The cactus technique for preschoolers is an example of interpretation. “Cactus” graphic technique M.A.

The technique is intended for working with children over 3 years old.

Target: study of the child’s emotional and personal sphere.

When conducting diagnostics, the test subject is given a sheet of paper in A4 format and a simple pencil. It is possible to use colored pencils of eight “Lusher” colors, then the corresponding indicators of the Luscher test are taken into account when interpreting.

Instructions:“On a piece of paper, draw a cactus the way you imagine it.” Questions and additional explanations are not allowed.

Data processing.
When processing the results, data corresponding to all graphical methods is taken into account, namely:

• spatial position
• picture size
• line characteristics
• pencil pressure

• characteristics of the “cactus image” (wild, domestic, feminine, etc.)


• characteristics of the drawing style (drawn, schematic, etc.)


• characteristics of needles (size, location, quantity)

Interpretation of results: based on the results of the processed data from the drawing, it is possible to diagnose the personality traits of the child being tested:

• Aggressiveness – the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect high degree aggressiveness.


• Impulsiveness – abrupt lines, strong pressure.


• Egocentrism, desire for leadership - large picture located in

center of the sheet.

• Self-doubt, dependence - small drawing, located at the bottom of the sheet.


• Demonstrativeness, openness - the presence of protruding processes in the cactus, pretentious forms.


• Stealth, caution - arrangement of zigzags along the contour or inside the cactus.


• Optimism – image of “joyful” cacti, use bright colors in the version with colored pencils.


• Anxiety – predominance of internal shading, broken lines, usage dark colors in the version with colored pencils.


• Femininity - the presence of soft lines and shapes, decorations, flowers.


• Extroversion – the presence of other cacti or flowers in the picture.


• Introversion - the picture shows only one cactus.


• The desire for home protection, a sense of family community - the presence flower pot in the picture, an image of a home cactus.


• Lack of desire for home protection, a feeling of loneliness - an image of a wild, desert cactus.

1. Is this cactus domestic or wild?
2. Does this cactus prickle a lot? Can you touch it?
3. Does the cactus like it when it is looked after, watered, and fertilized?
4. Does the cactus grow alone or with some plant next door? If it grows with a neighbor, then what kind of plant is it?
5. When the cactus grows, how will it change (needles, volume, shoots)?

The goal is to identify the state of the child’s emotional sphere, identify the presence of aggression, its direction and intensity.

Instructions. On a sheet of paper (A4 format) draw a cactus the way you imagine it!

Questions and additional explanations are not allowed. The child is given as much time as he needs. Upon completion of drawing, a conversation is held with the child. You can ask questions, the answers to which will help clarify the interpretation:

1. Is the cactus domestic or wild?

2. Can you touch it? Does he prick a lot?

3. Does the cactus like to be looked after: watered, fertilized?

4. Does the cactus grow alone or with some plant next door?

5.If it grows with a neighbor, what kind of plant is it?

6. When the cactus grows, what will change in it?

Processing of results and interpretation

When processing the results, data corresponding to all graphical methods is taken into account, namely:

Spatial position

Picture size

Line characteristics

Pencil pressure

Aggression - the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness.

Impulsiveness - jerky lines, strong pressure

Egocentrism, desire for leadership - large drawing, in the center of the sheet

Dependence, uncertainty - small drawing at the bottom of the sheet

Demonstrativeness, openness - the presence of protruding processes, unusual forms

Stealth, caution - arrangement of zigzags along the contour or inside the cactus

Optimism - use of bright colors, image of “joyful” cacti

Anxiety - use of dark colors, predominance of internal shading, broken lines

Femininity - the presence of decoration, flowers, soft lines, shapes

Extroversion - the presence of other cacti, flowers

Introversion - only one cactus is depicted

Desire for home protection, sense of family community - presence of a flower pot, picture of a home cactus

The desire for loneliness - depicts a wild cactus, a desert cactus

Projective technique “Non-existent animal”

The child is given instructions to invent and draw a non-existent animal, then call it by a non-existent name.

The research method is based on the theory of psychomotor connection. To register the state of the psyche, a study of the state of motor skills (in particular, the motor skills of the dominant hand), recorded in the form of a graphic trace of movement (drawing), is used.

By its nature, the test is a projective technique. It is not subject to statistical testing or standardization, so it is analyzed like a free drawing; the result of the analysis can be presented in descriptive forms.

Experimental material.

