TRANSFORMATION OF VISUAL-GRAPHIC CHARACTERISTICS IN CHILDREN’S FAMILY DRAWINGS IN THE CONTEXT OF WAR-RELATED TRAUMA

Abstract

The article presents the results of a theoretical and empirical study of the transformation of visual and graphic characteristics of children’s family drawings under conditions of war-related psychological traumatization. The relevance of the study is determined by the growing number of children experiencing prolonged stress, forced displacement, separation from significant others, loss, constant exposure to danger, and uncertainty associated with military events. In such circumstances, children often experience difficulties in verbalizing their emotional experiences, which increases the value of indirect, projective, and art-based methods of psychological assessment and support.

The study substantiates the diagnostic and therapeutic potential of the Family Drawing technique as a sensitive visual tool for identifying emotional tension, anxiety manifestations, changes in the perception of family relationships, and subjective feelings of psychological safety. Based on the analysis of approximately 300 children’s drawings created in different socio-historical contexts, a comparative analysis of children’s creative self-expression in pre-war and wartime periods was conducted.

The findings reveal significant transformations in visual and graphic characteristics during the wartime period, including simplification of details, schematic representation of figures, monochromatic color choices, fragmented composition, stereotyped line patterns, reduced emotional expressiveness, limited use of drawing space, and decreased individualization of characters. These changes may reflect not only manifestations of anxiety and emotional tension but also signs of emotional exhaustion, defensive narrowing of creative expression, reduced play spontaneity, and limitations in symbolic activity.

It is argued that the interpretation of children’s drawings in wartime contexts should move beyond purely diagnostic conclusions toward identifying therapeutic needs and designing individualized psychological interventions. The study highlights the importance of integrating projective analysis with art-therapeutic, trauma-focused, and developmental approaches in supporting children affected by prolonged war-related stress.