The Drawing Of The Children In The Refugee Camps.
1
The drawing of the children in the refugee camps
Wilis Srisayekti
Padjajaran University, Bandung, Indonesia
Presented at the 28th International Congress of Psychology, August 8-13, 2004 Beijing, China
Introduction
The background of the study was the social conflict between religion communities, Moslems and
Christians, in Moluccas the north, Indonesia in the end of 1999; where ± 2.048 people died, ±
197.000 became refugees, ± 20.000 houses destroyed and burned, ± 173 social facilities (schools,
hospitals) and ± 144 churches and mosques destroyed.
The government of Indonesia initiated intervention programmes, especially for the children who
were primary school students, as it was predicted that children in that areas had some traumatic
experiences because of the conflict, and that the experiences would have some consequences on
their psychological development and their academic achievement.
The intervention programmes involved the professional psychologist, and took place in 2002-2003.
Results from the counseling sessions revealed that most of the children i.e. the primary school
students had those traumatic experiences. It was shown for example by the way the children told
the stories about the beginning of the conflict, as the experiences just happened the day before; e.g.
how they and their families handled the horrible situation, how they ran away and looked for some
shelters, how they were evaquated by the army, and how at last they became refugees in Ternate. It
was also shown by the fact that most of the children were crying during the counseling session.
They still remembered clearly how their family members (father, mother, sisters or brohers, uncles
or aunts) were killed in that chaos. They saw for example, how their heads were cut and then were
carried along in a procession through the town. They, who called themselves moslems, hate
Christians very much.
There had been the moslems areas and the christians areas since that conflict. The moslems areas
were the areas occupated by Moslems, while the Christians in these areas were gone as refugees to
some places nearby. The christians areas were areas occupated by Christians, while the Moslems in
these areas were gone as refugees to some places nearby.
Ternate was a moslem area, where the refugees came from some cities in Halmahera (Tobelo,
Malifut, etc.). The refugees in Ternate lived in the houses used to be owned by Christians, in
churches that were not used any more, in some schools, and in some public buildings. These places
were regarded in this study as refugee camps. People organized schools for the children refugees in
Ternate, that was called The Alternative School. These students were the subjects of the
intervention programmes.
This study will present the drawing of the children with traumatic experiences because of the
conflict, in Ternate. This study will try to answer the question whether there is any characteristic of
the children drawing in the refugee camps in Ternate
Methods
2
Comparative study
The study was conducted with comparative study between the drawing of the refugee children in
Ternate and the children in Bandung, where such a conflict has never been happened.
Participants
Ternate : Primary school, SD Alternatif, students; grade 4 - 6, age 9-12 years;
68 male students (M = 10.3; SD = 0.15), 69 female students (M = 10.67; SD = 0.14)
Bandung : Primary school, SD Cipaheut, students; grade 4 - 6, age 9-12 years;
97 male students (M = 10.81; SD = 0.41), 92 female students (M = 10.59; SD = 0.13)
Material
Paper A4 (210 x 297 mm), pencil of a medium soft (HB) for Draw-a-Person Test.
Procedure and data collecting
Participants were instructed to draw a person on a piece of paper that was presented in usual
vertical way. They were then asked to draw a person from another sex on the second piece of
paper. They were asked to describe briefly the persons on the drawings, such as their activities.
Debriefing was done after they made the drawings. The data collecting were administered in a
group of six students. In Ternate, the data were collected after the first session of the counseling.
Data analysis
The data were quantitatively coded following such categories: placement of the figure on the page,
figure size, coverage of the page, content, graphic expression such as shading, and the figure’s
description. The results will describe the commonalities and the differences of the drawings of the
children in Ternate and in Bandung.
Coding for the directional placement of the figure on the page
left
middle
right
upper
upper-left
upper-middle
upper-right
middle
middle-left
middle-middle
middle-right
bottom
bottom-left
bottom-middle
bottom-right
Coding for the figure size
% of paper size :
1
2
1.
tiny
: 6.25%
3
2.
3.
4.
3
small
: 6.25% - 12.5%
medium : 12.51% - 25%
large
: 25%
4
Coding for the coverage of the page
% of paper size :
1.
2.
3.
4.
very small
small
medium
large
: 25%
: 26% - 50%
: 51% - 75%
: 75%
Results
All of the participants, both male and female students in Ternate and Bandung made the first
drawing (drawing -1) as the figure of the self-sex, and the second drawing (drawing -2) as the
figure of the other sex.
These results will present the description of the first drawing (drawing -1)
Results will present:
4
1. Examples of the drawing of the participants, male and female students, in Ternate and
Bandung.
2. Graphs of the placement of the figure on the page, of the figure size, of the coverage of the
page, both for male and female students in Ternate and Bandung.
3. Graphs of the content of the drawing, the graphic expresssion such as shading, and the figure’s
description (such as age and activities of the figure), will be found in the attachment.
Examples of the drawing of the participants, male and female students, in Ternate and
Bandung
Summary
The sumarry of the results will show the differences and the commonalitis (the simmilarities) of the
drawing of the human figure of the children in Ternate and in Bandung.
The differences of the human figure will include:
The characteristics of the human figure of the children in Ternate, as compared to those of the
children in Bandung
The characteristics of the human figure of the children in Bandung, as compared to those of the
children in Ternate
5
Conclusions
In general, the data of the figure on the draw-a-person test, from the refugee - chldren in Ternate
reveals:
that the fiture on the draw-a- person-test show some characteristics.
that those characteristics lead to the understanding that the traumatic experiences of the
refugee - children in Ternate because of the social conflict between religion-communities,
Moslems and Christians, disturb the psychological development of the children, and effect their
social life.
References
6
Gillespie, J., (1994), The Projective Use of Mother-and-Child Drawings: A Manual for
Clinicians. New York: Brunner/Mazel.
Harian Kompas, Jakarta, Indonesia; Senin, 28 Juni 2004, halaman 52, Kekhawatiran Masyarakat
Maluku Utara Belum Terpulihkan.
Laporan Pelaksanaan Penanganan Masalah Psikososial pada Siswa Pengungsi di Ternate
November 2002. Fakultas Psikologi Universitas Padjadjaran, Bandung. (unpublished report).
Machover, K., (1949), Personality Projection in the Drawing of the Human Figure, first edition,
sixth printing. Springfield: Charles C Thomas.
