Woolford Junie, Patterson Tess, Macleod Emily, Hobbs Linda, Hayne Harlene
Psychological Medicine Department, University of Otago, Dunedin, New Zealand.
Psychological Medicine Department, University of Otago, Dunedin, New Zealand
Clin Child Psychol Psychiatry. 2015 Jan;20(1):68-83. doi: 10.1177/1359104513496261. Epub 2013 Jul 31.
When children require mental health services, clinicians need to conduct assessments that are developmentally sensitive and that include the child's point of view. Drawing is a popular tool that is commonly used in clinical settings. Research on drawing in experimental settings has confirmed that the opportunity to draw while talking increases the amount of verbal information that children report during an interview. The present research examined whether drawing also facilitates children's self reports during a mental health assessment. A total of 33 5-12-year-old children were asked either to draw and tell about their presenting problem or to tell only. Children who drew and told provided twice as much verbal information as children who told only. Further, interviewers in the draw and tell condition used a greater number of minimal responses than did interviewers in the tell only condition. These data have important implications for clinical practice.
当儿童需要心理健康服务时，临床医生需要进行对发育敏感且包含儿童观点的评估。绘画是临床环境中常用的一种流行工具。在实验环境中对绘画的研究证实，在谈话时绘画的机会增加了儿童在访谈中报告的言语信息量。本研究调查了绘画是否也有助于儿童在心理健康评估中的自我报告。总共33名5至12岁的儿童被要求要么画画并讲述他们的当前问题，要么只讲述。画画并讲述的儿童提供的言语信息是只讲述的儿童的两倍。此外，在画画并讲述组的访谈者比只讲述组的访谈者使用了更多的简短回应。这些数据对临床实践具有重要意义。
