Wart Egg Selection

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A new methodology for the Wartegg Completion Test (WDCT)
in the Clinical, Selection and Guidance fields
Alessandro Crisi – Psy.D.
Italian Institute of Wartegg – Rome
University of Rome “La Sapienza”
II School of Specialization in Clinical Psychology
Abstract
A new methodology of scoring and interpretation of the Wartegg Drawing Completion Test is
illustrated. It was born in the clinical field thanks to the administration of the WDCT in a
continuous combination and comparison with the Rorschach test. From this combination it was
possible a) to confirm significant similitudes between the two tools; b) to elaborate a new scoring
but above all c) to provide the WDCT with exhaustive theoretical model of reference. Such a
methodology was born in Italy where is applied by the Armed Forces in their Selection and
Guidance Career proceedings. Presented values and norms are derived from the most recent Italian
standardization conducted on about 2300 subjects (Crisi, 2007).
A clinical case is illustrated to demonstrate the convergent validity of the new methodology with
the clinical observations.
-------------------------
The Wartegg Drawing Completion Test (WDCT) is a projective drawing technique used not only in
the Clinical assessment but also in the field of Selection and the Career or School Guidance.
In German-speaking countries the WDCT is known as “Wartegg Zeichentest” (the test of the signs
of Wartegg) or WZT. It was created in 1926 by the German Psychologist Ehrig Wartegg but the
book on WDCT was published only in 1953.

The Wartegg Drawing Completion Test consists of a form that contains eight panels (P) or squares,
numbered 1 to 8, arranged in two parallel rows of four. There is a different graphic sign in each
panel (see Figure 1).
Figure 1
The Wartegg form
Many Authors, in different countries, wrote an handbook on WDCT: “”In Sweden (Wass &
Mattlar, 2000), in Switzerland (Avé-Lallement, 1994), in Finland (Gardziella, 1985) and in Italy
(Crisi, 2007 II edition).” (Roivanen, 2009).
Compared to so huge number of handbooks we find few articles: “PsycInfo reports 88 articles on
WDCT. 1 in the ’30, 3 in the ‘40, 33 in the ‘50, 19 in the ‘60, 14 in the ‘70 and, at the end, 16
between 1981-2006. ” (Roivanen, 2009).
Such a scarce number of articles can be explained by two factors. By one side, the WDCT in the
English-speaking countries is almost unknown although in the ’50 the American-Belgian
psychologist Kinget (1952) published in the USA an WDCT handbook and Buros (1959) spoke
very well about it. By the other side, the original Wartegg method presents many difficulties and
deficiencies.
Why a new methodology?
According to the rules proposed by its Author, the WDCT presents 2 difficulties that gigantically
limit its use in the clinical context:
the modes of scoring conceived by E. Wartegg are very complex and arduous for the psychologist;
the theoretical model of reference to which E. Wartegg referred (the Psychology of the Totality), is
mainly not enough to fully support his ingenious ideas.
The starting point of this new methodology is represented by the administration of the WDCT to
more than 20.000 subjects and in 1.500 of them I’ve administered Wartegg and Rorschach tests
together. This huge experience with Rorschach and Wartegg together applied has furnished the
most remarkable contribution to the realization of this new methodology. This huge experience also
permitted a) to find similitudes and analogies between the two tools; b) to create a new scoring and
interpretation system .
The first step was to apply to WDCT the scoring system of the Rorschach (according to the Bohm
method, 1969) for the aim of allowing an easier comparison between the two tests.
In this first step, were applied to WDCT same categories of Rorschach scoring system (the Formal
Quality; the Contents; the Frequency; Peculiar Phenomena; the Movement; the Impulse Responses).
So a first scoring system was born and it was experimented and standardized for the developmental
age (Bianchi, Crisi, Di Renzo, 1993).
In a second step, with the increasing of the clinical experience, two original categories of scoring
for each panel were introduced: the Evocative Character and the Affective Quality.
In the third step the new methodology enriched itself trough the study of the order of execution; in
other words the study of how the subject performance the WDCT. This evaluation of the Order of
Succession is called the “Analysis of Succession” that represents the most important opportunity of
the interpretation of the test and it permit us to describe the organization of the personality.
The new methodology.
In the new scoring form (figure 2) the drawing made in each panel is valued on the ground of
defined scoring categories.
Figure 2
The Scoring Form
P E.C. A.Q. F.Q. CONT. FR. SPECIAL M

