Heuvelman L R, Graybill D
Illinois State University.
J Pers Assess. 1990 Winter;55(3-4):578-92. doi: 10.1080/00223891.1990.9674092.
One purpose of this study was to examine the validity of the Make A Picture Story (MAPS) for assessment of children's fantasies. Children from a university laboratory school who were exhibiting good adjustment comprised our first sample. The second sample was composed of children from special education classes who were experiencing behavioral and/or academic difficulties. Children told stories to seven MAPS backgrounds. Stories created by special education children contained more dysphoric and fanciful fantasies than did nonproblem children's stories. Behavior disordered children had more aggressive fantasies in their stories than did nonproblem and learning disabled children. Another purpose of this study was to provide norms for children's choice of figures, number of figures used, moving and adding figures, story length, and choice of backgrounds. These norms should facilitate clinicians' interpretations of children's responses to the MAPS.
本研究的一个目的是检验“绘制图片故事”（MAPS）用于评估儿童幻想的有效性。来自大学实验学校且适应良好的儿童构成了我们的第一个样本。第二个样本由来自特殊教育班级、存在行为和/或学业困难的儿童组成。儿童针对七个MAPS背景讲述故事。与无问题儿童的故事相比，特殊教育儿童创作的故事包含更多烦躁不安和异想天开的幻想。行为障碍儿童的故事中具有攻击性的幻想比无问题儿童和学习障碍儿童更多。本研究的另一个目的是提供儿童对人物的选择、所使用人物的数量、移动和添加人物、故事长度以及背景选择方面的常模。这些常模应有助于临床医生解读儿童对MAPS的反应。
