HTP ( HOUSE-TREE-PERSON)

Title: House-Tree-Person (HTP) Test

Report

Student’s Name: Nemal Hafeez

Student ID: BC230416092

Course: BS in Applied Psychology

Instructor’s Name: DR.Sarah Shahed

Date:

i. Introduction:

We subconsciously project our personality onto the paper each time we

draw something. Without us realizing it, even the simplest drawing can
shed light on our emotions, intelligence, self-esteem, and fears.

A drawing assessment known as the house-tree-person test is a common

technique psychologists use to learn more about personality traits.
  What is HTP (House-Tree-Person) Test?

The house-tree-person test (HTP) is a projective test, a type of psychological

assessment where individuals are presented with ambiguous, abstract stimuli,
such as images or scenarios, and their interpretations or responses are used to
reveal hidden emotions, desires, and internal conflicts. As a projective test, the
HTP is intended to measure different aspects of personality.

 Test over view:

This is sometimes contrasted with a so-called "objective test" or "self-report test",

which adopt a "structured" approach as responses are analyzed according to a
presumed universal standard (for example, a multiple choice exam), and are
limited to the content of the test. The responses to projective tests are content
analyzed for meaning rather than being based on presuppositions about meaning,
as is the case with objective tests. Projective tests have their origins in
psychoanalysis, which argues that humans have conscious and unconscious
attitudes and motivations that are beyond or hidden from conscious awareness.

In this test, participants are asked to draw a house, a tree, and a person. The way
they depict these elements is then analyzed. These drawings are interpreted to
create a picture of the person’s cognitive, emotional, and social functioning,
revealing insights that might not be easily accessed through more direct
questioning or observation.

 History of HTP:

The house-tree-person test was developed by early clinical psychologist John

Buck in 1948. Based on the DAP, Draw-A-Man personality test, is also a
psychological projective personality or cognitive test used to evaluate children
and adolescents for a variety of purposes . created by Florence Goodenough in
1926, it was originally designed to assess children’s intelligence. Buck further
updated the HTP test together with psychologist Emanuel Hammer in 1969.

 Objective of the Test:

The house-tree-person test is one of the most widely used projective tests for
children and adults and is suitable for individuals aged 3 years and older.

The test is used by clinical psychologists, occupational therapists, and educators.

It is also employed as part of a series of personality and intelligence tests,
including the Rorschach, TAT, and WAIS, as a personality assessment. What’s
more, the HTP test is an effective tool in evaluating brain damage in patients with
schizophrenia.

 Scope of the Report:

An HTP report is typically associated with the House-Tree-Person (HTP) Test, a projective
psychological assessment tool. The purpose of this report is to evaluate and interpret the
drawings made by a subject of a house, a tree, and a person. Here's an overview of its purpose:

1. Understanding Personality and Emotional State

 The HTP test provides insights into an individual's personality, emotional well-being, and
self-perception through the symbolic meaning of their drawings.

2. Identifying Psychological Issues

 The drawings can reveal unconscious thoughts, internal conflicts, or psychological

challenges such as anxiety, depression, or trauma.

3. Assessing Cognitive Functioning

 Details in the drawings, such as proportions, perspective, and details included or omitted,
help assess cognitive abilities, problem-solving skills, and developmental levels.
4. Therapeutic Use

 In therapeutic contexts, the HTP test can serve as a starting point for discussing deeper
emotional or psychological issues in a non-threatening way.

5. Clinical and Diagnostic Applications

 It is often used as part of a broader assessment battery to support diagnostic impressions

and develop treatment plans.

3. Methodology

Sample Information

The participant was 21 years old, identified as female, and named Kiran. She is a BS Psychology
student and also works as a social worker. Kiran belongs to the Muslim community in Punjab.
All identifiable information has been anonymized to maintain confidentiality.

Setting and Tools

The assessment took place in a quiet, well-lit environment conducive to focus and creativity. The
tools provided included:

 Standard-sized white paper (e.g., A4 or letter size).