For research, it is better to use a white or slightly cream-colored, non-glossy sheet of paper; set of medium soft colored pencils.

Interpretation of the drawing.

When interpreting the picture, the following can be identified as indicators indicating the presence of aggression in a teenager:

· mouth with teeth;

· the presence of additional details on the head (horns - protection, in combination with other signs of aggression);

· claws, needles, bristles;

· the contour of the figure is made in sharp corners.

The data obtained from interpreting the figure according to the indicators listed above are entered into a table, where the “+” sign indicates the presence of a particular characteristic.

Interpretation of data from the projective technique “Non-existent animal”.

The data from the projective technique “Non-existent animal” are recorded in table form or in writing according to the following criteria:

POSITION OF THE DRAWING ON THE SHEET. Normally, the pattern is located along the midline of a standard vertical sheet. The position of the drawing closer to the upper edge of the sheet (the larger, the more pronounced) is interpreted as high self-esteem, dissatisfaction with one’s own position in society and lack of recognition from others; a claim for advancement, a tendency to self-affirmation, a claim for recognition.

The position of the picture in the lower part is the opposite indicators: self-doubt, low self-esteem, depression, indecisiveness, uncertainty, disinterest in one’s social status, recognition, lack of tendency to self-affirmation.

CENTRAL SENSITIVE PART OF THE FIGURE (head or parts replacing it). The head turned to the right is a stable tendency to activity - almost everything that is conceived or planned is carried out or at least begins to be carried out, if not even completed (the person actively moves on to the implementation of his plans and inclinations).

A head turned to the left is a tendency towards reflection and thinking. The subject is “not a man of action”; only a small part of his plans are realized or are beginning to be realized. Indecision, fear, fear of active action are common (what exactly needs to be clarified further).

The front position, i.e., the head directed at the person drawing, is interpreted as egocentrism. On the head there are details corresponding to the sense organs - ears, mouth, eyes.

The eyes are given special meaning. This is a symbol of man's inherent fear (Japanese drawing after Hiroshima). This meaning is especially emphasized by the sharp underdrawing of the iris. Pay attention to the presence or absence of eyelashes. Eyelashes are an indicator of hysterical and demonstrative manners. For men, feminine character traits rarely coincide with the painting of the iris or pupil. Eyelashes are also an interest in the admiration of others external beauty and the way you dress, giving it great importance.

The meaning of the “ears” detail is direct: interest in information, the importance of the opinions of others for oneself (in addition, using other indicators, their combination determines whether the subject is doing anything for a positive assessment or only giving appropriate reactions to others: joy, pride, resentment, grief without changing your position).

The “Mouth” detail can be assessed as follows. A slightly open mouth in combination with the tongue is talkativeness; in combination with painting on the lips, it is interpreted as sensuality. Sometimes both together. An open mouth without drawing on the lips and tongue, especially a drawn one, is interpreted as the ease of fears and apprehensions, mistrust. Mouth with teeth - verbal aggression, in most cases defensive: snaps, defends itself, is rude in response to condemnation or reproach. For children and adolescents, the meaning of a round mouth means fearfulness and anxiety. The increased size of the head (in relation to the figure as a whole) indicates that the subject values ​​the rational principle, and, possibly, erudition in himself and those around him.

Often located on the head additional details: horns - protection, aggression (determine in combination with other signs of aggression - nails, bristles, needles). The nature of this aggression is spontaneous or defensive-response.

Feathers - a tendency towards self-decoration or self-justification and demonstrativeness.

Mane, fur, something like a hairstyle - sensuality, emphasizing one's gender, sometimes focusing on one's sexual role.

BEARING PART OF THE FIGURE (supporting part - legs, paws, pedestals). The solidity of this part of the figure is considered in relation to the size of the entire figure and in form - solidity, thoughtfulness, rationality of decision-making, reliance on essential and significant information, on essential provisions. Otherwise - superficiality and unfoundedness of judgment, frivolity of conclusions, sometimes impulsive decision-making - especially with complete or partial absence of legs. Pay attention to the nature of the connection of the legs with the body: connected accurately, carefully or carelessly, weakly, or not connected at all. This is the nature of control over your reasoning, conclusions, decisions. Uniformity and unidirectionality, as well as repeatability of the shape of the legs of any elements in one part - conformity of judgments and attitudes in decision making, stationarity, banality. The diversity in the position of these details speaks of the originality of attitudes and judgments, independence, non-banality, and, accordingly, the unusualness of the form, even of creativity in the norm or dissent (closer to pathology).

