Visual narrative as a tool for psychological correction: an empirical study of its impact on the mental states of children aged 5–7 years

Abstract

Objective: To investigate the impact of a visual narrative art therapy program on the mental states of older preschool children.

Methods: The study involved 56 children aged 5–7 years; a formative (intervention-based) experiment was conducted with baseline, intervention, and control stages. Methods included theoretical analysis, psychological assessment, qualitative and statistical data analysis. Pearson’s χ² was applied to a subgroup (n = 24), and descriptive analysis was used for a subgroup (n = 6). The psychological correction program was based on the creation of a visual narrative using Ebru techniques, drama therapy, collage, sand therapy, work with mandalas and metaphorical cards, aimed at optimizing children’s emotional and behavioral reactions.

Results: Within a quasi-experimental pre-post design, positive dynamics in the mental states of preschoolers were revealed. The most pronounced changes were observed in the physiological component, the least in the behavioral component.

Conclusions: The narrative art therapy program had a positive impact on the mental states of older preschool children; visual narrative is identified as a clinically significant tool for psychological correction and assessment.