PR. SE. PHENOMENA M m t I.R.
1 1 0 1 PAT CS BO
2 1 1 1 H V CS RA M m e
3 0 1 1 H CS
4 0 0 1 ANA o CS BO II
5 1 0 1 OBJ CS
6 1 0,5 1 OBJ O CS BO RA
7 1 1 1 CIB o CS BO MI
8 0,5 1 1 CIB CS BO
The scoring is that of the Clinical case
The categories are: Evocative Character (EC); Affective Quality (AQ); Formal Quality (FQ);
Content (CONT) divided in: Primary (Pr) and Secondary (Se); Frequency (FR): Popular responses;
Presence of Particular Phenomena or Special Scores (SP); Movement Responses divided in: Main
(M) and Secondary (m); Impulse Responses (IR).
Each category of scoring is transformed in calculations and/or formal indexes and aids in depicting
the psychological structure of the examined subject.
Here is not possible to illustrate the whole scoring system and so we’ll focus our attention over the
most original contributes: the Evocative Character, the Affective Quality and the Analysis of
Succession.
The Evocative Character.
The term “evokes” comes from the Latin “ex-vocare” and means “call out, bring again to the
mind”. It points to the capacity of a specific stimulus (in our case a graphic sign) to recall and
facilitate the projection of particular psychic contents. Such an argument has been studied also in
the Rorschach test by some Authors (Merei, 1947; Andronikov, 1995) but, at first, it was examined
by Wartegg himself. He wrote about “the archetypical function” of the 8 graphic elements, that is,
the internal and universal ability of the signs to evoke unconscious experiences.
He also asserted that the choice of the 8 stimulus-signs was made taking in consideration the
“capability of the graphic elements very poor by a quantitative point of view but the most
prominent qualitatively” (1953).
This sentence permit us to analyse two important points.
At first, Wartegg deliberately created an easy test. Looking the Wartegg form we are struck by its
linear structure so immediate, easy and almost disarming. The principle of simplicity is the logical
criterion of WDCT. According to the ideas of Mc Cully (1988) it’s possible to say that the
simplicity of the 8 stimulus-signs is the way in which we can bypass the defensive mechanisms of
the subject.
At second, the WDCT is a projective drawing technique, whose graphic elements are hemi-
structured signs on which the individual is prone “to project contents and specific dynamics of his
personality which are, then, revealers of his organization” (Rapaport, 1977). The WDCT can be also
classified as a performance based personality test an, according to Bornstein’s proposal (2007), as
an stimulus-attribution test in which the examinees attribute meaning through interpretation.
The scoring of the Evocative Character. Score = 1 if the client picks the implicit suggestion of
the panel stimulus-sign and graphically realizes a drawing corresponding with the evocative
character.
Score = 0.5: Drawings in which the evocative character is partially picked up.
Score = 0: Drawings completely inadequate; the subject does not pick up the suggestion of the
stimulus-sign.
The psychic areas evoked by the 8 graphic element-signs of the WDCT are illustrated in the
following figure 3 (Crisi, 2007):

Figure 3
The Evocative Character of the 8 panels
PERCEPTIVE EVOCATIVE DIAGNOSTICAL

APPEARANCES CHARACTER MEANING
1 Point exactly central CENTRALITY SELF-EVALUATION
2 Wavy line, round-edged VITALITY FEMALE OBJECT

RELATION
3 Three increasing lines DIRECTIONALITY LEVELS OF ACTIVITY
PERCEPTIVE EVOCATIVE DIAGNOSTICAL

APPEARANCES CHARACTER MEANING
4 Little black square STABILITY MALE OBJECT RELATION

HEAVINESS
5 Two opposite lines, CONTRAPOSITION AGGRESSIVE ENERGY

contrary oriented OVERCOMING
6 Two lines intended at the SYNTHESIS RELATION TO REALITY

right angle UNION
7 Dotted, half-circular DELICACY SEXUAL ENERGY
8 Curved line turned low ROUNDING and CLOSING SOCIALIZATION
The Affective Quality.
It is a kind of evaluation exclusively based on the subject’s affective connotation of each drawing.
In part, the affective quality (QA) can be compared with the GHR and PHR scores of the CS. But,
in WDCT, it concerns drawings of all contents not only the Human representations.
The Scoring of the Affective Quality.
Equivalent elements of the Rorschach CS are in brackets.
Score = 1: For positive contents (this concept is similar to GHR score and it also includes COP).
That is: H = human (H, (H), Hd, (Hd), Hx, Ay); A = animal (A, (A), Ad, (Ad); NAT = natural
elements (Ge, Ls, Na); BOT = botanical (Bt); CIB = food; (Fd) FIG =i.e. pictures, sculptures; (Art);
SEX = sexual contents (Sx).
Score = 0.5: For neutral contents (such evaluation represents an intermediate position between
GHR and PHR; we should call it NHR). That is, OBJ = objects (Cg, Hh, Sc, Ay); SIG = letters,
numbers, symbols; MIN = mineral; ARC = architectural (Sc); ABS = abstract (Ab).
Score = 0: For negative contents (similar to PHR score and it also includes AG, MOR). That is:
ANA = anatomical (An, Xy, Bl); AM = weapons; ESP = explosion (Ex); PAT = pathological; NUB
= smoke, cloud and rain (Cl).
But, in the clinical practice, things are not so linear and so, in order to score this category,
immediately it appears that was necessary create and apply a fixed and defined list. And being
awake of the difficulties and dangers involved in facing the thematic analysis, a list of the contents
was arranged.
In order to do it, the list was based, in part, on the psychodynamic writings of various Authors; in
part, on factors more strictly socio-cultural, on cultural appearances connected to history,
traditions, fairs and proverbs of Italy.
Where the contents were ambiguous and in need of explicit clarification of the subject during the
inquiry, it was preferred to give a value of 0,5: is the case of contents like moon, sunset, night,
clowns, cross, etc.
At the same time, great consideration it is given to the verbalization so, for example, a score of 0 is
given to all those contents that belong to a positive or neuter categories, but were represented in
negative sense: for example: "a cold and desolate landscape"; "a fierce dog"; "a sad face"; "a
broken leaf," "an abandoned house," "a broken toy," or to all those contents defined in a pejorative
or derogatory manner. To the contrary, it has appraised as positive those neuter or negative contents
accompanied with verbalizations characterized by diminutive or endearing words. For example,
"pig” or “tiger," has a Q.A. = 0 while "piglet”, “tiger-cub" becomes Q.A. = 1.

