Sexual ambiguity in children's human figure drawings

Four hundred sixty-one children in grades 5-9 drew a person and indicated the sex of their human figure drawing. A significant number (8%) of children were unable to classify their drawings as to sex; the frequency of uncertainty did not vary with grade or sex of child. Inability to determine the sex of one's own drawing is hypothesized to be a conceptual rather than a perceptual problem, and to reflect uncertainty about the essence of sexual identification.     

Naive prediction of pathology from human figure drawings

The present study investigated the degree of accuracy of five groups of judges (elementary school administrators, elementary school secretaries,elementary school teaches, seventh-grade students, and trained personnel in figure drawing interpretation) in inferring pathology in human figure drawings. It was suggested that intuition gained through several years of unsystematic observation of figure drawings played the major role in their interpretation.     

Changes in human figure drawings during intensive treatment.

This article examines change in the human figure drawings (HFDs) of 32 seriously disturbed young adults during the course of intensive inpatient treatment. HFDs drawn at the time of admission were compared with HFDs obtained more than 1 year after intensive treatment began; both sets were scored on the Goodenough-Harris Scale (GH) and the Robins Balance-Tilt Scale (RBT). The findings indicate that the HFDs significantly improved over the course of treatment, but only for those patients judged introjective, not anaclitic. These findings are consistent with prior research on the same population that were based on analyses of clinical case records and Rorschach protocols (Blatt, Ford, Berman, Cook, & Meyer, 1988). Significant change in the HFDs over the course of treatment suggests that the HFDs provide a unique and independent dimension for assessing therapeutic change.     

Children's human figure drawings do not measure intellectual ability

Children typically follow a well-defined series of stages as they learn to draw, but the rate at which they progress through these stages varies from child to child. Some experts have argued that these individual differences in drawing development reflect individual differences in intelligence. Here we assessed the validity of a drawing test that is commonly used to assess children’s intellectual abilities. In a single study, 125 5- and 6-year-olds completed the Draw-A-Person: A Quantitative Scoring System (DAP:QSS) and the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) or the Wechsler Abbreviated Scale of Intelligence (WASI). Although there was a statistically significant correlation between scores on the DAP:QSS and scores on the Wechsler tests, when the scores of individual children were examined, the DAP:QSS yielded a high number of false positives and false negatives for low intellectual functioning. We conclude that the DAP:QSS is not a valid measure of intellectual ability and should not be used as a screening tool.     

Emotional and developmental aspects of human figure drawings in predicting school readiness

It was hypothesized that the combined use of Koppitz' developmental and emotional scores can improve the prediction of school readiness from children's Human Figure Drawings (HFD) when compared with each measure separately. The relationship of SES to HFD scores was also investigated. Multiple regression analysis was used with four factors—developmental score, emotional score, sex of the child, and SES of the school— to derive comparative correlations to test the hypotheses and to create a prediction equation to estimate the Metropolitan Readiness Test (MRT) scores of 141 kindergarten students ages 5 to 6 years representing three SES levels. Hit rate data were also presented. The results showed that the correlation for the combined developmental and emotional scores with the MRT score was not different than their separate correlations with the MRT. The SES factor was found to be significantly correlated (p < .01) with both developmental and emotional scores. The best single variable predictor of MRT scores was SES. The application of Bayes' Theorem of probability to the hit rate data showed that the nonreadiness predictions yielded by the developmental score, emotional score, and their combination are not better than chance predictions. Thus, it was found that Koppitz' developmental or emotional scoring systems are not viable screening instruments.     

Sex of figure drawings and self-esteem.

This study examined the relationship between sex order of human figure drawing and self-esteem. Undergraduates (N = 440) drew a person and completed the Rosenberg Self-esteem Scale. Female subjects (n = 255) drew the opposite sex 39.2% of the time (n = 100), while 185 men drew females first only 6.5% of the time (n = 12). Using median scores derived from the sample, men who drew females first were more likely to have low self-esteem than were the men over-all. Self-esteem judged on the sex of their drawing was not significantly different for women. These findings reinforce the importance of accounting for sex differences in personality assessment and support the hypothesis that drawing of the opposite sex by women may reflect social role rather than psychological conflict.     

Human figure drawings of gender-problem and school-problem boys

In this study 19 boys aged 4 through 13 years referred for gender problems were compared with 35 similar-aged boys referred for school problems on variables derived from sets of human figure drawings. The results indicated that gender-problem boys, relative to school-problem boys, were more likely to draw female figures in response to a Draw-a-Person (DAP) instruction, were more likely to draw figures with good rather than average body proportion, tended to draw more articles of clothing on their figures, and tended to draw their female figures larger than their male figures. There were no differences between the groups in the frequency of emotional disturbance indicators, frequency of age-expected or age-exceptional figure details, and total number of body features. These results are discussed in terms of their implications for the validation of the DAP procedure, their contribution to an understanding of boyhood effeminacy, and their implications for the role of the DAP test as a clinical assessment procedure only in conjunction with other sources of information.