This work is a qualitative approach to the use of di\ufb00erent projective techniques for the psychological assessment of a child in clinical practice. The battery of projective tests used is made up of the following: tree drawing, human \ufb01 gure drawing, (CAT) Child Apperception Test, Duss fables Test, Rorschach Inkblots Test.The subjects were chosen from among children between 5 and 10 years of age, referred to our clinic with a wide spectrum of symptoms which, at the end of the assessment investigation,proved to be linked to di\ufb00 erent forms of abuse. The purpose of this paper is \ufb01rst of all to point out the necessity to correlate the data obtained by means of the projective tests administered during the psychological assessment of the child with those obtained through other methods of investigation (observation, clinic interview) in order to clarify the determiners of the symptomatology which brings the patient to the clinic. At the same time, this correlation helps the clinician to obtain a more vivid image of the emotional impact of certain abusive situations in which the patient is involved. Secondly, the work tries to point out how rich\u00a0and re\ufb01ned is a child\u2019s expression when living a psycho-trauma.<\/p>\n
<\/p>\n
\n
<\/p>\n
INTRODUCTION<\/h2>\n
Abuse and neglect a\ufb00ect the essential dimensions of child development.Th e e\ufb00ects are profound and accompany the individual all his or her life. That is why it is very important to identify and treat the problems linked with abuse and to deal with all the childhood psycho-traumas attentively.<\/p>\n
This work is an overview of the clinic psychologist\u2019s practice, face to face with preschool or young schoolchildren who were brought to the clinic by their parentsfor di\ufb00erent symptoms: sleep disorders, restlessness,depressive disposition, uncontrolled aggressiveness, somatic complaints \u2026 when no clearly identi\ufb01able motivation could be determined after the clinical interview.<\/p>\n
The aim of this work is, mainly, to point out the necessity to correlate the data revealed by the projective tests with those obtained by other means of investigation (interview, observation) during the procedure to assess the child and have a more complete and vivid image of the emotional impact of di\ufb00 erent abusive situations in which the child is implied.
\nSecondly, the work aims to present aspects of therich and re\ufb01ned palette of child\u2019s expression referringto the problems they have to face and their experienceslinked to their involvement in an abusive relationship.<\/p>\n
MATERIALS<\/h2>\n
The children presented within the frame of this study have been assessed by means of the following tests:
\n\u2014\u00a0Koch\u2019s tree drawing test
\n\u2014 Colette Jourdan \u2013 Ionescu: Family Drawing Test
\n\u2014\u00a0Rorschach Inkblot Test
\n\u2014 Child Apperception Test (CAT) \u2013 Bellak\u00a0\u2013 Abrams
\n\u2014\u00a0D\u00fcss Fables \u2013 Louisa D\u00fcss
\n\u2014\u00a0Wechsler Intelligence Scale for Children (WISC)
\n\u2014\u00a0Binet-Simon Scale<\/p>\n
Besides these tests, the free drawings made by the children during the interviews have been analysed.<\/p>\n
<\/p>\n
THE PARTICIPANTS<\/h2>\n
The subjects have been chosen from among children aged 5 \u2013 10 years, with normal intellect, who have been brought to our clinic with a most varied symptomatology (sleep disorders, uncontrolled aggressiveness, somatic pains\u2026) which \ufb01 nally, after the psycho-diagnostic undertaking, proved to be generated by di\ufb00erent kinds of abuse.<\/p>\n
We selected 5 cases and, after administering them a set of projective tests, we discovered that the respective children were involved in abusive relationships.In order to point out the correlations we have made,we present drawings, signi\ufb01cant fragments from the projective test, protocols that we have used, accompanied by comments concerning the children\u2019s various reactions during the interviews.<\/p>\n
<\/p>\n
METHOD<\/h2>\nEach child has been assessed during at least 3 sessions.<\/h2>\n
The following sequence has been applied:
\n\u2014\u00a0anamnesis,
\n\u2014\u00a0interview \u2013 observation,
\n\u2014\u00a0assessment of mental development level,
\n\u2014\u00a0projective tests,
\n\u2014\u00a0structured interview.