This list acts as a guide for the administrator for the purpose of guaranteeing a standard for the
administration and of scoring and to increase the reliability of the WDCT. This list was not created
for the purpose to categorically define positive versus negative; nothing being totally “written in
stone”, however it was created to provide the psychologist with a consistent standard for clinical
assessment.
The reader will certainly have understood the delicacy and complexity of scoring these two
categories. To ensure uniformity of scoring between psychologists and consequently increase the
reliability of the test one can find scoring material in the handbook (Crisi, 2007) but the reader will
find a huge list of drawings accompanied by their scoring on the website of the Italian Institute of
Wartegg (www.wartegg.com). The list is continually updated in due time and is based on
judgments of a group of eight psychologists, all expert in the WDCT.
For obvious constraints of time, it’s not possible here to illustrate such a list. To concluding it’s
important to keep in mind that the affective quality doesn't intend make a wild analysis of the
contents: it is obvious that the same content could engage different meanings according to age, to
sex, to cultural background of the subject etc. But it was necessary.
The conclusive element is not the list itself but to succeed in understanding the climate, the
atmosphere, the emotional tone of the drawings. For example, the flowers belong to the botanical
category and must be scored with number 1 and yet verbalizations like "A very beautiful exotic
flower", "a chrysanthemum" or "a dry flower, without petals" depict completely different meanings
and therefore their affective quality is scored differently.
The Analysis of Succession.
The subject is free to choose the order of succession of the drawings and the connection of panels
with which effects the test. The Order of Performance, for its high diagnostic meaning, has been the
object of attention of many Authors; Wartegg himself affirmed that: "the succession of the drawings
must no considered coincidental because they have a connection with the archetypical signs."
A very special phenomenon happens in this respect: the WDCT panels are numbered from 1 to 8
(see figure 1) and such an strong conditioning let us think that the most of the subjects during the
performance follows the numerical order of the panels. At the contrary, psychologists who use the
WDCT in the clinical assessment know that it’s not so.
We observe the numerical (or normal) Order of Succession (from 1 to 8) only in the 15% of the
subjects in the developmental age and only in 7% of the adults (Crisi, 2007).
Therefore, the Evocative character of the 8 panels of the WDCT represents a press so strong that in
92% of administrations is able to subvert the conditioning of the panels numbering. The subject in
front of WDCT is inspired by the Evocative Character or better by the meaning of the psychic areas
connected to each panel (see figure 3) and, doing so, he follows his/her personal gifts, preferences
or aversions.
The experimental data affirms that the order of performance represents an extremely personal and
individualized way and therefore must be analyzed each time subject by subject.
It has been possible to analyze in a deeper way the Order of Succession and this analysis permitted
to individuate two different procedures called Analysis of Succession 1 and Analysis of Succession
2.
Analysis of Succession 1.
We depart from the following assumption shared by all the scholars of the Wartegg:
the panels that the subject draws in the first half of the test (from the I to the IV panel in the Order
of Performance) represent CHOICES;
those drawn in the second half (from the V to the VIII panel in the order of succession), represent
DELAYS. The subject draws at first those panels that feels closer to him/her while draws at least
the panels that don’t harmonize with him/her. It is a significant data but is too much vague and not
available by a clinical point of view.
On the ground of such considerations, a different procedure has been worked out( see figure 4).
Figure 4
The Analysis of Succession 1
ANALYSIS OF SUCCESSION 1
I II III IV V VI VII VIII
OoS 8 5 3 6 2 7 1 4
EC 0,5 1 0 1 1 1 1 0
AQ 1 0 1 0,5 1 1 0 0
VAL S SA SA S CP CP RA R
FQ 1 1 1 1 1 1 1 1
A/F 1:1 0:1 1:1 0,5:1 1:1 1:1 0:1 0:1
I.R. * *
On the first raw we write the Order followed by the subject during the performance: in the example
of the figure 4 the subject drawn at first the Panel 8, as second the panel 5 and so on.
In the two rows below we write the valuation that each panel obtained in the scoring of the
Evocative Character and in the Affective Quality. So in the example, the subject in Panel 8 (the first
drawn) obtained 0,5 in the Evocative Character and 1 as Affective Quality. On the base of the
scoring got in the Evocative Character and in the Affective Quality we score in the following way:
A) if the Panel has been drawn in the first half we appraise it as:
• Choice (S), if the score, obtained by adding the given values in the Evocative Character and in
the Affective Quality, is greater than 1;
• Ambivalent choice (SA), if the score is equal to 1;
• Negative compensation (CN), if the score is less than 1;

B) if the Panel is drawn in the second half we appraise it as:
• Delay (R), if the score is less than 1;
• Ambivalent delay (RA), if the score is equal to 1;
• Positive compensation (CP), if the score is greater than 1.

