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Instructions for Practical Work No. 2

This work will consist of an individual investigation on a technique projective

determined by the teacher in the first two classes.

The work must be under APA standards, 8 to 10 pages and must contain the

following information:

Author and brief biographical summary

Objective and fields of application of the chosen technique

Theoretical foundation

Instruction

Administration

Analysis

Psychopathological indicators.

The research must be carried out from academic articles, with scientific rigor,

as well as from peer-reviewed journals. Verbatim copies will not be accepted.

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Introduction

The present work is research on the graphic projective technique of “Drawing

of an animal”. Its author, J. Levy called it the Animal Drawing and Story Technique

also briefly called LADS (Levy Animal-Drawing-Story Technique).

In the words of Carl Jung “ the animal represents the non-human psyche, the

instinctive subhuman, as well as the unconscious psychic side .” From

psychoanalysis, the figure of the animal is seen as the symbol of the unconscious

impulses and feelings of the subject. For this reason, the test investigated is used,

along with other types of techniques, depending on the need.

Development
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Objective and fields of application:

The technique investigated is an instrument that is used to work and analyze

the types of underlying impulses and motivations in the subject. It can express the

current conflict of the interviewee.

Animal symbolism allows a less anxiety-inducing projection for the subject.

The animal as a symbol is linked to more unconscious and therefore more primary

aspects of the psyche and personality, therefore the type of animal, its size, and its

qualities can be understood as idealized, current or potential aspects of the

evaluated person. These aspects may be of positive or negative valence. (Maggio

and Alvarez, sf)

As fields of application, we can name clinical, work, vocational and children.

Theoretical foundation:

The theoretical framework is similar to what Bellak thought for his CAT-A

children's thematic apperception test, that is, starting from the basis that projecting

onto animal figures is much more accessible to the subject and more distant from

certain conscious contents that can exert certain censorship. or conflict, which is

important in non-definitive instances of knowledge of the applicant. (Maggio and

Alvarez, sf). That is to say, greater access to the subject's internal information can be

achieved, because it does not imply such a profound shock or one that appears

resistant, for example, when desirative tests are taken.

In the analysis of this test, in addition to considering the formal guidelines

such as those evaluated in all graphic projective tests such as size, pressure,

location, details, drawing style, etc. In addition, the position of the animal in space is

considered, the type of animal (since it is not the same if a domestic animal is drawn
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than a wild one, for example), how it is drawn is taken into account, whether the

animal alone or with some background. The situation and attitude with which it

appears are essential for the discrimination of the symbolic nuances and level of

impulses and their present control.

Each animal has an ability and a differential characteristic, and it is on these

items that we work to build inferences and their reading with the respective analysis,

in accordance with the objective of the field in question.

Instruction:

Regarding the instructions and the development of the technique, it has some

adaptations, but in almost all the sources consulted, several steps are mentioned.

First of all, the evaluated person is asked to think of an animal that he likes or wants.

Once he tells us which one was chosen, he is given a blank sheet of paper, a pencil

and an eraser. The evaluator tells you “Draw the animal you thought of.” Once

finished, you are asked to write in the upper right part: type of animal you drew,

invent a name, age, sex. Additionally, you are asked to list other animals that you

could have drawn. Then, you will be asked to write a story or story with the animal

drawn, giving the written story a title. At this point, some authors say that it should be

written on another sheet of paper, and others on the back of the drawing. Depending

on the age and difficulty of the subject, they may be asked to write or tell the story

and the interviewer is the one who writes the story invented by the patient.

Test administration:

It can be given individually or collectively, to children, adolescents, and adults.

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Analysis:

In accordance with what was developed by Magnato and Mateo (2004), the

evaluation exclusively considers the mammalian animals most frequently drawn by

children (donkey, horse, rabbit, elephant, cat, lion, sheep, dog and cow). In the

analysis of the test, several aspects are taken into account, namely: aspects of

maturational development are: Eyes, legs, ears, mouth, nose, two-dimensionality of

each of these parts, hooves, tail, characterization of the body-skin of the animal, leg

articulation, perspective of the legs and ears, and shoulder marking.

The possible score for each item ranges between 0 and 5 points depending

on age. Score 0 is given in case of absence of any of the items. Score 1 to 5 for the

presence of each of them, depending in each case on age. The sum of the direct

scores are transformed into centile scores according to the standardization of the

test.

