تطبیق ویژگی‌های ترسیمی کودکان در خانواده‌های شاد و دارای بحران بر اساس آزمون ترسیم خانواده (مدل کرمن) و مصاحبه (مطالعه موردی: کودکان ۸ تا ۱۰ سال دختر شهر تهران)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد نقاشی، دانشکده هنر، دانشگاه آزاد اسلامی تهران مرکزی، تهران، ایران

2 عضو هیأت علمی وابسته گروه نقاشی، دانشکده هنر، دانشگاه آزاد اسلامی، واحد تهران مرکزی، تهران، ایران

3 کارشناسی ارشد مدیریت استراتژیک، دانشکده مدیریت و حسابداری، دانشگاه شهید بهشتی، تهران، ایران

چکیده

دوران کودکی از مهم‌ترین مراحل زندگی است که در آن پایه‌های شخصیت فرد شکل می‌گیرد و خانواده، به‌عنوان نخستین پایگاه تربیتی کودک به‌شمار می‌رود؛ لذا شیوه‌های تربیتی والدین و شرایط روانی ـ اجتماعی حاکم بر خانواده می‌توانند تأثیرات عمیقی بر شکل‌گیری هویت کودک داشته باشند. خانواده‌های درگیر بحران‌های روانی، عاطفی یا ساختاری، معمولاً محیطی ناایمن برای رشد فراهم می‌آورند که می‌تواند در رفتارها و بازنمایی‌های کودک به‌ویژه در آثار هنری‌اش بازتاب یابد. نقاشی یکی از ابزارهای فرافکن است که از طریق آن می‌توان به دنیای اندیشه‌ها، احساس‌ها و تجارب هیجانی کودک دست یافت. پژوهش حاضر به مقایسه ویژگی‌های ترسیمی کودکان در خانواده‌های شاد و دارای بحران، با استفاده از تست ترسیمی آزمون خانواده (مدل کرمن) و مصاحبه با کودکان و والدین آنها، به روش توصیفی ـ تحلیلی می‌پردازد. شیوه گردآوری اطلاعات به‌صورت کتابخانه‌ای و میدانی است. سطح ترسیمی آزمون خانواده که شامل مؤلفه‌های خط، رنگ، فضا، فاصله بین اشخاص، بی‌ارزش نمودن اشخاص، اضافه نمودن شخصیت‌های دیگر، کمبود محبت، تعیین هویت، و ویژگی‌های اجتماعی، فرهنگی و اقتصادی هستند، مورد بررسی قرار گرفته و با استفاده از نرم‌افزار SPSS و آزمون مجذور خی دوطرفه تحلیل شده است. آزمودنی‌ها شامل 50 کودک سنین مابین 8 تا 10 سال دختر بودند که با مراجعه به مدرسه دخترانه شهید بهشتی در منطقه 15 تهران و 12 خانه بازی در مناطق 1، 2، 3، 6، 15، 22 تهران در سال 1402، به روش خوشه‌ای تصادفی انتخاب شده‌اند. در یافته‌ها در شاخص‌های «خطوط بارز، پررنگ، آزادانه و بلند»، «خطوط قطعه‌قطعه، متغیر و پیچیده»، «رنگ‌های سرد»، «رنگ خاکستری و مشکی» و همچنین شاخص «نزدیک به هم یا دست در دست» و «برجسته‌کردن شخصی در تصویر» تفاوت معنادار میان خانواده‌های شاد و دارای بحران مشاهده شد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing drawing features of children in happy families with the ones in troubled families based on family drawing test (Corman model) plus interviews (Case study: Girls aged 8 to 10 in the city of Tehran)

نویسندگان [English]

  • Shanly Momeni 1
  • atieh youzbashi 2
  • Farnaz Kalantari 3
1 Master of Painting, Faculty of Arts, Central Tehran Islamic Azad University, Tehran, Iran
2 Associate faculty member of Painting Department, Faculty of Arts, Islamic Azad University, Central Tehran Branch, Tehran, Iran
3 Master of Strategic Management, Faculty of Management and Accounting, Shahid Beheshti University, Tehran, Iran
چکیده [English]

