Methodological recommendations for conducting psycho-correctional work with children of primary school age with art therapy

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Methodological recommendations for conducting psycho-correctional work with children of primary school age with art therapy

Bocheliuk V.Y., Zaporizhzhia Polytechnic National University

Spytska L.V., Volodymyr Dahl East Ukrainian National University

Introduction

Early school age is one of the determining factors in the formation of a child's personality. Many basic qualities and personal qualities of the child are formed in this period of life. Currently, the number of anxious children with increased anxiety, uncertainty and emotional instability has increased. However, the task of correcting school anxiety is one of the most important in the practice of pedagogy-psychologist. Given the degree of limitations imposed on the possibility of correction of working conditions in the educational system, one of the most affordable and effective means of correcting anxiety is art therapy.

The history and development of art therapy is considered in the works of O. Voznesenskaya, N. Gaystruk, I. Ilchenko,N. Kalka, O. Kolpakchi, T. Miroshnichenko, A. Hilya, directions and technologies of art therapy in practical application are analyzed in the works of N. Borshchenko, I. Hrytsiuk,O. Derkach, L. Dmitrieva, L. Zhyvotenko, L. Iliychuk, A. Kovinko, I. Kurtishova, V. Odentsova, Y. Skorchenko, O. Soroka, O. Shestopalova, N. Yakubovska etc.

Presenting main material

Art therapy is a system of interaction between a participant in the process, the result of creativity and an art therapist in the art therapy space. It is considered as a model of art-therapeutic process based on artistic action. It can also be said that it is a healthcare technology that allows you to apply certain methods, procedures and get the expected results [2].

The main goal for practicing psychologists is to help the client to achieve positive change, personal growth when using art materials in a calm and relaxed environment. Nowadays in psychology, there is a huge variety of research areas of art therapy, as well as many different techniques and ways to implement them in practice. They differ in the form of influence, duration, direction and many other characteristics. In art therapy, there are a large number of approaches that link this area with theoretical areas and of course with cognitive science [2-4].

Regarding the multidisciplinary nature of art therapy, the directions of application of art therapy, focused on the effects in psychophysiological, socio-behavioral and other fields, also speak. Regarding art therapy, the following can be said: correctional art therapy

tunes in to a positive emotional background in groups;

establishes a communicative process with peers, teachers, parents.

Participation in artistic activities with adults brings into their relationship mutual acceptance of each other:

makes the child's cultural component stronger, language barriers are overcome;

helps to address current issues or fantasies that are difficult to verbalize;

allows at the level of symbols to experiment with different feelings and learn to express them;

processes thoughts and emotions that for some reason a person suppresses in himself;

develops internal control, as well as art therapy develop the right hemisphere of the brain, which is responsible for intuition, images, memory, thinking;

helps to express oneself in creativity, acquire skills in drawing and other artistic directions;

helps to adapt in everyday communication at school, kindergarten and other organizations. It also reduces fatigue and negative emotions, possibly related to learning or other situations that arise;

demonstrates a positive effect in the correction of various disorders of personal development;

is a support in order to launch the internal mechanisms of self-regulation and self-healing.

Art therapy is not contraindicated for anyone; it is a very effective method for relieving stress. With its help, negative emotions are transformed into positive ones, and bring joy and satisfaction to its participants.

The use of art-therapeutic techniques gives children the opportunity to express their thoughts, feelings, moods in the process of creativity. The process is planned to be carried out in such a way that the child's personality and character are never discussed, he is not compared with other children and negative assessments of his actions are not used in communication with him. Children are allowed to do what they are strictly forbidden or not to do in a normal life, and here they allow themselves to relax. With the help of art-therapeutic techniques, the child satisfies his desire and interest in the destructive moments, there is an outpouring of negative emotions, and children tend to become calmer.

The following feature is very typical for children of primary school age: artistic images usually reflect all subconscious processes (fears, conflict situations, moments that are remembered from childhood, dreams). Young children can have considerable difficulty in describing these processes. Therefore, nonverbal means, as a rule, become the main ones for expressing and explaining strong feelings and disorders in a child.

In the process of art therapy the child's communication skills, ability and great desire for constructive interaction with peers are dynamically developing.

Art therapy is the best and most wonderful way to painlessly tell everyone about your emotions and feelings. In this case, art therapy in addition, promotes the formation, good self-esteem of the child and his positive attitude in the world [1]. This method

teaches a child not to draw, but with the help of art therapy to solve their problems that cause her bad emotions (which often she cannot verbalize), and to release energy through creativity.

