Kinetic Family Drawing (KFD): As prepared by Sarah Margaret Wade
Reference:
Burns, R.C., & Kaufman, S.H. (1970). Kinetic Family Drawings (K-F-D): An introduction to
understanding children through kinetic drawings. New York:Brunner/ Mazel.
Burns, R. C., & Kaufman, S.H. (1972). Actions, styles, and symbols in kinetic family
drawings (K-F-D): An interpretive manual. New York: Brunner/ Mazel.
Brooke, S.L. (2004). Tools of the trade: a therapist’s guide to art therapy assessments.
Springfield, IL: Charles C Thomas Publisher, LTD.
Purpose / Ages
The assessment was designed to understand child development and their self-concept and interpersonal relationships. It is believed to be a projective test and is used mostly with children and adolescents, however, age limit is not stated.
Materials: #2 pencil, 8 1/2" x 11" white paper
Procedures / Administration
There is no time limit. The administrator is to instruct the client to do the following:
“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.”
Inquiry
No specific inquiry is suggested. However, it is important to have a general idea and description of what the family is doing, who is represented in the picture, and what the client’s general thoughts are about the picture. An attempt should be made to gain an understanding of what they participant has drawn.
Interpretation
The interpretation is based upon actions, styles, and symbols used in the drawing. Scoring is based upon a grid to measure the distance of the self from the other figures and sizes of figures represented in the picture. An analysis sheet is included that summarizes information from the grid and drawing characteristics.
Strengths
The KFD shows promise as a tool that yields information about a child's personality state.
Limitations
test-retest reliability evidence was weak suggesting that the KFD may be sensitive to mood changes and pretest conditions. The test may also not be a reliable indicator or personality traits.
Adaptations/ Reflection
"Family Sculpture" -using modeling clay is a three-dimensional version of the family drawing. The benefit of using clay is that it allows the possibility for making changes and moving figures in relation to others.
"Draw yourself and a family member of your choice" might be a good alternative to children who may be resistant to drawing an entire family for various reasons.
I found the KFD to be a very unique way to understand both the client’s relationship with family members and how the client views themselves within their family. Burns’s and Kaufman’s book, Actions, Styles, and Symbols in Kinetic Family Drawings (K-F-D), is an excellent source for gathering information on the actions, styles, and symbols represented in drawings. The KFD assessments that I gathered for my client portfolio were fairly adequate in representing the client’s sense of self within their family.
The Story of Us: Group A
The Story of Us: Group Art Therapy: Sara Crafton and Margaret Colmore
ETC Level: Cr/K/S/P/A/C/Sy
MDV Level: S, S/U, R
Materials:Pre-existing group murals, scissors, glue, a stack of construction paper, larger piece of paper for cover, markers
Procedures
1. Present group with pre-existing murals, and allow members to choose one piece of construction paper.
2. Instruct the group to create a collage through the deconstruction of the murals. Explain that members can use their own images, trade pieces or sections, or put them in the middle for everyone to share. Give the members approximately 30 minutes to create their individual collages.
3. Process the experience by considering how the members were affected by this intervention.
4. The group will then create a cover for the book, thus reuniting the images. Each person will be asked to write or draw a final message to the group on the book's cover.
Rationale
To reflect back on a previous group stage and to express the current group stage. The artwork represents how the cohesion of the group has progressed. The final task of creating a book cover provides members with the opportunity for closure by writing some last words about their experience in the group.
Adaptations
Create something 3-Dimensional, such as a box, to collage with deconstructed images.
Think of different ways to bind the final project.
ETC Level: Cr/K/S/P/A/C/Sy
MDV Level: S, S/U, R
Materials:Pre-existing group murals, scissors, glue, a stack of construction paper, larger piece of paper for cover, markers
Procedures
1. Present group with pre-existing murals, and allow members to choose one piece of construction paper.
2. Instruct the group to create a collage through the deconstruction of the murals. Explain that members can use their own images, trade pieces or sections, or put them in the middle for everyone to share. Give the members approximately 30 minutes to create their individual collages.
3. Process the experience by considering how the members were affected by this intervention.
4. The group will then create a cover for the book, thus reuniting the images. Each person will be asked to write or draw a final message to the group on the book's cover.
