Draw a Person Test (DAP) Assignment

Introduction: The Draw a Person Test (DAP) is a projective psychological assessment tool used
to evaluate an individual's emotional and cognitive functioning through their drawings of a
human figure. Developed by Florence Good enough in 1926, it has been adapted and utilized by
psychologists to gain insights into various aspects of personality, intelligence, emotional state,
and developmental level. The test capitalizes on the assumption that individuals will project their
inner thoughts, feelings, and perceptions onto the drawings, offering valuable clues for
interpretation.

Purpose/Applicability: The primary purpose of the Draw a Person Test is to provide

psychologists with a non-verbal method of assessing individuals, particularly children and
individuals with communication difficulties. It can be used in clinical, educational, and forensic
settings to:

1. Assess cognitive and intellectual abilities.

2. Evaluate emotional and psychological functioning.

3. Identify developmental delays or disabilities.

4. Understand personality traits and dynamics.

5. Aid in diagnosis and treatment planning.

6. Assist in forensic evaluations (e.g., assessing competency or emotional state).

Instructions:

1. Provide the participant with a sheet of blank paper and a pencil.

2. Instruct the participant to draw a person on the paper.

3. The instructions should be open-ended, allowing the participant to draw freely without
specific directives or time limits.

4. Encourage the participant to draw a complete human figure, including as much detail as
they wish.
Scoring: Scoring the Draw a Person Test involves both quantitative and qualitative analysis. Key
aspects to consider include:

1. Quantity of Details: The number of body parts drawn (e.g., head, limbs, torso) and their
inclusion of finer details such as facial features, fingers, and clothing.

2. Proportion and Size: The relative size of body parts in relation to each other and the
paper, which can indicate body image concerns or developmental stage.

3. Position on Paper: The placement of the figure on the page may reveal social orientation
or emotional state.

4. Use of Space: How much of the page is utilized and whether the drawing extends beyond
the boundaries can indicate assertiveness or withdrawal tendencies.

5. Overall Impression: The overall quality and neatness of the drawing, including any
erasures or hesitations, can offer insights into self-esteem and emotional stability.

Score Discription

0 Aimless uncontrolled scribbling

1 somewhat controlled approaches crude geometrical forms.

• All drawings that can be recognized as attempts to represent the human figure is scored plus or
minus one. One credit for each point scored plus and no half credits given.

• To evaluate intelligence the administrator uses the draw-a-person: quantitative scoring system.

To assess the test taker for emotional problems, the administrator uses the draw-a-person:
screening procedure for emotional disturbance to score the drawings.

Interpretation: Interpreting the Draw a Person Test requires a comprehensive understanding of

psychological principles and consideration of individual differences. Interpretation involves:

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
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: suspicious 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 out the world.
piercing eyes: paranoid schizophrenic eyebrow: an emphasis on good or bad grooming.

Face:

 Nose: sexual symbol; emphasis indicates sexual difficulty, sexual immaturity, inferiority
or other sexual insufficiencies

 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 strong drive to be socially forceful
and dominant.

 Lips: girls who draw cupid-bow lips are considered sexually precocious. full lips on a
male represents narcissism. people who draw something in the mouth indicates oral erotic
trends.

 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.

 Hair: messy hair may represent a feeling of immortality while more wavy and glamorous
hair can mean a person is sexually immature.

 contact features like legs, arms, feet and hands: the movement of contact features is an
important element. the amount of movement of the features is suggested to decrease with
age and is thought to represent the amount of contact one has with the outside world.
Body:

 Arms and hands: represent ego development and social adaptation.

Omitted: represents a complete withdrawal from the environment. If a male omits a

female's arms, then he has been rejected by his mother and unaccepted by females. if one
omits hands, they are thought to have a lack of confidence in social contexts.

Shading: too vigorously shaded hands could indicate feelings of guilt in regard to
aggressive impulses. 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 glamor aspirations for girls, in the
pocket could indicate withdrawal from society or feelings of guilt about masturbation

 Fingers: fingers are especially important because of their connection with an individual's
personal identity and are mostly used to represent levels of aggression. If they are over
exaggerated they can be indicators of guilt. How long they are may represent levels of
aggression, too long may mean the person is overly aggressive, too short, means they are
reserved.
 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.

Reporting: In reporting the results of the Draw a Person Test, psychologists should provide a
comprehensive and clear summary that includes:

1. Background Information: Participant demographics, reason for assessment, and any

relevant clinical history.

2. Procedure: A brief description of the administration process.

3. Results: Detailed description and analysis of the drawing, including quantitative scores
and qualitative observations.

4. Interpretation: Integration of findings with psychological theory, developmental

considerations, and clinical observations.

5. Implications: Recommendations for treatment, further assessment, or intervention based

on the assessment findings.

6. Limitations: Acknowledgment of any limitations or constraints in the assessment

process or interpretation.
 7. Follow-Up: Suggestions for follow-up assessments or monitoring to track progress over
time.

Conclusion: The Draw a Person Test is a versatile tool that can provide valuable insights into an
individual's psychological functioning across various domains. When administered and
interpreted thoughtfully, it can contribute to comprehensive assessments and informed treatment
planning. However, it is essential to recognize its limitations and integrate findings with other
assessment data for a complete understanding of the individual.