The child adopts affordable and enjoyable ways to relieve emotional stress. Advantages of art therapy over other forms of work:

anyone can take part in this work, because it does not require any artistic skills;

such work is a powerful tool to bring the participants of this exciting process closer;

it is an excellent tool for self-realization;

reveals only the most positive emotions, teaches to form a very active life position.

When applying art therapy methods in working with children, it is important to follow the principle of individual approach. This is because each individual child has its own individual problems that need to be addressed in the process.

The use of art therapy methods in the psychological correction of children is the development and disclosure of the child's personality through artistic activities and combines pedagogical, psychological and medical knowledge.

Since the methods of art therapy have a positive impact on the formation of the inner personal world of the child, in the process of using such methods, development takes place in activities that are fundamental in the art-therapeutic impact.

Properly organized process of using art therapy methods involves discovering the creative potential of children, developing the originality of their thinking, improving attention to detail and memory of children, as well as forming an active life position and self-esteem, formed by developing communication skills.

Art therapy does not have to have artistic skills or a talent for the fine arts, and this is certainly a plus when working with children. Any child can take part in this activity. Drawings and products are a reflection of children's thoughts and moods, and help to identify psychological developmental disorders, neuroses that can develop into asthenia, stress, secrecy, shyness, etc.

In classes with children, it is necessary to allow them to show maximum imagination. In this way, they will feel more confident. An important advantage of the use of art therapy in the correction of anxiety in working with younger students is that its use can be carried out by visiting training centers and at home.

The joint activities of adults and children help to get closer to each other, to understand problems and find ways to solve them. When parents take part in home productions, themed games, children not only have fun, but also receive a positive psychotherapeutic effect.

For a more detailed application of art therapy methods in the correction of anxiety in younger students, a set of exercises was selected. Consider them in more detail.

Imagotherapy

Exercise 1. «Unusual traffic light»

The facilitator shows a card of any color, the participants follow the instructions. The red circle - «screamer» (you can run and shout), the green circle - «whisper» (quietly walk and whisper, («We speak in whispers»), the yellow circle - «silence» (shut up and be silent).

Exercise 2. «Gentle chalk»

Учасники розбиваються на пари, а потім по черзі малюють на спині один одному різні предмети. Той, кому малюють, має вгадати, що намальовано. Аналізуємо почуття та відчуття.

Exercise 3. «Brave kids»

The children choose a leader - he is a terrible dragon. The child in the role of a dragon stands on a chair and says in a menacing voice: «Be afraid, be afraid of me!» The children answer: «We are not afraid of you!» This is repeated 2-3 times. From the words of children, the dragon gradually decreases (the

child jumps from a chair), turns into a little sparrow. Begins to tweet, fly around the room.

Exercise 4. «Compliments»

Standing in a circle, everyone holds hands. Looking into the neighbor's eyes, the child says: «I like you...». The host nods and replies, «Thank you, I'm very pleased!». The exercise continues in a circle. Next, we discuss the feelings that the children experienced during this task.

Isotherapy

Exercise 1. «Drawing with palms»

In this exercise, children realize their creative activity by drawing with finger paints. Children are offered a sheet of paper, finger paints of different colors, brushes, napkins, a glass of water.

In order to implement the exercise, it is necessary to instruct children. First, you need to paint the whole sheet blue (red, yellow, green or any other) paint. After it has dried, the child applies paint to the palm. The color is chosen and named by the teacher. This task involves a large variety of performance. That is why you can draw fish, butterflies, birds and more. After the drawing is finished, the child needs to tell what happened to her, describe the details and colors of the drawing.

Exercise 2. «Flight of fantasy»

This exercise is very unusual and fundamentally different from the standard ideals of the image. Its essence is that children are asked to draw pictures with gouache or watercolor paints. You can use any available methods. You can draw with brushes, fingers; you can draw lines, dots, smear paint on the sheet with your palms, fingers. A picture should be published that does not correspond to the generally accepted ideals. That is why the image cannot be «bad» or «good», «successful» or «unsuccessful».

The undoubted advantage will be the fact that children will comment on their actions in the process of work. One variation of this exercise is drawing to music, which can be both dynamic and calm.

The implementation of this exercise should be divided into three stages:

drawing without music;

drawing to calm music;

drawing to dynamic music.

After all three stages, the results must be compared.

Exercise 3. «On the sandy shore»

To perform this exercise, children will need the help of a teacher. All the necessary details are prepared in advance: A4 drawing, glue, sand.

This exercise can be performed both individually and in a small group. Each child is offered a sheet of paper with a picture of large elements.

The teacher explains to the children the essence of the work and helps to start. In the drawing on certain details, glue is applied in a thick layer. After that, the child takes the sand and pours on the places smeared with glue. When the sand dries, you can apply more glue on top and sprinkle the picture with glitter.