 A set of pencils with an eraser.
 Optional colored pencils (if used as part of the test protocol).

No time limit was imposed, ensuring the participant felt comfortable and unrushed during the
drawing process.

Instructions Given

The participant was given the following standardized instructions:

1. House Drawing: "Please draw a house. Include as much detail as you like."
2. Tree Drawing: "Next, draw a tree. Any kind of tree is fine."
3. Person Drawing: "Finally, draw a person. It can be any person you choose."
The participant was encouraged to focus on completing the drawings independently and
reassured that there were no right or wrong answers. If the participant asked questions
during the process, neutral responses were provided to avoid influencing their drawings.

4. Administration of the Test

Procedures

1. The participant was seated in a quiet and comfortable room with minimal distractions.
2. Standard-sized white paper and a set of pencils (with an eraser) were provided.
3. Instructions for the test were explained to the participant:
o Draw a house, a tree, and a person, one at a time, with no specific time limit.
4. The participant began by drawing a house, followed by a tree, and finally a person.
5. Throughout the process, the participant was encouraged to work independently and
assured that there was no right or wrong answers.
6. Observations were made discreetly to avoid influencing the participant's responses.

Observations

 The participant appeared focused and engaged throughout the test.

 While drawing the house, Kiran seemed thoughtful, pausing frequently before adding
details.
 During the tree drawing, she worked steadily, occasionally erasing parts and redrawing.
 While drawing the person, Kiran displayed some hesitation and asked, “Does it have to
be someone I know?” She was reassured to draw freely based on her preference.

Overall, the participant completed the drawings within approximately 45 minutes and seemed
satisfied with her work.

Analysis and Interpretation

Drawing Analysis

House:

Large and Dominating House: Reflects a view of home as overly restrictive and controlling.
LINES AND WALLS:

Weak Lines: Weakness in the ego.

Roof: Symbolize fantasy life/world, Intellectual thinking.

Extra attention to roof : Indicate extra attention to fantasy and indentation
WINDOWS AND DOORS: Show openness, willingness to interact with others and
environments.
Closed doors: shows client is not social
Lock on doors: show defensive behavior
Knob on door: shows extra defensive behavior
Shading, clouds, rain, and birds :
Shows Anxiety and depression.
Psychopathology and abnormality.

Pathways: Shows openness

Wide and lead directly to the doors: Indicate client accessibility, openness and direct
acquisition.
Long Pathways and Winding: Indicate reflect someone who is initially aloof but who can later
warm-up and accessible.
Flowers : Pleasant aspect of life
Doors close and windows open: Shows restrictions from family
Presence of sun: Presence of Authoratative person in your life  Love and affection

Chimney: Person availability and warmth, degree of power and muscularity she feels
Chimney
Sexual Desires
Aggression .
Normal amount of smoke : Indicate well warmth at home.

Note: Psychosis shows house from inside

Tree Interpretation :
Irrelevant details shows sense of insecurity and want to get power in his or her environment.
Tree: It shows relationship of person with his or her environment, it might reflect a person
who has been broken by external stress.
Age of Tree: 3 years old

Winter tree: Indicates that client feel exposed and impressed by others.
Branches: client is not satisfied from socity
Top Part of tree: Interpersonal Relationship with socity
Lower part of Tree:
client inner self .
Client personal growth
Defensive About Tree: Rigid Personality
Branches:
Big branches ( More effort to fulfill their needs)
Twisted branches ( Environmental help needed)
Trunk: Wide Trunk ( strong ego)
Scars on Trunk:
Traumatic Event in life
Severe depression
Balanced Tree: Balanced Personality
Leaf : Good Functionality in society
Roots :
Good reality contact
You are not a fantasy person.
Tall Tree: Wish to be dominant
Flowers: Self-loving personality
Cloud like tree: Confused thinking
Pointed leaves: Aggression

Person Interpretation:

Questions to be asked
Who is this person,
how old are they,
what's their favorite thing to do,
what's something they do not like,
has anyone tried to hurt them,
who looks out for them?

