi
ngs:

Whenaskedaboutt hestoriesoft heemot ionaldrawi ngs ,tr

aumat i
zed
children’sanswer swer ecrucial
.Mostoft hechi l
dr entoldstor i
esaboutt heevent s
theyhadexper i
encedespeci all
ywhent heywer easkedt odr awf i
guresrefl
ecting
negat iveemot ions.Inthedrawingsoft hescar ed,mostoft het raumat i
zedchi l
dr en
(%67)i ndicat
edt hatthepersonorchi l
di nt hedrawi ngwasscar edbecauseoft he
disaster ,orbecauseofbei nglonely,oraf raidtolosehi s/herf ami l
y,orhouse.I nt he
drawi ngsr efl
ecti
ngot hernegativeemot ionsl i
keangerandsadness,chi ldrenagai n
toldstor iesaboutthedisaster
.Thest ori
eswer el i
ket hat:“Thischi l
dinthedr awingi s
angr y,becauseshel osthersist
erinthedi saster.”Or“ theper sonher ehadl osthis
housesohe’ sangr ybecausehehast olivei nat ent.
”“Thisper soniscryingandso
 1
3

sadbecauseshehadnor el
ati
vesr emai ni
ng.”Chi l
dren’sstori
esaboutsurpri
sewas
alsorelatedtodisasterli
ke;“t
heboyi ssur pri
sedtoseehi si nj
uredfri
end.”“
Thisisa
surpr
isedper son.Shei ssurprisedtoseedest royedbui l
dings”.“Thi
schil
disscared
toseeanot herear t
hquakesooneragai n”.Ont heot hersi
det hechil
drenwhohadnot
experienceddisastertoldstori
esaboutt heirdesiresli
kebei nghappyt ohaveanew
toyorbei ngsadorangr yforlosingat oyorapet ,beingscar edofdarkness,athief
ormonst er
s,bei
ngsur pr
isedforcel ebrati
ngabi rthdaypar tyorforgoingsomewher e
withpar ent
setc...

Di
scussi
on:

Accordi
ngt oKoppi t
z(1984)
;“ti
nyf i
gure”and“omi ssi
onofmout h”i
nthe
humanf igur
edr awingsar eassumedt orefl
ectshynessandt imidi
ty,“
handscutof f
”
cri
ter
iaisassumedt orefl
ecti
nsecuri
tyandf eeli
ngsofinadequacy.Dr awingsof
“t
eeth”inHFDsar eseenasasi gnofaggr esi
veness,“l
egspr essedtogether”cr
it
eri
a
areassumedt or efl
ectthefeeli
ngofinsecuri
ty,anxi
etyandconcer noverasexual
tr
auma( Koppitz1 984)
.

Allofthesef eel
ingsr efl
ect
edi ntheemot i
onalHFDsar eassumedasar esul
t
ofthedi saster,asunexpect edlyoccurr
ingt raumati
cevent sl
ikedi
sast ersaredif
fi
cult
tocopewi thforchildr
en( Durkinetal,1993;Monahan,1 997)andaf tersome
disasterchi l
dr encouldfeel anxi
ety,f
ear,anger ,sadnessandhate( Gur wit
chetal.,
2002) .Inast udyaboutchi l
dhoodpost traumat i
cstressdisor
derafterHur ri
cane
Floydr epr esentedthatchildrenclearl
ydemonst rat
edthedevastatingef f
ectofa
natural disaster(Russoniel
lo,Skalko,O’Brien,McGhee,Bi ngham- Alexanderand
Beatley,2002) .

Thedr awingsi ndicat edt hatt het raumat i

zedgr oupofchi l
dr endi dnotpr eferto
drawcol orful f
iguresi nsteadmostoft hechi l
dr enwhoexper i
enceddi sast er
preferredt ouseonl yonecol ourl ikebl ack,br own,gr eenandr edi nt heirdr awi ngs .
Ont heot herhand,i t’
sobser vedt hatnont raumat isedchi ldrenpr eferredt odr aw
mor ecol orful f
igur es.AsBur ki t
tandNewel l(2005)st ressed;i thasnotbeen
extensivelyr esear chedt hegener alrelat i
onshi pbet weencol ourpr efer encesand
colourusei nchi ldren’ sdr awi ngsoff igur es ,butont heot herhandbot hsi zeand
colouri nchi l
dren’ sdr awi ngshavebeenr egar dedbyr esear cher sashavi ng
emot i
onal si gnifi
cance( Gol omb,1 992;Kopi t
z,1 984) .Chi ldren’sdr awi ngshavebeen
seenasar esour cef orchi ldrent oexpr esst hei rfeeli
ngsaboutpeopl eandevent si n
theirl
ives( Gol omb,1 992;Koppi tz,1 984;Bur kitt
,Bar net tandDavi s,2004) .Socol our
preferencei ntheHFDsofchi ldrencoul dgi veussomeevi denceaboutt hechi ldren’s
feeli
ngsoremot ional stateaboutt hedr awing.Accor dingt oBur kittandNewel l
(2005) ,resear chhadshownt hatchi ldrent endt oassoci ateanegat i
veemot ionwi th
darkercol our slikebl ackandbr own.I twasal sonot edi nnumer ousst udiest hat
str
essf ulevent sef fect edt hei ncr easei nt heHFDs( Stur neretal .,1980;Hi bbardand
Har t
man,1 990) .Intraumat i
zedchi l
dren’ sdr awi ngsi twasseent hatmostoft he
chil
drendr ew“ ti
nyf i
gur es ”.Ti nyf i
gur eswer eseent or eflectinsecur ity,wi thdrawal
anddepr ess ion( Koppi t
z,1 984) .Ther esul t
sofr esear chaboutor phanchi ldren’s
 1
4

HFDsr epresentedthatal
ltheor phanstendedtodr awti
nyfi
gures(Celebi
,Dar i
ca,
2000).ResearchaboutHFDsofsexual l
yvict
imizedandnon-abusedchi l
dren
showedt hatsexuall
yvict
imizedchi l
drendemonst r
atedanxi
etymoreof t
ent handid
drawingsfrom othercompar at
ivegroups( Hi
bbardandHar t
man,1 990).Thepr esent
resul
tsareconsistentwit
hresear chthati
denti
fi
edmi nordi
ff
erenceswhen
appropri
atecont r
olsampleswer echosen.

