Page 46 - Meeting with Children Manual

Section 4 P a ge | 44

What does the person think about the rain?
How old is the person? Is the person a girl or boy?
If the person could go anywhere where would she/he go?
If the person could have anything else when in the rain what would he/she
want?

How long does it rain?
Where does the person go after the rain stops? Etc.

Alternatively, a painting or art product of the child’s choice could be the second part
of this meeting. You could also ask the child to draw a picture of his/her family.

CONSIDERATIONS
 Child’s use of space on the paper
 Size of figure(s) and position of figures in drawing
 Drawing detail as related to child development
 Followed instructions (or not)
 Child/ youth’s affect
 Relationships in drawing

YIELD
Listen to the child’s content of the person in the rain. Listen for the child’s descriptions
of positive and/or aversive experiences/affect contained in the picture. Ask child to
tell a story about the person in the rain. Capture the child’s verbatim.

This drawing identifies resiliencies and vulnerabilities. Some children draw pictures of
a person with no protective clothing on and no-where to go and the rain is pelting
right through them. Others are well-protected by rain gear (or at least they report
loving being in the rain with or without protective gear) and they like the rain and like
to play in it. When a full inquiry is done you can also glean information about a child’s
support system, feeling states, wishes, needs and concerns.

Add the information you gathered to the CYCS after the meeting.

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