Rationale
To reflect back on a previous group stage and to express the current group stage. The artwork represents how the cohesion of the group has progressed. The final task of creating a book cover provides members with the opportunity for closure by writing some last words about their experience in the group.
Adaptations
Create something 3-Dimensional, such as a box, to collage with deconstructed images.
Think of different ways to bind the final project.
Imaginary Ball Toss
"Imaginary Ball Toss"- Drama Therapy Warm-up Exercise: Margaret Colmore
ETC Level: K/S, Cr
MDV Level:Unstructured, Low Complexity
Materials: None
Procedures
Therapist begins warm up by instructing group to form a circle.
Therapist may choose to give verbal instruction to begin, or they may lead by example by pretending to hold an imaginary ball or object, and then toss the ball to another person in the group.
The group continues to toss the ball from one person to the next.
* The therapist may instruct the group that they can use their imagination and change the ball into any shape or form that they choose.
Rationale
This activity allows for the group members or clients to become more free, relaxed, and open to the remainder of the group session.
It helps the clients become more aware of group dynamics,non-verbal communication skills and working with others as a group.
It allows for self expression.
Adaptations
This warm-up exercise may not be good for clients with schizophrenia or disorders with similar symptoms because this may be too much for them to handle; for those patients, a less aggressive warmup would be more suitable, such as simply handing a small object from person to person instead of tossing or throwing.
This warm-up could also be adapted into an entire intervention by becoming more structured and complex with more instruction from the therapist.
It could also be followed by reflection time so that the group can talk about such things as group dynamics and relationships and the use of non-verbal communication.
ETC Level: K/S, Cr
MDV Level:Unstructured, Low Complexity
Materials: None
Procedures
Therapist begins warm up by instructing group to form a circle.
Therapist may choose to give verbal instruction to begin, or they may lead by example by pretending to hold an imaginary ball or object, and then toss the ball to another person in the group.
The group continues to toss the ball from one person to the next.
* The therapist may instruct the group that they can use their imagination and change the ball into any shape or form that they choose.
Rationale
This activity allows for the group members or clients to become more free, relaxed, and open to the remainder of the group session.
It helps the clients become more aware of group dynamics,non-verbal communication skills and working with others as a group.
It allows for self expression.
Adaptations
This warm-up exercise may not be good for clients with schizophrenia or disorders with similar symptoms because this may be too much for them to handle; for those patients, a less aggressive warmup would be more suitable, such as simply handing a small object from person to person instead of tossing or throwing.
This warm-up could also be adapted into an entire intervention by becoming more structured and complex with more instruction from the therapist.
It could also be followed by reflection time so that the group can talk about such things as group dynamics and relationships and the use of non-verbal communication.
Mad, Sad, Glad, Scared
Mad, Sad, Glad, Scared: Applied Methods
Materials
Large sheet of paper divided into 4 equal sections or 4 separate 8 1/2 X 11 sheets of paperMarkers, crayons, colored pencils (or other drawing materials of choice)
Procedures
1. Each piece of paper represents one emotion. 2. Represent each emotion with line, form, and color. (non- AT may equate with "scribble")3. Look at all four drawings. Note similarities and differences.
Rationale
This exercise is typically used at the beginning of a therapeutic relationship with a client but may be useful as a re-evaluation. The goal is for the client to express emotion and may offer the opportunity for both the therapist, and the client to gain insight into the value client assigns to his/her emotions. Therapist may also guide client toward a more positive relationship with his/her emotions.
Adaptations
Draw or write a thank you letter to a certain emotion. Focus on most powerful emotion and redraw/ reconstruct it how you want it to look. Chart emotions over course of week, or from week to week.
Materials
Large sheet of paper divided into 4 equal sections or 4 separate 8 1/2 X 11 sheets of paperMarkers, crayons, colored pencils (or other drawing materials of choice)
Procedures
1. Each piece of paper represents one emotion. 2. Represent each emotion with line, form, and color. (non- AT may equate with "scribble")3. Look at all four drawings. Note similarities and differences.
Rationale
This exercise is typically used at the beginning of a therapeutic relationship with a client but may be useful as a re-evaluation. The goal is for the client to express emotion and may offer the opportunity for both the therapist, and the client to gain insight into the value client assigns to his/her emotions. Therapist may also guide client toward a more positive relationship with his/her emotions.
