This projective drawing technique uses a dog character, Barbos, and his “glasses” as a gentle, non-threatening way to help children reveal how they see themselves, others, and difficult situations in their lives.

A projective technique is a psychological tool that invites a child to express their inner world — thoughts, feelings, worries, and perceptions they may not be able to put into words directly — through drawing, imagery, or story rather than direct questioning. In this technique, the child is asked to imagine looking through Barbos’s glasses and draw what they “see,” giving the therapist a safe, indirect window into the child’s perspective, fears, wishes, or unresolved feelings.

The technique is rooted in canine-assisted therapy (canistherapy), using the dog character Barbos as a familiar, trusted presence that lowers a child’s guard and makes it easier to engage with emotionally sensitive material. Because the request is framed as play — “what does Barbos see through his glasses?” — rather than a direct question about feelings, children who are usually guarded or reluctant to talk often open up more freely.

This resource is designed for child psychologists, school counselors, art therapists, speech and language therapists, and canine-assisted therapy practitioners working with children on emotional expression, self-perception, family dynamics, and unspoken worries.

Inside, you’ll find:

• a clear, ready-to-use script for introducing the technique to a child;
• guidance on how to interpret what a child draws and says during the activity;
• notes on the neuropsychological rationale behind why projective drawing works with children;
• suggestions for follow-up questions and discussion after the drawing is complete;
• ideas for adapting the technique across different ages and presenting concerns.

Like the other techniques in the Barbos projective series, this activity uses a consistent dog-based framework, which helps children feel safe and familiar with the format from session to session — building trust over time rather than starting from scratch with every new exercise. It can be used as a standalone activity or alongside other techniques from the same series as part of a broader therapeutic toolkit.

This technique is especially useful with children who find it hard to talk about their feelings directly, who are anxious or withdrawn in sessions, or who respond better to drawing and imaginative play than to conversation alone.

All materials are provided in a clear, printable format, ready to bring straight into individual sessions, group work, or classroom settings — simply download, print, and start using it with the children in your care.