Once everything is ready, children can tell what happened to them, as well as discuss what happened to their peers. The element of teamwork will be an undeniable advantage, as coherent language is best corrected during dialogic communication. Moreover, the development of coherent speech takes place at the stage of communication with the teacher, when children are asked to give some of the materials, ask questions, etc.

Exercise 4. «Self-portrait»

The name of this exercise speaks for itself. You need to draw your own portrait of the child. It is necessary to explain to the child that it is necessary to draw the portrait as plausibly as possible. It is necessary to mark all the details, distinctive features and try to express the character traits in the picture. If a child wants to portray other family members, they should not be forbidden to do so. When the work is ready, the teacher asks each of the children to tell about what happened.

Such work allows not only developing the skills of coherent speech, but also promotes the psychological development of children, teaches them to analyze their traits and characteristics.

Exercise 5. «Draw circles»

Children are asked to draw a circle of the desired size and favorite color. Then you need to draw one or two more circles of any size and color. Then the children are instructed to fill the space of the circles with plot drawings, icons and symbols. After the execution, you need to explain your choice.

Exercise 6. «Masks»

Every child is given a blank «mask» and with the help of various visual aids, it is necessary to «revive» it, paint.

Exercise 7. «Winnicott Doodles»

At the beginning of the exercise, the teacher asks the child to draw random chaotic doodles on a sheet of paper with colored pencils or felt-tip pens. After that, the child together with the teacher tries to find in the doodles specific drawings, figures, icons, etc., and then highlight them with color and paint.

Exercise 8. «Dancing hands»

The teacher asks the children to imagine that they are in the fairy tale «Snow Queen». He reads a passage describing the flight of snowflakes and asks children to draw with their fingertips how snowflakes fall. You need to draw with both hands on a sheet of tinted paper. After completing the task, the teacher asks the children to explain what their drawings look like.

Music therapy

Exercise 1. «Joyful dance»

To perform this exercise, one of the children stands in front of the whole group and dances to joyful, rhythmic music, trying to convey joy and happiness in his dance. The group, on the other hand, also dances precisely trying to repeat his movements.

Exercise 2. «I'm not afraid of scarecrows»

Children are given dynamic music, to which they hold hands, walk in a circle and say in a chorus «I'm not afraid of

- scarecrows, whoever you want - I'll turn». The presenter names a scary character, the children need to quickly turn into him and freeze. The leader chooses the worst and he becomes the leader and continues the game.

Exercise 3. «AbraKaDaBra»

Children are offered a choice of musical instruments. Each of them chooses one that they like. Then the children get together and, at the teacher's command, start playing at the same time. After the «performance» is completed, each of the participants shares their impressions of the concert.

Exercise 4. «Scarf with magic stories»

To perform the exercise, the music director turns on the music, which moves a large bright scarf over the child, while telling a fantasy story. At the same time, the music teacher suggests that the child move arbitrarily when the scarf «flies» up or swings from side to side, and stop when the scarf falls.

During the teacher's exercise, it is necessary to synchronize moving and calm episodes in the movements of the scarf, in music and in history. Properly selected music intensity and rhythm will help the child to organize the movements, enhancing the impression of the movements of the scarf and the words of the music director.

Exercise 6. «Bumblebee Flight»

For this exercise, children are included in Rimsky- Korsakov's composition «Flight of the Bumblebee» and given instructions: «A bee sits on one flower, then on another, depending on how the music changes. Nevertheless, here the bee flew, got tired and fell asleep on a beautiful flower. The night has come».

Then the teacher changes the music, includes Brahms' composition «Lullaby». A thick dark handkerchief is thrown over each child. «Morning came, the sun rose, the bee woke up and flew again from flower to flower». The teacher removes the handkerchief, and the children have to imitate the flight of a bee, flutter their wings, sit on flowers, etc.

Art therapy in preventive and corrective work with anxiety has an important feature - it is by means of this type of therapy can be put into words and form affective feelings of the individual and suppressed emotional disorders. The possibility of creativity creates favorable conditions for harmonization and restoration of emotional balance.

Conclusions

Thus, the variety of art-therapeutic techniques allows you to choose the most suitable exercises for children. The universality of art therapy lies in its age and categorical scope. To work with anxiety states, techniques of this type of therapy are able to detect, live and level these conditions. These examples of exercises are noted as one of the most effective and common.

References

Maujean A., Pepping C. A., Kendall E. A systematic review of randomized controlled studies of art therapy. Art Therapy. 2014. 31. Pp. 37-44.

Sukhinina O. Formation of the child's personality in the process of acquaintance with art. Preschool education. 2004. 2. Pp. 36-38.

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