At this point, to complete the Analysis of the Succession 1, we write also the scores obtained, in
each individual Panel, in some categories of scoring (Formal Quality, Report A/F, Impulse
Responses).
At last we have 6 different categories of evaluation, each one with a peculiar diagnostic meaning:
The CHOICE (S) represents the maximum of the positive evaluation that a panel can obtain and it
points out the areas of development and integration. In other words the strongest points on which
has been evolving and structuring the organization of individuality of the subject.
The choices indicate areas of development and integration but a very high score (2 for the precision)
can point out to a their excessive predominance in the subject individuality. The excessive
predominance of a area can disturb other functions detracting their psychic energies. For example,
in panel 1, a high score represents certainly, awareness and faith in the subject’s own ability but
also traits of accentuated narcissism and of egocentricity with difficulty in social relationship
(always if in accordance with all the other elements of evaluation).
In prognostic context, the choices are revealed to be the flags in the areas in which, during the
psychotherapy, it will be more possible to trust.
The AMBIVALENT CHOICE (SA): it points out the existence of a certain degree or level of
ambivalence that demonstrate intense polar feelings within the subject. It indicate a certain level of
conflict that, generally, is perceived by the subject as conscious and experienced as such. For
example, always in panel 1, an Ambivalent Choice points out the presence of a certain quantity of
indecision, of insecurity and of traits of self-devaluation lived to a conscious level connected to a
desire for affirmation and of autonomy. In other words, it testifies to the existence of a conflict in
the axle dependency-autonomy (to demonstrated, I have often found panel 1 to be valued as
Ambivalent Choice in teen-agers).
The NEGATIVE COMPENSATION (CN). It is a index of a greatest degree of ambivalence and of
accentuated conflict in the psychic area revealed by the specific panel. These feelings, in general,
are not perceived in a conscious manner by the subject, but instead they are exposed in an
unconscious way.
These evaluations point out the presence of real deficiency and as such, in prognostic sense, their
meaning is rather negative. For example, the subject draws at first panel 7 but the values of the
Evocative Character and of the Affective Quality are = 0. That means that the relationship with the
female, with sexuality, is strongly ambivalent and in conflict on a unconscious level, disguised on a
behavioural level by mechanisms of hyper compensation.
While the Ambivalent Choices could be, with relative facility, obvious and sorts understandable to
the subject (consciously perceived), the Negative Compensations require a deeper
psychotherapeutic work. When the ambivalent choice is prevailing, the indication for a
psychotherapy could be of the cognitive type, when the Negative Compensations are predominate it
indicates a psychotherapy of dynamic orientation.
The POSITIVE COMPENSATION (CP): it represent a lesser negative degree amongst the various
types of delay because is characterized by high values in the Evocative Character and in the
Affective Quality. Similar to the negative compensation, for the high degree of conflict of the
unconscious nature, it is different in that it has fierce, positive characteristics. In Positive
Compensation the characteristics represent latent potentialities and the base on which to work, in
psychotherapy, in order to realize a higher and more functional degree of organization in the
structure of individuality. The Positive Compensation points out to the therapist the problem of the
subject but also the way in which to resolve it!
For example, if Panel 5 is drawn in the second half obtaining an evaluation greater than 1 in the
C.E. and in the Q.A., it points out that the aggressive energy is deeply repressed but, at the same
time, on a prognostic level, good potentiality for resolution exists and, just in working on them, the
subject will succeed to be able to use it in ego-functional way.
The Positive Compensation testifies, also to the existence in the subject of sthenic characteristics
(positive prognosis).
AMBIVALENT DELAY (RA). Also in this case it is possible to create a twin ship with the
ambivalent choice; but, to the contrary of it, the Ambivalent Delay is unconscious. The ambivalent
delay points out, in the psychic area evoked by the panel, the existence of ambivalent unconscious
elements. These elements are deeply repressed and represent the origin of generalized strains, and
of reactive behaviours, of a malaise that invades a great part of the behaviour.
Prognostically, it indicates a more negative value and points out the necessity of a psychoanalytic
treatment.
DELAY (R). It constitutes the more negative evaluation that a panel can obtain. It represent
therefore elements that the subject tends to delete, to eliminate; they are, therefore, areas that are
completely unconscious and that in latent way determine and affect all the behaviours of the
subject. The Delays are conflicting areas, problematic kernels assets that affect, unconsciously, the
operation of the complete individuality. More over the score draws near to zero and it points out a
complete repression of the areas interested.
The six categories represents a continuum along with which we go from an elevated level of
integration to a lesser level, from a lesser degree of conflict to a greater, from a state in which the
awareness is present to one in which it is absent (see figure 5).
Figure 5
The characteristics of the six valuations
LEVEL OF LEVEL OF LEVEL OF

