Using Experiential Metaphors in Assessing Self-Image in Children with Attention Deficit Hyperactivity Disorder
Journal Title: Journal of Experiential Psychotherapy - Year 2018, Vol 21, Issue 3
Abstract
Introduction: The paper presents the construction and validation of a process research instrument in experiential psychotherapy, aimed for the detection of improvements in the self-image of children diagnosed with ADHD. It also provides the conceptual frame on using experiential metaphors in the psychotherapeutic intervention of the same children. Objectives: We have created two dynamic, experiential diagnosis techniques called “The Orchard” and “My World”, starting from the classical projective techniques “Draw a Person test” and “Draw a Tree test”. Methods: The techniques were applied to 2 groups: 5 children diagnosed with ADHD, in the experimental group, and 5 typical children composing the control group. The dynamic exercises were video recorded. Then we created and validated an observation sheet for video images centered on self-image. The construction was made using the method of expert groups, with a total of 16 experiential psychotherapists. The validation was carried out with help from a group of 33 independent psychologists, who watched the videos of the experiential diagnosis sessions and assessed the children involved in these meetings, based on the observation charts. Results: The psychometric qualities of the observation sheet for video images centered on self-image indicated a good reliability. The internal consistency was also good, Cronbach’s alpha coefficient indicating 0.914. Content validity was ensured by involving experts in elaborating the exercises, the items and the definition of the answer options. The discriminative validity t test revealed a significant difference between the group of children with ADHD and children in the control group, with the global score (t = 2.294, Sig. = 0.029) obtained in the observation sheet. Conclusions: The experiential metaphorical scenarios that we have proposed can be used as assessment methods because they do not only evaluate certain areas of mental development, but also capture interactions between them, as well as the child’s capacity for emotional regulation in social contexts.
Authors and Affiliations
Geanina Cucu-Ciuhan
Keywords
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