Drawing the Ideal School Technique
Using a drawing technique based on personal
construct psychology with pupils with ASD
Dr Jane Williams DEdPsy 2014, DECP Conference January 2016
Overview
 Context of initial Drawing the Ideal School
Technique (DIST) work
 Context for EPs gathering children’s views
 Establishing the case for PCP and drawing
techniques to seek views of children
 Study design
 Findings of study
 Discussion and implications for future practice
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Context of initial Drawing the Ideal School
Technique (DIST) work
 Action research seeking views of pupils with ASD about
important features of school, informed future provision
 Interest in Personal Construct Psychology locally
 Adapted drawing the ideal self approach (Moran 2007)
 Positive response from all involved
(pupils/staff/parents/LA officers/health colleagues)
 All 15 children in study engaged
Surprise finding!
Children with an ASD showed sophisticated understanding of
school ethos and the impact of this on wellbeing of
themselves and others
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
The sort of school Connor would NOT
like to go to: ‘St Asbo’s School’
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
The sort of school Connor WOULD like
to go to: ‘Fun School’
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Context for gathering children’s views
 National/international statutes and legislation
underpin responsibility of EP to seek children’s
views
 Children have a right to have their views given
due weight
(Article 12 UN Convention Rights of Child)
 Children with SEN likely to experience barriers to
expressing wishes, aspirations and support needs
 Children with an ASD are especially vulnerable
 Range of potentially valuable techniques BUT risk
of offering donated content for children to
respond to?
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Personal Construct Psychology (PCP)
Kelly (1955)
 Kelly proposed that we hold our views about the
world as ‘constructs’
 Constructs are “patterns that are tentatively tried
on for size” (p9)
 Our behaviour is ‘checking out’ that our views of
the world (constructs) are valid
 PCP framework can be conceptualised as a
‘guidebook’ for life which is endlessly elaborated
 Constructs are bi-polar – held in contrast
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Using PCP drawing techniques to seek
views of children: the literature
 “Children behave in particular ways because it
makes sense to them” Butler and Green (2007)
 Ravenette (1980, 1997 and 1999) leading
proponent in using drawings with children to
elicit their construct system
 Work built upon by Dalton (1995), Beaver (1996),
Moran (2001 and 2006), Maxwell (2006) and Bell
and Bell (2008)
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Responses of children with ASD to
structured drawing tasks: the literature
 Huge literature - focus upon comparing the way in
which children with ASD develop drawing skills
 ASD profile includes difficulties with creative thinking
and theory of mind which would predict that relating
to drawing tasks will be problematic
 But robust range of evidence shows children with
ASD can and do use drawings within structured tasks
to convey what they know
 ASD children are as consistent as peers in what they
identify about their drawings afterwards (Allen 2009)
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Use of other structured drawing tasks
to gain children’s views: the literature
 ‘Draw and write technique’ (Brading and Horstman
1999 and 2002 and Knighting et al 2010)
 Used with 99 children in hospital who were
chronically sick at GOS – drew ideal hospital
 Also used in wide-scale study (Knighting et al,
2011) to gather the views of children about cancer
and health behaviours.
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Multi-modal meaning making by
young children
 Socio-cultural context – impact of media and visual
culture (Fawson 2009)
 Using visual images as symbols enables child to
cognitively and socially engage in their environment
(Jolley 2010)
 Children do not readily discriminate between different
ways of communicating
 Drawing is complementary to - not separate from talking (Vygotsky 1995, Matthew 1999, Coates and
Coates 2006 and 2011)
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Aim of DIST research study
To give further consideration to how a successful
PCP approach (with therapeutic roots) can be used
effectively by staff in educational contexts to gain
the views of children with an ASD.
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST research questions
Research questions were:
1. Can the DIST be refined for independent use by a
range of adults supporting children with an ASD?
2. Does the new tool still provide a rich picture of
school life for the child with an ASD?
3. How useful or valuable do the adults believe are the
views expressed by children who participate?
4. Are there differences in the experiences and views of
adults using the DIST in the AOS or SENCO role?
5. What themes do children with an ASD choose to
express through the DIST?
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST research study: Methodology
 Pilot study informed changes to original DIST and
development of guidelines for independent use
 A flexible case study design was adopted
qualitative paradigm (Robson 2002).
 Two groups of adults: AOS staff and SENCOs
 30 pupils with an ASD invited – 16 pairs of adult/
pupil participants
 Adults completed scaling and feedback q’naire
 16 pairs of drawing and comment proforma,
covering 7 aspects of school life, 224 in total
Jane Williams DEdPsy 2010 UCL Dec 2012
Aspects of school life covered by DIST
1.
2.
3.
4.
5.
6.
7.
The outside of the school
The playground or school yard
The classroom
The children
The adults
Me
The most important thing
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Sample DIST A3 drawing proforma
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST research study: Analysis
Analysis of adult feedback:
 Matrix analysis using a template approach (Miles
and Huberman 1994) utilised
 Data gathered presented visually charts and
through charts formed from a thematic analysis
Analysis of pupil drawings and comments:
 Used 5 stage data analysis a framework approach
proposed by Pope, Ziebland and Mays 2000
 Resulted in a thematic map and interpretations
Jane Williams DEdPsy 2010 UCL Dec 2012
Findings from DIST research study:
adult feedback
1. DIST was successfully used independently to seek
pupils views by both adult groups
2. Both groups rated combination of drawing and
comments of pupils as rich
3. Difference was that AOS group judged product to be
more useful than SENCOs, although no discernible
difference in the pupils’ responses
4. Appeared to be different levels of confidence
between the groups, AOS group adapted and enjoyed
work
5. Some SENCOs disappointed with predictability of
responses
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Pupils’ responses to using the DIST
 All pupils engaged meaningfully
 Combining the drawings and comments produced rich
and elaborate data
 The developmental level of the drawing did not equate
with how effectively child communicated views
 Small minority produced sparse drawings & brief
comments
 Many pupils made imaginative responses
 Pacing the work was important for a small minority
 Asking about the ‘most important thing’ was valuable
 Structured drawing frames contained work
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
1. Environmental features WOULD – building design,
equipment/facilities and quality
“Everyone would want to go there!”
