Drawing and showing: helping children to report emotionally laden events

Abstract

Abstract This study examined the effectiveness of drawing and re‐enactment as means of facilitating children's verbal reports about emotionally laden events. Sixty children, aged 5 and 8 years, were interviewed about times when they had felt happy, sad and scared in one of three interview conditions; drawing, in which they were asked to draw and tell, re‐enactment, in which they were asked to re‐enact and tell, or verbal, in which they were simply asked to tell. For children of both age groups, drawing and re‐enactment enhanced the amount of information reported relative to a verbal interview. Further, drawing and re‐enactment elicited a greater number of items of descriptive information than did the verbal interview. The possible mechanisms underlying these findings and their implications for interviewing children in clinical contexts are discussed. Copyright © 2001 John Wiley & Sons, Ltd.

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