Theoretical Background: Childhood is considered the most important period in forming the personality of a person inside the family. Family is the smallest yet most important and stable among social groups in a society. It can even be named as the primary base for shaping a child’s emotions, self-image, interpersonal interaction abilities, and relationships. So, children’s upbringing can be affected by parents’ interaction with each other and their children; the level of stability and mental security inside the family; overindulgence and negligence in terms of child-rearing, and even adverse living conditions. All of these can negatively affect the child’s identity formation resulting in a dent in his/her understanding of the surrounding environment especially the inner structure of the family paving the way for prospective crises in their life.
 Children face difficulty regarding directly expressing their emotions and experiences through words but when it comes to indirect methods like pictures and drawing provide a way into their world helping them express their feelings. Drawing is one of the methods known to be affected by cognitive, emotional, and social development which makes it a window to the world of children overlooking their emotions and thoughts. Children’s drawings in happy families and troubled ones have various features and scales, as a result analyzing the child’s projection in a family drawing test can give us valuable information considering the child’s personality, possible conflicts, and the relationship between the child and parents, siblings, and others.  
Research Objective: The current study tried to use a family drawing test (Corman model) and semi-structured interviews, in a descriptive and analytical manner, with children and their parents in an attempt to identify and analyze children in happy families and troubled ones. The aim of this study is to gain a deeper understanding of the mental representation of children from the family, how the emotional situation of the family is reflected in their drawings and verbal responses, and to pinpoint indicators that can contribute to the diagnosis of mental disorders or mental health in a family system. This study aims to explore the differences in emotional and cognitive traits between children from happy families and those from troubled ones. And how can the analysis of drawings along with conversations with children provide a more realistic picture of their mental state and emotions within the family? A family drawing test is an appropriate method to go beyond inappropriate defense mechanisms and the obtaining of genuine and less defensive responses from the child. With the help of this method most unconscious orientations, conflicts, personality disorders in children and their defense mechanisms, as well as the relationship between the role of the family and these disorders in their development, can be diagnosed.
Research Methodology: The methods for finding information were based on library and field research. The family study interface includes writing components, the font, the color, the space, the distance between the characters, the worthlessness of the characters, the addition of other personalities, love, identification, social, cultural, and economic characteristics, which were examined and analyzed using SPSS software and two-way analysis of variance. The participants were 50 female children aged between 8 and 10. They were chosen, using cluster randomization, from Shahid Beheshti school in District 15 Tehran and game centers for children in districts 1- 2-3-6-15 and 22 in Tehran in 1402.
Discussion and Analysis: Based on library research and statistical sample analysis, there were 27 happy families and 23 families with problems in the present study. The research components are categorized based on 9 most common factors handwriting, color, space, distance among people, devaluation of people, addition of other personalities, lack of love, identity determination, as well as cultural, social, and economic characteristics; each of which has several main characteristics that have been examined and analyzed.
Based on the Chi-Square Test results, to examine the differences between two groups of children in happy and troubled families, two out of four descriptive variables related to the line, are meaningful between the two groups. Other indicators do not have any significant differences. Hatched, clear, independent, and long lines and “broken, variable, and complex lines” are significant differences between families with and without troubles. In the ‘Hatched, clear, independent and long’ category, the happy family group is prevalent, while ‘broken, variable and complex’ lines are more common in the troubled family’s group. Of the three characteristics related to color, two are significant between the two groups. ‘Cold colors’ and “brown and grey colors” are significant differences between families with and without troubles, and are more prevalent in terms of frequency in the troubled family’s group. Of the six descriptive characteristics related to space, no significant difference was observed between families with and without troubles in any of the indicators. Of the two descriptive characteristics related to the distance between individuals, the indicator ‘close to each other or hand in hand’ showed a significant difference between families with and without troubles. ‘Close to each other or hand in hand’ was observed in both troubled and happy families, but it was more common in happy families. Of the three indicators related to devaluing people, no significant difference was observed between troubled families and happy families. In terms of the additional indicator of adding other people's names, no significant differences were observed between troubled and happy families. Based on two indicators related to Affection Deprivation, no significant differences were observed between families with and without trouble. Of the two indicators related to identification, the indicator ‘relief painting of a person in the picture’ was significantly different between families with and without trouble, with a higher prevalence in families with trouble. Based on two indicators related to cultural, social, and economic characteristics, no significant differences were observed between families with and without trouble.