\n\u2014\u00a0projective tests.<\/p>\n
Passing from one step to the following one and thedecision for the next tests to be used have been established according to the result from the previous step,and, as a consequence, one cannot speak of a rigid orderin this undertaking. We considered that the \ufb02 exibilityof the method is an essential condition in dealing withchildren. Still, we must mention that, during the \ufb01 rst interview, the child\u2019s intelligence quotient was assessed.<\/p>\n
This step was necessary in order to interpret the result of the projective tests correctly. All the selected children had a normal intellect.<\/p>\n
CASE ANALYSIS<\/h2>\n
B.I., aged 8.6 years, is brought for assessment to the Clinic by the paediatric clinic with the following clinical picture:<\/p>\n
\u2014 abdominal pains, sensation of su\ufb00 ocation,frequent urination, an attitude of exacerbating physical pain.<\/p>\n
Following the anamnesis we retain the following:<\/p>\n
\u2014 only child, organised family;
\n\u2014\u00a0both parents have graduate studies;
\n\u2014\u00a0mother is a housewife;
\n\u2014\u00a0for over one year, the child went through repeated tests and consultations in the paediatric clinic without relevant data for a somatic diagnostic.
\n\u2014\u00a0the child had su\ufb00ered an appendectomy two weeks before, but the accused symptomatology was maintained.<\/p>\n
Intellectual assessment (WISC),\u00a0IQ = 138<\/strong><\/p>\n Tree drawing test:<\/strong><\/p>\n \u2014\u00a0the tree head was with blanks \u2013 visible impregnations of exterior pressures, generating intrapsychic tension and su\ufb00ocation of the marked urge for vitality (the presence of some big \ufb02 owers); It is an a\ufb04icted (resigned) tree.<\/p>\n <\/p>\n Fig. 1.<\/strong>\u00a0The tree<\/p>\n <\/p>\n Fig. 2.<\/strong>\u00a0The ideal tree<\/p>\n <\/p>\n The Ideal Tree:<\/strong><\/p>\n The child describes her own drawing very eloquently: \u201cIt glows entirely, both the tree and the hollow. If you touch a leaf, any wish you may have comes true. If you put your hand into the hollow, you may get whatever you wish\u2026 I like cherries\u201d<\/p>\n It is evident the e\ufb00ort to embellish the experiences:dysphoria, the feeling of discomfort generated by exhaustion. A wish to give is remarked, represented by\u00a0the swelling of the head and of the hollow, while thetree itself is slouched, impoverished of its resources.(one must note the spontaneous remark about her authentic wish: \u201cI like cherries\u201d) It is a signal that leads toa more profound understanding o\ufb00ered by other tests.<\/p>\n The Rorschach Protocol<\/strong>\u00a0is a performant one fromthe quantitative point of view but it is poor concerning its interpretative capacity. The protocol abounds ininsigni\ufb01cant details, the formal element prevailing.Th e avoidance of a\ufb00ective expression is evident. Tacklingwith the task of the test is relaxed, and the need to produce is foremost. Most of the answers are descriptions.We witness an avalanche of dry descriptions, an assiduous search for in\ufb01nitesimal locations.Tackling with thedrawings is relaxed – an attitude which is evident inspeaking about her somatic su\ufb00erings.<\/p>\n At Drawing II: A signi\ufb01cant remark is made: \u2018this empty space confounds me\u2026 why could it be placed here? To see how developed your imagination is\u2019. At Drawing III, whose symbols remind of the need for self representation, we have a \ufb02ight into patched aspects, small details without managing to perceive the entirety.<\/p>\n Not even in Drawing V, although the stimulus is compact, the child does not manage a unitary approach. We note even a con\ufb02ict, an interior confrontation which prevents the access to the feeling of self integrity \u2018crocodiles that shoot with arrows\u2019<\/p>\n The only elaboration comes at Drawing VII: \u2018a place with ice, all the drawing seems to be covered with ice. Mouth of a crocodile, spider\u2019s eye, mouths of quarrelling animals.\u2019 Drawing VII is the one which inspires associations with the maternal \ufb01gure and allows the exteriorization of emotions in relation to the maternal \ufb01 gure.