Emotional Indicators on Human Drawings of Learning Handicapped Children:
Master of Arts in Marriage and Family Therapy
Degree Granting Institution
Notre Dame de Namur University
This study investigated the validity of Elizabeth M. Koppitz’ thirty Emotional Indicators on the human figure drawings of seventy-four children to determine if there was a different distribution of and a greater total number of Emotional Indicators on the human figure drawings of children enrolled in the learning handicapped program as compared with children enrolled in the regular education program. The subjects for the study were from Fremont Unified School District, Fremont, California. The Control Group was twenty-two boys and twenty-two girls, ages ten and eleven who were enrolled in two fifth grade classrooms in the regular education program. The Experimental Group was twenty-two boys and eight girls, ages ten and eleven who were enrolled in the learning handicapped program in three classrooms each containing fourth, fifth, and sixth grades together. The Chi-square tests showed that four of the thirty Emotional Indicators were significantly different between the groups and showed a significantly greater total number of Emotional Indicators on the human figure drawings of the learning handicapped group.