Adaptations
Draw or write a thank you letter to a certain emotion. Focus on most powerful emotion and redraw/ reconstruct it how you want it to look. Chart emotions over course of week, or from week to week.
Mood States/ Mind States
Mood States/ Mind States by Dr. Janie Rhyne: Applied Methods
ETC Level: Affective - Kinesthetic
MDV Level: Resistive - Structured - Complex
Materials
15 half sheets of papermarkers
Procedures
1. The client is given 2 minutes to depict each of the following with line, shape, and color: Fearful, depressed, excited, passive, aggressive, serene, anxious, hoping, threatened, hostile, curious, guilty, innocent, going crazy, and being sane. Put the name of the feeling on back. 2. Once finished, compare and contrast the depictions of the different emotions.
Rationale
This intervention brings emotions to the surface and may increase client's awareness of similarities underlying several emotions. The exercise may create movement for client and help person to get "unstuck."Therapist may also gain a greater understanding of the way client perceives and processes different emotions.
Adaptations
1. Create a torn tissue paper collage instead of using markers. 2. After completing steps 1 and 2, ask client to identify which emotion was the most difficult to depict. Which one was the easiest? 3. After completing steps 1 and 2, ask client if they could choose one emotion to go back to, which one would they choose. Allow the client 2 more minutes to complete depiction. What made client want to finish depiction? Is it finished now?
ETC Level: Affective - Kinesthetic
MDV Level: Resistive - Structured - Complex
Materials
15 half sheets of papermarkers
Procedures
1. The client is given 2 minutes to depict each of the following with line, shape, and color: Fearful, depressed, excited, passive, aggressive, serene, anxious, hoping, threatened, hostile, curious, guilty, innocent, going crazy, and being sane. Put the name of the feeling on back. 2. Once finished, compare and contrast the depictions of the different emotions.
Rationale
This intervention brings emotions to the surface and may increase client's awareness of similarities underlying several emotions. The exercise may create movement for client and help person to get "unstuck."Therapist may also gain a greater understanding of the way client perceives and processes different emotions.
Adaptations
1. Create a torn tissue paper collage instead of using markers. 2. After completing steps 1 and 2, ask client to identify which emotion was the most difficult to depict. Which one was the easiest? 3. After completing steps 1 and 2, ask client if they could choose one emotion to go back to, which one would they choose. Allow the client 2 more minutes to complete depiction. What made client want to finish depiction? Is it finished now?
Trauma Tree
Trauma Tree: Grief and Medical Issues in Art therapy
ETC Level:Cognitive, Symbolic, Affective
MDV Level: Structured, Simple
Materials
8 ½ x 11 sheet of paper, markers
Procedures
1. Draw a tree trunk.
2. Add one branch for each loss/ grieved event in your life.
3. Brainstorm the positives that have resulted from each grieved event. These positives may include any gains, strengths, insights, etc. Consider the following questions: How have I grown? What have I learned about myself? Write each positive in a separate leaf extending from the branch.
Rationale
This intervention serves to help individuals recognize the strengths and personal growth that have resulted from each grieved event. The trauma tree will also give the therapist insight into the number of losses and the degree of difficulty that the individual has experienced. The therapist will also develop a greater understanding of the person’s outlook on life and his or her ability to cope with difficulties.
Adaptations
This intervention could be modified through the utilization of different materials, i.e. modeling clay, paper mache, paint, pipe cleaners, etc. If a person has experienced one significant loss, and would like to focus on it alone, the tree trunk could represent the loss, and the branches could represent the positives that have resulted from the loss. Then leaves, flowers, birds, etc. could represent coping strategies and methods of self-care.
ETC Level:Cognitive, Symbolic, Affective
MDV Level: Structured, Simple
Materials
8 ½ x 11 sheet of paper, markers
Procedures
1. Draw a tree trunk.
2. Add one branch for each loss/ grieved event in your life.
3. Brainstorm the positives that have resulted from each grieved event. These positives may include any gains, strengths, insights, etc. Consider the following questions: How have I grown? What have I learned about myself? Write each positive in a separate leaf extending from the branch.
