This article explores the process of recovering from sexual abuse according to children and adolescents who have been sexually abused and have successfully completed psychotherapy. In this qualitative study, interviews were conducted with 20 participants from 8 to 18 years of age and then subject to narrative analysis. Results show that participants' narratives of recovery involve an improvement of psychological well-being. Moreover, they feel better equipped to overcome future challenges, feeling empowered and able to retake control of their lives. Factors that support and inhibit recovery are examined, as are developmental differences. Discussion underlines the valuable role of psychotherapy in helping children and adolescents in their healing process, changing the meaning of the abusive experience, and developing new capacities.

The aim of this research was to identify the meanings of psychotherapeutic change of children and adolescents who have suffered sexual abuse and were in psychotherapy. In order to do this, a qualitative study was carried out in which in-depth interviews complemented with drawings were conducted with 10 children and adolescents, aged between 6 and 16 years, who were taking part in psychotherapy due to sexual abuse. The interviews took place between 6 and 10 months after the start of the therapy and before it ended. Thematic narrative analysis was used for the interviews and visual narrative analysis for the drawings. The main findings showed that children and adolescents visualized psychotherapeutic change as a process in which gradual progress is made. The participants notice changes from an initial state of sadness and distress, mainly describing a positive shift in terms of emotional well-being. In addition, in this phase of the therapy only a few participants identified changes in their feelings regarding the abusive experience. The participants identified aspects of the therapy and supportive relationships with significant others as elements that foster these changes. In their view, hindering elements include changes of therapist, legal factors, and not being believed by their family. It is discussed the importance of knowing the children and adolescents' perspective regarding psychotherapeutic change while participating in therapy processes, using multiple methodologies, to generate interventions that suit the needs of this population and match the pace of children and adolescents' change.

This study addresses the therapeutic relationship in child psychotherapy, through an exploration of the experience of the main actors engaged in child psychotherapy.Objectives: To describe and analyse the therapeutic relationship integrating the views of children, parents and therapists. Methods: This study employs a qualitative methodology, assuming a discovery-oriented approach which draws from grounded theory. Twelve psychotherapy triads participated, composed of children aged 6 to 10, their parents and psychotherapists. Semi-structured follow-up interviews were conducted (N=36), including a drawing in the case of the children. Results: A positive therapeutic relationship with children and parents was viewed as a gradually constructed process, based on a positive emotional encounter between participants. It was facilitated primarily by the therapist's commitment and playful stance, the child and therapist mutual involvement, and the parent's collaboration. These aspects entailed a trustful, validating and caring relationship, that shaped children and parents' motivations towards therapy and facilitated change.Conclusions: From a multiple-perspective approach, therapy was conceived as a relational experience. The development of positive relationships required different and evolving dispositions from therapy main actors. Therapists' genuine feelings and engagement in therapeutic activity seem central, underlining the importance of addressing relational aspects in child therapy research and training.

Introduction: In the field of child psychotherapy research it is common to evaluate psychotherapeutic change through the perspective of adults, such as the child’s parents or designated therapist. Research that actively includes children’s perspectives of psychotherapy generally turn to verbal methods of gathering information, such as interviews. It is important, however, to take into account non-verbal resources that better facilitate expression among children. Aim: This article explores the use of drawings in order to better understand how children view psychotherapy and psychotherapeutic change. It aims to contribute to child and adolescent psychotherapy research by proposing a new methodology. Method: This study presents a single case analysis of the “before and after psychotherapy” drawing of an eight year-old boy who was sexually abused and successfully completed the psychotherapeutic process due to this experience. Data collection methods include soliciting a drawing and carrying out an in-depth interview, both of which were examined using thematic and visual narrative analysis. Results: Participant drawing provided crucial insight into the psychotherapy process, such as perceived changes in emotional states and personal growth and empowerment, all of which allowed the child to make sense of the abusive experience. Meanings that emerged when analyzing the drawing complement verbal narratives. Discussion: The implications of these results are discussed, highlighting the importance of non-traditional research methodologies that are sensitive to children’s developmental needs. Methodologies that consider the developmental characteristics of children allow them to express themselves fully, articulate their narratives and voices, and allow us to reach an understanding of their meanings of their psychotherapeutic processes.

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