PARTS Rising ABOVE THE LEVEL OF THE FIGURE can be functional or decorative. Wings, extra legs, tentacles, shell parts, feathers, a bow, something like curls, curls, flowers. The first ones are energy, reach different areas human reality, self-confidence, self-distribution with indelicate, indiscriminate consolations of others, or curiosity, “participation” in as many events as possible, winning a place in the sun, passion for one’s activities, the courage of events - according to the meaning of the symbol (tentacles, wings, etc.) d.). The second are demonstrativeness, a tendency to attract attention, mannerism.

Tails - express an attitude towards one’s own actions or actions, or decisions, thoughts, verbal production - by whether the tail is turned to the right (+) on the sheet or to the left (-), one judges the color of this attitude, which is expressed in the direction of the tail. Up - confident, positive, cheerful. A tail falling down shows dissatisfaction with oneself, depression, regret, repentance, etc. Special attention should be paid to tails, consisting of several, sometimes repeating links. Especially the lush, long, branched ones. Their direction also matters: to the right - regarding their actions and behavior, to the left - regarding their thoughts, decisions, missed moments, and their own indecision.

FIGURE CONTOUR. The presence or absence of protrusions (such as spines, shell, needles, drawing or darkening of contour lines) is important. This is protection from others. Aggressive protection if the pattern is made in sharp corners; fear or anxiety if there is a darkening of the contour line; fear and suspicion if shields are installed; “barriers” directed upward - against people who actually have the opportunity to impose a ban, restriction, implement coercion, i.e. against elders, parents, teachers, bosses, managers. Direction: downward defense - against ridicule, non-recognition, lack of authority among subordinates, fear of condemnation. Lateral - differentiated caution, readiness for defense and self-defense of any order and in different situations. The same thing - protective elements located not along the contour, inside the contour, on the animal’s body itself. On the right is more in the process of activity (real), and on the left is the defense of one’s opinions and beliefs.

TOTAL ENERGY is assessed by the number of details depicted: is it only necessary to give an idea of ​​the animal (body, head, limbs, etc.) with filling in the contours without shading and additional lines, or is there a generous depiction of not only the necessary, but also complicating the design parts (additional). Accordingly, the higher the energy, the more details, and, conversely, the absence of such - energy saving, asthenicity, organics: chronic somatic disease. The same is confirmed by the nature of the lines: with asthenia - weak, cobweb-like. The opposite character of the line is not polar (bold with pressure), it is not energy, but anxiety. Pay special attention to the sharply pressed lines, visible even with reverse side(convulsive, high tone of the muscles of the drawing hand - severe anxiety). Pay attention also to what detail, what symbol is made in a similar way, what anxiety is attached to.

THEMATICALLY, animals are divided into threatening, endangered and neutral. This is the subject’s attitude towards his “I”, an idea of ​​his position in the world, and his identification with animals. IN in this case, the animal being drawn is a representative of the person drawing. SIMILARITY OF AN ANIMAL TO A HUMAN, starting with placing the animal in an upright position (two paws instead of four, etc.), ending with dressing the animal in human clothes, including the similarity of the muzzle to the face, legs and paws to hands - indicate infantilism and emotional immaturity. The mechanism is similar to the allegorical meaning of animals and their characters in fairy tales and parables. The figure of a circle, especially one empty of anything, symbolizes the tendency to conceal and isolate oneself. inner world, reluctance to give information about yourself to others, and finally, reluctance to be tested. Pay attention to the emphasis of sexual signs - udder, nipples, breasts when human figure. This is an attitude towards gender, even to the point of fixation on sex problems. Rarely and very unusually, attention is drawn to the installation of mechanical parts into the living part of an animal - placement on a pedestal, tank or transport tracks, a tripod, attachment of a propeller, screw, wires to the head, installation of electric lamps in the eyes, wires in the body or limbs, handles and keys , antennas, etc. This is observed mainly in patients with schizophrenia and rarely in profound schizoids.

CREATIVITY is usually expressed by the number of elements combined in a figure. Banality, absence creativity takes the form of a ready-made, existing animal.