Rationale
This intervention serves to help individuals recognize the strengths and personal growth that have resulted from each grieved event. The trauma tree will also give the therapist insight into the number of losses and the degree of difficulty that the individual has experienced. The therapist will also develop a greater understanding of the person’s outlook on life and his or her ability to cope with difficulties.
Adaptations
This intervention could be modified through the utilization of different materials, i.e. modeling clay, paper mache, paint, pipe cleaners, etc. If a person has experienced one significant loss, and would like to focus on it alone, the tree trunk could represent the loss, and the branches could represent the positives that have resulted from the loss. Then leaves, flowers, birds, etc. could represent coping strategies and methods of self-care.
How I see myself/ How others see me
How I see myself/ How others see me: Applied Methods
ETC Level: Cognitive - Symbolic - Affective
MDV Level:Unstructured - Resistive - Simple
Materials
1 larger piece of paper (18 x 24) or 2 smaller pieces of paper (8 1/2 x 11)old magazines, paper scraps, and other collage materialsglue stick scissors
Procedures
1. Using collage materials, depict how you see yourself.2. Using collage materials, depict your perception of how others see you. 3. Processing questions: Was one perception easier to depict than another? What is your favorite image? On a scale of 1 to 10, how positively do you perceive yourself? Do you find your finished collage is a good representation of how you see yourself and how others see you?
Rationale
This exercise is great for groups, especially several sessions in to therapy because at this point, the group members are feeling more comfortable disclosing personal information with the art therapist and the other members. This intervention functions in a cognitive-behavioral context, which means that certain personal attributes or characteristics are recognized, and with this recognition, the individual can modify his or her behavior to increase functionality and effectiveness in life situations. How I See Myself/ How Others See Me encourages the belief that change in thinking is possible and that things don't always have to stay the way they presently are.This intervention also increases the therapist's understanding of how perceptive the individual is. Does the client realize the effect she has on others in her life? It is also helpful to incorporate the other group members in providing reinforcement to client.
Adaptations
1. If negative self-concept is displayed, ask client to artistically demonstrate a way to change the negative perception into a positive perception. Client may cut paper up, glue images on top of other images, etc. 2. Keep the artwork, if the client doesn't mind, and bring it out the next session. Ask the individual if she would depict the same topic the same way. If not, what would she change? If yes, is she happy with that self-concept?3. Somehow connect the two perceptions if they are distinctly separate. Ask the person to think of a real life example of a way to bridge the 2 perceptions.
ETC Level: Cognitive - Symbolic - Affective
MDV Level:Unstructured - Resistive - Simple
Materials
1 larger piece of paper (18 x 24) or 2 smaller pieces of paper (8 1/2 x 11)old magazines, paper scraps, and other collage materialsglue stick scissors
Procedures
1. Using collage materials, depict how you see yourself.2. Using collage materials, depict your perception of how others see you. 3. Processing questions: Was one perception easier to depict than another? What is your favorite image? On a scale of 1 to 10, how positively do you perceive yourself? Do you find your finished collage is a good representation of how you see yourself and how others see you?
Rationale
This exercise is great for groups, especially several sessions in to therapy because at this point, the group members are feeling more comfortable disclosing personal information with the art therapist and the other members. This intervention functions in a cognitive-behavioral context, which means that certain personal attributes or characteristics are recognized, and with this recognition, the individual can modify his or her behavior to increase functionality and effectiveness in life situations. How I See Myself/ How Others See Me encourages the belief that change in thinking is possible and that things don't always have to stay the way they presently are.This intervention also increases the therapist's understanding of how perceptive the individual is. Does the client realize the effect she has on others in her life? It is also helpful to incorporate the other group members in providing reinforcement to client.
Adaptations
1. If negative self-concept is displayed, ask client to artistically demonstrate a way to change the negative perception into a positive perception. Client may cut paper up, glue images on top of other images, etc. 2. Keep the artwork, if the client doesn't mind, and bring it out the next session. Ask the individual if she would depict the same topic the same way. If not, what would she change? If yes, is she happy with that self-concept?3. Somehow connect the two perceptions if they are distinctly separate. Ask the person to think of a real life example of a way to bridge the 2 perceptions.
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