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| List of Figures | |
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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Why the Assessments Were Developed and How They Evolved | |
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| Theoretical Background | |
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| Quantitative and Qualitative Findings | |
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| How the Book Is Organized | |
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| Draw a Story: Screening for Depression and Aggression | |
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| Background | |
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| Why DAS Was Developed and How It Evolved | |
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| Administering the DAS Assessment and Scoring Responses | |
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| Examples of Scored Responses to the DAS Task | |
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| Reliability, Validity, and Depression | |
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| Diagnostic Criteria | |
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| The Scale for Assessing Emotional Content | |
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| The Scale for Assessing Self-Image | |
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| Identifying Self-Images without Meeting the Adolescents Who Drew Them | |
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| The Validity and Reliability of the Emotional Content and Self-Image Scales | |
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| The Scale for Assessing the Use of Humor | |
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| Studies of Depression | |
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| The Self-Report and Masked Depression | |
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| Aggression and Depression | |
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| Comparing Aggressive and Nonaggressive Groups | |
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| Results | |
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| Questions and Implications | |
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| Predatory Aggression, Humorous Responses, and Reactive Aggression | |
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| Humorous Responses | |
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| Reactive Aggression | |
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| Masked Depression and Gender Differences | |
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| Male Responses | |
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| Female Responses | |
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| Additional Findings and Observations | |
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| Using Draw a Story with Clinical and Nonclinical Populations | |
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| Adolescents with and without Emotional Disturbances | |
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| Age and Gender Differences in Attitudes toward Self and Others | |
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| Sex Differences in the Solitary and Assaultive Fantasies of Delinquent and Nondelinquent Adolescents | |
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| Ellison's Use of DAS with Delinquent Adolescents | |
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| Turner's Use of DAS with Adolescents Who Experienced Abuse | |
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| Wilson's Use of DAS with Patients Who Had Brain Injuries | |
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| Dunn-Snow's Use of DAS with Emotionally Disturbed Children and Adolescents | |
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| Coffey's Use of DAS in a Psychiatric Hospital | |
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| Brandt's Use of DAS with Adolescents-Sex Offenders, the Depressed, and the Typical | |
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| The Silver Drawing Test: Drawing What You Predict, What You See, and What You Imagine | |
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| Why and How the Silver Drawing Test Was Developed and Field Tested | |
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| The SDT Tasks: Drawing from Imagination, Predictive Drawing, and Drawing from Observation | |
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| Predictive Drawing | |
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| Drawing from Observation | |
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| Children, Adolescents, and Adults with Disabilities | |
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| A Demonstration Project for Children and Adults with Hearing Impairments | |
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| Two Smithsonian Institution Traveling Exhibitions | |
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| The State Urban Education Project | |
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| Children with Visual Motor Disorders | |
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| National Institute of Education Project for Children Performing below Grade Level | |
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| Discussion | |
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| Administering and Scoring the Silver Drawing Test | |
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| The Predictive Drawing Task | |
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| Examples of Scored Responses to the Predictive Drawing Task | |
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| The Drawing from Observation Task | |
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| Examples of Scored Responses to the Drawing from Observation Task | |
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| The Drawing from Imagination Task | |
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| Examples of Scored Responses to the Drawing from Imagination Task | |
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| The Reliability and Validity of the Silver Drawing Test | |
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| Interscorer Reliability | |
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| Retest Reliability | |
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| Correlations between the Silver Drawing Test and Traditional Tests of Creativity and Achievement | |
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| Concluding Remarks | |
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| Normative Data | |
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| Scores for Assessing Emotions and Cognitive Skills | |
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| Emotional Content, Self-image, and the Use of Humor | |
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| Mean Scores and Gender Frequencies | |
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| Using the Silver Drawing Test with Clinical and Nonclinical Populations | |
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| Cognitive Skills | |
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| Age and Gender Differences | |
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| Attitudes | |
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| The Use of Both Assessments by Practitioners in Florida and Abroad | |
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| Use of the Silver Drawing Test and Draw a Story by Art Therapists in the Miami-Dade County Public Schools in Florida | |
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| Overview | |
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| Mark and Lanette | |
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| Peter | |
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| Julio, Treatment Planning, and the SDT | |
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| The SDT and DAS as Tools for Interdisciplinary Treatment Planning | |
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| Mario and Hispanic Students in the United States | |
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| Use of the Silver Drawing Test and Draw a Story by Practitioners Abroad | |
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| Russia | |
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| Thailand | |
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| Brazil | |
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| Australia | |
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| Turkey | |
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| Conclusion | |
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| Developmental Techniques and Concluding Observations | |
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| Developmental Techniques | |
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| Objectives | |
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| Techniques for Developing Cognitive Skills | |
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| A 12-Session Art Program | |
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| Discussion and Conclusions | |
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| Aggression | |
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| Depression | |
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| Gender Differences and Similarities | |
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| Age Differences and Similarities | |
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| Cognitive and Creative Strengths and Weaknesses | |
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| Using the SDT and DAS Together | |
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| Cultural Differences and Similarities | |
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| Concluding Observations | |
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| Appendices | |
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| The Silver Drawing Test of Cognition and Emotion | |
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| Drawing What You Predict, What You See, and What You Imagine | |
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| The SDT Predictive Drawing Task | |
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| The SDT Drawing from Observation Task | |
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| Drawing What You Imagine, Form A, Silver Drawing Test | |
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| Drawing What You Imagine, Form B, Silver Drawing Test | |
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| SDT Layout Sheet | |
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| The SDT Drawing from Imagination Task | |
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| SDT Classroom Record Sheet | |
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| Record Sheet for Responses to the SDT Drawing from Imagination Task | |
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| Forms for Assessing Individual Responses to the Silver Drawing Test of Cognition and Emotion (SDT) | |
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| Silver Drawing Test Assessment | |
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| Draw a Story | |
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| Draw a Story | |
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| Draw a Story, Form A | |
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| Draw a Story, Form B | |
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| Draw a Story | |
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| Guidelines for Scoring Responses to the Draw a Story Assessment | |
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| Record Sheet for Responses to the Draw a Story Assessment | |
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| Results of the Draw a Story Assessment | |
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| Stimulus Drawing Cards | |
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| Group A (People) | |
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| Group A (People) | |
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| Group A (People) | |
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| Group B (Animals) | |
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| Group B (Animals) | |
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| Group C (Things) | |
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| Group C (Things) | |
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| Group D (Places) | |
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| Group D (Places) | |
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| Group X (Food or Things) | |
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| References | |
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| Index | |