PROJECTIVE TESTS

MANUAL

Floribel Doplon I Karen Sol I Lianmin Zhang I Mia Theresa Lilagan I Rosdy Lazaro I Salvador Aguilar
COMPILATORS

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 COMPILATION OF
PROJECTIVE TECHNIQUES

A Projective Tests Manual

Presented to

Dr. Armand T. Fabella

ADVENTIST UNIVERSITY OF THE PHILIPPINES

SILANG, CAVITE

In Partial Fulfillment

of the Requirements in

ADVANCED PSYCHOMETRICS AND PROJECTIVE TECHNIQUES

By

Floribel Doplon
Karen Sol
Lianmin Zhang
Mia Theresa Lilagan
Rosdy Lazaro
Salvador Aguilar

December 12, 2021

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 TABLE OF CONTENTS

Cover page …………………………………………………………………… 1

Draw a Person Test ................................................................................................. 4

prepared by Rosdy N. Lazaro

House-Tree-Person Test ......................................................................................... 10

prepared by Rosdy N. Lazaro

Kinetic Family Drawing ............................................................................................................ 27

prepared by Salvador P. Aguilar

Luscher Color Test .................................................................................................. 45

prepared by Floribel C. Doplon

Sack’s Sentence Completion Test .......................................................................... 84

prepared by Floribel C. Doplon

Bender-Gestalt Visual Motor Test ......................................................................... 90

prepared by Mia Theresa A. Lilagan

Thematic Apperception Test .................................................................................. 129

prepared by Karen P.Sol

Rorschach Inkblot Test ……………………………………………………… 163

prepared by Lianmin Zhang

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 DRAW-A-PERSON TEST

Description

Draw-A-Person is a projective test that allows an examinee to respond to questions through

drawings. Projective tests can be applied in various settings from schools, corporate, and

private practices to assess different psychological aspects include personality, family

background, intelligence, physical and emotional abuse, and depression.

History

The Draw a Person test (DAP) was evolved from 1948 authored by Karen Machover.

According to Bond, Southers and Sproul (2015), the DAP test was developed with an aim to

supplement Stanford Binet intelligence tests, with a non-verbal test. However later on it was

found that the details which were contained in the drawing of person were more useful,

therefore the first assessment tool through drawing was made by Florence Goodenough in

1926 and it was introduced as Draw a Man test (Jolly, 2010). DAP is a projective test that

allows an examinee to respond to questions through drawings. Projective tests can be

applied in various settings from schools, corporate, and private practices to assess different

psychological aspects include personality, family background, intelligence, physical and

emotional abuse, depression, etcetera. Fan (2012) asserts that this test is more appropriate

when administered to children in grade one and grade two. The tests is used to understand

the interaction within the members of the family and the perception of the patient over their

family and the cognitive functioning of the test taker.

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Details

Age Range: 4 years to 89 years

Qualification Level: Level C required

Test Category: IQ, Personality-Projective

Requirements

1. Drawing Form: a blank 8.5-by-11-inch sheet of paper

2. A sharp #2 pencil with an eraser (for achromatic drawings); OR Colored pencils, crayons,

or different colored felt-tip pens (for chromatic drawings).

Administration Requirements

• Individual administration

Place the Drawing Form in the portrait orientation in front of the examinee along with a

pencil with an eraser (and preferably a number 2 lead), and say the following:

“I want you to draw a picture of yourself. Be sure to draw your whole body, not just your head, and

draw how you look from the front, not from the side. Do not draw a cartoon or stick figure. Draw

the very best picture of yourself that you can. Take your time and work carefully. Go ahead.”

If the examinee draws a side view or only a head, repeat the directions. A new Drawing

Form may be provided if needed or requested. If the examinee does not add to or complete

such a drawing after the instructions have been repeated, remove the Drawing Form, and

score the drawing provided. The examinee may erase as needed, but do not prompt the

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examinee to do so. However, if the examinee asks if it is okay to erase; respond in the

affirmative. Once the examinee completes the drawing, remove the Drawing Form. You may

query the examinee about unusual or unrecognizable aspects of the drawing as desired.

Once the examiner makes such an inquiry the examinee is not allowed to make changes or

additions to the drawing.

• Group administration

Pass out the Drawing Form to all examinees and demonstrate placement of the

sheet in a portrait orientation. Be sure each examinees has only a pencil with an eraser (and

preferably a number 2 lead), and say the following:

“I want you to draw a picture of yourself. Be sure to draw your whole body, not just your head, and

draw how you look from the front, not from the side. Do not draw a cartoon or stick figure. Draw

the very best picture of yourself that you can. Take your time and work carefully. Now go ahead.

Raise your right hand if you have a question or when you complete your drawing.”

Be sure to walk among the group and inspect the drawings. If an examinee is observed

to draw a side view or only a head, repeat the directions. A new Drawing Form may be

provided if needed or requested. If the examinee does not add to or complete such a

drawing after the instructions have been repeated, remove the Drawing Form and score the

drawing provided. The examinee may erase as needed, but do not prompt examinees to do

so. However, if the examinee asks if it is okay to erase, respond in the affirmative. Once the

examinee completes the drawing, be sure the examinees name or ID number is on the

Drawing Form, then collect the drawing. Do not wait to collect all of the drawings at once.

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 In a group setting, some examinees will begin to look around the drawing of others

and then modify what would have been a completed drawing. Collection of each

drawing as near in time to its completion as possible prevents such problems remove

the Drawing Form. You may query the examinee about unusual or unrecognizable

aspects of the drawing as desired. Once the examiner makes such an inquiry the

examinee is not allowed to make changes or additions to the drawing.

Scoring

In section V, it provides detailed information for the scoring of each drawing along
with pictorial examples. The raw score of the DAP is the sum of the scores for all 23-scoring
element.

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Figure 3. Administration/ Scoring Form
page 2

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Figure 4. Administration/ Scoring Form
page 3

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Interpretation

IQ Level Qualitative Description Approximate Percentage of

Population Included

<70 Significantly impaired 2.34

70-79 Mildly impaired 6.87
80-89 Below Average 16.12
90-109 Average 49.61
110-119 High Average 16.12
120-129 Superior 6.87
>130 Very Superior 2.34

The table above suggests a series of qualitative descriptions of performance on the

DAP:IQ as a function of IQ ranges. This system is based on deviations from the mean IQ of

100 of the standardization sample and is consistent with similar descriptive systems

available.

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Analysis (Socio-emotional Functioning)

Placement
Left Past
Right Future
upper left Suppressed Past
Lower right depression
Top fantasy to achieve goals
Bottom security, or reality oriented

Head The head is the center for intellectual power, social balance, and
control over impulses; a disproportionate head suggests that the
subject is having difficulty in one of these areas. Disproportionate
head can also be drawn by someone who has brain damage, severe
headaches, or other sensitivity of the head.
Large head - paranoid, narcissistic, intellectually righteous, or vain,
anything having to do with a large ego.
Timing - people who draw it last shows disturbances with
interpersonal relationships.
Small head: Feelings of weakness and intellectual inferiority
Long hair - ambivalent sexual fantasies
Tiny eyes - strong visual curiosity
Large ears - hypersensitivity to criticisms
Neck The neck often represents the connection between the head and the
body; an underemphasis may represent one feeling; a disconnection
between these two things and could suggest schizophrenia.
However, underemphasis could also suggest feelings of physical
inadequacy.
Face Omitting - omission of facial features is an expression of avoidance of
social problems.
Eyes - reveals inner image of the self; emphasis of the eyes denotes
suspicion of the outside world
Detail - concern with social functions; a male who draws eyelashes
shows homosexual tendencies.
Eyes closed/ No pupil - Emotionally immature or people who want to
shut the world pierced eyes: paranoid schizophrenia.
Eyebrows - emphasis on good or bad grooming
Nose Nose is a sexual symbol - emphasis indicates sexual difficulty, sexual
immaturity, inferiority, or other sexual insufficiencies
Triangular nose - immaturity
Pointed nose - possible acting out tendencies
Chin If it is not included, it may be a way of compensating for weakness,
indecision, or a fear of responsibility; it can be interpreted as having a

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 strong drive to be socially forceful and dominant.
Lips Girls who draw cupid bow lips are considered sexually preconscious.
Full lips on a male represents narcissism. People who draw
something
in the mouth indicates oral erotic trends.
Mouth Mouth - most often distorted in people with sexual difficulties.
Over emphasis - Emphasized importance of food, profane language,
and temper tantrums.
Teeth - sign of aggression.
Closed mouth - Shutting the mouth against something, wanting to
keep something in, especially a homosexual experience.
Wide grinning mouth - seeks approval.
Tiny mouth - denial of oral dependent needs
Hair messy hair may represent a feeling of immortality while more wavy
and glamorous hair can mean a person is sexually immature.
Arms & Hands Represent ego development and social adaptation.
Omitted - Represents a complete withdrawal from the environment. If
a male omits a female arm, then he has been rejected by his mother
and unaccepted by females, if one omits hands, they are thought to
have lack of confidence in social contexts
Shading - too vigorously shaded hands could indicate feelings of guilt
in regard to aggressive impulses.
Placement of arms - Extended arms represent good relationship with
the environment or spontaneity. If they are wasted the individual
could have a low sense of physical reality.
Placement of hands - Behind the back may represent glamour
aspirations for girls, in the pocket could indicate withdrawal from
society or feelings of guilt about masturbation.
Toes Often not included in drawings because of shoes but if they are, it is a
sign of aggression. If a female shows painted toenails, they may have
heightened female aggression.
Genitalia Drawings Pathological sign, indicative of schizophrenia probable behavior
disorder; psychopathy. Many sexual abuse victims have been
observed to draw genitalia on human figures. Breasts, omission of by
females, feelings of immaturity, uncharitable feelings towards
children possibility of schizophrenia. Small breast: possibility of
normality, feelings of rejection from mother.
Sex symbol Possible preoccupation with sex

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 HOUSE-TREE-PERSON TEST

Background

The primary purpose of the HTP is to measure aspects of a person’s personality

through interpretation of drawings and responses to questions. It is one of the

robust tests to assess psychopathology. It is also sometimes used as part of an

assessment of brain damage or overall neurological functioning about the cognitive

function of the subject such as agnosia and apraxia because they require skills and

visual spatial, spatial orientation, attention, concentration, and accurate perception

of the visual stimulus lenders motor functions.

History

The House-Tree-Person (HTP) is a projective technique developed by John Buck, which

was originally an outgrowth of the Goodenough (Florence Goodenough) scale utilized to

assess intellectual functioning in an individual. The HTP was developed in 1948 and

updated in 1969. Buck believed that through drawings, individuals objectified unconscious

difficulties by sketching the inner image of primary process. In the HTP, the patient is asked

to draw houses, trees, and persons, and these drawings provide a measure of self-

perceptions and attitudes. As with other projective tests, it has flexible and subjective

administration and interpretation.

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Details
Age Range: Age 3 and above

Qualification Level: Level C required

Test Category: Personality-Projective

Requirements

1. A blank 8.5-by-11-inch sheet of paper

2. A sharp #2 pencil with an eraser (for achromatic drawings); or Colored pencils, crayons or

different colored felt-tip pens (for chromatic drawings)

Administration

Regardless of the different variations in administration, instructions are kept to a minimum.

This helps to maintain the antiquity of the situation, thereby increasing the likelihood that

significant aspects of personality will be projected onto the drawings. Clients should be

seated in a comfortable position, with sufficient room to freely move their arms while

completing the drawings.

Therapists can choose between a one-phase test where a pencil or crayon is used for

drawing and a two-phase test that uses a crayon in the first phase and a pencil in the second.

Each phase has two parts where the first nonverbal and creative step is followed by the

structured, verbal one.

Some administrations suggest that no other instruction be given, whereas others

recommend that the person also be told to take his or her time and do as good a job as

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possible. One variation of the HTP recommends that the client be requested to draw a

picture that includes a house, a tree, and a person. Once the drawing has been completed,

the clinician should note the client's name, age, and date, and should number the drawings

according to the order in which they were drawn.

Sometimes, clients complain that they are poor artists. This might be countered with the

observation that most people's artistic ability stops when they are about 10 years of age so

that most people are not particularly good artists. Furthermore, it might be stressed that this

is not a test of artistic ability but that they should still do the best they can. Occasionally,

clients will request specific guidelines, such as how big to make the person, what sex they

should be, or what the person in the drawing should be doing. The examiner should simply

state that it is up to them. If they draw a stick figure, they should be given a sheet of paper

and requested to draw a more complete person. Some examiners recommend that, if

subjects draw only the top half or quarter of person, they should also be given a new sheet of

paper and be requested to draw a complete person.

One option is to include an inquiry phase, in which the client might be requested to tell a

story about the person in the drawing. This story can then be used to aid future

interpretations. More specific questions might be asked, such as having subjects indicate

what the person in the drawing is thinking or feeling, what makes him or her happy/sad, or

what his or her interests are. During the administration, the examiner should note any

relevant behavior. These might include client’s level of confidence or hesitancy, whether the

procedure increases their anxiety. Their degree of playfulness, impulsiveness,

conscientiousness, or the presence of excessive erasures. The house-tree-person test takes

on average 150 minutes to complete.

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The examinee will be instructed to draw a HTP picture with a pencil/crayon on an

approximately A4 size (8.5 x 110) piece of white paper placed horizontally in front of them.

The specific instruction to be given is,

“Please draw a house, a tree, and a whole person on this piece of paper including some kind of

action. Try to draw a whole person, not a cartoon or stick person.”

The examinee will then be asked a number of questions about his/her drawings. Buck

proposed a list of 60 questions; however, trained test givers are free to create their own

variations and ask follow-up questions. Here are some examples of the questions that might

be asked:

The house: The tree: The person:

Who lives in the house? What kind of tree is it? Who is the person?
Do people visit the house? How old is the tree? How old is the person?
Is it a happy house? What season is it? How does that person feel?
What is the house made of? Is the tree alive? Is the person happy?
What goes on inside the Who waters the tree? What does the person like
house? doing?

After the respondents have answered the questions, their drawings are analyzed and

interpreted.

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Scoring

Quantitative Analysis:

The subject's achromatic and chromatic drawings are to be scored quantitatively which is

based upon the items of detail, proportion, and perspective. Their presence or absence is the

basis of the person's intelligence. Detail scores appear to be a quantitative index of the

subject's recognition of his own of his own orientation to the elementary concrete aspects of

everyday life. Proportion scores seem to be an index of his judgment, to represent a way the

elemental relationship of details. Perspective sores seem to be a measure of the subject's

ability to evaluate environment and his relation to those peopling it on a broad basis.

Qualitative Analysis:
The Meaning of the Three Wholes
House Represents the home or the domestic situation.
Tree Represents the individual's general role in life (wherein the trunk
reflects the individual’s feelings of basic power while the branch
structure represents the individual's flexibility.)
Person Represents a self-portrait.

Essential Details
House must have at least one door, one window, one wall, and the roof must have its
chimney.
Tree must have a trunk and at least one branch. Person must have a head, a trunk, 2 legs
and 2 arms, facial characteristics; must have 2 eyes, 2 ears, a nose, and a mouth.
Non-Essential Details
This includes window curtains, shading materials for the wall with regards to the house and
drawing the bark for the tree is considered non- essential. As to the person, it is not
necessary to draw the neck, hair, and clothing.
Note: The absence of even a single detail is to regard as serious. Limited use of non-
essential details implies good reality testing, a sensitive and well- balanced interaction with
the environment
Bizarre detailing is strongly suggestive of a major maladjustment proportion
A relatively tiny whole suggests feelings of inadequacy and withdrawal tendencies.
Too large whole and wholes that tend to press out against the page's borders denote

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 feelings of environmental construction.
Perspective
Drawing that are rigidly framed suggests maladjustment.

Interpretation

The Healthy Drawing

There is a tendency in the field of psychology to focus on pathology, sometimes to the

exclusion of the more stable and healthier aspects of personality.

Rather than attempt the challenging task of defining emotional health with all its unique and

individual variations, psychologists tend to focus on what is not healthy and to assume that

the remaining attitudes, feelings, and behaviors fall within the broad spectrum of normalcy.

In the field of psychological testing, this approach has predominated, with interpretations

being based on what is "wrong" with the person rather than on what is "right". As would be

expected then, in most drawing interpretation guidelines there is little mention of what

constitutes a healthy drawing; rather there is subtle encouragement to study the drawing in

extreme detail until the internal pathological dynamics of the unconscious are revealed.

When approaching drawing interpretation, the clinician needs t have a clear definition of his

personal concepts of both psychological health and pathology. He should then be aware of

how these concepts bias his orientation, as well as how they help clarify his drawing

interpretations.

Although the theoretical framework and value system of each examiner may vary

tremendously, there are certain characteristics of psychological health common to most

orientations which would be considered when evaluating drawings. People whose lives

appear to be working well for them are individuals who are able to identify and meet their

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psychological needs accurately and adequately. They feel positive about themselves and are

not afraid to express their ideas and feelings to others. In addition, these people are accurate

in their self-perceptions, and feel they have power and control in their lives to effect change

when necessary. In other words, they have the tools to handle their life problems and

conflicts successfully. As would be expected, these traits are visible in the drawings of

psychologyically healthy individuals and are demonstrated clearly in the following

guidelines.

Self-esteem
When the drawing contains person, the figure is integrated and contains all the essential
details (facial features, torso, hands, feet, legs, arm; Buck, 1948; urban, 1963). It is drawn in
proportion to the rest of the picture (Urban, 1963), and for males, the drawing is neither
extremely large on or extremely small (Delatte and Hendrickson, 1982). Line quality is firm
and definite, and the appearance of the figure is strong, solid, and pen in position (Levy,
1958).
Security and Self-Confidence
The figures in the drawing are grounded and represented as touching the earth or floor.
They occupy the central area of the paper and do not cling to the edge of the sheet (Lakin,
1956). Line quality is firm and strong (Urban, 1963). Figures are often shown moving in the
picture or having the potential to move; they possess arms, feet, and legs that are free and
adequate for mobility in the environment.
Personal Relationships
The figures in the drawing are fairly close to each other and show some type of dynamic
interaction or relationship. The figure themselves contain the essential tools for
communication, that is, open arms with hands, ears, mouth, and eyes (burns, 1982).
Openness
The figures in the drawing are standing in open posture or interacting with their
environment in a positive manner. Buildings are drawn with windows and doors that are
unencumbered and accessible to the environment (Barnouw, 1969; Jolles, 1971).
Stability and Orderliness
The drawing forms a complete picture, with the parts integrated and relating in a
complementary manner. Each figure in the drawing contains its essential elements and
relates with the other figure to form a unified and orderly picture (jolles, 1971; Urban, 1963).
Sexual Identification
Figures of people are drawn as obviously male or female, and the first figure drawn is the
same sex as the person doing the drawing (Gravitz, 1968). All figures (male and female
contain the details essential in a human figure drawing, are comparable size, and are in
proportion to the complete picture (Buck, 1966).

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Age Consideration

When interpreting drawing of young children, it is important to take into consideration their

respective capabilities at various stages of development. A 2-year-old will usually scribble

when presented with paper and pencil. His muscle movements are uncoordinated and

random, although he can make dots and dashes. He can move about the page, filling the

unused portions and usually managing to stay on the paper.

The 3-year-old can execute circles, loops arts, and lines. These earliest attempts to create
identifiable objects often result in unrecognizable forms which the child may call "Daddy" or
“Mommy".

At 4 years of age, a child can arrange oops and circles in a horizontal fashion and is able to
add lines to the circles to represent people's legs and arms. Although a 4-year-old can orient
himself on the paper from left to right, any other differentiation or order in the drawing is
unusual.

The 5-year-old is able to use combinations of circles, arcs, lines, and dots to create familiar
objects. Most children at this age are able to cross vertical with horizontal lines.

By 6 years of age, the child is capable of integrating his drawing and has the fine motor
control needed to represent his visual world more accurately. He can orient a square
obliquely, produce vertical series, and successfully make dots which are not circles.

It is not until the child is about 7 to 8 that he is able to foresee sequences and therefore
represent movement in his drawings. Until this age, the child's images are static and the
figures often unrelated to each other. After the age of 7, the child is able to produce
integrated picture. He has the mental and fine motor skills necessary to represent the picture
he has in mind accurately on the paper.

General Interpretive Guidelines

There are general guidelines that should be taken into consideration when evaluating any

projective drawing. Regardless of which drawing is being completed, the manner in which

the task is approached and the way the drawing is presented are of equal importance to the

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content itself. The first step in analyzing the drawing, then, is to look the overall picture and

evaluate it in the following areas.

Interpretation

Caution: No one thing indicates anything; it is the whole configuration.

Placement is important. Usual position is upper left center of page

Left Indication of past, events of the past
Traditional in thinking
Feminine tendencies
Repression of feeling
Right Overanxious about involvement
Indication of future, of what will happen in future
Intellectual control; obsessive, intellectual controlled masculinity
Top Left Severe regression; never was, never matured
Down Right Depression, hyper control

Aspects of the Drawings

The House
Roof meticulous roof: normal, tactful, sensitive interaction with environment. If
details is meticulous, obsessive-compulsive traits.
Deep shading of roof: anxiety in fantasy level.
Wing-like formation: idea of flying away
Ear-like roof: auditory sensitivity
When roof and walls equivalent: (Wall Roof) tendency t act ones fantasy
immediately
Wall indicator of ego
Overemphasized: effort to maintain control
Weak boundary line: beginning breakdown of ego control
Light pencil line: I don’t want to be involved
Break in lines: aggressive impulses. Impulses may come to expression
without control; person is vulnerable to influence from outside
Transparency: marked regression
No wall line: a maniac, no control over impulses, murderer
Horizontal dimension of wall emphasized: unable to bring dominance to any
orientation, latent homosexuality: Horizontal expression of phallic symbols:
vulnerable to environment pressure
Vertical dimension of wall: more latent
Double perspective: intellectual deficit

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 Size Tiny regression if scant detailing: Desired lack of involvement with reality
Tiny & well drawn feeling of great inadequacy, environment is hostile,
opposing person.
Large: excessively, strong feelings of conflict with environment. Person
refuse to be found in by environment; breaking loose with hostility.
House not completed: act out hostility to someone in household; acting out
potential
Absolute Profile Evasion: desire to show self as little as possible.
House
Bird’s eye view Looking down at house: rejection of home except for medical student
Worm's eye view: home inadequate, goals not attainable
Fear from observer, use of foreground objects: inaccessibility, home beyond
coping with
Drawn down: insecurity or dependency
Arch-like: dependency on mother; exhibitionism may be implied
Upward ground line: future is difficult, much striving
Downward ground line: pessimistic, less willingness to strive
Fence Guardedness, protect self from people
Door Direct contact with environment
No door: difficult accessibility; only in inner life.
Door high beyond baseline: person is inaccessible
Door high beyond baseline: person is inaccessible
Emphasis on door and hinges: admit you only on his own terms
Doorknobs: orality and dependency. Will not permit contact. Higher the
door is beyond baseline, the greater the degree of unwillingness to get in
contact
Windows Media of contract with environment
Overly large windows: great demand ness
No panes, blank: oppositional tendencies; if windows are light in strokes,
apathy, empty feeling within
Bar in window: keep away
Look in windows: guardedness, suspiciousness
Decorations of shutters, shades, and curtains: controlled, too defensive
Little dots: eye watching
If windows made differently: disorganization, unpredictability
General emphasis on door or window: possible oral pre-occupation
Oriental window with overhanging: suspiciousness, drawn by paranoid
people
Chimney Smoke in profusion: inner tension
Right: pressure from the past
Left: pressure from current situation
Thin line: little assimilation
Overlarge chimney: virility, exhibitionism

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 None: coolness in home, missing father
Tottering: castration, tottering virility
Transparent: attempt at masculinity
Peeping: weak, coward, is afraid to come out in open
Large chimney looming at the back of house: latent aggressiveness
With antenna: protection of phallus
Walkway Well proportioned, easily drawn means person is in intact
Long: loosened accessibility
Ladder-like: impulsive, move away, much reaction formation
Wide at entrance, narrow to house: remain aloof, superficially friendly.
With impulsive lines: tendency to rush; without adequate control and
foresight: cannot predict what he will do next
Other Elements Large, with house small: compensatory sociability
Shrubs and trees: Mild anxiety, channelized and under control
Irrelevant details: Severe anxiety
Clouds: Generalized anxiety
Garage emphasis: Large or reinforced, need for motor release
(Desire to get out of the house)
Backdoor: Stealthy, guilt-ridden activity
Lack of function: Poor tie reality
Bizarre: Confusion, does not know what he is doing
Unconventional: Schizophrenia, marked vulnerability. Two pictures of hose:
by schizoid, demanding mother, or mother-wife.

The Tree
Basic self-portrait, less conscious. Normal tree is two dimensional
Dead trees: traumatized, hurt, and damaged. Penetration tree, trunk like
Thallus: uncertainty in sex identity
X-ray: strong hypochondriacal tendencies, strong suicidal tendency
Two Trees: sibling rivalry, anxiety
Fruit: dependent children and pregnant women draw fruits
Apple falling rejection.
Grass and shrub around tree: some anxiety, but pretty well under control.
Trunk Basic power, person's ego strength
Beyond top of page: heavy fantasy.
On baseline of paper: depression, adult feeling of inadequacy.
In yardstick area: material dependency
** Reinforcement of trunk line:
Faint line: weakness, breakdown
Heavily drawn: anxiety
Vertical lines: splitting tendency
Scar: scarring event of the past
Overly large: react aggressively in fantasy or in actuality

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 Narrow at base, large at end: over-striving, may collapse
Round, rounded: dependency
One dimensional: inferior adjustment to life. If drawn slowly or hesitantly,
could be depression.
Branches Resources, satisfaction from environment. Inter-relationship of branches:
how well organized is he?
Flexible: better flexibility to environment
Shade: anxiety in integration with environment
Two-dimensional, clubs: strong hostility
Turned inward: obsessional
Drooping: indication of depression, like weeping willow tree
Open ended: lack of ego boundary; involved with arms and legs
Breakthrough boundary: aggression potential tremendous
Roots Stabilizing strength of personality
Roots exposed: ungratified need
Emphasized: great need for dependency
Root-like talons, but not in ground: paranoid
Cut: psychopathic, suicidal potential
Transparent roots below ground: poor judgment, basic mental deficit,
expression of guilt or acting out tendency
Leaves represent fulfilment and satisfaction
Well drawn: strong obsessive-compulsive ill
Crude: less intelligent
None: frustrated, cold.

The Person
Drawing of person is most conscious self-concept; actual reproduction of
self with weaknesses or may be a fantasy portrait.
The adjusted: draw the person he likes
The less adjusted: draw those they don’t like
The ambivalent: draw that which is ambivalent to them. Vale with drawing
of bulging muscle suggests anxiety with masculinity.
A body like a face: drawn by a psychotic
Clothing when over emphasized: may suggest need to compensate
When underemphasized: something to hide
Transparency: indicated poor judgment
Looping lines: desire to return to womb
Broken down boundaries: lack of control
Profile Absolute: strong paranoid tendency: this is only of what you see, one arm,
one leg
Partial profile: tendency to paranoid, evasive, aloof, socially snobbish,
pretentious
Size If the self-concept is small (average would be two thirds of the available

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 space) the hypothesis may be formulated that the person feels small
(inadequate) and that he is responding to the demand of the environment
with feelings of inferiority.
Movement A drawing that is suggestive of much activity: is frequently drawn by those
individual, the man of action, the hyper-maniac, hysterias. Drawing that
convey the impression of extreme rigid and usually brittle control is
maintained.
If a drawing is a mechanical kind of figure: completely lacking in kinesthetic
implications, the analyst should be alert for other signs of
depersonalization and psychosis.
Seated or Reclining: frequently indicative of low energy level, lack of drive,
or of emotional exhaustion.
Distortions and A distortion of omission of any part of the figure suggests that conflict may be
Omissions related to the part so treated.
Voyeurisms: frequently omit the eyes or close them
Individual with sex conflict will omit or distort the areas associated with
sexual parts
Infantile individuals with oral needs usually draw enlarge breast
Remarks, erasure, shading, and reinforcement are all in the same direction as
distortions and emission and should be explored for possible relationship
with conflict areas.
Parts Head - General – usually drawn first – concept of self is focused in the head
or face
If head is markedly enlarged: the subject may either be very grandiose, have
intellectual aspirations, or may have head pains or other schematic
symptoms, be introspective or fantasy ridden.
If head and face dimmed out: the subject may be extremely self-conscious
and shy
If head drawn last: the possibility of severe thought disturbance should be
explored.
If head very clearly drawn in contrast with a vaguely sketched or rejected body:
subject may resort to fantasy.
Small head: may suggest obsessive compulsive, or marked inferiority
feelings, or denial of site of guilt feeling.
Large head on small body: false impulses control (catatonic may draw tiny
head, huge body, outfitted house, huge tree).
Large body and small head: may indicate impulsive acting out
If shape odd look for delusions:
Flat top head: may suggest feelings of castration especially intellectual and
learning area.
Head to back: may mean paranoid with withdrawal.
Peripheral line: in head suggests effort to control fantasy or perhaps
obsessional reaction.
Older people may draw larger head than body, suggesting effects of

25 |
 reaction to arteriosclerosis.
Features: If no features, subject is uncertain of identity unable to face self or
world
Hair and Beard If hair well drawn: sensitivity
Lack of hair: suggest feeling of impotence or lack of virility. Adolescent
girls emphasize hair.
Heavily shaded hair: suggests anxiety about fantasy
When hair astray or "messy": there may be anxiety about sexual strivings
Gives hair a great deal or attention and care: narcissistic or homosexual
individuals
Hair on face, or beard or mustache: is usually associated with compensatory
striving for virility by those who have feeling of sexual inadequacy or
doubts about masculinity. e.g. serve as phallic substitutes.
Face Main index of social adjustment
When over emphasized: look for attempt to maintain facade or social front
Shaded face: suggests depersonalization, guilt
Eyes If very large if those of male figure have lashes: subject tends to be
homosexual
If large in outline but pupils omitted or absent: subject may be expressing guilt
in relation to voyeuristic tendencies.
If large and staring: possibility of paranoid trends.
Hollow sockets: lack of ability to accept stimulus from the eye
Closed eyes: suggest avoidance of unpleasant stimuli
Complete omission of eyes: might indicate visual hallucinations
Pinpoint eyes or dot eyes: subject wants to see as little as possible
Oriental eyes: suspiciousness. One is not fully been
Watchful, looking eyes: emphasis on detail, very sensitive visualization
Nose May portray a social-stereotypes or may be interpreted as phallic symbols.
If hooked or broad and flared: the subject may be expressing rejection and
contempt
If especially large: may associated with feelings of sexual impotence
If extremely large: usually drawn by male involutional (depressed).
Turned up nose: Schizoid, "Don’t want to smell it”
Large noses: drawn by adolescents who are attempting to establish their
male role but feel inadequate for it almost invariable.
Mouth and Chin Mouth suggests oral adjustment
Heavy lips: oral emphasis
Teeth: oral hostility
Smiling mouth: desire to be occupied socially, but may be artificial
One line mouth: oral resistance or denial
No mouth: resistance
Chin Associated with masculinity, often social rather than sexual
Underemphasized: suggest feeling or social impotence

26 |
 Ear Rarely detailed.
If enlarge or emphasized: the clinician may explore the possibility of organic
damage to the auditory area, or auditory hallucinations in a paranoid
individual, a hearing disability, or a passive homosexual conflict.
If underemphasized: sensitivity to criticism.
If omitted entirely: possibility or auditory hallucinations should be explored.

Trunk General – Seat of Basic need and desires

Long trunk: unsatisfied needs of which patient is not aware
Short trunk: denial or drives
Tall, narrow trunk: avoidance of extreme contract, fantasy
Neck Coordinating element
Thin neck: drawn by schizoid people.
No neck: suggests lack of control, person t the mercy of body desire which
may overwhelm him
Shoulder Physical strength and power
Tiny: feelings of inferiority
Rounded: well-balanced
Square: over defensive attitude.
Unequal: sexual conflict
Waist coordination of power drive
Genitalia: severe maladjustment, severe sex problems, seen in
exhibitionist, psychotics.
Overemphasize on buttocks: may be seen in male homosexuals
Lack of pelvic closure: May suggest latent homosexuality. Closure means
vulnerable, passive.
Arms Related to control of environment
Arms as wings: schizoid tendency
Overlong: over ambitious striving
Short: absence of striving
Thin: absence of striving
One dimensional: gross inadequacy feelings, regression
Broader in hand area: lack of control, impulsiveness
Snake-like: stealing activity, with pockets for stolen good.
Broken off or omitted: feelings of castration
Arms at back: guilt no desire to meet people
No arms: feelings of tremendous inadequacy.
Relaxed arms: suggest adjustment
Tense: rigidity
Crossed over pelvic region: involutional melancholics, feelings of loss of
sexual potency
Arms against body: acting out against environment.
Hands Good hands: usually found in drawings of person of above average

27 |
 intelligence
Heavily shaded: suggest guilt, masturbation
Clenched fist: hostile feelings
Extremely large hands: impulsiveness, awkwardness in social relations
Petal hand (mitten hand also): infantile frustrated, weak, dependent
Hand behind back: subject afraid of own aggression
Absence of hands: guilt, castration feelings.
Finger large, spikelike, protruding: suggest hostility
Hand a line with no fingers delineated: suggestion of feelings of loss of
control
Legs Absence, feeling of castration
Large: striving for autonomy
Tied together: rigidity and tension in regard to sexual area
Broad based stance, spread out legs: suggests defiance, or insecurity if body
is not too well balanced.
Relaxed position normal: adjustment running feels forced to achieve
Controlled running: attempt to escape or achieve
Panic reaction, compelled to run: feelings of castration
Knee emphasized, homosexual tendencies (strain during act of sex).
Feet control location: Placement gives clue to ambivalence, indecision
Backward: desire to get away from the environment, phallic looking,
assaultive weapon.
Large: may suggest phallic exhibitionism
Tiptoe: tenuous reality, fantasy
Club: poor judgment
Web-like: schizoid, stick, hostility of kind seen in sociopath, schizophrenic,
connotes weakness
Bars: form of defiance
Clothing Overemphasis on clothing has feeling of inferiority to which he
overcompensates through physical attraction.
Heavily coated figure or with a heavy coat shows isolation against the
environment seem in schizophrenic due to character disorder.
With tie – has problem of masculinity
Body Body transparent through clothing: has conflict over sexual impulses, has
poor control of sexual impulses
Overemphasis on body/shown by heavy lines: shows narcissism
Broken lines for body/with zones separated, or a disintegrating body: shows
deterioration of age bounds, has ego dysfunction, schizophrenic
All parts of the body show, or face-like body: paranoid, schizophrenic.
Intestine: show schizophrenic
Other Graphic Impulsive drawing ex. Christmas tree or fruits: hysteria
Considerations
Draws very fast: acute schizophrenia

28 |
Wide space in drawing: paranoid schizophrenia
Wide space in drawing: paranoid schizophrenia
Wide space in drawing: paranoid schizophrenia
Lower part of the page used: neurotic depression, psychotic depression
Lower part of the page used: neurotic depression, psychotic depression
Lacking details: neurotic depression, psychotic depression
Disorganization of details or confusion in drawings: acute schizophrenia
Excessive details: obsessive-compulsive neurotic
Cleanliness: obsessive-compulsive neurotic
Repaired lines: anxiety neurosis
Very light shading: neurotic depression, psychotic depression
Overemphasis on symmetry: obsessive-compulsive neurotic
Exact angulation: obsessive-compulsive neurotic
Sharp angles: paranoic schizophrenia
Overuse of shading: shows tense anxiety, see in anxiety neurosis and
borderline schizophrenia

29 |
 KINETIC FAMILY DRAWING

DESCRIPTION

The Kinetic Family Drawing, developed in 1970 by Burns and Kaufman, requires the test-

taker to draw a picture of his or her entire family. Children are asked to draw a picture of

their family, including themselves, "doing something." This picture is meant to elicit the

child's attitudes toward his or her family and the overall family dynamics. The KFD is

sometimes interpreted as part of an evaluation of child abuse.

