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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 | |