<\/p>\n Thus, we have: Ulterior interview:<\/p>\n \u2014\u00a0Mother \u2014 Father<\/p>\n o was diagnosed with panic attacks The hints in this case are for emotional abuse of power. The adult, living the lack of personal value,searches in the child the ful\ufb01lment of what she did not manage to achieve. The parent feels glorious, a conqueror due to her \u201cinvestment\u201d, the child, while the latter grows up with a weak self trust (the void that creates problems).<\/p>\n The child is not appreciated for herself, but for herperformance. Metaphorically speaking, the child is herparent\u2019s food: she empties herself in order to \ufb01ll her parent. If, in the \ufb01rst part of the relationship, the child is\u2018eaten\u2019 without being able to oppose, later, the child assumes the action out of the habit to act like that, but alsourged by the wish to control, at least partially, the situation \u2013 here comes B.I.\u2019s assumed urge to be performant.<\/p>\n Now we can understand the message in the ideal tree drawing.<\/p>\n What B.I. wishes is:<\/p>\n \u2014\u00a0a normal life, without excessive supplementary math problems,<\/p>\n \u2014\u00a0to be allowed to read fairytales and not to be obliged to read \u2018Oliver Twist\u2019 or \u2018A Christmas Tale\u2019,<\/p>\n \u2014\u00a0to play with pets,<\/p>\n \u2014\u00a0to eat sweets and mother to make cakes,<\/p>\n \u2014\u00a0mother should not get angry any longer over all kind of tri\ufb02 es.<\/p>\n After a short psychotherapeutic intervention, whenher way of functioning was mirrored, B.I. has the courage of taking the responsibility of her \ufb01 rst attitude.Coming out of the o\ufb03ce, she met her mother on thestairs and burst suddenly: \u201cIt is she who scolds me!\u201d\u2026and \ufb01nds the power to sustain her mother\u2019s gaze.<\/p>\n Mother was counselled.<\/p>\n P.C., 4.5 years old, is brought to the clinic with the following clinic picture:<\/p>\n \u2014\u00a0psychomotor inquietude, He is an only child, coming from a family in divorce for 6 months. The parents still live together.<\/p>\n The Binet-Simon test reveals a good intellect:\u00a0IQ = 128.<\/strong> <\/p>\n Figure 3\u00a0<\/strong><\/p>\n \u00a0<\/strong>Tree drawing test:\u00a0<\/strong><\/p>\n The child starts to draw a sun. He stops and says: \u2018actually it is clouded and it rains very hard\u2019. Th en he draws a tree in a hurry, with its head up to the sky; thehead is hardly visible through the dark rain. At the basis of the tree the child draws a ghost with a big eye andmany small people who are taken up by the water.<\/p>\n The drawing expresses a state of agitation, disorder, anxiety and discomfort.<\/p>\n Afterwards, the child draws the image in\u00a0Figure 4<\/strong>\u00a0spontaneously, but he cannot explain it, and we shall attribute it the title of \u201cThe Fierce Ghost\u201d.<\/p>\n CAT<\/p>\n At the CAT test we have some remarkable answers:<\/p>\n Drawing 3: \u201cA lion which is from the cartoons and I always see it. It is not evil, it is good. Th ere is something small in the mouth \u2013 it is a lion. The big one does not see it. The small one wants to climb up the big one and eat out from it\u201d.<\/p>\n Drawing 8:\u201cJust monkeys that lie on a bed. A man,a child and a woman. The child is punished \u2013 because he has hit mother or, I think, there was a danger for that lion\u201d (introduces a character from another story).<\/p>\n Our conclusion:<\/p>\n \u2014\u00a0Oedipus complex (development stage);<\/p>\n \u2014\u00a0identi\ufb01cation with paternal authority, compensation and inadequate identi\ufb01cation.<\/p>\n <\/p>\n Figure 4.\u00a0<\/strong>The Fierce Ghost<\/p>\n Rorschach Test\u00a0<\/strong>brings symbolic answers, some ofthem very transparent for the problems the child faces:<\/p>\n Drawing II: \u00ab Something black, with blood, that is to say, a ghost who has killed a man and now there is blood \ufb02owing out of him. \u00bb (expression of a destructive aggressive pulsion determined by an Oedipus complex of higher intensity)<\/p>\n Drawing III: \u00abTwo monkeys, legs like those of a woman and the belly like that of a fat man. But I still see blood, too. (an answer with a complex determination which sends to the perception of the primitive scene which troubles him and raises the destructive aggressiveness)\u00bb.<\/p>\n Drawing VI: \u00abchicken meat \u2026 this the bone \u2026roasted chicken\u2026 this scares me! (this exploration of the sexual dimension is rarely met in a small child and it remains in our attention) \u00bb.