Marnat, G.G., (1990), Handbook of Psychological Assessment, second edition. New York: John
Wiley & Sons.
Title
The drawing of the children in the refugee camps
Background
The social conflict between religion communities, Moslems and Christians, in Moluccas the north,
Indonesia in the end of 1999; where ± 2.048 people died, ± 197.000 became refugees, ± 20.000
houses destroyed and burned, ± 173 social facilities (schools, hospitals) and ± 144 churches and
mosques destroyed.
The government of Indonesia initiated intervention programmes, especially for the children who
were primary school students, as it was predicted that children in that areas had some traumatic
experiences because of the conflict, and that the experiences would have some consequences on
their psychological development and their academic achievement.
7
The intervention programmes involved the professional psychologist, and took place in 2002-2003.
Results from the counseling sessions revealed that most of the children i.e. the primary school
students had those traumatic experiences. It was shown by the fact that, for example, the children
told the stories about the beginning of the conflict, how they and their families handled the horrible
situation, how they ran away and looked for some shelters, how they were evaquated by the army,
and how at last they became refugees, as they just happened the day before. They were crying
during the counseling session. They still remembered clearly how their family members (father,
mother, sisters or brohers, uncles or aunts) were killed in that chaos. They saw for example, how
their heads were cut and then were carried along in a procession through the town. They, who
called them self moslems, hate Christians very much.
There have been the moslems areas and the christians areas since that conflict. The moslems areas
were the areas occupated by Moslems, the Christians in these areas were gone as refugees to some
places nearby. The christians areas were areas occupated by Christians, the Moslems in these areas
were gone as refugees to some places nearby.
Ternate was a moslem area, where the refugees came from some cities in Halmahera (Tobelo,
Malifut, etc.). The refugees in Ternate lived in the houses used to be owned by Christians, in
churches that were not used any more, in some schools, and in some public buildings. People
organized schools for the children refugees in Ternate, that was called The Alternative School.
These students were the subjects of the intervention programmes.
This study will present the drawing of the children with traumatic experiences because of the
conflict, in Ternate.
Research question
whether there is any characteristic of the children drawing in the refugee camps in Ternate
Methods
Comparative study
between the drawing of the refugee children in Ternate and the children in Bandung, where such a
conflict has never been happened.
Participants
Ternate
: Primary school students grade 4 - 6 (The Alternative School for refugee children);
68 male students, 69 female students; mean age years (min. 9 years, max 13 years, SD. years)
Bandung : Primary school students grade 4 - 6 in Bandung (SD Cigadung); 97 male students, 92
female students; mean age years (min. 9 years, max. 13 years, SD. years)
considered as or classified into the group of preteens- or preadolescence, ages 9-13
Material
Paper A4 (210 x 297 mm), pencil of a medium soft (HB) for Draw-a-Person Test.
Procedure and data collecting
Participants were instructed to draw a person on a piece of paper that was presented in usual
vertical way. They were then asked to draw a person from another sex on the second piece of
paper. They were asked to describe briefly the persons on the drawings, such as their activities.
Debriefing was done after they made the drawings. The data collecting were administered in a
group of six students. In Ternate, the data were collected after the first session of the counseling.
8
Data analysis
The data were quantitatively coded following such categories: placement of the figure on the page,
figure size, coverage of the page, content, graphic expression such as shading, and the figure’s
description. The results will describe the commonalities and the differences of the drawings of the
children from Ternate and Bandung.
Directional placement of the figure on the page
left
upper-left
middle-left
bottom-left
upper
middle
bottom
middle
upper-middle
middle-middle
bottom-middle
right
upper-right
middle-right
bottom-right
Figure size
% of paper size :
1
2
1.
2.
3.
4.
tiny
small
medium
large
3
: 6.25%
: 6.25% - 12.5%
: 12.51% - 25%
: 25%
4
Coverage of the page
% of paper size :
1.
2.
3.
4.
very small
small
medium
large
: 25%
: 26% - 50%
: 51% - 75%
: 75%
9
Results
All of the participants, both male and female students in Ternate and Bandung made the drawing -1
as the figure of the self-sex and the drawing -2 as the figure of the other sex.
Placement of the figure on the page
Male students
left - (%)
ternate
bandung
upper :
middle:
bottom:
drawing -1
drawing -2
drawing -1
drawing -2
drawing -1
drawing -2
30 (44.11)
42 (61.76)
08 (11.76)
05 (07.35)
05 (07.35)
00 (00.00)
25 (25.77)
21 (21.64)
29 (29.89)
28 (28.86)
08 (08.24)
09 (09.27)
middle - (%)
ternate
bandung
25 (25.00)
12 (17.64)
06 (08.82)
08 (11.76)
01 (01.47)
01 (01.47)
09 (09.27)
15 (15.46)
15 (15.46)
13 (13.40)
04 (04.12)
03 (03.09)
right - (%)
ternate
bandung
00 (00.00)
00 (00.00)
00 (00.00)
00 (00.00)
01 (01.47)
00 (00.00
01 (01.03)