Intheexist
enceofat r
aumati
cevent
,preschoolchi
l
drenhaveshownmore
regr
essivebehaviouraswell
asmoreanti
-soci
al,aggr
essi
veanddestruct
ive
behavi
our,al
somostchi l
drenbecamemoreirr
it
ableandangry(Yul
e,2001 )
.

Thepresentstudyr epresentedthatinbothgroupsmostoft hechil

drentended
t
or ef
lecttheemotionsi ntheirdrawings.Result
softhestudiesaboutchildren’
s
recogni t
ionoffaci
al expressionsdemonst rat
edthatchil
dren’srel
iabi
li
tyofemot i
ons
from facialexpr
essionsmat uresduri
ngpr eschoolandschool years(Camrasand
Alison,1985;Boyatzis,CazanandTi ng,1993).

Golomb( 1992) ,i
nvest
igat
edemot i
onalexpressi
onsoffreeHFDsi npr i
mar y
school chi
ldren.Chi l
drenwereaskedtodr awahappy,sadandangr ychild.She
reportedthatchildrenusedl i
pstoexpressemotioninthei
rdrawings.Alsoinanother
studyofchi l
dren’sdr awingsofemoti
onalfaces,i
twasf oundthatpreschoolchil
dren
succeededi ndr awingpr opermouthstohappy,sad,angr yandsurpri
sedemot i
ons
(Sayi
l,2001 )
.

Chil
drenalsorefl
ectedtheirt
hought
sabouttheeventsinthestori
esabout
thei
rdrawings.Storyt
ell
ingisalsoanot
hertechni
queforident
if
yingtheproblems
.
Thisresearchshowedt hatchil
drenwereeffect
edfrom t
heevent soccurr
ingort
he
scenesaboutt heeventseasil
y.

Over all
,resultsofthisresearchshowedt hatther eisami nimum,butnot
stat i
sti
callysignifi
cant,dif
ferencebet weenchi ldrenwhohadexper ienceda
traumat iceventl ikedisasterandt hosewhodi dnot .traumat i
zedchi ldrenseem t o
dr awmost l
ytinyf i
guresanddi dn’twantt odr awcol orful f
igures.HFDscangi veus
cluesaboutachi l
d’semot i
onal stat
e,butr esul
tsoft hisr esearchsuggestt hatf or
fur t
hertest sshoul dnotuseonl yt hi
sassessmentdet er miner.Ithasbeenr epor tedby
mostoft heresear chersthatHFDsgavecl uesaboutt hechi l
d’sinnerwor l
dand
moodst ate,butt heHFDsshoul dnotbet hesolef actorf orassessment( Burkit
t,
Bar r
ettandDavi s,2005;Vel tmanandBr owne,2002) .AsMal chiodi (
2001)stressed;
“dr awingi sanat urallanguagef orchildrenandespeci all
yf ort
hechi l
dwhohasbeen
traumat izedorexper iencedasi gnifi
cantl oss.”Wecanseei nthepr esentresear ch
thatchi l
dr enwhoexper i
encedt heear thquaker efl
ectedt heemot i
onsofsadnes s,
angerandf earint heirHFDs.Resear chaboutchi l
dren’ sdrawingsoft r
aumat i
cand
pai nfulevent sli
kewarshowedt hatchil
dr encoul dr efl
ectt het r
aumat i
ceffectoft he
eventi nt heirdrawi ngs(Mor eno,2000;Tanay,1 994).

I
mpl
i
cat
ions:
 1
5

Thepr esentr esear chpr ovi

dessomeevi denceaboutt r
aumat i
zedchi l
dren’s
fi
guredr awi ngsr efl
ect i
ngemot i
ons .Asstressedear l
ier,traumat i
zedchi l
drentendt o
feelangerandanxi etyandal socanbeconcer nedf ort hemsel vesandt heir
envir
onment( Monahan,1 997;Dur kinetal ,1993) .Thati ndicatorsofsuchpr oblems
couldmani f estthemsel vesi nt hefiguredr awingsandsodr awi ngscanbeusedasa
screeningcomponent ,buti tshouldbenot edt hatHFDsshoul dnotbeusedasan
assessmentt ool,forcl i
niciansandeducat orsinidentifyingar easofi mpor tance.It’
s
alsoimper ativef oreducat or sandcl ini
cianstoaskchi ldrenaboutt hest ori
esoft heir
drawings.Byt hatwayeducat orsandcl i
nicianscangi vechi l
drenemot ionalsupport
wheni tisnecessar y.Butt her esultsofthepr es entresear chgi veusmi norevidence
aboutthemoodst ateoft hechi l
drenwhohadexper iencedanear t
hquake,because
ofthenumberofsubj ectswer ever ymi nuteandbecauseofusi ngonlyHFDsf orthe
assessment ,ther esultsoft hest udyar enotnecessar i
lyval i
d.Soi t
’salsosuggest ed
thatforfurtherr esearch,mul ti
plemeasur eshavet obeext endedsuchasHFDs,
checklist
sofst ateofemot ionsandcheckl i
stsorscal esoff earoranxi ety.

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