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
2. Ethos WOULD– activity, procedures, events
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
2. Ethos NOT – activity, procedures, events
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
3. Adult qualities WOULD– behaviour, demeanour, emotional state
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
4. Child qualities WOULD– behaviour, demeanour, emotional state
“They are chatting: taking turns in communicating and telling jokes”
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
5. Self qualities NOT – behaviour, demeanour, emotional
state
Child comments: “Mum dragging me to
school..No No No No No...dragged holding on
for my life...birds running for their life...hate it
there.”
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: themes expressed by pupils
6. Characters NOT – named person/animal, fictional
character(s), fictional animal/creature(s)
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
DIST findings: distinctive views
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Discussion summary
1. Appears refined DIST can be used independently of
EP by other adults, with no discernible difference in
responses of pupils with an ASD
2. Adults agreed that drawings and comments
combined gave rich information
3. Level of knowledge and understanding of children
with ASD challenges some of current psychological
discourse
4. Key element of DIST is bi-polarity at crux of PCP
5. Tool is content free beyond simple drawing proforma
6. Child can only draw and talk about his own constructs
or knowing of the world
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Implications for future practice
1. DIST offers contrast to other tools available:
questionnaires, play materials, computer games
2. Fixed set of materials will influence range of
responses and leave child more reliant on adult skill
3. Opportunities and threats of IT media
4. EP support for most vulnerable pupils and staff who
meet their needs?
5. Finally if the DIST can be used successfully by pupils
with social communication difficulties then could it be
used more widely?
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Further information
Contact details : [email protected]
Publication of revised DIST and guidelines is in
currently in preparation
Previous GAP paper details:
Williams, J. & Hanke, D. (2007). ‘Do you want to know what sort of school I
want?’: Optimum features of school provision for pupils with autistic spectrum
disorder. Good Autism Practice, 8, (2), 51- 63
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016
Key references
Allen, M.L. (2009). Brief Report: Decoding Representations: How Children with Autism Understand Drawings. Journal of Autism and Developmental
Disorders, 39, 359-543.
Coates, E. & Coates, A. (2011). The subjects and meanings of young children’s drawings. In Faulkner, D. & Coates, E. (Eds) Exploring Children’s
Creative Narratives. (pp. 86-108). Routledge: Oxon.
Humphrey, N. & Lewis, S. (2008). ‘Make me normal’. The views and experiences of pupils on the autistic spectrum in mainstream secondary schools.
Autism, 12, 23-46.
Kelly, G.A. (1955). The Psychology of Personal Constructs. Vols. 1 and 2. New York: Norton. (Re-printed 1991, London: Routledge).
Knighting, K., Rowa-Dewar, N., Malcolm, C., Kearney, N. & Gibson, F. (2011). Children’s understanding of cancer and views on health-related
behaviour: a ‘draw and write’ study. Child: Care, Health and Development, 37, (2), 289-299.
Lee, A. & Hobson, R. P. (2006). Drawing self and others: How do children with autism differ from those with learning difficulties? British Journal of
Developmental Psychology, 24, 547-565.
Lim, H.K. & Slaughter, V. (2008). Brief Report: Human Figure Drawings by Children with Asperger’s Syndrome. Journal of Autism and Developmental
Disorders, 38, 988-994.
Low, J., Goddard, E. & Melser, J. (2009) Generativity and imagination in autism spectrum disorder: Evidence from individual differences in children’s
impossible entity drawings. British Journal of Developmental Psychology, 27, 425-444.
Lundy, L. (2007). ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational
Research Journal , 33, 927 -942.
Martin, N. (2008). Assessing Portrait Drawings Created by Children and Adolescents With Autism Spectrum Disorder. Art Therapy: Journal of the
American Art Therapy Association, 25, (1), 15-23.
Maxwell, T. (2006). Researching into Some Primary School Children’s Views About School: Using Personal Construct Psychology in Practice with
Children on the Special Needs Register. Pastoral Care in Education, 24, 1, 20-26.
Miles, M.B. & Huberman, A.M. (1994). An Expanded Sourcebook: Qualitative Data Analysis. Thousand Oaks: Sage.
Moran. H. (2001). Who do you think you are? Drawing the Ideal Self: a technique to explore a child’s sense of self. Clinical Psychology and
Psychiatry, 6, 599-604.
Moran, H. (2006). A very personal assessment: using a personal construct psychology technique (Drawing the Ideal Self) with young people with ASD
to explore the child’s view of the self. Good Autism Practice, 7, (2), 78-86.
Pope, C., Ziebland, S. & Mays, N. (2000). Qualitative research in health care. Analysing qualitative data. British Medical Journal, 320, 114-116.
Ravenette. T. (1999). Personal Construct Theory in Educational Psychology. A Practitioner’s View. London: Whurr.
Robson. C. (2002). Real World Research. Oxford: Blackwell.
Williams, J. & Hanke, D. (2007). ‘Do you want to know what sort of school I want?’: Optimum features of school provision for pupils with autistic
spectrum disorder. Good Autism Practice, 8, (2), 51- 63.
Williams, J. (2014). Developing the Ideal School Drawing Technique to gather the views of children with an Autism Spectrum Disorder. Unpublished
DEdPsy Thesis, University College London.
Dr Jane Williams DEdPsy 2014 UCL, DECP Conference Jan 2016