Unit 1: Stages in Drawing Development

Learning objective: Learners to be introduced to several theories concerning the development milestones of drawing from the time an infant begins to scribble through toddlerhood, childhood and adolescence to adulthood. They will learn about the hidden psyche (unconscious, subconscious and conscious states of mind) of a drawer.

Unit 2: Scribbling, Doodling, Drawing & Sketching: How They differ

Learning objective: In this short unit, Learners  to will cover on the different aspects of drawing development which includes scribbling, doodling, sketching and, of course, drawing itself. They will learn about the similarities and differences among these four forms. Case studies will be provided for trainees to identify the 20 basic scribble types and placements, and how to use them to estimate the cognitive age of a young drawer with or without disabilities.

Unit 3: Understanding the Nine Mental States of Mind of a Drawer

Learning objective: Learners to be introduced to the complexities of mind, i.e., the drawer’s mind, in terms of four key domains of mindspace: inquisitive, ideological, imaginative and affective. This is the nootherapeutic model of a person’s mind at interplay as well as intraplay with each other domains. The model will be used to relate to the understanding of projective drawings done by children, adolescents and adults.

Unit 4: Introduction to Single Human Figure Drawings

Learning objective: To introduce learners to the basic foundation of diagnostic projective drawing and therapy. The focus is on single human figure drawings. Trainees will learn about Goodenough Draw-a-Person Test and how it is administered to determine a drawer’s intellectual capacity or cognitive maturity.

Unit 5: Draw-a-Person Technique

Learning objective: Learners will be introduced to Draw-a-Person (DAP) technique and how it is used in identifying different indicators for emotion, aggression, depression, anxiety, stress as well as traits related to autism and other mental related disorders. Case studies will be provided for trainees to apply DAP scoring schemes to identify the different challenges faced in the administration of diagnostic drawing process.

Unit 6: Draw-a-Family Technique

Learning objective: To introduce Learners to three different techniques in drawing a family: (1) Draw-a-Family (DAF); (2) Family Drawing Test (FDT); and (3) My Family Projective Drawing Test (MFPDT). Each of them, though with some slight differences among them, serves a different purpose. Case studies will be provided for the trainees to apply what they have learnt in the unit.

Unit 7: House-Tree-Person Drawing Technique

Learning objective: Learners are introduced to the House-Tree-Person (HTP) Drawing Test or technique. They will be taught to apply three projective drawing techniques covering three different schemata that are used in the HTP drawing technique: (1) Draw-a-House (DaH); Draw-a-Tree (DaT); and Draw-a-Person (DaP).

Unit 8: Stative and Kinetic Person/Family Drawing Technique

Learning objective: This unit covers the stative and kinetic or dynamic aspects of person or family drawing techniques. In this unit, trainees will learn about what the stative (S) approach involves and differs from the kinetic (K) or dynamic (D) approach when applied in scoring and interpreting projective drawings. It covers SFD vs. KFD, SHTP vs KHTP, SDAP vs KDAP, etc.

Unit 9: Mandalas, Colors and Chromatic Analysis of Drawings

Learning objective: This unit is divided into two parts. The first part touches on mandala drawing and coloring as a diagnostic-therapeutic tool. The second part covers on colors and their archetypal meanings, and how they are used in projective drawings. Trainees will learn how to interpret colored projective drawings.

Unit 10: Case Studies: Stative, Kinetic and Chromatic Projective Drawings

Learning objective: This unit covers the practical application of the earlier units covered in this module through case studies. Trainees are to identify the different psyches of drawers and their hidden emotional challenges through projective drawings. Cases include cognitive impairment or dementia, emotional disturbance, low intellectual capacity, autism, attention deficit-hyperactivity disorder, etc., will be covered in this unit.

Assignment: Two case studies will be provided to each trainee to apply what they have acquired in this unit to analyze the projective drawings.

Unit 11: Understanding the Three Modes of Drawing Texts

Learning objective: Learners are introduced to the three key modes of drawings that constitute a holistic drawing text through simultaneous as well as sequential observation of the various elements put into print. These three modes are (1) Graphic Mode; (2) Narrative Mode; and (30 Archetypal Mode. Drawings produced are seen as being a product or outcome of ‘a dialogue among the hand, the eye, and the urge to symbolize reality’ (Golomb, 1988, p.234)., which Vygostsky (cited in Dyson, 1982) has described as some sort of graphic speech. The artifacts or iconographs seen in a drawing constitute the archetypal meanings of what the subconscious is expressing through its narration (verbal and non-verbal).

Unit 12: Symbolic Scoring and Interpretation of Projective Drawings

Learning objective: Learners will be introduced to all kinds of drawings including graffiti. Graffiti ranges from simple written words to elaborate wall paintings, and has existed since ancient times, with examples dating back to ancient Egypt, ancient Greece, and the Roman Empire. More importantly, they will learn about what signs and symbols are, and how they differ one from the other. The key lesson is to create an inferential awareness and sensitivity to these signs and symbols, especially how to decipher them meaningfully.

Unit 13: Archetypal Scoring and Interpretation of Single Human Figure Drawings

Learning objective: Learners are introduced to the archetypal mode of scoring and interpreting single human figure drawings (SHFDs) often used in DAP technique. They will be introduced to different scoring schemes (e.g., Goodenough, Goodenough-Harris, Koppitz, Buck, Hammer, Burns, Hardin & Peterson, Gilbert, etc.)They will learn about what mind age or mindfulness age is all about. The trainees will be provided the SHFD Archetypal Scoring and Interpretation (SHFD-ASI) Tool to learn how to administer, score and interpret.

Practicum Module

Practicum Module A 

Learning objective: All trainees are required to complete their practicum under a supervisor assigned to them by the Merlion Academy. During the Practicum Module A, trainees are required to demonstrate what the projective drawing techniques that they have acquired from the four modules into actual application with their clients or others whom they are working directly with. They will be provided full guidance (via online) by their assigned supervisors. The supervisor will advise them on the format of preparing a report for submission. They are to submit their diagnostic drawing reports to their assigned supervisors for examination and feedback. They must obtain at least a PASS to proceed to the next Practicum Module B. Those who fail to meet the criteria of passing will be required to sit for an interview with their supervisor and the main trainer.

Practicum Module B 

Learning objective: This is a continuation from Practicum Module A. Likewise, all trainees are required to complete their practicum under another supervisor assigned to them by the Merlion Academy. During the Practicum Module B, trainees will be provided guided online supervision (unless they encounter problems especially in difficult cases) to demonstrate their skills in applying appropriate projective drawing techniques acquired from the four modules into practice with their clients or others whom they are working directly with. They are to submit their case reports to their assigned supervisors for examination and feedback. They must obtain at least a PASS to proceed to clear this Practicum Module B. Those who fail to meet the criteria of passing will be given a second chance to repeat this module again.