Despite the flexibility in administration and interpretation of figure drawings, these tests

require skilled and trained administrators familiar with both the theory behind the tests and

the structure of the tests themselves. The KFD involves the examiner instructing the child to

draw a picture of themselves, and everyone in his or her family, doing something.

The KFD is similar to other psychometric projective techniques such as the Draw-A-Person

Test developed by Machover and the House-Tree-Person (HTP) technique developed by

Buck. It was hoped that the addition of movement to the kinetic drawings would help

mobilize a child’s feelings not only as related to self-concept but also in the area of family

dynamics and interpersonal relations (Vertue, 2007). The KFD often reflects primary

disturbances much more quickly and adequately than interviews or other probing

techniques.

There are several different used for the KFD, but sometimes it is used specifically as an aid

in evaluating child abuse. This is a projective test, and so should be used with some degree

30 |
of caution when it comes to the interpretation of the results. This is particularly important

when the KFD is used in a setting as serious as a forensic situation, which could be illegal or

unethical depending on where the case is taking place (Burns & Kaufman, 1987).

RELIABILITY AND VALIDITY

Burns and Kaufman did not offer empirical validation for the KFD. Reliability with the KFD

has been related primarily to the effective evaluation of raters, or judges, and the presence

of a well-operationalized objective scoring system. Bauknight (1977), in a study of

withdrawn and normal children ages 8 and 9, on the basis of four categories reported a high

inter-rater reliability among the three raters who identified children from their drawings who

were categorized as withdrawn.

Since the introduction of the Kinetic Family Drawing technique, several studies have

explored and reported differing degrees of success in their attempt to show the validity of

the KFD. Using a matched group design, Sayed and Leaverton (1974) reported differences

in the KFD of 50 children with diabetes and a control matched for age, sex, and race. The

ages of both groups of subjects ranged from 6 to 14 years. When compared to the matched

control group, children with diabetes had significantly more examples of isolation and

compartmentalization of family members. In addition, they found a correlation between

isolation and aggression in the diabetic children's drawings but no such correlation in the

control group.

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ADMINISTRATION

The evaluator hands the client a piece of paper and a pencil; then states, “Draw a picture of

everyone in your family, including you, DOING something. Try to draw whole people, not

cartoons, or stick people. Remember, make everyone DOING something – some kind of

action” (Burns & Kaufman, 1972, p.5).

Instrument: Paper and Pencil test

Time limit: There is no time limit, but it is a good idea for the evaluator to remain cognizant

of the time used.

Inquiry: There is no specific post-drawing inquiry, but it would be helpful for the evaluator to

ask an open-ended question or request about the drawing. The examiner may then ask the

child questions about the drawing, such as what is happening and who is in the picture.

Certain characteristics of the drawing are noted upon analysis, such as the placement of

family members; the absence of any members; whether the figures are relatively consistent

with reality or altered by the child; the absence of particular body parts; erasures; elevated

figures; and so on.

SCORING AND INTERPRETATION

The KFD, when it comes to interpretation, is rooted in what is called the ‘projective

hypotheses. This assumes that the person will project frustrations, needs, thoughts,

concerns, etc. onto the page as he or she draws a picture. Burns and Kaufman intended the

KFD to allow us to see how the person expresses the way that they see themselves and their

32 |
family members as they function together as a unit. These family dynamics and interactions

are pretty subjective, and not really straightforward or universal, but rather rely on how the

individual explains them that leads to an understanding and discussion between the client

and the professional.

The evaluator uses the dictionary-style interpretive manual to explore the drawing’s style,

the symbols used, the actions of individuals, and the actions between individuals. The

evaluator also considers the distance between figures, size of the figures (as measured on a

grid provided in the interpretative manual), barriers, and juxtaposition of the figures.

Depicted defense mechanisms and omitted body parts should also be explored.

Actions of and Between Figures

Ball (e.g., baseball/footballs being thrown between figures)
Rivalry between the figures involved or separated by ball/ballgame (CL:
Burns & Kaufman, 1970, 1972; Reynolds, 1978).
Anger between or directed toward figures involved or separated; direct
expression of anger when ball “thrown” directly at a figure; passive-
aggressive anger when ball “misses” (CL: Burns & Kaufman, 1972).
Large ball. Desire to compete (CL: Burns & Kaufman, 1972; Reynolds,
1978).
Ball directed towards a specific figure. Desire and ability to compete with that
figure (CL: Burns & Kaufman, 1972).
Ball directed away from figure, or being held, or aloft in no particular direction.
Desire to compete with figure, but unable to (CL: Burns & Kaufman,
1972).
Self not playing. Jealousy towards figures playing with ball (CL: Burns &
Kaufman, 1972; Reynolds, 1978).
Ball playing isolated to one figure. Difficulties relating to the environment,
withdrawal tendencies, a “loner” (CL: Burns & Kaufman, 1972).
Ball bouncing with self or isolated to one figure. Helplessness, inability, or
daring not to compete (CL: Burns & Kaufman, 1972).
Ball on the head. Inhibition or inability to compete or interact with other
(CL: Burns & Kaufman, 1972).

33 |
 Numerous balls on the head. Identification of figure involved as the “center
of attention” or a significant individual in the dynamics of the family (CL:
Burns & Kaufman, 1972).
Entire family playing ball together. Associated with children willing to
engage in constructive competitive activities (CL: Burns, 1982).
Hanging or falling figures (e.g., drawing of individuals in precarious positions).
Tension or anxiety (CL: Burns, 1982; Burns & Kaufaman,1972).
Dirt themes (e.g., getting dirty, digging in dirt). Associated with bad or
negative affect or feelings (CL: Burns, 1982; Burns & Kaufman, 1972).
Skin diving. Associated with withdrawal and depressive tendencies, usually
in males due to an emasculating situation or person (CL: Burns &
Kaufman, 1972).
Mother Cooking. This is the most frequent action of the mother in KFDs and
reflects a mother figure who meets the child’s nurturing needs (CL: Burns
& Kaufman, 1970).
Cleaning. This action is found in compulsive mothers who are more
preoccupied with the house than with the people in the house. Cleaning
becomes equated to acceptable or good behavior (CL: Burns & Kaufman,
1970).
Ironing
Usually found in the overly involved mother trying too hard to give her
child “warmth” (CL: Burns & Kaufman, 1970).
One of the “warmest” maternal activities, thus, great need for love and
affection (CL: Burns & Kaufman, 1972).
Father Household activities. Reading the paper, paying the bills, playing with the
kids are frequent activities of normal dads (CL: Burns & Kaufman, 1970).
Driving to or at work. Usually found in fathers who are thought of in terms
of abandonment or being outside of the family rather than an integral part
of it (CL: Burns & Kaufman, 1970).
Cutting. Activities such as mowing the lawn, chopping, cutting, etc. are
seen with “tough” or “castrating” fathers (occasionally mothers) (CL:
Burns & Kaufman, 1970).
High activity level (e.g., running, throwing, cutting, hitting). Related to lower
self-concept in the child (E: O’Brien & Patton, 1974).
Father figure facing the self-figure. Related to greater social and peer self-
concept (E: O’Brien & Patton, 1974).
Position of figures with respect to safety (e.g., figure in dangerous position
[through visible or verbal description]). Indicates tension, turmoil, and anxiety
(CL: Reynolds, 1978).
Individual “Picasso” eye (single eye drawn disoriented on or in the middle of a figure’s face).
Figure Excessive concern and/or vigilance in relation to another figure or
Characteristics significant other (CL: Burns & Kaufman, 1972).
Ambivalence and/or anger which is difficult to express toward another
figure or significant other (CL: Burns & Kaufman, 1972).

34 |
Jagged or sharp Anger, aggression, acting-out tendencies (CL: Reynolds,1978).
finger, toes, teeth Fear of the figure – probably intense (CL: Reynolds, 1978).
Long or In other than self-drawing
extended arm A rejecting and/or threatening individual (CL: Burns, 1982; Burns &
Kaufman, 1972).
In self-drawing
Rejection of other individuals (CL: Burns & Kaufman, 1972).
Need/desire for isolation or withdrawal (CL: Burns & Kaufman, 1972).
Between two figures
Indicative of a competition or struggling process for dominance (CL:
Burns, 1982).
Need to control the environment (CL: Reynolds, 1978).
Insecurity (CL: Reynolds, 1978).
Found in significantly more drawing of older vs. younger boys (E: Meyers,
1978).
Did not discriminate an emotionally disturbed vs. emotionally adjusted
sample of boys (E: Meyers, 1978).
Shading or (scribbling or “blackening out” of a figure, or heavy shading [all except
cross-hatching hair])
Found significantly more often in emotionally disturbed boys than
emotionally adjusted boys, supportive of Burns and Kaufman (1972)
interpretations (E: Meyers, 1978).
Found significantly less often in younger vs. older boys (E: Meyers, 1978).
Often-used style by middle-class adolescents (E: Thompsons, 1975).
Blackening of Preoccupation with the body part blackened (E: Burns & Kaufman, 1970).
specific body
part
Anxiety, perhaps about the body part blackened or issues around that
body part (e.g., issues of sexuality when a body is blackened from the
waist down) (E: Burns, 1982: Burns & Kaufman, 1970).
General blackening
Indicates possible depression (CL: Burns & Kaufman, 1970).
Identification of significantly interacting individuals in a particular family
dynamic (CL: Burns,1982; Burns & Kaufman, 1972).
Attempts to control or deny an impulse (CL: Burns & Kaufman, 1972).
Blackening an individual or object. Preoccupation and/or anxiety with,
inhibition towards, or fixation on the person or object involved (CL:
Reynolds, 1978).
Body part “cut off” or occluded by another object
Denial or repression of the occluded area and an inability to “think” about
these areas (CL: Burns & Kaufman, 1970).
With boys, fears of castration in competition with father or older brothers
(CL: Burns & Kaufman, 1970).
Found in significantly more drawings of emotionally disturbed vs.

35 |
 emotionally adjusted boys; supportive of Burns and Kaufman (1972)
interpretations (E: Meyers, 1978).
Cutting off the head. Concerns or dealings with issues of control (CL: Burns
& Kaufman, 1970).
Presence of barriers between self and mother figure. Indicative of psychological
distance in high school adolescents (result does not present for self and
father figure barriers in the same sample) (E: Brannigan, Schofield, &
Holtz, 1982).
Omission of body parts. Conflict, anxiety, or psychological denial
surrounding or including the missing part (CL: Burns & Kaufman, 1972;
Reynolds, 1978); Dependency (CL: Reynolds, 1978).
Omission of feet. Suggestive of feelings of instability or a lack of “roots” in
the family matrix (CL: Burns, 1982).
Omission of face in self-drawing. Low self-concept and self-identity (CL:
Burns, 1982).
Transparencies visible internal organs
Distortions of the reality, poor or tenuous reality testing (CL: Reynolds,
1978).
For older children and adolescent, indicates possible psychosis, thought
pattern disturbances (CL: Reynolds, 1978).
Low IQ (CL: Reynolds, 1978).
Oneself Drawing idealized picture of oneself (determined primarily through inquiry
process). Fantasy ideation or wish fulfillment (CL: Burns & Kaufman, 1970)

Global/Comparative Figure Characteristics

Number of (number of figures in the drawing)
household Large family (in absolute numbers). Related to positive school and academic
members self-concept (E: O’Brien & Patton, 1974).
Large or greater number of siblings drawn. Related to lower aggressive
behavior in child (E: O’Brien & Patton, 1974).
Relative height In general, size indicates the child’s self-perceptions of importance relative
figures to family members; the larger the size, the greater the importance or
psychological influence (CL: Klepsch & Logie, 1982; Reynolds, 1978).
Did not significantly discriminate emotionally disturbed vs. emotionally
adjusted boys (E: Meyers, 1978).
Small self-drawing (relative to other figure in the drawing). Poor self-concept,
feelings of insignificance (Reynolds, 1978).
Large drawings (relative to other figures in the drawing). Perceptions of power
or aggressiveness in the individual drawn (Reynolds, 1978).
Self and sibling figures drawn relatively larger than parents. Related to greater
aggression in child (E: O’Brien & Patton, 1974).
Self and sibling figures drawn relatively larger than parents. Related to greater
aggression in child (E: O’Brien & Patton, 1974).
Self-drawing largest. Seen in 13- and 14-year-old middle-class female

36 |
 sample (E: Thompson, 1975).
Mother figure largest. Seen in 17- and 18-year-old middle class female
sample (E: Thompson, 1975).
Father figure largest. Seen in 17- and 18-year-old middle class female
sample (E: Thompson, 1975).
Similar treatment of figures. Similarity between self-drawing and that of
significant other (e.g., similar clothing, direction, facial characteristics, or
expressions) indicates feelings of admiration or fondness; identification
with other individual; desires to be like that person (CL: Klepsch & Logie,
1982).
Differential treatment of figures. Differential treatment between one figure
and all others represented (e.g., facial difference, uncomplimentary pose)
indicates familial rivalry (CL: Kelpsch & Logie, 1982).
Elevated self-drawing. Child’s striving for dominance or attention (CL: Burns
& Kaufman, 1982).
Elevated drawing of significant other. Perceptions of that individual’s power
dominance (CL: Burns & Kaufman, 1972).
Self-figure facing away from other figures or facing into the drawing. Greater
general self-concept (E: O’Brien & Patton, 1974).
Crossing out and redrawing of an entire figure. Crossed-out figure may
indicate the individual’s true feelings or idealized feelings toward this
person (or oneself, if drawing is of self) (CL: Burns & Kaufman, 1970).
Omission of figures
Omission of (failure to draw a significant other such as mother, father, sibling, or teacher).
others Inability to express direct hostility with the missing person (CL: Reynolds,
1978).
Family members omitted significantly more often by emotionally disturbed
boys vs. emotionally adjusted boys (E: Meyers, 1978).
Omission of self Suggests a poor self-concept, feelings of being left out, and feelings of
insignificance (CL: Klepsch & Logie, 1982).
Indicates concern or poor feelings about or rejection of that person (CL:
Reynolds, 1978).
Inclusion of Children often include significant people in their drawings (e.g.,
extra figures grandparents, aunts, other relatives) (CL: Burns & Kaufman, 1970).
Additional figures may reveal disruptive influence protruding into the
family (CL: Reynolds, 1978).
Additional figures may reveal a closeness within the extended family (CL:
Reynolds, 1978).
Stick figures (where all figures are drawn as stick figures). Defensive or resistant reaction
to the test setting especially when whole drawings are completed upon
request (CL: Burns & Kaufman, 1972).
Low IQ (CL: Reynolds, 1978).
Use of regression as a defense mechanism if bright or older child (CL:
Burns, 1982).

37 |
 Evasion (one or more, but not all, drawings depicting stick figures or no action)
Defensiveness, passive defiance, poor relation with the figure or fear of the
figure (CL: Reynolds, 1978).
Found in significantly fore drawings of emotionally disturbed boys than
emotionally adjusted boys (E: Meyers, 1978)
Bizarre figures (e.g., robots, animalistic features)
Distortions of reality, poor or tenuous reality testing (CL: Reynolds, 1978).
In older children and adolescents, possible psychosis, thought pattern
disturbances (CL: Reynolds, 1978).

Position, Distance, and Barriers

Placement of Drawing self next to significant other. May indicate that the child likes that
figures on the individual, wishes to be closer, or wants more attention from that
page individual (CL: Klepsch & Logie, 1978).
Drawing self significantly apart from others who are grouped in the picture
May perceive self as left out or not part of a group; may desire this
apartness but cannot accomplish this in real life (CL: Klepsch & Logie,
1982).
Emotional constriction, depression, lack of self-acceptance, rejection of or
by the family; poor interpersonal skills (CL: Reynolds, 1978).
Drawing of self between parents. Overprotected children or children desiring
more parental attention (CL: Klepsch & Logie, 1982).
Interaction Lack of interaction/integration of figures (no figure facing another, figures with
back or sides to each other, figures doing separate/individual activities or
actions). Poor communication or relating among the figures (CL: Burns,
1982; Burns & Kaufman, 1970).
Parental figures individually not interacting with other figures
Rejection of child/family by parents (CL: Burns, 1982)
“Tuning out” parents (CL: Burns, 1982).
Rotated figures (rotation of self-figure)
Feelings of disorientation within the family (CL: Burns & Kaufman, 1972).
Feelings of being different with respect to other family members (CL:
Burns & Kaufman, 1972; Reynolds, 1978).
Need for attention (CL: Burns & Kaufman, 1972).
Associated with feelings of rejection (CL: Reynolds, 1978).
Neurological dysfunction (CL: Reynolds, 1978).
Found more often in emotionally disturbed vs. emotionally adjusted boys;
supportive of Burns and Kaufman (1972) interpretations (E: Meyers,
1978).
Ordering of Relative importance or self-concept within the family structure (CL:
figures Reynolds, 1978).
All family members in chronological order with figure size corresponding to each
member’s respective age. Typically, response, indicative of little sibling
rivalry (CL: Kelpsch & Logie, 1982).

38 |
 Distance Characteristics
Distance Physical distance between figures (distance between self-drawing and mother
figure, father figure, or other authority figure)
General. Distance between self and parent figures not related to
psychological distancing as measured in high school adolescents (E:
Brannigan et al., 1982).
Close
Identification (CL: Burns, 1982; Burns & Kaufman, 1972).
Need for attention (CL: Burns & Kaufman, 1972).
Need for parental control (CL: Burns & Kaufman, 1972).
Need for support and acceptance (CL: Reynolds, 1978).
Emotionally disturbed boys tended to draw figures with greater physical
proximity than emotionally adjusted boys; supportive of Burns & Kaufman
(1972) interpretations (E Meyers, 1978).
Distant. Feelings of isolation or rejection (CL: Reynolds, 1978).
Barriers Fields of force (a force or action between figures, such as throwing a ball,
knife, airplane, etc.)
Rivalry between the members involved or separated (CL: Burns &
Kaufman, 1970; Reynolds, 1978).
Highly competitive child (if the child drawing the picture is involved in the
force or action) or perceptions of competition between the two drawn
figures in real life (CL: Burns & Kaufman, 1970).
Guardedness or defensiveness (CL: Reynolds, 1978).
Drawn less often by younger vs. older boys (E: Meyers, 1978).
Did not significantly discriminate between emotionally disturbed vs.
emotionally adjusted boys (E: Meyers, 1978).
Did not significantly discriminate between emotionally disturbed vs.
emotionally adjusted boys (E: Meyers, 1978).

The “A” syndrome or phenomenon

The presence of objects in a drawing where an “A” is embedded
prominently [through shading or line reinforcement] in the object, and
where the object is pictorially related to someone in the drawing
Need for school achievement or anxiety concerning academic progress
and/or achievement (CL: Burns & Kaufman, 1970, 1972).

The “X” syndrome or phenomenon

The presence of objects in a drawing where an “X” is embedded
prominently [through shading or line reinforcement] in the object, and
where the object is pictorially related to someone in the drawing)
Attempts need to control strong sexual impulses (CL: Burns & Kaufman,
1970; Reynolds, 1978).
Presence of a strong conscience or superego (CL: Burns & Kaufman,

39 |
 1972).
Placement of the “X” may define identify forces and counterforces in the
context of a conflict (CL: Burns & Kaufman, 1972; Reynolds, 1978).
May identify individual to whom the child feels ambivalent (CL: Burns &
Kaufman, 1972).
Need to control aggressive tendencies (CL: Burns, 1982).
“X” present in the legs supporting an ironing board
Need to control or “be barriered” from sexual urges toward the person
depicted ironing (usually the mother or mother-figure) (CL: Burns &
Kaufman, 1970, 1972; Reynolds, 1978).

Style
Line quality Light, broken, or uneven
Insecurity, inadequacy, fear (CL: Reynolds, 1978).
Heavy, overworked
Anxiety, impulsivity, aggression (CL: Reynolds, 1978).
Unsteady, wavy
Neurological dysfunction (CL: Reynolds, 1978).
Asymmetric drawing
Poor organization, impulsivity (CL: Reynolds, 1978).
When accompanied by unsteady lines and faulty connection of lines or
rotation of figures, indicates organicity (CL: Reynolds, 1978).
Excessive attention to details
Compulsiveness (CL: Reynolds, 1978).
Insecurity (CL: Reynolds, 1978).
Especially when accompanied by oversized or enlarged head, indicates
preference for intellectualization as a defense mechanism (CL: Reynolds,
1978).
Transparencies Low IQ (CL: Reynolds, 1978).
Tenuous reality testing (CL: Reynolds, 1978).
Accompanied by bizarre figure, indicates schizophrenic tendencies (CL:
Reynolds, 1978).
Erasures Ambivalence or conflict with figure/individual erased (CL: Burns &
Kaufman, 1972, Reynolds, 1978).
Reflection of actual vs. desired situation or vice versa (e.g., erasing and
redrawing two figures closer together) (CL: burns & Kaufman, 1972).
Compulsiveness (CL: Reynolds, 1978).
Insecurity (CL: Reynolds, 1978).
Possible resistance (CL: Reynolds, 1978).
Visual-motor deficiencies (CL: Reynold, 1978).
May not discriminate between emotionally disturbed vs. emotionally
adjusted boys (E: Meyers, 1978).

40 |
 Compartmentalization
Characterized by the intentional separation of individuals in a drawing
by using one or more [straight] lines.
Children attempt to isolate and withdraw themselves (and their
feelings) from other family members through
compartmentalization (CL: Burns, 1982; Burns & Kaufman, 1970,
1972; Reynolds, 1978).
Feelings of rejection by or fear of significant family member(s)
(CL: burns & Kaufman, 1970, 1972; Reynolds, 1978).
Denial of, or difficulty accepting, significant feeling(s) (CL: Burns
& Kaufman, 1970, 1972; Reynolds, 1978)
Denial of, or difficulty accepting, significant feeing(s) (CL: Burns
& Kaufman, 1970; Reynolds, 1978).
Inability to communicate openly (CL: Reynolds, 1978).
Younger boys tend to compartmentalize less than older boys (E:
Meyers, 1978).
Did not discriminate between emotionally disturbed and
emotionally adjusted boys (E: Meyers, 1978).
Often used by middle-class adolescents (E: Thompson, 1975).
Compartmentalizing a significant other
Identifying a special (positive or negative) relationship, concern,
or issue with this individual (CL: burns, 1982; burns & Kaufman,
1970, 1972; Klepsch & Logie, 1982).
Compartmentalizing all figures (all performing separate activities)
Representative of a family that does not (or is perceived not to)
do things together (CL: Burns, 1982: Kelepsch & Logie, 1982).
Compartmentalizing two or more figures together
Preoccupation with the relationship between these individuals
(CL: Burns & Kaufman, 1978).
Encapsulation Exists when one or more figures [but not all] are enclosed by an
objects’ encircling lines [e.g., a jump rope, airplane, car] and/or by
lines which do not stretch the length of the page)
Need to isolate or remove threatening individuals (CL: Reynolds,
1978).
Found significantly more often in emotionally disturbed boys
than emotionally adjusted boys; supportive of Burns and
Kaufman (1972) interpretations (E: Meyers, 1978).
Often used by middle-class adolescents (E: Thompson, 1975).
Encapsulating two figures together
Close identification process between the two figures (CL: Burns,
1982).
Folding Similar to compartmentalization above, but accomplished through
compartmentalization folding the paper into discrete sections or boundaries

41 |
 Children with severe anxieties and fears (CL: Burns & Kaufman,
1972; Reynolds, 1978).
Suggestive of acute emotional disturbance (CL: Burns, 1982).
Suggestive of the presence of highly significant and disruptive
interpersonal relations within the family (CL: Reynolds, 1978).
Not found at all in a sample of 116 emotionally disturbed and
emotionally adjusted boys (ages 6-14) (E: Meyers, 1978).
Evident only once in a sample of 264 KFDs from emotionally
disturbed and 162 from “normal” elementary school children (E:
McPhee & Wegner, 1976).
Lining at the tope Lines drawn along the entire top of a drawing or above specific drawn
individuals [could also include storm clouds or other objects drawn
above figures] where more than one line extends across the drawing.
Presence of acute anxiety or a diffuse worry or fear (CL: Burns &
Kaufman, 1972; Reynolds, 1978).
Emotionally disturbed boys made more top linings than
emotionally adjusted boys; supportive of Burns and Kaufman
(1972) interpretations (E: Meyers, 1978).
Underlining at the bottom Underlining at the bottom of the page
Occurs when more than one line covers the entire bottom of a drawing
Characteristic of children from stressed and unstable familes who
need a strong foundation or sense of stability (CL: Burns &
Kaufman, 1970, 1972; Klepsch & Logie, 1982; Reynolds, 1978).
Found significantly more often in emotionally disturbed vs.
emotionally adjusted boys; supportive of Burns and Kaufman
(1972) conclusions interpretations (E: Meyers, 1978).
Lining and cross-hatching Lining and cross-hatching at the bottom of a page
Indicates a very unstable family and a yearning for stability (CL:
Burns & Kaufman, 1970, 1972).
Underlining of individual figures (occurs when at least two lines or
repetitions appear under a figure or whole person
Unstable relationship between child and individual, or between
two individuals (if they are both underlined and “joined” or
“connected” in the drawing) (CL: Burns & Kaufman, 1972;
Reynolds, 1978).
May appear in children whose parents are divorced (CL: Burns &
Kaufman, 1972).
Possible need for structure due to environmental dependence
(CL: Reynolds, 1978).
Did not discriminate between older and younger boys and
emotionally disturbed vs. emotionally adjusted boys (E: Meyers,
1978).

42 |
 Edging style characterized by having all figures drawn on two or more edges of
the paper [e.g., vertically, upside-down])
Desire to be available or passively involved without direct
interaction or involvement (CL: Burns & Kaufman, 1972).
Defensive child who stays on the periphery of issues/discussions
and resists getting involved at a more intimate or deeper level
(CL: Burns & Kaufman, 1972; Reynolds, 1978).
Child who is seeking structure and or is dependent on the
environment (CL: Reynolds, 1978).
Emotionally disturbed boys made more edged placements than
emotionally adjusted boys; supportive of Burns & Kaufman (1972)
interpretations (E: Meyers, 1978).
Evident only once in 264 KFDs (102 from emotionally disturbed
and 162 “normal” elementary school children) (E: McPhee &
Wegner, 1976).
Anchoring (drawing all figures within one inch of a single edge of the paper)
Emotional constriction (CL: Reynolds, 1978).
Environmental dependency, seeking structure (CL: Reynolds,
1978).
Low IQ (CL: Reynolds, 1978).
Related to visual-motor deficiencies and poor organizational skills
(CL: Reynolds, 1978
Figures Figures drawn on the back/other side of the paper
Conflict, usually indirect, with the individual depicted on the back
of the paper (CL: Burns & Kaufman, 1972; Reynolds, 1978).
Did not discriminate between emotionally disturbed vs.
emotionally adjusted boys (E: Meyers, 1978)
Self-drawing Self-drawing on other side of paper
Psychological withdrawal or rejection of family (CL: Burns,
1982).
Creation of “separate world” to take the place of family (CL:
Burns, 1982).
Rejecting Rejecting a started drawing and redrawing an entire picture
Child is extremely threatened by the content or dynamics of the
first drawing and redraws a “safer” picture in the second (CL:
burns & Kaufman, 1972).
Perseveration Perseveration or repetition of objects drawn in a picture
Obsessive thoughts (CL: Burns & Kaufman, 1970).

43 |
 Symbols
The notion of interpreting symbols as concrete, second-order manifestations of a
child’s underlying, or unconscious feelings or perceptions goes back to Freud and
before. The clinician must be careful not to over interpret symbols, but to use
them in the context of the referral and data that are collected and know about the
child. Some of the most common symbols are reviewed below with their possible
interpretations or hypotheses.
Balloons Symbol of ascendance, need/desire for dominance within a family (CL:
Burns, 1982).
Beds Placement of beds is relatively rare and is associated with sexual or
depressive themes (CL: Burns & Kaufman, 1972).
Placement Placement of all drawn figures in bed(s)
Greater significance of sexual or depressive themes (CL: burns &
Kaufman, 1972).
Bicycles Common activity depicted by normal children (CL: Burns & Kaufman,
1972).
When overemphasized, reflects child’s (usually boy’s) masculine strivings
(CL: burns & Kaufman, 1972).
Brooms Recurrent symbol of mother figure which indicates figure’s emphasis on
household cleanliness (CL: Burns & Kaufman, 1972).
“Witchy” mother figure (CL: Burns & Kaufman, 1972).
Butterflies Associated with search for illusive love and beauty (CL: Burns & Kaufman,
1972).
Buttons Oversized or elaborated
Associated with dependency or unmet needs; may be drawn on the
individual looked upon for nurturance (CL: Burns, 1982; Reynolds, 1978)
Cats Ambivalence with mother figure (CL: Burns & Kaufman, 1970, 1972).
Preoccupation with cats is symbolic of conflict or competition in
identification/interaction with mother figure (CL: Burns & Kaufman,
1972).
Circles preoccupation with circular drawings or objects
Schizoid personalities (CL: Burns & Kaufman, 1972).
Clowns Preoccupation indicative of children with significant feelings of inferiority
(CL: Burns & Kaufman, 1972).
Cribs Indicates jealousy of (new) sibling in the family (CL: Burns & Kaufman,
1972).
Markings Heavy markings on a drawn crib
A tendency toward denial or anxieties in relation to a (new) sibling/baby
(CL: burns & Kaufman, 1972).
Repetition Repetition of crib drawing
Preoccupation with the (new) sibling/baby’s health and well-being (CL:
Burns & Kaufman, 1972).
Dangerous Dangerous objects (prevalence of dangerous objects [e.g., hammers, knives])
objects Anger (when directed at a person) or passive-aggressive anger (when

44 |
 indirectly focused on a person) (CL: Burns, 1982; Burns & Kaufman, 1972).
Drums Symbol of displaced anger – anger which the child has difficulty expressing
openly (CL: Burns & Kaufman, 1972).
Flowers Represents love of beauty or search need for love and beauty (CL: Burns
& Kaufman, 1972).
Flowers drawn below the waist
Feminine identification (CL: Burns & Kaufman, 1972).
Garbage Often found in drawings of children upset over the arrival of a new sibling
(CL: Burns & Kaufman, 1972).
Regressive and/or competitive behavior, often due to a new baby/sibling
or new foster/stepsibling (CL: Burns & Kaufman, 1972).
Associated with significant guilt feelings about rivalry or ambivalence
toward (younger) siblings (CL: Burns, 1982).
Figures taking out the garbage
Associated with desires to take out the unwanted and “dirty” parts (person
or persons) of the family existence (CL: Burns & Kaufman, 1972).
Heat Heat (e.g., suns, fires), light (e.g., light bulbs, lamps, floodlights) warmth (e.g.,
ironing, sunshine) objects/depictions in drawings
Preoccupation/need for warmth and love (CL & Burns, 1982; Burns &
Kaufman, 1970, 1972).
Hanging lights on suspended chains
Tremendous disturbance within a family, perhaps due to sexual issues or
concerns (CL: burns & Kaufman, 1970).
Fire theme
Often combines anger and the need for warmth (love) (CL: Burns &
Kaufman, 1970; Reynolds, 1978).
Intense and destructive tendencies, especially if needs for love are unmet
or unresolved (CL: Burns & Kaufman, 1972).
Electricity
Great need for warmth, love, and power which may distort or preoccupy
the child’s thoughts (CL: Burns & Kaufman, 1972; Reynolds, 1978).
Need for power and control (CL: Burns & Kaufman, 1972).
Preoccupation with electricity indicates poor reality testing as in schizoid
conditions (CL: Burns & Kaufman, 1972).
Lamp
Concern with love, warmth, sexual issues (CL: Burns & Kaufman, 1970,
1972).
Light bulbs
Need for love and warmth (CL: Burns & Kaufman, 1972).
Horses
Common drawing by girls (CL: Burns & Kaufman, 1970).
Jump rope Self-figure jumping rope
Protection from others in the picture, from significant psychological
interactions, issues (CL: Burns & Kaufman, 1972).

45 |
 Figure (other than self) jumping rope
Indications of significant rivalry or jealousy with that individual (CL: Burns
& Kaufman, 1972).
Kites and sometimes balloons
Desire for escape and freedom from a restrictive family environment (CL:
Burns & Kaufman, 1972).
Kite-flying self-drawing and proximity to another figure may specify the
individual perceived as restrictive or punishing (CL: Burns & Kaufman,
1972).
Ladders Associated with tension and precarious balance; proximity between ladder
and figures may specify the focal relationship or interaction (CL: Burns &
Kaufman, 1972).
Lawnmowers sometimes hatchets, axes sharp instruments
In boys’ drawings, theme symbolic of competition (usually with father) and
concurrent fears of castration (CL: Burns & Kaufman, 1970, 1972).
Associations Associated with self-figure
Competitive feelings, striving for dominance; attempts at control (CL:
Burns & Kaufman, 1972).
Wish fulfillment towards assuming a dominant role (CL: Burns &
Kaufman, 1972).
Competitive feelings, striving for dominance; attempts at control (CL:
Burns & Kaufman, 1972).
Associate with another figure
Fears or feeling of threat or competition from a dominant/dominating
individual (CL: Burns & Kaufman, 1972).
Leaves Associated with dependency; a symbol of that which clings to the source
of nurturance (CL: Burns, 1982; burns & Kaufman, 1972).
Collecting leaves
“Collecting” warmth or nurturance or love from parents or significant
others (CL: Burns & Kaufman, 1972)
Burning leaves
Indicative of dependency needs not met and the resulting anger and/or
ambivalence (CL: Burns & Kaufman, 1972).
Logs Associated with hypermasculinity or masculine striving (CL: Burns &
Kaufman, 1972).
Moon Associated with depression (CL: Burns, 1982).
Motorcycles Associated with power, dominance (CL: Burns, 1982)
Paintbrush Often an extension of the hand and associated with a punishing figure (CL:
Burns & Kaufman, 1972).
Rain Associated with depressive tendencies (CL: Burns & Kaufman, 1972).
Refrigerators Associated with deprivation and depressive reactions to deprivation (CL:
Burns & Kaufman, 1972).
Coldness of refrigerator is opposite of the light or heat symbol (CL: Burns
& Kaufman, 1972).

46 |
 Snakes Phallic symbol indicative of sexual tension (CL: Burns & Kaufman, 1972).
Snow Snow (and other “cold” symbols)
Associated with depression and suicide (CL: Burns & Kaufman, 1972).
Stars Associated with deprivation (physical or emotional) (CL: Burns &
Kaufman, 1972).
May suggest pain, as in a comic strip (CL: Burns & Kaufman, 1972).
Stop signs Stop signs (also “Keep Out” signs)
Attempts at impulse control (CL: Burns & Kaufman, 1972).
Stoves Related to nurturance and oral needs (CL: Burns & Kaufman, 1972)
Sun Often seen in drawings of young children where it is stereotypically drawn
and of little diagnostic significance (CL: Burns & Kaufman, 1972).
Darkened sun
Associated with depression (CL: Burns & Kaufman, 1972)
Figures leaning toward the sun
A need for warmth and acceptance (CL: Burns & Kaufman, 1972).
Figures drawn far away from the sun, leaning away from it, or faced away from
it. Feelings of rejection (CL: Burns & Kaufman, 1972).
Trains Symbolic of needs or perceptions of power, usually in boys, when
exaggerated or accentuated in drawings (CL: Burns & Kaufman, 1972).
Vacuum Related to children with a history of oral deprivation or unmet dependency
cleaners needs; as such, an intestinal symbol (CL: Burns & Kaufman, 1970).
Symbolic of power and control: mothers using them are viewed as
powerful or controlling figures (CL: Burns & Kaufman, 1972).
Water themes formation of water-related objects [e.g., ponds, swimming pools, oceans
Fantasy ideation (CL: Burns & Kaufman, 1972).
Associated with significant depressive tendencies (CL: Burns & Kaufman,
1970, 1972).
Figure floating in water
Often the figure floating in the water tied to or has significant depressive
tendencies (CL: Burns, 1982; Burns & Kaufman, 1972)

47 |
 LUSCHER COLOR TEST

Background

The Lüscher color test is a psychological test invented by Dr. Max Lüscher in Basel,

Switzerland who believed that sensory perception of color is objective and universally

shared by all, but that color preferences are subjective, and that this distinction allows

subjective states to be objectively measured by using test colors. Lüscher believed that

because the color selections are guided in an unconscious manner, they reveal the person as

they really are, not as they perceive themselves or would like to be perceived.

Administration

The books are accompanied by the eight cards with the test colors. They are all laid out

open at the beginning. The subject then selects the card whose color seems most likable to

him, turns it over so that the number printed on the back can be seen, and puts it aside.

After that, under the remaining cards, the one with the next best color is selected and turned

over to the right of the first selected card. This continues until the least favorite card is taken

and placed to the far right of the row of cards turned upside down.

The resulting sequence of numbers is subdivided into four pairs, with one symbol assigned

to each pair: “+” for the first pair, “×” for the second pair, “=” for the third pair, and “-” for

the final pair. During logging, the corresponding symbol of the pair to which the number

belongs is inserted before each number. Example: “+4 +3 × 1 × 2 = 5 = 6 -0 -7”.

48 |
Additionally, the first and last figure in each row constitute a fifth group, which is marked “+

-” This gives one more group.

Symbols Value indicating the relationship to the respective color:

“ +” Strong favor
“x” Sympathy
“=” Indifference
“-“ Rejection

When choosing colors, it is crucial to look at colors abstractly and not to associate them with

any objects or decorative objects. Already normal and the test can then be repeated. If the

second test run is different from the first, it is assumed that the latter is more spontaneous

and therefore more authentic.

Interpretation

The score tables (provided below) give an interpretation for each pair, each for each symbol.

In the example, it would be looked up accordingly among “+4 + 3”, “× 1 × 2”, “= 5 = 6”,

and “-0 -7”. Finally, the first and the last number are considered, in the example “+4 -7”. The

text of the interpretation contains percentages that indicate, based on a test with 36,892

students, which proportion of this pair was chosen. Furthermore, some stars are still

indicated. The higher the number of accumulated stars, the sooner the test interprets this as

potential mental ill-attitude.

49 |
MEANING OF BASIC COLORS
Blue Depth of feeling, passive, concentric, tranquility, calm, tenderness
Yellow Spontaneity, eccentric, active, projective, aspiring, expectancy, exhilaration
Green Elasticity of will, passive, concentric, defensive, persistence, self-esteem, assertion,
pride, control
Red Expression of vital force, aggressive, autonomous, competitive, domination, desire,
excitability

MEANING OF AUXILIARY COLORS

Violet Identification, unrealistic, wishful fulfillment, charm, enchantment.
Gray Emotional coolness, non-involvement, and concealment, completely compensating
Brown Physical Sensitivity, need for family and social affiliation
Black Absolute limit of life, nothingness, renunciation, surrender, relinquishment, secretive

INTERPRETATION TABLE
I + functions Desired objectives, behavior dictated by dictated by desired objectives
II X functions Existing situation, behavior appropriate to the existing situation
III = functions Characteristics under Restraint, behavior inappropriate to the existing situation
IV - functions Rejected or Suppressed Characteristics; anxiety-laden characteristics
IV +-functions Actual problem, behavior resulting from stress

TABLE I + FUNCTIONS
+0 Unwilling to participate and wishes to avoid all forms of stimulation. Has
Grey had to put up with too much of a tiring or exhausting nature and now
desires protection and non-involvement
+ 0 + 1 Feels exhausted by conflict and quarrelling and desires protection from
Grey/Blue them. Needs peaceful conditions and a tranquil environment in which to
relax and recover.
+0 +2 Feels the existing circumstances are hostile, is exhausted by conflict, and
Grey/Green quarrelling. Wishes to protect himself and hides his intentions to avoid ex•
posing them to attack, so that they will be safer and easier to achieve.
Careful to avoid stirring up any op• position which might endanger his
plans.
+ 0 + 3 Has exaggerated demands on life which are concealed behind specious

50 |
 Grey/Red rationalization and cautious behavior. Wishes to impress others with his
achievements but camouflages this desire and is inclined to be covert.
+ 0 + 4 Desires release from an unsatisfactory situation and from existing burdens
Grey/Yellow which are both depressing and intolerable. Seeking a way out but feels
there is no solution. Tries to protect himself against be• coming involved
in arguments and conflict.
+0 + 5 Fascinated by the idea of an idealized association of tenderness and
Grey/Violet mutual enchantment. Embarrassed by the thought of allowing this to
appear openly, and so employs cautious exploratory tactics in the pursuit
of this objective, making sure that he is neither irrevocably committed
nor found out.
+ 0 + 6 Desires protection against anything which might ex•haust or tire him.
Grey/Brown Seeks a life of security and physical ease, free from any problem or
disturbance.
+ 0 + 7 Feels he has been unjustly and undeservedly treated and betrayed in his
Grey/Black hopes. Disgruntled and in revolt against his existing circumstances which
he considers an affront.
+1 Desires a tranquil, peaceful state of harmony offering quiet contentment
Blue and a sense of belonging.
+1 + 0 Needs release from stress. Longs for peace, tranquility, and contentment.
Blue/Grey
+1 + 2 Needs a peaceful environment. Wants release from stress, and freedom
Blue/Green from conflicts or disagreement. Takes pains to control the situation and its
problems by proceeding cautiously. Has sensitivity of feeling and a fine
eye for detail.
+1 +3 Seeks affectionate, satisfying, and harmonious relationships. Desires an
Blue/Red intimate union, in which there is love, self-sacrifice and mutual trust.
+1 +4 Seeks an affectionate relationship, offering fulfillment and happiness.
Blue/Yellow Capable of powerful emotional enthusiasm. Helpful, and willing to adapt
himself if necessary to realize the bond of affection he desires. Needs the
same consideration and understanding from others.
+1 + 5 Longs for tenderness and for a sensitivity of feeling into which he can
Blue/Violet blend. Responsive to anything esthetic and tasteful.
+1 + 6 Desires a conflict-free haven offering security and physical ease, needs
Blue/Brown considerate treatment and loving care. Fears the emptiness and solitude
of separation
+1 +7 Urgently in need of rest, relaxation, peace, and affectionate understanding.
Blue/Black Feels he has been treated with a lack of consideration and is upset and

51 |
 agitated as a result. Regards his situation as intolerable as long as his
requirements are not complied with
+2 Seeks the determination and elasticity of will, necessary to establish
Green himself and to make himself independent despite the difficulties of his
situation. Wantsto overcome opposition and achieve recognition.
+ 2 + 0 Wants to establish himself and make an impact de•spite unfavorable
Green/Grey circumstances and a general lack of appreciation.
+ 2 + 1 Wants to make a favorable impression and be recognized. Needs to feel
Green/Blue appreciated and admired. Sensitive and easily hurt if no notice is taken of
him or if he is not given adequate acknowledgement.
+ 2 + 3 Seeks success. Wants to overcome obstacles and opposition and to make
Green/Red his own decisions. Pursues his objectives single-mindedly and with
initiative. Does not want to feel dependent on the good will of others.
+ 2 + 4 Needs recognition. Ambitious, wants to impress and be looked up to, to be
Green/Yellow both popular and admired. Seeks to bridge the gap which he feels
separates him from others
+ 2 + 5 Wants to make a favorable impression and be regarded as a special
Green /Violet personality. Is therefore constantly on the watch to see whether he is
succeeding in this and how others are reacting to him; this makes him feel
that he is in control. Uses tactics cleverly in order to obtain influence and
special recognition. Susceptible to the esthetic or original.
Feels too much is being asked of him and is tired out, but still wants to
+ 2 + 6
overcome his difficulties and establish himself despite the effect such an
Green/Brown
effort would have on him. Proud, but resigned in his attitude. Needs
recognition, security, and fewer problems.
+ 2 + 7 Wants to prove to himself and others that nothing can affect him, that he
Green/Black is superior to any form of weakness. As a result, he acts with harshness or
severity and adopts an autocratic and self-willed attitude.
+3 Intense, vital, and animated, taking a delight in action. Activity is directed
Red towards success or con• quest and there is a desire to live life to the full.
+ 3 + 0 Wants to sweep aside the things that stand in his way, to follow his
Red/Grey impulses and be involved in special or exciting happenings. In this way
he hopes to deaden the intensity of his conflicts, but his impulsive
behavior leads him to take risks.
+ 3 + 1 Strives for a life rich in activity and experience, and for a close bond
Red/Blue offering sexual and emotional fulfillment.

52 |
 + 3 + 2 Pursues his objectives with intensity and does not allow himself to be
Red/Green deflected from his purpose. Wants to overcome the obstacles with which
he is faced and to achieve special recognition and standing from his
success
+ 3 + 4 Seeks success, stimulation, and a life full of experience. Wants to develop
Red/Yellow freely and to shake off the shackles of self-doubt, to win and to live
intensely. Likes contacts with others and is enthusiastic by nature.
Receptive to anything new, modern, or intriguing; has many interests and
wants to expand his fields of activity. Optimistic about the future.
+ 3 + 5 Preoccupied with things of an intensely exciting nature, whether erotically
Red/Violet stimulating or otherwise. Wants to be regarded as an exciting and
interesting personality with an altogether charming and impressive
influence on others. Uses tactics skillfully so as to avoid endangering his
chances of success or undermining others’ confidence in himself.
+ 3 +6 Shelves his ambitions and forgoes his desire for prestige as he prefers to
Red/Brown take things easily and indulge his longing for comfort and security.
+3 + 7 Wants to make up for what he feels he has missed by living with
Red/Black exaggerated intensity; in this way he feels he can break free from all the
things that oppress him.
+4 Needs a change in his circumstances or in his relationships which will
Yellow permit relief from stress. Seeking a solution which will open up new,
better possibilities, and allow hopes to be fulfilled.
+4 + 0 Needs a way of escape from all that oppresses him and is clinging to
Yellow/Grey vague and illusory hopes.
+ 4 + 1 Hopes that ties of affection and good-fellowship will bring release and
Yellow/Blue contentment. His own need for approval makes him ready to be of help to
others and in exchange he wants warmth and understanding. Open to
new ideas and possibilities which he hopes will prove fruitful and
interesting.
+4 + 2 Alert and keenly observant. Is seeking fresh avenues offering greater
Yellow/Green freedom and the chance to make the most of them. Wants to prove himself
and to achieve recognition. Striving to bridge the gap which he feels
separates him from others.
+4 + 3 His need to feel more causative and to have a wider sphere of influence
Yellow/Red makes him restless and he is driven by his desires and hopes. May try
to spread his activities over too wide a field.
+4 + 5 Over-imaginative and given to fantasy or daydreaming. Longs for
Yellow/Violet interesting and exciting things to happen and wants to be admired for
his charm.
+ 4 + 6 In despair and needs relief of some sort. Wants physical ease, a problem-
Yellow/Brown free security, and the chance to recover.
+4 + 7 Tries to escape from his problems, difficulties and tensions by abrupt,

53 |
Yellow/Black headstrong, and ill-considered decisions or changes of direction.
+5 Needs to feel identified with someone or something and wishes to win
Violet support by his charm and amiability. Sentimental, and yearns for a
romantic tenderness.
+5 + 0 Longs for sensitive and sympathetic understanding and wants to protect
Violet/Grey himself against argument, conflict, or any exhausting stresses.
+ 5 + 1 Longs for a tender and sympathetic bond and for a situation of idealized
Violet/Blue harmony. Has an imperative need for tenderness and affection. Susceptible
to anything a esthetic.
+ 5 + 2 Wants to make a favorable impression and be regarded as a special
Violet/Green personality. Is therefore constantly on the watch to see whether he is
succeeding in this and how others are reacting to him; this makes him feel
that he is in control. Uses tactics cleverly in order to obtain influence and
special recognition. Susceptible to the esthetic or original.
+ 5 + 3 Takes easily and quickly to anything which provides stimulation.
Violet/Red Preoccupied with things of an intensely exciting nature, whether erotically
stimulating or otherwise. Wants to be regarded as an exciting and
interesting personality with an altogether charming and impressive
influence on others. Uses tactics cleverly so as to avoid endangering his
chances of success or undermining others’ confidence in himself.
+ 5 + 4 Wants interesting and exciting things to happen. Able to make himself
Violet/Yellow well-liked by his obvious interest and by the very openness of his charm.
Over- imaginative and given to fantasy or daydreaming.
+ 5 + 6 Wishes to find his stimulation in a voluptuous atmosphere of sensuous
Violet/Brown luxury
+ 5 + 7 Has an imperative need for some bond or fusion with another which will
Violet/Black prove sensually fulfilling, but which will not conflict with his convictions
or sense of fitness.
+6 Seeks freedom from problems and a secure state of physical ease in which
Brown to relax and recover.
+6+0 Badly in need of rest and relaxation, freedom from conflict and the chance
Brown/ to recover. Wants to protect himself against destructive and exhausting
in• fluences. Longs for security and freedom from problems.
+ 6+ 1 Wants contentment, physical ease, and the absenceof conflict. Needs
Brown/Blue security and clings to it so as not to have to suffer loneliness or
separation.
+ 6 + 2 Keeps himself under strict control so as not tobreak down under his
Brown/Green difficulties. Needs a safer and easier situation in which he can feel more
secure and have a chance to recover.
+ 6 + 3 Has a powerful drive towards sensuousness.
Brown/Red
+ 6 + 4 Feels that there is little prospect of achieving his hopes and therefore
Brown/Yellow surrenders himself to a life of sensuous ease, free from any problems.
+ 6 + 5 Seeks luxury, sensuous comfort, and the indulgence of a taste for the

54 |
Brown/Violet voluptuous.
+ 6 + 7 Sets himself idealistic but illusory goals. Has been bitterly disappointed and
Brown/Black turns his back on life in a weary self-disgust. Wants to forget it all and
recover in a comfortable, problem-free situation.
+ 7 Considers the existing circumstances disagreeableand over-demanding.
Black Refuses to allow anything to influence his point of view.
+7 + 0 Feels the situation is hopeless. Strongly resists those things which he finds
Black/Grey disagreeable (see the interpretations for —1, —2, —3 or —4, whichever of
these is appropriate). Tries to shield himself from anything which might
irritate him or make him feel more depressed.
+7 + 1 Suffering from the effects of those things which are being rejected as
Black/Blue disagreeable (see the interpretations for —2, —3 or —4, whichever of
these is ap• propriate), and is strongly resisting them. Just wants to be left
in peace.
+7 + 2 Defiantly opposes any sort of restriction or opposition. Sticks obstinately to
Black/Green his own point of view in the belief that this proves his independence and
self-determination.
+7 + 3 Suffering from pent-up over-stimulation which threatens to discharge
Black/Red itself in an outburst of impulsive and impassioned behavior.
+7+ 4 Tries to escape from his problems, difficulties, and tensions by abrupt,
Black/Yellow head-strong, and ill-considered decisions. Desperately seeking a way of
escape, and there is danger of reckless behavior to the point of self-
destruction.
+7 + 5 Demands that ideas and emotions shall merge and blend perfectly.
Black/Violet Refuses to make any concessions or to accept any compromises.
+7 + 6 Sets himself idealistic but illusory goals. Has been bitterly disappointed and
Black/Brown turns his back on life in weary self-disgust. Wants to forget it all and
recover in a comfortable, problem-free situation.

TABLE II X FUNCTIONS
x0 This represents a barrier between the compensatory colors which precede
Grey it and the remaining colors—the point at which “switching-off” has
occurred. The + group is thus the sole mechanism through which
participating experience is possible. Emphasizes the characteristics of the
+ group and makes them more compulsive
x0x1 Relatively inactive and in a static condition, while conflict of one sort or
Grey/Blue another prevents peace of mind. Unable to achieve relationships of the
desired degree of mutual affection and understanding. (The + group is an
attempt to compensate for this and other conflicts.)
x0x2 The situation is difficult, and he is trying to persist in his objectives
Grey/Green against resistance. Finds it necessary to conceal his intentions as an added
precaution, in order to disarm opposition. (The + group is an attempt
to compensate for this and other conflicts.)

55 |
x 0 x 3 Having difficulty in making progress. Despite the at• tempt to conceal
Grey/Red impulsiveness, his activities lead to problems and uncertainties, making
him tense and irritable. (The + group is an attempt to compensate for this
and other conflicts.)
x 0 x 4 Non-realization of hopes and the inability to decide on necessary remedial
Grey/Yellow action has resulted in considerable stress. (The + group is an attempt to
compensate for this and other conflicts.)
x0x5 The fear of rebuff and the extreme caution of his approach make it difficult
Grey/Violet for him to achieve the degree of intimacy and identification he desires.
x0x6 Unable to exert the effort to achieve his objectives. Feels neglected,
Grey/Brown desiring greater security, warm affection, and fewer problems. (The +
group is an at• tempt to compensate for this and other conflicts.)
X 0 X 7 Under considerable stress due to the demands of the existing situation.
Grey/Black Trying to extricate himself from the things which restrict him or tie him
down. (The + group is an attempt to compensate for this and other
conflicts.)
X1 Acts calmly, with the minimum of upset, in order to handle existing
Blue relationships. Likes to feel relaxed and at ease with his associates and
those close to him.
X1 x 0 Sensitive and understanding but under some strain; needs to unwind in
Blue/Grey the company of someone close to him.
x1x2 Acts in an orderly, methodical, and self-contained manner. Needs the
Blue/Green sympathetic understanding of someone who will give him recognition and
approval.
x1x3 Works well in co-operation with others but is disinclined to take the
Blue/Red leading role. Needs a personal life of mutual understanding and freedom
from discord.
x1x4 Willing and adaptable. Only at peace when closely attached to a person,
Blue/Yellow group or organization on which reliance can be placed.
x1x5 Sensitive; needs esthetic surroundings, or an equally sensitive and
Blue/Violet understanding partner with whom to share a warm intimacy.
x1 x6 Avoids excessive effort and needs roots, security, and peaceful
Blue/Brown companionship.
+1+7 Needs warm companionship but is intolerant of anything short of special
Blue/Black consideration from those close to him. If this is not forthcoming, is liable to
shut himself away from them.
x2 Persistent. Demands what he feels to be his due andendeavors to
Green maintain his position intact.
x 2 x 0 Defensive. Feels his position is threatened or inadequately established.
Green/Grey Determined to pursue his objectives despite the anxiety induced by
opposition
x 2 x 1 Orderly, methodical, and self-contained. Needs the respect, recognition
Green/Blue and understanding of those close to him.

56 |
 x 2 x 3 Authoritative or in a position of authority, but liable to feel that further
Green/Red progress is rendered problematical by existing difficulties. Perseveres
despite opposition.
x 2x4 Trying to improve his position and prestige. Dis• satisfied with his existing
Green/Yellow circumstances and con• siders some improvement essential to his self-
esteem.
x 2x5 Working to improve his image in the eyes of others in order to obtain
Green /Violet their compliance and agreement with his needs and wishes.
Working to create for himself a firm foundation on which to erect a secure,
x2x 6
comfortable, and problem- free future, in which he will be granted respect
Green/Brown and recognition.
x 2 x 7 Pursues his objectives and his own self-interest with stubborn
Green/Black determination; refuses to compromise or make concessions.
x3 Active, but feels that insufficient progress is being made or insufficient
Red reward being obtained for the effort exerted.
x 3 x 0 Impulsive and irritable. His desires, and the actions involved, are
Red/Grey paramount, insufficient consideration being given to their consequences.
This leads to, or arises from, stress and conflict.
x 3x1 Works well in co-operation with others. Needs a personal life of mutual
Red/Blue understanding and freedom from discord
x 3x2 Exercises initiative in overcoming obstacles and difficulties. Either holds,
Red/Green or wishes to achieve, a position of authority in which control can be
exertedover events.
x 3x4 Volatile and outgoing. Needs to feel that events are developing along
Red/Yellow desired lines, otherwise irritation can lead to changeability or superficial
activities.
x3x5 Readily participates in things affording excitement or stimulation. Wants
Red/Violet to feel exhilarated.
x 3x6 Unwilling to extend himself or exert undue effort (with the possible
Red/Brown exception of sexual activity). Feels that further progress requires more
from him than he is willing or able to give. Would prefer rea• sonable
comfort and security rather than the rewards of a greater ambition
x3x7 Feels obstructed in his desires and prevented from obtaining the things he
Red/Black regards as essential. (The + group is an attempt to compensate for this
and other conflicts.)
x4 Attracted by anything new, modern, or intriguing. Liable to be bored by
Yellow the humdrum, the ordinary or the traditional.
x 4 x 0 Is seeking a solution to existing problems or anxieties but is liable to find it
Yellow/Grey difficult to decide on a right course to follow.
x 4 x 1 Easily affected by his environment and readily moved by the emotions of
Yellow/Blue others. Seeks congenial relationships and an occupation which will
promote them.
x 4 x 2 Hopes to obtain an improved position and greater prestige, so that he can
Yellow/Green procure for himself more of the things he has had to do without.

57 |
 x 4 x 3 Active, outgoing, and restless. Feels frustrated by the slowness with which
Yellow/Red events develop along the de• sired lines. This leads to irritability,
changeability and lack of persistence when pursuing a given objective.
x4x5 Imaginative and sensitive; seeking an outlet for these qualities—especially
Yellow/Violet in the company of some• one equally sensitive. Interest and enthusiasm
are readily aroused by the unusual or the adventurous.
x 4 x 6 Insecure. Seeks roots, stability, emotional security, and an environment
Yellow/Brown providing greater ease and fewer problems
x4 x 7 The existing situation contains critical or dangerous elements for which it
Yellow/Black is imperative that some solution be found. This may lead to sudden, even
reckless, decisions. Self-willed and rejects any advice from others. (The +
group is an attempt to compensate for this and other conflicts.)
x5 Seeks to express the need for identification in a sensitive and intimate
Violet atmosphere where esthetic or emotional delicacy can be protected and
nurtured.
x 5 x 0 Seeks a close and understanding bond in an atmosphere of shared
Violet/Grey intimacy, as a protection against anxiety and conflict.
x 5 x 1 Seeks to share a bond of understanding intimacy in an esthetic
Violet/Blue atmosphere of peace and tenderness
x 5 x 2 Working to improve his image in the eyes of others so as to obtain their
Violet/Green compliance and agreement with his needs and wishes.
x 5 x 3 Readily participates in things affording excitement or stimulation. Wants
Violet/Red to feel exhilarated.
x 5 x 4 Imaginative and sensitive; seeking an outlet for these qualities—especially
Violet/Yellow in the company of someone equally sensitive. Interest and enthusiasm are
readily aroused by the unusual or the adventurous.
x 5 x 6 Sensuous. Inclined to luxuriate in things which give gratification to the
Violet/Brown senses, but rejects anything tasteless, vulgar, or coarse.
x 5 x 7 Needs, and insists on having, a close and under• standing relationship, or
Violet/Black at least some method of satisfying a compulsion to feel identified.
x6 Uneasy and insecure in the existing situation. Needs greater security and a
Brown more affectionate environment, or a situation imposing less physical strain.
(The + group is an attempt to compensate for this and other conflicts.)
x6x0 Unable to exert the effort to achieve his objectives. Feels neglected,
Brown/Grey desiring greater security, warm affection, and fewer problems. (The +
group is an attempt to compensate for this and other conflicts.)
x6x1 Avoids excessive effort and needs roots, security, and peaceful
Brown/Blue companionship. May be physically un• well, in need of gentle handling and
considerate treatment.
x6x2 Having difficulty in standing up to the demands im•posed on him. Finds a
Brown/Green great effort is involved and wishes to have the situation eased.
x 6x3 Having difficulty in making progress and unwilling to put forth further
Brown/Red effort. Seeking more comfortable conditions where he can avoid anything
disturbing.

58 |
 x6x4 Insecure. Seeks roots, stability, emotional security, and an environment
Brown/Yellow providing greater ease and fewer problems but is either unwilling or
unable to exert the effort.
x6x5 Sensuous. Inclined to luxuriate in things which give gratification to the
Brown/Violet senses, but rejects anything tasteless, vulgar, or coarse.
x 6 x 7 Physical illness, over-tension or emotional distresshave taken a severe
Brown/Black toll. His self-esteem has beenreduced and he now needs peaceful
conditions andconsiderate treatment to permit recovery. (The + group is
an attempt to compensate for this andother conflicts.)
x7 Conflict and dissatisfaction of one sort or anotherenforce the need for
Black the compensations indicated by the + group
x7x0 Dissatisfied. The need to escape continued involvement with his present
Black/Grey circumstances makes it imperative for him to find some solution. (The +
group indicates the compensatory method likely to be adopted.)
x7x1 Needs peace and quiet. Desires a close and faithful partner from whom
Black/Blue to demand special consideration and unquestioning affection. If these
requirements are not met, is liable to turn away and withdraw altogether.
(The requirements he demands from his environment or from the partner
will be indicated in the + group.)
x7x2 Not only considers his demands minimal, but also regards them as
Black/Green imperative. Sticks to them stubbornly and will concede nothing. (The +
group is an attempt to compensate for this and other conflicts.)
x7x3 Feels obstructed in his desires and prevented from obtaining the things he
Black/Red regards as essential. (The + group is an attempt to compensate for this and
other conflicts.)
x7x4 The existing situation contains critical or dangerous elements for which it
Black/Yellow is imperative that some solution be found. This may lead to sudden, even
reck• less, decisions. Self-willed and rejects any advice from others. (The +
group is an attempt to compensate for this and other conflicts.)
x7x5 Needs, and insists on having, a close and under• standing relationship,
Black/Violet or at least some method of satisfying a compulsion to feel identified.
(The + group is an attempt to compensate for this and other
conflicts.)
X 7 x 6 Physical illness, over-tension or emotional distress have taken a severe toll.
Black/Brown His self-esteem has been reduced and he now needs peaceful conditions
and considerate treatment to permit recovery. (The + group is an
attempt to compensate for this and other conflicts.)
TABLE III = FUNCTIONS
=0 Willing to participate and to allow himself to become involved but tries to
Grey fend off conflict and disturbance in order to reduce tension
=0 = 1 Relationships rarely measure up to his high emotional expectations and
Grey/Blue his need to be made much of, leading to disappointment (often
characteristic of mother-fixation, taking the form of either strong
attachment to, or resentment of, the mother). Always has mental

59 |
 reservations and tends to remain emotionally isolated and unattached.
=0 =2 Feels he is receiving less than his share, but that he will have to conform
Grey/Green and make the best of his situation
= 0 = 3 Feels listless, hemmed in and anxious; considers that circumstances are
Grey/Red forcing him to restrain his desires. Wants to avoid open conflict with others
and to have peace and quiet.
= 0 = 4 Demanding and particular in his relations with his partner or those close to
Grey/Yellow him, but careful to avoid open conflict since this might reduce his
prospects of realizing his hopes and ideas.
= 0 = 5 Therefore, quick to take offense.
Grey/Violet
= 0 = 6 Willing to become emotionally involved and able to achieve satisfaction
Grey/Brown from sexual activity.
= 0 = 7 Circumstances are such that he feels forced to compromise for the time
Grey/Black being if he is to avoid being cut off from affection or from full
participation.
=1 Remains emotionally unattached even when involved in a close
Blue relationship.
=1 = 0 Has high emotional demands and is willing to in• volve himself in a close
Blue/Grey relationship, but not with any great depth of feeling
=1 = 2 Believes that he is not receiving his share—that he is neither properly
Blue/Green understood nor adequately appreciated. Feels that he is being compelled
to conform, and close relationships leave him without any sense of
emotional involvement.
=1 = 3 Feels cut off and unhappy because of the difficultyin achieving the
Blue/Red essential degree of co-operation and harmony which he desires.
=1 = 4 Exacting in his emotional demands and very particular in his choice of
Blue/Yellow partner. The desire for emotional independence prevents any depth of
involvement.
=1 = 5 Egocentric and therefore quick to take offense, leaving him rather isolated
Blue/Violet in his attachments.
=1 = 6 Able to obtain physical satisfaction from sexual activity but is inclined to be
Blue/Brown emotionally withdrawn, which prevents him from becoming deeply
involved.
=1=7 Emotionally inhibited. Feels forced to compromise, making it difficult for
Blue/Black him to form a stable emotional attachment
=2 The situation is preventing him from establishing himself, but he feels he
Green must make the best of things as they are.
= 2 = 0 An unadmitted lack of confidence makes him careful to avoid open
Green/Grey conflict and he feels he must make the best of things as they are.
= 2=1 Believes that he is not receiving his share—that he is neither properly
Green/Blue understood nor adequately appreciated. Feels that he is being compelled
to conform, and close relationships leave him without any sense of
emotional involvement.
60 |
 =2 = 3 Unhappy at the resistance he feels whenever he tries to assert himself.
Green/Red Indignant and resentful because of these setbacks but gives way
apathetically and makes whatever adjustments are necessary so that he
can have peace and quiet.
= 2=4 Feels that he is burdened with more than his fair share of problems.
Green/Yellow However, he sticks to his goals and tries to overcome his difficulties by
being flexibleand accommodating.
= 2 =5 Feels that he is receiving less than his share and that there is no one on
Green /Violet whom he can rely for sympathy and understanding. Pent-up emotions
make him quick to take offense, but he realizes that he has to make the
best of things as they are.
Feels that he cannot do much about his existing problems and difficulties
=2 = 6
and that he must make the best of things as they are. Able to achieve
Green/Brown satisfaction through sexual activity.
= 2 =7 Circumstances are forcing him to compromise, to restrain his demands
Green/Black and hopes, and to forgo for the time being some of the things he wants.
=3 Trying to calm down and unwind after a period of over-agitation which has
Red left him listless and devoid of energy. In need of peace and quiet,
becomes irritable if this is denied him.
= 3=0 Distressed by the obstacles with which he is faced and in no mood for any
Red/Grey form of activity or for further demands on him. Needs peace and quiet,
and the avoidance of anything which might distress him further.
= 3 =1 Feels cut off and unhappy because of the difficulty in achieving the
Red/Blue essential degree of cooperation and harmony which he desires.
=3 = 2 Unhappy at the resistance he feels whenever he tries to assert himself.
Red/Green However, he believes that there is little he can do and that he must make
the best of the situation.
= 3=4 Wants to broaden his fields of activity and insists that his hopes and ideas
Red/Yellow are realistic. Distressed by the fear that he may be prevented from doing
what he wants; needs both peaceful conditions and quiet reassurance to
restore his confidence.
= 3=5 Becomes distressed when his needs or desires are misunderstood and
Red/Violet feels that he has no one to turn to or rely on. Egocentric and therefore
quick to take offense
= 3= 6 Feels trapped in a distressing or uncomfortable situation and seeking
Red/Brown some way of gaining relief. Able to achieve satisfaction from sexual
activity.
=3 =7 Circumstances are restrictive and hampering, forcing him to forgo all
Red/Black joys and pleasures for the time being.
=4 Clings to his belief that his hopes and ideals are realistic but needs
Yellow encouragement and reassurance. Applies very exacting standards to his
choice of a partner and wants guarantees against loss or disappointment.
= 4=0 Willing to become emotionally involved, but demanding and particular in
Yellow/Grey his choice of a partner and in his relations with those close to him. Needs

61 |
 reassurance and is careful to avoid open conflict since this might reduce
his prospects of realizing his hopes.
= 4=1 Exacting in his emotional demands, especially during moments of
Yellow/Blue intimacy, leaving him frustrated in his desire for a perfect union
=4=2 Feels that he is burdened with more than his fair share of problems.
Yellow/Green However, he sticks to his goals and tries to overcome his difficulties by
being flexibleand accommodating.
=4=3 Wants to broaden his fields of activity and insists that his hopes and ideas
Yellow/Red are realistic. Distressed by the fear that he may be prevented from doing
what he wants; needs both peaceful conditions and quiet reassurance to
restore his confidence.
=4=5 Insists that his hopes and ideas are realistic but needs reassurance and
Yellow/Violet encouragement. Egocentric and therefore quick to take offense.
= 4 = 6 Very exacting in the standards, he applies to his choice of a partner and
Yellow/Brown seeking a rather unrealistic perfection in his sex-life.
= 4 =7 Insists that his goals are realistic and sticks obstinately to them, even
Yellow/Black though circumstances are forcing him to compromise. Very exacting in the
standards, he applies to his choice of a partner.
=5 Egocentric and therefore quick to take offense. Sensitive and sentimental
Violet but conceals this from all except those remarkably close to him.
= 5 =0 Willing to become emotionally involved as he feels rather isolated and
Violet/Grey alone. Egocentric and therefore quick to take offense, though he tries to
avoid open conflict.
= 5 =1 Feels rather isolated and alone but is too reserved to allow himself to form
Violet/Blue deep attachments. Egocentric and therefore quick to take offense.
= 5 = 2 Feels that he is receiving less than his share and that there is no one on
Violet/Green whom he can rely for sympathy and understanding. Pent-up emotions and
a certain egocentricity make him quick to take offense, but he realizes that
he must make the best of things as they are.
= 5 =3 Becomes distressed when his needs or desires are misunderstood and
Violet/Red feels that he has no one to turn to or rely on. Egocentric and therefore
quick to take offense.
= 5 =4 Insists that his hopes and ideas are realistic but needs reassurance and
Violet/Yellow encouragement. Egocentric and therefore quick to take offense.
= 5 = 6 Egocentric and therefore quick to take offense. Able to obtain physical
Violet/Brown satisfaction from sexual activity but tends to hold aloof emotionally.
= 5 =7 Conditions are such that he will not let himself be• come intimately
Violet/Black involved without making mental reservations.
=6 Able to achieve satisfaction from sexual activity.
Brown
=6=0 Willing to become emotionally involved and able to achieve satisfaction
Brown/Grey through sexual activity but tries to avoid conflict.
=6= 1 Able to achieve physical satisfaction from sexual activity but restless and
Brown/Blue inclined to be emotionally withdrawn, which prevents him from becoming

62 |
 deeply involved.
=6 = 2 Feels that he cannot do much about his existing problems and difficulties
Brown/Green and that he must make the best of things as they are. Able to achieve
physical satisfaction from sexual activity.
= 6 = 3 Feels trapped in a distressing or uncomfortable situation and seeking
Brown/Red some way of gaining relief. Able to achieve satisfaction through sexual
activity providing no turmoil or emotional agitation is involved.
= 6 = 4 Very exacting in the standards, he applies to his choice of a partner and
Brown/Yellow seeking a rather unrealistic perfection in his sex-life.
= 6 = 5 Egocentric and therefore quick to take offense. Able to obtain physical
Brown/Violet satisfaction from sexual activitybut tends to hold aloof emotionally
= 6 = 7 Circumstances force him to compromise and to forgo some pleasures for
Brown/Black the time being. Capable of achieving physical satisfaction from sexual
activity
=7 Feels that things stand in his way, that circumstances are forcing him to
Black compromise and forgo some pleasures for the time being.
=7 = 0 Circumstances are such that he feels forced to com• promise for the time
Black/Grey being if he is to avoid being cut off from affection or from full
participation.
=7 = 1 Emotionally inhibited. Feels forced to compromise, making it difficult for
Black/Blue him to form a stable emotional attachment
=7 = 2 Circumstances are forcing him to compromise, to restrain his demands and
Black/Green hopes, and to forgo for the time being some of the things he wants.
=7 = 3 Circumstances are restrictive and hampering, forcing him to forgo all
Black/Red joys and pleasures for the time being.
=7= 4 Insists that his goals are realistic and sticks obstinately to them, even
Black/Yellow though circumstances are forcing him to compromise. Very exacting in the
standards, he applies to his choice of a partner.
=7 = 5 Conditions are such that he will not let himself be• come intimately
Black/Violet involved without making mental reservations
= 7 = 6 Circumstances force him to compromise and to forgo some pleasures for
Black/Brown the time being. Capable of achieving physical satisfaction through sexual
activity.

