Children's drawings as a self‐report measurement

Abstract

A B S T R AC TThe present exploratory paper addresses school-aged children's assessments of treatment outcomes using drawing as a self-report measure with usefulness for assessment and therapy. The process of using drawing in therapy can provide information on how a particular child perceives and conceives his or her own world. Examples are presented of drawings by three children with oppositional defiant disorder aged 10-11 years who participated in group intervention aiming to reduce aggressive behaviour. All three were asked to draw themselves twice on the same day at the end of treatment: (1) a retrospective drawing of themselves as they had been at the beginning of intervention; and (2) a drawing of themselves as they were now, after intervention. Children then described what they had drawn, revealing the change they perceived. Drawing as a self-report measure added information regarding: the child's ability for selfawareness; the link between thoughts, emotions and behaviours; and the process of change.

Mapping the waters: A scoping review of the use of visual arts in pediatric populations with health conditions

“…Of these, two studies (Martin, 2008;Wallace et al, 2004) included participants over 18 years of age. One study included participants within the specific age range of 11-12 years (Hamama & Ronen, 2009) and only one study included only adolescent participants (Lyshak-Stelzer et al, 2007). Sample sizes ranged from 22 to 435 participants.…”

“…The disciplinary background of the first authors varied and included art therapists (n ¼ 2) (Lyshak-Stelzer, Singer, St. John, & Chemtob, 2007;Martin, 2008); nurses (n ¼ 3) (Brewer, Gleditsch, Syblik, Tietjens, & Vacik, 2006;Madden, Mowry, Gao, McGuire Cullen, & Foreman, 2010;Rollins, 2005); psychotherapists (n ¼ 2) (Epp, 2008;Wallace et al, 2004); psychologists (n ¼ 2) (Favara-Scacco, Smirne, Schilirò, & Di Cataldo, 2001;Stefanatou, 2008); counsellors (n ¼ 1) (Beebe, Gelfand, & Bender, 2010); music therapists (n ¼ 1) (Colwell, Davis, & Schroeder, 2005); learning and research services from the department of pediatrics (n ¼ 1) (Kortesluoma, Punamäki, & Nikkonen, 2008); interior designers (n ¼ 1) (Eisen, Ulrich, Shepley, Varni, & Sherman, 2008); social workers (n ¼ 1) (Hamama & Ronen, 2009), anthroposophic medical doctors (n ¼ 1) (Hamre et al, 2009); and population health providers (n ¼ 1) (Mueller, Alie, Jonas, Brown, & Sherr, 2011). Overlap between disciplinary backgrounds of first authors was noted, predominantly within disciplines of art therapy and psychology (e.g.…”

“…Description of the interventionist varied greatly between studies, but details were generally lacking. In six of the studies, it was not clear who delivered the intervention, either because it was not stated (Bebbe et al, 2010;Kortesluoma et al, 2008;Stefanatou, 2008), or generic terminology, such as "facilitator" or "therapist", was used to describe the interventionist (Colwell et al, 2005;Hamama & Ronen, 2009;Wallace et al, 2004). In seven of the studies, the disciplinary background of the interventionist was explicitly stated ( Martin, 2008).…”

“…The settings of the remaining five studies that did not occur in hospital environments were varied and included community settings, such as schools, universities, or after-school programs (Beebe et al, 2010;Epp, 2008;Hamama & Ronen, 2009;Martin, 2008). One intervention occurred in a community art center (Mueller et al, 2011).…”

Perception of dental care among children

“…For this purpose, questionnaires are useful tools to evaluate a child's perception of dental treatment by the professional, which use exclusively the verbal information provided by the patients 3,[5][6][7] . Drawings are better since they do not require direct responses and help express feelings which the child is not aware of or unable to express verbally [8][9][10] . Identification of the causes of fear and anxiety is of utmost importance for the adequate management of pediatric patients.…”