Assessment • 135Art Assessment Reveals Depth of Pathology: EVELYN (16)
Sometimes an art interview is a peculiarly sensitive instrument where other assessment
tools are not. Evelyn, a painfully shy adolescent of sixteen, was thought by the referring
psychiatrist to be “mildly inhibited” but not “grossly disturbed.” He referred her for an art
evaluation because it was so hard for her to talk to him.
Her first production in a diagnostic art evaluation, however, was a painting on the largest
size of paper available (18" x 24") of a stark purple “Tree” (A). Asked what sort of place it was,
she said it was “nice” and that she would like to be there, right next to the tree. Evelyn then
paused and said instead that she would be the tree itself.
Her next drawing was a bizarre figure named “Fred” (B), who she described as “an eigh-
teen-year-old girl.” She said that “Fred” was called “crazy” by the kids, and talked to herself
because it was better than talking to others.
Although the referring psychiatrist remarked that the girl’s art looked “sicker” than any-
thing else, it was her subsequent suicide attempt that validated the confusion and with-
drawal evident in her art work and her verbal associations to the imagery.
She was able to be treated through adjunctive art therapy while hospitalized, which was
especially helpful during a period when she became mute. Retrospectively, the glove on
Fred’s hand and the denial of the body in that drawing, as well as the vaginal “split” in the
tree, were clues not only to the depth, but also to the nature of her pathology, which became
more apparent in her therapy over time. In addition to art therapy, Evelyn was also able to
benefit from dance/movement therapy while in the hospital.
A Scribble Drawing Helps a Sullen Adolescent: MELANIE (15)
Melanie, age fifteen, had been referred to the clinic because of her oppositional behavior.
Her rebelliousness had already caused her aunt, who had cared for her since her mother’s
abandonment in early childhood, to kick her out of the house. She was living with her
older brother, but did not feel happy or accepted in his home.
Like many adolescents, Melanie was reluctant to draw spontaneously, since she was “no
good” at art. So I suggested that she make a “scribble” drawing, a technique used by art
therapists to help people get started. She was able to “find” an image in her scribble, and to
develop it (C).
At first she said it was an “Eagle,” then she changed her mind. “I think it’s a ‘Hawk’ or
something.” Melanie went on to say that she would like either to be the bird or to take care
of it, eventually deciding that she would rather be a caretaker. She went on to explain that
eagles were in danger of becoming extinct—through people’s neglect—and that she would
like to work for the preservation of the species.
Much to my surprise, Melanie was then able to connect these ideas about her drawing
to her own strong and unmet dependency needs. The Eagle/Hawk expressed her loneliness,
as well as her hunger for love, acceptance, and family. The sharp beak expressed her biting
rage, which was directed at those who had abandoned and rejected her, which was also
reflected in the explosive, sullen, angry quality of her speech.
On the DVD you can view excerpts from two individual art evaluations—one with a
10-year-old girl (D) and one with a 17-year-old boy (E), both seen as outpatients.
Structured Approaches: Themes
Other art assessments specify subject matter, like the drawing of a bridge suggested by
Ron Hays.^9 Like the human figure or the family, such topics are not chosen at random, but