NAME can express a rational connection semantic parts(“Flying Hare”, “Hippopotamus”). Other variants of word formation with a book-scientific, sometimes Latin suffix or ending (“Reboletius”, “Vopliolaris”). The first is rationality, a directed attitude towards a certain orientation. The second is demonstrativeness (of reason, erudition). There are names that are superficial and sound without any meaning (“Gryakter”, “Lelye”), signifying frivolity. There are also ironic and humorous names (“Ripochurka”, “Davashpor”, “Bubbles”), characterizing the corresponding attitude towards the environment. Infantile names usually have repeating elements (“Trutru”). The tendency to fantasize (most often of a defensive nature) is expressed by an excessively long name.

The presence of certain qualities indicates that the teenager has aggressive behavior

"Cactus" graphic technique M.A. The Panfilova Test is carried out with children from 4 years old. The goal is to identify the state of the child’s emotional sphere, identify the presence of aggression, its direction and intensity. Instructions. On a sheet of paper (A4 format) draw a cactus the way you imagine it! Questions and additional explanations are not allowed. The child is given as much time as he needs. Upon completion of drawing, a conversation is held with the child. You can ask questions, the answers to which will help clarify the interpretation: 1. Is the cactus domestic or wild? 2. Can you touch it? Does he prick a lot? 3. Does the cactus like to be looked after: watered, fertilized? 4. Does the cactus grow alone or with some plant next door? If it grows with a neighbor, then what kind of plant is it? 6. When the cactus grows, what will change in it? Processing of results and interpretation: When processing the results, data corresponding to all graphic methods are taken into account, namely: - spatial position - size of the drawing - characteristics of the lines - pressure on the pencil Aggression - the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness. Impulsiveness - abrupt lines, strong pressure Egocentrism, desire for leadership - large drawing, in the center of the sheet Dependence, uncertainty - small drawing at the bottom of the sheet Demonstrativeness, openness - the presence of protruding processes, unusual forms Secrecy, caution - arrangement of zigzags along the contour or inside the cactus Optimism - the use of bright colors, the image of “joyful” cacti Anxiety - the use of dark colors, the predominance of internal shading, broken lines Femininity - the presence of decoration, flowers, soft lines, shapes Extroversion - the presence of other cacti, flowers Introversion - only one cactus is depicted The desire for home protection, a sense of family togetherness - the presence of a flower pot, an image of a home cactus. The desire for loneliness - a wild cactus, a desert cactus is depicted. Methods for studying the emotional well-being of a child in kindergarten Goal: to obtain general idea about the positive or negative emotional well-being of older children preschool age in kindergarten based on the results of short-term selective observation, individual experiments and conversations with children. The study of a child’s emotional well-being in kindergarten takes place in two stages and begins with observations of the behavior of children in the group. At the first stage, the behavior of children is observed during classes, performing various activities, routine moments, as well as during games, eating, and walking. By observation, the number of children in the group who have two types of emotional manifestations, conventionally designated as increased and decreased emotional tone, is determined. Approximate characteristics of children with increased emotional tone: Excited Movable (runs, fidgets) Chaotic movements, sometimes convulsive Has difficulty calming down Likes to talk loudly Often shouts Plays active roles in the game, takes an active position Often changes the intent of the game Disturbs other children during play or other activities Easily distracted Shows forgetfulness Constantly turns to adults for help, calls on adults for any reason Shows interest in adults' conversations Approximate characteristics of children with low emotional tone: Passive, apathetic Inactive Has difficulty calming down Often gets upset, cries over minor issues Is capricious Avoids contact with peers and adults Agrees to minor roles Is not interested in the activities of other children and adults Avoids turning to adults Sometimes completely ignores the company of children and adults Lies out of fear Shows great anxiety when parting with their mother Based on observations of children and conversations with teachers, the number of children with high and low emotional tone, and also develop ideas about emotional balance in the group. The picture of general emotional balance in a kindergarten group usually depends on the number of children whose behavior meets the above characteristics. The number of children with increased and decreased emotional tone should not exceed 15% - 25% of total number group children (from 4 to 6 children in a group of 25 people). The data obtained will help to form a general idea of ​​the characteristics of emotional manifestations of children, however, based on the presence or absence of a large or small number of children of both types of emotional manifestations, it is impossible to create an objective picture of the emotional well-being of a child in a kindergarten group. At the second stage of the examination, individual conversations with children are conducted. It is advisable to talk with each child in the group separately. Children are asked questions: Do you like to go to kindergarten? Would you like to work in a kindergarten when you become an adult? Are you friends in the group? Do you often quarrel? Are you having a good time in the group today? Each affirmative answer is worth 2 points, each negative answer is worth 1 point. Respectively, maximum amount points that one child can have is 10, and the minimum is 5. If more than half of the children in the group scored the maximum number of points based on the results of the conversation, this information is accepted as evidence of positive trends in the emotional well-being of children in the kindergarten group. A continuation of this work is a series of individual experiments with children of the “Projective situations” type. A child, in the process of communicating with an adult, must complete the story begun by the adult. The adult addresses the child with the following words: “I would be interested in playing with you. We will tell stories together. I'll start telling you, and you will continue my story. You just need to speak quickly and not think for a long time. This is the rule of the game. How many stories can we tell you?” The child is then presented with a series of projective situations in which the child's name is the same as acting character. All stories are neutral in nature. During the communication process, the adult intonationally supports the child’s interest in the activity. Examples of projective situations: 1... must perform at a festival. He learned the poem and went out to recite it. What happened next? 2... plays with his friend (girlfriend) in a group. The teacher called him over. What happened next? 3... eats breakfast. I don't want to anymore. What happened next? 4... was drawing and stained the table with paints. What happened next? The endings of the stories given by the child can be neutral, negative or positive. It is advisable to determine the nature of the ending of the story as objectively as possible. Based on the results of the survey, it is necessary to count the number of children in the group for whom all the endings of the stories were negative character. If the number of children with such results is 50% or more percent of the total number of children surveyed, this is taken as evidence of the negative emotional well-being of children in the group. At the second stage of the examination, children are offered a set of pictures depicting various situations. During the conversation, the child needs to determine the nature of the situations depicted. In the pictures: a woman and a child are walking down the street; children play in a kindergarten group; children play on the street; the child sits at the table and eats. During the demonstration, for example, of the first picture, the adult says to the child: “Mom and ... (says the name of the child with whom he is talking) are going to kindergarten. Do you think this is a sad story or a happy story?” The child looks at the picture and answers the adult’s questions. Based on the results of conversations with children, the adult counts the number of definitions of “sad” and “funny” stories. Just as in the experiment on projective situations, if the number of “sad” stories is 50% or more of the total number of stories told to children, this is taken as evidence of the negative emotional well-being of children in the kindergarten group.