کلیدواژه‌ها [English]

  • Family drawing test
  • Corman test
  • Happy family
  • Troubled family
  • Painting
Asgharnejadfarid, A. & Qasdi, R. (2015). Social functions and mental of children's painting. (1st Ed.). Tehran: Lohe Mahfouz. (In Persian)
Bandura, A. (1994). Self-efficacy In V. S. Ramachaudran (Ed.). Encyclopedia of human behavior, 4, 71–81.
Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development Journal, 37(4), 887–907.
Baumrind, D. (1991). The influence of parenting style on adolescent competence and substance use. The Journal of Early Adolescence, 11(1), 56–95.
Beck, A. T. & Haigh, E. A. (2014). Advances in cognitive theory and therapy: The generic cognitive model. Annual Review of Clinical Psychology, 10(1), 1–24.
Blancho, F. (2007). Family focused intervention to promote happiness. Journal of personality and social psychology, Vol. 53, 200-230.
Bowlby, J. (1969). Attachment and loss. (2nd Ed.). Vol. 1. Basic Books (A Member of the Perseus Books Group).
Bradley, R. H., Corwyn, R. F., McAdoo, H. P., & García Coll, C. (2001). The home environments of children in the United States, Part I: Variations by age, ethnicity, and poverty status. Child Development Journal, 72(6), 1844–1867.
Butler, S., Gross, J., & Hayne, H. (1995). The effect of drawing on memory performance in young children. Developmental Psychology Journal, 31(4), 597-608.
Chavoshi, M. S., Yazdi, S. M. & Hosseinian, S. (2018). Development of a local model of happiness-oriented family using grounded theory. The Women and Families Cultural-Educational Journal, 13(44), 7-26. (In Persian)
Compas, B. E., Champion, J. E., Forehand, R., Cole, D. A., Reeslund, K. L., Fear, J. M &  Roberts, L. (2010). Coping and parenting: Mediators of 12-month outcomes of a family group cognitive–behavioral preventive intervention with families of depressed parents. Journal of Consulting and Clinical Psychology, 78(5), 623–634.
Conger, R. D., Conger, K. J. & Martin, M. J. (2010). Socioeconomic status, family processes, and individual development. Journal of Marriage and Family, 72(3), 685–704.
Corman, L. (2019). Le test du dessin de famille dans la pratique médico-pédagogique. translated by Parirokh Dadsetan & Mahmoud Mansour. (10th Ed.). Tehran: Roshd. (In Persian)
 translated by Parirokh Dadsetan & Mahmoud Mansour. (10th Ed.). Tehran: Roshd. (In  Persian)
Cummings, E. M. & Davies, P. T. (1994). Maternal depression and child development. Journal of Child Psychology and Psychiatry, 35(1), 73–112.
Dell’Olio, J. M. & Mancini, K. (2011). Engaging families through children’s art: Family programming at the art museum. Art Education, 64(5), 27–34.
Diener, E., Tay, L. & Myers, D. G. (2011). The religion paradox: If religion makes people happy, why are so many dropping out?. Journal of Personality and Social Psychology, 101(6), 1278–1290.
Eisenberg, N. & Fabes, R. A. (1998). Prosocial development. In W. Damon & N. Eisenberg, Handbook of child psychology, Social, emotional, and personality development, (5th Ed.). 3, 701–778.
Farshid Nik, F. (2020). Explaining aspects of creative thinking in children’s drawing from 3 to 5years old. Thinking and Children Journal, 10(2), 165-195. (In Persian)
Foks-Appelman, T. (2015). Draw me a picture: The meaning of children’s drawings and play from the perspective of analytical psychology. translated by Mohammad Hossein Bahirai and Zohre Sayadpour. (2nd Ed.). Tehran: Arasbaran. (In Persian)