<\/p>\n At the coloured drawings we have strange and perseverant global approaches: \u201ccabbage monster, red oranges\u201d that have a value of excessive pulsional expression.<\/p>\n Our conclusion:<\/p>\n \u2014\u00a0the human kinaesthesia in Drawing II, which deals with the main, even obsessive preoccupation of destructive aggressiveness;<\/p>\n \u2014\u00a0massive emotional reactivity related to an abusive situation and \/or the fright of castration.<\/p>\n Mother\u2019s ulterior interview reveals the following aspects:<\/p>\n \u2022\u00a0the child witnesses scenes of domestic violence; The last two free drawings, which the boy had made spontaneously, are presented below:<\/p>\n <\/p>\n Figure 5<\/strong>\u00a0and\u00a0Figure 6<\/strong>.The \ufb01erce ghost with a big belly and a cuckoo which frighten him<\/p>\n Witnessing the primitive scene (an abusive situation) in a di\ufb03cult stage (Oedipus Complex) within the context of participation to frequent scenes of domestic violence led to an exacerbation of living the complex in a pre-psychotic manner.<\/p>\n S.S. a boy aged 7.10 years<\/strong>\u00a0is brought to the clinic with the following symptoms:<\/p>\n The anamnesis reveals the following aspects:<\/p>\n The intellectual test shows a good intelligence quotient IQ = 107 (WISC) <\/p>\n <\/p>\n The tree drawing (Figure 7<\/strong>)<\/p>\n S.S. is drawing many rugged trees, the lines arebold, and the rest of the sheet of paper is \u2018fi lled\u2019 withhardened lines.<\/p>\n The neurotic charge is evident and we note the soilwaving, too – an indicator of a heightened pressure ofaggressive impulses.<\/p>\n <\/p>\n Figure 8<\/strong>. Free drawing<\/p>\n A child with a dog and a tree in a smeared background.Th e dog is introduced as a need for support,as a securing image, in an environment perceived ashostile. Spontaneously, the child takes a red colouredpen and smears the drawing, while saying: \u201cthis iswhat my sister does with my drawings\u201d. Th e messageof the feeling of threat with destruction is evident.<\/p>\n Rorschach Pro\ufb01le<\/strong><\/p>\n Drawing II: \u201ca huge shot tarantula has a hole in it and seems to resemble a little with a black widow with crab-like nippers.\u201d<\/p>\n Drawing III: \u201ca little frog with a tie, wrapped up ina spider web so as not to disguise itself into somethingelse, but it is perforated. Even if the frog would manageit, this disguise, the spider would still \ufb01nd it \u2026 due tothe web. It has got poison, too, in its arms\u201d. Th e surveyof the limits \u2013 the child does not perceive the banalengram. (the human representation which imposes itself in a stressed manner is eloquent for the need torepresent oneself in relation to a human being and thenature of this relationship gives us an image of a captiveself in an environment felt as dangerous and hostile)<\/p>\n Drawing VII: \u201ctwo little rabbits, which fall down.They have rips on their backs. They cannot jump in di\ufb00erent directions because they are tied. Th e puma had taken a little from its head and broke its back.<\/p>\n We conclude:<\/p>\n \u2014\u00a0the theme of destructive aggressiveness,<\/p>\n \u2014\u00a0the need of a representation of the self is suffocated and we have the projection of the annihilation, of destruction, anxiety.<\/p>\n \u2014\u00a0regress in trying to \ufb01nd securing elements,<\/p>\n \u2014\u00a0perception of the relationship balance – united destinies \u2013 as dangerous, destructive, Ulterior interview of the child:<\/p>\n \u2014\u00a0S.S. was obliged to sleep with his sister, to take care of her all the time: \u201cI do not know what she would do without me\u201d. \u201cWhen I am missing, it is a disaster!\u201d<\/p>\n \u2014\u00a0His sister lacks control of sphincter muscles:\u201cat night she wets the bed and it stinks like a pigsty.<\/p>\n \u2014\u00a0On holidays, in weekends he has to stay with his sister. This means \u201cboredom and heat\u201d.<\/p>\n The drawing of the family (Figure 9)<\/strong>\u00a0evidences structural impulsivity and a low threshold of tolerance to frustration – the drawing \ufb01lls the page. Th e representations of the adults seem to su\ufb00 ocate the \ufb01gures of the children, while the mother and the children make up a distinct group, distanced from the rest of the family.<\/p>\n <\/p>\n Figure 9.<\/strong>\u00a0The Family<\/p>\n During the last session, the child draws spontaneouslythe sketch from following fi gure, which he gavea suggestive title \u201cTh e Vesuvius erupts\u201d \u2013 an expressionof the aggressive impulsions that explode, a statof unbearable inner tension.<\/p>\n <\/p>\n Figure 10.<\/strong>\u00a0The Vesuvius erupts<\/p>\n In this case we have an abusive situation of emotionaltype induced by neglecting the needs of the ageand by attributing responsibilities which surpass thechild\u2019s maturing stage. Th is situation overlaps an unsolvedsibling rivalry complex, thus leading to a depressive disorder. S.A., aged 6, was brought to the clinic for the followingsymptomatology which had fi rst manifesteditself two weeks before:<\/p>\n \u2022 Pavor nocturnes<\/p>\n \u2022 Uncontrolled aggressiveness,<\/p>\n \u2022 Defence refl ex reactions,<\/p>\n \u2022 Psychomotor restlessness.<\/p>\n The anamnesis revealed the following aspects:<\/p>\n \u2022\u00a09 siblings ( 2 \u2013 28 years old),<\/p>\n \u2022 organised family,<\/p>\n \u2022 father -alcoholic +Tuberculosis IQ = 84 (Binet-Simon)<\/p>\n During the sessions we remark the child\u2019s psychomotor restlessness, moves in his chair, falls down frequently,has got a hoarse voice, does not \ufb01nd his words. He hasmoments when he stares and moments when he hides his head behind his arms. He makes re\ufb02 ex gestures ofdefence, when he sees the ugly that scares him.<\/p>\n Free drawing<\/p>\n The child draws \u201cThe Ugly that scares him\u201d.<\/p>\n <\/p>\n Figure 11.<\/strong>\u00a0The Ugly<\/p>\n <\/p>\n Figure 12.<\/strong>\u00a0The Tree Drawing<\/p>\n The child comments this drawing spontaneously:\u201cA tree, a branch grows out of the bush\u201d. Th e phallic symbolism is evident. Question marks arose so wedecided to continue with other tests.<\/p>\n Rorschach Protocol<\/strong><\/p>\n Drawing III:\u201cThis\u2026 this\u2026 an animal, a ghost, two ghosts that grab their babies. The ghosts are evil.\u201d<\/p>\n Drawing IV: \u201cthe monster which I saw while I was asleep\u201d.<\/p>\n Drawing IX: \u201ca whale cut to pieces, a wolf has probably eaten it\u2026 and this is the stick which the wolf used to cut it with.\u201d<\/p>\n If Drawings III and IV suggest a possible abusive situation, at Drawing IX we have an expression of the felt annihilation anxiety.<\/p>\n Duss Fables: We retain two answers:<\/p>\n \u2014\u00a0Fable 2 The marriage anniversary \u2013 \u201cthe child left for the garden because a wind came and overturned him then a big rain came. Th e child looked out of the window and the wind took him away. He saw something \u2026 the evil tree that is rocking.\u201d<\/p>\n \u2014\u00a0Fable 10. The bad dream \u2013 \u2018a black man who keeps coming when there is dark and he gets undressed.\u2019<\/p>\n Then the child retells us one of his own bad dreams:<\/p>\n \u2018The window is open and there was a basket and inside the basket there was somebody who was looking at him. There was a big, bad elephant \u2013 not a human \u2013 that was scaring the sleeping child.\u201d<\/p>\n Here are two answers for the CAT Test:<\/p>\n Drawing 6 \u201ca bear hole. The little one is on guard but the big bear that looks like a wolf jumps on it and eats it.\u201d<\/p>\n Drawing 8 \u201c the monkeys drink co\ufb00ee and one of them tells the little one to go up the tree because there is no tiger around. But, when they came back, they found the little monkey on the ground, killed by the tiger.\u201d<\/p>\n The themes are Oedipal, charged with culpability but, in correlation with the other tests, they suggest the possibility of a potential abuse and give a clue to the source of the danger \u2013 inside the shelter \u2013 where the child feels exposed, without protection.<\/p>\n Mother\u2019s ulterior interview: Mother avoids giving further details.<\/p>\n Spontaneous drawing<\/p>\n <\/p>\n Figure<\/strong>\u00a013<\/p>\n “The tree with branches” we present below thecommentary made by the boy.<\/p>\n “A child climbed up a tree\u2026 he climbed in order to cut this big branch\u2026 this tree, it is like a monster\u2026the branches keep growing. \u2013 Why should they cutthem down? \u2013 The police said they must be cut downbecause they did not like it to make a fool of itself. But the problem was, the branch was bigger than themachine of the police.” (the orange one)<\/p>\n A new interview of Mother:<\/p>\n In this situation, we considered that the unsolved Oedipal problems were overlapped by a physical,emotional and possibly sexual abusive situation resultingin a reaction of post traumatic stress.