Formal variables constitute the foundation of emotional evaluation. They were

categorized and operationally defined in order to verify their frequency of occurrence

and their correlation with the patient's age. These include size, location, stroke,

pressure, shading, erasing, identifiable animal, cut along the edge, incomplete, etc.

Psychopathological indicators:

Various pathological or conflicting aspects present in the subject can be

obtained, for example, if the animal's body is stuffed, it could be associated with

obsessive-compulsive traits . Psychosexual fixations can be observed when the

genital part and/or the anal area appears well defined in the drawings. In relation to
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Self-concept or Self-esteem, it will depend on the type of animal you choose,

someone strong will draw a lion or a tiger, someone vile or undesirable will draw a

cockroach or a pig, someone communicative a parrot or parakeet.

Regarding the graphological aspects, the history that wrote both its

semantics, coherence, cohesion, and theme is analyzed; articulation and integration

between what is written and what is drawn; its organization, coherence, vocabulary,

verb tenses and qualifying adjectives used.

There are animals that tend to be more frequent, depending on age and

culture. Although it cannot be generalized, there are elements that tend to be

common:

● Dog: is the domesticated wolf. He is friendly, playful, loyal, noble, affectionate

and with immense love for human beings in exchange for nothing. It

symbolizes fidelity, loyalty, selfless help, intelligence, obedience, protection.

● Cat: It is a symbolic female animal. Cats are stoic (they never complain, even

if they feel pain, they endure pain like no other living being), silent and

mysterious.

● Horse: Male symbolic animal. It symbolizes action, work, nobility, inner

beauty, wisdom and progress. In case there is color in the drawing, the color

also has a meaning.

● Felines (tiger or lion): Symbolizes courage, strength and power. It is mainly

drawn by leading people.

● Birds: Symbolizes feeling of freedom. Controlled and intimidated in one's own

actions. Observed or pursued. It is usually typical of adolescence due to the

desire to be free and be able to fly wherever they want. It is the desire to

escape from a certain situation that is related to a feeling of tension and

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confinement. Keeping this in mind and other symbolic aspects that the bird

may have, we also have to think about the specific bird that you have drawn,

since a canary is not the same as a crow.

● Rabbits: Symbol of fear, prudence, withdrawal, loneliness, humility, fertility,

sensitivity, movement and mental agility

● Snakes: Symbolizes evil, danger. Feelings of guilt and feeling like someone

bad or like someone who acts badly.

Exhibit

Example of a drawing with its respective protocol and analysis:

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The chosen animal (quite frequently) is a dog. It can be seen:

· A small size

· Whole stroke of medium tension

· Lower central location

· Ground line from side to side

· Drawing direction to the left.

· Female name

· Animals you also thought of: rabbit and penguin

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Domestic animals in general reflect conditions of adaptability in general, of

course attitude and race or class will be a complementary factor.

The graphic characteristics are associated with traits of insecurity,

conservatism, passivity and search for security.

The story that accompanies projective tests generally reinforces or does not

agree with what the drawing shows. It is expected that there will be a relationship

and coherence between the two. The story in this applicant says the following: “Luli

is a young dog who lives in the city. One day he went for a walk like he did every day

and met many other animals in the square. Throughout the day they played, ran and

had competitions. After a few hours Luli returned home very happy because she

knew that she had new friends outside her house and of course her owners at home

who loved her very much.”

As an integration of both protocols, story and drawing, we can see a positive

correlation, the story highlights needs for affiliation, sociability, and openness to new

ties. The drawing, as we have mentioned, also allows us to see simplicity, although a

certain need for external supports and difficulty in asserting itself. It is a personality

that is more gregarious than individualistic and with good adaptability.

Bibliographic references
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Maggio E. & Alvarez. M. (sf) THE ANIMAL TEST IN PSYCHOTECHNICAL

EVALUATIONS. Retrieved on October 28, 2017, from the website of the Training

Center in psychological evaluation techniques:

https://sites.google.com/site/tecnicasproyectivasorg/taepsic

Magnato C. & Magnato JM (2004) The animal drawing test as an instrument

for maturational-mental and emotional evaluation. In Methodological aspects of

educational research (pp. 207-211). Spain: Narcea.

Osorio N. (2016) Animal test. Retrieved on October 28, 2017, from:

https://prezi.com/emj1jcguib-l/test-del-animal/