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By Rawley Silver
Paintings as Language merges a effortless structure and the original overview and therapy practices lengthy linked to the author....By reviewing stories of kids, teenagers and adults being affected by a number of impairments and accidents, the writer sincerely demonstrates the extensive applicability of stimulus drawing assessments."-"Family remedy: The magazine of the California Graduate college of relatives Psychology "In" artwork as Language, paintings therapist Rawley Silver demonstrates using the visible medium as a linguistic parallel to verbal or written conversation. the writer acknowledges that language expands and allows notion, yet she successfully illustrates the life of high-level considering in its absence. in the course of the publication, she demonstrates the usefulness of drawing as an expressional software for sufferers who're not able or unwilling to specific themselves during the traditional use of language." paintings as Language merges a undemanding layout and the original evaluate and remedy practices lengthy linked to the author.."-Adolescence, v. 36, no. a hundred and forty four, wintry weather 2001 ..."this ebook includes useful information regarding tools for reading creativity, intelligence, innovations, and emotions with out based fullyyt on language. The writing is obvious and obtainable, and helps checks and theories with secific learn and present references."-Malinda Eccarius, M.S., C.E.D., The Volta evaluation "In this concise and well-documented textual content, Silver has provided an in-depth examine how artwork can be utilized to evaluate spatial intelligence and demonstrate emotional matters which can effect cognition. ... not just has [she] offered a device for evaluation subsidized by way of stable learn, butalso a robust reason for the necessity for endured artwork reviews all through an individual's lifestyles span."-Linda Jo Pfeiffer, E., ATR-BC " the humanities IN PSYCHOTHERAPY, a global magazine, quantity 29, #1, 2002 "In this concise and well-documented textual content, Silver has offered an in-depth examine how artwork can be utilized to evaluate spatial intelligence and show emotional concerns which can impression cognition. Silver's vast paintings with listening to impaired childrens supplied the impetus to strengthen an paintings review which can pass language and overview the intelligence of language impaired participants. The illustrations and figures used during the textual content offer stable examples of the developmental adjustments that happened as scholars stepped forward via an art-based curriculum. not just has Silver provided a device for evaluation sponsored by means of reliable study, but in addition a robust reason for the necessity for persevered paintings reports all through an individual's existence span."-Linda Jo Pfeiffer, Ed.D., ATR-BC, Chairperson, Miami-Dade County Public faculties
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Additional resources for Art as Language: Access to Emotions and Cognitive Skills through Drawings
Separate interscorer correlations were calculated for the first 33 responses (marked A), the second 33 responses (marked B), and the 66 combined A and B Copyrighted Material Stimulus Drawing Assessments 39 responses. Correlations again were significant. 000; forB scores,. 000). Additional studies are discussed in Parts II and III. D Correlations Among the Stimulus Drawing Assessments The three assessments use virtually the same task and rating scale to assess emotional content, but present different stimulus drawings in different arrays.
First published in 1988 (Silver, 1988b), it has been used as a Copyrighted Material 34 Stimulus Drawing Assessments FIGURE 2-13. "First response by jon, age 8, . " semistructured interview technique, as well as a tool to uncover masked depression. In the 1993 edition (Silver, 1993a), a second set of 14 different stimulus drawings, Form B, was added to provide a second scored response for use in therapeutic programs. DAS is based on the theory that strongly negative responses are associated with clinical depression.
High Hopes," Figure 2-10, is the response of Jennifer, a high school student, age 17, who chose the mouse and the ice-cream soda. Her fantasy is ambivalent and ambiguous. Although the mouse has high hopes, the straw seems beyond reach, and the outcome is unclear. "Watching TV," Figure 2-11, the response by Jennifer's classmate, rated moderately positive. Copyrighted Material 26 Stimulus Drawing Assessments FIGURE 2-9. "The cat wants food .. dog scared her" (moderately negative). Ji,, ~;0,1, ; ~I 'll_nrr~~ ,1.
Art as Language: Access to Emotions and Cognitive Skills through Drawings by Rawley Silver