<\/p>\n We recommended that the case should be monitoredand investigated by the Direction of the ChildProtection.<\/p>\n B.R.I., aged 9.5 years,<\/strong>\u00a0was brought to the clinic ather mother’s initiative but the child was accompanied\u00a0by both her parents for<\/p>\n From the anamnesis we found out that:<\/p>\n <\/p>\n Drawing II: \u201cblood\u2026 a bleeding bat. A bird that spitted blood.\u201d<\/p>\n Drawing III: \u201ctwo twin girls, identical, who hold a scales and are bleeding.\u201d<\/p>\n Drawing VII:\u201ctwo girls with their head down, madeup of smoke, ashes, they are twin sisters \u2013 one is morerebel, the other is smarter\u2026 A vampire with fangs.<\/p>\n We conclude:<\/p>\n \u2014\u00a0The answers are given in a completely detached manner.<\/p>\n \u2014\u00a0The dominant themes are morbid and aggressive.<\/p>\n \u2014\u00a0A stable self image was di\ufb03 cult to establish because of undistinguishing the position ofaggressor from that of aggressed and the balance between the two positions.<\/p>\n \u2014\u00a0Character polarity.<\/p>\n The occurrence of the phantasmatic element in the interpretation of the coloured drawings stresses the phantasm and the anxiety of destruction and degradation. (The answers are anatomic, evoking the degradation: rot that \ufb02ows over the livers, \u2026lungs\u2026 spiders that spit mucus, in fact spiders made of mucus etc.)<\/p>\n From the CAT protocol we render the answer to Drawing 10:<\/p>\n \u2018One day the she-puppy\u2019s mother obliged her totake a bath and the she-puppy did not want to do as mother said. But the big she-dog held her and forced her head into the toilet and killed her. After that she washed the little puppy making her ready for the funeral and mother was crying \u2026 she was crying three times\u2026\u201d.<\/p>\n More structured interview with the parents:<\/p>\n \u2014\u00a0the grandmother on the paternal side is diagnosed with bipolar disorder.<\/p>\n \u2014\u00a0the father is addicted to gambling and that iswhy he is full of debts which he cannot honour. He had been frequently aggressed by his creditors and last time he had been in hospital for a week. (When he got out of hospital he took the girl to stay with him.)<\/p>\n \u2014\u00a0initially, the father did not claim his right to visit, he continued to stay in the same apartment, and now, when they were in the middle of a full legal action for partition, he took the girl who, after some time, refused to go backto her mother.<\/p>\n \u2014\u00a0the father used to aggress the mother physically in front of the child who, would smile watching these scenes.<\/p>\n \u2014\u00a0the mother had then imposed a strict timetable and common sense rules, which the girl deemed as stupid rules.<\/p>\n \u2014\u00a0the maternal grandparents threatened the girl repeatedly that she might become one day as mad as her father and her paternal grandparents.<\/p>\n \u2014\u00a0the father and the girl accused the mother ofill treatment and of severe physical aggre-ssionwhenever the programme imposed by her wasnot obeyed, which the mother denied. Th e drawing of the ideal family is the expression ofexacerbated, fanatic and unmotivated fury.<\/p>\n <\/p>\n Figure 14.\u00a0<\/strong>The Ideal Family<\/p>\n The data of the interview and of the projective tests contour an alienating type of abuse, which, on a genetically vulnerable foundation, led to a personality disorder of the pre-psychotic type, with a defence mechanism of the hypomania conduit type.<\/p>\n <\/p>\n The use of projective tests in the psychological assessment of children reveals the richness and subtlety of child expression and o\ufb00 ers informationon the psychic functioning of the child. Besides, thismethod facilitates the meeting with the child, givinghim\/her an opportunity to express him\/herself. moreadequately.<\/p>\n During the \ufb01rst encounter, the child reveals him\/herself by his\/her symptoms and by the discourse which the entourage (parents) have about him, veryfrequently the discourse is controlled or involuntarily or purposely deformed.<\/p>\n The child\u2019s clinical interview does not seem to be the most inspired method of dealing with the child\u2019s problems, we had to o\ufb00er the child the chance of other more adequate ways of expression.