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Related Experiment Video

Updated: May 18, 2026

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

How children use drawing to regulate their emotions.

Jennifer E Drake¹, Ellen Winner

¹Department of Psychology, Boston College, Chestnut Hill, MA 02467, USA. drakejc@bc.edu

Cognition & Emotion

|September 12, 2012

Summary

Drawing helps children regulate emotions by providing a distraction from negative feelings, not by expressing them. Creating original drawings significantly improved mood more than copying or venting about disappointing events.

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Area of Science:

Child Psychology
Emotional Regulation
Creative Arts Therapy

Background:

Children often struggle with emotional regulation, particularly after experiencing negative events.
Drawing is a potential tool for mood improvement, but the mechanisms are not fully understood.
Distinguishing between expressive (venting) and non-expressive (distraction) drawing functions is crucial for understanding its therapeutic potential.

Purpose of the Study:

To investigate whether drawing improves children's mood through distraction or by venting negative emotions.
To determine if the mood-enhancing effects of drawing are specific to self-generated creative tasks or generalizable to imitative tasks.
To examine drawing as an emotion regulation strategy in pediatric populations.

Main Methods:

Two studies were conducted involving children induced into a negative mood by recalling a disappointing event.
Study 1 compared mood changes after drawing to vent negative feelings versus drawing as a distraction.
Study 2 assessed whether mood improvement from drawing was specific to creating original artwork versus copying an existing image.

Main Results:

In both studies, children who engaged in drawing as a distraction showed significantly greater mood improvement compared to those who vented or copied drawings.
Results indicate that distraction through drawing is an effective mood regulation strategy for children.
The positive effect on mood was specific to the free creation of drawings, not to copying tasks.

Conclusions:

Drawing effectively enhances children's mood primarily through distraction, not through the expression of negative feelings (venting).
The therapeutic benefit of drawing for mood regulation is contingent upon the activity involving original creation rather than imitation.
These findings highlight the importance of task-specific engagement in art-based interventions for pediatric emotional well-being.