Children drawing violence: To what extent does it reflect actual experience

Lev–Wiesel, Rachel; Hazan, Meital; Daniel, Milanya; German, Vera; Finger, Zeeva; Weinger, Susan; Binson, Bussakorn

doi:10.1016/j.aip.2020.101717

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…Therefore, young children are very fond of colouring books, which are now selling in large numbers on a wide variety of topics. Since children do not have the skills to depict the objects of their surrounding reality, the use of ready-made pictures allows them to create the illusion of drawing "for real" in their minds; this certainly has a positive effect on self-esteem and encourages children to continue their passion for drawing [21].…”

Section: Resultsmentioning

confidence: 99%

Development of Creative Abilities in Children Preschool and Younger School Age

Mukhametshin¹,

Ushakova²,

Mubarakshina³

et al. 2020

ujer

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The article examines art education for children of preschool and primary school age as being the most effective tool for the formation of a full-fledged future personality. In modern preschool institutions and in elementary schools, art lessons are an integral part of the educational process, since the development of the creative abilities of the next generation from childhood is one of the top priority tasks of the domestic education system. Drawing is one of the children's most beloved activities. Children begin to draw before they can speak. While engaging in visual arts, they depict everything that they see; the more that they engage their imagination, the better their imagination and abstract thinking get, and their artistic taste is being formed. This article discusses the views of foreign and domestic expertseducators, psychologists, art historians and artistson how children's personalities are successfully formed and developed in the process of artistic creation, and what accompanying conditions are needed. The current pedagogical experiment of the Children's Studio of Fine Arts and Design, in the Department of Design and National Arts of Kazan Federal University, was described; it is aimed at revealing the natural talents of children through teaching creativity. The results of the experiment will allow us to recommend the methodology of the Studio for use in schools, child care facilities, art studios, clubs, and art classes.

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Section: Resultsmentioning

confidence: 99%

Development of Creative Abilities in Children Preschool and Younger School Age

Mukhametshin¹,

Ushakova²,

Mubarakshina³

et al. 2020

ujer

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show abstract

“…Drawing is an artistic tool used by therapists to evaluate and diagnose an individual's experience of himself and an event in which he was involved (Malchiodi, 2004). Through drawing, children can express their feelings and thoughts towards themselves, their environment and their inner and unconscious worlds (Lev-Wiesel et al, 2020). Drawings can also reflect the psychological characteristics of their creator.…”

Section: Drawings and Narratives As Tools For Uncovering Hidden Feelingsmentioning

confidence: 99%

“…The findings seem to broaden our understanding of the psychological meaning of living with a history of CSA who may desire revenge and reverse their state as victims to step out of it (Goldner et al, 2019; Iordanou, 2019). Additionally, findings shed light on how the desire for revenge and revenge fantasies can serve via drawings and narratives as a coping strategy and a way to express complicated feelings (Lev‐Wiesel et al, 2020). From a psychoanalytical perspective, allowing the child to express the desire to revenge and his or her revenge fantasy might calm the victim's feelings of insult, shame and humiliation (Berger, 2014), allowing the victim to virtually punish the perpetrator and settle the score between the victim's suffering and the perpetrator's actions (Lillie & Strelan, 2016; Schumann & Ross, 2010).…”

Section: Concluding Comments Limitations and Future Directionsmentioning

confidence: 99%

“…In the latter sense, a desire for revenge is self‐protective, stabilizing the psyche and transforming the victim's behaviour from passive to active, thus, regaining a sense of control and self‐esteem which is required for recovering (Iordanou, 2019; Strelan et al, 2020). Creative tools such as drawings are useful techniques for expressing socially unacceptable desires such as the desire for revenge, encouraging verbalization and enriching the narratives, which may promote recovery (Lev‐Wiesel et al, 2020; McInnes, 2019).…”

Section: Concluding Comments Limitations and Future Directionsmentioning

confidence: 99%

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The reflection of desire for revenge and revenge fantasies in drawings and narratives of sexually abused children

Lev–Wiesel

Leibovich

Doron

et al. 2023

Child & Family Social Work

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Whereas the desire for revenge for an unjust deed is considered natural, its use within the therapeutic setting is scarce, specifically in sexually victimized children. The study aimed to find how experiencing sexual molestation during childhood and the revenge fantasy is reflected in drawings and narratives of sexually victimized children. Following ethical approval and signing a consent form, 14 children who experienced sexual abuse and were psychologically treated (ages 11–18) were recruited. They were asked to draw two drawings: “draw an unjust event that had happened to you” and “draw what you would have liked to happen to the person that unjustly treated you.” At completion, participants were asked to give a narrative to each drawing. Phenomenological analysis of the drawings and narratives indicated that most participants refrained from using more than two colours, did not draw the perpetrator and drew schematic figures. The main themes that emerged in the drawings and the narratives were feeling of loneliness, aloneness, and the desire for role reversal.

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“…There is a consensus among researchers and clinicians that as a projective tool, drawing provides clients with the opportunity to externalize unspoken information, confusion, worries, and defensive alternations and mechanisms, thereby enabling practitioners to evaluate unexpressed anxiety, the child's coping style, and the presence of traumatic issues that impact the victimized client's self (Houser, 2019; Lev-Wiesel et al, 2020). This, together with Silberg's (1998) and Lev-Wiesel's (2005) suggestion of multiplicity as a substantial feature in child and adult drawings for diagnostic discrimination of dissociative disorders, lends weight to the hypothesis that human figure drawings drawn by individuals with DID are likely to exhibit symbolic expressions (i.e., parts or the whole human figure) in two or more personality states.…”

Section: Introductionmentioning

confidence: 99%

Adult Survivors of Child Sexual Abuse Draw and Describe Their Experiences of Dissociation

Lev–Wiesel

Goldner

Haas

et al. 2023

Violence Against Women

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The paper examined how dissociation is experienced and manifested in the drawings and narratives of female survivors of childhood sexual abuse (CSA) diagnosed with dissociative identity disorder. Fifteen Israeli women filled out a self-report questionnaire consisting of demographics, traumatic events, and dissociation severity. Then, they were asked to draw a dissociation experience and provide a narrative. The results indicated that experiencing CSA was highly correlated with indicators such as the level of fragmentation, the figurative style, as well as with the narrative. Two main themes emerged: a constant movement between internal and external worlds, and distorted perceptions of time and space.

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Children drawing violence: To what extent does it reflect actual experience

Cited by 8 publications

References 36 publications

Development of Creative Abilities in Children Preschool and Younger School Age

Development of Creative Abilities in Children Preschool and Younger School Age

The reflection of desire for revenge and revenge fantasies in drawings and narratives of sexually abused children

Adult Survivors of Child Sexual Abuse Draw and Describe Their Experiences of Dissociation

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