Assignment task:
1. Use the theme below to explain how it might inform a social worker's future work with the child.
Theme: The Giant Face
The face in the corner looks different from the other floating eyes-more creature-like, perhaps representing a dominant fear or authority figure.
It could be a "monster in the room" image, common in children's drawings, standing in for something they find intimidating.
2. Describe another strategy your peer could use to follow up on drawing themes in future therapy sessions.
3. Use the Learning Resources to support responses with in-text citations.
Peer Response: Anjali's drawing offers a window into her inner world and provides important insights that may not emerge through direct questioning. The picture shows Anjali sitting up in bed with a worried expression, surrounded by numerous eyes watching her. This imagery strongly suggests themes of anxiety, hypervigilance, and difficulty feeling safe, which align with her teacher's observations that she often seems tired, on edge, and easily frustrated. The detail in the drawing also suggests she may feel overwhelmed by constant monitoring or judgment, either real or perceived.
As Cohen Konrad (2020) explains, child-centered assessment requires methods that empower children to communicate in developmentally appropriate ways. For Anjali, the drawing can be used to integrate her voice into the assessment by validating her feelings of fear and helping her label and process them. The social worker could gently ask her to describe the picture, who the eyes belong to, or what happens in the story of the drawing. This opens the door for therapeutic conversation while reducing pressure to verbalize complex emotions directly (Stauffer, 2019).
In future therapy sessions, the drawing could serve as a starting point for exploring Anjali's anxiety triggers and her experience of safety at home and school. Since sleep and nighttime fears are suggested in the image, interventions might include helping her and her caregivers establish calming bedtime routines and coping strategies for intrusive thoughts. Art could continue to be incorporated into sessions, giving Anjali a nonverbal outlet for expression and a means to gradually build trust with the social worker (Clements et al., 2001). Over time, reflecting on her drawings could also help track changes in her emotional state and sense of security. Anjali's drawing not only deepens the assessment but also highlights the importance of using creative tools to honor children's voices and foster engagement in therapy. Need Assignment Help?
Learning resources:
Clements, P. T., Benasutti, K. M., & Henry, G. C. (2001). Drawing from experience: Using drawings to facilitate communication and understanding with children exposed to sudden traumatic deaths. Journal of Psychosocial Nursing and Mental Health Services, 39(12), 12-20.
Cohen Konrad, S. (2020). Child and family practice: A relational perspective (2nd ed.). Oxford University Press.
Stauffer, S. D. (2019). Ethical use of drawings in play therapy: Considerations for assessment, practice, and supervision. International Journal of Play Therapy, 28(4), 183-194.