Traces of Parental Neglect in Children's Drawings: A Qualitative Analysis with Projective Techniques

Background/Objectives: Parental neglect is a critical factor affecting children's emotional and behavioral development. While conventional assessments provide important insights, projective techniques, such as drawing analysis, may reveal subtle indicators of neglect that children may not verbalize. This study aimed to examine how parental neglect is reflected in children's perceptions and projective drawings among children aged 6–9. Methods: A mixed-methods design was employed. The quantitative component used the Multidimensional Neglectful Behavior Scale to assess levels of parental neglect, while the qualitative component involved children drawing their families, with drawings analyzed through content analysis. The study sample consisted of 130 children. Teacher reports on academic achievement, social acceptance, and depressive symptoms were also collected to complement the analysis. Results: Quantitative findings indicated that middle-born children reported higher paternal neglect, boys perceived higher levels of parental neglect than girls, and children from lower socioeconomic backgrounds exhibited elevated depressive symptoms. Teacher evaluations revealed that children with lower academic achievement displayed higher perceived neglect and depressive symptoms, alongside lower social acceptance. Qualitative analysis of drawings highlighted implicit signs of emotional neglect, including missing family members, exaggerated distances between figures, symbolic objects, and emotionally charged color use. Emotional disengagement of parents was also reflected in some drawings. Conclusions: The findings suggest that projective drawing techniques provide valuable complementary insights into subtle emotional and behavioral indicators of child neglect. These techniques can enhance conventional assessments and offer a functional tool for understanding sensitive issues in child development, particularly in contexts where children may have difficulty verbally articulating their experiences.