INTEGRATION CONFLICT AWARENESS
S MAXIMUM ABSENT PRESENT
SA HIGH LOW – MEDIUM PRESENT
CN LOW-HIGH ABSENT-HIGH ABSENT
CP MEDIUM-HIGH ABSENT/LOW ABSENT
RA LOW/ABSENT HIGH ABSENT
R ABSENT MAXIMUM ABSENT

The Analysis of the Succession 2.
On the base of the clinical experience it was possible to create a theoretical model for which the
normal subject should follow the succession of the panels.
Such idea was borne by the observation that the panels of the Wartegg, according to their specific
diagnostical meaning, can be grouped in 4 couples
The first pair consists of Panels 1 and 8: panel 1 evokes feelings and evaluations of the Ego, the
eighth furnishes us with information on the type of relationship lived with one’s surroundings;
the second pair consists of panels 3 and 6: these panels point out, respectively, the levels of the
subject psychic energy and the ability to apply it effectively to the process of adaptation.
The third pair consists of panels 2 and 4. Panel 2 is connected to dynamics of the objectual-relation
with the maternal figure, panel 4 is connected to the relationship with the father figure.
The fourth and last pair, consists of panels 5 and 7: the 5th is connected to the ability to overcome
an obstacle, to react to a frustrating situation, it demonstrates our aggressive energy, it is connected
to the survival of the mankind; panel 7 evokes dynamics tied to the female, to the sensivity and,
finally, to sexual energy. Because these two panels represents aggressive energy and libidinal
energy, respectively, in my judgement they can be considered a pair.
These four pairs can be further on grouped in two pairs.
A) the first two pairs (1-8 and 3-6) are formed by the conscious part of the subject. They, in fact,
include multivarious functions of the Ego: those which are strictly perceptive-associational, to those
which regulate the mental operation (formation of the concepts, memory, anticipation, planning
etc.), functions which include self evaluation, also include social relationships and the levels of
activity in the ability to adapt to one’s surrounding (function of judgment, examination of reality
etc.).
B) the seconds two pairs (2-4 and 5-7) have in common the characteristic of be tied panels by less
conscious appearances; are tied to the unconscious and are connected to both collective unconscious
and individual unconscious.

Then, on one hand, we have 4 panels (1, 3, 6 and 8) concerning the Ego and its process of
adaptation with its surroundings;
on the other hand, we have 4 panels (2, 4, 5 and 7) that are concerned more specifically with the
sphere of Affectivity.
According to this model, the subjects should draw in the first four drawings, the panels 1,8, 3 and 6
and the remaining 4 panels in the second half. That is to say:
Panels 1- 8: in the first two places in the Order of Performance;
Panels 3- 6: in the third and fourth place;
Panels 2- 4: in the fifth and sixth place;
Panels 5- 7: in the next to last and the last place.
Figure 6
The Analysis of Succession 2
Area of the Ego

(1 - 8)
8 5
S SA
Area of the Ego Area of Affectivity

(3 - 6) (2 - 4)
3 6 2 7
SA S CP CP
Area of Affectivity
(5 - 7)
1 4
RA R
Such an hypothesis has been confirmed by the clinical practise that demonstrated that in about 75%
of cases, in the first 4 drawings of the subjects we find panels 1,3,6 and 8.
This distribution reached a statistical significance with p<0,0001.

The Meaning of the Analysis of the Succession 2
The order to succession in this theoretical model is very important. It is of great psychodiagnostic
relevance when the subject strays from this model of succession. In practice, referencing to always
this example, the examiner will write his evaluations.
The pairs in parenthesis represent the model of theoretical succession, the pairs without parenthesis
are the panels that the subject has drawn. Beneath, the examiner writes the evaluation obtained by
each panel.
In a normal individual, the performance of Wartegg should be as characterized:
panels 1 and 8 drawn in the first half and valued like choices;
panels 3 and 6 drawn in the first half and still valued like choices or at most as ambivalent choices;
panels 2 and 4 in the second half and valued as positive compensations;
panels 5 and 7 in the second half and valued as positive compensations.
In a theoretical viewpoint, then, the normal subject would not ever present the ambivalent delays
and the delays.
Validity and reliability.
The effectiveness of the instrument has been verified through a series of tests. One of the most
important (Italian Navy, 1999) made a comparison between the output data of the WDCT and those
of the psychological tests used by the Italian Navy for the admission to the Naval Academy of
Livorno. Results were:
1) High concordance between the general evaluations of the Selection Department and the data
from the WDCT test;
2) Concordance (86.4 %) between WDCT and MMPI-2 and concordance (89.2 %) between WDCT
and Guilford-Zimmermann.
3) Other researches have found a very high (k = 0.91) inter-scorer agreement between expert
psychologists in the scoring proceeding.