TABLE IV - FUNCTIONS
-0 Physiological interpretation: Displays impatience and agitation (in 8th
Grey position, and especially when classed as an “anxiety”).
Psychological interpretation: Feels that life has far more to offer and that
there are still important things to be achieved—that life must be
experienced to the full. As a result, he pursues his objectives with a fierce
intensity and will not let go of things. Becomes deeply involved and
runs the risk of being unable to view things with sufficient objectivity, or
calmly enough; is therefore in danger of becoming agitated and of
exhausting his nervous energy. Cannot leave things alone and feels he

63 |
 can only be at peace when he has finally reached his goal.
In brief: Impatient involvement.
-0 - 1 Physiological interpretation: Refuses to relax or give in. Holding
Grey/Blue exhaustion and depression at bay by keeping active (especially in 7th &
8th positions; but also, to a lesser extent, in 6th & 7th).
Psychological interpretation: An existing situation or relationship is
unsatisfactory, but he feels unable to change it to bring about the sense of
belonging which he needs. Unwilling to expose his vulnerability, he
therefore continues to resist this state of affairs, but feels dependent on
the attachment. This not only depresses him but makes him irritable and
impatient, producing considerable restlessness and the urge to get away
from the situation, either actually or, at least, mentally. Ability to
concentrate may suffer. In brief: Restless dissatisfaction. (The + group
is therefore needed as a compensation.)
- 0- 2 Physiological interpretation: Willpower and perseverance are in danger of
Grey/Green being overwhelmed by excessive stress (especially in 7th & 8th positions,
but also in 6th & 7th).
Psychological interpretation: Resilience and tenacity have become
weakened. Feels overtaxed, worn out and getting nowhere, but continues
to stand his ground. He feels this adverse situation as an actual tangible
pressure which is intolerable to him and from which he wants to
escape, but he feels unable to make the necessary decision.
In brief: Unresolved pressure. (The + group is therefore needed as a
compensation.)
- 0 - 3 Physiological interpretation: Suppressed agitation resulting from the attempt
Grey/Red to resist any form of stimulation or excitement. Can lead to irritability,
angry outbursts, or even sexual neuroses. There is a possibility of
cardiac complaints.
Psychological interpretation: The situation is regarded as threatening and
dangerous. Outragedat the thought that he will be unable to achieve his
goals and distressed at his feeling of helplessness to remedy this. Over-
extended and feels beset,possibly to the point of nervous prostration. In
brief: Helpless irritability. **(The + group is therefore needed as a
compensation.)
-0 - 4 Physiological interpretation: Stresses resulting from disappointment have
Grey/Yellow led to agitation (especially in 7th & 8th positions, but also, to a lesser
extent, in 6th & 7th).
Psychological interpretation: Unfulfilled expectations have led to uncertainty
and an apprehensive watchfulness. Desperately needs to feel secure and
protected against further disappointment, being passed over, or losing
standing and prestige. Doubtful that things will be any better in the
future but inclined nevertheless to make exaggerated demands and to
reject compromise.
In brief: Apprehensive insecurity. (The + group is therefore needed as a

64 |
 compensation.)
-0 - 5 Physiological interpretation: Stress due to sup• pressed sensitivity (in 7th &
Grey/Violet 8th positions, and especially when classed as an “anxiety”).
Psychological interpretation: Delights in the tasteful, the gracious and the
sensitive, but maintains his attitude of critical appraisal and refuses to
be swept off his feet unless genuineness and integrity can be absolutely
vouched for. Therefore, keeps a strict and watchful control on his
emotional relationships as he must know exactly where he stands.
Demands complete sincerity as a protection against his own tendency
to be too trusting.
In brief: Controlled responsiveness.
- 0 - 6 rank and file. His control of his sensual instincts restricts his ability to
Grey/Brown give himself, but the resulting isolation leads to the urge to surrender and
allow himself to merge with another. This disturbs him, as such instincts
are regarded as weaknesses to be overcome; he feels that only by
continued self-restraint can he hope to maintain his attitude of individual
superiority. Wants to be loved or admired for himself alone; needs
attention, recognition, and the esteem of others.
In brief: Demands esteem as an exceptional individual.
- 0-7 Physiological interpretation: Pronounced susceptibility to outside stimuli (in
Grey/Black 7th & 8th positions, and especially when classed as an anxiety).
Psychological interpretation: Wants to overcome a feeling of emptiness
and to bridge the gap which he feels separates him from others. Anxious to
experience life in all its aspects, to explore all its possibilities and to
live it to the full. He there• fore resents any restriction or limitation being
imposed on him and insists on being free and unhampered.
In brief: Expectant self-determinism.
-1 Physiological interpretation: Refuses to relax or give In. Holding
Blue exhaustion and depression at bay by keeping active (especially in 8th
position; far less so in 6th position).
Psychological interpretation: An existing situation or relationship is
unsatisfactory, but he feels un• able to change it to bring about the sense
of belonging which he needs. Unwilling to expose his vulnerability, he
therefore continues to resist this state of affairs, but feels dependent on
the attachment. This not only depresses him, but makes him irritable and
impatient, producing considerable restlessness and the urge to get away
from the situation, either actually or, at least, mentally. Ability to
concentrate may suffer.
In brief: Restless dissatisfaction. (The + group is therefore needed as a
compensation.)
-1 - 0 Physiological interpretation: Displays impatience and restlessness and
Blue/Grey inclined to be depressed (in 7th & 8th positions).
Psychological interpretation: Feels he cannot control the situation to create
the sense of belonging he needs, and so remains unwilling to place him•

65 |
 self unreservedly in another’s hands. Is resisting a condition or a
relationship which he regards as a discouraging responsibility. Feels
life has far more to offer and is likely to remain impatient and irritable
until he has obtained all he feels he still lacks. The urge to get away from
this un• satisfactory state leads to restlessness and instability.
Concentration may suffer.
In brief: Restless and impatient nonfulfillment. (The + group is therefore
needed as a compensation.)
-1 - 2 Physiological interpretation: Will power and perseverance are in danger of
Blue/Green being overwhelmed by excessive stress. (Especially in 7th & 8th positions,
but also in 6th & 7th.)
Psychological interpretation: Resilience and tenacity are being overtaxed by
the continued attempt to overcome existing difficulties. Sticks to his
objectives but feels subjected to intolerable pressure. Considers it
impossible to change the situation into one of co-operation and mutual
trust and so desires to be free of it altogether.
In brief: Pressure arising from stress and discord. (The + group is
therefore needed as a compensation.)
-1 - 3 Physiological interpretation: Suppressed agitation resulting from
Blue/Red unsatisfactory or discordant personal relationships. Can lead to irritability,
angry outbursts, or sexual neuroses. There is a possibility of cardiac
complaints.
Psychological interpretation: Considerable distress is arising from some
unsatisfactory relationship. He feels helpless to restore affinity and any
semblance of mutual trust, so the situation is regarded as a depressing
and unhappy state which he must continue to tolerate. Beset to the point
of nervous prostration.
In brief: Helpless and irritable disharmony. (The + group is therefore
needed as a compensation.)
-1 - 4 Physiological interpretation: Stress and anxiety have resulted from
Blue/Yellow emotional disappointment (especially in 7th & 8th positions, but also in
6th & 7th).
Psychological interpretation: An emotional relation• ship is no longer running
smoothly, has proved deeply disappointing and is now regarded as a
depressing tie. While on the one hand, he would like to free himself from
this attachment altogether, yet, on the other, he does not want to lose
any• thing nor risk uncertainty and the possibility of further
disappointment. These contradictory emotions^ aggravate him to such an
extent that he tries to suppress them beneath an aloof and severe
attitude.
In brief: Stress arising from emotional disappointment. (The + group is
therefore needed as a compensation.)
-1 - 5 Physiological interpretation: Stress arising from lack of mutual
Blue/Violet understanding (especially in 7th & 8th positions; less so in 6th & 7th).

66 |
 Psychological interpretation: An existing situation is unsatisfactory, and
he feels unable to improve it without willing co-operation. The need for
understanding and for affectionate give-and-take remains unsatisfied; he
now has a feeling of being tied down, giving rise to impatience,
irritability, and the desire to escape.
In brief: Impatience arising from continued misunderstanding. (The +
group is therefore needed as a compensation.)
-1 - 6 Physiological interpretation: Emotional discontent and lack of appreciation
Blue/Brown have led to stress and excessive self-restraint (in 7th & 8th positions; far
less significant in 6th & 7th positions).
Psychological interpretation: Feels he must have co-operation before the
existing situation can be improved. Lack of understanding and
appreciation makes him feel no real bond exists, and discontent gives
rise to a touchy sensitivity; he wants to feel safer and more at ease. He
would like to get away from what he now considers a depressing tie
and re-establish his own individuality. His sensual self-restraint makes it
difficult for him to give himself, but the resulting isolation leads to the
urge to surrender and merge with another. This disturbs him as he regards
such instincts as weaknesses to be overcome—he feels that he can only
assert his own individuality by continued self-restraint, that this alone will
allow him to stand his ground through his present difficulties.
In brief: Emotional discontent arising from lack of appreciation and undue
self-restraint.(The + group is therefore needed as a compensation.)
- 1-7 Physiological interpretation: Emotional dissatisfaction has given rise to a
Blue/Black touchy and impatient desire for independence, leading to stress and
restlessness (in 7th & 8th positions; less severe in 6th & 7th).
Psychological interpretation: An existing situation or relationship is
unsatisfactory, but he feels un• able to improve it without willing co-
operation. Unwilling to expose his vulnerability and therefore considers it
inadvisable to display affection or be over-demonstrative. He regards the
relationship as a depressing tie but, although he wants to be independent
and unhampered, he does not want to risk losing anything. All this leads
him to react touchily and with impatience while the urge to “get away
from it all” results in considerable rest• lessness. The ability to
concentrate may suffer.
In brief: Restless instability arising from emotional dissatisfaction.
(The + group is therefore needed as a compensation.)
-2 Physiological interpretation: Will power, resilience and the ability to stand
Green up to opposition are in danger of being overwhelmed by excessive stress
(especially in 8th position; in 6th position this is less pronounced, but still
present).
Psychological interpretation: The tenacity and strength of will, necessary to
contend with existing difficulties has become weakened. Feels overtaxed,
worn out and getting nowhere, but continues to stand his ground. He feels

67 |
 this adverse situation as an actual tangible pressure which is intolerable to
him and from which he wants to escape, but he feels unable to make the
necessary decision.
In brief: Reluctance to take the steps necessary to resolve a stress
situation. (The + group is therefore needed as a compensation.)
- 2-0 Physiological interpretation: The ability to with• stand pressure has been
Green/Grey overtaxed, leading to stress and frustration, impatience, and irritability
(especially in 7th & 8th positions; but also, to a lesser extent, in 6th &
7th).
Psychological interpretation: Has lost the resilience and strength of will be
necessary to contend with existing difficulties. Feels overtaxed and getting
nowhere but continues to stand his ground and still pursues his objectives
with a fierce intensity. This subjects him to intolerable pressure from
which he wants to escape, but he cannot bring himself to make the
necessary decision. As a result, he remains firmly involved in the
problem and can neither view it objectively nor get rid of it—he
cannot leave it alone and feels he will only be at peace when he has
reached his objective.
In brief: Unresolved involvement. (The + group is therefore needed as
a compensation.)
- 2-1 Physiological interpretation: Emotional dissatisfaction and reduced ability
Green/Blue to withstand opposition or difficulties are producing stress and frustration.
Psychological interpretation: Has lost the resilience and strength of will be
necessary to contend with existing difficulties, which appear to him as de•
liberate opposition. Stands his ground but is subjected to intolerable
pressure. Needs co• operation and emotional fulfillment and feels that,
in their absence, there is nothing he can do to improve the current
situation. Wants to “get away from it all” quickly.
In brief: Pressure arising from stress and discord. (The + group is
therefore needed as a compensation.)
-2 -3 Physiological interpretation: Distress and agitation resulting from the attempt
Green/Red to avoid any form of stimulation or excitement. Regards his environment
as hostile and is under great pressure. Irritable or angry outbursts, with the
possibility of sexual neuroses or cardiac complaints.
Psychological interpretation: Distressed by the ap• parent hostility of the
environment. Feels coerced and subjected to intolerable pressure. Is
rebellious and resentful of what he regards as unreasonable demands on
him but feels powerless to control the situation and unable to protect
himself.
In brief: Helpless rebelliousness. (The + group is therefore needed as a
compensation.)
-2 - 4 Physiological interpretation: Stress and anxiety due to conflict between
Green/Yellow hope and necessity, following acute disappointment.
Psychological interpretation: Disappointment and un• fulfilled hopes have

68 |
 given rise to an anxious uncertainty, while doubts that things will be any
better in the future lead to the postponement of essential decisions. This
conflict between hope and necessity is creating considerable pressure.
Instead of resolving this by facing up to making the essential decision, he
is likely to immerse himself in the pursuit of trivialities as an escape route.
In brief: Frustrated vacillation. (The + group is therefore needed as a
compensation.)
- 2-5 Physiological interpretation: Stress resulting from a feeling of belittlement
Green /Violet and misunderstanding (especially in 7th & 8th positions; materially less in
6th & 7th positions.)
Psychological interpretation: Feels in an invidious position: that trust,
affection, and understanding are being withheld and that he is being
treated with a humiliating lack of consideration. Considers he is being
denied the appreciation essential to his self-esteem and that there is
nothing he can do about it. Disheartened by the lone struggle against
difficulties with no encouragement. Feels he is getting nowhere; that,
instead of the admiration he needs, he is consistently misunderstood.
Wants to escape from the situation but cannot find the strength of mind to
make the necessary decision.
In brief: Humiliated by lack of appreciation. (The + group is therefore
needed as a compensation.)
Physiological interpretation: Stress resulting from excessive self-restraint in
-2 - 6
the attempt to win the regard and esteem of others (especially in 7th & 8th
Green/Brown positions; materially less in 6th & 7th positions).
Psychological interpretation: \-\as an unsatisfied need to ally himself with
others whose standards are as high as his own, and to stand out from the
rank and file. This subjects him to considerable stress, but he sticks to his
attitudes despite lack of appreciation. Finds the situation uncomfortable
and would like to break away from it but refuses to compromise with his
opinions. Unable to resolve the situation because he continually postpones
making the necessary decision as he doubts his ability to withstand the
opposition which would result. Needs the esteem of others, compliance
with his wishes and respect for his opinions before he can feel at ease and
secure.
In brief: Stubborn but ineffectual demand for esteem. (The + group is
therefore needed as a compensation.)
- 2-7 Physiological interpretation: Frustration at unacceptable restrictions on his
Green/Black freedom of action is producing stress (especially in 7th & 8th positions;
materially less in 6th & 7th positions).
Psychological interpretation: Seeks independence and freedom from any
restriction and therefore avoids obligations or anything which might prove
hampering. He is being subjected to considerable pressure and wants to
escape from it so that he can obtain what he needs but tends to lack the
necessary strength of purpose to succeed in this.

69 |
 In brief: Frustrated desire for independence and freedom of action. (The +
group is therefore needed as a compensation.)
-3 Physiological interpretation: Suppressed and pent- up agitation resulting
Red from the attempt to resist any additional stimulation, leading to irritability,
angry outbursts, or even sexual neuroses. There is a possibility of cardiac
trouble. (Especially significant in 8th positions, but still present in 6th
position.) Psychological interpretation: The situation is regarded as
threatening and dangerous. Outraged by the thought that he will be
unable to achieve his goals and distressed at the feeling of helplessness to
remedy this. Over-extended and feels beset, possibly to the point of
nervous prostration.
In brief: Helplessness. (The + group is therefore needed as a
compensation.)
- 3 -0 Physiological interpretation: Suppressed agitation resulting from the attempt
Red/Grey to resist any additional stimulation. Impatient, erratic, and irritable, with
the possibility of hypertension or other cardiac trouble. (Especially in 7th &
8th positions, but also, to a lesser extent in 6th & 7th positions.)
Psychological interpretation: The situation is regarded as threatening and
dangerous. Resentful that what he has striven so hard for is being men•
aced, and desperate because he feels powerless to prevent it—fears that
he is going to miss out altogether. Unable to view the situation objectively,
but extremely agitated and cannot rest in his attempts to remove this
threat to his desires. Over-extended and feels beset, possibly to the point
of nervous prostration.
In brief: Desperate agitation. (The + group is therefore needed as a
compensation.)
- 3-1 Physiological interpretation: Suppressed agitation resulting from the attempt
Red/Blue to resist any additional stimulation combined with the inability to relax
cause him to drive himself beyond the capacity of his resources.
Impatient, irritable, and hectic, with the possibility of hypertension or
other cardiac trouble.
Psychological interpretation: Distressed by the unsatisfactory state of some
close association. Feels unable to do anything to restore affinity and
mutual trust and considers that he is tied down in an un• happy situation
from which he cannot escape.
In brief: Distress resulting from disharmony. * * *(The + group is
therefore needed as a compensation.)
- 3-2 Physiological interpretation: Agitated helplessness and inability to control
Red/Green events are subjecting him to great stress. Possibility of cardiac trouble
and/ or muscular spasm.
Psychological interpretation: Acutely distressed by what appears as a hostile
environment. Feels he is being subjected to intolerable pressure and driven
against his will. Rebellious and resentful at what he considers unreasonable
demands on him but feels powerless to control the situation or protect

70 |
 himself in any way.
In brief: Helpless resentment. ***(The + group is therefore needed as
a compensation.)
- 3-4 Physiological interpretation: Stresses resulting from disappointment have
Red/Yellow led to agitation and anxiety. Psychological interpretation: Eager to make a
good impression, but worried and doubtful about the likelihood of
succeeding. Feels that he has a right to anything he might hope for and
becomes helpless and distressed when circumstances go against him.
Finds the mere possibility of failure most upsetting and this can even lead
to nervous prostration. Sees himself as a “victim” who has been misled and
abused, mistakes this dramatization for reality and tries to convince
himself that his failure to achieve standing and recognition is the fault of
others.
In brief: Unrealistic self-justification. (The + group is therefore needed as a
compensation.)
- 3 - 5 Physiological interpretation: Stress resulting from frustration in his attempts
Red/Violet to achieve security and understanding (especially in 7th & 8th positions;
materially less in 6th & 7th positions).
Psychological interpretation: Is responsive to outside stimuli and wants to
experience everything intensely but is finding the existing situation
extremely frustrating. Needs sympathetic understanding and a sense of
security. Distressed by his apparent powerlessness to achieve his goals.
In brief: Frustrated empathy. (The + group is therefore needed as a
compensation.)
-3- 6 Physiological interpretation: Tension arising from nervous prostration or
Red/Brown from sexual stress, due to excessive self-restraint. (In 7th & 8th positions;
minor in 6th & 7th).
Psychological interpretation: Feels unappreciated and finds the existing
situation disagreeable. Wants personal recognition and the esteem of
others to compensate for the lack of like-minded people with whom to ally
himself and make himself more secure. His sensual self-restraint makes it
difficult for him to give himself, but the resulting isolation leads to the
urge to surrender and merge with another. This disturbs him as he
regards such instincts as weaknesses to be overcome; only by not
succumbing to them, he feels, can he withstand the difficulties of the
situation. Wants to be valued as a desirable as• sociate and admired for
his personal qualities.
In brief: Insecurity arising from lack of allies. *(The + group is
therefore needed as a compensation.)
-3-7 Physiological interpretation: Stress arising from the frustrations of an
Red/Black unwanted situation (mainly in 7th & 8th positions; less so in 6th & 7th).
Psychological interpretation: Feels trapped in a dis• agreeable situation and
powerless to remedy it. Angry and disgruntled as he doubts that he will be
able to achieve his goals and frustrated almost to the point of nervous

71 |
 prostration. Wants to get away, feel less restricted and free to make his
own decisions.
In brief: Frustrated desire for independence. (The + group is therefore
needed as a compensation.)
-4 Physiological interpretation: Stresses resulting from disappointment have led
Yellow to agitation (especially in 8th position; far less so in 6th position).
Psychological interpretation: Unfulfilled hopes have led to uncertainty and
apprehension. Needs to feel secure and to avoid any further
disappointment, and fears being passed over or losing standing and
prestige. Doubts that things will be any better in the future and this
negative attitude leads him to make exaggerated demands and to refuse to
make reason• able compromises.
In brief: Agitated pessimism; fearful of losing prestige. (The + group is
therefore needed as a compensation.)
- 4-0 Physiological interpretation: Uncertainty and worry over missing
Yellow/Grey opportunities have led to a condition of agitated tension (especially in 7th
& 8th positions; materially less in 6th & 7th positions).
Psychological interpretation: Feels that life must yield more than it is and
that his hopes and desires must somehow be realized—that they must be
granted in their entirety. The existing uncertainty causes considerable
worry, and he is tensely on his guard against missing any opportunity.
Anxious to avoid further setbacks, any loss of standing or prestige. Tries to
make sure that he will not be over• looked and desperately needs
security.
In brief: Tensely expectant. (The + group is therefore needed as a
compensation.)
- 4-1 Physiological interpretation: Stress and anxiety have resulted from
Yellow/Blue emotional disappointment (especially in 7th & 8th positions, but also in 6th
& 7th). Psychological interpretation: An emotional relation• ship is no longer
running smoothly, has proven deeply disappointing and is now regarded as
a de• pressing tie. While on the one hand, he would like to free himself
from this attachment altogether, yet, on the other, he does not want to
lose anything nor risk uncertainty and the possibility of further
disappointment. These contradictory emotions aggravate him to such an
extent that he tries to suppress them beneath an aloof and severe
attitude.
In brief: Stress arising from emotional disappointment. (The + group is
therefore needed as a compensation.)
-4-2 Physiological interpretation: Stress and anxiety due to conflict between
Yellow/Green hope and necessity, following acute disappointment.
Psychological interpretation: Disappointment and unfulfilled hopes have
given rise to an anxious un• certainty, while doubts that things will be any
better in the future lead to the postponement of essential decisions. This
conflict between hope and necessity is creating considerable pressure.

72 |
 Instead of resolving this by facing up to making the essential decision, he
is likely to immerse himself in the pursuit of trivialities as an escape
route.
In brief: Frustrated vacillation. (The + group is therefore needed as a
compensation.)
-4-3 Physiological interpretation: Stresses resulting from disappointment have led
Yellow/Red to agitation and anxiety. Psychological interpretation: Eager to make a good
impression, but worried and doubtful about the likelihood of succeeding.
Feels that he has a right to anything he might hope for and becomes
helpless and distressed when circumstances go against him. Finds the
mere possibility of failure most upsetting and this can even lead to nervous
prostration. Sees himself as a “victim” who has been misled and abused,
mistakes this dramatization for reality, and tries to convince himself that
his failure to achieve standing and recognition is the fault of others.
In brief: Unrealistic self-justification. (The + group is therefore needed
as a compensation.)
- 4 - 5 Physiological Interpretation: Disappointment had led to a suspicious,
Yellow/Violet restrained withdrawal from others and into himself (in 7th & 8th positions;
far less in 6th & 7th).
Psychological interpretation: Suppresses his innate enthusiasm and
imaginative nature, for fear that he might be carried away by it only to find
himself pursuing some will-o’-the-wisp. Feels he has been mis• led and
abused and has withdrawn to hold himself cautiously aloof from others.
Keeps a careful and critical watch to see whether motives towards him
are sincere—a watchfulness which easily develops into suspicion and
distrust.
In brief: “Once bitten, twice shy;” emotional disappointment leading to
watchful mistrust of motive. (The + group is therefore needed as a
compensation.)
- 4 - 6 Physiological interpretation: Stress resulting from the effort to conceal
Yellow/Brown worry and anxiety under a cloak of self-reliance and unconcern (mainly
in 7th & 8th positions; far less in 6th & 7th).
Psychological interpretation: The existing situation is disagreeable. Feels
lonely and uncertain as he has an unsatisfied need to ally himself with
others whose standards are as high as his own and wants to stand out
from the rank and file. This sense of isolation magnifies the need into a
compelling urge, all the more upsetting to his self-sufficiency because of
the restraint he normally imposes on himself. Since he wants to
demonstrate the unique quality of his own character, he tries to suppress
this need for others and affects an attitude of unconcerned self-reliance to
conceal his fear of inadequacy, treating those who criticize his behavior
with contempt. However, beneath this assumption of indifference he really
longs for the approval and esteem of others.
In brief: Disappointment leading to assumed indifference. (The + group is

73 |
 therefore needed as a compensation.)
- 4-7 Physiological interpretation: Stress resulting from
Yellow/Black disappointment and watchful self-protection against further setback
(mainly in 7th &8th positions).
Psychological interpretation: Unfulfilled hopes have led to uncertainty and a
tense watchfulness. Insists on freedom of action and resents any form of
control other than that which is self-imposed. Unwilling to go without or to
relinquish anything and de• mands security as a protection against any
further setback or loss of position and prestige. Doubts that things will be
any better in the future and this negative attitude leads him to exaggerate
his claims and to refuse reasonable compromises.
In brief: Watchful and retentive. *(The + group is therefore needed as a
compensation.)
-5 Physiological interpretation: Stress due to suppressed sensitivity (in 8th
Violet position only; mild if not classed as an “anxiety").
Psychological interpretation: Delights in the tasteful, the gracious and the
sensitive, but maintains his attitude of critical appraisal and refuses to be
swept off his feet unless genuineness and integrity can be absolutely
vouched for. Therefore, keeps a strict and watchful control on his
emotional relationships as he must know exactly where he stands.
Demands complete sincerity as a protection against his own tendency to
be too trusting.
In brief: Controlled and analytical responsiveness.
-5 - 0 Physiological interpretation: Displays impatience and agitation (in 7th &
Violet/Grey 8th positions only; mild if not classed as an “anxiety").
Psychological interpretation: Feels that life has far more to offer and that it
is imperative that he should find the responsive and understanding
relationship he is seeking; he therefore follows up any opportunity which
presents itself. However, he maintains his attitude of critical appraisal and
re• fuses to be swept off his feet unless genuineness and integrity can be
absolutely vouched for. There• fore keeps a strict and watchful control on
his emotional relationships as he must know exactly where he stands.
Demands complete sincerity as a protection against his own tendency to
be too trusting.
In brief: Controlled responsiveness
- 5 - 1 Physiological interpretation: Refuses to relax or give in. Holding exhaustion
Violet/Blue and depression at bay by keeping active (especially in 7th & 8th positions;
rather less in 6th & 7th).
Psychological interpretation: An existing relationship is unsatisfactory, but he
feels unable to change it without co-operation; the need for
understanding, for affectionate give-and-take remains unfulfilled. This not
only depresses him but makes him irritable and impatient, producing
restlessness and the urge to get away from the situation, either actually or,
at least, mentally. Ability to concentrate may suffer.

