A qualitative versus quantitative approach to evaluating the Draw-A-Person and Kinetic Family Drawing: A study of mood- and anxiety-disorder children.

Abstract

This study compared 2 methods of scoring the Draw-A-Person (DAP) and the Kinetic Family Drawing (KFD): A quantitative scoring method based on traditional individual indicators was contrasted with a qualitative scoring method based on an integrative approach designed to assess overall psychological functioning. The participants were 52 children with a mean age of 1 V/* years. Using DSM-III-R, they were assigned to the following groups: mood disorder (n = 12), anxiety disorder (n = 11), mood/anxiety (« = 16), control (n = 13). Unlike scores from the quantitative approach, scores obtained from the qualitative approach on the DAP differentiated children with mood disorders and mood/anxiety disorders, but not children with only anxiety disorders, from control children. Similarly, and again unlike scores from the quantitative approach, scores from the qualitative approach on the KFD differentiated children with mood disorders (but not mood/anxiety disorders) from control children. In addition, scores from the qualitative DAP and KFD scoring methods were significantly correlated with self-reported self-concept and aspects of family functioning. It appears that an integrated, holistic approach to scoring projective drawings, reflective of overall psychological functioning of the individual and of the family, can be a useful adjunct in assessing children with internalizing disorders. The assessment of internalizing disorders in children (i.e., depression and anxiety) presents problems that are not apparent for disorders with more obvious overt behavioral characteristics. The emotional discomfort and subjective feelings of distress that are central aspects of internalizing disorders are more difficult for parents, teachers, and often psychologists to identify accurately and reliably. Even when interviewed, children may experience considerable difficulty in naming, describing, or verbally communicating their emotional discomfort and subjective state. However, systematic input from children themselves is critical in the assessment of internalizing disorders (Cytryn & McKnew, 1980). This input must be obtained in a manner that minimizes demands for verbal expression and is sensitive to the child's level of development (Quay & La