A clinical case
THE CASE OF SAMUEL
This clinical case is a “blind” valuation: Stephen Finn administered the Wartegg test to one client of his.
Then he sent the WDCT to Alessandro Crisi who, without knowing anything about the client (except the
name, the gender and the age), scored and interpreted the WDCT of the subject.
Below you’ll find the Wartegg form: all the words in black are from Wartegg report; all the words in blu are
the observations that Finn made on the base of the therapeutic assessment.
The Wartegg of Samuel

Time of performance: 15'5"
P 1 - eye
P 2 - some guy looking at the eye (in 1)
P 3 - a guy and his car
P 4 - a skull
P 5 - a sword, it had to be a sword
P 6 - a battery
P 7 - a frying pan with 2 eggs
P 8 - a waffle cone with ice cream
Drawing liked most: 6, because it is more interesting. It's not the whole battery, just the important
part
Drawing liked less: 4, it's overly cartoony for some reason
Stimulus liked most: 8, it has a curve
Stimulus liked less: 4, it's just a square in a corner, too big
Patient turn form?: No
Use additional instruction?: No
Samuel is a 19-year-old boy referred by his parents for a psychological assessment on the advice of
their neighbour who is a psychologist I know. The parents are concerned because S. is not working or
going to school, and spends a great deal of time playing video games in his room at home. He went to
university last year, but did terribly in his courses and came back home. This year, he tried take a
course at a local community college, but he also did not complete this course.
Some of the parents’ questions for the assessment are:
What gets in the way of S. succeeding at school?
How can we help S. become independent?
Why is he so angry and irritable all the time?
How can S. come to form long term goals, believe he can achieve them, and work to reach
them?
The Wartegg Report The Therapeutic Assessment

by Alessandro Crisi by Stephen Finn
1) INTELLIGENCE: this client has a very
good intelligence. The theoretical and practical
aspects are well balanced and integrated each
other although, through a closer examination, it
seems to prevail more the practical attitudes than
the abstract one. Surely this client has very high
characteristics of originality and creativity. WAIS-IV: FSIQ = 115; VCI = 110; PRI: 125;
WM = 114; PSI = 94 Block Design = 17;
Vocabulary = 15; Arithmetic = 14; Matrix
Reasoning = 14
2) THOUGHT PROCESSES
ORGANIZATION: The ability to deal reality is
generally adequate (no special scores of serious
entity) and the client is related to the reality

mainly using rational and intellectualized
modalities. He is very intellectualized in his presentation.
Rorschach: Intell Index = 4
Modalities of hyper vigilance have appeared
during the performance of the test. In this case,
the hyper vigilance of the client must be
interpreted as something caused by his deep
insecurity; the client is very attentive to the
reactions of others (maybe we can find some
aspects of susceptibility and touchiness). He began the assessment fairly guarded, but is
starting to open up more. During the
intelligence testing, his deep insecurity has
been very apparent. Even on tests he did
incredibly well on (e.g., Block Design) he
doubted his performance and was very self-
critical.
Rorschach: Vista = 4; MOR = 5
Deep down, he feels defective and ashamed
There is a moderate tendency to interpret reality
in not always adequate and functional ways. In
fact, we’ve found some special scores that
usually occur in subjects who tend to modify the
reading of the reality through inner schemes. So
their adaptive modes tend above all to modify the
external rather than the internal schemes. Rorschach: X-% = .50; Popular = 2; He does
express a lot of “unique” opinions that don’t
really make sense. He spends hours in his
room playing an online fantasy role playing
game that is mainly played by much younger
children (e.g., 10-year-old boys). I think he
sticks with this game because he has a number
of “credits” from having played it so much,
and thus he is ranked 13,000 among 8 million
players.
However this client participates in the way of
thinking of the society and is adherent to it;
indeed very pronounced traits of dependence on
people of the surrounding emerge. Such a
dependence can lead continually the client to
seek support and reassurance of others. Levels so
high of dependency could determine also
incongruent behaviours because this client can
modify his reactions on the base of the people he
is frequenting.
He clearly is quite dependent on his parents,
and is frightened of many things such as job
interviews or meeting new people. But he
presents himself as “his own person,” not
acknowledging how terrified he is of the
world, and is more likely to be angry at his
parents when they try to get him to do
something new, rather than saying that he is
afraid.
3) ACTIVITY (AVAILABLE ENERGY): In
general, the ability of this client to pursue goals
and to achieve targets is well organized and