74 |
 In brief: Restlessness due to emotional dissatisfaction. (The + group is
therefore needed as a compensation.)
- 5 - 2 Physiological interpretation: Stress resulting from the feeling of belittlement
Violet/Green and misunderstanding (especially in 7th & 8th positions; slightly less in
6th & 7th).
Psychological interpretation: Feels in an invidious position, that trust,
affection, and understanding are being withheld and that he is being
treated with a humiliating lack of consideration. Considers he is being
denied the appreciation essential to his self-esteem and that there is
nothing he can do about it. Disheartened by the lone struggle against
difficulties with no encouragement. Feels he is getting nowhere; that,
instead of the admiration he needs, he is consistently misunderstood.
Wants to escape from the situation but cannot find the strength of mind to
make the necessary decision.
In brief: Humiliated by lack of appreciation. *(The + group is therefore
needed as a compensation.)
- 5 - 3 Physiological interpretation: Stress resulting from frustration in his attempts
Violet/Red to achieve security and understanding. Nervous strength can become
seriously depleted and there is a possibility of cardiac trouble (especially in
7th & 8th positions; slightly less in 6th & 7th).
Psychological interpretation: Is responsive to outside stimuli and wants to
experience everything intensely but is finding the existing situation
extremely frustrating. Needs sympathetic understanding and a sense of
security. Distressed by his apparent powerlessness to achieve his goals.
In brief: Emotional and empathic frustration. (The + group is therefore
needed as a compensation.)
- 5 - 4 Physiological interpretation: Disappointment has led to a suspicious and
Violet/Yellow restrained withdrawal from others and into himself (especially in 7th & 8th
positions; less in 6th & 7th).
Psychological interpretation: Suppresses his innate enthusiasm and
imaginative nature, for fear he might be carried away by it only to find
himself pursuing some will-o’-the-wisp. Feels he has been mis• led and
abused and has withdrawn to hold himself cautiously aloof from others.
Keeps a careful and critical watch to see whether motives towards him
are sincere—a watchfulness which easily develops into suspicion and
distrust.
In brief: “Once bitten, twice shy”; emotional disappointment, leading to
watchful mistrust of motive. *(The + group is therefore needed as a
compensation.)
-5 - 6 Physiological interpretation: Stress arising from the inability to maintain
Violet/Brown relationships stably in their desired condition (in 7th & 8th positions only;
mildif not classed as an “anxiety”).
Psychological interpretation: Wants a partner with whom he can share
fully in an atmosphere of cloud• less serenity, but his compulsion to

75 |
 demonstrate his individuality leads him to adopt a critical and de• manding
attitude. This introduces discord and leads to alternating periods of
drawing closer and drawing apart, so that the ideal state he desires is not
allowed to develop. Despite the urge to gratify his natural desires, he
imposes a considerable self- restraint on his instincts in the belief that this
demonstrates his superiority and raises him above the common herd.
Discerning, critical, and particular, having taste and discrimination. These
qualities, combined with his tendency to form his own views, enable him to
judge things for himself and to ex• press his opinions with authority. He
enjoys the original, the ingenious and the subtle, striving to ally himself
with others of similar taste who can help him in his intellectual unfolding.
Desires admiration and the esteem of others.
In brief: Intellectual or esthetic discrimination.
- 5 - 7 Physiological interpretation: Stress resulting from unwelcome restriction or
Violet/Black limitation (only if classed as an “anxiety” in 7th & 8th positions).
Psychological interpretation: Strives for straight-for• ward relationships,
founded on mutual trust and understanding. Wishes to act only in
conformity with his own convictions. Demands freedom to make his own
decisions without being subjected to interference, outside influence or the
necessity of making compromises.
In brief: Demands independence and “straight dealing.”
-6 Physiological interpretation: Stress arising from suppression of physical or
Brown sexual desires and in• sufficient consideration for bodily needs (in 8th
position only and especially if classed as an “anxiety”).
Psychological interpretation: Has an unsatisfied need to ally himself with
others whose standards are as high as his own, and to stand out from the
common herd. This desire for pre-eminence isolates him and inhibits his
readiness to give himself freely. While he wants to surrender and let
himself go, he regards this as a weakness which must be resisted. This self-
restraint, he feels, will lift him above the rank and file and ensure
recognition as a unique and distinctive personality.
In brief: Demands esteem from others
-6-0 Physiological interpretation: Stress arising from suppression of physical or
Brown/Grey sexual desires and in• sufficient consideration for bodily needs (in 7th &
8th positions only and especially if classed as an“anxiety”)
Psychological interpretation: The existing situation is disagreeable. Has an
unsatisfied need to ally himself with others whose standards are as high
as his own, and to stand out from the common herd. His control of his
sensual instincts restricts his ability to give himself, but the resulting
isolation leads to the urge to surrender and allow him• self to merge with
another. This disturbs him, as such instincts are regarded as weaknesses
to be overcome; he feels that only by continued self- restraint can he hope
to maintain his attitude of individual superiority. Wants to be loved or ad•
mired for himself alone; needs attention, recognition, and the esteem of

76 |
 others.
In brief: Demands esteem as an exceptional individual.
- 6- 1 Physiological interpretation: Emotional discontent and lack of appreciation
Brown/Blue have led to stress and excessive self-restraint (in 7th & 8th positions; Jess
pronounced in 6th & 7th positions).
Psychological interpretation: Feels he must have co-operation before the
existing situation can be improved. Lack of understanding and
appreciation makes him feel no real bond exists, and discontent gives rise
to a touchy sensitivity; he wants to feel safer and more at ease. He would
like to get away from what he now considers a depressing tie and re-
establish his own individuality. His sensual self- restraint makes it difficult
for him to give himself, but the resulting isolation leads to the urge to sur•
render and merge with another. This disturbs him, as he regards such
instincts as weaknesses to be overcome; he feels that he can only assert his
own individuality by continued self-restraint and that this alone will allow
him to stand his ground through his present difficulties.
In brief: Emotional discontent arising from lack of appreciation and undue
self-restraint. (The + group is therefore needed as a compensation.)
-6 - 2 Physiological interpretation: Stress resulting from excessive self-restraint in
Brown/Green the attempt to win the regard and esteem of others (especially in 7th & 8th
positions; less pronounced, but still significant, in 6th & 7th).
Psychological interpretation: Has an unsatisfied need to ally himself with
others whose standards are as high as his own, and to stand out from the
rank and file. This subjects him to considerable stress, but he sticks to his
attitudes despite lack of appreciation. Finds the situation uncomfortable
and would like to break away from it but refuses to compromise with his
opinions. Unable to resolve the situation because he continually
postpones making the necessary decision, as he doubts his ability to
withstand the opposition which would result. Needs the esteem of others,
compliance with his wishes and respect for his opinions before he can feel
at ease and secure.
In brief: Stubborn but ineffectual demand for esteem. (The -I- group is
therefore needed as a compensation.)
- 6 - 3 Physiological interpretation: Stress arising from suppression of physical or
Brown/Red sexual desires and in• sufficient consideration of bodily needs (especially
in 7th & 8th positions; slightly less acute in 6th & 7th).
Psychological interpretation: Feels unappreciated and finds the existing
situation threatening. Wants personal recognition and the esteem of others
to compensate for the lack of like-minded people with whom to ally
himself and make himself more secure. His sensual self-restraint makes it
difficult for him to give himself, but the resulting isolation leads to the
urge to surrender and merge with another. This disturbs him, as he
regards such instincts as weaknesses to be overcome; he feels that only in
this way can he withstand the difficulties of the situation. Wants to be

77 |
 valued as a desirable associate and be admired for his personal qualities.
In brief: Insecurity arising from lack of allies. (The + group is therefore
needed as a compensation.)
- 6 - 4 Physiological interpretation: Stress resulting from the effort to conceal
Brown/Yellow worry and anxiety under a cloak of self-reliance and unconcern
(especially in 7th & 8th positions; less pronounced, but still significant, in
6th & 7th).
Psychological interpretation: The existing situation is disagreeable. Feels
lonely and uncertain as he has an unsatisfied need to ally himself with
others whose standards are as high as his own and to stand out from the
rank and file. This sense of isolation magnifies his need into a compelling
urge, all the more upsetting to his self-sufficiency because of the restraint
he normally imposes on himself. Since he wants to demonstrate the
unique quality of his own character, he tries to suppress this need for
others, and affects an attitude of unconcerned self- reliance to conceal his
fear of inadequacy, treating those who criticize his behavior with contempt.
However, beneath this assumption of indifference he really longs for the
approval and esteem of others.
In brief: Disappointment leading to assumed indifference. (The + group
is therefore needed as a compensation.)
- 6 - 5 Physiological interpretation: Stress arising from the inability to maintain
Brown/Violet relationships stably in their desired condition (in 7th & 8th positions
only; mild if not classed as an “anxiety”).
Psychological interpretation: Sensitive, and susceptible to gentleness and
delicacy of feeling, with a desire to blend into some sort of mystic fusion of
erotic harmony. However, this desire remains un• satisfied due to the lack
of a suitable partner or adverse conditions, and he keeps a strict and
watchful control on his emotional relationships as he needs to know
precisely where he stands. Is fastidious, esthetic and has a cultured taste
which allows him to form and express his own taste and judgment,
especially in the fields of art and artistic creativity. Strives to ally with
others who can assist him in his intellectual or artistic growth.
In brief: Sublimated artistic sensitivity.
- 6 - 7 Physiological interpretation: Stress resulting from unwelcome restriction or
Brown/Black limitation (only significant if classed as an “anxiety” in 7th & 8th positions;
otherwise implies only the normal desire for independence).
Psychological interpretation: Wants freedom to follow his own convictions
and principles, to achieve respect as an individual in his own right.
Desires to avail himself of every possible opportunity without having to
submit to limitations or restrictions.
In brief: Desire to control one’s own destiny.
- 7 Physiological interpretation: Stress arising from the frustrations of an
Black unwanted situation (especially in 7th & 8th positions, but also in 6th &
7th). Psychological interpretation: Feels trapped in a disagreeable situation

78 |
 and powerless to remedy it. Angry and disgruntled as he doubts that
he will be able to achieve his goals and frustrated almost to the point of
nervous prostration. Wants to get away, to feel less restricted and be
free to make his own decisions.
In brief: Frustrated desire for independence. (The + group is therefore
needed as a compensation.)
- 7 - 0 Physiological interpretation: Pronounced susceptibility to outside stimuli (in
Black/Grey 7th & 8th positions, but mainly if classed as an “anxiety”).
Psychological interpretation: Wants to overcome a feeling of emptiness and
of separation from others. Believes that life still has far more to offer
and that he may miss his share of experiences if he fails to make the best
use of every opportunity. He therefore pursues his objectives with a fierce
in• tensity and commits himself deeply and readily. Feels himself to be
completely competent in any field in which he engages and can
sometimes be considered by others to be interfering or meddle• some.
In brief: Intense involvement.
- 7 - 1 Physiological interpretation: Emotional dissatisfaction has given rise to a
Black/Blue touchy and impatient desire for independence, leading to stress and
restless• ness (especially in 7th & 8th positions, but also in 6th & 7th).
Psychological interpretation: An existing situation or relationship is
unsatisfactory, but he feels unable to improve it without willing co-
operation. Unwilling to expose his vulnerability and therefore considers it
inadvisable to display affection or be over demonstrative. He regards the
relationship as a depressing tie, but although he wants to be independent
and unhampered, he does not want to risk losing any• thing. All this leads
him to react touchily and with impatience, while the urge to get away
results in considerable restlessness. The ability to concentrate may suffer.
In brief: Restless instability arising from emotional dissatisfaction. (The +
group is therefore needed as a compensation.)
- 7- 2 Physiological interpretation: Frustration at unacceptable restrictions on his
Black/Green freedom of action is producing stress (especially in 7th & 8th positions, but
also in 6th & 7th).
Psychological interpretation: Seeks independence and freedom from any
restriction and therefore avoids obligations or anything which might prove
hampering. He is being subjected to considerable pressure and wants to
escape from it so that he can obtain what he needs but tends to lack the
necessary strength of purpose to succeed in this.
In brief: Frustrated desire for independence and freedom of action.
(The + group is therefore needed as a compensation.)
- 7- 3 Physiological interpretation: Stress arising from the frustrations of an
Black/Red unwanted situation (mainly in 7th & 8th positions; less so in 6th & 7th).
Psychological interpretation: Feels trapped in a disagreeable situation and
powerless to remedy it. Angry and disgruntled as he doubts that he will be
able to achieve his goals and frustrated almost to the point of nervous

79 |
 prostration. Wants to get away, feel less restricted and free to make his
own decisions.
In brief: Frustrated desire for independence. (The + group is therefore
needed as a compensation.)
- 7- 4 Physiological interpretation: Stress resulting from disappointment and
Black/Yellow watchful self-protection against further setback (especially in 7th & 8th
positions, but also in 6th & 7th).
Psychological interpretation: Unfulfilled hopes have led to uncertainty and a
tense watchfulness. In• sists on freedom of action and resents any form
of control other than that which is self-imposed. Unwilling to go without or
to relinquish anything and demands security as a protection against any
further setback or loss of position and prestige. Doubts that things will be
any better in the future.
- 7- 5 Physiological interpretation: Stress resulting from unwelcome restriction or
Black/Violet limitation (in 7th & 8th positions, but mainly if classed as an “anxiety”).
Psychological interpretation: Sensitive and impressionable, prone to
absorbing enthusiasms. Seeks an idealized—but so far unfulfilled—
situation in which he can share with another a complete ac• cord and
mutual depth of understanding. Feels there is a risk of being exploited if
he is too ready to trust others and therefore demands proof of their
sincerity. Needs to know exactly where he stands in his relationships.
In brief: Demand for shared independence.
- 7 = 6 Physiological interpretation: Stress resulting from unwelcome restriction or
Black/Brown limitation (in 7th & 8th positions, but mainly if classed as an “anxiety”).
Psychological interpretation: Resists any form of pressure from others and
insists on his independence as an individual. Wants to make up his own
mind without interference, to draw his own conclusions and arrive at his
own decisions. Detests uniformity and mediocrity. As he wants to be
regarded as one who gives authoritative opinions, he finds it difficult to
admit to being wrong, while at times he is reluctant to accept or
understand another’s point of view.
In brief: Demand for independence and perfectionism.

TABLE V + - FUNCTIONS
+0-0 Denotes an ambivalent attitude varying between cautious reserve and the
Grey/Grey fear of not receiving his due.
+0 - 1 Anxiety and restless dissatisfaction, either with circumstances or with
Grey/Blue unfulfilled emotional requirements, have produced tension and stress.
His attempt to escape from these consists of creating at least an outward
semblance of peace by refusing to allow himself to be involved.
+0- 2 Failure to establish himself in a manner consonant with his own high
Grey/Green opinion of his worth, combined with the continued effort to prove himself
with in• adequate resources, have resulted in considerable stress. Tries to
escape from these excessive de• mands on his meager reserves by

80 |
 adopting a defensive attitude in which he refuses to be com• mitted, or to
be involved in further unpleasantness.
+ 0 - 3 Depleted vitality has created an intolerance for any further stimulation
Grey/Red or demands on his re• sources. A feeling of powerlessness subjects him to
agitation, irritation, and acute distress from which he tries to escape by
refusing further direct participation. He confines himself to a cautious
approach and a concealed determination to get his own wayin the end.
+ 0 - 4 Disappointment at the non-fulfillment of his hopes and the fear that to
Grey/Yellow formulate fresh goals will only lead to further setbacks have resulted in
considerable anxiety. He tries to escape from this by withdrawing and
protecting himself with an attitude of cautious reserve. Moody and
depressed
+0 - 5 Physiological interpretation: Stress due to sup• pressed sensitivity (in 7th &
Grey/Violet 8th positions, and especially when classed as an “anxiety”).
Psychological interpretation: Delights in the tasteful, the gracious and the
sensitive, but maintains his attitude of critical appraisal and refuses to
be swept off his feet unless genuineness and integrity can be absolutely
vouched for. Therefore, keeps a strict and watchful control on his
emotional relationships as he must know exactly where he stands.
Demands complete sincerity as a protection against his own tendency
to be too trusting.
In brief: Controlled responsiveness.
+ 0 - 6 The unsatisfied desire to be respected, to stand out from amongst his
Grey/Brown fellows, is causing some anxiety. As a result, normal gregariousness is
suppressed and he refuses to allow himself to become involved, or to
participate with others in their ordinary activities.
+ 0 - 7 Fears that his independence will be threatened or severely restricted
Grey/Black unless he protects himself from any outside influence. Does not want to
be bothered.
+1-1 Denotes an ambivalent attitude varying between a relaxed
Blue / Blue contentment and a restless dissatisfaction.
+1 = 0 Physiological interpretation: Displays impatience and restlessness and
Blue/Grey inclined to be depressed (in 7th & 8th positions).
Psychological interpretation: Feels he cannot control the situation to create
the sense of belonging he needs, and so remains unwilling to place him•
self unreservedly in another’s hands. Is resisting a condition or a
relationship which he regards as a discouraging responsibility. Feels
life has far more to offer and is likely to remain impatient and irritable
until he has obtained all he feels he still lacks. The urge to get away from
this un• satisfactory state leads to restlessness and instability.
Concentration may suffer.
In brief: Restless and impatient nonfulfillment. (The + group is therefore
needed as a compensation.)
+1 - 2 The tensions and stresses induced by trying to cope with conditions

81 |
Blue/Green which are really beyond his capabilities or reserves of strength have led to
considerable anxiety, and a sense of personal (but unadmitted)
inadequacy. He seeks to escape into a more peaceful and problem-free
situation, in which he will no longer have to assert himself or contend
with so much pressure.
+1 - 3 Depleted vitality has created an intolerance for any further stimulation
Blue/Red or demands on his re• sources. A feeling of powerlessness subjects him to
agitation and acute distress. Tries to escape from this by relinquishing the
struggle, and by finding peaceful and restful conditions in which to
recuperate in an atmosphere of affection and security.
+1 - 4 Disappointment at the non-fulfilment of his hopes and the fear that to
Blue/Yellow formulate fresh goals will only lead to further setbacks have resulted in
considerable anxiety. He is trying to escape from this into a peaceful and
harmonious relationship, protecting him from dissatisfaction and lack of
appreciation.
+1 -5 Needs to protect himself against his tendency to be too trusting, as he
Blue/Violet finds it is liable to be mis• understood or exploited by others. Is therefore
seeking a relationship providing peaceful and understanding intimacy, and
in which each knows exactly where the other stands.
+1 -6 Wants to be valued and respected and seeks this from a close and peaceful
Blue/Brown association of mutual esteem.
+1-7 Does not wish to be involved in differences of opinion, contention or
Blue/Black argument, preferring to be left in peace
+2-2 Denotes an ambivalent attitude varying between self-insistence and the
Green/Green desire to escape the pressures which oppose it.
+ 2 - 0 Afraid that he may be prevented from achieving the things he wants and
Green/Grey therefore demands that others should recognize his right to them.
+ 2 - 1 Anxiety and restless dissatisfaction, either with his circumstances or with
Green/Blue unfulfilled emotional demands, have produced stress. He tries to escape
from these by denying their existence, concealing his dissatisfaction
behind a proud but illusory claim to self-sufficiency and independence
+ 2 - 3 Depleted vitality has created an intolerance for any further stimulation
Green/Red or demands on his re• sources. This sense of powerlessness, combined
with frustration that he cannot control events, sub• jects him to agitation,
irritation, and acute distress. He tries to escape from these by stubborn
insistence on his own point of view, but the general condition of
helplessness renders this often un• successful. Is therefore extremely
sensitive to criticism
and quick to take offense.
+2- 4 Disappointment and the fear that there is no point in formulating fresh
Green/Yellow goals have led to anxiety. Desires recognition and position but is worried
about his prospects. Reacts to this by protesting at any criticism and
resisting any attempt to in• fluence him. Tries to assert himself by
meticulous control of detail in an effort to strengthen his position.

82 |
 + 2-5 Works to strengthen his position and bolster his self-esteem by examining
Green /Violet his own accomplishments (and those of others) with critical appraisal and
scientific discrimination. Insists on having things clear-cut and
unequivocal.
Needs to be valued and respected as an exceptional individual, in order to
+ 2 -6
increase his self-esteem and his feeling of personal worth. Resists
Green/Brown mediocrity and sets himself high standards.
+ 2-7 Strongly resists outside influence and any interference with his freedom to
Green/Black make his own decisions and plans. Works to establish and strengthen his
own position.
+3-3 Denotes an ambivalent attitude varying between the desire to have his
Red/Red own way and the need to be left in peace
+ 3-0 The fear that he may be prevented from achieving the things he wants
Red/Grey leads him to play his part with an urgent and hectic intensity.
+ 3 - 1 Anxiety and a restless dissatisfaction, either with circumstances or with
Red/Blue unfulfilled emotional needs, have produced stress. He tries to escape by
in• tense activity, directed either towards personal success or towards
variety of experience.
+ 3-2 The tensions induced by trying to cope with conditions which are really
Red/Green beyond his capabilities, or his reserves of strength, have led to
considerable anxiety and to a sense of personal (but unadmitted)
inadequacy. He attempts to remedy this by intense activity and by
insistence on getting his own way. Faulty self-control can lead to
ungovernable displays of anger
+ 3-4 Disappointment and the fear that there is no point in formulating fresh
Red/Yellow goals have led to stress and anxiety. He wants congenial contact with
others and scope for development but feels that his relationships are
empty, and his progress impeded. He reacts with an intense and zealous
activity designed to achieve his aims at all costs
+ 3-5 Wants to act freely and uninhibitedly but is re• strained by his need to have
Red/Violet things on a rational, consistent, and clearly defined basis.
+3- 6 Takes a delight in action and wants to be respected and esteemed for his
Red/Brown personal accomplishments.
+3-7 Fights against restriction or limitation and insists on developing freely as a
Red/Black result of his own efforts.
+4- 4 Denotes an ambivalent attitude varying between an optimistic desire for
Yellow/Yellow fulfillment and a gloomy pessimism.
+ 4-0 The fear that he may be prevented from achieving the things he wants
Yellow/Grey leads him into a restless search for satisfaction in the pursuit of
illusoryor meaningless activities.
+ 4-1 Anxiety and restless dissatisfaction, either with his circumstances or with
Yellow/Blue unfulfilled emotional needs, have produced stress. He feels misunderstood,
disoriented, and unsettled. This drives him into a search for new
conditions or relationships, in the hope that these might offer greater

83 |
 contentment and peace of mind.
+4 - 2 The tensions induced by trying to cope with conditions which are really
Yellow/Green beyond his capabilities, or reserves of strength, have led to considerable
anxiety and a sense of personal (but unadmitted) inadequacy. He reacts
by seeking outside confirmation of his ability and value in order to
bolster his self-esteem. Inclined to blame others so that he may shift the
blame from himself. Anxiously searching for solutions and prone to
compulsive inhibitions and compulsive desires
+4-3 Agitation, unpredictability, and irritation accompanying depleted vitality
Yellow/Red and intolerance of further demands have all placed him in a position in
which he feels menaced by his circumstances. Feeling powerless to
remedy this by any action of his own, he is desperately hoping that some
solution will provide a way of escape.
+4 -5 Intensely critical of the existing conditions which he feels are
Yellow/Violet disorganized or insufficiently clear- cut. Is therefore seeking some
solution which will clarify the situation and introduce a more accept• able
degree of order and method.
+4-6 Feels insufficiently valued in his existing situation and is seeking different
Yellow/Brown conditions in which he will have greater opportunity of demonstrating his
worth.
+4-7 Feels restricted and prevented from progressing; seeking a solution which
Yellow/Black will remove these limitations.
+5-5 Denotes an ambivalent attitude varying between the desire for uncritical
Violet/Violet companionship and disdain of others for their lack of taste and under•
standing.
+ 5-0 Has a fear that he may be prevented from achieving the things he wants.
Violet/Grey This leads him to employ great personal charm in his dealings with
others, hoping that this will make it easier for him to reach his
objectives.
+5 -1 Anxiety and a restless dissatisfaction, either with his circumstances or
Violet/Blue with unfulfilled emotional needs, have produced considerable stress. He
tries to escape into an idealized atmosphere of sympathy and
understanding, or into a substitute environment of estheticism and
beauty.
+5 -2 The tensions induced by trying to cope with conditions which are really
Violet/Green beyond his capabilities, or reserves of strength, have led to considerable
anxiety and a sense of personal (but unadmitted) inadequacy. He attempts
to escape from this into a substitute world in which things are more nearly
as he desires them to be.
+5 -3 Depleted vitality has created an intolerance for any further stimulation
Violet/Red or demands on his resources. This feeling of powerlessness subjects him
to agitation and acute distress. He attempts to escape from this into an
illusory substitute world in which things are more nearly as he desires
them to be.

84 |
 +5 -4 Disappointment and the fear that there is no point in formulating fresh
Violet/Yellow goals have led to anxiety, and he is distressed by the lack of any close
and understanding relationship. He attempts to escape into a substitute
world in which these disappointments are submerged, and things are
more nearly as he desires them to be.
+ 5-6 Greatly impressed by the unique, by originality and by individuals of
Violet/Brown outstanding characteristics. Tries to emulate the characteristics he
admires and to display originality in his own personality.
+ 5 - 7 Seeks to avoid criticism and to prevent restriction of his freedom to act,
Violet/Black and to decide for himself by the exercise of great personal charm in his
dealings with others.
+ 6-6 Denotes an ambivalent attitude varying between a need for contented
Brown/ security and a desire for special recognition.
Brown
+6-0 The fear that he may be prevented from achieving the things he wants
Brown/Grey increases his need for security and freedom from conflict. Is therefore
seeking stability and an environment in which he can relax.
+6- 1 Anxiety and a restless dissatisfaction, either with circumstances or with
Brown/Blue unfulfilled emotional needs, have produced considerable stress. He tries to
escape from these into a conflict-free security in which he can relax and
recover
+6 - 2 The tensions induced by trying to cope with conditions which are really
Brown/Green beyond his capabilities, or his reserves of strength, have led to consider•
able anxiety and a sense of personal (but un• admitted) inadequacy. He
attempts to escape from this into a stable and secure environment in
which he can relax and recover, free from any further demands on him.
+6 -3 Depleted vitality has created an intolerance for any further stimulation
Brown/Red or demands on his resources. This sense of powerlessness subjects him
to agitation and acute distress. He attempts to escape into a stable
and secure environment in which he can relax and recover.
+6 -4 Disappointment and the fear that there is no point in formulating fresh
Brown/Yellow goals have led to anxiety, and he is distressed by the lack of any close and
understanding relationship or adequate appreciation. He attempts to
escape into a stable and secure environment in which he can relax and
feel more contented.
+6 -5 Wishes to safeguard himself against criticism or conflict and to entrench
Brown/Violet himself in a stable and secure position; but is himself inclined to be
critical of others and difficult to please.
+ 6 - 7 Seeks security and a position in which he will no longer be troubled by
Brown/Black demands being made on him.
+7-7 Denotes an ambivalent attitude varying between normal individualism and
Black/ Black a stubborn denigration of any other viewpoint.
+ 7 - 0 The fear that he may be prevented from achieving the things he wants
Black/Grey drives him to the exploitation of all types of experience, so that he may

85 |
 categorically deny that any of them has any value. This destructive
denigration becomes his method of concealing hopelessness and a
profound sense of futility.
+7 - 1 Anxiety and a restless dissatisfaction, either with circumstances or with
Black/Blue unfulfilled emotional needs, have produced considerable stress. He reacts
by putting this down to a total lack of understanding on the part of
others, and by adopting a scornful and defiant attitude.
+7 - 2 The tensions induced by trying to cope with conditions which are really
Black/Green beyond his capabilities, or his reserves of strength, have led to
considerable anxiety and a sense of personal (but unadmitted) inadequacy.
His inability to enforce his will causes him to over-react in stubborn
defiance and by assigning to others all the blame for his own failures.
+7 - 3 Depleted vitality has created an intolerance for any further stimulation
Black/Red or demands on his resources. This feeling of powerlessness subjects him
to agitation and acute distress. He reacts by considering that he has been
victimized, and insists—with indignation, resentment, and defiance—on
being given his own way.
+7 -4 Disappointment and the fear that there is no point in formulating fresh
Black/Yellow goals have led to anxiety, emptiness, and an unadmitted self-contempt. His
refusal to admit this leads to his adopting a headstrong and defiant
attitude.
+7 - 5 His natural ability to examine everything with critical
Black/Violet discrimination has been distorted into an attitude of harsh disapproval,
which opposes and denigrates without regard to the real facts.
+7 =6 The need for esteem—for the chance to play some outstanding part and
Black/Brown make a name for himself— has become imperative. He reacts by insisting
on being the center of attention and refuses to play an impersonal or
minor role.

86 |
 SACK’S SENTENCE COMPLETION TEST

Background

Sack’s Sentence Completion Test (SSCT) is a projective test developed by Dr. Joseph M.

Sacks and other psychologists of New York Veterans Administrative Mental Hygiene

Services to obtain a significant clinical material in four representative areas of judgement.

SSCT is used widely by clinicians and psychologists to explore the needs, inner conflicts,

fantasies, attitudes, aspirations, adjustment difficulties, and sexual abuse in the children and

adolescents. The uses of sentence completion test include personality analysis, clinical

application, attitude assessment, achievement motivation and measurement of other

constructs.

Administration

SSCT is a 60-item test that asks respondents to complete questions with the first thing that

comes to mind across four areas: family, sex, interpersonal relationships, and self-concept.

Sentence completion tests typically provide respondents with beginnings of sentences,

referred to as stems and respondents then complete the sentence in ways that are

meaningful to them. The test can be administered individually or in groups and can be taken

within 20-40 minutes.

87 |
 SACK’S SENTENCE COMPLETION TEST
Time Began: Time Finished:
Name: Sex: Age: Date:
Instructions: Below are sixty partly completed sentences. Read each one and finished it by
writing the first thing that comes to your mind. Work as quickly as you can. If you cannot
complete an item, circle the number, and return to it later.
1. I feel that my father seldom
2. When the odds are against me
3. I always wanted to
4. If I were in charge
5. To me the future looks
6. The men over me
7. I know it is silly, but I am afraid of
8. I feel that a real friend
9. When I was a child
10. My idea of a perfect woman/man
11. When I see a man and a woman together
12. Compared with most families, mine
13. At work, I get along best with
14. My mother
15. I would do anything to forget the time I
16. If my father would only
17. I believe that I have the ability to
18. I could be perfectly happy if
19. If people work for me
20. I look forward to
21. In school, my teachers
22. Most of my friends don't know that I am afraid of
23. I don't like people who
24. During my childhood
25. I think most girls/boys
26. My feeling about married life is
27. My family treats me like
28. Those I work with are
29. My mother and I
30. My greatest mistake was
31. I wish my father
32. My greatest weakness is
33. My secret ambition in life
34. The people who work for me
35. Someday I
36. When I see the boss coming
37. I wish I could lose the fear of

88 |
38. The people I like best
39. If I were young again
40. I believe most women/men
41. If I had sex relations
42. Most families I know
43. I like working with people who
44. I think that most mothers
45. When I was younger, I felt guilty about
46. I feel that my father is
47. When luck turns against me
48. In giving orders to others I
49. What I want most out of life
50. When I am older
51. People whom I consider my superiors
52. My fears sometimes force me to
53. When I am not around, my friends
54. My most vivid childhood memory
55. What I like least about women/men
56. My sex life
57. When I was a child, my family
58. People who work with me usually
59. I like my mother but
60. The worst thing I ever did

Interpretation

Rating Scales Used to Determine the Subject’s Degree of Disturbance

2 Severely disturbed. Appears to require therapeutic aid in handling emotional
conflicts in this area.
1 Mildly disturbed. Has emotional conflicts in this area but appears able to handle
them without therapeutic aid.
0 No significant disturbance noted in this area.
X Unknown. Insufficient evidence,

89 |
 SACK’S SENTENCE RATING SHEET
Time Began: Time Finished:
Name: Sex: Age: Date:
Instructions: On the basis of your clinical judgment, taking into account such factors as
inappropriate responses, dysphoric references, and manifestations of conflict, rate the
SSCT responses of the subject in the fifteen categories listed below, according to the
following scale:
ATTITUDE TOWARDS MOTHER Rating:
14. My mother
29. My mother and I
44. I think that most mother
59. I like my mother but
Interpretative Summary

ATTITUDE TOWARDS FATHER Rating:

1.I feel that my father seldom
16. If my father would only
31. I wish my father
46. I feel that my father is
Interpretative Summary

ATTITUDE TOWARDS FAMILY UNIT Rating:

12. Compared with most families, mine
27. My family treats me like
42. Most families I know
57. When I was a child, my family
Interpretative Summary

ATTITUDE TOWARDS WOMEN/MEN Rating:

10. My idea of a perfect woman/man
25. I think most girls/boys
40. I believe most women/men
55. What I like least about women/men
Interpretative Summary

ATTITUDE TOWARD HETEROSEXUAL RELATIONSHIP Rating:

11. When I see a man and a woman together
26. My feeling about married life is
41. If I had sex relations
56. My sex life
Interpretative Summary:

ATTITUDE TOWARD FRIENDS AND ACQUIANTANCES Rating:

8.I feel that a real friend
23. I don't like people who
38. The people I like best

90 |
53. When I'm not around, my friends
Interpretative Summary

ATTITUDE TOWARD SUPERIORS AT WORK OR SCHOOL Rating:

6.The men over me
21. In school, my teachers
36. When I see the boss coming
51. People whom I consider my superior
Interpretative Summary:

ATTITUDE TOWARD PEOPLE SUPERVISED Rating:

4.If I were in charge
19. If people work for me
34. The people who work for me
48. In giving orders to others, I
Interpretative Summary:

ATTITUDE TOWARD COLLEAGUES AT WORK OR SCHOOL Rating:

13. At work, I get along best with
28. Those I work with are
43. I like working with people who
58. People who work with me usually
Interpretative Summary:

FEARS Rating:
2.I know it is silly, but I am afraid of
22. Most of my friends don't know that I am afraid of
37. I wish I lose the fear of
52. My fears sometimes force me to
Interpretative Summary:

GUILT FEELINGS Rating:

15. I would do anything to forget the time I
30. My greatest mistake was
45. When I was younger, I felt guilty about
60.The worst thing I ever did
Interpretative Summary:

ATTITUDE TOWARD OWN ABILITIES Rating:

2.When the odds are against me
17. I believe that I have the ability to
32. My greatest weakness is
47. When luck turns against me
Interpretative Summary:

91 |
ATTITUDE TOWARD PAST Rating:
9. When I was a child
24. During my childhood
39. If I were young again
54. My most vivid childhood memory
Interpretative Summary:

ATTITUDE TOWARD FUTURE Rating:

5.To me the future looks
20. I look forward to
35. Someday, I
50. When I am older
Interpretative Summary:

GOALS Rating:
3.I always wanted to
18. I could be perfectly happy if
33. My secret ambition in life
49. What I want most out of life
Interpretative Summary:

92 |
 BENDER VISUAL-MOTOR GESTALT TEST II

Background

Bender Visual-Motor Gestalt Test 2nd Edition measures visual-motor integration

skills in children and adults from 4 to 85 years old. It provides interpretive information about

an individual's development and neuropsychological functioning and reveals the maturation

level of visuomotor perceptions, which is associated with language ability and various

functions of intelligence. It also provides an assessment of memory for children and adults

from 5 to 85+ years of age. The Bender-Gestalt II provides useful information for

educational, psychological, and neuropsychological assessment.

The development of Bender was guided by 60 years of research on Visual Motor

Gestalt Test, contemporary methods of test construction and current standards of

educational and psychological setting. It also includes a global scoring system with

comprehensive scoring guidelines.

BG II utilizes the original 9 designs from the BG Test. To enhance its utility in

educational, psychological, and neurological assessment, seven new designs have been

added to increase the ability range assessed by the BG II.

Since its development in 1938, the Visual Motor Gestalt Test has been one of the

most frequently used instruments in psychological assessment. Although the test has been

used with individuals of all ages, norms for developmental scoring systems plateau around

the age of 10.

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 The overall objective of revising the BGT was to update the test with contemporary

psychometrics and establish a large normative base while persevering the essence of the test

and its long research history.

New Features of the Bender Gestalt II

 Recall Procedure
 The Observation Form
 Motor and Perception Test
 Global Scoring System

Comparing Features of the Bender-Gestalt Test and the Bender-Gestalt II

The following comparisons of the original test and new test highlight the important
advances made in the Bender-Gestalt II.
Bender-Gestalt Test Bender-Gestalt II
Examiner’s Manual
Provides an 8-page instruction pamphlet Provides a 167-page manual (Brannigan &
(Bender, 1946) that contains brief Decker, 2003) that details the historical
administration and interpretation background, test development,
guidelines and cites reference to Bender’s administration and scoring guidelines,
(1938) monograph norming and standardization process,
clinical and special populations studied,
reliability and validity studies,
interpretation guidelines, standard score
tables for ages 4 to 85+ years, and
examples of the Global Scoring System
criteria for each design

Stimulus Cards
Includes nine stimulus cards used for the Includes sixteen stimulus cards divided
entire age range for the test. Cards were into two tests, each containing an
reproduced from hand-drawn designs on enhanced version of the original nine
thin cardboard stock. designs and additional designs deemed
more suitable for the age ranges covered.
The additional stimulus cards are designed
to extend the measurement scale at the
lower and higher ends. Four additional
designs are used for subjects 4 through 7
years of age. Three additional designs are
used for subjects 8 to 85+ years of age.
Stimulus cards are reproduced from

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 mechanically drawn designs for greater
clarity and precision and are printed on
durable plastic that can be cleaned easily.