Gili, S., Hashemian, K., Pakdaman, Sh. & Abol-Mali, Kh. (2015). Comparing the frequency of drawing characteristics of children bad parenting and normal children aged 5 to 11 based on draw a family test.  Knowledge & Research in Applied Psychology Journal, 16(1), 54-65. (In Persian)
Gottman, J. M. & Katz, L. F. (1989). Effects of marital discord on young children’s peer interaction and health. Journal of Developmental Psychology, 25(3), 373–381.
Grolnick, W. S. & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2), 143–154.
Hasanpour Babaei, E. & Soheili, J. (2016). Evaluation of the effect of painting therapy on children's behavioral problems according to the quality of their physical environment. Quarterly Journal of Applied Research in Behavioral Sciences, 8(27), 69-86. (In Persian)
Hezarjaribi, J. & Astinfeshan, P. (2009). Review of Influential factors in social bliss(Emphasis on Tehran province). Journal of Applied Sociology, 20(1), 119-146. (In Persian)
Hill, N. E. & Taylor, L. C. (2004). Parental school involvement and children's academic achievement pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164.
Holmes, T. H. & Rahe, R. H. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11(2), 213–218.
Huebner, E. S. & Alderman, G. L. (1993). Convergent and discriminant validation of a children’s life satisfaction scale: Its relationship to self- and teacher-reported psychological problems and school functioning. Social Indicators Research, 30(1), 71–82.
Isbell, R.&  Raines, S. C. (2013). Creativity in the early childhood classroom. (3rd Ed). Cengage Learning.
Iso-Ahola, S. E. & Park, C. J. (1996). Leisure-related social support and self-determination as buffers of stress-illness relationship. Journal of Leisure Research, 28(3), 169–187.
Kavianfar, H. & Naderi, H. & Aslipoor A. (2017). A comparison of drawing characteristics of children in single child and several child families based on family drawing test. Quarterly Journal of Child Mental Health, 4(2), 71-81. (In Persian)
Kazdin, A. E. (1995). Child, parent, and family dysfunction as predictors of outcome in cognitive-behavioral treatment of antisocial children. Behaviour Research and Therapy, 33(3), 271–281.
Kendall-Tackett, K. A., Williams, L. M. & Finkelhor, D. (1993). Impact of sexual abuse on children: A review and synthesis of recent empirical studies. Psychological Bulletin Journal, 113(1), 164–180.
Khatiri, E. & Nourani, S. M. (2019). Analysis of drawing level of family test in normal and bad parenting children (aged 4-6  in Tehran). Journal of Theoretical Principles of Visual Arts, 6, 33-44. (In Persian)
Killen, M. & Smetana, J. G. (2015). Origins and development of morality. In Handbook of Child Psychology and Developmental Science, John Wiley & Sons, Inc. 3, 701–749.
Lan Lin, P. (1994). Characteristics of a Healthy Family. University of Indianapolls, 258-270.
Malchiodi, C. A. (1998), Understanding children's drawings. (1st Ed.). The Guilford Press.
Masaberpour, M. (2014). Children's painting and its concepts. (1st Ed.). Tehran: Pelk. (In Persian)
Mashburn, A. J., Hamre, B. K., Downer, J. T. & Pianta, R. C. (2006). Teacher and classroom characteristics associated with teachers’ ratings of prekindergartners’ relationships and behaviors. Journal of Psychoeduc Assessment, 24(4), 367-380.
Masten, A. S., Best, K. M. & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology Journal, 2(4), 425–444.