01 (01.03)
03 (03.09)
03 (03.09)
03 (03.09)
04 (04.12)
Female students
left - (%)
ternate
bandung
upper :
middle:
bottom:
drawing -1
drawing -2
drawing -1
drawing -2
drawing -1
drawing -2
46 (66.66)
43 (62.31)
07 (10.14)
04 (05.79)
00 (00.00)
00 (00.00)
36 (39.13)
24 (26.08)
25 (27.17)
22 (23.91)
06 (06.52)
07 (07.60)
middle - (%)
ternate
bandung
10 (14.49)
12 (17.39)
02 (02.89)
04 (05.79)
01 (01.44)
01 (01.44)
10 (10.86)
14 (15.21)
05 (05.43)
15 (16.30)
01 (01.08)
00 (00.00)
right - (%)
ternate
bandung
01 (01.44)
05 (07.24)
00 (00.00)
00 (00.00)
02 (02.89)
00 (00.00)
03 (03.26)
03 (03.26)
04 (04.34)
03 (03.26)
02 (02.17)
04 (04.34)
Figure size
size (% of paper size)
tiny
( 6.25)
small
(6.26-12,5)
medium
(12.51-25)
large
( 25)
: drawing -1
drawing -2
: drawing -1
drawing -2
: drawing -1
drawing -2
: draiwing -1
drawing -2
male students - (%)
ternate
bandung
52 (76.47)
24 (24.74)
57 (83.82)
35 (36.08)
10 (14.70)
32 (32.98)
04 (05.88)
35 (36.08)
04 (05.88)
29 (29.89)
07 (10.29)
20 (20.61)
02 (02.94)
12 (12.37)
00 (00.00)
07 (07.21)
female students - (%)
ternate
bandung
53 (76.81)
22 (23.91)
61 (88.40)
32 (34.78)
09 (13.04)
39 (42.39)
07 (10.14)
35 (38.04)
04 (05.79)
22 (23.91)
01 (01.44)
17 (18.47)
03 (04.34)
09 (09.78)
00 (00.00)
08 (08.69)
male students - (%)
ternate
bandung
33 (48.52)
33 (34.02)
31 (45.58)
48 (49.48)
21 (30.88)
21 (21.64)
22 (32.35)
17 (17.52)
female students - (%)
ternate
bandung
40 (59.97)
28 (30.43)
48 (53.33)
32 (34.78)
20 (28.98)
24 (26.08)
14 (20.28)
22 (23.91)
Coverage of the page
area (% of paper size)
very small
( 25)
small
(26-50)
: drawing -1
drawing -2
: drawing -1
drawing -2
10
medium
(51-75)
large
( 75)
: drawing -1
drawing -2
: draiwing -1
drawing -2
11 (16.17)
11 (16.67)
03 (04.41)
04(05.88)
17 (17.52)
11 (11.34)
26 (26.80)
21 (21.64)
06 (08.69)
06 (08.69)
03 (04.34)
01 (01.44)
17 (18.47)
15 (16.30)
23 (25.00)
23 (25.00)
Figure completed without pupil
drawing -1
drawing -2
male students - (%)
ternate
bandung
25 (36.76)
00 (00.00)
30 (44.11)
03 (03.09)
female students - (%)
ternate
bandung
32 (46.37)
05 (05.43)
31 (44.92)
06 (06.52)
male students - (%)
ternate
bandung
36 (52.94)
25 (25.77)
43 (63.23)
30 (30.92)
06 (08.82)
02 (02.06)
00 (00.00)
03 (03.09)
12 (17.64)
03 (03.09)
04 (05.88)
10 (10.30)
03 (04.41)
00 (00.00)
02 (02.94)
00 (00.00)
03 (04.41)
01 (01.03)
01 (01.47)
00 (00.00)
female students - (%)
ternate
bandung
19 (27.53)
30 (32.60)
16 (23.18)
15 (16.30)
01 (01.44)
08 (08.69)
01 (01.44)
08 (08.69)
02 (02.89)
03 (03.26)
02 (02.89)
05 (05.43)
00 (00.00)
00 (00.00)
00 (00.00)
00 (00.00)
01 (01.44)
02 (02.17)
01 (01.44)
03 (03.26)
Shading
hair
face
body
arms, hands
legs, feet
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
qualitatively :
children from Ternate
children from Bandung
- more dark shading
- more light shading
Erasures / failures
drawing -1
drawing -2
male students - (%)
ternate
bandung
33 (48.52)
45 (46.39)
14 (20.58)
31 (31.95)
female students - (%)
ternate
bandung
18 (26.08)
58 (63.04)
17 (24.63)
49 (53.26)
male students - (%)
ternate
bandung
13 (19.11)
19 (19.58)
09 (13.23)
17 (17.52)
female students - (%)
ternate
bandung
06 (08.69)
22 (23.91)
09 (13.04)
15 (16.30)
male students - (%)
ternate
bandung
female students - (%)
ternate
bandung
Drawing of more than one figure
drawing -1
drawing -2
Accessories & clothing
11
head, face
pocket, belt,
buttons
shirt, trousers
skirt, shoes
bag
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
05 (07.35)
02 (02.94)
29 (42.64)
19 (27.94)
15 (22.05)
10 (14.70)
01 (01.47)
02 (02.94)
29 (29.89)
30 (30.92)
55 (56.70)
34 (35.05)
88 (90.72)
35 (36.08)
01 (01.03)
07 (07.21)
18 (26.08)
08 (11.59)
27 (39.13)
22 (31.88)
29 (42.02)
12 (17.39)
02 (02.89)
01 (01.44)
40 (43.47)
25 (27.17)
44 (47.82)
38 (41.30)
68 (73.91)
53 (57.60)
08 (08.69)
01 (01.08)
Drawing of other objects
landscape
: drawing -1
: drawing -2
ball
: drawing -1
: drawing -2
sport
: drawing -1
: drawing -2
home
: drawing -1
: drawing -2
Description about the figure
male students - (%)
ternate
bandung
02 (02.94)
23 (23.71)
03 (04.41)
14 (14.43)
05 (07.35)
28 (28.86)
01 (01.47)
01 (01.03)
00 (00.00)
05 (05.15)
00 (00.00)
01 (01.03)
01 (01.47)
06 (06.18)
00 (00.00)
09 (09.27)
female students - (%)
ternate
bandung
10 (14.49)
34 (36.95)
07 (10.14)
26 (28.26)
00 (00.00)
02 (02.17)
05 (07.24)
20 (21.73)
00 (00.00)
02 (02.17)
00 (00.00)
01 (01.08)
02 (02.89)
05 (05.43)
01 (01.44)
07 (07.60)
male students - (%)
ternate
bandung
10 (14.70)
33 (34.02)
18 (26.47)
35 (36.08)
41 (60.29)
52 (53.60)
45 (66.17)
51 (52.57)
07 (10.29)
12 (12.37)
05 (07.35)
11 (11.34)
female students - (%)
ternate
bandung
16 (23.18)
18 (19.56)
15 (21.73)
33 (35.86)
41 (59.42)
54 (58.69)
41 (59.42)
33 (35.86)
12 (17.39)
20 (21.73)
13 (18.84 )
23 (25.00)
male students - (%)
ternate
bandung
12 (17.64)
10 (10.30)
07 (10.29)
13 (13.40)
01 (01.47)
03 (03.09)
02 (02.94)
04 (04.12)
05 (07.35)
08 (08.24)
06 (08.82)
09 (09.27)
01 (01.47)
08 (08.24)
03 (04.41)
16 (16.49)
13 (19.11)
31 (31.95)
05 (07.35)
06 (06.18)
06 (08.82)
02 (02.06)
female students - (%)
ternate
bandung
09 (13.04)
07 (07.60)
03 (04.34)
08 (08.69)
03 (04.34)
06 (06.52)
05 (07.24)
07(07.60)
11 (15.94)
13 (14.13)
11 (15.94)
12 (13.04)
07 (10.14)
13 (14.13)
05 (07.24)
09 (09.78)
05 (07.24)
00 (00.00)
16 (23.18)
18 (19.56)
06 (08.69)
03 (03.26)
Age
as compared to subject
older
same
younger
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
Activities
standing still
see something
take a walk
play
sport
artistic act.
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
12
(danse, sing)
photo/pose
study
mimic (smile,
laugh, happy)
daily
activities, etc
w. friends
no activity
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
09 (13.23)
02 (02.94)
03 (04.41)
01 (01.47)
01 (01.47)
01 (01.47)
01 ( 01.47)
08 (02.94)
15 (23.52)
03 (04.41)
03 (04.41)
15 (22.05)
13 (19.11)
08 (08.24)
06 (06.18)
08 (08.24)
02 (02.06)
03 (03.09)
05 (05.15)
04 (04.12)
18 (18.55)
22 (22.68)
04 (04.12)
04 (04.12)
00 (00.00)
00 (00.00)
02 (02.89)
05 (07.24)
04 (05.79)
02 (02.89)
02 (02.89)
00 (00.00)
03 (04.34)
09 (13.04)
08 (11.59)
03 (04.34)
03 (04..34)
09 (13.04)
07 (10.14)
01 (01.08)
10 (10.86)
06 (06.52)
01 (01.08)
05 (05.43)
10 (10.86)
04 (04.34)
25 (27.17)
17 (18.47)
04 (04.34)
05 (05.43)
00 (00.00)
00 (00.00)
Else : found only in Ternate
naked
transparent
with sexual organs
without arms
without hands
without legs
without waistline
stick-man
tube-man
male students - (%)
drawing -1
drawing -2
01 (01.47)
01 (01.47)
03 (04.41)
05 (07.35)
02 (02.94)
02 (02.94)
03 (04.41)
02 (02.94)
02 (02.94)
02 (02.94)
00 (00.00)
00 (00.00)
07 (10.29)
07 (10.29)
05 (07.35)
05 (07.35)
02 (02.94)
01 (01.47)
female students - (%)
drawing -1
drawing -2
02 (02.89)
02 (02.89)
05 (07.24)
04 (05.79)
03 (04.34)
03 (04.34)
04 (05.79)
03 (04.34)
02 (02.89)
00 (02.89)
00 (00.00)
01 (01.44)
15 (21.73)
20 (28.98)
12 (17.39)
08 (11.59)
04 (05.79)
01 (01.44)
Summary
Differences
ternate
placement of the dominated by upper-left-zone,
figure on the page
both for male and female
figure size
dominated by tiny-size,
both for male and female
bandung
dominated by upper- and middleleft-zone, both for male and female
scattered, but dominated mostly by
tiny-, small-, and medium-size, both
for male and female
coverage of the page
dominated by very-small- and scattered, but dominated mostly by
small-part of the paper,
very-small-, small-, and large-part
both for male and female
of the paper, both for male and
female
completed
without male (36.76%, 40.11%),
male (0, 3.09%)
pupil
female ( 46.37%, 44.92%)
female (5.43%, 6.52%)
shading
qualitatively more dark shading on qualitatively more light shading on
13
hair, face, body, arms, legs;
both for male and female
accessories, clothing, head-part; pocket, buttons, belt;
fashion
clothing less varied than those from
Bandung, both for male and female
other objects
age of the figure
content
hair, face, body, arms, legs;
both for male and female
head-part; pocket, buttons, belt;
clothing (shirts, troussers, skirt,
shoes), more varied, both for male
and female
less varied than Bandung
more varied; with landscape, balls,
home; both for male and female
scattered (the same age, older and dominated by the same age; some
younger), but dominated by the older, very few younger, both for
same age, both for male and female male and female
naked, transparent, sexual organs, without arms, hands, legs; no
waistline: stick-man, tube-man
Commonalities
erasures
ternate
male (48.52%, 29.58%)
female (26.08%, 24.63%)
drawing of more than one male (19.11%, 13.23%)
figure
female (08.69%, 13.04%)
activities
standing still, see something,
take a walk, play, sport,
artistic activities, photo/pose,
study, mimic, with friends,
daily activities
bandung
male (46.39%, 31.95%)
female (63.04%, 53.26%)
male (19.58%, 17.52%)
female (23.91%, 16.30%)
standing still, see something,
take a walk, play, sport,
artistic activities, photo/pose,
study, mimic, with friends,
daily activities
Conclusions
Differences
Characteristics of the human figure of the children refugees in Ternate, as compared to those from
Bandung:
1. -
2.
placement of figure &
coverage of the page
figure size
content
conflict indicators
dominated by upper-left-zone, and cover a very-small area of
the page
dominated by tiny-size
more percentage of the drawings without arms and hands
dominated by dark shading
difficulties in presenting him / herself in the social life,
tendency of withdrawing from social life or, extremely, an
indication of social fear
content
more percentage of figures completed without pupils, without
waistline, were drawn in the form of stick-man, tube-man,
were drawn naked, transparent (indicators of early forms),
figures that were younger than the subjects
psychologically immature, either fixation or regression, or
developmental delays
14
3.
content
existence of figures with primary or secondary sex organ
social norms are not developed properly
The data of the figures as shown on the draw-a person-test, reveals that the traumatic
experiences of the children-refugee in Ternate because of the social conflict between
religion communities, Moslems and Christians, disturb the psychological development of
the children, and effect their social life.
Characteristics of the human figure of the participants from Bandung, as compared to those from
Ternate
accessories, clothing
Commonalities
more percentage, more varied and more fashionable
cross-culturally differences
The characteristics of preteen- or preadolescence-group of the participants from Ternate and
Bandung, ages 9-13 years, expressed on the human figure:
1.
2.
3.
4.
content
content &
graphic expression
content
activities
drawing of more that one figures
interest in peer; typical for this group
belt, erasures or failures in drawing
an attempt to control impulse, and conflicts, rationally;
typical for this group
buttons and pockets
dependency on the elder people, typical for this group
sport (play foot-ball) for male students, and play for female
students
characteristics of the activities found in Ternate and Bandung
The drawing of the children in the refugee camps
Wilis Srisayekti
Padjajaran University, Bandung, Indonesia
Presented at the 28th International Congress of Psychology, August 8-13, 2004 Beijing, China
Introduction
The background of the study was the social conflict between religion communities, Moslems and
Christians, in Moluccas the north, Indonesia in the end of 1999; where ± 2.048 people died, ±
197.000 became refugees, ± 20.000 houses destroyed and burned, ± 173 social facilities (schools,
hospitals) and ± 144 churches and mosques destroyed.
The government of Indonesia initiated intervention programmes, especially for the children who
were primary school students, as it was predicted that children in that areas had some traumatic
experiences because of the conflict, and that the experiences would have some consequences on
their psychological development and their academic achievement.
The intervention programmes involved the professional psychologist, and took place in 2002-2003.
Results from the counseling sessions revealed that most of the children i.e. the primary school
students had those traumatic experiences. It was shown for example by the way the children told
the stories about the beginning of the conflict, as the experiences just happened the day before; e.g.
how they and their families handled the horrible situation, how they ran away and looked for some
shelters, how they were evaquated by the army, and how at last they became refugees in Ternate. It
was also shown by the fact that most of the children were crying during the counseling session.
They still remembered clearly how their family members (father, mother, sisters or brohers, uncles
or aunts) were killed in that chaos. They saw for example, how their heads were cut and then were
carried along in a procession through the town. They, who called themselves moslems, hate
Christians very much.
There had been the moslems areas and the christians areas since that conflict. The moslems areas
were the areas occupated by Moslems, while the Christians in these areas were gone as refugees to
some places nearby. The christians areas were areas occupated by Christians, while the Moslems in
these areas were gone as refugees to some places nearby.
Ternate was a moslem area, where the refugees came from some cities in Halmahera (Tobelo,
Malifut, etc.). The refugees in Ternate lived in the houses used to be owned by Christians, in
churches that were not used any more, in some schools, and in some public buildings. These places
were regarded in this study as refugee camps. People organized schools for the children refugees in
Ternate, that was called The Alternative School. These students were the subjects of the
intervention programmes.
This study will present the drawing of the children with traumatic experiences because of the
conflict, in Ternate. This study will try to answer the question whether there is any characteristic of
the children drawing in the refugee camps in Ternate
Methods
2
Comparative study
The study was conducted with comparative study between the drawing of the refugee children in
Ternate and the children in Bandung, where such a conflict has never been happened.
Participants
Ternate : Primary school, SD Alternatif, students; grade 4 - 6, age 9-12 years;
68 male students (M = 10.3; SD = 0.15), 69 female students (M = 10.67; SD = 0.14)
Bandung : Primary school, SD Cipaheut, students; grade 4 - 6, age 9-12 years;
97 male students (M = 10.81; SD = 0.41), 92 female students (M = 10.59; SD = 0.13)
Material
Paper A4 (210 x 297 mm), pencil of a medium soft (HB) for Draw-a-Person Test.
Procedure and data collecting
Participants were instructed to draw a person on a piece of paper that was presented in usual
vertical way. They were then asked to draw a person from another sex on the second piece of
paper. They were asked to describe briefly the persons on the drawings, such as their activities.
Debriefing was done after they made the drawings. The data collecting were administered in a
group of six students. In Ternate, the data were collected after the first session of the counseling.
Data analysis
The data were quantitatively coded following such categories: placement of the figure on the page,
figure size, coverage of the page, content, graphic expression such as shading, and the figure’s
description. The results will describe the commonalities and the differences of the drawings of the
children in Ternate and in Bandung.
Coding for the directional placement of the figure on the page
left
middle
right
upper
upper-left
upper-middle
upper-right
middle
middle-left
middle-middle
middle-right
bottom
bottom-left
bottom-middle
bottom-right
Coding for the figure size
% of paper size :
1
2
1.
tiny
: 6.25%
3
2.
3.
4.
3
small
: 6.25% - 12.5%
medium : 12.51% - 25%
large
: 25%
4
Coding for the coverage of the page
% of paper size :
1.
2.
3.
4.
very small
small
medium
large
: 25%
: 26% - 50%
: 51% - 75%
: 75%
Results
All of the participants, both male and female students in Ternate and Bandung made the first
drawing (drawing -1) as the figure of the self-sex, and the second drawing (drawing -2) as the
figure of the other sex.
These results will present the description of the first drawing (drawing -1)
Results will present:
4
1. Examples of the drawing of the participants, male and female students, in Ternate and
Bandung.
2. Graphs of the placement of the figure on the page, of the figure size, of the coverage of the
page, both for male and female students in Ternate and Bandung.
3. Graphs of the content of the drawing, the graphic expresssion such as shading, and the figure’s
description (such as age and activities of the figure), will be found in the attachment.
Examples of the drawing of the participants, male and female students, in Ternate and
Bandung
Summary
The sumarry of the results will show the differences and the commonalitis (the simmilarities) of the
drawing of the human figure of the children in Ternate and in Bandung.
The differences of the human figure will include:
The characteristics of the human figure of the children in Ternate, as compared to those of the
children in Bandung
The characteristics of the human figure of the children in Bandung, as compared to those of the
children in Ternate
5
Conclusions
In general, the data of the figure on the draw-a-person test, from the refugee - chldren in Ternate
reveals:
that the fiture on the draw-a- person-test show some characteristics.
that those characteristics lead to the understanding that the traumatic experiences of the
refugee - children in Ternate because of the social conflict between religion-communities,
Moslems and Christians, disturb the psychological development of the children, and effect their
social life.
References
6
Gillespie, J., (1994), The Projective Use of Mother-and-Child Drawings: A Manual for
Clinicians. New York: Brunner/Mazel.
Harian Kompas, Jakarta, Indonesia; Senin, 28 Juni 2004, halaman 52, Kekhawatiran Masyarakat
Maluku Utara Belum Terpulihkan.
Laporan Pelaksanaan Penanganan Masalah Psikososial pada Siswa Pengungsi di Ternate
November 2002. Fakultas Psikologi Universitas Padjadjaran, Bandung. (unpublished report).
Machover, K., (1949), Personality Projection in the Drawing of the Human Figure, first edition,
sixth printing. Springfield: Charles C Thomas.
Marnat, G.G., (1990), Handbook of Psychological Assessment, second edition. New York: John
Wiley & Sons.
Title
The drawing of the children in the refugee camps
Background
The social conflict between religion communities, Moslems and Christians, in Moluccas the north,
Indonesia in the end of 1999; where ± 2.048 people died, ± 197.000 became refugees, ± 20.000
houses destroyed and burned, ± 173 social facilities (schools, hospitals) and ± 144 churches and
mosques destroyed.
The government of Indonesia initiated intervention programmes, especially for the children who
were primary school students, as it was predicted that children in that areas had some traumatic
experiences because of the conflict, and that the experiences would have some consequences on
their psychological development and their academic achievement.
7
The intervention programmes involved the professional psychologist, and took place in 2002-2003.
Results from the counseling sessions revealed that most of the children i.e. the primary school
students had those traumatic experiences. It was shown by the fact that, for example, the children
told the stories about the beginning of the conflict, how they and their families handled the horrible
situation, how they ran away and looked for some shelters, how they were evaquated by the army,
and how at last they became refugees, as they just happened the day before. They were crying
during the counseling session. They still remembered clearly how their family members (father,
mother, sisters or brohers, uncles or aunts) were killed in that chaos. They saw for example, how
their heads were cut and then were carried along in a procession through the town. They, who
called them self moslems, hate Christians very much.
There have been the moslems areas and the christians areas since that conflict. The moslems areas
were the areas occupated by Moslems, the Christians in these areas were gone as refugees to some
places nearby. The christians areas were areas occupated by Christians, the Moslems in these areas
were gone as refugees to some places nearby.
Ternate was a moslem area, where the refugees came from some cities in Halmahera (Tobelo,
Malifut, etc.). The refugees in Ternate lived in the houses used to be owned by Christians, in
churches that were not used any more, in some schools, and in some public buildings. People
organized schools for the children refugees in Ternate, that was called The Alternative School.
These students were the subjects of the intervention programmes.
This study will present the drawing of the children with traumatic experiences because of the
conflict, in Ternate.
Research question
whether there is any characteristic of the children drawing in the refugee camps in Ternate
Methods
Comparative study
between the drawing of the refugee children in Ternate and the children in Bandung, where such a
conflict has never been happened.
Participants
Ternate
: Primary school students grade 4 - 6 (The Alternative School for refugee children);
68 male students, 69 female students; mean age years (min. 9 years, max 13 years, SD. years)
Bandung : Primary school students grade 4 - 6 in Bandung (SD Cigadung); 97 male students, 92
female students; mean age years (min. 9 years, max. 13 years, SD. years)
considered as or classified into the group of preteens- or preadolescence, ages 9-13
Material
Paper A4 (210 x 297 mm), pencil of a medium soft (HB) for Draw-a-Person Test.
Procedure and data collecting
Participants were instructed to draw a person on a piece of paper that was presented in usual
vertical way. They were then asked to draw a person from another sex on the second piece of
paper. They were asked to describe briefly the persons on the drawings, such as their activities.
Debriefing was done after they made the drawings. The data collecting were administered in a
group of six students. In Ternate, the data were collected after the first session of the counseling.
8
Data analysis
The data were quantitatively coded following such categories: placement of the figure on the page,
figure size, coverage of the page, content, graphic expression such as shading, and the figure’s
description. The results will describe the commonalities and the differences of the drawings of the
children from Ternate and Bandung.
Directional placement of the figure on the page
left
upper-left
middle-left
bottom-left
upper
middle
bottom
middle
upper-middle
middle-middle
bottom-middle
right
upper-right
middle-right
bottom-right
Figure size
% of paper size :
1
2
1.
2.
3.
4.
tiny
small
medium
large
3
: 6.25%
: 6.25% - 12.5%
: 12.51% - 25%
: 25%
4
Coverage of the page
% of paper size :
1.
2.
3.
4.
very small
small
medium
large
: 25%
: 26% - 50%
: 51% - 75%
: 75%
9
Results
All of the participants, both male and female students in Ternate and Bandung made the drawing -1
as the figure of the self-sex and the drawing -2 as the figure of the other sex.
Placement of the figure on the page
Male students
left - (%)
ternate
bandung
upper :
middle:
bottom:
drawing -1
drawing -2
drawing -1
drawing -2
drawing -1
drawing -2
30 (44.11)
42 (61.76)
08 (11.76)
05 (07.35)
05 (07.35)
00 (00.00)
25 (25.77)
21 (21.64)
29 (29.89)
28 (28.86)
08 (08.24)
09 (09.27)
middle - (%)
ternate
bandung
25 (25.00)
12 (17.64)
06 (08.82)
08 (11.76)
01 (01.47)
01 (01.47)
09 (09.27)
15 (15.46)
15 (15.46)
13 (13.40)
04 (04.12)
03 (03.09)
right - (%)
ternate
bandung
00 (00.00)
00 (00.00)
00 (00.00)
00 (00.00)
01 (01.47)
00 (00.00
01 (01.03)
01 (01.03)
03 (03.09)
03 (03.09)
03 (03.09)
04 (04.12)
