Child abuse is an underreported phenomenon despite its high global prevalence. This study investigated how child abuse is perceived by children and adolescents as manifested in their drawings and narratives, based on the well-established notion that drawings serve as a window into children’s mental states. A sample of 97 Israeli children and adolescents aged 6–17 were asked to draw and narrate what child abuse meant to them. The drawings and narratives were coded quantitatively. The results indicated that participants did not perceive a distinction between abuse and violence and referred to them interchangeably. Almost half of the participants focused on emotional abuse. The most frequent type of abuse within the family was between parents and children, and the most frequent abuse outside the family was peer victimization. Most of the drawings were figurative and realistic and half of the drawings included words suggestive of the participants’ attempts to be heard and fully understood. The vast majority of drawings did not include the figure of the artist, about a third of the drawings employed dissociative techniques (i.e., included positive objects, were unrelated to abuse, used words alone, or did not follow the instructions), and almost half of the narratives were dissociative or characterized by negative resolution, describing feelings such as sadness, humiliation, and loneliness. These findings suggest the emotional pain associated with the abuse or violence and the use of dissociative mechanisms to bypass the pain. The findings are discussed in light of the literature on children’s disclosure.
Summary Child maltreatment is under-reported despite its high prevalence. It ranges from one-third to one-half lifetime exposure to violence. This points out to the issue of laypersons’ perceptions of what is child maltreatment and at what severity should it be reported. The current study sought to examine children and youth versus parents’ perceptions of child maltreatment. Following ethical approval, 259 children and youth between the ages 9 and 14 and 229 parents were administered anonymous questionnaire that included demographics and The Perception of Child Maltreatment Severity Scale. Statistically significant differences between children and youth, and adults in perception of child maltreatment in general were observed. Findings Results indicated that the groups differ in the severity attributed to emotional abuse and sexual abuse. In addition, unlike parents, children and youth perceived exposure of embarrassing photos via Internet and silent treatment by peers to be severe whereas parents perceived sexual molestation to be most severe behavior. Applications The study findings were discussed in light of the cultural gap between children and parents. Practically, the gap between parents’ and children’s perceptions of child maltreatment indicates the need for parents and professionals to look beyond their own perceptions and be alert to experiences of victimization a young person may have. This might assist professionals in developing an intervention program to increase children’s awareness of violent behaviors and decrease the gap between generations in terms of the perceptions gap.
The aim of the paper is to assess academic experiential learning in relation to academic lectures' perceived personal and professional growth. Sixteen PhD students (age ranged between 23 and 46, 10 male, 6 females) participated in an introduction to expressive art therapy. Qualitative methods according to phenomenological methodology was used. At the beginning and end of the 48-h course they were asked to draw themselves, and explain the differences between the two drawings. In addition participants were semi-structured interviewed about the course and its personal and professional aspects at the end of the course. The main themes were the carousal of emotional experience, the use of art means for growth, and, professional growth. Findings revealed a perceived growth in terms of family relationships, inter—personal skills, and professional role performance.
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