Scoring System
Bender’s Scoring System Global Scoring System General guidelines
No scoring system is provided, but and specific examples for the Global
Bender’s (1938) scoring system was Scoring System are provided for quick,
referenced. Bender’s scoring system easy scoring of subjects’ protocols. The
evaluates the overall quality of each design scoring system evaluates the overall quality
on scales ranging from 1 through 5 on one of the subjects’ reproductions of each
design to 1 through 7 on others. design on a 5-point scale ranging from 0
Descriptions are provided for each point on (no resemblance, random drawing,
the scale. The scoring system was not scribbling, lack of design) to 4 (nearly
extensively used in clinical practice or perfect). This scoring system is used for
research. Several other scoring systems are evaluating the reproductions of the designs
currently used. Hutt’s Scoring System in the standard administration of the test
Hutt’s (1945, 1969, 1977, 1985) inspection (Copy phase) and the recall of the designs
system emphasizes the personality and (Recall phase
projective uses of the test in differential
diagnosis of clinical disorders. The
Adience-Abience Scale and the
Psychopathology Scale consist of specific
factors that are examined to assess the
degree of openness or closeness to
perceptual experience and the degree of
pathology exhibited in the protocol. The
scales evaluate the frequency and severity
of deviations in a protocol. The system has
been used primarily with adolescent and
adult populations, although some research
suggests that it may be appropriate for 10-
to 12-year-olds.

Lacks’s Scoring System

Lacks’s (1984, 1999) screening system for
brain dysfunction also employs a clinical
inspection method that is based on Hutt
and Briskin’s (1960) twelve essential
discriminators of intracranial damage. The
system, which was designed for
adolescents and adults, involves examining
a protocol for the presence of each of the
twelve indicants.

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Koppitz’s Developmental Bender Scoring
System Koppitz developed the
Developmental Bender Scoring System in
1963. It consists of 30 discrete errors that
are scored when present. The number of
errors scored for each design ranges from
2 to 4. The errors selected were thought to
be sensitive predictors of school
performance, differentiating between
students who were either above or below
average in achievement.

Qualitative Scoring System

The Qualitative Scoring System (Brannigan
& Brunner, 1989, 1996, 2002) evaluates the
accuracy of each drawing on a 6-point
scale ranging from 0 to 5. In addition to
providing general guidelines, this system
also provides specific guidelines and
examples for scoring each design. It was
created to assess the overall quality of the
reproductions of children from ages 4
years, 6 months to 8 years, 5 months. This
scoring system is similar to the Global
Scoring System and uses the same strict
scoring approach that requires drawings to
be “as good as or better than the examples
at a particular level” to receive credit at
that level. The scoring system was
designed to be used with a modified
version of the test (six designs), which is
more appropriate in predicting school
achievement in young children
Supplemental Test
Does not include any supplemental tests. Provides a Motor Test and a Perception
Test to detect deficits in motor and/or
perception skills that would adversely
affect a subject’s visual-motor integration
performance
Test Record / Observation Form
Does not include any test record or Includes a comprehensive four-page
observation form. observation form used to document
physical factors that might impede a
subject’s performance, test-taking

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 behaviors, and specific drawing behaviors
as well as to summarize scores on the Copy
and Recall phases and the Motor and
Perception Tests
Normative Data and Available Scores
Bender-Gestalt Test Materials Bender-Gestalt II Test Materials Provides
Includes one chart depicting the typical standard scores, T-scores, percentile ranks,
reproduction of each design for subjects at confidence intervals, and classification
various ages. Also includes a reference to labels for the reproductions of subjects
Bender (1938), which provides tables and from 4 to 85+ years of age. The test also
graphs of subjects’ design reproductions. provides this information for the recall
Norms were based on 800 subjects from performance of subjects 5 to 85+ years of
the New York City area. age and includes percentile scores for raw
scores on the Motor and Perception Tests.
Other Normative Data Information Norms are based on a stratified, random
More comprehensive normative data are sampling that closely matched the U.S.
available for other scoring systems. Hutt’s census data from the year 2000 for sex,
Psychopathology Scale and the Adience- race/ethnicity, geographic region, and
Abience Scale were normed on diverse socioeconomic level. The sample included
clinical populations. Means and standard 4,000 subjects.
deviations are provided for these
populations (e.g., schizophrenics,
neurologically impaired individuals) for
differential diagnosis.

Lacks’s scoring system was also normed

on diverse clinical populations. The
standard cutoff score for differentiating
psychiatric patients with and without
neurological impairment is provided. The
original normative sample (1963) for
Koppitz’s Developmental Bender Scoring
System was based on 1,104 children
grouped in 6-month age intervals from 5
years to 10 years, 11 months. However, the
sample was underrepresented, especially
geographically and racially. There were
also wide disparities in the number of
subjects per age group (e.g., one group had
27 subjects, while another had 180
subjects).

The Koppitz scoring system was renormed

in 1974 (see Koppitz, 1975) to provide a

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more representative cross-section of
children. This sample included 975
children grouped in 6-month age intervals
from 5 years to 11 years, 11 months. Still,
the vast majority of subjects were from the
northeast (83%) and a large percentage of
them were white (86%). In addition, large
disparities existed in the number of
subjects per age group (8 of the 13
groupings had fewer than 70 subjects,
including 3 groups with fewer than 50
subjects). Many of these age groupings
have low ceilings and skewed distributions.
Percentile scores and age equivalents are
provided for each age grouping

Brannigan and Brunner’s Qualitative

Scoring System was originally normed in
1989 on 994 children grouped in 6-month
age intervals. The number of subjects in
each grouping ranged from 70 to 168. The
sample was predominantly white and from
northeastern New York state. The test was
renormed in 1996 on a more nationally and
racially representative sample, but still it
was not fully consistent with U.S. census
data. Each age grouping contained 145
subjects. T-scores and percentile scores are
provided for age and grade groupings. No
information was provided on recall
performance for any of these scoring
systems.

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TEST ADMINISTRATION AND SCORING PROCEDURES

Materials

 Bender Visual-Motor Gestalt Test consists of 16 stimulus cards and Observation

Form. Two supplemental tests, the Motor Test and Perception Test.

 The Observation Form contains areas for recording times and different types of test-

taking behavior.

 Motor Test and Perception Test provide a brief screening of specific motor and

perceptual abilities. The purpose of these tests is to help understand how

performance on the Bender-Gestalt II Copy and Recall Phases by detecting the

presence of motor or perceptual difficulties. The supplemental test should be

administered following the Recall Phase.

 Two number 2 pencil with erasers

 3-5 Sheet of papers

 Timer / Stopwatch

BENDER GESTALT II ADMINISTRATION PROCEDURE

Administration of the Bender-Gestalt II involves two phases: The copy phase and the Recall

Phase. The examinee is shown stimulus cards with different designs.

Start and End Items for Specified Ages From 4 to Adult

Ages Start Item End Item

4 years through 7 years, 11 months 1 13

8 years and older 5 16

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Directions for Administering the Copy Phase

Although the test has no time limits, use a stopwatch or other timing device to measure how

long the examinee takes to complete the items. Place the stopwatch out of the examinee's

sight in an inconspicuous location, such as your lap.

Position the drawing paper on the table, centering it vertically on front of the examinees.

In the copy phase, the examinee is asked to copy each of the designs on a blank sheet of

paper.

Say: I have a number of cards here. Each card has a different drawing on it. I will show you

the cards one at a time. Use a pencil to copy the drawing from each card onto the sheet of

paper.

Try to make your drawings look just like the drawings on the cards. There are no time limits,

so take as much time as you need.

Directions for Administering the Recall Phase

In recall phase, the examinee is asked to redraw the designs from memory. Although the

test has no time limits, the examiner records how long it takes the examinee to reproduce

the designs.

Say: Now I want you to draw as many of the designs that I just showed you as you can

remember. Draw them on the new sheet of paper. Try to make your drawings just like the

ones on the cards that you saw earlier.

There are no time limits, so take as much time as you need.

The supplemental test should be administered following the Recall Phase.

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Directions for Administering the Motor Test

The Motor Test consist of sample item and four test

items with three figures per item. The test takes

approximately 2 minutes to administer and should be

given after the recall phase. Allow a maximum of 4

minutes for this test. Stop administration when the

examinee completes all items or after 4 minutes.

Read aloud the directions at the top of the Motor Test.

Say: For each item, start with the largest figure. For

each figure, draw a line connecting the dots without touching the borders. Do not life the

pencil, erase or tilt the paper while drawing.

Instruct the examinee to draw a line between the dots in each figure without touching the

borders. Give additional directions, if necessary, to ensure the examinee understands the

task.

Ask the examinee to complete the sample item. If, necessary, demonstrate the task for the

examinee to complete the sample item. If necessary, demonstrate the task for examinee by

completing the sample item. Then point to the largest figure in Item 1 and say: Now you try

it.

Do not allow the examinee to lift the pencil, erase or tilt the paper while drawing the line

between the dots. The arrows in item 1 indicate which figure the examinees should

complete next.

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If necessary, point to the next numbered item and repeat the instructions. continue this

procedure until the examinee has completed all items or the maximum time limit has

expired.

Directions for Administering the Perception Test

The Perception Test consist of 10 items and takes

approximately 2 minutes to administer. Allow a

maximum of 4 minutes for this test. Stop

administration when the examinee completes all

items or after 4 minutes. This test should be

administered after the Motor Test.

The examinees should circle or point to a design in

each row that best matches the design in the

numbered box on the left.

Say: Look at this picture. There is no other picture that looks just like it in this row. Circle or

point to the picture that look just like this one.

If needed, provide assistance for the first item. Point

to each item in the row and say, Which one of these

pictures looks like this one?

If the examinees has difficulty holding a pencil, allow

him or her to point to the item. Then circle or mark

the item to indicate the examinee’s response.

If an examinee takes more than 30 seconds to

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 respond to any item, say Let’s try the next one. Write an S next to any skipped items.

SCORING PROCEDURE

The summary section of the Observation Form provides an overview of the information

collected during test administration.

 Use the areas in this section to total the raw scores and record any observations

noted during test administration.

 Calculate the examinee’s age, test-taking times for the Copy and Recall phases, and

supplemental test scores and percentile ranges.

 After completing these procedures, refer to the appendixes in this manual for the

corresponding standard scores, percentile ranks, and other scor



SCORING THE BENDER GESTALT II

The Global Scoring System for the Bender-Gestalt II is The Global Scoring System
0 No resemblance, random
used to evaluate the overall representation of each drawing, scribbling, lack
of design
design the examinee produces during the copy and 1 Slight – vague
resemblance
recall phases of administration. 2 Some – moderate
resemblance
The Global Scoring System consist of a 5-point rating 3 Strong – close
resemblance, accurate
scale that is designed to yield individual scores for each reproduction
4 Nearly perfect
item and a total score for each test. Higher scores

indicate better performance.

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Because the Global Scoring System evaluates the overall intactness of each drawing, factors

that are featured prominently in other scoring systems (e.g., problems involving distortion,

integration, rotation, and perseveration) are considered in assigning scores.

Scoring the Bender Gestalt II Motor Test

Each correct item is scored one (1). Each incorrect item Criteria for Scoring Motor
Test
is scored zero (0). 1 Line Touches both end
points and does not leave
Calculate the raw score by adding the number of correct the box. Line may touch
the border but cannot go
items for each figure. A total of 12 points is possible for over it
0 Line extends outside the
the Motor Test. box or does not touch
both end points
Record the raw score in the appropriate box in supplemental test area of the observation

form “summary” section.

Indicate the percentile range by marking the corresponding box.

Scoring the Bender Gestalt II Perception Test

Each correct item is scored one (1). Each incorrect item is scored zero (0).

Calculate the raw score by adding the number of correct items for each figure. A total of 10

points is possible for Perception Test.

Record the raw score in the appropriate box in supplemental test area of the observation

form “summary” section.

Indicate the percentile range by marking the

corresponding box.

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INTERPRETATING TEST SCORES

Raw scores for the BG II Copy and Recall phase

have been converted to standard scores and

percentile scores.

The lower the score, the greater the likelihood

that severe pathology (whether it is

developmental, physiological, neurological, or

psychological) exists.

Classification Labels for Bender-Gestalt II

Standard Scores
140-160 Extremely high or extremely advanced
130-144 Very high or very advanced
120-129 High or advanced
110-119 High average
90-109 Average
80-89 Low average
70-79 Low or borderline delayed

55-69 Very Low or mildly delayed

40-54 Moderately Low or moderately delayed

105 |
 CARD 1

CARD 2

CARD 3

STIMULUS CARDS

106 |
 CARD 4

CARD 5

CARD 6

STIMULUS CARDS

107 |
 CARD 7

CARD 8

CARD 9

STIMULUS CARDS

108 |
 CARD 10

CARD 11

CARD 12

STIMULUS CARDS
109 |
 CARD 13

CARD 14

CARD 15

STIMULUS CARDS
110 |
CARD 16

111 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

112 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

113 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

114 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

115 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

116 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

117 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

118 |
GLOBAL SCORING SYSTEM CRITERIA AND EXAMPLES

119 |
120 |
121 |
122 |
123 |
121 |
122 |
123 |
124 |
125 |
126 |
SAMPLE CASE DRAWING of a female subject age 9 years old and 6 months

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128 |
 THEMATIC APPERCEPTION TEST

DESCRIPTION

Title: Thematic Apperception Test (TAT)

Author: Henry Murray M.D and the Staff of the Harvard Psychological Clinic

Year: 1943

Purpose:

The Thematic Apperception Test, familiarly known as TAT, is a method of revealing to the

trained interpreter some of the dominant drives, emotions, sentiments, complexes, and

conflicts of a personality. Special value resides in its power to expose the underlying

inhibited tendency which the subject, or patient, is not willing to admit, or cannot admit

because he is unconscious of them.

Utility:

The TAT will be found useful in any comprehensive study of personality and in the

interpretation of behavior disorders, psychosomatic illnesses, neuroses, and psychoses.

Rationale:

The procedure is merely that of presenting a series of picture of a subject

and encouraging him to tell stories about them. If the pictures are presented as attest of

imagination, the subject’s interest together with his need for approval, can be so involved in

the task that he forgets his sensitive self and the necessity of defending it against the

probing’s of the examiner, and before he knows it, he has said things about an invented

character that apply to himself, thing which he would have been reluctant to confess in

129 |
response to a direct question. As a rule, the subject leaves the test happily unaware that he

has presented the psychologist with what amounts to an X-ray picture of the inner self.

RELIABILITY AND VALIDITY

The TAT involves complex, meaningful verbal material. Because of the complexity of this

material, exact quantitative analysis is difficult. This issue is further complicated because

there are so many different scoring systems. Reliability (and validity) for one system may not

mean that adequate reliability will be present for another system. Interscorer reliability

across different scoring systems has generally been found to be good, ranging between .37

and .90, with most reports .85 or higher.

The advantage of this test is that it offers access to the covert and deeper structures of an

individual’s personality. It is less susceptibility to faking because the purpose of projective

techniques is usually disguised, and it is intrinsically interesting and nonthreatening.

On the other hand, the disadvantage of this test is that it is difficult to establish adequate

internal consistency and test re-test reliability. The effectiveness of the technique is often

dependent on the clinician’s individual skill than on the quality. Further, this test is also

sensitive to situational variables such as mood, stress, sleep deprivation, and differences in

instruction

130 |
ADMINISTRATION, SCORING, AND INTERPRETATION

The materials consists of 19 pictures on white bristol board and one blank card, calling for a

total of 20 stories, Although it is, of course, possible to get along without any pictures by

simply directing the subjects to make up story, it has been found (1) that pictures are

effective in stirring the imagination; (2) that they serve to force the subject to deal, in his own

way, with certain classical human situation; and finally (3) that the advantages of using

standard stimuli are here, as in other tests, considerable. Each set is divided into two series

of ten pictures each, the pictures of the second series being properly more unusual,

dramatic, and bizarre than those of the first one full hour is devoted to a series, the two

sessions being separated by a day or more.

Administration

Preparation of the Subject: Most subjects or patients do not need any preparation beyond

that of being given some acceptable reason for taking the test. But those who are peculiarly

dull-witted, unresponsive, resistant, or suspicious, who have never taken an educational or

psychological test, had better be given a less imposing task (a test of intelligence,

mechanical aptitude, Rorschach, etc.) before being introduced to the TAT. Children usually

do better after several sessions spent in making up spoken fantasies with clay or toys.

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Atmosphere of the Testing Condition

The air of friendliness, the aesthetic tone of the office and its furnishings, as well as the sex,

age, manner, and personality of the examiner are all capable of affecting the freedom, vigor,

and direction of the subject’s imagination.

Testing Procedure

First session. The subject is seated in a comfortable chair or stretch out in a couch.

Form A: “This is a test of imagination, one form of intelligence. I am going to show you

some pictures, one at a time, and your task will be to make up as dramatic a story as you

scan for each. Tell what has led up to the event shown in the picture describe what is

happening at the moment, what the characters are feeling and thinking, and then give the

outcome. Speak your thoughts as they come to your mind. Do you understand? Since you

have fifty minutes for ten pictures, you can devote about five minutes to each story. Here is

the first picture.

Form B: This is a story telling test. I have some picture here that I am going to show you, and

for each picture I want you to make up a story. Tell what has happened before and what is

happening now. Say what the people are feeling and thinking and how it will come out. You

can make up any kind of story you please. Do you understand? Well. Then, here is the first

picture. You have five minutes to make up a story. See how well you can

After finishing the first story the subject is commended, and then reminded of the

instructions) unless he has obeyed them faithfully.) For example, the examiner might

say; That was certainly an interesting story, but you forgot to say how the boy behaved

when his mother criticized him, and you left the narrative hanging in the air. There was
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 no real outcome. You spent three and a half minutes on that story. Your others can be

a little longer. Now see how well you can do with the second picture.”

As a rule, it is better for the examiner to say nothing for the rest of the hour except 1. to

inform the subject whenever he is much ahead or being schedule, as it is important that he

finish all best stories and that he devotes about the same amount of time to each; 2. to

encourage them with a little praise from time to time, as there is no better stimulant the

imagination; and 3. if the subject omits some crucial remark such as, “What led up to this

situation?”

The examiner may cut off a story that has become too long and rambling by asking,” How

does it turn out? Subject who is too involved with a literal description of the pictures should

be tactfully reminded that this is just a test of imagination.

One criterion by which the examiner can measure his ability to perform his function is the

length of the stories which his subjects invest for him. Three hundred words is the standard

average length for stories from adult subject: one hundred and fifty words for stories from

ten-year-old children.

Second Session

Form A: “The procedure today is the same as before. Your first ten stories were excellent,

but you confined yourself pretty much to the facts of everyday life. Now I would like you to

133 |
see what you can do when you disregard the commonplace realities and let your

imagination have its way, as in a myth, fairy story. Here is the picture No. 1.

Form B: “Today I am going to show you some more pictures. It will be easier for you this

time because I have here much better, more interesting. You told me fine stories the other

day, now I want you to see whether you can make up a few more. Make them even more

exciting than you did last time… if you can make it like a dream or fairy tale.

Blank Card. Card No. 16 is accompanied by a special instruction. The examiner says, Say

what you can see on this blank card. Imagine some pictures there and describe it to me in

detail.”

Interpretation

Card Selection: There are 20 TAT cards, but it is common practice to administer 8-12

selected cards. It is advisable to use the same core battery of cards in a standardized

sequence, with cards added based upon the specific referral question and the “pull” of the

card. Organize the cards in numerical sequence before you begin to administer the test.

Even though some of the cards are gender-specific, the following combination of cards is

recommended as cards that yield the richest stories:

Female: 1, 2, 3BM, 4, 6GF, 7GF, 8BM, 12M, 13MF and 16

Male: 1, 2, 3BM, 4, 6BM, 7BM, 8BM,12M, 13MF, and 16

134 |
Instructions: Instructions for adults are: (Murray, 1943)

“I am going to show you some pictures, one at a time, and your task will be to make up a

story for each card. In your story, be sure to tell what has led up to the event shown in the

picture, describe what is happening at the moment, what the characters are feeling and

thinking, and then give the outcome. Tell a complete story with a beginning, middle, and end.

Do you understand? I will write your stories verbatim as you tell them. Here’s the first

card.”

These instructions can be modified for children or for adults with limited

education/intelligence:

“I am going to show you some pictures, and I would like you to tell me a story for each

one. In your story, please tell: What is happening in the picture? What happened before?

What are people thinking and how are they feeling? How does it turn out in the end? So, I’d

like you to tell a whole story with a beginning, middle, and ending. You can make up any

story you want about the picture. Do you understand? I’ll write down your story. Here’s the

first card.”

My recommendation is to present Card 16, the blank card, at the end of the battery, with the

following instructions:

"Now I am going to ask you to do something different. This time the card has no picture on

it, so you can make up any story that you'd like."

It is important that the examinee understands that they are to tell a story and not merely

describe the pictures. Stories should contain these four elements:

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 1. Current situation (What’s going on now in the picture?)

2. Thoughts and feelings of the characters. (What are they thinking/feeling?)

3.Preceding events (What happened before? What led up to this current situation?)

4.Outcome (How does the story end?)

Prompting is allowed if story elements are omitted, but prompt each of the story elements

only once per story. Do not ask specific leading questions. It is better to phrase the

prompting questions as noted above.

Administer each card individually and have the examinee tell each story out loud. The test

administration can be tape-recorded, with the consent of the examinee, but it is good

practice to write down their responses verbatim as well.

Interpretation

There are no formal, normative standards for the TAT. The simplest procedure for studying

TAT responses is the inspection technique. Most clinicians interpret the TAT stories

informally; repetitive patterns or themes become apparent by reading through a subject's

stories.

It is useful to know the typical themes and stories that are elicited by each of the cards.

Deviations from these may offer rich interpretive value. Typical themes are presented in

Groth- Marnat (2003) Chapter 10, in Bellak (1997) Chapter 4, and in Teglasi, (2001). It is

136 |
important to look for corroboration of patterns in other stories, other test results, or in

background information. Bellak (1997) says "A repetitive pattern is the best assurance that

one does not deal with an artifact".

One main thing to consider in the interpretation of the TAT is that the pictures are best

seen psychologically as a series of social situations and interpersonal relations. Another

way to consider them is that all characters in the stories are projected aspects of the self,

keeping in mind that they may represent the ideal self, the real self, the feared self, etc.

Things to look for in card responses:

Following the task directions

Initial reactions to cards and to themes presented:

Personality Conflicts: Interpersonal, Intrapersonal

Themes, plots introduced

Characters

Supportive figures – who is brought into story?

Affect

Action

Outcome or resolution

Inter-card relationship

Ego functions – defenses

Language usage

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Identification issues: Usually identify with same gender; if not, may indicate gender

identity issues or may indicate vulnerability and need to project onto gender different

person to distance the issue from self

Indicators for therapeutic progress and outcome

Personality structural analysis: id, ego, superego

Psycho-sexual development stage: oral, anal, phallic, latency, genital

More comprehensive, in-depth analysis can be attained through analyzing the 10 variables of

Bellak's scoring system:

 The Main Theme

Descriptive Level: State the summarized meaning of the story, a finding of the common trend

restated in an abbreviated form and simple words.

Interpretive Level: State the general meaning of the story.

Diagnostic Level: State possibly expressed psychological problems.

Symbolic Level: State possible symbols

Elaborative Level: State any free associations to story elements.

 The Main Hero

 Main Needs and Drives of Hero

 Conception of the Environment (World)

 Figures Seen as.......

 Significant Conflicts

 Nature of Anxieties

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  Main Defenses against Conflicts and Fears

 Adequacy of Superego as Manifested by "Punishment" for "Crime"

 Integration of the Ego

 Reality Testing

 Judgment

 Sense of Reality of the World and the Self

 Regulation and Control of Drives, Affects, and Impulses

 Object Relations

 Thought Processes

 ARISE: Adaptive Regression in the Service of the Ego

 Defensive Functioning

 Stimulus Barrier

 Autonomous Functioning

 Synthetic-Integration Functioning

 Mastery-Competence

Integration of the Ego: Assessment of adaptive capacity (based on Bellak)

Reality Testing

Distinction between inner and outer stimuli.

Accuracy of perception (includes orientation to time and place and interpretation of

external events).

Accuracy of inner reality testing (psychological mindedness and awareness of

inner states).

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Judgment

Awareness of likely consequences of intended behavior (anticipated probable

dangers, legal culpabilities, social censure, disapproval, or inappropriateness).

Extent to which manifest behavior reflects the awareness of these likely

consequences.

Sense of Reality of the World and the Self

The extent to which external events are experienced as real and as being embedded in a

familiar context (degree of derealization, Deja vu, trance- like states).

The extent to which the body (or parts of it) and its functioning and one's behavior are

experienced as familiar, unobtrusive, and as belonging to (or emanating from) the

individual.

The degree to which the person has developed individuality, uniqueness, and a sense of self

and self-esteem.

The degree to which the person's self-representations are separated from his or her object

representation.

Regulation and Control of Drives, Affects, and Impulses

The directness of impulse expression (ranging from primitive acting out through neurotic

acting out to relatively indirect forms of behavioral expression).

The effectiveness of delay and control, the degree of frustration tolerance, and the extent

to which drive derivatives are channeled through ideation, effective expression, and manifest

behavior

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Object (or Interpersonal) Relations

The degree and kind of relatedness to others and investment in them (taking account of

withdrawal trends, narcissistic self-concern, narcissistic object choice or mutuality).

The extent to which present relationships are adaptively or maladaptively influenced by or

patterned on older ones and serve present, mature aims rather than past immature aims.

The degree to which the person perceives others as separate entities rather than as

extensions of himself or herself.

The extent to which he or she can maintain object constancy (sustain relationships over long

periods of time and tolerate both the physical absence of the object and frustration, anxiety,

and hostility related to the object).

Thought Processes

The adequacy of processes that adaptively guide and sustain thought (attention,

concentration, anticipation, concept formation, memory, language)

The relative primary-secondary process influences on thought (extent to which thinking

is unrealistic, illogical, and/or loose).

ARISE: Adaptive Regression in the Service of the Ego

First phase of an oscillating process: relation of perceptual and conceptual acuity (another

ego controls) with a concomitant increase in awareness of previously preconscious and

unconscious contents.

Second phase of oscillating process: the induction of new configurations which increase

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adaptive potentials as a result of creative integrations.

Defensive Functioning

Degree to which defensive components adaptively or maladaptively affect ideation and

behavior.

Extent to which these defenses have succeeded or failed (degree of emergence of anxiety,

depression, and/or other dysphoric affects, indicating weakness of defensive operations).

Stimulus Barrier

Threshold for, sensitivity to, or awareness of stimuli impinging upon various sensory

modalities (primarily external but including pain).

Nature of response to various levels of sensory stimulation in terms of the extent of

disorganization, avoidance, withdrawal, or active coping mechanisms employed to deal with

them.

Autonomous Functioning

Degree of freedom from impairment of apparatuses of primary autonomy (functional

disturbances of sight, hearing, intention, language, memory, learning, or motor function).

Degree of or freedom from impairment of secondary autonomy (disturbances in habit

patterns, learned complex skills, work routines, hobbies, and interests).

Synthetic-Integration Functioning

Degree of reconciliation or integration of discrepancies or potentially contradictory

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attitudes, values, affects, behavior, and self-representations.

Degree of active relating together and integrating of psychic and behavioral

events, whether contradictory or not.

Mastery Competence

Competence, the person's performance in relation to his existing capacity to interact with

and master his environment.

Sense of competence, the person's expectation of success, or their subjective side of actual

performance (how well he believes he can do).

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TEST INSTRUMENT

Picture 1: A boy looking at a violin.

This card yields out information regarding one’s ability to concentrate and achieve higher
competence. Stories about the boy’s dislike to learning violin is also often portrayed. This could
reveal information about the subjects’ own past about having been forced to learn or do activities
they didn’t enjoy.

Picture 2: A woman holding a book in a country scene watching a man working in a field in
the background.

The card represents a group scene and deals with the individual challenge of living together with
other people. This is the only card in the series that does so.

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Picture 3BM: A boy huddled next to a couch with an ambiguous object placed next to him,
possibly a revolver or a set of keys.

This is one of the most important pictures, especially for depressed patients, as it
deals with themes of aggression, impulsive control, guilt and depression. For instance, if a
patient describes the ambiguous object as a gun, it’s highly likely that the person might harm
oneself (Intra-aggression) or another person (Extra-Aggression).

Picture 3GF: A woman standing next to an open door holding a side of the door with one
hand and other hand covering her downcast face.

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Picture 4: A man turning away from a woman who is grabbing his shoulders.

This card yields out information regarding one’s feelings and attitudes towards man-
woman relationship. Also, themes of infidelity and betrayal, and the altitudes of male
towards the role of women may be analyzed from the story.

Picture 5: A woman looking into a room from the door.

This card gives out information about the surrounding attitudes of the subject, a
mother in a role of observing and judging behavior, or paranoia caused by the fear of attack
or intruders. It’s important to understand the way in which woman is portrayed in the story.

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Picture 6BM: A man is holding onto is hat with his face down, and an elderly woman is
standing beside him parallel to a window.

It’s an important picture used in testing males regarding their feelings and attitudes
toward their mother or maternal figures in their life. Frequently, stories have been seen to
produce a young man struggling and seeking independence. It’s important to note the way
the subject portrays the struggle.

Picture 6GF: An older man with a pipe in his mouth is talking to a younger woman sitting on
a couch, who is looking back at him.

Although this card was initially developed to be a counterpart to Picture 6BM, it fails
to do so as man and woman in the picture are often viewed as of same age. When father and
daughter relationship is not established, stories tend to take an approach of heterosexual
relationship.

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Picture 7BM: A younger man looking into space (nothing) and an older man looking at him.

This card discusses about a person’s attitudes and feelings towards authority figures.

Picture 7GF: A young girl is sitting on a couch with a doll in her hands, and an older woman
sitting behind her is reading to her from a book.

The intention of the cards is to bring out mother-child interaction. The picture is also
perceived as both figures rejecting each other since both are looking away from each other.
Also, it can also be portrayed as a mother telling a fairy tale to her child

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Picture 8BM: The foreground shows a young boy looking out of the picture. The background
shows two men performing operation on a patient.

The picture can be portrayed as a young man’s mental conflicts and the attitudes of
characters in the story toward the older man performing surgery

Picture 8GF: A woman sitting on a chair with her chin resting in her hand. She is peering
into space.

This is one of the pictures harder to generalize about, and usually produce stories of
contemplative nature.

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 Picture 9BM: Four men lying in a field against one another.

The story about the picture usually gives out attitude of the subject towards the
members of the same sex. Also, social prejudice can be identified, particularly when the
subject describes the men in the picture as homeless and workless.

Picture 9GF: A woman standing behind a tree looking at another woman, who seems to be
running on a beach.

This card was intended to bring out female peer relations, and elaboration on the
issues such as sibling rivalry, jealousy and so on. Paranoia can also be depicted here, as the
woman on the foreground is standing behind a tree.

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Picture 10: A person rests his/her on the shoulder of another person. Gender is unidentified.
This picture gives out information about man-woman relationship regarding

closeness and intimacy. The manner of comfort or discomfort displayed by the person
indicates his/her attitudes towards the subject matter.

Picture 11: Multiple figures are traveling toward a bridge on a road in a chasm. There seems
to be a dragon above them against the side of a cliff.

This is a vague image, so it acts as a good test for imaginative abilities and assessing the
skills involved in integration irregular and poorly refined stimuli.

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Picture 12M: A boy is lying on a bed, eyes closed, and a man is standing above the boy with
his hand raised.

The picture often indicates a story between an older man and a younger one, quite often
as a therapist and a client. Subjects have been known to depict their attitudes toward
some external controlling forces. It’s important to note how the older man is portrayed

Picture 12F: A young woman at the front and an older woman holding her chin at the
background.

The background figure is often seen as a woman with evil qualities (mother-in-law for
instance. Negative qualities are often feelings and attitudes towards her own mother.

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 Picture 12BG: There is a tree and a rowboat next to it in a country setting with no
presence of a human being.

Depressed or suicidal subjects are more likely to depict stories of isolation and
abandonment, whereas stable subjects are likely to portray stories of being at peace in
the woods and fishing or just boating.

Picture 13MF: A woman is lying on the bed in the background and a man is standing in front
of her with his head in his arms.

Subject’s sexual and aggressive feelings is portrayed with this picture. This could also
lead to information about sexual conflicts and feelings towards the partner after or before
intercourse. People with OCD often spend great amount of time on the picture because
of the large of number of details present in it

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Picture 13B: A boy sitting in the doorway of a log cabin.

Both adults and children may show feelings of introspection or loneliness. Adults mostly
relate the picture with their childhood memories.

Picture 13G: There is a flight of stairs and a girl climbing on it.

Varied stories are presented from the card but lacking in richness and details. The card is
unique in the manner because of the lack of any specialty. This too can depict loneliness and
introspection.

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Picture 14: A person is silhouetted against a window.

This card leads the subject to telling the stories about the motives and situations that lead to
the path of self-destructive behavior. Also, another aspect the picture could indicate is the
personal philosophical beliefs and interests.

Picture 15: A man is standing with his hands clasped together. There are tombstones
everywhere.

This card leads the subject to tell the story about death and reveals information about
his/her attitude towards death and the process of dying. The story could be aggressive,
violent, or calm and quiet, depending on the subject. Another possibility is the display of
anger towards the dead person because of the feelings of abandonment.

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Picture 16: Blank card
The subject imagines a picture and tells a story, which could be sad, happy, optimistic, creative, and
so on.

Picture 17BM: A naked man climbing down or up a rope.

Attitudes regarding the subject’s personal body images are seen in the story. Themes of
narcissism, achievement, prowess, homosexuality may be observed.

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 Picture 17GF: The sun is shining from between the clouds with a building over the
bridge. A woman is standing on the bridge looking at the water.

The story related to the card reveals attitudes or feelings toward the impending arrival or
recent separation with a loved one. This card is also effective in case of suicidal patients.

Picture 18B: Three hands are grabbing a man dressed in a long coat.

Individual forces are attacking, so, this could show the presence of anxiety. The way the
subject handles her own anxiety is important and should be noted

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 Picture 18GF: Just below the flight of stairs, a woman is grasping the throat of another
woman.

Feelings of jealousy, inferiority, and the cause of the aggressiveness along with the
hostile relationships with other women is revealed from this card. Repression of hostility
and denial is other useful information revealed from the card.

Picture 19: A surreal depiction of clouds and a home covered with snow.

It is one of the unstructured cards, and thus helps to assess the individual’s ability to
integrate less accurate stimuli. Anxiety and insecurity can also be seen from the card.

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Picture 20: The card shows a man leaning against a lamppost at night in a hazy
atmosphere.

Subject’s attitudes and feelings toward loneliness, uncertainty and darkness is revealed.
The way in which the subject handles fear can also be analyzed.

