After the picture has been drawn, a short "interview" is done in order to specify any unclear details or peculiarities in the drawing:
Before beginning the research, the child is told that he will have to answer some questions with videos:
If the child draws only a partial person (e.g., head-to-waist) and not a full figure, he is asked to draw another picture:
In Gudinoff-Harris Diagnostic Test of Intellect the child is asked to draw a person "as best as he can":
In Gudinoff-Harris Diagnostic Test of Intellect the child is given a plain standard white sheet of paper and ten color pencils:
In the cases when the number of points is lower than the according IQ = 70 %, then this gives a base for a more detailed study of the child's intellectual sphere in order to uncover a possible lag in mental development:
Rene Gille's child project method is meant for researching the sphere of interpersonal relations of a child and his conception of internal family relations:
Rene Gille's method is a visual-verbal test and consists of 42 pictures of children, children and adults, and text tasks:
The child must select his own place among the pictured people or identify himself with a character in one or another place in the group:
The goal of Rene Gille's child visual method is to study the child's social fitness and his interrelations with his surroundings:
The relationship to a definite person is reflected by the number of choices of that given person from the maximum number of tasks directed at uncovering the appropriate relationship:
The scale of variables for evaluating the picture consists of 100 points:
There are 14 signals that should be looked at during Gille's method:
While the child is drawing, the grown-ups should give many commentaries:
В текстовых заданиях ребенку предлагается выбрать типичную форму поведения:
Помимо качественной оценки результатов, детская проективная методика межличностных отношений позволяет представить результаты психологического обследования по ряду постоянных:
Психологический материал, характеризующий систему личностных отношений ребенка, можно разделить на две группы переменных - переменные, характеризующие абстрактно-личностные отношения ребенка, и переменные, характеризующие самого ребенка: