Table of contents for Aggression and depression assessed through art : using Draw-a-story to identify children and adolescents at risk / edited by Rawley Silver.

Bibliographic record and links to related information available from the Library of Congress catalog. Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.

Aggression and Depression Assessed Through Art 
Using Draw A Story to Identify Children and Adolescents at Risk
	Linda Jo Pfeiffer,Ed.D., ATR-BC
List of Figures
List of Tables
Part One: Previous Studies
Rawley A. Silver
1. Introduction	
 	Problems of Aggression	 
 Problems of Depression	
 Objectives and Procedures 
2. Studies of Aggression, Depression, and the Role of Art
	The Role of Art 	
 	Observations by Neuroscientists
 	Art Therapy
 	Observations by Art Therapists
 	Art Therapists who Used the DAS Assessment
3. Draw A Story, Screening for Depression	
	The Instrument	
	Why DAS was Developed and How it Evolved
	Overview of DAS Studies	
		Clinical Depression		
		Age and Gender Differences	in Attitudes Toward Self and Others	
		Comparing Adolescents with and without Emotional Disturbances	
	Observations and Questions 
4. The Pilot Study
Questions Raised by the Findings				
Part Two: The Current Studies
5. Rating Scales Used in the Current Studies
	Emotional Content 	
	The Use of Humor	10	
6. Response Drawings and Histories of Aggressive Students
	Cheryl Earwood, Melinda Fedorko, Linda Montanari, and Eileen Holzman
Strongly Negative Emotional Content
	Strongly Negative Self-images	
	Moderately Negative Self-Images 	
 Ambiguous or Ambivalent Self-Images 	
 Powerful and Assaultive Self-Images 	
 Moderately Negative to Moderately Positive Emotional Content	21
	Summary 	32
7. Comparing Aggressive and Control Groups, Subgroups, and Individuals 
	Rawley A Silver 
	Differences in Emotional Content and Self-Image	1
 Depression	3
 Reactive Aggression		10		
 Predatory Aggression		12			
	The Use of Humor		20			
 Male Responses		22		 
	Female Responses		23			 
	Observations			27	
8. Changes and Consistencies in the Emotional States of Aggressive and/or Depressed Students
 Melinda Fedorko and Linda Montanari
 Larry		8--2
 Lanette	8-6
 Victoria 	8-10
 Greg		8-12
 Leroy		8-14
 George	8-17
 Joseph		8-19	
		Summary and Implications
9. Fantasizing about Violence in Responses to the Draw a Story Task by Russian Children, Adolescents, and Adults
	Alexander Kopytin, Helen Svistovskaya, and Vlada Sventsitskaya
	Children and Adolescents in Delinquent and Control Groups	10-4
	Adult Psychiatric Patients in Delinquent and Control Groups	10-14
Part Three: Summary and Implications 
Rawley Silver
10. Summary and Implications
 Children and Adolescents at Risk for Harming Others 	
 Predatory Aggression		
 The Use of Humor	
 Reactive Aggression	
 Identifying Those at Risk			
 Children and Adolescents at Risk for Harming Themselves		
	Consistencies and Changes in Emotional States	
	Gender Differences and Similarities	
 Cultural Differences and Similarities		
 Differences Between Clinical and Control Groups	
 Similarities Between Clinical and Control Groups	 
 Research and Practice		
 	Procedures for Identifying Students at Risk		
 	Suggestions for Further Study	

Library of Congress Subject Headings for this publication: Draw-A-Story, Aggressiveness in children Testing, Aggressiveness in adolescence Testing, Depression in children Testing, Depression in adolescence Testing, Projective techniques for children, Art therapy for children, Projective Techniques, Aggression psychology, Art Therapy methods, Depressive Disorder diagnosis, Risk Assessment