efficacy. But at the present we observe a fairly
small efficiency or at least very small if
compared to his excellent potential capabilities.
It’s possible that this situation can be determined
by the strong state of anxiety and depression that
appeared in the test and on which we will discuss He appears quite depressed and anxious on
later. the MMPI-2 and on the Rorschach there were
signs of a serious underlying depression
(DEPI = 6; S-CON = 7). He clearly is not
living up to his considerable potential, and
will need a great deal of support to do so.
4) SOCIALIZATION or INTERPERSONAL:
As was said before this client shows a general
attitude of dependence on the point that it is
possible to envisage a limited ability to think and
operate themselves in autonomy or a certain
contradiction in behaviour caused by constant
He really “feels” like a 10- or 11-year old boy
use of imitation as a means of acceptance social.
when I am with him. He has a number of
friends from high school that he spends time
with, and he talks about them and what they
are doing sometimes with me.
It’s probable that at the basis of such dependence
is found a marked insecurity, a lack of self-
confidence in his own abilities and a very high
level of sensitivity. This situation leads the client
to assume an attitude towards the environment of
high vigilance to what is said or done by others.
It’s also possible that sometimes the reactions to
situations of frustration are characterized by
scarce functionality (aggressive dependence by
He gets very angry and shouts when his
others).
parents press him about doing more. They are
very passive in general, but then become very
critical. The shame that is revealed on the
Rorschach is very marked.
5) PSYCHOAFFECTIVE SPHERE: We are
facing a young man with great intellectual ability
and creativity but characterized by significant
problems in terms of affection and social
adaptation.
Beneath a facade in which rationality plays a
major role, in fact, this client presents traits of
deep insecurity, some emotional immaturity and
a strong ambivalence towards all the significant
relationships in his life. This is perfectly correct.
The emotional life of the young seems to be

dominated by the following characteristics:
a deep dependence which limits the performance Clearly
and adaptation;
some inadequate reactions to the frustrations and,
at least, one of his parents’ main concerns
a relationship with both the parental figures
particularly difficult. hostile dependence describes his relationship

with them perfectly.
About dependence we discussed before.
About the ability to tolerate frustration is there to
say that it does not seem very high and that,
especially in contexts very emotionally
meaningful, reactions to frustration may take the
form of a scarce functionality and are not
directed to solve the problem. In those situations
it seems that mainly prevail the affective
modalities and not the rational modalities as Yes, again, when he gets frustrated with an
usual. activity or believes he is doing badly, he
simply quits it and does not try to solve it.
Respect to the parental figures we can

understand that towards the paternal figure there
is a deep and strong conflict: only through the
Wartegg test is very hard to understand what is
the cause or the reason of such an conflictual
situation. We can make two different hypothesis.
1) An absent father (in a concrete sense or
in a figurative sense as psychological
absence as familiar pattern);
2) A violent father (in other words, the
situation can be compatible with real
violence or with negative experiences
with the father). Of course, the possible
presence of unconscious fantasies and
defence mechanisms force us to seek
confirmation of this hypothesis through
further evaluations and must be
supported by other tests and interviews. The father is very shut down emotionally, and
“disappears” in the room when all of us meet
together. He has little to do with the young
man. Samuel has talked to me about wishing
his father would pay more attention to him,
but he also does not find his father idealize-
able. Samuel tells stories of the father doing
things in public that make him look like a fool
or a social idiot (e.g., not being able to work
the drink dispenser in a restaurant). The
father seems very easily insulted and
“prickly.” In the past, the father is reported to
have had angry explosions.
Regarding the maternal figure, we can assume a
her constant, continuous and insistent presence to
the aim to control and criticise all the things her
son does. At the same time, the client has a very
close relationship with her mother with some
troubles on the axis autonomy-dependency. The mother now leaves Samuel alone mainly,
but she can be critical and intrusive when she
gets anxious. She was very shaming and
critical of him during the first joint session,
and when I asked him about this later, Samuel
was very protective of her and said he didn’t
experience her as critical. (I was wincing in

the session.) She has had several episodes of
cancer in the last 7 years and has talked about
how helpful Samuel was taking care of her. I
talked to the couples therapist who worked
with the parents for several years and she said
the marriage is very empty and has been for a
And it is probably that from such a combination long time.
between these two factors (omnipresent mother-
bad relationship with father) that the most of the
difficulties of the young man arise.
They say they want him to be independent,
but they continue giving him money and
letting him do nothing, in part because they
are afraid of his anger. He feels very loyal to
them and does not see that they are not very
involved with him in an emotional supportive
way. But clearly, he also is very angry at
them.
All this can only result in difficulties in giving
life and support meaningful and satisfying
relationships with the opposite sex. It seems that
the client is able to see his relationship with
female only in a dependent way. He is heterosexual, but has never had a
girlfriend.
It’s possible the presence of phobic-obsessive

traits (especially eating disorders). He is morbidly obese and has been since he
was age 10 or so.
Things of whom above have characteristics of
structuring in the personality of the young and
they must not be considered as a reactive
situation to some special events. It’s possible that
the client presents is an archaic neurotic structure
of personality.
Report by the Analysis of Succession 1 and 2.

