A common procedure for using the Kinetic Family Drawing (KFD) in educational psychology practice: an exploratory study using the Delphi method

While the Kinetic Family Drawing (KFD) is used in educational psychology (EP) practice, the research suggests there is no agreement about the procedure for administering and interpreting the tool. Current literature identifies the KFD may be informed by a range of psychological theories and for differing purposes in both clinical and educational settings. One such approach to its use as a projective assessment through application of psychoanalytic theory to develop hypotheses about unconscious processes that may be influencing a child or young person. However, psychoanalytic techniques appear less popular amongst UK EPs, and some of the challenges include a lack of training in this area and the provision of a best practice framework. In order to investigate further, this study used a multi-staged survey design to gain a consensus opinion amongst EPs. This exploratory piece of research sets out to address the following question: What are the features of an effective use of the kinetic family drawing (KFD) as a projective technique? Three rounds of the survey ran via email using the Delphi approach. Percentage of agreement was used to establish a consensus of opinion amongst eight participants about the key competencies needed for effective administration and interpretation of the KFD. Consensus was reached that 112 competencies of skills, knowledge and process are essential in all situations. Statements which were considered unique to the KFD from those that were general assessment skills were explored and separated and used to develop a KFD best practice framework.