imaginary friend
procedure
The professional asks the child what their imaginary friend’s name (if they have one) is. They then tell the child that their “friend” just happens to be in the room with them. They add that the “friend does not seem happy” to be there. The child is then directed to sit in a chair in the quiet room and the professional observes the child’s interactions, or lack thereof, with their “friend.” The professional then asks the child if they may speak to the “friend.” If given permission from the child, the professional begins a conversation with the “friend” and takes notes on the child’s reaction. The child’s parents are called in at the end of the activity and the professional explains the results.
Reasoning
Most children have some sort of an imaginary friend, but the way they interact with this friend may be telling. Children with Schizophrenia are often annoyed by the presence of their hallucinations, so if their reaction to the presence of their “friend” is positive and welcoming, they are likely exhibiting healthy behavior. If the child tries to be diplomatic with the “unhappy friend,” they are likely exhibiting healthy behavior, but if they argue, they may have the genuine belief that the friend exists, meaning they are suffering delusions. Again, if the child gives a positive response to the professional’s request to communicate with the friend, they are likely healthy. If they argue and will not let the professional “speak with the friend,” they may be showing Schizophrenic signs. Other questions the professional should focus on include: Does the friend ever interrupt you? Is he/she a lot like your friends at school? If the friend interrupts them, they likely are behaving as if is real, hinting at unhealthy behavior. If the friend is very similar to the people the child normally hangs out with, the child was more likely able to consciously choose the friend’s personality traits and it is a figment of a healthy imagination.