@article{ref1,
title="Drawing and showing: helping children to report emotionally laden events",
journal="Applied cognitive psychology",
year="2001",
author="Wesson, Michaela and Salmon, Karen",
volume="15",
number="3",
pages="301-319",
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.<p /><p>Language: en</p>",
language="en",
issn="0888-4080",
doi="10.1002/acp.706",
url="http://dx.doi.org/10.1002/acp.706"
}