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160 |
I. SAMPLE CASE

Timi, a single woman presented herself with marked inferiority and low self-
worth was referred for psychological assessment to identify her current emotional
and psychological functioning. When presented with the Thematic Apperception
Test cards, the following was her responses:

Picture 1: The boy feels frustrated as he cannot perform well with his violin. He doesn’t
even want to play the violin because he loves playing the guitar and drums, however, his
parents told him so. They enrolled him in a violin tutorial hence he is expected to perform
well. He can’t do anything about it, he needs to follow his parents because he still cannot
make his own decision at a very young age. He feels sad and empty as he cannot see
himself happy with what he is doing. He is young and he knows that his parents know
better. Nevertheless, he plans to take guitar and drum lessons when he grows up.
Picture 2 :

A girl on the way to school. She is studying very hard because her parents (the ones in the
background) are working harder to send her to school. She plans to finish her studies on
top of the class. And she did.

Picture 3GF:

A girl crying because she failed. She’s thinking she didn’t try harder. She could have done
better. Perhaps, she’s not really that good enough. What a poor girl. She will end up
unhappy and unsatisfied with her life.

Picture 4:

A woman begging for the man to stay. She’s trying to fix the relationship despite the
man’s wrongdoing. Years later, she realized her worth and decided to let him go. She
doesn’t need a man anymore. She can live her life fully, alone. And that is okay.

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Picture 5:
A mother, checking up on her kids before going to bed. She ensures that her children are
safe and okay. She wants to give them everything this world could give.
Picture 6GF:
A single lady, enjoying her life. She’s a successful businesswoman, had moved on from
previous negative experiences and relationships. However, there’s this man who came
back, thinking that the lady would take him back. No. She was too empowered to let
anyone ruin her happiness.
Picture 7GF
A young lady holding her daughter. She had her baby at a very young age. Her mother
was trying to tell her to feed the baby. But she refused to because she wants to play. She is
not yet ready to be a mother, she has dreams, she wants to enjoy her life.
Picture 8
A woman, enjoying the fruits of her labor. She’s been through a lot, and she was able to
overcome all the problems that were given to her to test her faith. She’s stronger than ever.
Picture 9GF
A girl, cheering for her friend who is about to get married. She is happy for her friend that
she finally found the one. However, the girl isn’t sure if marrying is a good idea. Can’t
they be happy without having to get married, she thought. Nevertheless, she hopes to be
happy too.
Picture 10: 2 individuals, enjoying their time together. Sharing the love for each other. The
kind of love that is unconditional.

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 RORSCHACH INKBLOT TEST

Title: Rorschach inkblot test

Author: Hermann Rorschach

Year: June 1921

Description:

Rorschach test, also called Rorschach inkblot test, projective method of psychological

testing in which a person is asked to describe what he or she sees in 10 inkblots, of which

some are black or gray and others have patches of color. The test was introduced in 1921 by

Swiss psychiatrist Hermann Rorschach. It attained peak popularity in the 1960s, when it was

widely used to assess cognition and personality and to diagnosis certain psychological

conditions. Responses to the Rorschach test are typically scored based on the location in the

blot of the thing seen, the kind of stimulus characteristic emphasized (e.g., form or color),

and the content of the percept (e.g., animal). From response scores, the psychologist

attempts to describe the subject’s personality, often by comparing scores with established

norms. Interpretation of a subject’s responses is not highly standardized, however, despite

the introduction in 1974 of the Exner scoring system, which was developed to address

weaknesses in the Rorschach test. Thus, though it is still used, the Rorschach test is

generally considered to be an unreliable method for psychological assessment and

diagnosis.

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Age Range: Children and Adults

Qualification Level: Level C or 1

Test Category: Projective test

Rorschach Inkblot Test is one of the most important and frequently used test in clinical set

ups. This test permits a clinician to formulate psychological diagnosis, understand the

personality and provides clues that are useful in psychotherapies. There are a number of

quantitative and qualitative indicators which suggest the existence of psychopathology in a

patient.

Hermann Rorschach experimented with a series of inkblots and finally came up with the

existing set of 10 inkblots. The Rorschach plates are prepared by throwing inks on white

sheet and folding it in the middle. In five plates only black ink is used and in remaining five

plates chromatic colors have been added. Totally it consists of ten (10) symmetrical

(mirrored image) inkblot printed in separate cards, each plates of 24x17cm size. In the series

of ten plates:

• Five (5) achromatic inkblot or without color/black and white.

• Two (2) inkblots are black, red, and white.

• Tree (3) inkblot are multicolored.

The card no, I, IV, V, VI & VII (five cards) are printed in black which are called as Black and

White Cards or Achromatic Cards. The remaining cards: II, III, VIII, IX, & X (five cards)

contain two or more colors. These are called colored cards or chromatic cards. (Remember

the analogy of Black & White TV and Color TV).

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The test was founded on the hypothesis that subjects will interject their own personalities

into neutral appearing images, thus revealing their own personality characteristics, hidden

emotions, underlying conflicts, reactions to surroundings and the environment, illogical

thought processes, and underpinned motivations.

The purpose of the Rorschach test is to examine and diagnosis the personality

characteristics of people, along with the functioning of their emotions. It is also used

expressly to better understand thought disorders in people, especially when such persons

are unwilling or unable to openly talk about such problems. It can aid in diagnosing and

treating a wide range of psychological problems and psychiatric disorders, including

depression, schizophrenia, and anxiety disorders.

Rorschach’s inkblot test was published in 1921, and it was not an immediate success.

Rorschach was a Swiss psychiatrist whose father had been an art teacher and whose

interests’ included art as well as psychoanalysis—particularly the work of Carl Jung. In 1913,

he published paper on how analysis of patient’s artwork could provide insights to

personality. His intention when creating the test was not to develop a general use projective

personality test. Instead, his goal was to create a test that could be used in the diagnosis of
165 |
schizophrenia. Unfortunately, Rorschach died of peritonitis the following year at the age of

38, unaware of the great legacy he would leave. Following the publication of the book,

however, a wide variety of scoring systems emerged. Such as Beck, he emphasized criterion-

based method; Klopfer emphasized on psychoanalytically based approach, relying more on

the analysis interpretation. However, there was no standardized scoring and interpretation

system, until John Exner developed the Comprehensive System in 1974. John Exner is

outstanding person in RIT, he was developed to address weaknesses in the Rorschach test.

Someone said, “Exner has almost single handedly rescued a drowning beast and breathed

life back into it. The result is the resurrection of perhaps the single most powerful

psychometric instrument ever envisioned.” Exner’s scoring system includes normative data

collected from both children and adults, so the test is appropriate for use in both of these

populations. According to this system of scoring the Rorschach, each response is coded in a

wide variety of ways.

ADMINISTRATION

Materials:

5. Rorschach Plates: The standard set of 10 Rorschach plates

6. Location Chart: A printed single sheet of paper containing 10 Rorschach Images.

These are available separately from the test supplier.

7. Response Sheet: A specially designed full scape plain sheet of paper with defined

columns. You need to prepare it for yourself as per the scheme mentioned below.

The meanings of acronyms used are provided at appropriate place in the

administration section.
166 |
8. Colored Ink Pen Set: You could take a set of 6 colored ink pen set may be sketch

pen or gel pen. You will need them to mark blot areas on the location chart.

9. Digital Stopwatch: You could use your mobile set if it has a stopwatch or a

stopwatch of any make. The wristwatch is not recommended. You will need to

record timings during administration of the Rorschach Test.

10. Rorschach Test Manual: Any manual including this one and according to the

preferred scoring system would do.

The Concept of Card Positions:

It is the position of the card at which a subject produces a response. It is also called

Orientation. The Rorschach plates are presented to a subject in top card positions; however,

a subject is free to rotate the card and view it in any position. An inkblot serves as the

stimulus for a subject to associate. The nature of stimulus changes with each card position.

The stimulus in top position is different from the stimulus in bottom or any other position.

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The retinal image changes with every change in the card position. You may appreciate it by

holding a Rorschach plate in various positions and see the change in the stimulus with the

change in card position. A Rorschach examiner is required to record all card positions from

the subject’s relative position. There are four options to record card positions.

1. Top (↑)

2. Bottom (↓)

3. Left (←)

4. Right (→)

Preliminary Preparation:

1. Establish rapport with the subject.

2. Collect adequate history.

3. Conduct an interview to record the mental status of the subject.

4. Handle worries and queries of the subject regarding test and any aspect of the situation.

Seating Arrangements:

1. You need to have at least one table and two chairs for the assessment.

2. Get the subject sit on your right-hand side chair.

3. Do not allow any observer, third person or any family member in the room during test

administration.

4. Instructions: “In this session, I’m going to show you some inkblots. I will ask you what the

inkblot might be.”

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Test Administration:

1. After establishing the rapport, hand over Card No. I to the subject and ask, “Tell me what

you see in it” No detailed instructions are required. Caution: never give a clue to the subject

that he could see animals/birds/plants and so on. Also do not tell the subject that he could

change the card position to produce responses.

2. As soon as you hand over the card to the subject mark Card Number on Response Sheet.

Remember that Card Numbers are marked in Roman Numerals I, II, II, -X.

3. Keep a track of the card positions. Record all the Card Positions of a plate in which the

subject holds the card for a few seconds even if no response is produced. When you record

all the card positions, the last position is the one in which patient produced a scorable

response or returned the card without producing any response. The possible positions are

Top, Right, Left, Bottom. If no card position is mentioned, it always means Top position.

Card positions are recorded for every response. For example:

 ↑← ↑→: This sequence of record means that the subject held the card in following

position: top, left, top and right. He produced the response at the right position

 ↑: This record of card position means that the subject produced the response in top

position without preceding rotations on the card.

4. RT1 (Reaction time to first response) means the time elapsed between presentation of a

card to the subject and production of first scorable response. To record it, start the

stopwatch when a card is presented to the subject and see how much time has elapsed when

the subject produced the first scorable response. Let the stopwatch continue; do not stop at

this point. (Note: if recording of RT interferes in the learning process or makes the subject

169 |
conscious, you may skip recording the time. It would not significantly affect the overall

personality mapping through Rorschach).

5. When a subject produces a scorable response, record the Response Number in Arabic

Numerals – 1, 2, 3 etc. in the response column and record the response verbatim.

6. RTT (Response Time) is the time elapsed between presentation of the card to the subject

and return of the card by the subject. To record this, stop the stopwatch upon return of the

card and record how much time a subject kept the card with him.

7. Leave a space of about 1 cm between recordings of two cards.

8. Upon presentation of the next card, reset the response number to 1. That is, on each card

the response number would begin from 1.

9. Continue to present the card and record responses till last response on Card No. X.

10. This phase of obtaining responses to Card-I to Card-X is called Response Phase or Free

Association Phase.

11. A subject may try to reject a card immediately upon presentation. Tell him “take your

time, maybe you will see something in it”. In any case, wait for at least two minutes before

accepting card rejection.

12. A subject may become anxious if it is a test of IQ and the like. If the subject expresses

such thoughts, tell him that this test helps to understand his nature, it is not a test of IQ.

13. There is an opinion regarding Rorschach test that it should not be repeated on a subject

before six months. In legal and unresolved cases, the test could be repeated even after an

interval of a day.

14. A subject may explicitly ask whether the reported percept is right or wrong, tell him that

there is no right or wrong answer in the test. Everyone could see many different things.
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15. A subject may enquire whether he could turn or rotate the card, tell him yes, as you

wish. However, never initiate or encourage card turning from your side.

16. Do not interrupt administration by enquiring anything related to response or blot in the

response phase. You will have sufficient time to do so during enquiry phase.

17. A subject may keep on producing too many responses to a card. You may obtain 10 or

more responses to a card. A lengthy protocol may not enrich an understanding about the

subject’s psychological functioning. Also, it may become cumbersome to score and interpret

very lengthy response records. A standard of taking a card back after five responses may be

followed. The taking back should be non- threatening. Just tilt a little and make a gentle

gesture indicating that you want the card back should be enough to hint the subject to return

the card gracefully.

18. Your competence and efficiency will increase with every administration and scoring of

Rorschach Test.

ENQUIRY

After completing the response phase, you would be required to conduct an enquiry of each

response produced by the subject. There are two primary quests of an examiner in the

enquiry phase:

 To delineate the blot area used by the subject to produce a response.

 To obtain a description of the attributes of the perceived object.

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To accomplish the above tasks of the enquiry, an examiner primarily asks two questions

from the subject:

*Where on the inkblot, the perceived object was seen?

*Why the blot area looks like the perceived object?

Guidelines for Enquiry: The enquiry proceeds in following manner:

1. Remain gentle throughout the enquiry phase.

2. Conduct enquiry response to response. That is, complete the enquiry for a response and

then move to the next response.

3. The enquiry phase begins immediately after completion of the response phase. However,

a subject may be allowed to relax for about five minutes. The enquiry should not be

postponed for hours/days.

4. The enquiry could be conducted backward, that is, from Card-X to Card-I. There is

flexibility in this rule. One could proceed forward also from Card-I to Card-X.

5. For backward enquiry, hand over card-X to the subject, repeat response no. 1 to the

subject and ask where you saw it. Get a clear tracing to the blot area used. Some subjects

keep on pointing major areas by finger for which examiner may not be sure about the blot

area used. This can be overcome by giving a tracing object like blunt pencil or top side of

the pencil and ask the subject to trace the blot area with this object.

6. When a subject traces the blot area and you are sure of it, then immediately mark the

traced area on the Location Chart and assign it the same response number

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7. For neat and clean tracing on location chart, you could use colored gel ink pen. You may

fix the color for each response number. That is, red ink for response number 1, blue ink for

response number 2, green ink for response number 3 and so on. On every card you may use

this pattern for uniformity. Remember, this is just optional guideline. You may use any ink

for any response. However, black ink should never be used. The location charts are printed

black and if you use black ink for tracing the location chart, the tracing may not be visible.

While tracing on the location chart, trace along the contours.

8. The Rorschach images are symmetrical. Some subjects produce responses in pairs

incorporating both sides of the blot. In such cases you may trace both sides of the blot or

trace any lateral side.

9. At times, the subjects produce compound responses. These are the responses having

more than one object in a single response. For example, two bears climbing on a mountain

(bears + mountain). Two ladies filling water in an earthen pot (Ladies + Water + Earthen

Pot). In such instances you could trace all the objects and mention the name of each object

on the location chart itself.

10. Many psychotic patients or depressed patients may not be able to provide specific

details of the blot area; they may totally or partially fail to trace the blot area. No problem,

this would be handled in qualitative analysis of Rorschach.

11. Some patients may deny having seen the perceived object on the blot area. Enquiry

cannot be conducted for such responses. Just write Response Rejection for these denied

responses and move forward.

12. While enquiring about blot area, the card should be given in the same position in which

the response was produced by the subject. That is, if the response was produced in bottom
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card position, then the card should be rotated to the bottom position to enquire about the

blot area.

13. In some patients, you would find that they either replaced the response given in

response phase or produce additional new responses in the enquiry phase. To deal with

such a situation, you should record these replaced/new responses in the enquiry phase for

the space available in enquiry column for the card. Remember, no enquiry is conducted for

these replaced/new responses. Just mention them and direct your enquiry to remaining

responses of the response phase.

14. A subject may produce more than one response to the same blot area. In such cases,

mention the respective response numbers on the traced blot area. Following figure

illustrates such instances:

15. After tracing the blot area, examiner moves to the second quest to ascertain the

attributes of the perceived object.

16. Take out the response sheet to record the enquiry details.

17. Now ask the subject “in what way” it looks like that. Whatever the subject says record

verbatim in the enquiry column of the response sheet. Some subjects become irritable when

an examiner frequently asks “Why” it looks like that. Frequent use of “Why” is not

recommended.

18. Manage the row space carefully to record the enquiry details in the column for each

response.

19. Never be directive in the enquiry or give any clues to the subject. For instance, do not

ask whether it looks like because of color, shape or there is any movement in it.

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20. Remember that attribute enquiry is being conducted for the object perceived by the

subject not for the blot area or the object as such.

21. If insufficient details are provided by a subject in the enquiry of attributes, then you may

say “tell me more about it”, “what else makes it look like that”. If still you find any problem

in getting adequate details, in the last you may say to the subject “Show me how it looks like

that to you”, record the verbatim and move to next response.

Examples of Correct Attribute Enquiry Questions:

Response: Two monkeys

Attribute Enquiry:

Examiner: In what way it looks like two monkeys?

Subject: looks like that, here are their hands, feet, face.

Examiner: Tell me more about it.

Subject: holding a tree.

Response: Two human being

Attribute Enquiry:

Examiner: In what way it looks like two human beings.

Subject: you see here are their faces, trunk, arms, and legs.

Examiner: Tell me more about them.

Subject: nothing.

Examiner: Show me how it looks like that to you.

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 Subject: you see here are their faces, trunk, arms, and legs. They are bent forward as

if lifting something.

Response: Flowers

Attribute Enquiry:

Examiner: In what way it looks like flowers.

Subject: The shape resembles to flowers.

Examiner: Tell me more about them.

Subject: Here are petals and looks similar to flowers.

Examiner: Show me how it looks like that to you.

Subject: You see here are petals, just look like pink flowers

Examples of Incorrect Attribute Enquiry Questions:

Response: Two monkeys

Attribute Enquiry:

Examiner: Tell me if they look like monkeys because of shape, are they doing something.

Response: Two human being

Attribute Enquiry:

Examiner: Tell me if they are doing or feeling something.

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Response: Flowers

Attribute Enquiry:

Examiner: Tell me if they look flowers because of colors or shape.

Are they pink, yellow, or red?

The test administration ends with the enquiry of last response.

SCORING METHOD

1. To score a Rorschach protocol you would need Rorschach Plates, response sheet,

location chart and test manual. Most of the scoring can be done through this manual. If you

wish to follow other methods like Beck, Exner, Klopfer & Kelly; then you would need their

manual.

2. The scoring is done response to response in a row. That is, complete the scoring of

response no. 1 and then move to next response.

3. The scoring of the protocol begins with response No.1 on the first card and proceeds to

other responses and cards until the completion of last response to card no. X.

4. Two types of scoring is done for every Rorschach protocol – Quantitative and Qualitative.

5. For quantitative scoring there should be at least 15 scorable responses in a protocol. In

any case there should not be less than 10 responses to score the protocol quantitatively.

6. For a protocol having less than 10 responses, only qualitative analysis is done. The

summary for quantitative variables may be skipped.

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Quantitative Scoring:

Quantitative scoring is done for following variables:

 Location.

 Determinants.

 Content.

 Popularity.

 Special scores

1. Location: Location (Where): the portion of the card from which the response stems,

which can be as large as the whole blot or a very small detail. While preparing summary of

the Rorschach scoring you will be required to use symbols. Every quantitative scoring has its

own symbol.

1) Total Blot Area is also known as Whole, and its symbol is W.

2) Common Blot Area is also known as Obvious Detail, Major Detail. The Symbol for

Common Blot Area is D.

3) The Uncommon Blot Area is also known as Minor Detail, Rare Detail. The Symbol for

Uncommon Blot Area is Dd.

4) All white background irrespective of its location outside or inside the inkblot, is called

White Background Area is S.

* Score ONLY with another location Symbol, as in WS, DS, DdS.

1) Total Blot Area + White Background Area = Ws

2) Common Blot Area + White Background Area (or only Common White Background Area)

= Ds

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3) Uncommon Blot Area + White Background Area (or only uncommon white. background

area) = Dds.

A response will carry only one scoring for Blot Area. This scoring is entered in the response

sheet in the column designated as L (Location). For example, a subject responded as

Butterfly to Total Blot Area of Plate-I, then enter W in the L column in the same row in

which response is entered in the response sheet.

* Primary location codes (W, D, Dd, S) have additional subcodes—Developmental quality.

There has specific form demand. “Means that the object being reported generally has a

consistent form. The object’s name or title implies a specific shape. For example, man, bird,

or butterfly all suggest specific shapes. In other words, specific form demand is equated with

specific shape.” The developmental quality refers to the degree of meaningful organization

or integration used in the response.

1) + Synthesized Response

“Unitary or discrete portions of the blot are articulated and combined into a

single answer. Two or more objects are described as separate but related. At least one of

the objects involved must have a specific form demand or must be described in a manner

that creates a specific form demand.”

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Examples: A dog walking among some bushes, a man with a funny hat on, an. airplane

flying through some clouds, the head of a little girl, wearing a hair ribbon.

2) v/+ Synthesized Response

“None of the objects involved has a specific form demand, or is articulated in. way to create

a specific form demand.”

Examples:

“Clouds coming together,”

“Some sort of bay with the vegetation on the shore”

“A rock and some dirt around it”

3) o Ordinary Response

“A discrete area of the blot is selected and articulated so as to emphasize the outline and

structural features of the object. The object reported has a natural form demand, or the

description of the object is such as to create a specific form demand.”

Examples:

“A fir tree,” “a cat”, “a totem pole,” “a maple leaf,” “a bat”, “a flag”

4) v Vague Respons

“A diffuse or general impression is offered to the blot or blot area in a manner that avoids

the necessity of articulating specific outlines or structural features. The object reported has

no specific form demand, and the articulation does not introduce a specific form demand

for the object reported.”

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Examples: “A cloud,” “the sky”, “the colors of sunset,” “some ice”.

2. Determinants: Determinants: Refers to the features, style, characteristics, or aspect of the

inkblot that the examinee responded to.

Explanations of Various Object Attributes:

Object Attribute – Shape: This object attribute is encountered most frequently. When

a subject qualifies a perceived object by its parts, size, structure, and shape, then this

attribute is scored. Also, if no other object attribute is evident, then the attribute of shape

is scored. The symbol for shape is F derived from Form.

* The scoring for Shape Appropriate response is the + sign, shape inappropriate. responses

are the – sign; shape ordinary is the o sign; shape unusual is the u sign. Example: F+; F-; Fu;

Fo

Object Attribute – Human Action: A human being, mythological being, animal or

inanimate object engaged in any human muscular action, emotion, posture is scored as

Human Action attribute. The symbol for Human Action is Capital (upper case) M derived

from Movement.

Human Action is scored if any of the following conditions is met:

1) The perceived object is a human being and engaged in any action, posture, emotion. For

example, a human is sitting, lying, bent forward, smiling, facing other human being, talking,

feeling sad, laughing, hiding behind a tree.

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2) If the perceived object is an animal who is engaged in the activities of human being, then

Human Action is scored. For example, an animal laughing, sad, in competition with other

animal, dancing, thinking.

3) If an animal is engaged in an activity which is not typical of its species, then Human

Action is scored. For example, an ant is barking, a dog is climbing the tree, a rat is flying

4) If the perceived object is an inanimate object which is made to move by a human being

either directly or through any device. A flying airplane, a toy dancing through the remote.

5) All human emotions like sadness, depression, joy, disgust, anxiety, and fear are scored as

human action. Such emotions may constitute standalone response or may be attributed to a

human being or an animal.

6) Human action is also scored for super-human beings or mythological entities like a fairy is

dancing, spiderman climbing a wall, flying bat.

7) The actions in photographs, statues, dolls, comics are also scored as human action. For

example, a statue in saluting posture.

8) An animal performing the trained activities of a human being would be scored as M. For

example, dancing bears.

9) Human action may be present in complete human being or part of the human being. For

example, grinding teeth, staring eyes, fist, finger pointing at something.

10) Human action may be present in any blot area i.e total blot area, part blot area or white

background area.

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Human Action is not scored in following conditions:

1) If the perceived object is a human being and not engaged in any action, posture, emotion;

then Human Action attribute is not scored. For example, a human being, here are his legs,

arms, face. (Comment: There is no reference to any action, hence human action attribute is

not scored).

2) If the perceived object is an animal engaged in an activity typical of its species

anatomically, human action is not scored. For example, a barking dog, a monkey climbing

on a tree, a running rabbit, bird flying, a sleeping cat. (Comment: All these are species

specific behaviors hence human action is not scored).

3) If the perceived object is an inanimate one and engaged in its own actions not mediated

by human being, then Human Action is not scored. For example, wind is blowing,

thunderstorm, leaves moved by wind, flowing water

4) FM and lower-case m are never scored in this system.

Object Attribute – Chromatic Color:

1. The attribute of Chromatic Color is scored when the perceived object is qualified with any

color (hue) other than the black and white spectrum. Remember the analogy of Color TV

and, Black & White TV. Red, Green, Yellow, Blue, Violate, Purple etc. are included in

chromatic colors.

2. The symbol for chromatic color is C derived from Color.

3. Examples: Red blood, green leaf, yellow flower, pink shirt, red blood spots, blue ocean are

scored as chromatic colors.

4. Black cloud, white shirt, gray clothe are not scored as chromatic color.
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5. A response may comprise of a shapeless percept having an attribute of chromatic color or

there may be an admixture of shape with chromatic colors. So the scoring of chromatic color

could take three forms: C, CF, FC depending on the extent to which shape contributes to the

perceived object.

6. The language of the subject in response and enquiry is the guide for scoring C, CF or FC.

7. When a subject says that the perceived object looks like that only because of chromatic

color and shape has no contribution in the percept, then pure C is scored. For example, this

is blood because it is red; fire because it is yellowish. Pure C responses are infrequently

observed in a protocol.

8. When there is an admixture of shape, it is to be determined what is primary in the two:

chromatic color or shape. If chromatic color is primary, then the scoring is CF. If the shape is

primary and chromatic color is secondary, then the scoring would be FC. For example, red

spot, because it is red (CF), red rose because its shape is of flower and red color is filled in it

(FC), spread colors of Holi (CF).

9. To clarify the contribution of shape in the percept, ask the subject if color of this extracted

blot area is changed, then the percept would remain the same or it would change. For

example, on Card-X lower green part, the perceived object is a green leaf. Ask the subject if

it is filled with red color, still it would be a leaf or something else. If the subject says, it would

not be a leaf, then the scoring shall be CF; if he says that it shall still be a leaf then the

scoring would be FC.

10. In case of doubt, differentiae the nature of the perceived object. The perceived object

could belong to either of following two categories: (a) Accidental Shape (b) Defined Shape.

The accidental shape percepts are the percepts which do not have any specific shape; their
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contours can take any shape; the emerging shape is purely accidental. For example, a blood

spot can take any shape; it could appear round scattered and the like. If you ask 10 persons

to draw the contours of red blood spot, it is likely that everyone would come up with

different drawings. Their drawings are unlikely to match. The defined shape percepts on the

other hand have well defined contours. For example, a heart; if you ask 10 persons to draw a

heart, it is likely that the drawings of most of the persons would match.

11. For accidental shape percepts having chromatic color attribute, you may score as CF

and for defined shape percepts having chromatic color attribute, you may score as FC. For

example, red lungs (FC), yellow flame (CF).

12. Pure C responses are infrequent. If there is a confusion whether a percept is a pure C or

CF, you can always safely score it as CF.

13. If still there is any confusion between CF and FC in a response, look into the total

protocol. If a person has more FC responses, then score such a response as FC; if a person

has more CF responses in a protocol, then score such a response as CF.

14. It must be differentiated that if the chromatic color is the attribute of the perceived

object or just a location specifier. A location specifier is used by the subjects to point out the

blot area. For example, this red portion is a cap; this green one is an insect, this yellow one is

a lion. In these examples, chromatic color is used to point out the extracted blot area for

responding. These are not the attribute of the perceived object. Location specifiers are not

scored chromatic colors.

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Object Attribute – Achromatic Color:

1. The attribute of Achromatic Color is scored when the perceived object is qualified with

the black and white spectrum. Red, Green, Yellow, Blue, Violate, Purple etc. are not included

in achromatic colors.

2. The symbol for achromatic color is upper case Y.

3. Examples: Black cloud, gray hill, white water is scored as achromatic colors.

4. Red blood, green leaf, yellow flower, pink shirt, red blood spots, blue ocean are not scored

as achromatic colors.

5. It must be differentiated that if achromatic color is the attribute of the perceived object or

just a location specifier. A location specifier is used by the subjects to point out the blot area.

For example, this black portion is a cat; this gray portion is an insect, this white portion is a

lake. In these examples, achromatic color is used to point out the extracted blot area for

responding. These are not the attribute of the perceived object unless otherwise indicated.

Location specifiers are not scored as achromatic colors.

6. There may be an admixture of shape in Achromatic Color responses, and it may be

primary or secondary. However, you may skip the scoring of shape in achromatic color

responses. The recommended scoring is pure Y for all instances of achromatic colors.

Object Attribute – Tactile Response:

1. If a perceived object is described in terms of the sense of touch, then tactile attribute is

scored.

2. The symbol for Tactile attribute is Capital (upper case) T derived from Texture.

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3. To score tactile attribute, the subject’s language should contain the word like rough, hard,

soft, warm cool and so on which implies a sense of touch.

4. Any reference to sense of pain, temperature, touch is suffice for scoring as tactile

attribute.

5. There may be an admixture of shape in Tactile responses and it may be primary or

secondary. However, you may skip the scoring of shape in Tactile responses. The

recommended scoring is pure T for all instances of Tactile responses. Examples: rough

clothe, hard rock, soft pelt, cool snow, warm water.

Object Attribute – 3 Dimensions (3D):

1. The object attribute 3D is scored when the perceived object contains the distance, depth,

height, insularity, or reflection.

2. The symbol for 3 Dimension attribute is V derived from Vista.

3. There may be an admixture of shape in 3D responses, and it may be primary or

secondary. However, you may skip the scoring of shape in 3D responses. The

recommended scoring is pure V for all instances of 3D responses.

4. The examples of 3D are: a person standing on a mountain, lake surrounded by hills,

reflection of a dog in water, hilltop, cave, well.

Compound Responses: A response may contain a single object or there may be two or

more objects. For example, a bat; two ladies, a butterfly, two rats, contain only single

objects. When only a single object is present in a response it is called as Simple Response.

When two or more objects are present in a single response it is called as Compound

Response. For example, (1) two ladies having a pot in their hands (Ladies + Pot), (2) a rat
187 |
climbing on a tree (Rat + Tree), (3) a person standing on a mountain (Person + Mountain).

In compound responses, subjects usually point out separate blot areas for each objects

perceived. For example, a person climbing on a mountain; a subject is likely to point out an

area for the person and another area for the mountain. The compound responses may

warrant for two or more scoring for the same response. For example, (1) D M+ H (for ladies)

and D F+ Ms (for pot) (2) D F+ A (for rat) D F+ Bt (for tree); (3) D M+ H (for person) and D

V+ Ls (for mountain).

Most frequent (Popular) responses

Responses that are commonly given to each card by others. The most frequent responses

are called Popular Responses and scored as P in the P column of the response sheet.

 Card I. Bat or butterfly always involves the whole blot.

 Card II. Animal forms, usually head of dogs, bears, elephants, or lambs.

 Card III. Two human figures, or representations thereof such as dolls and caricature.

 Card IV. Human or human like figure such as a giant, monster, science fiction creatures

etc.

 Card V. butterfly or bat, including the whole blot; the apex of the card upright or

inverted.

 Card VI. Animal skin, hide, rug, or pelt.

 Card VII. Human head or face, specifically identified as female, child, with gender not

identified.

 Card VIII. Whole animal figure. The content varies considerably, such as a bear, dog,

rodent, fox, wolf and coyote.

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 Card IX. Human or human like figures such as witches, giants, science fiction creatures,

monster, etc.

 Card X. spider or crab with all appendages restricted to specified area.

Object Categories (Content)

1. Every perceived object would fall in one or the other object category. The relevant

category of the perceived object is recorded in C (Content) column of the response sheet.

2. The list of object categories may be exhaustive. Not all object categories have equal

interpretative significance. There are a few object categories which are of maximum

importance. Hence, you could score only the important object categories and skip the other

ones by putting a dash mark in the object category column of the response sheet.

3. The important object categories are listed here. Code all applicable object categories for a

percept.

Most Important Object Categories:

1) Complete Human (H): All complete human beings are coded as H. Mythological entities

in human forms are also coded here. Examples: two ladies, two persons dancing, a baby,

fairy, ghost

2) Part Human (Hd): If the perceived object is any external part of the body, then it is coded

as Hd. Examples, human faces, leg of human being

3) Complete animal (A): All complete animals, birds, reptiles are coded as A. For examples:

bat, butterfly, rabbit, bears, snake, gorilla

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4) Part Animal (Ad): All external parts of animals are coded as Ad. For example: wings of a

bat, face of a monkey

5) Internal Organs (An): All internal organs of living beings are coded as An. For example,

lungs, kidney, ribs

6) Art: Art objects, decorations, drawings, paintings, caricatures, cartoons, statues.

7) Architecture (Arch): All building structures

8) Blood (Bl): All blood responses are coded as Bl.

9) Botany (Bt): All plants are coded as Bt.

10) Clouds (Cl): All cloud responses are coded as Cl.

11) Clothing (Cg): All forms of clothes

12) Flowers (Fl): All flowers are coded as Fl.

13) Food (Fd) Edible food items

14) Geography (Ge): Maps, territorial drawings

15) Household (Hh): Household and domestic items

16) Landscape (Ls): Mountains, rocks, islands and underwater scenes

17) Religious (Rl): All religious percepts like temple, god, goddess are scored as Rl.

18) Science (Sc): Objects related to science or science- fiction. The objects which are the

products of technology and industry are also included. Car, Airplane, Computer.

19) Sex (Sex): All sex organs whether internal or external are coded as Sex. For example,

breasts, uterus.

20) Travel (Tr): All means of travel

21) Misc (Ms): Place all remaining items under this category

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Computations For Quantitative Indices

1. Total Number of Responses (TR): TR is the Total Number of scored responses. For

computation of TR count the number of scored responses in L column of the response sheet.

TR should never be counted in the „response‟ column of the response sheet because there

might be response rejections which are not reflected in the „response‟ column of the sheet.

2. Percent Total Blot Area (W%): Count the number of responses scored as W in L column

of the response sheet. Include the responses scored as Ws and confabulatory W. Compute

W% through following formula: W% = W/TR x 100

3. Percent Common Blot Area (D%): Count the number of responses scored as D in L

column of the response sheet. Include the responses scored as Ds. Compute D% through

following formula: D% = D/TR x 100

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4. Percent Uncommon Blot Area (Dd%): Count the number of responses scored as Dd in L

column of the response sheet. Include the responses scored as Dds. Compute Dd% through

following formula: Dd% = Dd/TR x 100

5. Percent White Background Area (S%): Count the number of responses scored as S (Ws,

Ds, Dds) in L column of the response sheet. Compute S% through following formula: S% =

S/TR x 100

6. Percent Shape Appropriate Responses (F+%): Count all responses scored as pure F+ in D

column of the response sheet. Do not include responses scored as M, V, Y, T, CF,C.FC. Also

count separately the responses scored as F- in D column of the response sheet. Compute

F+% through following formula: F+% = F+ / (F+) + (F-) x 100. For example, there are 10

F+ responses and 5 F- responses in a protocol. The F+% would be 10/10+5 x 100 = 66.67

7. Percent Human Action (M%): Count all responses scored as M in the D column of the

response sheet. Include both M+ and M- responses. Compute M% through following

formula: M% = M / TR x 100.

