| Abstract [eng] |
An analysis of the theoretical value of art therapy in reducing the student’s hyperactivity was carried out at work. A research was carried out using an interview method, the objective of which was to evaluate the significance of art therapy in reducing hyperactivity. A case study analysis, involving hyperactive pupils, was conducted. The research involved the participation of 7 (seven) art therapy leading professionals from 4 (four) types of institutions and different cities and 3 (three) hyperactive students. The empirical part assessed the analysis and its significance of art therapy on hyperactivity reduction and the application of art therapy toward reducing children’s activity. Main conclusions of the empirical research: 1. During the art therapy involvement, the pupils learn to communicate, to be among others, they have an increase in attention span, and a decrease in hyperactivity and restlessness. Art therapy increases pupil’s self-confidence, encourages the expression of feelings, and helps to feel assertive. 2. Specialists, working with pupils who have hyperactivity disorder, tend to initially perceive the negative traits of these children: distraction, impatience, high mobility, lack of focus, inability to evaluate own behavior. 3. Getting to know the pupils, finding out the reason for their behavior, constantly and consistently working, paying particular attention, and by applying an individual approach and personal motivation, positive traits start to show up: creativity, receptivity toward innovation, ability to feel satisfied. 4. Upon the completion of analysis of children’s cases, it was determined, that art therapy, directed toward the reduction of hyperactivity, forms the foundation for a positive behavior. The ability to govern shape a child's character traits that help to protect against the consequences of inappropriate behavior. The children learn to be in a team, learn to manage emotions and pay attention. Each art therapy session results relate not so much to artistic creation, as much as to the effect in the following experiences: learning to communicate, behave properly among other things, to maintain emotional balance. |