<\/p>\n The projective tests have a twofold function: a perceptive one and a projective one, thus both the adequacy to the real situation and the material projected are aimed at.<\/p>\n The analysis of the results of these tests might bean indicator for the appropriateness of certain psychotherapy, later constituting the basis of its structuring.<\/p>\n In many situations we could remark the catharsis e\ufb00ect the tests had on the child. The moment of data synthesis is crucial and it should be taken into consideration the fact that the initial diagnosis could bemodi\ufb01ed or nuanced according to the arrival of new information. It is not correct to interpret a test, in the sense of extracting a diagnosis following a unique pathognomonical manifestation. An interpretation is not valid until it proved to be supported by other congruent tests.<\/p>\n Finally, we must insist on recommending the administration of at least two projective tests to a child,namely the Rorschach test and a thematic test.<\/p>\n <\/p>\n <\/p>\n
\n\u2014\u00a0the hollow \u2013 indices of developing trauma;
\n\u2014\u00a0the contour was vague, fragile, with interrupted lines \u2013 a weakness of the Self, uncertainty,adaptive di\ufb03culties<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.01-1.jpg\")
<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.02-1.jpg\")
<\/p>\n
\n\u2014\u00a0a feeling of void, of fundamental insecurity,
\n\u2014\u00a0the maternal \ufb01gure is perceived as aggressive,
\n\u2014\u00a0neurotic signs,
\n\u2014\u00a0active adapting e\ufb00 ort,
\n\u2014\u00a0refuge into a regressive position which allows her not to deal with the aggressive problems that she is facing,<\/p>\n
\no has insomnias;
\no is afraid that someone might kidnap the child, her \u201cinvestment\u201d;
\no gave up everything in order to be byher daughter\u2019s side in fact did not\u00a0have a chance to professional ful\ufb01 lment at her level of education in that little town where they live;
\no is permanently dissatis\ufb01ed with her daughter\u2019s achievements (in spite of the girl\u2019s remarkable school and extracurricular results) and is convinced that \u201cB.I. surely can do better\u201d;
\no the girl has a programme of supplementary activities (mathematics, Romanian, English), which is organised a attentively supervised by mother (I want her to be the best! Nothing could satisfy me completely\u201d).<\/p>\n
\no daily alcohol consumption, lately.<\/p>\n
\n\u2014\u00a0pavor nocturnus,
\n\u2014\u00a0fright of \ufb01erce ghosts without eyes and without mouth.<\/p>\n
\n\u00a0<\/strong><\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.03.jpg\")
<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.04.jpg\")
<\/p>\n
\n\u2022\u00a0he is physically aggressed by his father;
\n\u2022\u00a0father uses to stay undressed in the house
\n\u2022\u00a0he has witnessed sexual scenes between his parents and he had even interrupted them by\u201cpatting his mother on her back\u201d.<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.05.jpg\")
<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.06.jpg\")
<\/p>\n\n
\n
\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.07.jpg\")
<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.08.jpg\")
<\/p>\n
\n\u2014\u00a0The confabulatory element (see the scene in Drawing VII) sends us to the problem which the child has to face: his autistic sister.<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.09.jpg\")
<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.10.jpg\")
<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.11.jpg\")
<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.12.jpg\")
<\/p>\n
\n\u2014 during pregnancy she had been physically aggressed by the child\u2019s father and she had to stay in canals for a while.
\n\u2014\u00a0the child had been left in charge of the weekly nursery until the age of 3.5 years old, where he was isolated from the other children.
\n\u2014\u00a0Father: exhibits disinhibition pulsions
\n\u2014\u00a0accommodation conditions: 2 rooms.<\/p>\n![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.13.jpg\")
<\/p>\n\n
\n
\n
Rorschach Protocol:<\/h2>\n
![\"\"](\"http:\/\/snpcar.ro\/wp-content\/uploads\/2018\/09\/6.14.jpg\")
<\/p>\nRESULTS AND CONCLUSIONS<\/h2>\n
BIBLIOGRAPHY<\/h2>\n
\n