8. Percent Form-Color Responses (FC%): Count all responses scored as FC in the D column

of the response sheet. Include both FC+ and FC- responses. Do not include the responses

scored as CF and C. Compute FC% through following formula: FC% = FC / TR x 100

9. Percent Pure Color and Color-Form Responses (C+CF%): Count all the responses scored

as C and CF in D column of the response sheet. Include the responses scored as C+, C-,

CF+ and CF-. Do not include the responses scored as FC. Compute C+CF% through

following formula: C+CF% = C + CF / TR x 100.

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10. Percent Black and White Responses (Y%): Count all responses scored as Y in the D

column of the response sheet. Include Y+ and Y- responses. Also include YF and FY if

ventured by you. Compute Y% through following formula: Y% = Y / TR x 100.

11. Percent 3 Dimension Responses (V%): Count all responses scored as V in the D column

of the response sheet. Include V+ and V- responses. Also include VF and FV if ventured by

you. Compute V% through following formula: V% = V / TR x 100.

12. Percent Tactile Responses (T%): Count all responses scored as T in the D column of the

response sheet. Include T+ and T- responses. Also include TF and FT if ventured by you.

Compute T% through following formula: T% = T / TR x 100.

13. Percent Most Frequent Responses (P): Count all responses scored as P in the P column

of the response sheet and compute P% through following formula: P% = P / TR x 100.

14. Percent Human Object Category (H%): Count all responses scored as H and Hd in C

column of the response sheet and compute H% through following formula: H% = H + Hd /

TR x 100.

15. Percent Animal Object Category (A%): Count all responses scored as A and Ad in C

column of the response sheet and compute A% through following formula: A% = A + Ad /

TR x 100.

16. Percent Internal Organs Object Category (An%): Count all responses scored as An in C

column of the response sheet and compute An% through following formula: An% = An / TR

x 100.

17. Experience Balance (EB): Count all M responses in D column of the response sheet and

give a score of 1 to each M. Count all C response in D column and give a score of 1.5 to

each C, count all CF responses in D column and give a score of 1 to each CF, count all FC
193 |
responses in D column and give a score of 0.5 to each FC. Now sum up the values of C, CF,

and FC, you will get the Csum. EB is expressed as M: Csum. For example, there are 4 M

responses, 1 C response, 2 CF responses and 2 FC responses in a protocol. The EB would

be: 4: 4.5.

18. Affective Ratio (Afr): Count all scored responses in L column to Plate Nos. VIII, IX and

X. Also separately count all scored responses to Plate Nos. I to VII through the L column of

the response sheet. Compute Afr through following formula: Afr = Responses on Plate Nos.

VIII, IX & X / Responses on Plate Nos. I to VII. For example, there are 10 scored responses

on Plate Nos. VIII, IX & X: and 20 responses on Plate Nos. I to VII. The Afr would be 10 /

20 = .50.

Interpretation

Interpretation and Symptom Value of Rorschach Indices:

1. Every Rorschach indicate correspond to one or the other psychological attribute or

symptoms.

2. A Rorschach indicate may have multiple interpretative significance and may be found in

more than one psychiatric condition.

3. single indicate rarely point out to any psychological syndrome. It is the clustering of

Rorschach indices that suggest a single or a group of psychiatric disorders.

4. Clinical judgment is required to interpret Rorschach indices in an individual.

Total Number of Responses (TR): The total number of scorable associations produced by

a subject to the inkblots is indicative of productivity. A number of cognitive and emotional

experiences can lead to departure from the average scored productivity. A depressed
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patient because of psychomotor retardation, passivity, lack of interest in environment,

hopelessness, worthlessness may produce a smaller number of scorable associations to the

inkblots. Mania is the polar opposite of the depression and as such a manic patient because

of flight of ideas and tendency to get involved in multiple tasks may produce excessive

number of responses to the inkblots. You may even get a protocol consisting of more than

one hundred responses from a manic patient. The schizophrenic patients because of

stereotype thinking, withdrawal, decreased motivation, preoccupation, avolition, indifferent

attitude to the environment may produce less number of responses to the inkblots. There

are conditions like brain pathology, mental retardation which causes deficient cognitive

functions. When asked to associate to the inkblots, a number of cognitive processes like

attention, concentration, memory, judgment, fund of information, awareness of the

environment is required. If there is any deficiency or impairment in these processes, the

result is likely to be decreased productivity on the Rorschach.

In a person of superior intelligence, because of rich experience and above average

concentration, memory, judgment, fund of information, there would in general be an

increase in the productivity. If a person is obsessed, because of an inner compulsion to miss

nothing, such person may keep on associating to each and every part of the inkblot resulting

in enhanced productivity. The feelings like anxiety, depression, disgust negatively affect

productivity and the emotions like elation, euphoria increases the productivity. The

productivity is also associated with the stress tolerance. The presentation of inkblots for

association adds to the cognitive load of the subject. If a person has reduced capacity to

tolerate stress, this would result in decreased total number of responses.

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Total Blot Area (W): The presentation of inkblots for association place cognitive demand

on a subject who scans the blot area and engages in cognitive activity of analysis &

synthesis; and abstract thinking. W response results when a subject is able to integrate all

component parts of the inkblots. The W potentials of the Rorschach inkblots vary plate to

plate. There are some plates like IV, V, VI which involve less amount of synthesizing activity

because all the parts of the blot are connected to each other in a manner which make

perception as a whole quite easy. On the other hand, the plates like III and X has scattered

inkblot areas, the integration of which demands greater amount of synthesizing activity,

hence the production of W responses on these images reflect superior intellectual

functioning of an individual.

The cognitive impairment in organicity, mental retardation causes reduction in W responses.

The loss of abstract attitude which is typical of schizophrenia reduces the integrative

cognitive activity of an individual which is reflected in decreased number of W responses.

The emotional functioning which interferes in cognitive functions like anxiety, depression

may also cause lesser W in a subject. The manic patients because of inflated self-esteem

produce higher number of W responses. Obsessive patients because of preoccupation with

minute may produce less W responses. While interpreting W responses, it is also necessary

to consider the shape appropriateness of W responses. The shape inappropriate W

responses do not involve the same amount of cognitive activity as the shape appropriate W

responses. The studies in normal subjects have found a positive correlation of W responses

with the tests of intelligence.

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Common Blot Areas (D): In a typical Rorschach protocol, a preponderance of D blot areas

is found. From a plethora of potential part blot areas, it is observed that there are certain

areas on every inkblot which are extracted by healthy individuals frequently in a certain

amount. The magnitude of D responses may be more or less than the average in a protocol.

If the amount of D is more, it is termed as D dominated approach. This approach may result

from proportionate decrease in W or Dd. If W is compromised to produce higher D

responses, it reflects an individual’s cognitive style of low abstract thinking, low integrative

capacity, high emphasis on obvious aspects of a situation, practical and concrete approach.

If more D is produced at the expense of Dd responses it would reflect an individual’s style of

ignoring minor aspects of the environment and more practical orientation. Low D may result

from stress experiences and poor perceptual abilities.

Uncommon Blot Areas (Dd): In an average protocol Dd areas are found to be the lowest.

These are less frequently extracted areas of the inkblots. In anxiety disorders, a patient may

become preoccupied with less significant issues which is reflected in increase in Dd blot

areas. Obsessive patients are known to produce higher Dd responses because of their

anxiety, inner compulsion to miss nothing. The schizophrenic patients on the other hand,

because of their emphasis on unnecessary aspects of the environment do produce higher Dd

responses. A severe disturbance may be reflected when Dd blot areas are produced at the

expense of D areas; such an individual may become restricted in fulfilling the daily demands

of practical life and may have rigid thought process. Dd in general are reflective of quantity

ambition, anxiety, and emphasis on minute aspects of the environment.

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White Background Areas (S): On Rorschach plates, inkblot portion is the figure, and all

white areas are the background. When presented to a subject, it is expected that a subject

would associate mostly to the figures because the data from normal subjects indicate that

this is the case. If a subject attends more than average to the White Background Areas, it

means that he is searching for something which is normally not attended to by healthy

subjects. This tendency to attend to the White Background Areas reflects negativistic,

opposite, suspicious, stubborn, hostile, resistive attitude of a subject. High White

Background Areas (S) may also indicate difficulty in handling anger and a potential for

acting out.

There are a few White Background Areas which have been found to be present in a normal

sample. If a subject attends to White Background Areas other than the areas extracted by

normal subjects, this indicates more marked disturbances in the subject. The accentuation of

White Background Areas is generally found in paranoid, obsessive, antisocial, opposite-

defiant disorder patients. Shape Appropriate Responses (F+%): The shape determined

responses occupy the largest share of object attributes in an average protocol. Such

responses are interpreted in terms of their appropriateness. A number of cognitive processes

are involved in the production of shape appropriate responses. When a subject receives the

inkblot from the examiner in response phase, he attends and scans the blot area, recollects

the pictures resembling the total or any of the part blot areas, selects one or more pictures

from the memory bank to associate on the basis of some logic. It is the accuracy of matching

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between blot area and the perceived object which is measured by F+%. This shape accuracy

may get jeopardized in a number of psychiatric problems.

If a patient has little respect for the reality of the environment, there will be corresponding

decrease in the magnitude of shape appropriate responses. Most of the psychotic patients

because of impairment in reality testing produce low F+% responses. They fail to objectively

evaluate the reality and correct their distorted perception of the reality. For psychotic

patients the hallucinations and delusions are the true reality, they believe in it, get influenced

by them, their behavior is regulated by such morbid experiences. Any rational attempts to

correct these experiences are not successful. There is a wide gap in the objective reality and

the reality of such psychotic symptoms. Because of morbid processes the patients come to

believe in the reality of these symptoms which we call impairment in reality testing. This

impaired reality testing is manifested through decreased F+%. Reality testing is the function

of the Ego, it is governed by reality principle. In psychotic patients, the ego strength

becomes weak, F+% also indicates the Ego Strength. Low F+% are indicative of poor ego

strength.

The production of shape appropriate responses involves the cognitive processes of

scanning, attention, concentration, memory, judgment, perceptual filtering. The changes in

cognitive functions because of brain pathology or developmental lag result in reduction in

the shape appropriate responses. In such instances, low F+% are indicative of cognitive

impairment. A person obsessed with accuracy may produce high shape appropriate

responses. This indicates rigidity and accuracy compulsion.

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Human Action (M): Rorschach images have stationary inkblots. The perception of actions

in these blots is a psychological experience and thus indicates the creative energy of an

individual. The individuals having superior creativity like artists, writers; advertisers may

produce high shape appropriate (M+) responses. The morbid processes like hallucinations,

interpersonal delusions results in production of high shape inappropriate (M-) responses.

The paranoid patients with delusions of interpersonal nature tend to produce high M-

responses. These M- responses are indicative of fantasy processes and idiosyncratic

thinking.

The manic patients because of accelerated tempo of thoughts also produce high human

action responses. The human action responses may also be interpreted on the basis of the

nature of plates on which they are produced. M responses on achromatic inkblots may

reflect a tendency to absorb anxiety in imaginative activity. The M responses on chromatic

card may be observed in manic patients. M may be present with Black & White (Y) or

chromatic color (C) in a single response. The combined M.Y. attribute indicates depressive

feeling. The Combination of M.C attribute in a single response reflects agitation. The

attribution of Human Action to animal percepts reflects repressed aggression in the

respondent. Shape appropriate Human Action responses (M+) also point out to the capacity

to have motor control over feelings and impulses. Low M may indicate impulsivity and

decreased capacity for empathy.

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Chromatic Color (C): Color on Rorschach indicates emotional experiences mostly of

pleasant type. The manic patients because of euphoric, elated mood tend to produce high

color determined responses. The admixture of shape to the color responses is indicative of

the degree of control over the expression of emotions. Pure C reflects little or no control

over emotional expressions. They are usually found in children, deteriorated schizophrenics,

and organics. Color-Form responses indicate partial control over emotional expressions.

High C and CF responses in a protocol reflect impulsivity, egocentricity, emotional lability,

irritability, suggestibility and aggressiveness in a respondent. High CF responses are found

in schizophrenics, manic, attention-deficit hyperactivity disorder, impulse control disorders,

brain disorders. The FC responses are indicative of matured emotionality which is found in

healthy adults. The FC responses indicate empathy, capacity to establish rapport with

others, matured interpersonal relationships, and capacity to learn under stress. Extremely

high FC on the other hand may be an indication of over compliant and dependent

personality.

Experience Balance (EB): There are two sides in Experience Balance. M which is

reflective of inner world and C indicates the external environment. The interpretation of EB

is based on the magnitude of M and C in a protocol and their proportion. If a protocol has

more than three M and more than 3 Csum value, then possible permutations are: (a)

Introversive EB (b) Extratensive EB and (c) Ambiequal EB. If M side is high e.g., 5:3 then the

EB would be introversive. On the other hand, if C side is high e.g., 3:5 then the EB would be

extratensive and if both are equal e.g., 4:4 then the EB would be ambiequal. The introversive

EB indicates stable emotionality, narrow but intimate relationships, turning of feelings

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inward, cautious and submissive nature. Extratensive EB reflects a large social network

which is relatively superficial, an externalized way of living, spontaneity and assertiveness.

An Extratensive EB person directs his energy towards outside world. The extratensive EB

may also be found in manic and hysterical patients. The ambiequal EB is indicative of

ambivalence and may be found in Obsessive-Compulsive Disorder (OCD). If both sides of

EB i.e. M:Csum is less than three but more than one then the EB is called as Constricted EB

which indicates an intellectual resistance to change. The EB with a ratio of 1:1 or less is

termed as Coarcted EB and indicates rigid defensive efforts.

Black & White Responses (Y): The Black & White responses are indicative of negative

emotional experience of depression and anxiety. Therefore, an accentuation of Y responses

in a protocol indicates sadness, depression, emotional passivity which is mostly found in

depressive patients. If Y response is present on Chromatic Cards, it indicates more severe

depressive feelings. From psychoanalytic perspective, mania is said to be a defense against

depression. In classification schemes, mania is classified under Bipolar illness. Rorschach is

said to tap even the underlying unconscious processes of an individual. It has been observed

that many manic patients produce high Y responses because of underlying depressive

potentials.

3 Dimensional Responses (V): V is scored when the third dimension of depth, distance or

height is present in a response. This attribute reflects feelings of inferiority and deep self-

critical introspection in a subject and found mostly in neurotic patients. Tactile Responses

(T): Tactile responses are scored when the object attribute contains the touch feelings. It
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reflects vague and free-floating anxiety in a subject. It is mostly produced by neurotic

patients. High T is also an indication of intense need for affection and dependency, and

oversensitivity in interpersonal relationships.

Most Frequent Responses (P): P responses are those responses which are given most

frequently by the subjects. Since these responses are produced by a large number of

subjects in a sample, they point out to the commonality in group thinking. There are certain

behaviors in which most of the members of a society engages themselves. Also, there are

social and cultural norms and practices which are followed by members of a society. The

shared thinking is a requisite in adherence to the social norms, teamwork, group activities. If

a person fails to follow social norms, not able to participate in a team/group activity, it

points out to the departure in his thinking which is shared by others. Most Frequent

Responses (P) point out to this aspect of human behavior. An average amount of P

responses indicates a subject’s conformity to social norms, group thinking, recognition and

respect of socio-cultural standards.

The subject who produces low P responses, does not see what others easily perceive on the

Rorschach images. This low magnitude of P responses points out to his inability to follow

social standards, disrespect to social norms, withdrawal from social interactions and a

rebellious attitude. Low P responses are generally found in severe mental illnesses like

psychosis, schizophrenia, mania, organicity and developmental disabilities. In a few subjects,

preponderance of P responses may be obtained. The high magnitude of P responses points

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out to excessive adherence to social norms. Such persons may have excessive fear of

departure from the safe limits of socially approved behaviors.

Human Reponses: The object category Human corresponds to a subject’s ability to engage

in interpersonal relationships. A high human content is reflective of wide range of interest in

people, high self-esteem and empathy. High H may be found in manic patients because of

their tendency to get easily involved in human interaction, getting over familiar even with

strangers, disinhibited social behavior. Paranoid patients having interpersonal delusions also

produce high human responses because of their suspiciousness and preoccupation that

others are following him, talking about him, want to harm him. Low H is an indication of

withdrawal from interpersonal relationships.

Animal Responses: Animal category occupies the largest share of object category in a

protocol of an average person. This is because most of the images elicit one or the other

animal percept. If a person fails to produce an average amount of animal content, it reflects

his restricted awareness of the environment. The excessive production of animal content

reflects a narrow focus, stereotypy, guarded attitude and poverty of associative content in

the subject.

Internal Organs (An): The perception of internal organs on Rorschach reflects a subject’s

concern with his body. The high amount of internal organ responses may point out to

excessive somatic concern and the persons having somatization or somatoform disorder

may produce more An responses. However, it is found that very high An responses are
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indicative more of stereotyped thinking instead of somatic concern and some schizophrenic

patients produce an excessive amount of An responses. If such An responses are mutilated,

diseased then they point out to marked anxiety, depression and distorted body image.

Affective Ratio: Affective Ration (Afr) is computed by dividing the total number of responses

on Card No. VIII, IX, X by the total number of responses on Card no. I to VII. Last three

plates of Rorschach are polychromatic. Rorschach had formulated his Color- Affect

hypothesis based on his observations that color on inkblots is associated with emotionality.

If these polychromatic cards excite the chord of emotionality, then a subject produces more

responses to these polychromatic inkblots which result in high affective ratio. The increased

affective ratio indicates a subject’s emotion dominated thinking, emotional excitability. The

high affective ratio (more than .80) is usually observed in manic patients. Low affective ratio

in contrast indicates reduced ability to experience pleasant emotions, reduced excitability.

Low affective ratio (less than .40) is generally observed in Depressive patients. If a

depressive patient produces high affective ratio, it may be an indication of Reactive

Depression.

Bizarre Response: These responses are the product of autistic thinking, fantasy process.

They are found in psychotic patients. Black & White Responses on Polychromatic Cards:

Blackness on inkblots is associated with negative emotions such as anxiety and depression.

A subject having these emotions tends to give more shading responses on achromatic cards.

The emergence of shading responses on polychromatic cards may indicate more severe

anxiety and depression in the respondent.

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Card Description: When presented an inkblot, the normal expectation is that a subject

would associate to the inkblots meaningfully and would perceive such objects which can be

scored quantitatively. Some subjects fail to act as per this expectation and engage

themselves in the description of the structure of inkblots. This tendency of acting against

expectations may point out to the underlying aggression in a subject.

Card Rejection: The card rejection indicates a marked failure to associate to the cards.

There may be many reasons why a subject fails to associate to the cards. It is possible that

the inkblot areas penetrate an area of unresolved conflict which a patient finds difficult to

handle. Card rejection may be a sign of shading shock or color shock. It may point out to a

neurotic conflict. A detailed enquiry in neurotic patients may enable an examiner to access

the conflict area in a patient. The psychotic patients because of the poverty of associative

content may reject multiple cards. In such patients the rejection may not be associated with

any conflict. The depressive patients have a tendency to reject the card, if an examiner

pursues a little they come with adequate number of responses to the inkblots. Confabulation:

Confabulation is an indication of thinking disturbances. It is generally found in

schizophrenics and organic patients.

Contamination: Contamination also point out to disturbed thought processes and

generally found in schizophrenic patients.

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Color Naming: Just naming the colors of inkblots like red, green, yellow, blue does not

constitute as scorable responses. Color Naming point out to marked failure in producing a

meaningful associative content to color blot areas. Color Naming is generally found in

organics, epileptics, deteriorated schizophrenics, and mentally challenged persons.

Color Denial: Since color is associated with emotionality, any denial of color on inkblots is

an indication of denial or suppression of one’s feelings.

Content Range: Manic patients engage in multiple activities and tend to produce wide

content range. This wide content range point out to varied interests in the environment. The

depressive patients because of narrowed interests in the environment produce restricted

content range.

Disease Percepts: Diseases as a response to the inkblots is usually found in schizophrenic

patients. Some depressed patients may also produce such responses.

Difficult Enquiry: In depressed, psychotic, organic patients it becomes difficult to conduct

an adequate enquiry. These patients may take longer time to provide details solicited in the

enquiry or they may keep on vaguely pointing out to the blot areas. In extreme cases they

may deny most of the responses.

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Emphasis on Symmetry: Rorschach inkblots are symmetrical in nature. Some subjects

point out to this symmetrical nature of the inkblots. A few patients may actively engage in

the process of symmetrical comparisons of both sides and point out to any asymmetry in the

inkblots. This active exploration of asymmetry reflects insecurity and fear of impulsiveness.

If this pattern of asymmetry exploration is present on many cards it may point out to

stereotyped thinking in a patient.

Eye Responses: Paranoid patients produce excessive part human or animal responses. The

responses like teeth, eyes are indication of paranoid thinking process. These part responses

should not be a component highlighted during the enquiry for complete human or animal

response. Eye should be a standalone response.

Excessive Card Turning: An inquisitive subject would like to explore various blot areas to

produce associative content. As such it may reflect superior intellectual functions. But rapid

and excessive card turning is a nervous phenomenon which point out to the anxiety in a

subject. Distractibility and hyperactivity in manic patients also cause frequent card turning.

An elaborate exploration of cards in various positions may reflect a subject over concern to

the environment and hyper-vigilance for cues of threat in the environment; hence it may

reflect paranoid thinking. Expression of Doubts: Doubt is a symptom of OCD which is

reflected in the expression of doubts on inkblot associations. Failure of P on Card-V: Plate-V

on Rorschach elicits the popular response most frequently. It has the largest frequency in a

sample of normal subjects. If any patient fails to perceive the popular response on this card it

becomes meaningful and indicates marked departure from the social norms.

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Hdx or Adx Responses: There are some blot areas which commonly elicit a complete

human or animal response. For example, Card-III, usually elicits a response containing two

human figures, Card-V: Bat or Butterfly, Card-VIII: Rat. If a subject fails to notice the

complete object and produce a part object it may be an indication of reduced concentration

which is compromised by anxiety. This type of x responses are generally produced by

anxious subjects.

Hidden Objects: A subject who is interested in searching for the hidden objects on

Rorschach has marked lack of trust on others. This phenomenon is an indication of paranoid

attitude.

Awareness of Inadequate Percept (Impotence): If a subject recognizes that his associations

to the inkblots are inadequate and he fails to improve it, point to the inferiority feelings and

reduced self-confidence.

Looking at the Back of the Card: Looking at the back of the card instead of the figure in

the front; is an indication of suspiciousness in a subject. Paranoid patients usually look at the

back of the cards.

Mono-response Protocol: A protocol characterized by repetition of single response to ten

inkblots is an indication of severe cognitive disturbances. It is an instance of extreme

stereotype. Organics, Schizophrenics and Mentally Challenged persons produce mono-

response records.
209 |
Multiple Card Rejection: Psychotic patients reject many cards. Depressed patients may

also tend to reject many cards, but they may associate with persuasion.

New Responses in Enquiry: Manic patients because of distractibility, racing thoughts

produce several new responses in enquiry.

Non-productive Handling of Cards: Psychotic patients retain a card for sufficient time,

scan the inkblots and return the cards without association. It may be an indication of poverty

of associative content.

Perplexity: Perplexity on Rorschach is an indication of anxiety and confusion. This can be

found in a patient having marked anxiety or the person who is confused because of some

pathology in the brain. Perseveration: Perseveration is a failure in shifting the mental set. It

is an example of extreme cognitive rigidity. Perseveration is a pathognomonic sign of

psychiatric disorder. A patient who perseverates on inkblots may also have narrowed

interests, preoccupation, and stereotyped thinking. Perseveration is usually observed in

schizophrenic patients and brain pathology.

Personal Reference: Personal reference or self-reference is an indication of loss of ego

boundaries. It is a psychotic phenomenon. Paranoid patients frequently produce responses

with personal reference.

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PO Reference: PO response is an indication of disturbed thinking. PO responses are not the

product of objective reasoning. Such responses are usually produced by psychotic patients.

Precision Alternatives: These responses indicate anxiety, insecurity, fear of responsibility.

These responses may be found in neurotic patients.

Pseudo-human Percepts: Paranoid patients produce more pseudo- human percepts.

Qualifiers: A tendency to give excuses, criticizing oneself, underestimating one’s potentials,

finding one’s weakness and faults in response to the demand to respond to the inkblots

indicate marked feelings of inferiority, over caution, aggression turned towards self.

Qualifiers are usually found in anxious and depressed patients.

Reaction Time: Reaction time is the measure of the speed with which a subject begins to

associate with the inkblot stimuli. Manic patients have increased psychomotor activity, they

respond faster to the inkblots. They may begin to associate even before a card is handed

over to them. They have quick RT1. Some manic patients may respond more quickly to

chromatic cards in comparison to the responding to achromatic cards. The depressed

patients have retarded psychomotor activity hence they take longer time to respond to the

inkblots. Their RT1 is delayed. Schizophrenic patients have variable reaction time.

Repetition of the Same Response on a Card: Giving the same response to a card and

forgetting the earlier one is an indication of amnestic process.

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Sequence: Regular and Irregular sequences are normal. When the sequence becomes

confused or methodical it points out to the way a subject approaches his environment. The

methodical sequence is an indication of rigidity, inner compulsion for orderliness. The

deviations in such subjects may elicit anxiety. The methodical sequence is found in OCD

patients. The confused sequence on the other hand point out to erratic approach in dealing

with the demands of the environment. Such a person is haphazard, has difficulty in planning

and execution of the goal directed activities. The confused sequence may be a psychotic

phenomenon and usually found in schizophrenic patients.

Shock: Any shock be it color shock or shading shock is a neurotic phenomenon. It may be

found in psychotic patients who have comorbid neurotic symptoms. Shock indicates

activation of a conflict area which produces anxiety to the extent that appropriate

responding on the shock producing card becomes difficult for the subject. Plate-IX has the

maximum shock potentials. A Rorschach examiner may be interested in exploration of the

conflict area activated by the image on which shock is observed.

Stereotype: Stereotype on Rorschach is a product of cognitive rigidity, thinking

disturbances, narrowed interest in surroundings. Stereotype is found in psychotic patients.

Depressed patients also give stereotyped responses. Body part stereotype may be observed

in mentally challenged persons. Organic and epileptic patients also give a stereotyped

protocol. In psychotic patients, stereotype may give clues to the content of delusion.

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Vague Responses: Rorschach inkblots have the potentials for evoking many defined shape

objects. If a subject indulges more in producing unstructured or accidental shape objects it is

an indication of his free-floating anxiety, this becomes more characteristic if these responses

contain any of the shading as the determinant. If on the other hand such vague responses

are determined by chromatic color, then they would be indicative of impulsivity and a failure

to regulate emotional expression. Variability: Variability is generally found in schizophrenic

patients. Word Finding Difficulty: A difficulty in finding the right word for the perceived

object may indicate the process of cognitive deterioration. It has to be ruled out that the

person is failing because of marked anxiety.

Diagnostic Indicators:

1. In this chapter, diagnostic clustering of indices is presented for reference purposes.

2. It should be remembered that no blind diagnosis is made just on the basis of the clustering

of diagnostic indices mentioned here.

3. The diagnosis involves thorough understanding of psychopathologies and their

manifestation. Considerable supervised training is required to arrive at a diagnosis through

Rorschach Test.

4. You may be surprised to find abnormal findings in apparently healthy individuals.

5. There is no guideline as how many indices from a group should be present to make a

diagnosis.

6. A diagnosis may be arrived at on the basis of combined findings in case history, mental

status examination and psychological tests.

213 |
7. It is recommended that a beginner should administer, score, and interpret the Rorschach

on clear cases of psychiatric disorders. One should try to work out at least five cases of each

common disorders to appreciate the clustering of indices.

Organicity (Brain Pathology):

1. Total number of responses less than 15

2. Response time for a response is greater than 60 seconds

3. Not more than one human action (M)

4. Low F+%

5. Low P

6. FC not more than one

7. Pure color or Color-Form responses

8. Color naming

9. Perseveration

10. Impotence (Awareness of Inadequate Percepts)

11. Automatic phrases

12. Perplexity

13. Enumeration

14. Word finding difficulty

15. Repetition of the same response to the same card on same blot area

16. Confabulation

17. PO responses

18. Failure in recalling one‟s responses in enquiry phase

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19. Mono-response protocol

Psychosis:

1. Low total number of responses

2. Low shape appropriate responses (F+%)

3. Low most frequent responses (P)

4. Confused sequence

5. Color naming

6. Perseveration

7. Variable RT

8. Confabulation

9. Contamination

10. Multiple card rejection

11. PO responses

12. Stereotype

13. P failure on Card-V

14. Bizarre responses

15. Personal reference

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Schizophrenia:

1. Low shape appropriate responses (F+%)

2. High CF responses

3. Absence of or low most frequent responses (P)

4. Ancient objects

5. P failure on Card-V

6. Multiple card rejection

7. Multiple response rejection

8. Confabulation

9. Contamination

10. Bizarre responses

11. Confused sequence

12. PO responses

13. Card description

14. Color naming

15. Variable RT

16. Disease percepts

17. Perseveration

18. Stereotype

19. Personal reference

20. Many sex responses

21. Edging (Odd Card Position)

22. Mono-response protocol

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23. Non-productive handling of cards

24. Variability

Paranoid Schizophrenia:

1. High W or Dd

2. Very high human action (M) responses

3. Few chromatic color responses

4. High White Background Areas (S%)

5. High human content

6. High part objects like teeth, eyes

7. Looking at the back of the card

8. Hidden percepts

9. Pseudo-human percepts

10. Multiple card rejection

11. Complete rejection

12. Personal reference

Mania:

1. Very high total number of responses

2. High human action (M)

3. Quick RT1

4. High color responses

5. High Black & White (Y) responses

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6. Extra tensive EB

7. High affective ratio (more than .80)

8. Flower content

9. Wide content range

10. High religious content

11. More and rapid responses to color blot areas

12. New and additional responses in enquiry

13. Response replacement

Depression:

1. Delayed RT1

2. Low total number of responses

3. Low or Zero White Background Areas (S%)

4. High Black & White (Y) responses

5. High internal organs (An)

6. Low human action (M)

7. High animal responses (A%)

8. Low total blot area (W)

9. Narrow content range

10. Qualifiers

11. Tendency to reject cards

12. Difficult enquiry

13. Pathological anatomy

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Neurosis:

1. Average or above average F+%

2. Average most frequent responses

3. Black & White (Y) response

4. 3 Dimension (V) responses

5. Tactile (T) responses

6. Qualifiers

7. Regular, Irregular or Methodical sequence

8. Color shock or shading shock

9. X responses

Obsessive-compulsive Disorder:

1. High total number of responses

2. Dd dominated approach

3. High human action (M)

4. High White Background Areas (S%)

5. Presence of V, Y, T

6. High F+%

7. Low C or CF

8. Average or high most frequent responses (P)

9. Ambi-equal EB

10. Emphasis on symmetry

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11. Methodical sequence

12. Denial of chromatic color

13. x responses

14. Expression of doubts

Anxiety Disorder:

1. Low total number of responses

2. Presence of V,Y,T responses

3. High Dd responses

4. Average F+%

5. Qualifiers

6. Frequent and rapid card turning

7. Shading shock or color shock

8. Average most frequent responses (P)

9. Card rejection – IX

10. Vague responses

11. x responses

Hysteria:

1. Shape inappropriate internal organ responses high

2. High sex responses

3. Low total number of responses

4. Extratensive EB
220 |
5. Low human content

6. Low human action (M)

7. High Color-Form (CF) responses

8. Card rejections – VI, VII, IX

9. Card descriptions

Epilepsy:

1. Too low A%

2. High R

3. Delayed RT1

4. Low F+%

5. M- responses

6. Pure C responses

7. Extratensive EB

8. Po responses

9. Confabulation

10. Confused sequence

11. Perseveration

12. Stereotype

13. Many sexual responses

Report Writing
221 |
1. A format for report writing is provided here. Instead of adopting the report format you

may also generate a report in paragraphs interpreting various variables. In the beginning you

may find the format much easier.

2. The reference values in the report format for children are derived from the work of Jain

(2002) and for adults from the work of Kumar (2002) and Mahapatra (2007). Instead of these

reference values, the normative data of Beck et al. (1961) or the norms developed by Indian

researchers published in Pershad and Parekh (2001) may also be used.

3. The reference value in the report formats is the average value for TR and mean percent

value for remaining indices.

4. In the results column you will be required to enter the values computed for the protocol

of a subject.

5. In rating column you will be required to indicate whether the results are low, average, or

high in comparison to reference value. There are no guidelines to rate a result as high,

average, or low. However, you may have a framework of about 10%. That is, if the result

exceeds by 10% of the reference value, rate it as high, if the result is less than 10% of the

reference value rate it as low and if the result is within ± 10% rate it as average.

6. In the interpretation column, you will be required to mention appropriate interpretation of

the results.

7. For qualitative indices you may either mention only the name of the indices present in a

protocol or you may add the interpretation of the qualitative indices present in the protocol.

8. If there is less space in the table provided in the report format you may expand it and

print the report on a larger paper or in landscape orientation.

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9. In the clinical summary point, mention the positive findings of case history, mental status

examination and information available from any other sources.

10. In the impression column mention the diagnosis appropriate to the test results and

clinical information.

11. If you are not confident in arriving at a diagnosis from the available data, you may

repeat the Rorschach administration.

12. If you are not sure of a diagnosis you could mention the most probable diagnosis as

Under Observation.

13. If appropriate you may add differential diagnosis too in the report.

14. You may administer other tests along with Rorschach, in such cases you will be required

to present the results of each tests administered and integrate the Rorschach results in the

aggregate report.

15. For arriving at a diagnosis consider all the information and data available from case

history, mental status examination, Rorschach, other psychological tests, and reports of

other investigations like EEG, CT, MRI.

16. If there is any data that goes against the diagnosis you made, you may mention it in the

Remarks.

17. Always remember that the diagnosis generated through psychological test results is only

suggestive of a diagnosis. Rorschach results are not confirmatory of any diagnosis.

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 COMPILATION OF
PROJECTIVE TECHNIQUES

In Partial Fulfillment

of the Requirements in

ADVANCED PSYCHOMETRICS AND PROJECTIVE TECHNIQUES

Presented To

Dr. Armand T. Fabella

Compiled By:

Floribel Doplon
Karen Sol
Lianmin Zhang
Mia Theresa Lilagan
Rosdy Lazaro
Salvador Aguilar

Graduate Psychology
Adventist University of the Philippines

2021 - 2022

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