Art therapy in the correction of emotional disturbances in preschool children
DOI:
https://doi.org/10.33910/2686-9527-2020-2-3-277-287Keywords:
art therapy, emotional disturbances, emotions, aggression, preschool age, psychological correction, game therapy, fairy tale therapy, sand therapy, correction programAbstract
The article discusses a popular method of psychological correction of emotional disturbances in preschool children. Art therapy techniques may often be applied in practice by individuals without sufficient professional training, and without necessary regard for the age-related characteristics of the child’s psyche. The development of the emotional sphere is an important part of a child’s personal development. This article highlights prominent issues in the development of the emotional and personal sphere at the preschool age and discusses modern views on emotional processes and emotional development; particular attention is devoted to the causes of frustration in a child and to its manifestations, including aggression. The main purpose of this article is to describe the possibilities offered by specific art therapy methods in correcting the emotional states of preschoolers, finding effective ways to neutralize manifestations of aggression, and identifying the resources necessary for the development of a child’s personality.
The author presents art therapy as an independent psychotherapeutic area, based on the ideas conceived by Freud, Jung, Maslow, and Rogers and developed by many modern researchers. The purpose of this method is to harmonize and develop the human psyche. In this regard, the author substantiates the applicability of art therapy methods in the correction of emotional disorders in preschool children and discusses the most frequently used art therapy techniques. The paper describes the methods, provides examples of the techniques and exercises, and substantiates the necessity of introducing art therapy into the activities of preschool psychologists and teachers. Special attention is devoted to neutralizing manifestations of aggression, particularly to the psychotherapeutic method of psychocorrection of aggressive emotional states. The author highlights specific methods of art therapy, such as isotherapy, fairy tale therapy, and clay therapy, which help preschool children to work through the unconscious motives of their behaviour. The paper provides examples of recommended and copyrighted techniques and recommendations on the development of emotional correction programs for preschool children. Both, group and individual forms of therapy are described on the example of an original program designed for correcting emotional disorders in preschoolers which was tested in the ”Family Centre” in Primorsky District of St. Petersburg.
References
ЛИТЕРАТУРА
Ахмедова, С. (2012) Методы арт-терапии в работе с агрессивными детьми. S. p.: Lambert Academic Publishing, 88 с.
Бетенски, М. (2002) Что ты видишь? Новые методы арт-терапии. М.: Эксмо-Пресс, 256 с.
Божович, Л. И. (2008) Личность и ее формирование в детском возрасте. СПб.: Питер, 398 с.
Володина, С. А. (2016) Влияние образовательной среды на развитие мышления ребенка. В кн.: Т. Н. Сахарова (ред.). Сборник докладов по результатам научно-практической конференции «Человек в мире неопределенности: методология культурно-исторического познания», приуроченной к 120-летию Л. С. Выготского. Т. 1. М.: МПГУ, 499 с.
Выготский Л.С. (2003) Игра и ее роль в психическом развитии ребенка. Психология развития ребенка. М.: Смысл; Эксмо, 512 с.
Зинкевич-Евстигнеева, Т. Д. (2015) Игра с песком. Практикум по песочной терапии. СПб.: Речь, 256 с.
Зинкевич-Евстигнеева, Т. Д., Тихонова, Е. А. (2003) Проективная диагностика в сказкотерапии. СПб.: Речь, 208 с.
Изард, К. Э. (2009) Психология эмоций. СПб.: Питер, 464 с.
Киселева, М. В. (2006) Арт-терапия в работе с детьми. СПб.: Речь, 160 с.
Киселева, М. В. (2007) Арт-терапия в практической психологии и социальной работе. СПб.: Речь, 330 с.
Киселева, Т. Ю., Беловолова, С. П. (2010) Арт-терапия как психолого- педагогическая технология. Сибирский педагогический журнал, № 11, с. 218–225.
Копытин, А. И. (2002) Диагностика в арт-терапии. Метод «Мандала». СПб.: Речь, 80 с.
Копытин, А. И. (ред.). (2012) Методы арт-терапевтической помощи детям и подросткам. Отечественный и зарубежный опыт. М.: Когито-Центр, 286 с.
Копытин, А. И., Свистовская, Е. Е. (2017) Арт-терапия детей и подростков. 2-е изд. М.: Когито-Центр, 196 с.
Кряжева, Н. Л. (2004) Развитие эмоционального мира детей. Екатеринбург: У-Фактория, 184 с.
Лебедева, Л. Д. (2003) Практика арт-терапии: подходы, диагностика, система занятий. СПб.: Речь, 256 с.
Лютова, Е. К., Монина, Г. Б. (2006) Тренинг общения с ребенком (период раннего детства). СПб.: Речь, 176 с.
Мещеряков, Б. Г., Зинченко, В. П. (2007) Эмоции. В кн.: Б. Г. Мещеряков, В. П. Зинченко (ред.). Большой психологический словарь. [Электронный ресурс]. URL: https://psychological.slovaronline.com/2078- EMOTSII (дата обращения 24.04.2020).
Оклендер, В. (2005) Окна в мир ребенка. Руководство по детской терапии. М.: Класс, 336 с.
Романов, А. А. (2006) Направленная игротерапия агрессивности и конфликтности у детей: альбом диагностических и коррекционных методик. М.: Плэйт, 48 с.
Тарарина, Е. (2017) Шкатулка мастера. Практикум по арт-терапии. М.: Вариант, 208 с.
Эльконин, Д. Б. (2007) Детская психология. 4-е изд. М.: Издательский центр «Академия», 384 с.
