Rosebush fantasy technique with elementary school students

Professional School Counseling, April, 2004 by Dee C. Ray, Sharon R. Perkins, Kathryn Oden

[FIGURE 1 OMITTED]

Roger's explanation of his rosebush drawing appears to share his views of his world and his place in it. Although the school counselor should not interpret his drawing or explanation to Roger, the counselor can make some subjective guesses in understanding Roger's situation. These "guesses" are not conclusions and should only be surmised in the context of the counselor's knowledge of Roger's situation and the context of the counselor/client continuing relationship. In viewing Roger's rosebush, note the smallness and compactness of the drawing and very little environmental support around the rosebush. Roger's explanation of his rosebush indicates his anxiety related to the uncertainty of his living situation and the inability of others to help him as well as his inability to help himself. In addition, Roger shared his social difficulties with others. Most importantly, Roger revealed his resiliency. In the face of instability and lack of protection, he stated that he will "sprout again." This rosebush experience allows the counselor to see that Roger is fully aware of his environment, which is troublesome for him, but he appears to have inner resources to cope with the situation. The counselor is able to work with Roger to fully develop these inner resources.

Case Study 2

See Figure 2. Tammy attends a general education fifth grade class and struggles with academic and behavioral grades. She is repeatedly sent to in-school suspension for angry outbursts, profanity, and physically attacking students. Tammy has limited skills to socialize with her peers. Tammy described her rosebush as red and green. She is the rose and her friend is beside her. The following is her description:

[FIGURE 2 OMITTED]

   She is my only friend I got. I was lonely at
   first. The flowers are kinda mean. One came
   up that was nicer. She was lonely too. I didn't
   have a friend because I was mean. Every time
   I'm mean a leaf pops up. If I am nice, I lose
   one. I stick them with things so no one comes
   up to me. I'm a mean rosebush because I'm
   naughty to teachers, hit people, and get angry
   about things. I have thorns. I stick people, and
   then they go tell everybody else. They don't
   talk to me, and they don't come by. I want my
   thorns off. They don't protect me. My friend
   protects me. There are people playing, flowers,
   animals. But the animals come and eat our
   flowers. I have a friend to talk to. I live in a
   desert. The flower that is my friend came from
   somewhere else. She didn't start in the desert.
   I take care of myself. I have a stuck feeling. I
   can't move. People come to me and I wait on
   them to get there. Not very many people
   come to me.

Tammy reveals through the rosebush that she is fully aware of the consequences of her behavior toward others. However, she seems to feel unable to change her behavior. She illustrates an angry and lonely presentation. She also appears to see the world as antagonistic and untrustworthy. Aside from the presence of large thorns, her rosebush drawing does not appear to match the negativity of the explanation. The actual drawing appears blossomed and flowery. This contradiction demonstrates the importance of not interpreting the child's drawing, but allowing the child to do so. The processing leads the counselor to concentrate on the incredible loneliness that Tammy experiences and how to connect her with others.