Projective Techniques in the Counseling Process - DID Evaluation

Written by Arthur J. Clark

Collateral Information

A single means of evaluating an individual always has potential for distortion and misrepresentation in any appraisal, and even the most reasonable hypothesis generated through projective devices

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requires substantiation from multiple sources (Anastasi, 1988). A "counseling perspective" derived from projectives employs a blend of "developmental, health-oriented, conscious factors with clinical, dynamic, and unconscious factors to obtain a more comprehensive picture of the client" (Watkins, Campbell, Hollifleld, Duckworth, 1989, p. 512). Corroborating information may be obtained from other projectives, behavioral observations, expressed statements of the client, school or employment records, interviews with parents, spouses, or other individuals, objective tests, and related resources (Drummond, 1992; Hart, 1986). Once counseling has begun, the most important means of assessing hypotheses is the client' s behavior in the counseling process.

Applications of Selected Projective Techniques

Considering the busy work schedule of most counselors, most prefer appraisal methods that are more economical in terms of administration and interpretation. The instruments should also yield a maximum amount of information to be of value in counseling (Koppitz, 1982). Of the numerous projective techniques available, three will be examined that can be integrated in a single counseling session, and each contributes to building rapport, understanding clients, and planning treatment. Counselors trained in projectives are likely to be familiar with human figure drawings, sentence completion devices, and early recollections. When more extensive information is necessary, the Rorschach, the TAT, and related assessments may be used by a qualified counselor or completed through a referral to another professional.

Human Figure Drawings

For most clients, the counselor's request to draw a picture of a person is a relatively nonthreatening starting point for fostering the counseling relationship (Bender, 1952; Cummings, 1986). For many individuals, particularly children, drawing has a pleasant association (Drummond, 1992), and the effort is typically completed with a reasonable degree of interest (Anastasi, 1988). Drawings may also be administered with relative ease and in a brief period of time (Swensen, 1957).

Karen Machover's (1949) Personality Projection in the Drawing of the Human Figure: A Method of Personality Investigation is one resource for understanding human figure drawings. Koppitz (1968, 1984) has written more recent volumes that are useful for evaluating child and early adolescent human figure drawings. Urban's manual (1963) is a compiled index for interpreting the "Draw-A-Person" (DAP) technique, and a recently published screening procedure using the DAP assists in identifying children and adolescents who have emotional problems (Naglieri, McNeish, Bardos, 1991). General references on projective drawings are also pertinent (Cummings, 1986; Swensen, 1957, 1968), and Oster and Gould (1987) related drawings to assessment and therapy. Of particular interest to counselors are findings about human figure drawings related to self-concept (Bennett, 1966; Dalby Vale, 1977; Prytula Thompson, 1973), anxiety (Engle Suppes, 1970; Sims, Dana, Bolton, 1983; Prytula Hiland, 1975), stress (Stumer, Rothbaum, Visintainer, Wolfer, 1980), learning problems (Eno, Elliot, Woehlke, 1981), overall adjustment (Yama, 1990), and cross-cultural considerations (Holtzman, 1980; Lindzey, 1961).

In spite of numerous attempts by researchers to lend precision to what essentially is an art form, the interpretation of human figure drawings continues to result in a limited number of clearly established personality indicators (Anastasi, 1988). Furthermore, any single characteristic, such as figure size, must be considered cautiously to avoid overgeneralizations and inaccurate judgments. (Cummings, 1986). A more conservative method of interpretation is to consider the personality indicators as "soft signs" in combination with collateral information to discern patterns or themes.

The quality of the client-counselor relationship and an understanding of the client, at least in preliminary terms, are essential factors in considering plans and goals for counseling. Personality indicators from human figure drawings are useful in preparing for the continuation of the counseling process (Oster Gould, 1987). For example, profile and stick figures relate to evasion and guardedness (Urban, 1963), significant issues that influence establishment of the counseling relationship. One factor to consider in evaluating the human figure drawings is the client's cognitive level of development and the possibility of neurological impairment (Protinsky, 1978). Stick figures, for example, are frequently drawn by children in early childhood.