The Analysis of the Succession 1 puts in
evidence:
In this client there are many Ambivalent Choices
(SA=2) and Ambivalent Delays (RA=1). Such an
situation is not usual in the normal population
where the prevalence is of the evaluations
Choices and Positive Compensations. We find
this situation in neurotic clients. A very bad
evaluation in Panel 1 (=RA) and 4 (=R).
Especially the negative evaluation of Panel 4 is
generally connected to real difficulties in the
relationship with the authoritarian figures.
The Analysis of Succession 2 indicate the

following aspects:
First Pair (expected panels 1-8):
Performance of the client: 8 (=S, choice) and 5
(=SA, ambivalent choice).
Panel 8 came first with a good evaluation and it
indicates a great attention to the surrounding and

its requests (trait of dependence and of
complacency). Panel 5 came second but with a
negative evaluation (SA). This means that
aggressive energy (in the sense of assertiveness,
decision) are generally well organized and allow
the youth to achieve the goals that usually arises
but, at present, there is a situation of blockage due
to a depressive condition.
Second Pair (expected panels 3-6):

Performance of the client: 3 (=SA) and 6 (=S).
The performance is that expected. The negative
evaluation of Panel 3 is connected to the negative
evaluation of panel 5. It’s possible that in this
moment could be difficulties in the achievement
of a goal
Third Pair (expected panels 2-4):

Performance of client: 2 (=CP) and 7 (=CP).
Panel 2 is in the expected place while the panel 7
is moderately advanced. In total there are
possible difficulties in the relationship with the
female (in both meanings of relationship with the
mother figure and with the girls as interpersonal
relationship). These difficulties are mainly
represented by behaviours characterized by
strong dependence.
Fourth Pair (expected panels 5-7):

Performance of the client: 1 (=RA) and 4 (=R).
Panel 1 is too much retarded with a negative
evaluation (traits of deep insecurity and scarce
self-confidence). Panel 4 is retarded with the
worst evaluation: great difficulties in the As a teen, he saw a male psychoanalyst for 3
relationship with the father and with the authority. years, 3 times a week. The family and he said
he made little progress, but the analyst says he
became less angry and more socially connected
and successful at school. Samuel went to an
“alternative” high school and was well liked by
his teachers. He collected a group of friends
there who were also “misfits.” The family also
did some family therapy with an excellent
colleague of mine, but dropped out after she
began to focus on the parents’ marriage.
Again, the family says the therapy was not
helpful and so they stopped. The parents said
they have a happy relationship.
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Copyright © 2010 – Istituto Italiano Wartegg. All rights reserved.

A new methodology for the Wartegg Completion Test (WDCT)

in the Clinical, Selection and Guidance fields

Alessandro Crisi – Psy.D.

Italian Institute of Wartegg – Rome

University of Rome “La Sapienza”

II School of Specialization in Clinical Psychology

standardization conducted on about 2300 subjects (Crisi, 2007).

the clinical observations.

book on WDCT was published only in 1953.

panel (see Figure 1).

(Crisi, 2007 II edition).” (Roivanen, 2009).

between 1981-2006. ” (Roivanen, 2009).

English-speaking countries is almost unknown although in the ’50 the American-Belgian

Why a new methodology?

limit its use in the clinical context:

mainly not enough to fully support his ingenious ideas.

age (Bianchi, Crisi, Di Renzo, 1993).

The new methodology.

defined scoring categories.

P E.C. A.Q. F.Q. CONT. FR. SPECIAL M

(M) and Secondary (m); Impulse Responses (IR).

the psychological structure of the examined subject.

The Evocative Character.

prominent qualitatively” (1953).

This sentence permit us to analyse two important points.

an stimulus-attribution test in which the examinees attribute meaning through interpretation.

following figure 3 (Crisi, 2007):

PERCEPTIVE EVOCATIVE DIAGNOSTICAL

1 Point exactly central CENTRALITY SELF-EVALUATION

2 Wavy line, round-edged VITALITY FEMALE OBJECT

3 Three increasing lines DIRECTIONALITY LEVELS OF ACTIVITY

PERCEPTIVE EVOCATIVE DIAGNOSTICAL

4 Little black square STABILITY MALE OBJECT RELATION

5 Two opposite lines, CONTRAPOSITION AGGRESSIVE ENERGY

6 Two lines intended at the SYNTHESIS RELATION TO REALITY

7 Dotted, half-circular DELICACY SEXUAL ENERGY

8 Curved line turned low ROUNDING and CLOSING SOCIALIZATION

The Affective Quality.

The Scoring of the Affective Quality.

Equivalent elements of the Rorschach CS are in brackets.

SEX = sexual contents (Sx).

= smoke, cloud and rain (Cl).

part, on factors more strictly socio-cultural, on cultural appearances connected to history,

traditions, fairs and proverbs of Italy.

clowns, cross, etc.

accompanied with verbalizations characterized by diminutive or endearing words. For example,

"pig” or “tiger," has a Q.A. = 0 while "piglet”, “tiger-cub" becomes Q.A. = 1.

judgments of a group of eight psychologists, all expert in the WDCT.

sex, to cultural background of the subject etc. But it was necessary.

and therefore their affective quality is scored differently.

The Analysis of Succession.

WDCT in the clinical assessment know that it’s not so.

of Performance) represent CHOICES;

available by a clinical point of view.

the Affective Quality, is greater than 1;

• Ambivalent choice (SA), if the score is equal to 1;

• Negative compensation (CN), if the score is less than 1;

• Delay (R), if the score is less than 1;

• Ambivalent delay (RA), if the score is equal to 1;

• Positive compensation (CP), if the score is greater than 1.

(always if in accordance with all the other elements of evaluation).

psychotherapy, it will be more possible to trust.