Female students
left - (%)
ternate
bandung
upper :
middle:
bottom:
drawing -1
drawing -2
drawing -1
drawing -2
drawing -1
drawing -2
46 (66.66)
43 (62.31)
07 (10.14)
04 (05.79)
00 (00.00)
00 (00.00)
36 (39.13)
24 (26.08)
25 (27.17)
22 (23.91)
06 (06.52)
07 (07.60)
middle - (%)
ternate
bandung
10 (14.49)
12 (17.39)
02 (02.89)
04 (05.79)
01 (01.44)
01 (01.44)
10 (10.86)
14 (15.21)
05 (05.43)
15 (16.30)
01 (01.08)
00 (00.00)
right - (%)
ternate
bandung
01 (01.44)
05 (07.24)
00 (00.00)
00 (00.00)
02 (02.89)
00 (00.00)
03 (03.26)
03 (03.26)
04 (04.34)
03 (03.26)
02 (02.17)
04 (04.34)
Figure size
size (% of paper size)
tiny
( 6.25)
small
(6.26-12,5)
medium
(12.51-25)
large
( 25)
: drawing -1
drawing -2
: drawing -1
drawing -2
: drawing -1
drawing -2
: draiwing -1
drawing -2
male students - (%)
ternate
bandung
52 (76.47)
24 (24.74)
57 (83.82)
35 (36.08)
10 (14.70)
32 (32.98)
04 (05.88)
35 (36.08)
04 (05.88)
29 (29.89)
07 (10.29)
20 (20.61)
02 (02.94)
12 (12.37)
00 (00.00)
07 (07.21)
female students - (%)
ternate
bandung
53 (76.81)
22 (23.91)
61 (88.40)
32 (34.78)
09 (13.04)
39 (42.39)
07 (10.14)
35 (38.04)
04 (05.79)
22 (23.91)
01 (01.44)
17 (18.47)
03 (04.34)
09 (09.78)
00 (00.00)
08 (08.69)
male students - (%)
ternate
bandung
33 (48.52)
33 (34.02)
31 (45.58)
48 (49.48)
21 (30.88)
21 (21.64)
22 (32.35)
17 (17.52)
female students - (%)
ternate
bandung
40 (59.97)
28 (30.43)
48 (53.33)
32 (34.78)
20 (28.98)
24 (26.08)
14 (20.28)
22 (23.91)
Coverage of the page
area (% of paper size)
very small
( 25)
small
(26-50)
: drawing -1
drawing -2
: drawing -1
drawing -2
10
medium
(51-75)
large
( 75)
: drawing -1
drawing -2
: draiwing -1
drawing -2
11 (16.17)
11 (16.67)
03 (04.41)
04(05.88)
17 (17.52)
11 (11.34)
26 (26.80)
21 (21.64)
06 (08.69)
06 (08.69)
03 (04.34)
01 (01.44)
17 (18.47)
15 (16.30)
23 (25.00)
23 (25.00)
Figure completed without pupil
drawing -1
drawing -2
male students - (%)
ternate
bandung
25 (36.76)
00 (00.00)
30 (44.11)
03 (03.09)
female students - (%)
ternate
bandung
32 (46.37)
05 (05.43)
31 (44.92)
06 (06.52)
male students - (%)
ternate
bandung
36 (52.94)
25 (25.77)
43 (63.23)
30 (30.92)
06 (08.82)
02 (02.06)
00 (00.00)
03 (03.09)
12 (17.64)
03 (03.09)
04 (05.88)
10 (10.30)
03 (04.41)
00 (00.00)
02 (02.94)
00 (00.00)
03 (04.41)
01 (01.03)
01 (01.47)
00 (00.00)
female students - (%)
ternate
bandung
19 (27.53)
30 (32.60)
16 (23.18)
15 (16.30)
01 (01.44)
08 (08.69)
01 (01.44)
08 (08.69)
02 (02.89)
03 (03.26)
02 (02.89)
05 (05.43)
00 (00.00)
00 (00.00)
00 (00.00)
00 (00.00)
01 (01.44)
02 (02.17)
01 (01.44)
03 (03.26)
Shading
hair
face
body
arms, hands
legs, feet
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
qualitatively :
children from Ternate
children from Bandung
- more dark shading
- more light shading
Erasures / failures
drawing -1
drawing -2
male students - (%)
ternate
bandung
33 (48.52)
45 (46.39)
14 (20.58)
31 (31.95)
female students - (%)
ternate
bandung
18 (26.08)
58 (63.04)
17 (24.63)
49 (53.26)
male students - (%)
ternate
bandung
13 (19.11)
19 (19.58)
09 (13.23)
17 (17.52)
female students - (%)
ternate
bandung
06 (08.69)
22 (23.91)
09 (13.04)
15 (16.30)
male students - (%)
ternate
bandung
female students - (%)
ternate
bandung
Drawing of more than one figure
drawing -1
drawing -2
Accessories & clothing
11
head, face
pocket, belt,
buttons
shirt, trousers
skirt, shoes
bag
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
05 (07.35)
02 (02.94)
29 (42.64)
19 (27.94)
15 (22.05)
10 (14.70)
01 (01.47)
02 (02.94)
29 (29.89)
30 (30.92)
55 (56.70)
34 (35.05)
88 (90.72)
35 (36.08)
01 (01.03)
07 (07.21)
18 (26.08)
08 (11.59)
27 (39.13)
22 (31.88)
29 (42.02)
12 (17.39)
02 (02.89)
01 (01.44)
40 (43.47)
25 (27.17)
44 (47.82)
38 (41.30)
68 (73.91)
53 (57.60)
08 (08.69)
01 (01.08)
Drawing of other objects
landscape
: drawing -1
: drawing -2
ball
: drawing -1
: drawing -2
sport
: drawing -1
: drawing -2
home
: drawing -1
: drawing -2
Description about the figure
male students - (%)
ternate
bandung
02 (02.94)
23 (23.71)
03 (04.41)
14 (14.43)
05 (07.35)
28 (28.86)
01 (01.47)
01 (01.03)
00 (00.00)
05 (05.15)
00 (00.00)
01 (01.03)
01 (01.47)
06 (06.18)
00 (00.00)
09 (09.27)
female students - (%)
ternate
bandung
10 (14.49)
34 (36.95)
07 (10.14)
26 (28.26)
00 (00.00)
02 (02.17)
05 (07.24)
20 (21.73)
00 (00.00)
02 (02.17)
00 (00.00)
01 (01.08)
02 (02.89)
05 (05.43)
01 (01.44)
07 (07.60)
male students - (%)
ternate
bandung
10 (14.70)
33 (34.02)
18 (26.47)
35 (36.08)
41 (60.29)
52 (53.60)
45 (66.17)
51 (52.57)
07 (10.29)
12 (12.37)
05 (07.35)
11 (11.34)
female students - (%)
ternate
bandung
16 (23.18)
18 (19.56)
15 (21.73)
33 (35.86)
41 (59.42)
54 (58.69)
41 (59.42)
33 (35.86)
12 (17.39)
20 (21.73)
13 (18.84 )
23 (25.00)
male students - (%)
ternate
bandung
12 (17.64)
10 (10.30)
07 (10.29)
13 (13.40)
01 (01.47)
03 (03.09)
02 (02.94)
04 (04.12)
05 (07.35)
08 (08.24)
06 (08.82)
09 (09.27)
01 (01.47)
08 (08.24)
03 (04.41)
16 (16.49)
13 (19.11)
31 (31.95)
05 (07.35)
06 (06.18)
06 (08.82)
02 (02.06)
female students - (%)
ternate
bandung
09 (13.04)
07 (07.60)
03 (04.34)
08 (08.69)
03 (04.34)
06 (06.52)
05 (07.24)
07(07.60)
11 (15.94)
13 (14.13)
11 (15.94)
12 (13.04)
07 (10.14)
13 (14.13)
05 (07.24)
09 (09.78)
05 (07.24)
00 (00.00)
16 (23.18)
18 (19.56)
06 (08.69)
03 (03.26)
Age
as compared to subject
older
same
younger
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
Activities
standing still
see something
take a walk
play
sport
artistic act.
