Integrating the cognitive-experiential model and expressive art drawing in dreamwork with children

This study examined the application of expressive art in the cognitive-experiential model of dreamwork originally developed by Hill (1996), focusing on its use with child participants. The study addressed three primary research questions: (a) whether a dreamwork workbook based on Hill’s model would facilitate children’s exploration of their dreams; (b) whether the addition of expressive drawing would enhance children’s understanding of their dreams and their ability to relate dream events to waking-life experiences; and (c) whether specific features in children’s dream drawings were associated with dreamwork session outcomes. Using a within- and between-subjects experimental design, each participant contributed one dream, which was used in both a baseline and an experimental condition. Fifty-three children, aged 8–12 years, participated in the study. Measures included the Dream Intensity Scale, Session Evaluation Scale, Gains from Dream Interpretation Scale, and Session Impact Scale—Understanding Subscale. Results revealed significant improvements in both the workbook and expressive drawing conditions when compared with the baseline. Although mean scores were higher for the expressive drawing condition than for the workbook condition, a statistically significant difference was observed only on the Session Evaluation Scale. Drawing ratings were significantly associated with the Gains from Dream Interpretation and Session Impact Scale—Understanding Subscale scores. (PsycInfo Database Record (c) 2026 APA, all rights reserved)

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Integrating the cognitive-experiential model and expressive art drawing in dreamwork with children

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