Getting into new team, the child is experiencing stress. And it doesn’t matter at all in what mood the child begins to go to school or kindergarten: the desire or reluctance to attend these institutions is directly related to how he perceives others and how they treat him. It is in the study of the emotional sphere of preschool children and junior schoolchildren and the “Cactus” technique helps.

The essence of the “Cactus” technique

The technique, developed in the 90s of the twentieth century by Marina Alekandrovna Panfilova, a teacher at the Department of Clinical Psychology at Moscow State Medical University, is considered one of the simplest, yet it is very informative. Its essence is simple: the child is invited to draw a cactus the way he imagines it. When compiling the test, the author was guided by the fact that projective techniques, pictorial ones in particular, are most useful for diagnosing children. This is due to the fact that through the drawing the baby unconsciously demonstrates:

• attitude towards the world;
• his place among the people around him;
• formed worldview;
• level of mental development;
• psychophysical state.

The “Cactus” technique helps to identify the characteristics of the psycho-emotional state of the subject, determine his resistance to stress and susceptibility to aggression (as well as its intensity) and understand the reasons that cause negative feelings in the child. After analyzing the diagnostic results, the experimenter can easily conclude whether the baby is purposeful, impulsive, self-centered, secretive or demonstrative.

English writer Iris Murdoch said: “Art is an inconvenient thing, it’s not to be trifled with. The drawing expresses the only truth that ultimately matters. Only in the light of art can human affairs be corrected.”

Diagnostic procedure for younger schoolchildren

Testing in small groups is allowed

The technique can be used in working with children over 3 years old, that is, with those who are confident enough to hold a pencil in their hand. In this case, it does not matter how well the child owns a writing object - all the strokes and lines that will then be examined do not require artistic skills. It is advisable to carry out testing in individual form, but if necessary, several children can be combined into a small group. For the test subject, you need to prepare a sheet of A4 paper, simple and colored pencils.

Instructions for the child:

1. Imagine that you saw a beautiful cactus.
2. Remember all the details of this image and start drawing a flower at the signal.
3. You cannot be distracted and ask questions.

If the baby hasn’t seen the plant up to this point, it doesn’t matter: the adult just needs to be told about the existence of a flower with thorns.