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
12
(danse, sing)
photo/pose
study
mimic (smile,
laugh, happy)
daily
activities, etc
w. friends
no activity
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
: drawing -1
: drawing -2
09 (13.23)
02 (02.94)
03 (04.41)
01 (01.47)
01 (01.47)
01 (01.47)
01 ( 01.47)
08 (02.94)
15 (23.52)
03 (04.41)
03 (04.41)
15 (22.05)
13 (19.11)
08 (08.24)
06 (06.18)
08 (08.24)
02 (02.06)
03 (03.09)
05 (05.15)
04 (04.12)
18 (18.55)
22 (22.68)
04 (04.12)
04 (04.12)
00 (00.00)
00 (00.00)
02 (02.89)
05 (07.24)
04 (05.79)
02 (02.89)
02 (02.89)
00 (00.00)
03 (04.34)
09 (13.04)
08 (11.59)
03 (04.34)
03 (04..34)
09 (13.04)
07 (10.14)
01 (01.08)
10 (10.86)
06 (06.52)
01 (01.08)
05 (05.43)
10 (10.86)
04 (04.34)
25 (27.17)
17 (18.47)
04 (04.34)
05 (05.43)
00 (00.00)
00 (00.00)
Else : found only in Ternate
naked
transparent
with sexual organs
without arms
without hands
without legs
without waistline
stick-man
tube-man
male students - (%)
drawing -1
drawing -2
01 (01.47)
01 (01.47)
03 (04.41)
05 (07.35)
02 (02.94)
02 (02.94)
03 (04.41)
02 (02.94)
02 (02.94)
02 (02.94)
00 (00.00)
00 (00.00)
07 (10.29)
07 (10.29)
05 (07.35)
05 (07.35)
02 (02.94)
01 (01.47)
female students - (%)
drawing -1
drawing -2
02 (02.89)
02 (02.89)
05 (07.24)
04 (05.79)
03 (04.34)
03 (04.34)
04 (05.79)
03 (04.34)
02 (02.89)
00 (02.89)
00 (00.00)
01 (01.44)
15 (21.73)
20 (28.98)
12 (17.39)
08 (11.59)
04 (05.79)
01 (01.44)
Summary
Differences
ternate
placement of the dominated by upper-left-zone,
figure on the page
both for male and female
figure size
dominated by tiny-size,
both for male and female
bandung
dominated by upper- and middleleft-zone, both for male and female
scattered, but dominated mostly by
tiny-, small-, and medium-size, both
for male and female
coverage of the page
dominated by very-small- and scattered, but dominated mostly by
small-part of the paper,
very-small-, small-, and large-part
both for male and female
of the paper, both for male and
female
completed
without male (36.76%, 40.11%),
male (0, 3.09%)
pupil
female ( 46.37%, 44.92%)
female (5.43%, 6.52%)
shading
qualitatively more dark shading on qualitatively more light shading on
13
hair, face, body, arms, legs;
both for male and female
accessories, clothing, head-part; pocket, buttons, belt;
fashion
clothing less varied than those from
Bandung, both for male and female
other objects
age of the figure
content
hair, face, body, arms, legs;
both for male and female
head-part; pocket, buttons, belt;
clothing (shirts, troussers, skirt,
shoes), more varied, both for male
and female
less varied than Bandung
more varied; with landscape, balls,
home; both for male and female
scattered (the same age, older and dominated by the same age; some
younger), but dominated by the older, very few younger, both for
same age, both for male and female male and female
naked, transparent, sexual organs, without arms, hands, legs; no
waistline: stick-man, tube-man
Commonalities
erasures
ternate
male (48.52%, 29.58%)
female (26.08%, 24.63%)
drawing of more than one male (19.11%, 13.23%)
figure
female (08.69%, 13.04%)
activities
standing still, see something,
take a walk, play, sport,
artistic activities, photo/pose,
study, mimic, with friends,
daily activities
bandung
male (46.39%, 31.95%)
female (63.04%, 53.26%)
male (19.58%, 17.52%)
female (23.91%, 16.30%)
standing still, see something,
take a walk, play, sport,
artistic activities, photo/pose,
study, mimic, with friends,
daily activities
Conclusions
Differences
Characteristics of the human figure of the children refugees in Ternate, as compared to those from
Bandung:
1. -
2.
placement of figure &
coverage of the page
figure size
content
conflict indicators
dominated by upper-left-zone, and cover a very-small area of
the page
dominated by tiny-size
more percentage of the drawings without arms and hands
dominated by dark shading
difficulties in presenting him / herself in the social life,
tendency of withdrawing from social life or, extremely, an
indication of social fear
content
more percentage of figures completed without pupils, without
waistline, were drawn in the form of stick-man, tube-man,
were drawn naked, transparent (indicators of early forms),
figures that were younger than the subjects
psychologically immature, either fixation or regression, or
developmental delays
14
3.
content
existence of figures with primary or secondary sex organ
social norms are not developed properly
The data of the figures as shown on the draw-a person-test, reveals that the traumatic
experiences of the children-refugee in Ternate because of the social conflict between
religion communities, Moslems and Christians, disturb the psychological development of
the children, and effect their social life.
Characteristics of the human figure of the participants from Bandung, as compared to those from
Ternate
accessories, clothing
Commonalities
more percentage, more varied and more fashionable
cross-culturally differences
The characteristics of preteen- or preadolescence-group of the participants from Ternate and
Bandung, ages 9-13 years, expressed on the human figure:
1.
2.
3.
4.
content
content &
graphic expression
content
activities
drawing of more that one figures
interest in peer; typical for this group
belt, erasures or failures in drawing
an attempt to control impulse, and conflicts, rationally;
typical for this group
buttons and pockets
dependency on the elder people, typical for this group
sport (play foot-ball) for male students, and play for female
students
characteristics of the activities found in Ternate and Bandung