Mirivahid, S. M. S., Abbassi, H. and Heydarnia, A. (2016). A comparison of kinetic family drawing indicators in intact and divorced children. Journal of Fundamentals of Mental Health, 18(6), 329-337. (In Persian)
Mohanty, M.S (2014). What Determines Happiness? Income or Attitude: Evidence From the U.S. Longitudinal Data Journal of Neuroscience, Psychology, and Economics, 7(2), 80–102.
Nazari, J. & Tilab, Sh. (2018). The art of painting interpretation. (1st Ed.). Tehran: Andisheh Roshd. (In Persian)
Oliverio Ferraris, A. (2013). Children's painting and its concepts. translated by Abdolreza Sarafan. (12th Ed.). Tehran: Dastan. (In Persian)
Olson, D. H., Sprenkle, D. H. & Russell, C. S. (1979). Circumplex model of marital and family systems: I. Cohesion and adaptability dimensions, family types, and clinical applications. Family Process Journal, 18(1), 3–28.
Osterman, K. F. (2000). Students need for belonging in the school community. Review of Educational Research, 70(3), 323–367.
Patterson, G. R., Reid, J. B. & Dishion, T. J. (1992). Antisocial boys. Castalia Publishing Company.
Repetti, R. L., Taylor, S. E. & Seeman, T. E. (2002). Risky families: Family social environments and the mental and physical health of offspring. Psychological Bulletin Journal, 128(2), 330–366.
Riley, S., Malchiodi, C. & Crenshaw, D. (2013). Expressive therapies for children and adolescents. Routledge.
Rubin, K. H., Bukowski, W. & Parker, J. G. (2006). Peer interactions, relationships, and groups. In N. Eisenberg (Ed.). Handbook of child psychology: Social, emotional, and personality development. Wiley & Sons, Inc. 3, 571–645.
Safiri, K. & Asadpoor, A. (2017). Representation of the crisis in the family in the drawing of children aged 7-12. Journal of Social Analysis of Social Order and Inequality, 8(2), 106-71. (In Persian)
Saghi, M. H. & Rajaei, A. (2009). The Relation between juveniles’ perception of family performance and their adjustment. Journal of Behavior in Clinical Psychology, 3(10), 71-81. (In Persian)
Sawyer, R. K. (2011). Explaining creativity: The science of human innovation. Oxford University Press.
Sheehan, M. J., & Watson, M. W. (2013). Relationship Between Parenting Style and Aggression in a Spanish Children Sample. Procedia - Social and Behavioral Sciences,  82,529-536.
Slayton, S., D'Archer, J. & Kaplan, F. (2010). Outcome studies on the efficacy of art therapy: A review of findings. journal of the American Art Therapy Association, 27(3), 108–118.
Sobhani Joo, H. A. (2004). Identity and Identity Crisis. Peyvand Educational-Educational Monthly, No. 301, 1-12. (In Persian)
Waterman, A. S. (1982). Identity development from adolescence to adulthood: An extension of theory and a review of research. Developmental Psychology, 18(3), 341–358.
Wolin, S. J. & Bennett, L. A. (1984). Family rituals. Family Process Journal, 23(3), 401–420.
Yazdani, S. & Bakshi bojd, F. (2012). Comparison between psychological reactions of exception and ordinary children through elements of Draw-A-Person test. Thinking and Children Journal, 2(2), 127-148. (In Persian)
Zatlavineh, M. & Khalesi, N. (2016). The function of teaching painting for primary school students(emphasis on social skills). 5th International Conference on Research in Science and Technology, London, 2107-2119. (In Persian)
دوره 3، شماره 1 - شماره پیاپی 4
بهار و تابستان 1404
اردیبهشت 1404
صفحه 131-160
  • تاریخ دریافت: 15 اسفند 1403
  • تاریخ بازنگری: 02 اردیبهشت 1404
  • تاریخ پذیرش: 13 اردیبهشت 1404
  • تاریخ انتشار: 25 اردیبهشت 1404