The Role of the Image in Five Projective Assessment Techniques: A Literature Based Study A Thesis Submitted to the Faculty of Drexel University By Erin Katherine Schmoyer in partial fulfillment of the requirements for the degree of Master of Arts, Hahnemann Creative Arts in Therapy Program August 2008 ©Copyright 2008 Erin K. Schmoyer. All Rights Reserved. ii Dedications This thesis is dedicated to everyone who has helped me get to this stage of my life and who have supported my decision to pursue my dreams. I love you all so much. Mom- A special thanks goes to you for always inspiring me to achieve my goals in life. You have taught me to believe in myself and to never give up. Even during the technical tragedy of writing this thesis you were right by my side to lend a helping hand. My Step-Father, Rob- Thank you for your acceptance and for also teaching me that if you work hard, you will see results. My Sister, Jessica- Thank you for being amazed at what a big sister can accomplish, it gave me courage to be your role model. My Best Friends- I’d like to thank all of my best friends near and far (you know who you are) for always making me laugh while giving me the social escape from stress. Your support and advice was much needed during this time! iii Acknowledgements To my Committee Members: Betty Hartzell, Ph.D, ATR-BC, LPC Dr. David Mozes, Ph.D. Nancy MacGregor, MA, ATR-BC, LPC A HUGE thanks goes to all of you for having the strength to push through this process with me and for helping me accomplish my goal. iv Table of Contents LIST OF TABLES… … … … … … … … … … … … … … … … … … … … … … … … ...vi ABSTRACT… … … … … … … … … … … … … … … … … … … … … … … … … … ..vii 1. INTRODUCTION… … … … … … … … … … … … … … … … … … … … … … . 1 2. LITERATURE REVIEW… … … … … … … … … … … … … … … … … … … … .9 2.1. Overview of Psychological Assessment... … … … … … … … … … … … .9 2.2. Overview of Projective Assessment… … … … .… … … … … … … … ...12 2.3. Overview of Projection… … … … … … … … … … … … … … … … ...14 2.4. Overview of Imagery… … … … … … … … … … … … … … … … … .17 2.5. Imagery and Therapy… … … … … … … … … … … … … … … … … .19 2.6. Projective Assessments with Images… … … … … … … … … … … … ..20 2.6.1. Rorschach Inkblot Test… … … … … … … … … … … …20 2.6.2. Thematic Apperception Test… … … … … … … … … … 23 2.6.3. House-Tree-Person… … … … … … … … … … … … … 27 2.6.4. Kinetic-Family-Drawing… … … … … … … … … … … ..31 2.6.5. Draw-A-Story… … … … … … … … … … … … … … ...35 2.7. Art Therapy… … … … … … … … … … … … … … … … … … … ... .36 2.7.1. Overview of Art Therapy… … … … … … … … … … … 37 2.7.2. Art Therapy and Imagery… … … … … … … … … … … 38 2.7.3. Art Therapy Assessment… … … … … … … … … … … .39 3. METHODOLOGY… … … … … … … … … … … … … … … … … … … … … ..42 v 3.1. Design… … … … … … … … … … … … … … … … …..42 3.2. Subjects… … … … … … … … … … … … … … … … …42 3.3. Procedures… … … … … … … … … … … … … … … ….42 3.4. Definitions… … … … … … … … … … … … … … … … 43 3.5. Data Analysis… … … … … … … … … … … … … … … 43 4. RESULTS… … … … … … … … … … … … … … … … … … … … … … … … .45 5. DISCUSSION… … … … … … … … … … … … … … … … … … … … … … ...150 5.1. Clinical Application of Theories… … … … … … … … …155 5.1.1. The Viewed versus the Created Image… … … ..155 5.1.2. Training and Education… … … … … … … … .155 5.1.3. Art Therapist versus Mental Health Clinician… .156 5.1.4. Rapport… … … … … … … … … … … … … .158 5.1.5. Standardization… … … … … … … … … … ...159 5.1.6. Proposal for Art Therapists… … … … … … ….160 5.2. Limitations… … … … … … … … … … … … … … … ..161 5.3. Implications for Future Research… … … … … … … … ...162 6. SUMMARY AND CONCLUSIONS… … … … … … … … … … … … … … … ..163 7. REFERENCES… … … … … … … … … … … … … … … … … … … … … … .165 vi List of Tables 1. Overview of Psychological Assessment… … … … … … … … … … … … … … … .49 2. Overview of Projective Assessment… … … … … … … … … … … … … … … … ..61 3. Summary of Psychological Assessments… … … … … … … … … … … … … … … 76 4. Imagery… … … … … … … … … … … … … … … … … … … … … … … … … .77 5. Projective Assessments with Images: Rorschach… … … … … … … … … … … … ..85 6. Projective Assessments with Images: Thematic Apperception Test… … … … … … ...97 7. Projective Assessments with Images: House-Tree-Person… … … … … … … … ... ..106 8. Projective Assessments with Images: Kinetic-Family-Drawing… … … … … … … ..117 9. Projective Assessments with Images: Draw-A-Story… … … … … … … … … … …128 10. Summary of Projective Assessments with Images… … … … … … … … … … … ...133 11. Art Therapy… … … … … … … … … … … … … … … … … … … … … … … ..134 12. Summary of Art Therapy… … … … … … … … … … … … … … … … … … … ..150 13. Comparing and Contrasting the Five Projective Assessments… … … … … … … … 152 vii Abstract The Role of the Image in Five Projective