Parental divorce is a traumatic experience for children, a stressful life event which may contributes to a future psychological vulnerability. The aim of this study is to explore psychological dist...
In conclusion, this instrument, like any other projective proof, constitutes a privileged access to the psychological world in which the drawing remains the best communication channel and provides us precious informations about the emotional state of the children. ... The topic of this research is to describe the vulnerability in childrens, after parents’ separation. Parental divorce can be a traumatic experience for children, based on age, family background and their mental development, often, the children may self-attribute the cause of parent’s separation, sometimes close in on themselves and do not express their suffering and could be manifest symptoms such as depressed mood and anxiety-related abandoned feeling.In the research, was prefer the drawing methodology, because it is a privileged form of access to the inner mental world, with immediate access to the emotional and representational dimension. If the child closes in on himself and does not express his own suffering, he may have difficulties such as closure in himself, introversion, reduction of the expressive vocabulary. This topic is important in psychological programs of prevention in situation of family divorce for the psychological health of children and his parents.Family Drawing as methodology (Reznikoff & Reznikoff, Citation1956) allows the clinician to gain some understanding and awareness of children’s perception of themselves, of their parents, and “some indicators of the development of their mental organization”. The family drawing is considered as an optional tool for the investigation of children’s mental representation of attachment to parents synchronized with developmental psychology concepts.The family drawing “projects the image of the family as perceived by children in their growth” and provides insight into children’s “fantasies that combine children’s subjective life experiences and their meetings with the objective outside world” (Piperno, Di Biasi, & Levi, Citation2007; Dunn et al., Citation2002).
