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

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 (Tables 1–3). 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.