Assessment Techniques: A Literature Based Study Erin Katherine Schmoyer Betty Hartzell, Ph.D. The purpose of this study was to critically review the literature available on five projective assessment techniques that use image for the purpose of developing a database of the existing information and to consider the implications of image-based assessments. These five projective assessments include: The Rorschach, Thematic Apperception Test, House-Tree-Person, Kinetic-Family-Drawing, and Draw-A-Story. The problem to be addressed is that currently there is a lack of information on why images are used in these projective assessment techniques. The assumption is that the image is crucial to the assessment process, and without it, the information gathered may not yield the same responses. A literature-based design was used for this study. The information was gathered by using electronic databases as well as other relevant resources. The results of this study showed that although images are used in each of the five projective assessments, a clear explanation of their use is still unknown. The results also show that viewing an image and creating an image are two different ways that projection is used depending on the type of assessment being utilized. In addition, the research showed that creating an image tends to elicit a more emotional response than viewing an image and therefore, may provide more detailed information regarding the client. A proposal for art therapists is suggested by combining certain characteristics from projective assessments into art therapy tasks as a way of using the image as an appropriate way to engage the client in projection throughout the therapeutic process. 1 Chapter 1: Introduction The purpose of this thesis is to develop a database of five projective assessment tools that use image as the primary way to receive output from the subject. By conducting a literature based study, the researcher will look more in depth at these assessment tools to discover the views and opinions of others, histories, founders, and uses within the mental health field; more specifically psychology and art therapy. The researcher has chosen five assessment techniques that use images as a way of projection by the subject. The Rorschach, Thematic Apperception Test (TAT), House-Tree-Person (HTP), Kinetic Family Drawing (KFD) and the Draw-A-Story (DAS) are all projective tests that use the image, the first three are more familiar to the field of psychology and the last two are commonly used in art therapy. The purpose is to take a closer look at the details of each technique through documented literature and compare and contrast the information. This information will be helpful to professionals who wish to explore the differences among projective techniques in the field. It is important to know the meaning of an image to an individual and how an image can act as an object for clients to project themselves upon. The process may lead to deeper understanding of the client while the image can act as a permanent, concrete representation of them to have on record. It may also be used to develop therapeutic goals and recommendations. In assuming there is a purpose to the selection of images for projective assessment techniques, the rationale is unclear how often an image is used when assessing an individual or what importance that image has on the assessment itself. There is currently a lack of information on why exactly certain images go with specific tests. Without the inclusion of images, however, there would be limited tools to use in assessments. 2 Rabin (1968) explains that “at the end of the 19th century and beginning of the 20th century, psychologists attempted to exploit visual stimuli, inkblots, and pictures in a more systematic and experimental fashion” (p. 3). He goes on to say that this stemmed from “the potential of unstructured stimuli to induce a wide array of associations and responses once the subject gives himself free rein and permits his imagination to range untrammeled by reality considerations” (Rabin, 1968, p.3). The term “projective techniques or methods” originated in the late 1930’s. The pressures and needs for assessments and screenings were created by World War II and the post-war boom of the profession of clinical psychology (Rabin, 1968, p. 14). By the end of World War II approximately 44,000 people suffered from psychological trauma in one form or another. This led to hospitalization and treatment of emotional disorders stemming from the time they served in the war (Rychlak and Struckman, 2000). The attitude concerning projective techniques in the 1940’s and later was due to changes in American psychology and to events and forces in society around the mid-century. In the late 1960’s, our society