Eyes:
Your way to perceive the world around you.
Eye brows and eye lashes:
Perfectionism
Nose:
Castration Fear
Closed mouth:
You are in toward
Smile:
You have positive feelings for life.
Ears:
You are ready to take advices from others.
Hairs:
Your expressiveness
Anxiety (if irregular hairs)
Neck:
Wide neck strong ego
Normal neck normal personality .
Arms:
Access to you environment.
Fingers:
Pointed (Aggression)
Legs:
Autonomy in environment. Independency
Feet:
Small feet (dependency)
Emphasis on feet:
OCD Self-loving personality

Observations:

The participant appeared focused and engaged throughout the test. While drawing the house,
Kiran seemed thoughtful, pausing frequently before adding details. During the tree drawing,
she worked steadily, occasionally erasing parts and redrawing. While drawing the person,
Kiran displayed some hesitation and asked, “Does it have to be someone I know?” She was
reassured to draw freely based on her preference.

The participant was encouraged to focus on completing the drawings independently and
reassured that there were no right or wrong answers. If the participant asked questions
during the process, neutral responses were provided to avoid influencing their drawings.
4. Administration of the Test

Procedures

The participant was seated in a quiet and comfortable room with minimal
distractions. Standard-sized white paper and a set of pencils (with an eraser) were
provided. Instructions for the test were explained to the participant:

o Draw a house, a tree, and a person, one at a time, with no specific time limit.

The participant began by drawing a house, followed by a tree, and finally a person. Throughout
the process, the participant was encouraged to work independently and assured that there was
no right or wrong answers. Observations were made discreetly to avoid influencing the
participant's responses.

No time limit was imposed, ensuring the participant felt comfortable and unrushed during the
drawing process.

Instructions Given

The participant was given the following standardized instructions:

House Drawing: "Please draw a house. Include as much detail as you like." Tree
Drawing: "Next, draw a tree. Any kind of tree is fine." Person drawing: "Finally, draw a
person. It can be any person you choose."

3. Methodology

Sample Information

The participant was 21 years old, identified as female, and named Kiran. She is a BS
Psychology student and also works as a social worker. Kiran belongs to the Muslim
community in Punjab. All identifiable information has been anonymized to maintain
confidentiality.

Setting and Tools

The assessment took place in a quiet, well-lit environment conducive to focus and creativity.
The tools provided included:

Standard-sized white paper (e.g., A4 or letter size). A set of pencils with an eraser. Optional
colored pencils (if used as part of the test protocol).

Clinical and Diagnostic Applications

 It is often used as part of a broader assessment battery to support diagnostic impressions
and develop treatment plans.

Therapeutic Use

In therapeutic contexts, the HTP test can serve as a starting point for discussing deeper
emotional or psychological issues in a non-threatening way.

Assessing Cognitive Functioning

Details in the drawings, such as proportions, perspective, and details included or omitted,
help assess cognitive abilities, problem-solving skills, and developmental levels.

2. Identifying Psychological Issues

The drawings can reveal unconscious thoughts, internal conflicts, or psychological

challenges such as anxiety, depression, or trauma.

Summary of Findings:
The HTP test analysis revealed significant insights into the participant's self-concept,
interpersonal relationships, and emotional state. Key interpretations from the drawings include
observations related to proportions, spatial arrangement, use of colors (if applicable), and
symbolic elements. For example, exaggerated features or omitted details may indicate
underlying psychological concerns or personality traits.

Limitations:
While the HTP test provides valuable qualitative data, its subjective nature limits the precision
of interpretations. Cultural influences on drawing styles and artistic ability can also affect
results. Additionally, the participant’s mood during the test might temporarily influence the
outcomes. These factors should be considered when drawing conclusions.

Implications:
The findings suggest potential areas for further exploration in understanding the participant’s
psychological state, such as self-esteem, coping mechanisms, and relationship dynamics. This
analysis can guide clinical interventions, therapeutic approaches, or further psychological
assessments tailored to the participant’s unique context.