The test is given as much time as the child needs to create a drawing, but the period of work on the task should not last more than 30 minutes. The technique allows for the creation of both black and white and color images. It is recommended that the interpretation of the colored drawing be carried out with a professional child psychologist, since only he will be able to correctly draw conclusions from such a multi-level test.

To create more full picture After the child completes the drawing, the adult needs to ask several guiding questions:

• Did you draw a domestic cactus or a wild one?
• Is it possible to touch it? Is it very prickly?
• Does this cactus enjoy being cared for? Do they water and fertilize?
• What will your “pet” be like when he grows up? Describe the size, needles, processes.

Processing and interpretation of results

Analysis of drawing style

Pressure force and character of lines

To evaluate the first parameter, you should consider the image from the reverse side of the sheet. If the pressure is strong, then this indicates the child’s growing tension. When one detail is emphasized with firmness, this is evidence of the impulsiveness of the subject. But weak, barely noticeable pressure speaks of a depressed state of mind, general physical and mental weakness.

Abrupt lines in the drawing indicate impetuosity in the child’s character. Such children quickly get excited about something, but rarely finish what they start. If the cactus is depicted with strokes, then this indicates that little artist very worried about something, unsure of himself. When all the lines run clearly and evenly, it can be stated: the subject is able to adequately assess the situation and does not doubt his abilities.

Location and size

If a child draws a plant at the bottom of a sheet, this is a clear sign of low self-esteem. The location at the top, on the contrary, indicates too high an opinion of oneself.

It is also worth paying attention to the direction in which the depicted cactus gravitates: to the right - the child is focused on the future, to the left - the subject is inclined to constantly analyze the past. The norm is a picture placed in the middle; this position signals that the test taker is focused on the events that are happening to him in the present.

An important characteristic is the size of the image. If the cactus takes up less than a third of the leaf, it means that the child’s self-esteem is low. A drawing whose size is more than 2/3 of a sheet indicates inflated conceit. The cactus turned out to be large - we can say that the baby strives for leadership, and in his character there is an obsession with himself. small plant betrays uncertainty, weakness and dependence of the subject on the opinions of others - such a child does not make decisions without the approval of an adult.

Consideration of the plot of the drawing

All the details of the picture matter: the size, color of the cactus, needles or lack thereof, and even whether the plant is “placed” in a pot or not.

This part of the analysis includes consideration of the cactus itself, the background and other possible characters.

When studying the image of a plant, the following point is taken into account: whether it looks like a real flower or is depicted as a cartoon character. In the first case, we can say that the child has a very realistic approach to life, he knows where he needs to behave “like an adult” and when he can remain a kid. For example, the subject understands that if he does not complete the task as expected of him, he will not only upset his parents, but may also not enroll in school (or not advance to the next grade). When a cactus is drawn as animated character, this indicates the immaturity of the test taker and his rich imagination.

The test conditions do not imply the depiction of additional characters, but they may be present in the child’s drawing. Any creatures that the baby added to the cactus, as well as shoots, flowers or any objects indicate that the subject has a good relationship with other people, he is comfortable in society and finds it difficult to work alone.

Experts have come to the conclusion that in children's drawings a number of common features, which give a clear idea of ​​the child’s character:

• malice is expressed in the image large quantity needles, while they are long and protruding;
• we can talk about the demonstrativeness of the subject when the flower is of a simple shape and drawn bold lines with sparse needles;
• evidence of the test taker’s optimism is a large cactus with an ear-to-ear smile;
• anxiety is manifested by creating an image in dark shades with dense spines;
• a simple and lonely cactus means a child’s introversion;
• the test taker needs home protection if he is drawing a plant in a pot;
• The image of a flower in the desert speaks about the loneliness of the baby.

Interpretation of colors

The color of the plant indicates how mobile the child’s psyche is:

Interpretation of answers to additional questions

The answers to the questions do not have independent interpretations as such, because the conversation is conducted with the child only to confirm the conclusions that will be drawn when analyzing the drawing. For example, if a child says that he drew a wild cactus, we can say with a higher degree of probability that he strives for loneliness, independence, and freedom. The description of a house plant is an indicator that the baby is comfortable in the emotional and psychological conditions in which his life passes. If, according to the test subject, the cactus is “bald,” then the child is completely open to others, but the story about the prickly flower indicates the aggressiveness of the test subject. The awareness that the “pet” needs to be looked after shows, on the contrary, the absence of malice and friendliness in character.