REFERENCES
Akhmedova, S. (2012) Metody art-terapii v rabote s agressivnymi det’mi [Art therapy methods in working with aggressive children]. S. p.: Lambert Academic Publishing, 88 p. (In Russian)
Betensky, M. (2002) What do you see? Phenomenology of therapeutic art expression. Moscow: Eksmo-Press Publ., 256 p. (In Russian)
Bozhovich, L. I. (2008) Lichnost’ i ee formirovanie v detskom vozraste [Personality and its formation in childhood]. Saint Petersburg: Piter Publ., 398 p. (In Russian)
El’konin, D. B. (2007) Detskaya psikhologiya [Child psychology]. 4th ed. Moscow: Akademia Publ., 384 p. (In Russian)
Izard, С. E. (2009) The psychology of emotions. Saint Petersburg: Piter Publ., 464 p. (In Russian)
Kiseleva, M. V. (2006) Art-terapiya v rabote s det’mi [Art therapy in working with children]. Saint Petersburg: Rech’ Publ., 160 p. (In Russian)
Kiseleva, M. V. (2007) Art-terapiya v prakticheskoj psikhologii i sotsial’noj rabote [Art therapy in practical psychology and social work]. Saint Petersburg: Rech’ Publ., 330 p. (In Russian)
Kiseleva, T. Yu., Belovolova, S. P. (2010) Art-terapiya kak psikhologo- pedagogicheskaya tekhnologiya [Art therapy as a psycho-educational technology]. Sibirskij pedagogicheskij zhurnal — Siberian Pedagogical Journal, no. 11, pp. 218–225. (In Russian)
Kopytin, A. I. (2002) Diagnostika v art-terapii. Metod “Mandala” [Diagnostics in art therapy. The “Mandala” method]). Saint Petersburg: Rech’ Publ., 80 p. (In Russian)
Kopytin, A. I. (ed.). (2012) Metody art-terapevticheskoj pomoshchi detyam i podrostkam. Otechestvennyj i zarubezhnyj opyt [Methods of art-therapeutic care for children and adolescents. Native and foreign experience]. Moscow: Kogito-Tsentr Publ., 286 p. (In Russian)
Kopytin, A. I., Svistovskaya, E. E. (2017) Art-terapiya detej i podrostkov [Art therapy for children and adolescents]. 2nd ed. Moscow: Kogito-Tsentr Publ., 196 p. (In Russian)
Kryazheva, N. L. (2004) Razvitie emotsional’nogo mira detej [Developing the emotional world of children]. Ekaterinburg: U-Faktoriya Publ., 184 p. (In Russian)
Lebedeva, L. D. (2003) Praktika art-terapii: podkhody, diagnostika, sistema zanyatij [Art therapy practice: Approaches, diagnostics, training system]. Saint Petersburg: Rech’ Publ., 256 p. (In Russian)
Lyutova, E. K., Monina, G. B. (2006) Trening obshcheniya s rebenkom (period rannego detstva) [Training of communication with a child (early childhood)]. Saint Petersburg: Rech’ Publ., 176 p. (In Russian)
Meshcheryakov, B. G., Zinchenko, V. P. (2007) Emotsii [Emotions]. In: B. G. Meshcheryakov, V. P. Zinchenko (eds.). Bol’shoj psikhologicheskij slovar’ [Large psychological dictionary]. [Online]. Available at: https://psychological. slovaronline.com/2078-EMOTSII (accessed 24.04.2020). (In Russian)
Oaklander, V. (2005) Windows to our children. A gestalt therapy approach to children and adolescents. Moscow: Klass Publ., 336 p. (In Russian)
Romanov, A. A. (2006) Napravlennaya igroterapiya agressivnosti i konfliktnosti u detej: al’bom diagnosticheskikh i korrektsionnyh metodik [Directed game therapy of children’s aggression and conflicts: Album of diagnostic and corrective techniques]. Moscow: Plejt Publ., 48 p. (In Russian)
Tararina, E. (2017) Shkatulka mastera. Praktikum po art-terapii [Master’s box. Art therapy workshop]. Moscow: Variant Publ., 208 p. (In Russian)
Volodina, S. A. (2016) Vliyanie obrazovatel’noj sredy na razvitie myshleniya rebenka [Influence of the educational environment on the development of a child’s thinking]. In: T. N. Sakharova (ed.). Sbornik dokladov po rezul’tatam nauchno-prakticheskoj konferentsii “Chelovek v mire neopredelennosti: metodologiya kul’turno-istoricheskogo poznaniya”, priurochennoj k 120-letiyu L. S. Vygotskogo [Collection of reports on the results of the scientific and practical conference “Man in the world of uncertainty: methodology of cultural and historical knowledge”, dedicated to the 120th anniversary оf L. S. Vygotsky]. Vol. 1. Moscow: Moscow Pedagogical State University Publ., 499 p. (In Russian)
Vygotsky, L. S. (2003) Igra i ee rol’ v psihicheskom razvitii rebenka [Psihologiya razvitiya rebenka]. Moscow: Smysl Publ.; Eksmo Publ., 512 p. (In Russian)
Zinkevich-Evstigneeva, T. D. (2015) Igra s peskom. Praktikum po pesochnoj terapii [Playing with sand. Sand therapy workshop]. Saint Petersburg: Rech’ Publ., 256 p. (In Russian)
Zinkevich-Evstigneeva, T. D., Tikhonova, E. A. (2003) Proektivnaya diagnostika v skazkoterapii [Projective diagnostics in fairy-tale therapy]. Saint Petersburg: Rech’ Publ., 208 p. (In Russian)
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Elena V. Markman
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
